Literacy 101 Teaching Modules Learning to understand what you’re reading... Course Designer: Ani Campbell

Introduction The purpose of Literacy 101 is to encourage and advance 9 th grade literacy

Teaching Modules Module 1:Initial Assessment Module 2:Student Learning Plan Module 3:Visualization Module 4:Literary Genres Module 5:Vocabulary Module 6:Literary Works Module 7:Formative Assessment Module 8:Advanced Levels Module 9:Summative Assessment Module 10: Course Evaluation Click on a link to go directly to that section Each module corresponds with the main objectives and performance objectives described in the Course Outline.

Module 1: Initial Assessment  Instructor will provide students with an initial assessment to determine the reading, comprehension, and writing abilities of each student. Suggestion: reading_test-speed  Instructor will provide students with Syllabus  Instructor will provide students with a sample grading rubric Suggestion:

Module 2: Student Learning Plan  Instructor will explain the use of a portfolio. This can be done in the form of a lecture with an example of a completed portfolio to enable students to visualize the concept.  Instructor will outline his/her expectation on the use and completion of the portfolio  Students will begin to create their own portfolios  Instructor will provide an outline of the course  Instructor will provide students with suggested reading materials. If the instructor is agreeable, students may also select a few pieces by authors not on instructor’s list. However, in order for instructor to adequately assess student’s ability, s/he must also read the selected piece prior to its acceptance. Module 2 introduces the Portfolio as a means whereby students will track their progression. It will also serve as a means whereby instructors can assess student progress.

Module 3: Visualization  Explain the use of visualization in reading and comprehension  Introduce students to the concept of visualizing the meaning behind words Provide students with examples of words (and groups of words) the produce a visual image. The use of adjectives might be helpful in this exercise. Include an image with each set of words. Provide students with matching type exercises wherein they match a word or concept with a visual.  Assess student understanding of visualization A written exercise wherein students are presented with a passage from one of the suggested readings, and are expected to describe what they visualize from it. Present students with a graphic that they are then to describe in writing Although not all students are considered ‘visual’ learners, being able to visualize concepts and ideas, or merely words, will aid students in their comprehension of the written word.

Module 4: Literary Genres  Provide students with a lecture or other description of literary genre  Introduce students to short literary pieces wherein they can fairly readily recognize the genre  Provide students with the opportunity to assess their understanding A simple matching exercise would accomplish this objective If technology and schedules permit, a synchronous student- instructor discussion would also accomplish this objective  Allow students to select readings from a specific genre to which they are drawn, in order to better familiarize them with that genre Students should be able to understand what a genre is, be able to recognize the most common genres, and apply a written work to a certain genre.

Module 5: Vocabulary  Introduce students to words that conform to the standard expected of a 9 th grade student Provide graphics that help the students recognize the meaning of the new word  New words should be selected from the suggested readings  Students should be able to provide a short written explanation of the new word. This type of exercise will reinforce their understanding  Over the course of the semester, students should increase their vocabulary by minumum of 10 words One of the objectives of Literacy 101 is to increase students’ vocabulary. To that end, exercises should be included to encourage the increase of new words to students’ current vocabulary.

Module 6: Literary Works  Students read minimum of 3 works over the course of the semester  Instructor should provide students with a list of suggested and/or required readings, including a brief description of the plot  Students may suggest alternative readings at the instructor’s discretion Learning to read well and comprehend what is being read requires practice. Unfortunately, much of what is presented to students for required reading has no application or reference to their lives, and thus the reading becomes a chore. The suggested readings for this course should have some appeal to the students.

Module 7: Formative Assessment  The use of a grading or assignment rubric should be included in this process, and provided to students  Formative assessments are included into each teaching module  Writing samples from students are a viable form of assessment  A review of students’ portfolio should be included Formatively assessing students allows them to see their progression, and (if necessary) their grade standing to the point of the assessment. It also provides the instructor with the opportunity to revise teaching styles if needed, to meet the needs of the students.

Module 8: Advanced Levels  As students meet the requirements of each level, instructor should introduce them to more difficult readings  As students advance to higher levels of reading and comprehension, instructor must incorporate additional vocabulary instruction into the individual’s learning plan  This module will only be incorporated as students reach the limits of their current abilities. Nevertheless, the stretching that warrants the use of this module should be encouraged. The purpose of this module is to incorporate a provision for encouraging students to push themselves beyond their current abilities.

Module 9: Summative Assessment  The same forms of assessment that have been utilized formatively, would be successful at the summative stage  Participation should be included as part of the student grading  Where small group or teamwork has been included as a learning method, evaluation by fellow team members might be instrumental in determining student ability and involvement It is not expected that a traditional test will be issued in this course. Rather, alternative forms of assessment that are conducive to the encouraging of reading and comprehension should be utilized. The objective is to ascertain whether instruction has provided students with the opportunity to progress in the area of literacy.

Module 10: Course Evaluation  Timely feedback by the instructor is a critical factor in the success of an online course. This is a factor that should be written into the final course evaluation questions.  Instructors should design their own evaluations. Off the shelf evaluations may not suit this type of course, or provide the type of feedback that an instructor seeks. Nevertheless, online services might provide a viable method of delivery.  Students should be permitted anonymity in responding to the end-of-course evaluation Although course evaluation is not considered part of the lesson plan, it serves as an excellent means whereby an instructor can gauge the success of his/her class and style. The end-of-course evaluation should be well designed so that it provides accurate feedback.

Instructional Aids  Module 1: speed speed  Module 2: Suggested Reading List Literary Works.doc  Module 3:  bodyless films quiz1.xls bodyless films quiz1.xls  bodyless films quiz1_answrs.xls bodyless films quiz1_answrs.xls  Brain Teaser.xls Brain Teaser.xls  Module 4:  Module 5: htm htm

Instruction Aids (cont.)  Module 6: Literary Works.docLiterary Works.doc  Module 7: Grading Rubric.xlsGrading Rubric.xls  Module 8: Literary Works.docLiterary Works.doc  Module 9: Grading Rubric.xlsGrading Rubric.xls  Module 10: