PointsDetailsAuthor Research and Mini LessonSyllabus for Spring 2008 ELE 3280 Developmental Reading in the Elementary SchoolEarly Childhood/Elementary/Middle Level Education DepartmentTeacher: Lucia Schroeder, Ph.D. Office Hours: TR 1:00 - 2:45 PMOffice: Buzzard Hall, Room 1324 MW: 1:00-2:30 PMPhone: Office: 217+581-7900 Stop by, or make an appointment **E-mail: [email protected] ** Best ContactUnit Theme: Educators as Creators of Effective Educational Environments: Integrating diversestudents, subjects, strategies, societies and technologies.Course Description (3-0-3) 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 and Concurrent Enrollment:Concurrent enrollment in ELE 3000 and ELE 3350; MLE 3110 and MLE 4000; or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing. Purpose: This course is designed to provide learning experiences for teacher candidates to prepare them to teach pupils from kindergarten through grade eight, the attitudes, skills, and concepts needed to become competent readers. The nature of reading as a developmental process, planning for instruction, emergent literacy, and development of competence in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies will be stressed. Because a developmental reading methods course is required for state certification, this course is required for elementary education majors in the General Elementary and Middle Level options.Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Special Needs ** If you need course adaptations or accommodations due to a disability, please make an appointment to see Dr. Schroeder as soon as possible and contact the Director of Disability Services (581-6583). Performance Outcomes-- Teacher Candidates will: demonstrate a mastery of theories, concepts, facts, principles, ideas and relationships of reading understand and describe reading as a developmental and cognitive process and design instruction to further pupil development of those processes comprehend the components of and develop learning activities for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension strategies compare, contrast, and use multiple methods of teaching reading, including, but not limited to: basal readers, teacher directed instruction [DRA/DRTA], reading workshop, guided reading, reciprocal teaching, QAR--question-answer-response select appropriate reading materials for various grade levels with consideration of student interests in reading and readability levels, genres, and sources [online, books, magazines, environmental, etc.] understand appropriate assessments of student reading ability demonstrate knowledge of historical and current issues related to reading education including culturally and linguistic diverse [CLD] learners Resources:Textbook: Reutzel, D.R. & Cooter, R.B., Jr. (2008). Teaching children to read: The teacher makes the difference (5th ed.). Columbus, OH: Pearson Prentice Hall.Livetext - required for all Education Students at Eastern Illinois University [the Education “Unit”]Departmental Policy Statement: If the instructor rates the Live Text requirements as less than satisfactory, then no more than a "D" may be earned in the class regardless of the number of points earned.Additional Resources: Armbruster, B., Lehr, F., & Osborn, J. (2004). Putting Reading First: The research building blocks for teaching children to read (2nd ed.) Jessup, MD: National Institute for Literacy (2nd ed.). [email protected] [NCLB]Illinois State Board of Education – Reading/Language Arts Standards, Assessments, Benchmarks, [online at www.isbe.state.il.us or paper copy]The English Reading Language Arts Standards - International Reading Association, [IRA] and National Council of Teachers of English [NCTE] online at www.reading.org Current Reading Related Journals and Web sites, including: www.readwritethink.org; www.reading.org, www.ncte.org, and www.pbskids.org; Also: Illinois Reading Council Journal, Journal of Reading, Reading Teacher, Reading Research Quarterly, Language Arts, Adolescent & Adult Literacy, Elementary School Journal, American Educational Research Journal, etc.Children's Literature from multiple Genres and Authors - Booth Library and other sourcesModel of Teaching: Two models are combined. The Information-Processing Model emphasizes acquiring and organizing data and developing concepts and the language to convey them. In the Social System Model students define problems, explore various perspectives and study together to master information, ideas, and skills. The teacher provides organization, helps students find and organize information and ensures a vigorous level of activity and discourse.[Adapted from Joyce, Weil & Showers, 1992] Standards: Course requirements and demonstrated competencies are aligned with the following standards:Illinois Reading Teacher Standards http://www.isbe.il.us/profprep Association for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htmNational Assoc. for Education of Young Children (NAEYC) http://www..naeyc.org/accreditation/next_era.aspIL Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdf IL Core Language Arts Standards (ICLAS) www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pd IL Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdfCompetencies and Standards MatrixCourseRequirementsCompetencies to be Demonstrated byPre-Service TeachersAligned to these Standards[Abbreviations Above]Comprehension of fundamentals of reading instruction & current/past best practices methodsPassing of exams with 85% or better accuracy Applications of knowledge in planning, presenting and modeling of reading lessonsACEI 1., 2.1, 2.8, 3NAEYC 4c, 4dICRLAS 1, 2, 3IPTS 1, 3, 4, 6, 10 IRTS
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