ELE 4880 DIAGNOSTIC-PRESCRIPTIVE READING INSTRUCTION --Spring 2007 Credit Hours: 3-0-3 Sections 002 and 005 Instructor: Mrs. Helen Wood Office: Room 1325 (first floor, west end in Reading Center of Buzzard) Office Hours: M-W 2:00-2:45 T-Thur 9:00-9:45 and 11:40-12:30 or by appointment Office Phone: 581-8586 Home Phone: 217-385-2450 Email [email protected] Class Room: Buzzard 2440—002 Buzzard 1302--005 Class Meetings: 10:00-11:40 T-Thur 3:00-3:40 M-W Unit KB Theme: Educator as Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, and Societies Catalog Description: Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through the middle school. Field based activities will be provided in conjunction with ELE 4000. This course is required for Elementary and Early Childhood Education majors. Prerequisites: ELE 3280 or 3281 or MLE 4280. Concurrent enrollment with ELE 3340, ELE 3290, and ELE 4000. Course Rationale: This course complements ELE 3280 (Developmental Reading in the Elementary School) in that it provides future teachers with skills, strategies, and theories necessary to provide corrective teaching within the regular classroom. Textbooks: Rubin, Dorothy. Diagnosis and Correction in Reading Instruction, 4th ed. Boston: Allyn and Bacon. A diagnostic manual will also be used; Burns, Paul C. and Roe Betty D. (2002) Informal Reading Inventory, 6th ed., Boston: Houghton Mifflin Company. Course Goal: The overall goal of this course is to provide future teachers with the knowledge base necessary for appropriate use of diagnostic teaching procedures and materials of reading instruction within the regular classroom, from kindergarten through middle school. Emphasis will be placed an understanding haw students learn to read, strategies far improving an individual student's reading achievement, and how to become an informed diagnostic-prescriptive teacher of reading. Future teachers will be made aware of factors that support student learning or place students "at risk" and same ways to manage these variables in the regular classroom. CEPS Outcomes for All ELE Classes: • Develop a desire of lifelong learning in students and personally display one's own desire for lifelong learning, including self-evaluation skills • Demonstrate goad communication skills • Demonstrate/exhibit sensitivity to. students' feelings • Design instruction to develop and utilize the cognitive processes by which pupils learn. • Demonstrate a knowledge of facts and an understanding of fundamental principles, ideas, and relationships among various knowledge domains • Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of educationCEPS Outcomes Specific to This Course: • Design instruction to promote a healthy self-concept in students • Demonstrate alternative methods of achieving similar learning outcomes • Decide what will be learned and the processes of learning • Strive to develop in students intellectual, social, ethical, and moral skills and behaviors • Use basic concepts of measurement and assessment in instructional decision making • Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and "at risk" populations and foster appreciation for those differences • Perform successfully within the social and political contexts of schools and community • Model appropriate professional behavior...ethical, legal, social, and moral • Demonstrate a mastery of the basic skills in language arts and mathematics Performance Outcomes: As a result of taking this course, students will be able to: • Identify developmental reading skills commonly taught in Grades K-8 • Cite a wide range of materials and strategies that would be appropriate from K through Grade 8 • Select, administer, score, and interpret a variety of informal assessments in reading • Write a case study based on a practicum student, profiling strengths and weaknesses in reading and recommending specific instructional strategies to help the individual student improve Learning Model: Social Systems Model (Ecological) This 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 between the 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 disclosure. Primary Source: Weil, Joyce B. and Showers, B. (1992) Models of Teaching. 4th ed. Boston: Allyn and Bacon - Cooperative learning - Group inquiry/investigation - evaluation practice - Interdisciplinary approach - Role playing - Problem solving - research - peer coaching IF YOU HAVE A DOCUMENTED DISABILITY AND WISH TO DISCUSS ACADEMIC ACCOMMODATIONS, PLEASE CONTACT THE OFFICE OF DISABILITY SERVICES. - Cooperative learning - Group inquiry/investigation - evaluation practice - Interdisciplinary approach - Role playing - Problem solving - research - peer coachingCOURSE REQUIREMENTS: Technology Project 50 points Language Experience Manuscript 25 points Language Experience Project 30 points Children's Book Projects (2) 30 points Professional Article Review 40 points Mini Case Study 100 points Two tests (100 points each) 200 points Class attendance/Participation 50 points Total Points 525 points GRADING SCALE POINTS 100-92 =A 525-483=A 91-82=B 482-431 =B 81-72=C 430-378=C 71-65=D 377-342=D Below 65=F Below 342=F LATE ASSIGNMENTS: Assignments will not be accepted late unless prior approval by teacher. (One point will be deducted for each class day for which the paper is late). Rubrics will be given and explained before the assignment is due. All late assignments must be submitted by the last day of class for the semester (prior to finals week). The instructor reserves the right to make changes in the syllabus upon notification of the
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