DATE APPROVED BY DEPARTMENT: Fall, 1995; last revision: Summer 2010
SEMESTER: Fall 2010
I. COURSE DESCRIPTION FOR CATALOG:
Educ 342 (F, S, Su) 3 hrs. cr.
Explore, study and apply a variety of reading strategies that provide an understanding of effective, current text-based and experience based teaching practices; review and compile information from journals/literature which includes research, ideas, trends, methods, and experiences relevant to developmental reading; evaluate various reading practices and programs; construct reading enrichment materials; and develop an attitude that will positively affect the self-concept of children with diverse learning styles, abilities, backgrounds, and attitudes as they learn to read.
II. CONCEPTUAL FRAMEWORK: TEACHER AS A RELECTIVE DECISION MAKER
The conceptual framework upon which this course is built is the premise that every child deserves the opportunity to learn to read in the easiest way possible and to develop a positive attitude toward reading as a leisure/lifetime activity. Included in the conceptual framework is the idea that one of teachers’ major concerns is the development of literacy, in accordance with the purposes state by the International Reading Association: “1) To improve the quality of reading instruction at all levels; 2) to develop an awareness of the impact of reading among all peoples; and 3) to promote the development among all peoples of a level of reading proficiency that is commensurate with each individual’s unique capacity.” Following is how this course links to the subset components of the Conceptual Framework. Teacher as Reflective Instructional Decision Maker: With the goal enhancing the teaching and learning of reading,, students will include a wide variety of approaches, with an emphasis on children’s literature during lesson planning and implementation; will create a living literacy classroom; and will include both quantitative and qualitative assessment. Teacher as Researcher: Students will begin using The Reading Teacher and other professional journals to research articles that support their Philosophy of Reading and locate effective teaching ideas related to developmental reading. Students will be advised to consider professional societies, like International Reading Association, as one source for their future roles as Teacher as Lifelong Learner (through IRA’s professional publications and research findings), Teacher as Change Agent (by becoming affiliated with other educators whose focus is reading and who have “connections” with state and federal legislators who can affect change at a level higher than the local district), and Teacher as Provider of Service (by presenting sessions of their own effective reading practices at state, regional, and national conferences; consulting; and providing staff development).
The course is designed to provide the education major with knowledge about developmental reading in order to become an effective teacher. Further, the intent of the course is to develop in the education major an attitude that will enable him/her to achieve success in teaching children with diverse learning styles, backgrounds, attitudes, and abilities in a manner that will not only strengthen students’ knowledge and skills, but enhance their self-concept as well.
Reading is presented as a viable component of the communication process (listening, speaking, writing, and reading). Through experiences associated with the communication process, children most naturally express themselves creatively, think freely, problem solve, think critically, understand relationships, make decisions, recognize human qualities in others, develop an awareness of self, imagine wondrous possibilities, and begin to see themselves in the “world context.”
III. MoSTEP QUALITY INDICATORS
QI -1: The preservice teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) within the context of global society and creates learning experiences that make these aspects of subject matter meaningful for students.
1.2.1.1 knows the subject(s) applicable to the area(s) of certification or endorsement (defined by Subject Specific Competencies for Beginning Teachers in Missouri) 1.2.1.2 presents the subject(s) in multiple ways; 1.2.1.3 uses students' prior knowledge; 1.2.1.4 engages students in the methods of inquiry used in the subject(s); 1.2.1.5 creates interdisciplinary learning.
QI - 2: The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
1.2.2.2 strengthens prior knowledge with new ideas; 1.2.2.3 encourages student responsibility; 1.2.2.4 knows theories of learning.
QI -3 The preservice teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners.
1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
1.2.3.4 connects instruction to students' prior experiences and family, culture, and community
QI -4 The preservice teacher recognizes the importance of long-range planning and curriculum
development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired); 1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance; 1.2.4.3 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
QI -5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs; 1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
QI -6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
1.2.6.3 engages students in decision making.
QI -7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media; 1.2.7.4 uses a variety of media communication tools.
