Eastern Illinois UniversityCollege of Education and Professional StudiesDepartment of Early Childhood, Elementary, and Middle Level EducationTeaching Reading in the Middle/Secondary Classroom MLE 4280 Course Syllabus Block ll Spring- 2009 Credit Hours {3} Time: Monday 7:00-9:30 p.m.Instructor: Mr. Clyde C. Self Office Hours: M 6:30-7:00 p.m.E-mail: [email protected] Others by appointment [email protected] Middle School(217)-238-5800(217)- 246-6961 cell phone Office (217) 581-7880Unit Theme: Educator as Creator of Effective Educational Environments; Integrating Students, Subjects, Strategies, and Societies.Course Description: As a reading methods class for middle school/secondary pre-service teachers, this class provides appropriate reading instructional methodologies in the content area for grades 6-12.Prerequisites: MLE3110, concurrent enrollment in MLE4000,MLE3150,MLE4280, or permission of department chair. Purpose of the Course: This course is designed to convey to middle school/secondary pre service teachers the understanding that they have a serious responsibility to provide students with the instructional support necessary to comprehend content textbooks. To achieve this end, class members will become familiar with several perspective of the reading process and will acquire multiple strategies for teaching reading skills using content textbooks, reading textbooks, and other reading materialTeaching Model: Inductive (Joyce and Weil, 1972). This model, developed by Hilda Taba, was designed to help students improve their ability to categorize and to use categories. Three cognitive tasks are included in this strategy:1. Concept formation2. Interpreting, inferring, and generalizing data.3. Applying principles to explain new phenomena or predicating consequences. This model was promoted specifically to develop, improve, and increase Thinking capacity.Course Outcomes for All MLE Classes:1. Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills.2. Demonstrate good communication skills.3. Demonstrate/exhibit sensitivity to students’ of all feelings.4. Demonstrate instruction to develop and utilize the cognitive processes by which pupils learn. 5. A knowledge of facts and an understanding of fundamental principles, ideas and relationships among various knowledge domains. 6. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education..7. Proficiency is required in planning and teaching directed reading lessons using a variety of instructional strategies.Outcomes Specific for MLE 42801. Develop and enduring capacity to care, in particular about the literacy needs of allstudents by utilizing the content area classroom as a vehicle for teaching and extending the reading skill to the students you serve.2. Recognize the vast range of individual differences at the secondary level requires dedication to acquiring, developing, and pursuing instructional strategies and resources as you become a life long learner. This will illuminated the essential concepts in each content field and enable pupils to read and comprehend textbooks and other reading materials literally, inferentially, and critically. 3. The students’ work in this class will be judges on his/her ability to prepare a portfolio of teaching strategies for pre-reading, during reading, post reading, and astudy skills. Each student will teach a directed reading activity. In addition, students will become familiar with a variety of reading materials and formulate a bibliography appropriate for use in the middle school class along with strategies for using these books in the classroom. 4. Develop in each student a commitment f\or providing reading instruction in content are classrooms. 5. Provide students with and understanding of the reading process6. Provide for cultural diversity and provide curriculum for students with special needs. 1. Provide students with an understanding of the reading process.2. Provide students with an array of instructional strategies for teaching vocabulary, comprehension, and the reading study skills.3. Provide students with the opportunity to teach direct reading lessons in a content area in a public school classroom.4. Provide curriculum for special needs children and cultural diversity.Course Requirements and Demonstrated Competencies are Aligned with the Standards:Illinois Professional Teaching Standards: (IPTS)http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf Illinois Core Technology Standards: (ICTS)http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf Illinois Core Language Arts Standards: (ICLAS)http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf National Association for the Education of Young Children (NAEYC):http://www/naeyc.org/faculty/pdf/2001.pdf (actual standards start on page 11)Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.docSupplemental Reading will be expected throughout, the semester. This will include whole class literature books that will be discussed about in length. These books will encompass a graphic novella: Moby Dick and novella Holes. Both of these novellas will be distributed by me as the semester progresses. As a whole class assignment, we will explore how to incorporate novellas into the classroom along with a basil reader. Students will learn the dynamics that are expected for students to know according to the latest ISAT reading material designed by the State for Illinois teachers as of March 2006. Students will also be expected to find outside reading material to bring forward to the class for discussions. Course Requirements/ Evaluation:Attendance and Participation:All students are expected to complete reading and assignments in a timely fashion so theycan participate in class discussions and experiences. Attendance is expected and will be taken each class period, as a basic premise of professional educators in that attendance and participation are extremely important to the educational process. Excessive absencesare cause for failure in this class. Because class only meets once a week, five points will be deducted for each absence from class. If