1. 8P20 2013-2014
1
Faculty of Education
Teacher Education Program
Education 8P20
Junior/Intermediate Language
2013-2014
2. 8P20 2013-2014
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Education 8P20
Junior/Intermediate Language
2013-2014
Instructors: St. Catharines Campus Ruth McQuirter Scott ruth.scott@brocku.ca
Darlene Ciuffetelli Parker dciuffetellipar@brocku.ca
Dean Pilkington fpilkington@brocku.ca
Hamilton Campus Ruth McQuirter Scott rmcquirter@brocku.ca
Andrea Bishop abishop2@brocku.ca
Course Description
This course and its assignments are designed to have Teacher Candidates examine and apply
basic principles of language learning to the teaching of listening, speaking, reading and writing
and interrelated abilities. Emphasis is on using language in a variety of contexts for different
purposes and audiences, and on the developmental nature of language learning. Teaching
strategies encourage language use across the curriculum and the world outside of school.
Course Objectives
Teacher Candidates will:
1. Understand the goals and instructional framework of the Junior / Intermediate Language
program
2. Explore how to use the reading and writing processes in a comprehensive Language
program
3. Understand the value of the learning environment and instructional practices in the
Junior/Intermediate program.
4. Collaboratively develop a blended learning unit to demonstrate understanding of how to
plan and implement a comprehensive Language program.
Attendance andParticipation
In line with the attendance policy of the Teacher Education Department, if missed classes are
greater than 10% of the total number of classes (in this case, more than 2 classes missed), a
make-up assignment may be required. Documentation of the reason for an absence may also
be requested by the instructor if the total number of missed classes is more than 20% of the
total course. If satisfactory documentation is not submitted, a grade reduction or failing grade
may be given. Chronic tardiness is disrespectful to other students, to the instructor and the
intent of the program. Marks may be deducted for habitual tardiness.
As part of Brock University’s commitment to a respectful work and learning environment, the
University will make every reasonable effort to accommodate all members of the University
community with disabilities. If you require accommodations related to a permanent disability to
3. 8P20 2013-2014
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participate in this course, you are encouraged to contact the Student Development Centre
Services for Students with Disabilities (4th Floor Schmon Tower ext. 3240) and also discuss these
accommodation(s) with the professor/instructor.
Note: 8P20 will incorporate a blended learning environment that encourages BYOD (Bring Your
Own Device). Students bringing their own devices to class will be monitored to ensure that their
use of technology supports the 8P20 learning goals.
Course Resources
8P20 Course Pack
Assignments
Note: Final grade will be awarded only upon the satisfactory completion of all assignments. Full
credit will depend upon submission of assignments on the date specified. Late submissions may
not be accepted unless prearranged with the instructor and marks may be deducted.
Assignments Learning Goals* Success Criteria*
Professional Learning
Conversations
Understand thevalueof the
learning environmentand
instructionalpracticesin the
Junior/Intermediateprogram
Due Date:
Weekly:September11 –
February19
Grading:20%
Self-Assessment:10%
DiscussionFacilitator:10%
see PLCAssessment
Demonstrate understanding
of speakingandlisteningas
central to the oral
communicationprocess
Participate in professional
learningconversationsusing
accountable talk
Identifyassessmenttools
and strategiesthatprovide
studentswithopportunities
to demonstrate their
learning
Understandthe importance
of collaborationand
professionaldialogue
Readand reflect onthe
contentof course readings
Self-Assessment
I supported colleagues by being
punctual and ready to begin on
time
I prepared by havingread all
required material for richer
conversation and reflection
usingthese questions:
- What did I learn from this
reading?
- How did this reading/discussion
challengemy thinking?
- What questions or concerns do
I still have?
I respected others’ opinions
and voices through active
listening
I engaged in focused
conversation leadingto
increased understanding of the
weekly content
DiscussionFacilitator
I prepared 3 relevant questions
with supportingkey
ideas/concepts to guide
discussion
I led team conversation about
the readingusing3 prepared
questions and appropriate
strategies to promote
accountabletalk
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Artifacts
Explorehowto use thereading
and writing processesin a
comprehensiveLanguage
program
1. Literature Circle
Due Date:
October23, 2013 novel read
October30, 2013 Lit Circle 1
November6,2013 Lit Circle 2
Grading:5%
Complete /Incomplete
see Literature Circle Checklist
see Literature Circle Reflection
2. Writer’s Notebook &
Writing Folio
Due Date: October9, 2013
Grading:5%
Complete /Incomplete
see Writer’s Notebook/Writing
Folio Checklist
Demonstrate understanding
of readingandviewingas
central to the reading
process
Become familiarwith
readingcomprehension
strategies
Developan understandingof
critical literacy
Identifyassessmenttools
and strategiesthatprovide
studentswithopportunities
to demonstrate their
learning
Understandthe purpose of
the Literature Circle asan
instructional strategy
Examine the keyfeaturesof
Literature Circles
Planfor personal
participationinLiterature
Circles
Novel
I read one novel usingthe
readingstrategy: Codingthe
Text*
Literature Circle
I prepared for 2 Literature
Circleroles
I actively participated in
Literature Circlediscussions
I completed the Literature
CircleReflection
* A readingstrategy used to help
students keep track of their thinking
whilethey are reading (monitoring
comprehension). Students use a
codingsystem to mark the text
either in the margins or on post-it-
notes as they make connections,
respond to the text, self-question.
