This preview shows page 1-2 out of 7 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

Early Childhood, Elementary, and Middle Level Education Department MLE4280 Content Area Reading in the Middle/Secondary Classroom Unit 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 techniques in the content area for grades 6-12. Prerequisites & Concurrent Enrollment: MLE3110, concurrent enrollment in MLE4000, MLE3150, MLE4280 or permission of department chair. Course Purpose: 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 perspectives of the reading process and will acquire multiple strategies for teaching the reading skills using content textbooks, reading textbooks, and other reading materials. Course Textbooks:Vacca, R. & Vacca J. (2008) Content area reading (9th edition). Boston: Little Brown. Teaching Model: The Information-Processing Family Models. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, and sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned.StandardsCourse 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 - Association for Childhood Education International (ACEI): - http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc Outcomes Specific to MLE 4280: - Develop an enduring capacity to care, specifically, to care about the literacy needs of pupils by utilizing the content area classroom as a vehicle for teaching and extending the reading skills of pupils. - Recognize that the vast range of individual differences in the middle school population requires a career-long dedication to acquiring, developing, and pursuing instructional strategies and resources which illuminate the essential concepts in each content field and enable pupils to read and comprehend textbooks and other reading materials literally, inferentially, and critically. - Show their work in this class and will be judged on his/her ability to prepare a portfolio of teaching strategies for pre-reading, during reading, post reading, and study 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. - Develop in each student a commitment for providing reading instruction in content are classrooms. - Provide students with an understanding of the reading process - Provide for cultural diversity and provide curriculum for students with special needs. Reading Teacher Standard 1:Knowledge Indicators - The competent reading teacher:1D. is aware of trends, controversies, and issues in reading education.1F. understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read.1G. understands the differences between reading skills and strategies and the role each plays in reading development.1H. knows a wide range of quality literature for students.Performance Indicators - The competent reading teacher:1I. adjusts reading instruction to meet the needs of diverse learners (e.g., gifted students, students with limited English proficiency), as well as those who speak non-standard dialects.Revised July 20081J. locates, evaluates, and uses literature for readers of all abilities and ages.1K. uses various tools to estimate the readability of texts.1L. uses technology to support reading and writing instruction. Reading Teacher Standard 3: Knowledge Indicators - The competent reading teacher:3A. knows State and national educational standards that are relevant to reading education.3C. is aware of guidelines for the evaluation of curriculum material and instructional technology.Performance Indicators - The competent reading teacher:3F. participates in the evaluation and selection of instructional materials, including textbooks, trade books, materials for students with special needs, and technology. + (Optional assignments may be considered and added by individual professors) ============================================================================Revised July 2008Course Requirement Demonstrated Competencies Standards (Illinois, ACEI Language Arts, Technology) Participation Participation includes presence in and contribution during class sessions and support ofpeers in group work. Standard 11: Professional Conduct andLeadership ACEI: 5.1 LA: 1A., 1B., 1C., 2H. Internet Assignment Student uses skills and ability to search, locate, and use technology information on-line Standard 7: Communication ACEI 3.1, 3.2, 3.3, 3.4, 3.5 LA: 2A., 2B. Tech: 1A., 1C., 1F., 2A. Traditional Exam Student demonstrates content knowledge of various components of middle school philosophy and the development of the pre-adolescent/ Standards 2: Content Knowledge ACEI: 1; 4 LA: 2C., 2D., 2F., Card file, notebook, and book talk Student develops a notebook and card file representing diverse populations in the choice ofliterature. In addition, student plans for instruction by offering a creative book talk which reflects student’s understanding of alternative assessment. Standard 3: Diversity Standard 4: Planning for Instruction


View Full Document
Download MLE 4280 Syllabus
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view MLE 4280 Syllabus and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view MLE 4280 Syllabus 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?