1 ELE 4880 - Diagnostic -- Prescriptive Reading Instruction -- Spring 2008 Early Childhood, Elementary, and Middle Level Education Department Eastern Illinois University Buzzard Hall Teacher: Lucia Schroeder, Ph.D. Office Hours: TR 1:00 - 2:45 PM Office: Buzzard Hall, Room 1324 MW: 1:00-2:30 PM Phone: Office: 217+581-7900 Stop by, or make an appointment **E-mail: [email protected] ** Best Contact Course Description: (3-0-3) Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through junior high /middle school. Field-based experiences Course Rationale: This course complements ELE 3280 – Developmental Reading in the Elementary School in that it provides future teachers with the knowledge, skills, strategies, and theories necessary to assess and enhance reading instruction within the regular classroom. Prerequisites: ELE 3281 for Early Childhood Option; ELE 3280 for General and Middle School Options; or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met. Course Goals: The overall goal of this course is to provide teacher candidates with the knowledge and skills necessary to assess students’ reading ability and plan and implement instruction that will enable all students to read. Emphasis will be placed on understanding how students read, assessing student reading abilities using informal methods, and selecting and implementing research-based strategies for enhancing students’ reading achievement. Teacher candidates will be made aware of factors that support student learning or place students “at risk” [economic, cultural, social, incompatible teaching methods) and ways to manage these factors in the classroom. This course is required for elementary education teacher candidates enrolled in Early Childhood and Elementary Education. It is an encouraged option for General Education or Middle Level candidates and Special Education majors. .Resources *Information packet available from Copy Express which students need to purchase [~$4] Rubin, D. & Opitz, M. F. (2007). Diagnosis and Improvement in Reading Instruction (5th ed.). Boston: Pearson/Allyn and Bacon. Roe, B.D. and Burns, P.C. (2007). Roe/Burns Informal Reading Inventory (7th ed.). Boston Houghton Mifflin. Use of WebCT is strongly encouraged for accessing supplemental information and submitting assignments; CHECK it FREQUENTLY *Quality internet sites including: www.reading.org www.readwritethink.org, www.ncte.org *Journals from professional organizations are available through Booth Library [including, but not limited to: Language Arts, Journal of Adolescent & Adult Literacy, Reading Teacher, Reading Research Quarterly Performance Outcomes for the ELE 4880 Courses at EIU: As a result of taking this course, students will be able to: • 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.2Specific Outcomes/Goals for This Class Teacher candidates who successfully complete this course will be able to: • select goals for students and developmentally appropriate methods to enable them to achieve these literacy goals • create in students a desire to read for information and enjoyment • use basic concepts of measurement and informal assessments to understand students’ abilities and guide instructional decision-making • understand and be able to use a variety of interventions to enable all students in the class to be successful readers and writers • provide for the uniqueness of individuals---recognize the characteristics of culturally pluralistic and “at risk” populations and foster appreciation for those differences through appropriate and differentiated instruction • assess web-based and textual information for accuracy • model appropriate professional behavior…ethical, legal, social, and moral • demonstrate a mastery of the basic skills in language arts, • explore the advantages and the possibilities of integrating language arts in content areas • use technology to enable students to acquire and share knowledge in an increasingly complex and information-rich society Changes may be made to this Syllabus at any time; at the teacher’s professional discretion. Notification will be made in class and/or via WebCT Students with Disabilities: If you have a documented disability and wish to discuss academic accommodations, please contact the Office of Disability Services at 217-581-6583 and/or discuss it with the instructor. 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. Professionalism: Schroeder's silver rule: “Credit others as you would like to receive credit." Plagiarism is illegal. Identify the source, or create your own work! If you use more than three words in a row from someone else, you MUST use quotation marks and identify the source. Show respect for the teacher and your classmates. Be on time; limit visiting to before and after class; turn off cell phone ringers and leave them out of site. If you know you must leave early, sit near the door. If laptop computers are brought to class, they should be used ONLY for taking class notes. Simply, show the respect you want when you teach. Students enrolled in ELE 4000 level courses are in the final stage of their professional preparation; hence, mastery of the English language including grammar, mechanics, spelling, etc. is expected. Points may be deducted for errors in written work submitted for a grade and/or you will be asked to correct and resubmit the assignment. Professionals are models for students. Attendance: If an illness prevents you from attending class, please ask a classmate to share notes with you, and pick-up handouts. Check WebCT for information. E-mail any missed assignments to the teacher as soon as possible. If you still have questions, use office hours or email to
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