DOC PREVIEW
EIU ELE 3280 - ELE3280-003CarterSyllabus

This preview shows page 1 out of 2 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 2 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 2 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

ELE 3280.003 Developmental Reading in the Elementary School Spring 2007 Instructor: Daniel Carter Location: BB 1441 Time: T,R – 10:00-11:40 Office: BB 2210 Office Hours: M,W – 11:30-1:00 T,R – 11:40-1:30 Telephone: Office – 581-7892 Home – 549-4959 E-mail: [email protected] EIU CEPS Theme: Educator as creator of effective educational environments – integrating diverse students, subjects, strategies, and societies. Course Description: The instructional program in reading from kindergarten through grade six; goals, methods, and materials with emphasis on basal reader approaches. Field based activities will be provided in conjunction with ELE 3000. Rationale: This course is designed to provide learning experiences which will prepare college students to teach pupils from kindergarten through grade six the attitudes, skills, and concepts needed to become competent readers. The nature of reading as a developmental process, reading readiness/emergent literacy, planning for instruction using a basal reader, competence in word attack skills and comprehension strategies will be stressed. A developmental reading methods course is required for state certification. This course is required for elementary education majors in the General Option and Middle School Option. Learning Model: The information-processing model (Joyce, Weil & Showers, 1992) 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 data (e.g., advance organizers), and has students focus on what is occurring as it is assimilated (e.g., inductive questioning). This model provides the student with information while emphasizing concept attainment and hypothesis testing. Outcomes for all ELE classes: • Develop a desire of lifelong learning in students and personally display one’s own desire for learning, including self-evaluation skills. • Demonstrate good communication skills. • Demonstrate/exhibit sensitivity to students’ feelings. • Design instruction to develop and utilize the cognitive processes by which pupils learn. • Manage the classroom to optimize academically engaged time. • Perform successfully within the social and political contexts of schools and community. • Demonstrate knowledge of facts, and an understanding of fundamental principles, ideas, and relationships among various knowledge domains. • Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. Outcomes specific to ELE 3280: • Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at-risk” populations, and foster appreciation for those differences. • Describe currently accepted models of reading. • Describe the cognitive processes which are involved in reading, and prepare learning activities which reflect this knowledge base. • Describe the basal approach in teaching reading. • Evaluate alternative methods of teaching reading (i.e., language experience, literature based, individualized, linguistic and eclectic reading programs).• Define the reading process in terms of skill development. • Identify the components of reading readiness. • Identify the components of word recognition proficiencies (i.e., phonics, structural analysis, and context). • Identify the levels of comprehension. Course Text: Reutzel, D. R. & Cooter, R. B. (2000). Teaching Children to Read: From Basals to Books (4th ed.). Englewood Cliffs, N.J.: Merrill, an imprint of Prentice-Hall, Inc. Assignments: • Children’s Literature Project - lesson: 60 pts • Phonics Mastery Test: 75 pts • Midterm Exam: 100 pts • Directed Reading Lesson: 50 pts • Reading Program Overview from practicum 50 pts • Final Exam: 100 pts • In-class quizzes/assignments 10 pts each • Participation/Goal Achievement 25 pts Grading Scale: 92%-100% = A 82%-91% = B 72%-81% = C 62%-71% = D Brief Assignment Descriptions: Children’s Literature Project: Using a children’s story book as the directive, develop a reading skill lesson that follows the EIU lesson plan format. The book and lesson will shared with the class. Directed Reading Lesson: The Directed Reading Lesson is an adaptation of pre-existing reading lessons, allowing the teacher to design a curriculum which meets the needs of their specific group of students. Developed from a basal reader short story, explore the elements involved in a complete DRL. Construct the DRL incorporating skill development, getting ready to read, guided silent reading, and follow-up. Reading Program Overview: Compile a “scrap-book” of the reading instruction conducted during your practicum participation. This can be divided between what you observed and what you personally implemented. The objective is to present a concise overview of the way reading was taught to the individual class you worked with during practicum. Midterm/Final: Each exam will cover designated chapters, class activities, lectures, and audio-visual materials used. The final exam will not be comprehensive. Participation/Goal Achievement: All notes, in-class work, and assignments should be kept neatly organized in a three ring binder. These will be reviewed during the final exam and used to aid in evaluating class participation. • Consistent attendance is a basic expectation and extremely important to educational progress. You are expected to notify the instructor prior to any absence. Late arrival to class will result in the reduction of the class participation grade. Grades on all assignments will be deducted 5% of the possible points for each weekday the assignment is late. Your assignments will be judged on quality of content, presentation, organization, and the integration of ideas. Evaluation of progress will be based on written exams, course assignments, and class contributions. All information in this syllabus should be considered subject to change based upon professional discretion. If you need course adaptations or accommodations due to a disability, please make an appointment to see me as soon as possible or


View Full Document

EIU ELE 3280 - ELE3280-003CarterSyllabus

Documents in this Course
ELE3280

ELE3280

5 pages

Load more
Download ELE3280-003CarterSyllabus
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view ELE3280-003CarterSyllabus and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view ELE3280-003CarterSyllabus 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?