ELE 3280 Developmental Reading in the Elementary School Dr. Judy A. Barbour 581-7897 (office) Early Childhood, Elementary, and Middle Level Education 359-4158 (home) 2174 Buzzard Building [email protected] Office Hours: _________________________________________ (also by appointment) Theme: Educators as Creators of Effective Educational Environments Course Description: This course focuses on the instructional program in reading from kindergarten through grade eight; goals, methods, and materials with emphasis on basal reader approaches. Field based activities will be provided in conjunction with ELE 3000. Prerequisites: Concurrent enrollment with ELE 3000 and ELE 3350 is recommended or permission of department chair. Purpose of the Course: This course is designed to provide learning experiences based on the science of reading. It will prepare college students to teach pupils from kindergarten through grade eight the attitudes, concepts and strategies needed to become competent readers. The nature of reading as a developmental and transactional process, and the areas of phonemic awareness, phonics, vocabulary, fluency and comprehension will be stressed. Students will explore a variety of research based strategies for teaching reading. A developmental reading methods course is required for state certification. This course is required for elementary education majors in the General Option and Middle School Option. Course Resources: 1. Reutzel, D. Ray and Cooter, Robert B., Jr. (2004). Teaching Children to Read: Putting the Pieces Together. (4th Ed.) New York: Merrill Publishing Company. 2. A handout packet must be purchased at Copy Express in the student union. Please bring it each day. 3. LiveText is required for this class. You will be asked to use it to prepare some of your assignments and to submit them to the university through your LiveText portfolio. 4. Helpful websites: www.reading.org; www.readwritethink.com; www.iccb.org/student; and www.isbe.state.il.us.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 good communication skills. • Demonstrate/exhibit sensitivity to students’ feelings. • Design instruction to develop and utilize the cognitive processes by which pupils learn. o Demonstrate knowledge of children’s language acquisition. o Describe the factors which influence the development of language. • Demonstrate 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 education. o Describe cultural influences which are reflected in the history of the English language o Demonstrate knowledge of current issues in the language arts domain. Outcomes specific to ELE 3280: • Understand reading skill acquisition and development. • Design instruction to develop and utilize cognitive and affective processes by which pupils learn to read. • Design instructional methods that reach children with unique learning styles, differing cultural backgrounds and students designated “at risk.” • Demonstrate instruction that encourages children to be life-long readers. • Decide what will be learned, activities to promote learning and methods to assess if learning has occurred.Course Outline: Topic I: The Nature of Reading The focus will be on the nature of reading in today's world. The value of reading skills is explored. The state of reading instruction in schools will be examined with a historical perspective. Topic II: Literacy Development, Phonemic Awareness We will examine the areas of reading readiness and the natural language learning processes of the young child. Additional emphasis will be placed on reading development through the school years. Topic III: Decoding We will study the specific skills of word identification, including topics such as sight words, phonics, structural analysis, and analogic skills. Topic IV: Comprehension, Fluency, Vocabulary Attention will be given to the important areas of developing independent readers who enjoy reading. Areas to be studied will include building comprehension, developing fluency, and extending vocabulary. Topic V: Approaches to Reading Instruction We will discuss the background of basal readers and their strengths and limitations. Other approaches, such as language experience, will be discussed and evaluated. Topic VI: Instructional Strategies A wide array of instructional techniques for developing readiness, decoding skills, comprehension and vocabulary will be examined. Attention will also be given to finding student reading level, evaluating reading materials and designing a framework for reading instruction in the classroom. Topic VII: Content Area Reading Attention will be given to the skills and abilities required to use reading as a functional tool for learning in the content areas along with instructional strategies for developing those skills. We will examine the techniques used for reading textbooks, reference materials, magazines, and newspapers. Requirements Points Specifics 1. Attendance and ACTIVE participation 25 • Mandatory attendance and participation at all sessions • Absence from class will lead to loss of points 2. Literature File 30 • Ten reviews of children’s books for appropriate grade levels, submitted in proper format with summary and at least three related activities (3 pts. each) 3. Basal Review 25 • Written review of a basal series4. Genre Project 30 • Research on a literary genre and the creation of a bulletin board related to that genre 5. Skill Lesson from Children’s Book 25 . • Written lesson plan for teaching a specific reading skill based on children’s literature 6. Phonics Test 35 • Score based on percent correct as indication of knowledge and understanding of decoding skills 7. Directed Reading Activity 30 . • Creative lesson, exhibiting a clear purpose and following all criteria of a DRA 8. Midterm/Final 100 • Score based on knowledge and understanding of assigned readings, handouts,
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