WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED311: Ethnographers of Language in Elementary ClassroomsThis checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______Maggie Hoody __________________________________ ____3/3/11_________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __January 10, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

__RED 311_____________ _Ethnographers of Language in Elementary Classrooms__________ ______8______Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary Classrooms;

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.The Ethnographers of Language semester block explores language as a social and cultural construct – developing an understanding of different ways with words and how such awareness informs patterns of communication within and beyond classroom communities.

Essential Questions situated within the course include: How does content knowledge of Ethnographers of Language impact student learning? How do Thoughts, Beliefs, and Behavior of the Classroom Cultural Community impact student

learning? How does Discourse Awareness impact student learning? How does Instruction impact student learning?

Guiding questions include: What is language? What is literacy? What is development? What is ethnography?

2. Course outline of the major topics and subtopics (minimum of two-level outline).I. Theories of Learning

a. Ethnography (semester lens)b. Theories of Language Acquisition and Development

i. Behaviorismii. Socioculturalism

iii. Constructivism (Schema Theory)iv. Cognitivism

v. Situated Language (Transactional Theory)vi. Second Language Theories

vii. Metacognitionviii. Theories of Hybridity

c. Evolving Theories of Literacy i. New Literacy Studies

ii. Multiliteraciesiii. Situated Literaciesiv. Critical Literaciesv. Digital Literacies

II. Discoursea. Definition per Gee’s (1996) Sociocultural Linguistics and Literaciesb. Acquiring Discourse awarenessc. Utilizing Discourse awareness as an instructional resourced. Promoting Discourse awareness with/in students

III. Content Knowledgea. The Nature of Literacy

i. Integration of traditional language artsii. Modeling as foundation for literacy learning

b. Development Stages of Readingc. Developmental Stages of Writingd. Elements of Literacy Instruction

i. Phonological/Phonemic Awarenessa. Phonological awareness vs. phonemic awarenessb. Assessment activitiesc. Instructional Activitiesd. Materials and strategies

ii. Word Identification a. Analytic Phonicsb. Synthetic Phoniesc. Analogy Phonicsd. Imbedded Phonicse. Phonics Through Spellingf. Chunking/syllabicationg. Cross checking/context analysish. Professional phonics terminologyi. Cueing systems: syntactic, semantic, graphophonic

iii. Fluency Developmenta. Repeated, monitored oral readingb. Extensive silent reading

iv. Vocabulary Instruction and Developmenta. Sight Word Developmentb. Pre-teaching unfamiliar terminologyc. General Vocabularyd. Literary Vocabularye. Technical Vocabulary

f. Tier I, II, and III Vocabularyg. Morpheme Analysis Instruction

v. Text Comprehensiona. Preview, Predict, Confirmb. Cross-Checking for Meaningc. Role of Schemad. Prior Knowledge, Previewing, and Purposee. Metacognition and Self-Monitoringf. Reflection and Reader Responseg. Questioning and Levels of Thinkingh. Curriculum-based Comprehension Assessments

e. Fostering the Development of Writing, Speaking, and Visual Languagei. Early Writing

a. Drawing to Writingb. Invented Spelling and Composing

ii. Brainstorming, Drafting, and Conferencinga. Expanding Purposesb. Expanding Forms

i. Expository Genresii. Technical Genres

iii. Revision, Editing, and Publishinga. Conferencingb. Conventions and Editing Expectationsc. Editing Agreementsd. Assessment of Grammar and Editing in Context

iv. Speaking & Visual Language Production Process and Instructionv. Spelling Instruction and Assessment

a. Emergentb. Letter-Name Alphabetic c. Within Wordd. Syllables and Affixese. Derivations & Etymologyf. Spelling Inventories

vi. Penmanshipa. Manuscriptb. Cursive

f. Balanced Literacy Programsi. Independent Reading

ii. Shared Readingiii. Read-Aloudsiv. Guided Readingv. Word Study

vi. Shared/Interactive Writingvii. Independent Writing

viii. Guided Writingg. Reading/Writing in the Content Areas

i. Text Featuresii. Psychological Principles for Retention

iii. Study Skills/Note-Taking Strategiesiv. Instructional Techniquesv. Writing to Learn

vi. Reading to Remembervii. Direct Vocabulary Instruction

viii. Language Experienceh. Interdisciplinary Integration – Language Arts Across the Curriculumi. Planning and Organizing Instruction

i. Creating a Scheduleii. Basal Reading Programs

iii. Literature Unitsiv. Literature Circlesv. Reading and Writing Workshops

j. Academic Standardsi. Minnesota State Standards

ii. International Reading Association StandardsIV. Assessment

a. Formalb. Informal/Authenticc. Concepts About Printd. Running Recordse. Reading Inventoriesf. Writing Inventoriesg. Spelling Inventoriesh. Functional Reading Levels: Independent, Instructional, Frustrationi. Response to Intervention

