Developmental Reading in the Elementary SchoolELE 3280.725Fall 2006Instructor: Cindy OsborneLocation KASL 0243Time: Tuesday—5:30-8:30 p.m.Office: Buzzard 1325Office Hours: Before and after class and by appointmentTelephone: Home—618/242-8009 Cell—618/204-1951E-mail: [email protected] Theme: Educator as Creator of Effective Educational Environments: Integrating Students, subjects, Strategies, and Societies.Course Description: The instructional program in reading from kindergarten through grades six; goals, methods, and materials with emphasis on directed reading approaches. Field based activities will be provided in conjunction with ELE 3000.Prerequisites: Concurrent enrollment with ELE 3000 and ELE 3350 is recommended orpermission of department chair.Purpose of the Course: This course is designed to provide learning experiences which will prepare preservice teachers to teach pupils from kindergarten through grade six, the attitudes, skills, and concepts needed to become competent readers. The nature of reading as a developmental process, reading readiness, planning for instruction, and competence in decoding skills and comprehension strategies will be stressed.COURSE OUTCOMES FOR ALL ELE CLASSES- Develop a desire of lifelong learning in students and personally display one/s owndesire for lifelong learning, including self-evaluation skills.- Demonstrate good communication skills.- Demonstrate/exhibit compassion to students of all cultures.- Design instruction to develop and utilize cognitive processes by which students learn.- Demonstrate knowledge of children’s language acquisition.- 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.- Describe cultural influences, which are reflected in the history of the English language.- Demonstrate knowledge of current issues in the language arts domain.COURSE OUTCOMES SPECIFIC TO ELE 3280- Understand reading skill acquisition and development.- Develop knowledge of basic diagnostic techniques for assessing reading levels.- 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, special needs, various multiple intelligences, different cultural backgrounds, and students identified as “struggling readers.”- Demonstrate instruction that encourages children to become life-long readers.- Decide what will be learned, activities to promote learning methodologies in orderto effectively assess learning.Course Text: Reutzel, D. Ray and Cooter, Robert B., Jr. (2004). Teaching Child ren to Read: Putting the Pieces Together. (4th Ed.) New York: Merrill Publishing Company.COURSE REQUIREMENTS/EVALUATION1. Active Participation: Students are expected to attend and fully participate in all scheduled classes. If it is necessary to miss a class, please inform the instructor about your absence before the scheduled class meets if possible. Call my cell phone or home phone and leave a message if I do not answer or send an e-mail informing me of the situation. (25 points)2. Literature File: Ten reviews of children’s books for appropriate grade levels, submitted with full citation, summary, grade levels for which the book is appropriate, and at least three related activities. (3 points each—30 points)3. Skill Lesson from Children’s Book: Use the EIU lesson plan format to develop a lesson plan for teaching a specific reading skill. Present the lesson to the class. (35 points)4. Teacher and Student Interviews: Interview a teacher and a student to gain information about their Basal Reading Series. (10 points each—20 points)5. Basal Review: Written review of a basal series. (30 points)6. Phonics Test: Score based on percent correct as indication of knowledge and understanding of decoding skills. (85 points)7. Literacy Classroom Plan: Draw a plan of your ideal literacy classroom. Presentyour plan to the class. (20 points)8. Observation of Student: Informal, anonymous observation report of one reader during practicum/ (20 points)9. Thematic Literature Unit : Using favorite children’s literature appropriate for Grades 4-6, develop a thematic unit. OR Children’s Book: Create a professional looking children’s book and read it to the class. (35 points)10. Midterm/Final: Score based on knowledge and understanding of assigned readings, handouts, and class experiences. (100 points each –200 points)Refer to course calendar for due dates and assignments.All assignments must be turned in on time. All assignments must be completed in an exemplary fashion in order to receive an A. Assignments andscoring will be discussed in class when first assigned.Reading Assignments, Discussion Questions, and Class Activities: It is your responsibility to keep up with the reading assignments and to come to class prepared to discuss the information contained in the assigned reading and to be able to apply the information to questions and activities presented in class. Each student is expected to be an active participant in group activities and to listen to peers and treat them with respect. GRADING:A (92%-100%)B (85%-91%)C (72%-81%)D (62%-71%)E (61% and below)At any point in the course, a student can determine the letter grade at which he/she is achieving by dividing the number of points earned on tasks attempted bytotal number of points each task is worth.All information in this syllabus should be considered subject to possible change based upon professional discretion.If you need course adaptations or accommodations due to a disability, please make an appointment to see me assoon as possible or contact the Director of disability Services
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