Eastern Illinois UniversityCollege of Education and Professional StudiesDepartment of Early Childhood, Elementary, and Middle Level EducationTeaching Reading in the Middle/Secondary Classroom MLE 4280 Course Syllabus Block ll Spring 2007Credit Hours {3} Time: Monday 7:00-9:30 p.m.Instructor: Mr. Clyde C. Self Office Hours: M 6:30-7:00 p.m.E-mail: [email protected] Others by appointment [email protected] Middle School(217)-238-5800(217)- 246-6961 cell phoneUnit 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 methodologies in the content area for grades 6-12. Purpose of the Course: This course is designed to convey to middle school/secondary pre service teachers the enormous responsibility of preparing students with the instructional support needed to comprehend content textbooks. To achieve this end, students will become familiar with several perspective of the reading process and will acquire multiple strategies for teaching reading skills using content textbooks, reading textbooks, and other reading material. In addition, students will recognize that there are multiple pathways to learning and address various learning styles of those they serve.Course Outcomes For All MLE Classes:1. Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills.2. Demonstrate good communication skills.3. Demonstrate and exhibit compassion to students of all cultures4. Demonstrate knowledge of children’s language acquisition.5. Demonstrate knowledge of children’s language acquisition.6. Describe the factors which influence the development of language.7. Demonstrate knowledge of facts and an understanding of fundamental principles, ideas and relationships among various knowledge domains.8. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education.Page 2 0f 59. Describe cultural influences which are reflected in the history of the English Language.10. Demonstrate knowledge of current issues in the language arts domain.11. Proficiency is required in planning and teaching directed reading lessons usinga variety of instructional strategies.Course Outcomes Specific for MLE 42801. Develop and enduring capacity to care, in particular about the literacy needs of allstudents by utilizing the content area classroom as a vehicle for teaching and extending the reading skill to the students you serve.2. Recognize the vast range of individual differences at the secondary level requires dedication to acquiring, developing, and pursuing instructional strategies and resources as you become a life long learner. This will illuminated the essential concepts in each content field and enable pupils to read and comprehend textbooks and other reading materials literally, inferentially, and critically. 3.Goals:1. The students’ work in this class will be judged on his/her ability to prepare a portfolio of teaching strategies for pre-reading activities, concept development, comprehension, and reading/study skills. Each student will teach a directed reading activity. In addition, students will become familiar with a variety of reading materials and formulate bibliography of literature books that are appropriate for use in the secondary classroom.2. Develop in each student a commitment for providing reading instruction in content area classrooms.3. Provide students with an understanding of the reading process.4. Provide students with an array of instructional strategies for teaching vocabulary, comprehension, and the reading study skills.5. Provide students with the opportunity to teach direct reading lessons in a content area in a public school classroom.6. Provide curriculum for special needs children and cultural diversity.Field Experiences in a school that would:1. Assure that students would have ample opportunities to plan and teach in a supportive school atmosphere prior to student teaching.2. Provide multicultural experience.3. Provide pre-professionals with opportunities to dialogue over a sustained period of time.4. Allow school professionals the opportunity to have input into college classesAdditional Information:Page 3 of 5Text: Vacca, R. & Vacca, J. (2002). Content Area Reading ( 8th edition). Boston: Little Brown.Supplemental Reading will be expected throughout, the semester. This will include whole class literature books that will be discussed about in length. These books will encompass a graphic novella: Moby Dick and novella Holes. Both of these novellas will be distributed by me as the semester progresses. As a whole class assignment, we will explore how to incorporate novellas into the classroom along with a basil reader. Students will learn the dynamics that are expected for students to know according to the latest ISAT reading material designed by the State for Illinois teachers as of March 2006. Students will also be expected to find outside reading material to bring forward to the class for discussions. Course Requirements/ Evaluation:Attendance and Participation:All students are expected to complete reading and assignments in a timely fashion so theycan participate in class discussions and experiences. Attendance is expected and will be taken each class period, as a basic premise of professional educators in that attendance and participation are extremely important to the educational process. Excessive absencesare cause for failure in this class. Because class only meets once a week, five points will be deducted for each absence from class. If class is missed, you are responsible for gathering the material that was presented the week earlier. {50 points}Educational Talk: Prepare for your educational talk in advance. You may use any resource that is current, within five years. The educational talk must focus upon an issue with reading. Follow the rubric design for giving your presentation and your written report. {25 points}. Reading Strategy Lesson:Teach a reading strategy lesson in class. Prepare an explanation and copy of your strategy for each class member the day of the presentation. Tell whether it is a before, during, or after activity or