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EIU ELE 4880 - ELE 4880-Syllabus

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ELE4880

ELE4880

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Early Childhood, Elementary and Middle Level Education Department ELE 4880: Diagnostic – Prescriptive Reading Instruction Unit Theme: Educator as creator of effective educational environments: integrating students, subjects, strategies, societies and technologies. Course Description: Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through junior high/middle school. Field-based experiences. (3-0-3) Course Purpose: The overall goal of this course is to provide future teachers with the knowledge base necessary for appropriate use of diagnostic teaching procedures and materials of reading instruction within the regular classroom, from kindergarten to junior high/middle school. Emphasis will be based on understanding how students learn to read, strategies for improving an individual student’s reading achievement, and how to become an informed diagnostic-prescriptive teacher of reading. Future teachers will be made aware of factors that support student learning or place students “at risk” and some ways to manage these variables in the regular classroom. Prerequisites & Concurrent Enrollment: This course complements ELE 3281 (Developmental Reading in Early Childhood) and ELE 3280 (Developmental Reading in the Elementary School) in that it provides future teachers with skills, strategies, and theories necessary to provide corrective teaching within the regular classroom. Course Textbooks: Rubin, D. & Opitz, M. F. (2007). Diagnosis and Improvement in Reading Instruction (5th ed.). Boston: Pearson/Allyn and Bacon. Roe, B.D. and Burns, P.C. (2007). Roe/Burns Informal Reading Inventory (7th ed.). Boston: Houghton Mifflin. Supplemental Materials: Class Packet Teaching Model: Two models are combined. The Information Processing Family Models and the Social Family: Building the Learning Community Models. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. The information-processing model enhances student attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts (i.e., including the language needed to convey them). The model focuses on input, processing and output. As the content is taught, the teacher directs attention to the methods and materials used to present the data (e.g., advance organizers) and has students focus on what is occurring as it is assimilated (e.g., inductive thinking and questioning). This model provides the student with information while emphasizing concept attainment and hypothesis testing. The social systems model [ecological] is constructed to take advantage of the collective energy people generate when working together by building learning communities. Learning is viewed as an interaction between the student and critical aspects of the school and home environment and focuses on the whole ecosystem, not just the learner. The model is designed to lead students to define problems, explore various perspectives of the problems and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organize information, and ensures a vigorous level of activity and disclosure (i.e., through cooperative learning, group inquiry/investigation, evaluation practice, interdisciplinary approach, role playing, problem solving, research and peer coaching). Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, and sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Standards: Course Requirements and Demonstrated Competencies are aligned with the following Standards: 1 Illinois Professional Teaching Standards (IPTS): http://www.isbe.net/profprep/standards.htm 2 Illinois Core Technology Standards (ICTS): http://www.isbe.net/profprep/standards.htm3 Illinois Core Language Arts Standards (ICLAS): http://www.isbe.net/profprep/standards.htm 4 Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc 5 National Association for the Education of Young Children (NAEYC): http://www.naeyc.org/faculty/college.asp#2001.pdf Reading Teacher Standard 1: Knowledge Indicators - The competent reading teacher: 1A. knows theoretical models and philosophies of reading education and their relevance to instruction. 1B. knows the scope and sequences for reading instruction at all developmental levels, pre-K through grade 12. 1D. is aware of trends, controversies, and issues in reading education. 1E. understands the construction and psychometric properties of classroom reading tests, including the State assessment. 1F. understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read. 1G. understands the differences between reading skills and strategies and the role each plays in reading development. 1H. knows a wide range of quality literature for students. Performance Indicators - The competent reading teacher: 1I. adjusts reading instruction to meet the needs of diverse learners (e.g., gifted students, students with limited English proficiency), as well as those who speak non-standard dialects. 1J. locates, evaluates, and uses literature for readers of all abilities and ages. 1K. uses various tools to estimate the readability of texts. 1L. uses technology to support reading and writing instruction. Reading Teacher Standard 2: Knowledge Indicators - The competent reading teacher: 2A. understands models of reading diagnosis that include students' proficiency with print conventions, word recognition and analysis, vocabulary, fluency, comprehension, self monitoring, and motivation. 2C. knows a wide variety of informal and formal assessments of reading, writing, spelling, and oral language. 2D. understands the uses and limitations of informal and formal assessments. 2E. is aware of a


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