see Coding The Text Options
Demonstrate understanding
of writingandrepresenting
as central to the writing
process
Demonstrate understanding
of the traitsof writing
Identifywriters’crafts,
structuresand features
associatedwithvarious
formsof text
Identifythe role of mentor
texts insupportingliteracy
learningthroughthe
reciprocal nature of literacy
processes
Identifyassessmenttools
and strategiesthatprovide
studentswithopportunities
to demonstrate their
learning
UnderstandVygotsky’s
gradual release of
responsibilitymodel
Create and maintaina
I submittedmyWritingFolio to
show evidence that:
Knowledge
I understand the features of 4
writingforms
Thinking
I organized and developed
ideas
Communication
I identified a sense of audience,
purpose, intention
I used appropriategrammar,
spelling,usage,punctuation
I attended to creativevisual
presentation (image, colour,
format)
Application
I completed a firstdraftfor 4
writingforms
I participated in a peer
conference for one writing form
I applied the writingprocess to
one writingform
(drafts,revisions, peer editing,
polishing)
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writingfolio I used writer’s crafts strategies
(application of 6 traits and
experimentation with various
drafts and revisions) to one
writingform
Infographic
Understand thegoalsand
instructionalframeworkof the
Junior/ IntermediateLanguage
program
Due Date: November13,2013
Grading:30%
see InfographicRubric
Task
Create an infographicthat
documentsyourreflectionand
understanding of the goalsand
frameworkof the Junior
/Intermediate Language program
infographic. A graphic visual
representation of information
and/or data. It is usually a
combination of an image and
accompanyinginformation or data.
Reflectonweekly course
topics, readings,reference
materials,links and
conversations
Thinkabouthow to make
thisinformation tell astory
aboutJ/I Language
instruction. Howcan you show
colleagues whatJ/I Language is
about? Can you find something
to compare itto? How can you
make this information createa
picturein someone’s mind?
I illustratedthe infographic
usingmeaningfulimages
e.g.;timeline, poster,chart,
graph,or some combination.
I includedreferencestoat
least4 sources
I attachedone paragraph
explainingmyinfographic
I presentedmy infographic
In-Class Culminating
Assignment:
Collaborative Inquiry Unit
Demonstrateunderstanding of
the key conceptsaddressed in
8P20 by participating in a
collaborativeinquiry processto
develop a Junior/Intermediate
blended learning unit that
addressesan identified student
need.
Due Date: February??
Grading:40%
see CollaborativeLanguageUnit
Task
Participate ina collaborative
inquiry with4course
members
Developaninquiryquestion
basedon the group’s
commonunderstandingof a
Junior/Intermediate
student(s) Language need
Create the unitoutline
Independently planone
lessonforthe unit that
addressesthe sequencingof
lessonsforthe unit
Demonstrate an
Process
I contributed to identifying an
appropriateproblemor inquiry
topic for the unit
I contributed to identifying
appropriate curriculum
expectations, learninggoals and
success criteria
I contributed to identifying the
sequencing of lessons
I contributed to identifying
appropriateassessmentof
learningstrategies and tools
I contributed to the
presentation and posting the
unit on Sakai
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Rubric understandingof Vygotsky’s
gradual release of
responsibilitymodel
Collaborativelypresentthe
unitto the class forfeedback
Collaborativelyprepare the
unitfor postingonSakai
Product
I completed one lesson plan for
the unit
I identified appropriate
curriculumexpectations,
learninggoals and success
criteria for the lesson
I set a sequence of instruction
I identified appropriate
assessmentstrategies and tools
I planned for the organization
of time, spaceand materials
for the lesson
I used the gradual releaseof
responsibility process
Learning Goals*
Brief statements that describe, for students, what they should know, understand, and be able to do by the end of a
period of instruction. They represent a subset or cluster of knowledge and skills that students must master in order
to achieve the course outcomes.
