ELE 3280DEVELOPMENTAL READING IN THE ELEMENTARY SCHOOLInstructors: Barbour, Broemmel, Goldsmith-Conley, Reven, White Credit Hours: 3-0-3 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. Prerequisites: Concurrent enrollment with ELE 3000 and ELE 3350 is recommended orpermission of department chair 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, 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 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. Unit Theme:EDUCATOR AS CREATOR OF EFFECTIVE EDUCATIONAL ENVIRONMENTS:INTEGRATING STUDENTS, SUBJECTS, STRATEGIES AND SOCIETIESOutcomes for All ELE Classes1 Demonstrate a knowledge of facts and an understanding of fundamental principles,ideas, and relationships among the various knowledge domains. 2 Develop a desire for lifelong learning in students and personally display one’s own desire For lifelong learning, including self-evaluation skills. 3 Demonstrate good communication skills. 4 Design instruction to promote a healthy self-concept in their students. 5 Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. 6 Demonstrate/exhibit sensitivity to students’ feelings 7 Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. Outcomes Specific to ELE 32801 State the historical phases of developmental reading instruction in the United Statesfrom the 1700’s to the present.2 Demonstrates knowledge of current issues in the field of reading.3 Demonstrate a mastery of the structure of the discipline(s) selected for specialization, theories, concepts, facts, principles, ideas and relationships. 10.1 Describe currently accepted models of reading. 10.2 Demonstrate an understanding of the developmental philosophy. 11.0Design instruction to develop and utilize the cognitive processes by which pupils learn. 11.1Describe the cognitive processes which are involved in reading. 11.2Prepare learning activities which reflect this knowledge base. 12.0Demonstrate alternative methods of achieving similar learning outcomes. 12.1 Describe the basal approach in teaching reading. 12.2 Compare alternative methods of teaching reading (i.e., languageexperience, literature based, individualized, linguistic and eclectic reading programs) 13.0Decide what will be learned and the processes of learning. 13.1Define the reading process in terms of skill development. 13.2 Identify the components of reading readiness.13.3Identify the components of word recognition proficiencies (i.e. phonics, structural analysis and context.)13.4Identify the levels of comprehension.ADDITIONAL INFORMATION: A. Text: Reutzel, D.R. & Cooter, R.B.(1996) Teaching Children to Read: From Basals to Books (2nd ed.). New York: Merrill, an imprint of Macmillan Publishing Company. Additional supplemental readings will be made available during the semester. B. Examinations: Three tests consisting primarily of objective items with a few short essay questions will be administered to assess student understanding of the course content. These tests include two of which are scheduled during the semester and a final exam given at the scheduled time for finals. Each exam is worth 100 points. C. Assignments: Specific guidelines for the written assignments/projects will be provided as the semester progresses. 1 Three Exams 300 points 2 Card File 100 points 3 Journal Reviews50 points 4 Textbook Evaluation 25 points 5 Mini Research Paper 50 points 6 Attendance/participation 75 points PROFICIENCY: A phonics/structural analysis proficiency is required of all students. NOTE: Class attendance and participation are required in this course. As part of their participation in this course, students will share their favorite children’s literatureD. Late Assignments: The instructor will determine if assignments are accepted late. E. Evaluation: Evaluation of student progress will be on the basis of written examinations, course assignments, class contributions, and performance of pre-student teaching participation. A total of 550 points is possible for the course. The following grading scale will be employed: 96% or above = A 88% - 95% = B 80% - 87% = C 72% - 79% = DThe instructor reserves the right to make changes in the syllabus upon notification of the change to all students in the course. Course Outline: (based on text) Chapter 1: Introducing a Transitions Approach to Reading A. Transitions: A New Model for Teaching Reading B. A Transition Approach to Reading Instruction C. The Transition Model: A Modest Proposal for Change Chapter 2: Understanding Reading: Defining and Refining Beliefs A. Reading in Today’s Society B. The Need for Understanding Reading C. Aspects That Influence Reading Development D. Reading Theories and Their Relationship to Reading Instruction E. Defining and Refining Instructional Beliefs Chapter 3: Understanding the Literacy Development of Young Children A. On Becoming a Reader: Two Views of the World B. Reading Readiness and
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