ELE 4880 DIAGNOSTIC-PRESCRIPTIVE READING INSTRUCTION—FALL 2007 Credit Hours: 3-0-3 Section 004 and 006 Instructor: Mrs. Helen Wood Office: Room 1325 (first floor, west end in Reading Center of Buzzard) Office Hours: M-W—Noon to 2:00 p.m., by appointment or after nine on 4000 Fridays Office Phone 581-8586 Home Phone/email 217-385-2450 [email protected] Class Room/Time Buzzard 1302–Sect. 004 M-W 8:00 a.m.-9:40 Physical Science Building 1190—Sect. 006 M-W 10:00-11:40 Unit KB Theme: Educator as Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, and Societies CATALOG DESCRIPTION: Diagnostic Procedures and materials in reading for teachers in self- contained and departmentalized classrooms from kindergarten through the middle school. Field- based activities will be provided in conjunction with ELE 4000. This course is required for Elementary and Early Childhood Education Majors. PREREQUISITES: ELE 3280 or 3281 or MLE 4280. Concurrent enrollment with ELE 3340, ELE 3290 and ELE 4000. COURSE RATIONALE: This course complements ELE 3280 (Developmental Reading in the Elementary School) in that it provides future teachers with skills, strategies, and theories necessary to provide corrective teaching within the regular classroom. TEXTBOOKS: Rubin, Dorothy, DIAGNOSIS AND CORRECTION IN READING INSTRUCTION, 4th ed. Boston: Allyn and Bacon. A diagnostic manual will also be used; Burns, Paul C. and Roe, Betty D. (2002) INFORMAL READING INVENTORY, 6th ed., Boston: Houghton Mifflin Company. COURSE GOAL: The overall goal of this course is to provide future teachers with the knowledge base necessary for appropriate use of diagnostic teaching procedures and materials of reading instruction within the regular classroom, from kindergarten through middle school. Emphasis will be placed on understanding how students learn to read, strategies for improving an individual student’s reading achievement, and how to become an informed diagnostic-prescriptive teacher of reading. Future teachers will be made aware of factors that support student learning or place students “at risk” and some ways to manage these variables in the regular classroom. CEPS OUTCOMES FOR ALL ELE CLASSES: - Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills - Demonstrate good communication skills -Demonstrate/exhibit sensitivity to students’ feelings -Design instruction to develop and utilize the cognitive processes by which pupils learn -Demonstrate a 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 IF YOU HAVE A DOCUMENTED DISABILITY AND WISH TO DISCUSS ACADEMIC ACCOMMODATIONS, PLEASE CONTACT THE OFFICE OF DISABILITY SERVICES. CEPS OUTCOMES SPECIFIC TO THIS COURSE: - Design instruction to promote a healthy self-concept in students - Demonstrate alternative methods of achieving similar learning outcomes - Decide what will be learned and the processes of learning - Strive to develop in students the intellectual, social, ethical, and moral skills and behaviors - Use basic concepts of measurement and assessment in instructional decision making - Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations and foster appreciation for those differences - Perform successfully within the social and political contexts of schools and community - Model appropriate professional behavior...ethical, legal, social, and moral - Demonstrate a mastery of the basic skills in language arts and mathematics PERFORMANCE OUTCOMES: As a result of taking this course, students will be able to: * Identify developmental reading skills commonly taught in Grades K-8 * Cite a wide range of materials and strategies that would be appropriate from K through Grade 8 * Select, administer, score, and interpret a variety of informal assessments in reading * Write a Case Study based on a practicum student-- profiling strengths and weaknesses in reading and recommending specific instructional strategies to help the individual student improve *************************************************** COUSE REQUIREMENTS: Current Event 10 points Technology Project 25 points Lesson Plan Activity 40 points Children’s Books Projects (2) 30 points Professional Article Review 40 points Language Experience 30 points Mini-Case Study 100 points Two tests (100 points each) 200 points Participation 50 points TOTAL POINTS—525 points GRADING SCALE POINTS 100-92=A 525-483=A 91-82=B 482-431=B 81-72=C 430-378=C71-65=D 377-342=D Below 65=F Below 342=F LATE ASSIGNMENTS: Assignments will not be accepted late unless prior approval by teacher. (One point will be deducted for each class day for which the paper is late). Rubrics will be given and explained before the assignment is due. All late assignments must be submitted by the last day of class for the semester (prior to finals week). The instructor reserves the right to make changes in the syllabus upon notification of the change to all students in the course. ****************************************************************** INSTRUCTIONS FOR COURSE ASSIGNMENTS CURRENT EVENT--10 points Select a current news article relating to reading. Write your short summary on a 3 x 5 notecard with the source in APA form and date. This could be from a newspaper, magazine, television or radio. You will present your article orally to the class. Hand in the card. TECHNOLOGY—25 points To become acquainted with some web sites, use the Internet to find the following: 1. Information about the International Reading Association—short summary 2. A list of five quality trade books at your preferred grade level—APA form 3. Information about a published author of children’s books—short summary 4. Three useful ideas for teaching literacy—list 5. Two good ideas for
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