Early Childhood/Elementary/Middle Level Education Department ELE 3280 Developmental Reading in the Elementary School Prof. J. A. Barbour [email protected] 2174 Buzzard Building office: 581-7897 Office Hours _________________________ (or by appointment) home: 359-4158 Unit Theme: Educators as Creators of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies and technologies. Course Description 3280 ELE. Developmental Reading in the Elementary School. (3-0-3) The instructional program in reading from kindergarten through grade six; goals, methods, and materials with emphasis on basal reader approaches. Fieldbased activities will be provided in conjunction with ELE 3000. Prerequisites: Concurrent enrollment in ELE 3000 and ELE 3350, or MLE 3110, or permission of department chair. 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 available in bookstore Handout Packet available at Copy Express 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] Dispositions: Pre-service teachers will ideally be responsible, respectful, sharing, caring, curious and eager learners with excellent organizational skills.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 7. Communication 3. Diversity 8. Assessment 4. Planning for instruction 10. Reflection and professional growth 5. Learning environment 11. Professional conduct 6. Instructional Delivery 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] learning Grading Scale: A= 92%-100%; B=82%-91%; C=72%-81%; D=62%-71% 276-300 246-275 216-245 186-215NOTE: 1. Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. 2. If the portfolio or LiveText requirements are rated, by the instructor, to have been completed in less than a satisfactory
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