Examines young adolescent literature and research-based instructional practices for supporting students with reading and writing in middle grades English Language Arts.
Open to Degree and CDE students
This course is designed to prepare you with the foundational knowledge and teaching practices required to teach English Language Arts to young adolescents as well as many transferable skills relevant to teaching in all subjects. Due to its suitability for early adolescence, great emphasis will be placed in this course on the Reading and Writing Workshop model. In addition, promoting student voice and critical consciousness in the ELA classroom will be central themes in our work. Example Course Objectives: 1) Demonstrate strong content knowledge (e.g. correct use of reading and writing terms, genres, understanding of writing process) within the context of lesson planning and coursework. 2) Critically analyze the quality of YA texts as well as issues of representation (i.e. who and how groups are represented) using a set of agreed-upon criteria. 3) Explain how Reading & Writing Workshop 1) is supported by learning theory, and 2) is developmentally appropriate for middle grades. 4) Describe how ELA teachers can increase students’ cultural competence and critical consciousness using YA literature. 5) Create a social justice classroom library of at least 15 high quality YA texts, actively seeking out high quality resources that add to the diversity of topics, genres, and perspectives represented in my library. 6) Demonstrate strong alignment between learning objectives and learning activities. 7) Use the CCSS to envision how you might accelerate or remediate student work based on individual needs and strengths. 8) Design tightly focused reading and writing mini-lessons that effectively use the gradual release of responsibility model. 9) Design an engaging mini-unit that demonstrates your understanding of 1) the reading and writing workshop model, 2) high quality formative and summative assessments, and 3) the importance of providing meaningful student voice in content, process, and/or product. 10) Participate meaningfully in our community of learners 11) Effectively manage my own learning
Throughout the semester, you will develop a portfolio of performance-based evidence to demonstrate your learning with regards to each of our course objectives. In the first half of the semester, you will focus primarily on building your foundational knowledge connected to course themes and in the second half of the semester, you will apply what you have learned by creating a diverse classroom library and an ELA mini-unit.
This course uses a proficiency-based grading policy in which your grade will be determined based on your proficiency in the course objectives above. Proficiency will be determined using a portfolio evaluation model in which you will submit work for feedback at pre-determined intervals throughout the semester.
Waterman Bldg 423 (View Campus Map)
to on Monday
Note: These dates may change before registration begins.
Note: These dates may not be accurate for select courses during the Summer Session.
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