V. Learning Environmenta. Organizing Materialsb. Grouping Practices

i. Using Data to Inform Group Compositionii. Differentiating Literacy Instruction

a. Struggling readers/writersb. English Language Learnersc. Gradual Release of Responsibility /Affective Development for Sustained Learningd. Technology

i. Student Usesii. Teacher Use (Instructional)

e. Communicationi. With Parents

ii. With Paraprofessionalsiii. With Volunteersiv. With Colleagues v. With Specialists

VI. Instructional Strategies

a. Models of Teaching and Learning (Core Strategies)b. Discipline Specific Strategies (Literacy/Content-Area Literacy)

i. Demonstration of Strategiesa. 6+1 Traits Writingb. RAFTc. List Group Labeld. Word Mape. SQ3Rf. Morning Meeting Message (as Literacy Dev. Tool)g. Elkonin Boxesh. Readers Theateri. Radio Readingj. Echo Readingk. Systematic Phonics Instructionl. Making Words

ii. Developing a Compendiuma. One-on-One Strategiesb. Small Group Strategiesc. Whole-Class Strategies

VII. Ethicsa. Equity

i. Resourcesii. Discourses

iii. Ways of Knowingb. Achievement Gap

i. Data and potential causesii. NCLB

iii. Reading FirstVIII. Children’s & Adolescent Literature

a. As Instructional Toolsi. Phonemic Awareness

ii. Phonicsiii. Read Aloudiv. Shared Readingv. Independent Reading

vi. Guided Reading b. Promoting Plurality

i. Discoursesii. Genres

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.Teacher Candidates will address the Essential Questions, Guiding Questions, and MN Teaching Standards in the following course requirements.

Applied Field ExperienceCandidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), Intermediate (grades 4-6), and Middle (grades 7-8).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.For this course, candidates will complete the following Field Experience Application:

Facilitation of language arts lessons that utilize Read-Aloud, Shared Reading, Guided Reading and Guided Writing strategies*.

Administration of literacy assessment tools.*Each of the previous experiences lead up to implementation of Literacy Block I, which students will teach as a part of RED 411: Ethnographers Clinical Practice, and Literacy Block II, which will be facilitated as a part of RED 412: Global Studies Clinical Practice.

Critical Consumer of ResearchAssignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

Students will read from Richard Allington’s What Really Matters in Fluency, prepare a presentation for their colleagues, and collaboratively analyze what fluency is, how fluency is developed, why some readers struggle with fluency, how fluency should be assessed, and how educators can work to explicitly foster the development of fluency.

Self-AnalysisEllsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

Theories About Literacy-Learning Reflection – At the beginning of the course, students will record their ideas about the nature of literacy. The assignment is designed to draw attention to the

theories we carry with us without overt recognition and leads into an analysis of literacy theorists/theories across time and place.

Identities Reflection – Students will reflect upon the collection of identities they enact throughout a given day, week, month or year. This assignment leads into the (mini)Ethnography.

(mini)Ethnography of Language -- Students will spend extended time in an unfamiliar discourse community, nalyze the “ways with words” (Heath, 1983) utilized within the discourse community, and collaboratively reflect upon what the ethnographic studies have to offer our thinking about teaching and learning.

Strategy Showcase

This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies:

Read Aloud Shared Reading Guided Reading Shared/Interactive Writing Guided Writing Content Reading strategy

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.For this course, candidates may consider the following entries:

Literacy Block I (K – 3) Literacy Block II (4 – 6) Assessment Tools

o Concepts About Printo Emergent Literacy Profileo Running Recordo CLOZEo Words Their Way Spelling Inventory

Capstone ExperienceAt the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required. For this course, candidates will engage in the following capstone experience:

Implementation of Literacy Block I

Description of Course Practice and Assessment Activities

I. Balanced Literacy Teacher ToolboxSelf-Study Modules

(Modules include: print awareness, sounds of speech, phonemic awareness, phonics, assessment, fluency, vocabulary, spelling, writing, comprehension)

Students will review information, articles, video clips on key elements of reading instruction. Pre- and post-assessments will be submitted as evidence of module completion. Each topic will be explicitly explored in class as well. The self-study modules are designed to scaffold class experiences.

