Unpacking my Histories, Cultures, and Experiences in Relation to Literacy Teaching 10% of final grade In this assignment you'll critically reflection on your beliefs, memories, experiences and ideologies that shape your pedagogical decisions as a literacy teacher. Teaching is not neutral so we need to examine the self in relation to how we plan instruction and interact with children. You will use multiple modes (writing, artistic, digital, performative, etc.) of collecting memories/artifacts to represent your learning and analysis about the self. - Students bring in one draft to discuss in class with a peer. The length depends on the mode they use (some it is written 4-8 pages, others artistic sketches, etc. -- page equivalent to 4-8 pages). Peers evaluate the draft. Writer's Notebook and Published Piece of Writing 12.5% of final grade In order to be effective teachers of writing, it is important that we participate in the writing process on a regular basis to understand what it feels like to be writers and to more deeply understand the actions/decisions that writers make. Throughout the semester, you will keep a writer's notebook as a place to collect thoughts, ideas, reflections, observations, artifacts, and quickwrites on a weekly basis. You will be expected to make entries in your notebook at least 2 times throughout each week. During the semester, you will be talking with peers about this experience as a writer. You will select a seed idea(s) from your writers' notebook to take through the publishing process. In class, we will have peer conferences on editing and revising this selected piece. On October 10 you will turn in your final writing notebook piece (along with conferencing notes and the drafts -- I want to see the process not just the finished product). The final piece will be shared and celebrated during class on October 10. - Students share weekly with a peer the seed ideas collected in their notebooks. Students keep the same partner throughout this assignment (to meet with each week). There is one day set aside for students to bring in a draft copy of their final piece to elicit feedback on editing and revising from a peer. Lengths vary on this assignment depending on mode chosen (written, artistic, performative, digital, etc.). Typically around 4 pages (or page equivalent). Peers evaluate the draft. Audit Trail Journey: Case Studies of Literacy Learning 15% of final grade At the heart of literacy learning is assessment, which guides instruction. Conferences during reading and writing workshop serve as a space to assess and teach children individually. Many times I have heard pre-service as well as experienced teachers comment, "I don't know what to say to a child during a conference." This assignment is designed to give you space and time to explore assessing and teaching young children through individual conferences. You will choose one child at your field placement (LTC 4214) to assess and instruct through conferences. This learning engagement gives you the opportunity to actively make decisions to assess and instruct multiple learners -- to actively "try-out" teaching strategies to help diverse learners. Instead of a traditional research or inquiry paper, you will create an Audit Trail to explore and record your conferencing experience. A detailed handout will be given at a later date. Some of the items you'll want to "try-out" and include in your audit trail are: Several informal assessments such as observing the child's literacy behaviors and giving a literacy inventory to help you know the child better running records to help you formally document the child's reading miscues, intonation and fluency patterns, and their retelling ability writing and spelling analyses of students' writing reading and writing conferences - Most students choose to do a digital audit trail such as a website, blog, etc. They begin the project within the first few weeks of the semester and then update their writing each week after field placement. Towards the end of the semester, a peer does read through the entire draft and offers feedback before the final project is due. Lengths vary on this assignment depending on mode chosen (written, artistic, performative, digital, etc.). Typically 20-30 pages or page equivalent. Peers evaluate the draft. "Flexible" Literacy Lesson Plans, Teaching and Reflections (to teach in field placement LTC 4124) Each plan is 12.5% of grade for a total of 25% of final grade As pre-service teachers, it is important to not only read about literacy theories and current teaching practices, but also have a chance to "try-out" teaching in your field placement. Two times throughout the semester you will create literacy lesson plans, collaborating with your field placement teacher. Before teaching the lesson, you'll bring a draft of the lesson to our class to get peer feedback and talk-through your plan. As soon-to-be teachers it is important to understand how to design effective and engaging lessons to meet diverse students' interests and needs and know learn how to be flexible -- listening to students in the moment of teaching and adjusting to their inquiries. These lessons will give you the opportunity to be creative and reflective in your teaching. I encourage you to think about ways to incorporate a broad range of texts -- not just books, but technologies and media as well. You will need an audio recorder for these assignments, as you are expected to listen to yourself teach. We will transcribe 10 minutes of teaching, analyze your talk, and write a general reflection for each lesson. - Two during the semester students teach two lessons in their K-3 field placement. Each time they bring a draft of the lesson plan to class for peers to offer feedback. They use this feedback to edit and revise for the final paper. Lengths vary, but typically the lesson plan section is about 4-6 pages in addition to transcribing 10 minutes of their lesson, a written analysis (2-5 pages), and general reflection (2-5 pages). This process happens twice -- for two lessons -- so double the page estimates. Peers evaluate the draft.
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