Department of Early Childhood, Elementary, and Middle Level EducationELE 3280.002Developmental Reading in the Elementary SchoolSpring 2008 Instructor: Daniel CarterLocation: BB 1302Time: M,W – 8:00-9:40Office: BB 2176Office Hours: M,W – 10:00-11:00 T,R – 12:00-1:00Telephone: Office – 581-7892 Home – 549-4959E-mail: [email protected] CEPS Theme: Educator as creator of effective educational environments – integrating diverse students, subjects, strategies, societies, and technologies.Catalog 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 in ELE 3000 and ELE 3350 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.Course Purpose: This course is designed to provide learning experiences for teacher candidates to preparethem 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, planningfor 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.Course Text: Reutzel, D.R. & Cooter, R.B., Jr. (2008). Teaching children to read: The teacher makes the difference. (5th ed.). Columbus, OH: Pearson Prentice Hall. Supplemental Materials:LiveText AccountLearning Models: Information-Processing ModelThis 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 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. Social Systems ModelThis model is constructed to take advantage of the collective energy people generate when working together by building learning communities. Learning is viewed as an interaction betweenthe 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 discourse. Joyce, B., Weil, M., & Showers, B. (1992). Models of Teaching. (4th ed.). Boston: Allyn and Bacon.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.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.pdfOutcomes specific to ELE 3280:The students will be able to:- Demonstrate a mastery of theories, concepts, facts, principles, ideas and relationships related to 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 interest and reading levels, readability levels, and genre.- Understand appropriate assessments of student reading ability.- Demonstrate knowledge of historical and current issues related to reading education including culturally and linguistic diverse [CLD] learning.Course Requirements Demonstrated Competencies Aligned StandardsLiterature Response Performance includes reviewing and analyzing children’s books and their implication to the teaching of reading. The review writings will be evaluated by a rubric.IPTS 2, 7ACEI 3.1, 3.3, 3.5ICTS 1A, 2A, 2E, 5B, 7ICLAS 1, 2, 3NAEYC 3, 4a, 4b, 4cLesson Planning Performance includes written utilization of the directed reading/thinking lesson format and its various formats for each lesson taught, careful formulation of objectives, research, enrichment, manipulatives, assessment of children’s prior knowledge, and appropriate assessments and follow-up. Focus is on pre-reading, reading, and follow-up strategies that utilize integrated instruction, and children’s academic, behavioral, and cultural diversity.IPTS 1, 2, 3, 4, 6ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 4NAEYC 2.3ICTS 3A, 3FCurricular Overview The students will demonstrate the ability to design an instructional unit based on curricular materials such as basal programs.IPTS 1, 2, 3, 4, 5, 6, 7, 8ACEI 1, 2.1, 2.8, 3.1, 3.2, 3.3, 3.4, 4NAEYC 1, 3, 4, 5ICLAS 1, 2, 3Participation Performance includes presence and contribution during class meetings, and support of peer classmates.IPTS 2, 7, 10,
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