II. Theories Analysis Students will reflect upon their own theories about literacy learning, research major theories of literacy learning and language development, and analyze the intersections between and amongst theories (theirs and scholars).

III. Morning Meeting Series Simulation Students will participate in a series of morning meetings. After each, they will analyze the meeting to develop awareness around the relationships between reading, writing and speaking. They are required to apply their resultant knowledge within the Literacy Block I assignment.

IV. Developmental Stages of Reading Poster Presentation

Students will develop expertise around a developmental stage of reading, create a poster child that exemplifies attributes of the stage, prepare a presentation to share their expertise with the rest of the class.

V. Concepts About Print Assessment Students will learn how to use the Concepts About Print assessment, conduct a rehearsal in class, and then facilitate the assessment with a class of kindergarteners at a Clinical Practice site.

VI. Literacy Profile Students will learn how to use an emergent literacy assessment package during class then apply their knowledge by conducting the assessments with a Kindergarten student.

VII. Words Their Way Spelling Inventory Students will learn how to administer a Spelling Inventory Assessment and apply their knowledge to a class-set of data from a 4th grade classroom.

VIII. Running Record Students will learn how to conduct a running record and apply their knowledge in the field by conducting running records with 3 students.

IX. Frye’s Readability Students will apply Frye’s Readability Tool to 3 pieces of content-area literature: Science Textbook, Social Studies Textbook, and Math

Textbook.X. CLOZE Assessment Students will experience the CLOZE assessment as

a student. Then, they will prepare a CLOZE assessment passage to use with a student in the field.

XI. Guided Reading / Daily Five Simulation Students will experience the Daily Five model of reading instruction. They will apply their knowledge to the Literacy Block I and Literacy Block II assignments.

XII. Comprehension Jigsaw Students will experience a comprehension strategy as learners, then prepare a presentation to assist their classmates in developing knowledge around a repertoire of comprehension strategies.

XIII. Readers Theater Students will perform a readers theater script. They may choose to apply their resultant knowledge within Literacy Block I.

XIV. Fluency Jigsaw Students will develop expertise around 6 areas of fluency. They will share their expertise with the class through a jigsaw-presentation.

XV. Discourse Analysis Students will experience a “Read Aloud” that examines the role language plays in teaching/learning. They will

XVI. Writer’s Workshop: Developing Accomplished Writers

Students will experience a writer’s workshop as learners, then unpack the workshop from a pedagogical perspective to develop a teacher’s understanding of writing development with primary (K – 3) and intermediate (4 – 6 ) learners.

XVII. Tier I, II, III Analysis Students will analyze a collection of vocabulary words and classify them as Tier I, Tier II or Tier III words. They will apply their resultant knowledge to Literacy Block I and Literacy Block II assignments.

XVIII. Strategy Showcase Students will develop expertise around instructional strategies to support the development of content-area literacy. They will apply their expertise to a piece of intermediate-level literature and present their work to the class. They will be required to use at least one of the strategies within Literacy Block II.

XIX. Literature Study Students will participate in a literature study as learners. Later, they will analyze the experience from a pedagogical perspective. They will apply resultant knowledge to the development of Literacy Block II>

XX. Literacy Block I Students will apply the knowledge they’ve developed during the course to create an instructional plan to facilitate a week’s worth of literacy-learning in a primary classroom.

XXI. Literacy Block II Students will develop an instructional plan to facilitate a week’s worth of literacy-learning in an intermediate classroom.

5. Course materials (textbook(s), articles, etc.)

Baer, D., Invernizzi, M., Templeton, S., & Johnson, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction. Columbus, OH: Pearson.

Boushey, G., & Moser, J. (2008). The daily five. Portland, ME: Stenhouse.

Boushey, G. & Moser, J. (2009). The CAFÉ Book: Engaging all students in daily literacy assessment and instruction. Portland, ME: Stenhouse.

Diller, D. (2007). Making the most of small groups: Differentiation for all. Portland, ME: Stenhouse.

Fountas, I., & Pinnell, G. (2001). Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Gunning, T. (2010). Creating literacy instruction for all students. NY: Allyn & Bacon.