Success Criteria*
Describe, in specific terms and in languagemeaningful to students, what successful attainment of the learning
goals looks like. Criteria help students understand what to look for during the learning and what it looks like once
they have learned. Quality success criteria make the learning explicit and transparent for students and teachers
alike. They identify the significant aspects of student performance that are assessed and/or evaluated (i.e., the
“look-fors”) in relation to the course outcomes.
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Topics & Schedule
Session Topic & Big Ideas Reminders
SessionOne:
September3/4
Topic: Course Introduction
Big Ideas:
Course Overview
Definitions:Language,literacy,critical
literacy
The 4 Rolesof the Literate Learner
Gradual Release of Responsibility
The OntarioCurriculum
WritingStimulus/Prompt1:
Expressive
SessionTwo:
September10/11
Topic:Writing1
Special Topic:Infographics
Big Ideas:
Content:Overall Expectations
The WritingProcess
TextFormsand Formats
PLC: Writing to Learn
WritingStimulus/Prompt2:
Expository
Choose Novel
SessionThree:
September17/18
Topic:Writing2
Big Idea:
Instructional Strategies
PLC: ConversationsWith
Leaders:Principles of
EffectiveWriting Instruction –
SharonZumbrunn,Keegan
Krause
WritingStimulus/Prompt3:
Narrative
SessionFour:
September24/25
Topic:Writing3
Big Ideas:
Assessment
o Classroom
o Large Scale
PLC: Monograph:Diagnostic
Assessmentin Supportof
StudentLearning
WritingStimulus/Prompt 4:
Persuasive
SessionFive:
October1/2
Topic:Writing4
Big Ideas:
The LearningEnvironment
Planning
o Short Term
o Long Term
PLC: Monograph:TheThird
Teacher
PeerConference
SessionSix:
October8/9
Topic:Reading1
Big Ideas:
Content:Overall Expectations
The ReadingProcess
ComprehensionStrategies
Fluency
PLC: New Horizonsin
Comprehension –EllinOliver
Keene
Due:Writer’sNotebook&
WritingFolio
SessionSeven:
October22/23
Topic:Reading2
Big Ideas:
Instructional Strategies
PLC: The Challengeof
Challenging Text– Timothy
Shanahan,DouglasFisher,
NancyFrey
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o Literature Circles
TrilliumList
Due:Novel readusingCoding
the TextStrategy
SessionEight:
October29/30
Topic:Reading3
Special Topic:Literature Circles:Plot
Big Ideas:
The LearningEnvironment
Planning
o Short Term
o Long Term
PLC: Talking in Class –
JohnsonThe ReadingTeacher
vol.65 issue 4 p.232-237
Due:Literature Circle 1
SessionNine:
November5/6
Topic:Reading4
Special Topic:Literature Circles:Theme
Big Ideas:
Assessment
o Classroom
o Large Scale
Monograph:Teaching
Learning Critical Pathways
Due:Literature Circle 2
SessionTen:
November12/13
Topic:PreparingforBlock1
Big Ideas:
The Associate TeacherandTeacher
Candidate Relationship
J/ILanguage Planning
PLC: Reading Remixed – ASCD
March 2012
Due:InfographicPresentation
SessionEleven:
January 7/8
Topic:Collaborative Language Unit
Special Topic:BlendedLearning
Big Ideas:
PracticumDebrief
CollaborativeInquiry
BlendedLearning
PLC: So whatif kids are
reading less these days?
They’rebetter off. Globe and
Mail
SessionTwelve:
January14/15
Topic:Collaborative Language Unit
Special Topic:IntegratedCurriculum
Big Ideas:
CollaborativeInquiry
BlendedLearning
Unit PlanningCriteria
PLC: Monograph:Integrated
Curriculum
Choose UnitInquiryGroup
SessionThirteen:
January21/22
Topic:Collaborative InquiryPlanning Session1
Special Topic:DifferentiatedInstruction
Big Ideas:
DI: KeyFeatures,LearningEnvironment,
Structures,Strategies
PLC: DI Scrapbook
SessionFourteen:
January28/29
Topic:Collaborative InquiryPlanning Session2
Special Topic:ELL
Big Ideas:
ELL: Initial Assessment,Typesof Support,
ClassroomStrategies,Classroom
Assessment
PLC: Monograph:ELLVoices
in the Classroom
SessionFifteen: Topic:Collaborative InquiryPlanning Session3 PLC: Envisioning New
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February4/5 Special Topic:MediaLiteracy
Big Ideas:
Conventions
Techniques
MediaLiteracyTriangle
Literacies Through a Lensof
Teaching and Learning –
JenniferRowsell,Reading
Teacher,2012
ExitTicket:TopicExtensions?
