ELE 3280-004-Spring 2008 Early Childhood/Elementary/Middle Level Education Department Developmental Reading in the Elementary School Instructor: Linda Sherwood Location: Klehm Hall Room 1102 Time/Days: 8:00-9:40 M W Office: BB 1323 Office Hours: 10:00-12:00 (most Mondays); 12:30-3:30 T; 10:00-12:00 W and/or by appointment Telephone: Office = 217-581-7830 Home = 217-382-5772 E-mail: [email protected] or [email protected] Unit Theme: Educators as Creators of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies and technologies. Course Description: The instructional programs in reading from kindergarten through grade 6; goals, methods, and materials with emphasis on basal reader approaches. Field based activities will be provided in conjunction with ELE 3000. Credit Hours: 3-0-3 Prerequisites: Enrollment in teacher education sequence [ELE 2000 level courses completed] and current enrollment in ELE 3000 and ELE 3350; or permission of department chair. Purpose: This course is designed to provide learning experiences for teacher candidates to prepare them to teach pupils from kindergarten through grade eight, the attitudes, skills, and concepts needed to become competent readers. The nature of reading as a developmental process, planning for instruction, emergent literacy, and development of competence in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies will be stressed. Because a developmental reading methods course is required for state certification, this course is required for elementary education majors in the General Elementary and Middle Level options. Current Textbook: Reutzel, D.R. & Cooter, R.B., Jr. (2008). Teaching children to read: The teacher makes the difference (5th ed.). Columbus, OH: Pearson Prentice Hall. Additional Resources: Putting Reading First (2nd ed.) (National Reading Panel Report and NCLB Legislation). Jessup, MD: [email protected] Illinois State Board of Education – Reading/Language Arts Standards, Assessments, Benchmarks, [web site or paper copy] Reading Language Arts Standards - International Reading Association [IRA], and National Council of Teachers of English [NCTE] [www.reading.org; www. ncte.org ] Current Reading Related Journals and Web sites, including www.readwritethink.org Children's Literature Livetext Model of Teaching: Two models are used. The Information-Processing Model emphasizes acquiring and organizing data and developing concepts and the language to convey them. In the Social System Model students define problems, explore various perspectives and study together to master information, ideas, and skills. The teacher provides organization, helps students find and organize information and ensures a vigorous level of activity and discourse. [Adapted from Joyce, Weil & Showers, 1992]Standards: Course requirements and demonstrated competencies are aligned with the following standards: Illinois Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdf Association for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htm National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.asp Illinois Core Language Arts Standards (ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf Illinois Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdf ACEI: 1. Development, learning & motivation 2. Curriculum: 2.1 English language arts; 2.8 connections across the curriculum 3. Instruction 4. Assessment 5. Professionalism NAEYC: 2. Family & Community Relations 4.Teaching and Learning especially 4c – knowledge, 4d meaningful curriculum Illinois Professional Teaching Standards: 1. Content 6. Communication 2. Diversity 7. Assessment 3. Planning for instruction 8. Reflection and professional growth 4. Learning environment 9. Professional conduct 5. Instructional Delivery The Illinois Learning Standards [ILS] for Reading/Language Arts: 1, 2, 3, 4, 5 are met in this course. They correlate closely with the Standards for the English Language Arts developed by the International Reading Association/National Council of Teachers of English, thus both sets are met. Illinois Reading Teacher Standards: Standard 1: deep understanding of reading Standard 3: curriculum design and implementation Standard 5: high professional standards - ethics, self-evaluation, professional memberships Outcomes Specific to ELE 3280 Teacher Candidates will: 1. demonstrate a mastery of theories, concepts, facts, principles, ideas and relationships related to reading 2. understand and describe reading as a developmental and cognitive process and design instruction to further pupil development of those processes 3. comprehend the components of and develop learning activities for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension strategies 4. compare, contrast, and use multiple methods of teaching reading, including, but not limited to: basal readers, teacher directed instruction [DRA/DRTA], reading workshop, guided reading, reciprocal teaching, QAR--question-answer-response 5. select appropriate reading materials for various grade levels with consideration of student interest and reading levels, readability levels, and genre 6. understand appropriate assessments of student reading ability 7. demonstrate knowledge of historical and current issues related to reading education including culturally and linguistic diverse [CLD] learningCompetencies and Standards Matrix Course Requirements Competencies to be Demonstrated by Pre-Service Teachers Aligned to these Standards [Abbreviations Above] Comprehension of fundamentals of reading instruction & current/past best practices methods Passing of exams with 85% or better accuracy Applications of knowledge in planning, presenting and modeling of reading lessons ACEI 1., 2.1, 2.8, 3 NAEYC 4c, 4d IPTS 1, 3, 4, 6, 10 ICRLAS IRTS 1, 2 Design develop-mentally [DAP] and culturally [CLD] appropriate Instruction to further student cognitive learning Create a literature file with DAP/CLD activities & children’s literature from various authors Prepare and present Directed Reading Thinking
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