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Taberski, S. (2000). On solid ground: Strategies for teaching reading K – 3. Portsmouth, NH: Heinemann.

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse.

Allen, J. (2008). More tools for teaching content literacy. Portland, ME: Stenhouse.

Allington, R. (2001) What really matters for struggling readers: Designing research-based programs. White Plains, NY: Longman.

Allington, R. (2009). What really matters in fluency: Research-based practices across the curriculum. NY: Allyn & Bacon.

Baer, T. (2003). Self-paced phonics: A text for educators. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2007). Words their way: Word study for phonics, vocabulary, and spelling instruction. (4th ed.). Upper Saddle River, NJ: Person Merrill Prentice Hall.

Bartlett, L. (2007). Literacy’s verb: Exploring what literacy is and what literacy does. International Journal of Educational Development.

Barton, D., Hamilton, M., & Ivanic, R. (eds.). (2000). Situated literacies: Reading and writing in context. NY:Routledge.

Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Clay, M. (1999). What did I write?: Beginning writing behaviour. Portsmouth, NH: Heinemann.

Clary, M. (2000). Concepts about print: What have children learned about the way we print language? Portsmouth, NH: Heinemann.

Clay, M. (2000). Running records for classroom teachers. Portsmouth, NH: Heineman.

Comber, B. & Kamler, B. (2004). Getting out of deficit: Pedagogies of reconnection. Teaching Education, 15(3), 293 – 310.

Comber, B. & Simpson, A. (eds.) (2001). Negotiating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.

Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. NY: Routledge.

Cunningham, P. (2000). Systematic sequential phonics they use. Greensboro, NC: Carson-Dellosa.

Darling-Hammond, L. & Bransford, J. (eds.). (2005). Preparing teachers for a changing world: What teachers should know and be able to do. San Francisco, CA: Jossey-Bass.

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.

Fehring, H. & Green, P. (2001). Critical literacy: A collection of articles from the Australian literacy educator’s association. Newark, DE: International Reading Association.

Freire, P. () The importance of the act of reading. Journal of Education.

Freire, P. & Macedo, D. (1987). Literacy: Reading the word and the world. NY: Bergin & Garvey.

Gay, G. (2000). Culturally responsive teaching: Theory, research & practice. New York: Teachers College Press.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education. 53(2), 106-116.

Gay, G. (2005). Politics of multicultural teacher education. Journal of Teacher Education. 56(3), 221-228.

Gee, J.P. (1989). What is literacy? Journal of Education. 171(1), 18 – 25.

Gee, J.P. (1996). Social linguistics and literacies: Ideology in Discourses. New York: Routledge.

Gee, J.P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.

Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave.

Goodman, Y. & Martens, P. (eds.) Critical issues in early literacy: Research and pedagogy. Mahway, NJ: Lawrence Erlbaum Associates.

Goodman, K. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann.

Harste, J. (2003). What do we mean by literacy now? Voices from the Middle. 10(3), 8-12.

Hawkins, M. (2004). Language learning and teacher education: A sociocultural approach. Tonawonda, NY: Multilingual Matters LTD.

Heath, S. (1983). Ways with words: language, life, and work in communities and classrooms. NY: Cambridge University Press.

Heath, S. & Magnolia, L. (1991). Children of promise: Literate activity in linguistically and culturally diverse classrooms. NEA School Restructuring Series.

Heath, S., & Street, B. (2008). On ethnography: Approaches to language and literacy research.

Hicks, D. (1995). Discourse, learning and teaching. Review of Research in Education. 21, 49 – 95.

Hicks, D. (2002). Reading lives: Working class children and literacy learning. New York: Teachers College Press.

hooks, b. (2000). Where we stand: Class matters. NY: Routledge.

International Reading Association. (2002). Evidence-based reading instruction. Newark, DE: International Reading Associaton.

Johnston, P. (2004). Choice words: How our language affects children’s learning. Portland, ME: Stenhouse Publishers.

Ladson-Billings, G. (1994). The dreamkeepers: Successfully teachers of African American children. San Francisco, CA: Jossey-Bass.

Lee, C. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. NY: Teachers College Press.

Lensmire, T. (1994). When children write: Critical re-visions of the writing workshop. NY: Teachers College Press.

Lensmire, T. (2000). Powerful writing: Responsible teaching. NY: Teachers College Press.

