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EIU ELE 4880 - ELE 4880-Syllabus

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Illinois Professional Teaching Standards: 1, 2, 3, 4, 6, 7, 8, 9, 10 & 11Illinois Technology Standards: 2, 3, 5, 6 & 8Illinois Language Arts Standards: 1, 2 & 3NAEYC Standards: 1, 2, 3, 4 & 5ACEI Standards: 1, 2.1, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2, 5.3 & 5.4Course Requirements:Course Topics Aligned with StandardsELE 4880TOPIC: Teaching ReadingBlair, T. R., Rupley, W.H. & Nichols, W. D. (2007) The effective teacher of reading:Considering the “what” and “how” of instruction. Reading Teacher, 60 (5), 432-438.Dymock, S. (1993). Reading but not understanding. Journal of Reading, 37(2), 86-91.Graves, M. F., Juel, C., and Graves, B.B. (1998). Teaching reading in the 21st century. Boston:Allyn & Bacon.International Reading Association (2000). Excellent reading teachers. ReadingTeacher, 54(2),235-240.TOPIC: Assessment ProceduresClay, M. (1993). An observation study of early literacy achievement. Portsmouth, NH:Heinemann.Courtney, A. M. & Abodeeb, T. L. (1999). Diagnostic-reflective portfolios. Reading Teacher,52(7), 708-714.Dunn, R. (1990). Understanding the Dunn and Dunn Learning Styles Model and the need forindividual diagnosis and prescription. Journal of Reading, Writing and LearningDisabilities International, 6 (3), 223‑247.Farr, R. and Tone, B. (1994). Portfolios and performance assessment. San Antonio: HarcourtBrace.Johnson, P. H. (1992). Constructive evaluation of literate activity. New York: Longman.TOPIC: Content Area ReadingTOPIC: Instructional MaterialsCamp, D. (2000). It takes two: Teaching with Twin Texts of fact and fiction. Reading Teacher,53(5), 400-408.Dymock, S. (2005). Teaching expository text structure awareness. Reading Teacher, 59 (2),177-181.Graves, R. (Ed.). The RIF guide to encouraging young readers. Washington, D.C.: RIF, Inc.Hill, S. (1986). Books alive! Using literature in the classroom. Melbourne, New Zealand:Nelson.Kline, L. (1986). Reading: Whole language development, renewed focus on literature spursELE 4880: Diagnostic – Prescriptive Reading InstructionInstructor: Prof. Judy A. Barbour Ph.D. Catalog Description: Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through junior high/middle school. Field-based experiences. (3-0-3)Unit Theme: EDUCATOR AS CREATOR OF EFFECTIVE EDUCATIONAL ENVIRONMENTS: INTEGRATING STUDENTS, SUBJECTS, STRATEGIES, SOCIETIES, AND TECHNOLOGIES. Prerequisites: ELE 3281 for Early Childhood Option; ELE 3280 for General and Middle School Options; or permission of department chair. University Teacher Education requirements apply anddepartment requirements for enrollment must be met.Course Rationale: This course complements ELE 3281 (Developmental Reading in Early Childhood) and 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. *(13.0)Learning model: The information-processing model and/or social systems model [ecological] (Joyce, Weil & Showers, 1992). The information-processing model enhances student attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts (i.e., including the language needed to convey them). The model focuses on input, processing and output. As the content is taught, the teacher directs attention to the methods and materials used to present the data(e.g., advance organizers) and has students focus on what is occurring as it is assimilated (e.g., inductive thinking and questioning). This model provides the student with information while emphasizing concept attainment and hypothesis testing. The social systems model [ecological] is constructed to take advantage of the collective energy people generate when working together by building learning communities. Learning is viewed as an interaction between the student and critical aspects of the school and home environment and focuses on the whole ecosystem, not just the learner. The model is designed to lead students to define problems, explore various perspectives of the problems and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps thestudents find and organize information, and ensures a vigorous level of activity and disclosure (i.e.,through cooperative learning, group inquiry/investigation, evaluation practice, interdisciplinary approach, role playing, problem solving, research and peer coaching).Textbooks:Rubin, D. & Opitz, M. F. (2007). Diagnosis and Improvement in Reading Instruction (5th ed.). Boston: Pearson/Allyn and Bacon.Roe, B.D. and Burns, P.C. (2007). Roe/Burns Informal Reading Inventory (7th ed.). Boston: Houghton Mifflin.1Course Goal: The overall goal of this course is to provide future teachers with the knowledge basenecessary for appropriate use of diagnostic teaching procedures and materials of reading instruction within the regular classroom, from kindergarten to junior high/middle school. Emphasiswill be based 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.Standards Relevant to ELE 4880Illinois Professional Teaching Standards: 1, 2, 3, 4, 6, 7, 8, 9, 10 & 11Illinois Technology Standards: 2, 3, 5, 6 & 8Illinois Language Arts Standards: 1, 2 & 3NAEYC Standards: 1, 2, 3, 4 & 5ACEI Standards: 1, 2.1, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2, 5.3 & 5.4Performance Outcomes:As a result of taking this course, students will be able to:- 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.Course Requirements:Core Expectations: Points- Mini-Case Study 60- Article Reviews [Professional Reading Journals two, each 30pts 60- Two Examinations, 50pts each 100- Class Participation: Class attendance and participation 30are expected in the course.- Technology Project (e.g., Reading Website Exploration) 25pts each 50TOTAL


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EIU ELE 4880 - ELE 4880-Syllabus

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