PURPOSE OF THE COURSEGRADING POLICYCOURSE SCHEDULEEvaluationFormatComponents CriteriaSelected PeriodicalsCENTRAL WASHINGTON UNIVERSITY DEPARTMENT OF TEACHER EDUCATION PROGRAMS READING UNIT EDRD 521.06: READING IN THE ELEMENTARY SCHOOL Four credits, Summer 2004, Tuesday/Thursday, 12:30 p.m.-3:30 p.m., INSTRUCTOR INFORMATION Andrea Celine Sledge, Ph.D. Office: Black Hall 204-19 Office Hours: Monday, Wednesday: 12:50 p.m.-1:30 p.m.; Tuesday, Thursday: 8:00 a.m.-8:40 a.m., and by appointment Phone: 963-1871; Email: [email protected] DESCRIPTION Prerequisites, a basic undergraduate reading course and classroom experience, or permission. Contemporary influences in reading instruction in American elementary schools. A required course for the Master of Education, Reading Specialist degree. TEXT Routman, R. (1994). Invitations: Changing as teachers and learners k-12. Portsmouth, NH: Heinemann. Other readings will be assigned. PURPOSE OF THE COURSE This course deals with approaches used to teach reading, assessment of reading; the language base of reading; and areas of reading such as comprehension, vocabulary development, word identification, literature-based reading, and curriculum development. Guiding Principles Reading in the Elementary School, is consistent with the mission of Central Washington University -- Docendo Discimus; By Teaching We Learn; the mission of the Center for Teaching and Learning -- “Facilitating learning for a diverse world”; and the mission of the Department of Teacher Education Programs -- “The commitment to ensuring graduates are prepared to be outstanding educational leaders who demonstrate knowledge, skill, and attitudes necessary to educate a diverse population.” Further, Reading in the Elementary School, using the Constructivist model of learning, is designed to develop abilities and skills in understanding, interpreting and questioning. Guidelines of the International Reading Association Reading in the Elementary School is consistent with the guidelines of the International Reading Association. As stated in their standards, “Effective reading requires an understanding of how print works, intertwined with the ability to interpret critically and apply new information to existing knowledge. Hence, the school reading programs must involve students in both learning to read and reading to learn.” Compliance with the Office of Superintendent of Public Instruction EDRD 521 Reading in the Elementary SchoolSledge/EDRD 521 EDRD 521 complies with the Essential Academic Learning Requirements for Reading and the Reading/Literacy Endorsement Competencies. Page 2 of 8 S:\CEPS_NCATE\_dropbox\EDRD 521 Syllabus.doc.docSledge/EDRD 521 METHODS OF INSTRUCTION 1. Lecture 2. Discussion 3. Collaborative Learning 4. Media 5. Technology LEARNER OUTCOMES AND PERFORMANCE INDICATORS Upon completion of this course, you will be: Learner Outcomes Performance Indicators 1. Understand the four cueing systems of language. Interactive lecture/ demonstration. Discussion of videotapes Matrix: 1.1, 1.4, 5.1, 6.10 2. Develop and apply strategies for teaching the four cueing systems of language to reading. Interactive lecture/demonstration. Read text and other assigned readings Matrix: 1.1, 5.1, 5.3, 6.10 3. Develop and apply strategies for teaching comprehension skills including the value of word recognition skills. Small group activities. Read text and Assigned readings. Discussion. Matrix: 6.6, 12.1, 12.6 4. Recognize the contribution of literacy to moral, social, and cultural life, and to the development and quality of community life, as the context in which literacy curriculum is developed. Text and assigned readings. Lecture and discussion. Literacy curriculum development project. Matrix: 3.2, 4.1, 15.1, 15.2 5. Develop concepts and a literacy curriculum for teaching reading through basal reader, language experience, whole language, and literature-based reading approaches. Discuss, compare, and contrast various current and historical approaches to reading. Literacy curriculum development project, which includes children's literature. Matrix: 1.2, 1.3, 15.1, 15.2 6. Develop and apply strategies which incorporate the reading and writing connection, including the conventions. Small group construction of reading/writing connection activities. Writing workshop simulation. Matrix: 4.7, 7.8, 12.4 7. Utilize informal assessment techniques including informal reading inventories, cloze, and running records. Review of research. Assigned readings. Lecture/discussion. Matrix: 9.1, 13.4 Page 3 of 8 S:\CEPS_NCATE\_dropbox\EDRD 521 Syllabus.doc.docSledge/EDRD 521 Learner Outcomes Performance Indicators 8. Recognizes the importance of keeping current by reading professional journals and reporting to colleagues. Use materials from IRA, NCTE, CBC, databases, internet, and research databases for research reports. Matrix: 2.1, 14.6, 16.5 9. Recognize the relationship and importance of modeling, practice, and activities to reading. Interactive lecture/discussion. Assigned readings. Text reading. Matrix: 6.6 10. Develop ways to provide a positive, motivating learning environment for individuals, classes, school, home and community Research reports and discussion Matrix: 4.6, 8.5 11. Become aware of linguistic, sociological, cultural, cognitive, and psychological bases of the reading process. Lecture/discussion. Watch and respond to video. Assigned readings. Construct research-based reading curriculum. Matrix: 1.1, 1.4, 5.2, 5.3, 5.5 12. Recognize the importance of individual and diverse language development and the language using process to reading success. Attend and respond to lecture/demonstration of the socio-psycholinguistic model of the reading process. Discussion. Assigned and text readings. Matrix: 1.1, 1.4, 6.1, 6.2 13. Understands what the reader brings to the text. Schema theory, Assigned reading, lecture, and discussion. Matrix: 9.1, 12.9 14. Research and develop a literacy curriculum containing appropriate adaptations based upon information (needs, budgetary and resource constraints) gleaned from interviewing district reading specialists, coordinators and classmates. Create a notebook (or similar product) containing a research-based literacy curriculum. Matrix: 15.1 15.2, 15.3, 15.4 15. Perceives reading is a process of constructing meaning. Lecture, text readings, and discussion. Matrix: 6.1 Page 4 of 8 S:\CEPS_NCATE\_dropbox\EDRD 521