Marzano, R., & Pickering, D. (2005). Building academic vocabulary. Alexandria, VA: ASCD.

Moll, L. et al. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice. 31(2), 132 – 141.

Nieto, S. (2010). Language, culture, and teaching: Critical perspectives. NY: Routledge.

Neuman, S., & Dickinson, D. (2003). Handbook of early literacy research. NY: The Guilford Press.

Newkirk, T. (2002). misreading masculinity: boys literacy, and popular culture. Portsmouth, NH: Heinemann.

Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Smith, M. & Wilhelm, J. (2002). “Reading don’t fix no chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Taylor, D. (1983). Family literacy: Young children learning to read and write. Portsmouth, NH: Heinemann.

Templeton, S., Bear, D., Invernizzi, M., & Johnston, F. (2010). Vocabulary their way: Word study with middle and secondary students. NY: Pearson.

Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education. 55(1), 25 – 38.

www.ncte.org

www.reading.org

http://www.readwritethink.org/

www.nationalreadingpanel.orgwww.createdbyteachers.com/sightfreemain.html

Journals:The Reading TeacherReading Research QuarterlyJournal of Adolescent and Adult LiteracyLanguage ArtsSchool TalkTalking PointsVoices from the Middle

B. Rationale

1. Statement of the major focus and objectives of the course.

B. A teacher of children in kindergarten through grade 6 must demonstrate the knowledge of fundamental concepts of communication arts and literature and the connections between them. The teacher must: (1) develop the skills and understanding to teach reading, writing, speaking, listening, media literacy, and literature;

RED 311

The core texts for the reading benchmarks will be:Gunning Creating Literacy Instruction for ALL Students and Fountas & Pinnell Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy.

Additional reading assignments and class experiences will have roots in a cohort collection of the following books/resources:Baer Words Their Way; Boushey & Moser The Café Book; Boushey & Moser The Daily Five; Diller Making the Most of Small Groups; Miller Reading with Meaning: Teaching Comprehension in the Primary Grades;

Experiences: I – XXI (see syllabus for description of each experience; experiences are identified by title for each of the benchmarks that follow).

Assignment/Assessment = Literacy Block I and II

(2) understand and apply teaching methods related to the developmental stages of language;

RED 311

Readings: Gunning Chapter 1 “The Nature of Literacy”, Chapter 4 “Fostering Emergent/Early Literacy,” Chapter 5 “Teaching Phonics, High-Frequency Words, and Syllabic Analysis,” Chapter 6 “Building Vocabulary,” Chapter 7 “Comprehension: Theory and Strategies,” Chapter 8 “Comprehension: Text Structures and Teaching Procedures”; Baer Words Their Way Chapter 1 “Developmental Word Knowledge”, Chapter 2 “The Assessment of Orthographic Development”, Chapter 3 “Organizing for Word Study”, Chapter 4 – 8 Emergent State, Letter-Name Alphabetic Stage, Within Word Stage, Syllables and Affixes, Derivational Relations Stage;

Instruction: Presentations and guided class experiences that explicitly address teaching methods based upon and/or geared toward: theories of language acquisition; stages of language development; stages of spelling/writing development; relationship between oral language development and literacy proficiency; phonology, syntactic, semantic, and pragmatic cueing systems; directed listening-thinking activities.

Experiences: Developmental Stages of

8710.2000 Standards of Effective Practice

Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.4A. Understand Minnesota’s graduation standards and how to implement them;

RED 310, 311, 312

Reading: MN Graduation Standards

Instruction: Series of discipline-based presentations on standards-based education – purpose, planning, and implementation.

Activities: Analysis of state standards across the elementary content disciplines.

Assessment: Inclusion of standards in plans and objectives tied to standards:

1. Math Mini-Unit2. STEM Module3. Literacy Block I4. Literacy Block II

4B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;

RED 310, 311, 312

Reading: Bloom Creating a Classroom Community of Young Scientists Chapter 4; Bahr Elementary Mathematics in Anything but Elementary Chapter 5, 11; Gunning Chapter 1, 4 (cognitively challenging talk), 12 (cognitive processes and writing development).

Instruction: Presentations on (and guided practice around) cooperative learning, direct instruction, design-based instruction, inquiry-based instruction, project-based learning, problem-based learning. Based on Darling-Hammond’s Teaching for Powerful Learning: What We Know About Teaching for Understanding.

