ELE 3280-006-ML-Spring 2008Early Childhood/Elementary/Middle Level Education DepartmentDevelopmental Reading in the Elementary SchoolInstructor: Linda SherwoodLocation: 1302 BB Time/Days: 10:00-11:40 T ROffice: BB 1323Office Hours: 10:00-12:00 (most Mondays); 12:30-3:30 T; 10:00-12:00 W and/or by appointmentTelephone: Office = 217-581-7830 Home = 217-382-5772E-mail: [email protected] or [email protected] Theme: Educators as Creators of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies and technologies.Course Description: This course emphasizes the goals, methods, and materials needed to provide best practices instruction in reading from kindergarten through grade eight. Field based activities will be provided in conjunction with ELE 3000. Credit Hours: 3-0-3 Prerequisites: Enrollment in teacher education sequence [ELE 2000 level courses completed] and current enrollment in ELE 3000 and ELE 3350; or permission of department chair.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 statecertification, this course is required for elementary education majors in the General Elementary and Middle Level options.Current Textbook: Middle Level: Gunning, Thomas G. (2004), Creating Literacy: Instruction For All Students In Grades 4-8 New York: Allyn and BaconAdditional Resources: Putting Reading First (2nd ed.) (National Reading Panel Report and NCLB Legislation). Jessup, MD: [email protected] State Board of Education – Reading/Language Arts Standards, Assessments, Benchmarks, [web site or paper copy]Reading Language Arts Standards - International Reading Association [IRA], and National Council of Teachers of English [NCTE] [www.reading.org; www. ncte.org ]Current Reading Related Journals and Web sites, including www.readwritethink.orgChildren's LiteratureLivetextModel of Teaching: Two models are used. 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 Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdfAssociation for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htmNational Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.aspIllinois Core Language Arts Standards (ICLAS)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdfIllinois Core Technology Standards (ICTS)http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdf ACEI: 1. Development, learning & motivation 2. Curriculum: 2.1 English language arts; 2.8 connections across the curriculum3. Instruction 4. Assessment5. ProfessionalismNAEYC: 2. Family & Community Relations 4.Teaching and Learning especially 4c – knowledge, 4d meaningful curriculumIllinois Professional Teaching Standards:1. Content 6. Communication2. Diversity 7. Assessment3. Planning for instruction 8. Reflection and professional growth4. Learning environment 9. Professional conduct5. Instructional DeliveryThe Illinois Learning Standards [ILS] for Reading/Language Arts: 1, 2, 3, 4, 5 are met in this course. They correlate closely with the Standards for the English Language Arts developed by the International Reading Association/National Council of Teachers of English, thus both sets are met. Illinois Reading Teacher Standards:Standard 1: deep understanding of readingStandard 3: curriculum design and implementationStandard 5: high professional standards - ethics, self-evaluation, professional membershipsOutcomes Specific to ELE 3280 Teacher Candidates will:1. demonstrate a mastery of theories, concepts, facts, principles, ideas and relationships related to reading 2. understand and describe reading as a developmental and cognitive process and design instruction to further pupil development of those processes3. comprehend the components of and develop learning activities for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension strategies4. 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-response5. select appropriate reading materials for various grade levels with consideration of student interest and reading levels, readability levels, and genre6. understand appropriate assessments of student reading ability7. demonstrate knowledge of historical and current issues related to reading education including culturally and linguistic diverse [CLD] learningCompetencies 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, 4dIPTS 1, 3, 4, 6, 10 ICRLAS IRTS 1, 2Design develop-mentally [DAP] and culturally [CLD] appropriateInstruction to further student cognitive learningCreate a literature file with DAP/CLD activities & children’s literature from various authorsPrepare and present Directed Reading Thinking Activity appropriate to the intended grade level of students with attention to multiple intelligencesParticipation in class and practicum lessonsThoughtful evaluation of basals & reading
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