QI -8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies; 1.2.8.2 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning; 1.2.8.3 evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work; 1.2.8.4 maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents, and other colleagues.
QI -9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.2 uses resources available for professional development.
QI -11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
1.2.11.2 plans and designs effective learning environments and experiences supported by informational and instructional technology;
1.2.11.3 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
IV. OBJECTIVES
The student will:
A. Communicate
1. Organize and communicate ideas for reading instruction in written format.
2. Develop and communicate his/her reading philosophy in an oral report.
B. Think Critically
1. Identify appropriate instructional goals and select materials to help learners achieve stated goals.
2. Determine components most conducive to the development of an eclectic reading program.
C. Problem Solve
1. Determine appropriate materials for students with diverse reading abilities.
2. Discern which reading approaches would be effective in a classroom with heterogenous learners.
D. Make Decisions
1. Decide which vocabulary strategies would most enhance reading in different content areas.
2. Ascertain their role in motivating children to become leisure/lifetime readers.
E. Clarify Values
1. Identify his/her own attitudes and behaviors as they related to each child they encounter in their classroom.
2. Demonstrate his/her belief in the worth and dignity of each human being in the school setting.
F. Function Within Social Institutions
1. Describe his/her approach in being a member of a faculty partly responsible for an affective/effective reading program.
2. Demonstrate his/her understanding of the positive correlation between success in reading and quality of life.
V. COURSE OUTLINE
This course has been designed to meet program QIs designated by MoSTEP which relate to NCTE, ACEI, AND IRA.
The beginning elementary education teacher will demonstrate knowledge of and/or competency in the following English/Language Arts areas of study:
1. Fundamentals and Effective Use of English: ACEI 2; NCTE 3.1, 3.2; IRA 2.4, 2.5, 7.6, 9.3; B2.1-2, CA1.
1.1 understands and models effective use of English, including its grammar, syntax, lexicon, history, varieties (cultural and linguistic diversities), literature, and oral and written composing processes
1.2 understands the interrelation of reading and writing; listening and speaking; viewing and visually representing
1.3 teachers the fundamentals of the English Language Arts, including semantics, syntax, morphology, and phonology
2. Language Development and Literacy: ACEI 3, 4, 15; NCTE 1.3.1; ITA 6, 1.7, 2.2, 2.3, 2.7, 3.1; CA7.
2.1 understands how elementary children develop and how they learn to read, write, speak,
listen, view, and visually represent effectively.
2.2 understands the impact of physical, perceptual, emotional, social, cultural, environmental,
and intellectual factors on learning, language development, and reading acquisition
2.4 knows what preconceptions, error patterns, and misconceptions to expect in students’
understanding of how language functions in communication, and helps students correct
their misunderstandings of the development and uses of language.
2.5 uses knowledge and understanding of first- and second-language to design instructional
programs and strategies that build on students’ experiences and existing language skills
and that result in students becoming competent, effective uses of language.
3.1 applies theory-based reading processes to foster student literac
3.2 uses a variety of strategies to monitor and promote reading comprehension and the
ongoing development of independent vocabulary acquisition
3.3 uses a broad spectrum of narrative and expository reading materials, including works
written specifically for elementary-aged children, that include different topics, themes,
stories, poems, biography, and non-fiction; includes a range of cultures, works from a
range of genres, male and female authors, authors of color.
3.4 teaches students how to locate and use a variety of print, non-print, and electronic
reference sources
3.5 teaches children to read with a comprehensive instructional program that includes an
emphasis on use of phonemic awareness, letter/sound relationships (phonics), context
(semantic and syntactic), and text that has meaning for students.
3.6 teaches students to read competently, to read fluently, and to enjoy reading through the
use of multiple instructional strategies, available instructional and information
technologies, and the wise selection of authentic reading.
3.7 helps students think critically about what they read
3.8 emphasizes individualized and personalized reactions to reading and the value of sharing
those responses.
4. Thinking and Communicating Through Writing, Speaking, and Listening: ACEI 11, 13, 14; NCTE 3.1, 3.2, 3.4; IRA 2.6, 2.7, 9.1, 9.2; G2.1,CA 4, 5, 6.