BookICT for Presentations
SessionSixteen:
February11/12
Topic: CollaborativeInquiryPlanning4
Special Topic:Poetry
Big Ideas:
Formats
PLC: Monograph:Poetry:A
PowerfulMediumforLiteracy
and Technology Development
SessionSeventeen:
February21/19
Topic:Collaborative Inquiry Presentation
Special Topic:WordStudy
Big Ideas:
PeerFeedback
PLC: Flood,Fast,Focus.
Integrated Vocabulary
Instruction in the Classroom –
Blachowicz,IRA Essentials
Due:Collaborative Inquiry
Presentation
SessionEighteen:
February25/26
Topic:Collaborative Inquiry Presentation
Special Topic:Instructor’sChoice
Big Ideas:
PeerFeedback
Due:Collaborative Inquiry
Presentation
SessionNineteen:
March 4/5
Topic:Collaborative InquiryPresentation
Special Topic:Instructor’sChoice
Big Ideas:
PeerFeedback
Due:Collaborative Inquiry
Presentation
SessionTwenty:
March 18/19
Topic:End of Course
Big Ideas:
Consolidation
Evaluation
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8P20 PROFESSIONAL LEARNING CONVERSATIONS ASSESSMENT
PLC SELF-ASSESSMENT
Name Date Reading
Professional Learning Conversation Criteria NO YES
I supportedcolleaguesbybeingpunctual andready
to beginontime.
0 1 2
I preparedby havingreadall requiredmaterial for
richerteam conversationandreflectionusingthese
questions:
What did I learnfromthis reading?
Howdidthis reading/discussion challengemy
thinking?
What questionsorconcernsdo I still have?
0 1 2
I respectedothers’ opinionsandvoicesthrough
active listening
0 1 2
I engagedin focusedconversationleadingto
increasedunderstandingofthecontent
0 2 4
PLC DISCUSSION FACILITATOR FORM
Name Date Reading
My 3 Questions Supporting Ideas/Concepts
1.
2.
3.
NO YES
I prepared3 relevantquestionswith
supportingkeyideas/conceptsto guide
discussionandpromotecritical thinking.
0 1 2
I led team conversationaboutthereading
using3 preparedquestionsand
appropriatestrategies to promote
accountabletalk.
0 1 2
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8P20 LITERATURE CIRCLE CHECKLIST
LITERATURE CIRCLES Yes No Comments
Novel
I read the novel
I used the reading strategy, Coding the
Text*
Literature Circle
I prepared for 2 Literature Circle roles
I actively participated in Literature Circle
discussions
Reflection
I completed the Literature Circle
Reflection**
*CodingtheTextOptions
Symbol T-S T-T T-W V P I ?
Meaning Text-to-self
connection
Text-to-
text
connection
Text-to-
world
connection
Visualize
or make a
picture in
my head
Predict Infer
(read
between
the lines)
Question: I
wonder; I
don’t
understan
d
Symbol + X ü W
Meaning New
informatio
n (clarify)
I thought
differently
Confirms
what I
thought
A word I
don’t know
Adapted from The Collaborative forTeaching and Learning
12. 8P20 2013-2014
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8P20 LITERATURE CIRCLE REFLECTION
Name:
Cheers
What do you especially value about literature circles?
Hurrah!
Fears
What worries you about Literature Circles?
!
Unclears
What questions do you have about Literature Circles?
?
13. 8P20 2013-2014
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8P20 Writer’s Notebook & Writing Folio Checklist
Name: Date:
Knowledge
I understand the features of 4 writing forms
Thinking
I organized and developed ideas
Communication
I identified a sense of audience, purpose, intention
I used appropriate grammar, spelling, usage, punctuation
I attended to creative visual presentation (image, colour, format)
Application
I completed a first draft for 4 writing forms
I participated in a peer conference for one writing form
I applied the writing process to one writing form
(drafts, revisions, peer editing, polishing)
I used writer’s crafts strategies (application of 6 traits and experimentation with
various drafts and revisions) to one writing form
14. 8P20 2013-2014
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8P20 INFOGRAPHIC RUBRIC
Name:
I. PLANNING: /10
Relevant and accurate information
Purposeful design
II. PRODUCT: /10
Use of images and accompanying information
4 sources cited
III. PRESENTATION: /10
Paragraph provides a clear explanation
Presentation
TOTAL GRADE: /30
