Reading Writing Syllabus April 2011 - Post Final | Reading (Process) | Lesson Plan

Reading

Teaching

& Writing

Course Syllabus
Secondary Session 1, April 20 - May 19 2011

1. Contact Information Your Instructors Darren Ng
 031-680-3656  darren.gifle@gmail.com

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Christian Poon
 031-680-3657  christian.gifle@gmail.com

Pajai Vang
 031-680-3652  pajai.gifle@gmail.com

Our doors are OPEN to you!

2. Course Objectives
A) We will explore how to plan and teach Reading and Writing lessons.

Using the Pre-While-Post and the Four Step Writing Process frameworks, trainees will learn how to create complete and effective lessons that develop their students’ reading and writing skills. In this module, trainees will practice teaching reading and writing activities from each stage of the given frameworks; trainees are encourage to apply these activities collectively in Microteaching.

B) We will encourage you to reflect on your own teaching practice.
Through reflection activities and assigned readings. trainees will be asked to reflect on two fundamental teaching questions, “Why do I teach?” and “How can I become a better English teacher?”

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3. Evaluation
Section Marks

Description
Reading Activity Presentation
In 15 minutes, groups will plan and demonstrate one reading activity for one stage of the Reading PWP cycle. Immediately after, another group will moderate a 10 min follow-up Question and Answer (Q+A) class discussion.

Breakdown

/35

Mini Demo + Discussion

70

Lesson Plan ( /15) Presentation ( /15) Q+A (5)

Writing Activity Presentation
In 15 minutes, groups will plan and demonstrate one writing activity from the 4 step writing process. Immediately after, another group will moderate a 10 min follow-up Question and Answer (Q+A) class discussion. Lesson Plan ( /15) Presentation ( /15) Q+A (5)

/35

Monthly Extensive Reading (ER) Program

Extensive Reading Program

40

Throughout the month, trainees will be expected to participate in a personalized ER program. Trainees are expected to read 15-20 minutes a day of any text of their choosing and log their reading activity. In response to their ongoing reading, trainees will submit two extensive reading assignments. Each ER sharing activity ( /20)

/40

Classroom Community Contribution
Trainees are expected to help create a classroom environment that encourages their peers to become better reading and writing teachers! Trainees must submit 3 classroom contributions: Contribution 1: a book recommendation Contribution 2 : a quote or poem or vocabulary definition/usage Contribution 3 : a quote or poem or vocabulary definition/usage

/15

Classroom Contributions

Each Contribution ( /5)

60

Participation
Trainees’ participation score will be evaluated on their:  Professional conduct as a teacher trainee  Timely completion of assigned readings  Active involvement in in-class discussions and activities Conduct ( /10) Assigned Readings ( /10) Involvement (/10)

/30

Personal Reflections
Periodically, trainees will asked to complete written reflections that will encourage them to reflect on their teaching practice and give essential feedback to their instructor. Each Reflection ( /5)

/15

Total: 170 Marks
See assignment handouts for more detailed information on each assignment
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Evaluation Continued…..
Late Assignment Policy
Trainees are expected to hand-in their assignments at the due dates indicated by their instructor. Failure to do so will result in a 5% deduction per day towards their assignment. If a trainee is unable to hand-in their assignment for the assigned due date, the trainee should request an extension from their instructor at least 24 hours ahead of time.

Group Conferences
Prior to the assigned presentation date for their Mini-Demo and Discussion, trainees are encouraged to schedule a group conference to answer any questions they may have with their lesson planning. Refer to the posted group conference sheets for available times.

4. Important Due Dates
Assignment
Personal Survey Choose your Extensive Reading Material Reading Activity * Mini-Demo + Discussion Extensive Reading Activity Sharing 1 Extensive Reading Activity Sharing 2 Writing Activity * Mini-Demo + Discussion Classroom Contributions

Session Due
2 3 4, 5, 6 5 7 8, 9, 10 10

My Due Date

* For these assignments trainees only have to prepare for THEIR designated presentation dates.

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5. Course Schedule
Session 1: Welcome to Teaching Reading & Writing!
Objectives
   Trainees will be introduced to each other and their instructor Trainees will be introduced to the course: objectives, assignments and due dates. Trainees will reflect on their own teaching practice.

Class Schedule
1. 2. 3. Trainee and instructor introductions Syllabus overview and assignment overview Creating project groups 1.

Assignments
Complete your Personal Survey

Session 2: The Pre-While-Post Framework
Objectives
 Trainees will explore how the Pre-While-Post (PWP) can be used to create a complete intensive reading lesson with supplementary writing activities.  Trainees will be introduced to their personal extensive reading assignment.

Class Schedule
1. 2. 3. PWP in action: Instructor demo and Discussion PWP Activity chart Library visit: extensive reading 2. 3. 1. reading!

Assignments
Choose your extensive reading text and start

Complete intensive reading assignment #1 Sign-up for your group conference for your mini-demo and discussion project.

Session 3: The Pre-Stage
Eliciting, Vocabulary Building, KWL Charts
Objectives
 After observing an instructor demo. of a Pre-Stage Reading activity, trainees will discuss two essential questions:     Why is the Pre-stage an essential component to any Reading lesson? What must I do to properly prepare my students for the upcoming intensive reading task (While Stage)?