4.1 uses a wide range of writing strategies to generate meaning and to clarify understanding
4.2 uses the process of composing to prepare information to share orally, visually, and/or in
written format
4.3 creates instruction, activities, and experiences that develop varied and effective writing,
speaking, and presentation skills to communicate with a variety of audiences for a variety
of purposes
4.4 provides students with many different writing and speaking experiences in order to teach
the skills of writing and speaking
4.5 helps students develop their capacities to listen so that they understand, consider,
respond to, and discuss spoken material, including non-fiction, stories, and poems.
VI. COURSE OUTCOMES
Based on the MoSTEP Program Competencies, the Missouri Elementary Education English/Language Arts Competencies, and the course outline, candidates will complete the following outcomes to demonstrate completion of the course competencies:
The following assignments are to be completed by each student. All assignments that involve writing are to be typed. Each student will meet the following course requirements:
1 Class Participation: Each student is expected to appropriately participate in class discussions and activities. (MoSTEP 7.1, ELA 1.2)
2. Edok: Each student will research five journal articles from
Reading Teacher (published 1995-present). The journal synopsis will be completed according to a prescribed format. (MoSTEP 11.5, 9.2, 11.2; ELA 3.5, 4.2)
3. Mini-lesson: Each student will create 5 mini-lessons related to the five components of
reading. (MoSTEP 4.1, 4.2; ELA 3.1, 4.3)
4. Quizzes: Each student will complete quizzes over the material discussed. (MoSTEP 1.1:
ELA 2.1, 2.5)
5. Exams: Each student will take two (2) exams; one at mid-term, and one at the end of the term.
(MoSTEP 1.1)
6. Children’s Literature Project: Each student will develop and present a children’s literature reading
unit incorporating the 5 components necessary for effective literacy instruction (MoSTEP 1.2, 1.3,
10. Website-Resource Book: Each student will compile a collection of materials collected during
the course.
**The instructor reserves the right to alter assignments as deemed necessary.
VII. COURSE TEXTBOOKS:
Rental:
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. (5th ed). Upper
Saddle River, NJ: Pearson Education.
Purchase:
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades.
Portland, ME: Stenhouse Publishers
VIII. REFERENCES AVAILABLE IN THE LIBRARY
Journals including-The Reading Teacher
Journal of Adolescent and Adult Literacy
Developmental Reading Assessment k-3, 4-8
Children’s Literature-Newberry Awards
Caldecott Awards
Mark Twain Awards
IX. METHODS OR PROCEDURES TO BE USED
The following methods and procedures will be evident during this course: lecture, small- and large-group discussion, reading, composition, listening, questioning, cooperative learning, research, student presentation, portfolio development, vocabulary development, critical thinking, decision making, problem solving, individual/self evaluation, and content evaluation.
X. EVALUATION
Each student will meet the following course requirements:
1. Attend all class meetings.*
2. Complete all assignments.**
3. Participate in class activities/discussions.
4. Complete all exams.***
*Attendance is expected in each class. Each absence (TWO and beyond) will result in a reduction of one letter grade for the final grade in the course. Students are expected to be responsible in maintaining records of their attendance throughout the semester. After four absences, students will be asked to withdraw from the class.
Students enrolled in a summer session will only have ONE absent due to the limited time. After TWO absences, students will be asked to withdraw from the class.
**All written assignments that involve referencing must be completed according to the current Publication Manual of the American Psychological Association (APA).
** Each assignment is due on the stipulated date. All assignments are available on Blackboard and must be posted on Blackboard by the due date. Assignment links will be closed and not reopened after this date.
Any assignment not completed on time will result in a zero (0); however, ALL assignments must be completed.
**The basis of final grades in this course will be determined by performance on exams, written assignments, projects, and participation in class. The grading system for this course is based upon the following percentages:
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
NOTE: If you are an individual with a disability and require an accommodation for this class, please notify the instructor or the Coordinator for Disability Services, at the Learning Center (659-3725).