Literacy Project
Friday, 31 August 2007
Language Arts  (EDU 320/520)Literacy Project Guidelines  Why is this learning experience important (i.e. What’s the point?)?  (1) To provide opportunities for you to organize a writing lesson, (2) To prepare and teach using the think aloud/write aloud or shared/interactive writing demonstration technique, (3) To reinforce the inextricable connection between reading and writing, (4) To address some of the State of Maine Learning Results, and (5) To address Maine’s Standards One, Three, Four, Six, and Eight for Initial Certification (listed throughout this handout).

1.  Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

3. Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, and social development.

4.  Plans instruction based upon knowledge of subject matter, students, and curriculum goals.

6.  Creates and maintains a classroom environment which supports and encourages learning.

8.  Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

             What will you know or be able to do or demonstrate when you are done? You will demonstrate an understanding of a Reading/Writing Workshop.              How will I know that (i.e. assessment)?  By your lesson plan and demonstration of your think aloud/write aloud or shared/interactive writing strategy.In your mid-semester reflection, you selected literacy goals that focus on reading, writing, and conversation in the classroom. 

Select a book from the required text list in the syllabus choose to view one of the DVDs listed in the appendix that are housed in the UNE library.

 After reading your book or watching the DVD, create a lesson plan (full two pages but no more) using this format based on your reading or viewing:             1. One lesson objective based on the Maine Learning Results (Standard Four and Eight) (Describe what students will know or be able to do or demonstrate when they are done.  Begin the sentence thusly, “Students will…”  After the sentence, write a sentence or two how you will assess them to know that.)  Go to the State of Maine website at   http://www.state.me.us/education/lres/ela.htm to learn more about the Maine Learning Results.               2.  A lesson initiation (Standard One) – This is also referred to as a hook, which is an active learning experience at the beginning of the lesson that gives students a reason to care about the learning for the day.  Hooks for each class build on student prior knowledge and may include: preliminary discussion, probing questions, an article from newspaper or magazine, reading done by students, a video clip, reading and thinking aloud/writing aloud by teacher and discussion, music, and role playing.  Put yourself in the classroom. What would you say specifically?  3. The lesson development (Standard One)a. Describe the think aloud/write aloud or shared/interactive writing modeling you will do.  This will be the think aloud/write aloud or shared/interactive writing you will do for the last class.b. Indicate the reading that you and/or the students will doc. Identify the writing that the students will do.   4. Daily assessment of learning (Standard Eight) –  Describe the informal assessment or formal assessment you will use to determine whether students have learned what you wanted them to learn. 5. Diverse Learners and Modifications (Standard Three)a. Gifted learners (Make the adaptation something more than giving the child more work or helping others.  What project or group work would enhance the learning?)b. Special Needs learners (I am talking about learners one to two years below grade level, not severely handicapped students.  Assume there is no Ed. Tech in the room.) [Note pages 169-172 in Writing Essentials] 6. Address how you will create and maintain a classroom environment which supports and encourages learning.  (Standard Six) Consider the set up of the classroom, where students do their reading, writing, and discussing, and what groupings will be used.  Include some of the words you will say.  Comment on lighting and furniture as well as the verbal comments you will make to establish a safe setting for learning.  Describe the expectations you have for the students.   7. Materials 8. Two Cautions – Describe potential problems with this lesson and address how you will deal with those issues.   Make each caution that you use specific to the lesson. Lesson plan draft due on November 15th  

Please submit your entire lesson for my formative assessment (in process feedback) on your workshop to date and send back an electronic response to you.  

 

Check list

 1. One lesson objective based on the Maine Learning Results              2.  A lesson initiation (Standard One) 3. The lesson development (Standard One)4. Daily assessment of learning (Standard Eight) 5. Diverse Learners and Modifications 6. Address how you will create and maintain a classroom environment which supports and encourages learning.)  7. Materials8. Two Cautions  Graduate Students have two such two-page lessons due.  They’ll choose to demonstrate one of them at the last class.

                                                                       

Think Aloud/Write Aloud or Shared/Interactive Writing Demonstration at the last class.
                 You will have ten minutes to demonstrate your think aloud/write aloud strategy or shared/interactive writing to your classmates.  You will provide each class member with a one-page summary of your lesson. The project is worth 40 points and the demonstration is worth 10 points. Appendix of DVDs in the UNE Library 1. Read, Write, and Talk: A Practice to Enhance Comprehension by Stephanie Harvey with Anne Goudvis.  Reading is a social act.  We all love to talk about what we’ve read.  The Read, Write, and Talk practice provides a framework for reading, merging thinking with the information, recording thoughts, and talking about what has been read. 2.Thoughtful Reading: Teaching Comprehension to Adolescents by Cris Tovani.  Meeting the needs of adolescent readers can be a challenge.  Thoughtful Reading shows Cris working with a wide range of students.  You’ll see Cris leading the whole class, launching small group activities, thinking through instructional design, teaching individual students, and assessing learner’s needs and strengths. 3.Talking About Writing by JoAnn Portalupi and Ralph Fletcher.  Accomplished teachers of students in grades 3 through 5 confer with students about their writing.  Writers need response, not only from their peers but from teachers as well.   Dan Rothermel, PhDDepartment of EducationUniversity of New England