Trainees will practice teaching various Pre-Stage strategies including Eliciting and Vocabulary Building. Trainees will learn how to use a KWL chart to create connections between all three stages of a lesson.

Class Schedule
1. 2. 3. 4. Eliciting demo and discussion Group Teaching Activity (GTA) 1: Different types of eliciting GTA 2: Vocabulary Building KWL Charts 4 1. 2.

Assignments
Continue your extensive reading If your group is presenting, prepare for your Pre-Stage Reading Mini Demo + Discussion

Session 4: The While-Stage
Reading for Meaning, Structure, or Fluency
Objectives
 After observing an instructor demo. of a While-Stage Reading activity, trainees will discuss two essential questions:    Why is simply translating text not a sufficient While-reading activity? What are you trying to get your students to read for? (information/structure/fluency)

Trainees will practice teaching various student-centered While-stage reading strategies.

Class Schedule 1. Pre-Stage Mini Demo + Discussion 2. 3 Types of While-Reading: Instructor demo + Discussion
3. GTA: Reading for Meaning, Fluency, or Structure 2. 1.

Assignments
If your group is presenting, prepare for your While-Stage Reading Mini Demo + Discussion Prepare for your: Extensive Reading Sharing Activity #1.

Session 5: The Post-Stage
Follow-Up Writing Activities and Extensive Reading Sharing Activity #1
Objective
 Trainees will analyze a textbook chapter and investigate additional support materials that enhance existing follow-up writing activities in their text.  Trainees will demonstrate different extensive reading follow-up activities to their peers.

Class Schedule
1. 2. 3. 4. While-Stage Mini Demo + Discussion Post-Stage: Instructor demo + Discussion GTA: Developing effective Post-stage writing activities Extensive Reading Sharing Activity #1 1.

Assignments
If your group is presenting, prepare for your Post-Stage Reading Mini Demo + Discussion

Session 6: Evaluating Students’ Reading Skills
Objective
 Trainees will explore various methods of fairly and comprehensively evaluating their student’s reading skills.

Class Schedule
1. Different approaches to reading evaluation   2. Top Down/Bottom-Up perspectives Alternative methods of evaluation 2. 1.

Assignments
If your group is presenting, prepare for your Post-Stage Reading Mini Demo + Discussion Prepare for your: Extensive Reading Sharing Activity #2.

GTA: Creating effective reading questions

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Session 7: The 4 Step Writing Process
Pre-Writing, Writing, Editing and Sharing, Extensive Reading Sharing Activity #2
Objectives
 Trainees will be introduced to the 4-Step Writing Process and learn how it can be used to support more in-depth student writing activities.  Trainees will demonstrate different extensive reading follow-up activities to their peers.

Class Schedule 1. The 4 Steps of Writing : Instructor Demo + Discussion
2. Extensive Reading Sharing Activity #2 1.

Assignments
If your group is presenting, prepare for your Writing Activity Mini Demo + Discussion 1

Session 8: Writing Structure
Teaching Paragraph Structure through Color Coding
Objectives
  Trainees will explore different ways to teach paragraph structure to their students. Trainees will practice teaching writing activities from one step of the 4 Step Writing Process.

Class Schedule
1. 2. 3. Writing Activity Mini Demo + Discussion 1 Color Coded Paragraph Structure: Instructor Demo + Discussion GTA: Other ways to teach paragraph structure 1.

Assignments
If your group is presenting, prepare for your Writing Activity Mini Demo + Discussion 2

Session 9: Writing Genres
Descriptive, Narrative, Persuasive Writing
Objectives
 Trainees will review the essential components of three different genres of writing: persuasive, narrative and descriptive writing.   Trainees will practice applying the 4-Step Writing process to help their students write within a particular genre. Trainees will practice creating genre-specific frames to encourage student completion of assigned writing task.

Class Schedule
1. 2. 3. Writing Activity Mini Demo + Discussion 2 GTA 1: descriptive, narrative, persuasive GTA 2: creating genre-specific frames 2. 1.

Assignments
If your group is presenting, prepare for your Writing Activity Mini Demo + Discussion 3 Submit all Classroom Contributions next class.

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Session 10: Evaluating Student Writing
Objective based Evaluation, Process vs Product Evaluation, Rubrics
Objectives
    Trainees will explore different strategies for student self-editing and peer-editing. Trainees will explore specific objective-based strategies they can use to efficiently and fairly evaluate Ss’ writing. Trainees will learn how to differentiate between process and product evaluation. Trainees will practice designing rubrics for different writing tasks.

Class Schedule
1. 2. 3. 4. Objective based error correction GTA 1: Product evaluation Product versus process evaluation GTA 2: Creating rubrics

No homework! One class left!

Session 11: Final Class
Letters to Future GIFLE Trainees
Objectives
 Trainees will reflect on their development as a reading and writing teacher by composing a letter that gives advice to future trainees.  Trainees will be introduced to additional online and offline writing resources to supplement their ongoing development as emerging writers and English educators.

Class Schedule
1. 2. 3. “I Wish They Told Me That!” letter writing activity Suggested Online and Offline Resources End of course Reflection 1.

Assignments
Return to your schools and apply everything you have learned to create engaging reading and writing classes in your middle school or high school!

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