Course+Syllabus

= Penn Literacy Network = University of Pennsylvania Graduate School of Education ** Warren City School District  ** ** 2010-11  **

PLN 1 (K-8)
** “ Forming & Reforming Reading/Writing/Talking Across the Curriculum”   ** ** Instructors:  ** Kathy Yorks (kathyyorks@hotmail.com) Dick Gross (dgross240@comcast.net )

OVERVIEW
Throughout this course, participants learn and share a variety of practical strategies and research based frameworks for integrating PLN into their schools to encourage student engagement with rich reading/writing/talking best practices across the curriculum. This is __not__ an add-on approach to teaching and learning; it is a set of theoretical __frameworks__ for guiding best practice and decision-making using whatever curricula is in place. The course provides opportunities for hands-on learning, reflection and the development of common language about literacy across the curriculum. This work is based on the teachings of Dr. Morton Botel, U of PA Emeritus Professor and Founder/Senior Advisor of PLN. Participants are active readers, writers, talkers and listeners in this course. The course provides a paradigm for classroom engagement that is best learned through experience. We are a community of learners and we will all contribute to one another’s professional growth.

OBJECTIVES
This continuing education, graduate level, credit-bearing course examines approaches for incorporating reading, writing, talking, listening and thinking across the curriculum. Participants read, write, talk, listen and think about the implementation of this framework. In addition, they develop units which include lessons that incorporate reading, writing, talking, listening and thinking. Central to // The Plainer Truths // are ** Four Lenses ** that reflect the framework’s perspective on language, literacy, and learning. These lenses identify teaching and learning as:  · Meaning-centered  · Social  · Language-based  · Human The framework also includes the ** Five Reading/Writing/Talking Processes ** that immerse students in reading, writing, talking, and listening across the curriculum:  · Transacting With Text  · Composing Text  · Extending Reading and Writing  · Investigating Language  · Learning to Learn __ These four lenses and five literacy processes are the foundations of this course and this initiative. Participants will think about the implementation and support of best practice in classrooms in terms of how it reflects the PLN framework. __

COURSE REQUIREMENTS
** Participation:  ** Central to the course is the sharing of ideas among participants. In addition to talking about the course readings, participants will share plans of how they will implement and support particular reading/writing/talking/listening approaches in their schools. During each class meeting, participants will also participate in demonstrations of reading/writing/talking/listening strategies. Participants may be asked to reflect on their learning in writing; for example, a “Ticket Out the Door” may be requested at the end of each class for you to write down your thoughts, questions or personal/professional connections to help PLN frame the focus of upcoming sessions. ** Texts & Materials:  ** The core text of this course, // The Plainer Truths K-8 //, will be provided at the first class session by PLN. There will be additional readings available in the PLN 1 K-8 Online Bulk Pack. Please bring classroom/curriculum materials to each session for lesson planning and adaptation. ** Readings and Discussions:  ** As noted in the syllabus, we will address particular segments from the course texts. Participants’ interests, insights, and questions generate this conversation. Everyone is expected to keep up with the readings and to contribute to these discussions. ** Journals:  ** During the course, participants will submit 3 journals, including a Final Reflection Journal. Each entry should be one to two pages in length. This journal serves as a tool for reflecting on and critically evaluating the course readings and class discussions. It also records the participants’ experiences and responses to the r/w/t/l strategies they plan to implement in their schools and classrooms. The final reflection journal is due during the final class session. This journal is a summary and reflection on the impact of the course on you professionally and on your school/classroom. PLN faculty members read and respond to all journals, which will be part of your final course grade. ** Wiki site as reflection and sharing tool:  ** A wiki site, prepared and maintained by the course instructors will be used as a place for participants to share ideas and collaborate. It is also a place where resources and announcements will be posted. The final project is a unit plan that integrates PLN strategies and concepts. While there are many options available, it is recommended that participants work together in groups of 2, 3 or 4 to develop a plan that can be implemented during the current or upcoming school year.
 * Final Project: ** The final project is developed both during the course and outside of class. An overview plan is presented during the final class in a small group setting. Some time is set aside throughout the course to work on the project collaboratively.

EVALUATION
The final course grade is based on the following criteria:
 * 1)  Attendance at all class meetings.
 * 2)  Participation in class discussions and activities.
 * 3)  Completion of journals and the final project.
 * 4)  Expectation that all coaches, administrators and teachers who attend the courses will work in collaboration with the coaches and mentors to implement new learning in their districts, schools and classrooms.