Experiences/Activities/Assessments:1. Teacher’s Inquiry Project2. Math Mini-Unit3. STEM Module4. Literacy Block I5. Literacy Block II

4C. Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;

RED 310, 311, 312

Reading: Gunning Chapter 5 – 11 (literacy strategies); Bloom Chapter 6 (types of scientific inquiry) and 8 (planning & implementing instruction); ETA Kit; Bahr Chapter 1 – 15 (explicit attention to instructional strategies is embedded within each chapter).

Instruction: Within each core course there will be presentations/simulations centered on instructional strategies for the content-area discipline(s) of focus. Students will rehearse strategies during class and demonstrate their ability to select and utilize them effectively within projects listed below.

Experiences/Activities/Assessments:1. Math Mini-Unit2. STEM Module3. Literacy Block I4. Literacy Block II

4D. Enhance learning through the use of a wide variety of materials and human and technological resources;

RED 310, 311, 312

Reading: Gunning Chapter 11; Bloom Chapter 8 Planning and Implementing Instruction and Technology tools and uses; Bahr Chapter 2 (tools to teach math)

Instruction: Explicit modeling and guided instruction regarding the use of tools, human and technological resources during class (webquest, stereomicroscopes, math manipulatives, podcasts, SMARTBoards)

Experiences/Activities/Assessments:1. Math Mini-Unit2. STEM Module3. Literacy Block I4. Literacy Block II

*Each project will require students to utilize (and document use of ) a variety of resources.

4E. Nurture the development of student critical thinking, independent problem solving, and performance capabilities;

RED 311

EDST 464

Bloom Chapter 6 - 9 ; Bahr Chapter 1

Activity: Questioning techniques described and modeled.

Assessment:Student Teacher Evaluation FormClassroom Observation CritiquesStudent Teaching Unit Evaluation

4F. Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;

RED 311

RED 411

Activities: Modeling of flexibility; Discussion of importance of flexibility in planning/instruction.

4G. Design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;

RED 311

RED 411

Reading: Diller Making the Most of Small Groups: Differentiation for All Chapters 2 - 8; Fountas and Pinnell Readers Interest Inventory, Writers Interest Inventory;

Activities: Creation of lesson plans that reflect stated characteristics.

Assignment: Literacy Block I (Guided Reading Lessons)

Assessment: Clinical Practice V.A: “Using Data to Inform Grouping and Differentiate Instruction”

7B. plan instruction using contextual considerations that bridge curriculum and student experiences;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students

Activities: 1. Teacher’s Inquiry Project2. STEM Module3. Math Mini-Unit4. Literacy Block I and II

Assessment: Clinical Practice Key Experiences7C. plan instructional programs that accommodate individual student learning styles and performance modes;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students

Activities:1. Teacher’s Inquiry Project2. STEM Module3. Math Mini-Unit4. Literacy Block I and II

Assessment: Clinical Practice Key Experiences

7D. create short-range and long-range plans that are linked to student needs and performance;

RED 310, 311, 312

EDST 464

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students Activities:

1. Teacher’s Inquiry Project2. STEM Module3. Math Mini-Unit4. Literacy Block I and II

Assessment: Student Teaching

7E. plan instructional programs that accommodate individual student learning styles and performance modes;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students

Activities:1. Teacher’s Inquiry Project2. STEM Module3. Math Mini-Unit4. Literacy Block I and II

Assessment: Clinical Practice Key Experiences

7F. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students; Diller Making the Most of Small Groups: Differentiation for All

Activities:1. STEM Module2. Literacy Block I 3. Literacy Block II

Assessment:Clinical Practice Key Experiences

7G. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students

Activities/Experiences:1. STEM Module2. Math Mini-Unit3. Literacy Block I4. Literacy Block II

Assessment:Clinical Practice Key Experiences

7H. evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.

RED 310, 311, 312

RED 410 - 413

Reading: Gunning Creating Literacy Instruction for All Students Chapter 13; Bahr Elementary Mathematics is Anything but Elementary Chapter 6; Bloom Creating a Classroom Community of Young Scientists Chapter 8.

Activities/Assessment:Clinical Practice Key Experiences

2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Maggie Hoody______________________________ _529-6118 ______ _mhoody@winona.edu ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED311: Ethnographers of Language in Elementary Classrooms __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program__RED311: Ethnographers of Language in Elementary Classrooms

Department Recommendation

_________________________________ ___3/3/11 ___ _neckerson@winona.edu __ Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice Presdient for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]