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EIU ELE 4880 - ELE 4880- Syllabus

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DEPARTMENT OF EARLY CHILHOOD, ELEMENTARY, AND MIDDLE LEVEL EDUCATION ELE 4880 Diagnostic-Prescriptive Reading Instruction Fall – 2006 T/R 10:00 a.m. to 11:40 a.m. Short Title: Diag Presc Rdg Prerequisites: ELE 3280, ELE 3281 or MLE 4280. Concurrent enrollment with ELE 3340 and ELE 3290 or permission of department chair. Professor: Timothy Croy, Assistant Professor Office: Buzzard Hall, Room 2219 Office Hours: Mondays 9:00 a.m. to 10:00 a.m. and noon to 1:00 p.m., Tuesdays noon to 1:00 p.m., Wednesdays 8:00 a.m. to 10:00 a.m. or by appointment. Phone: Office: 217/581-7890; Home/Cell: 217/254-4878 E-mail: E-mail: [email protected] Theme: Educators as Creator of Effective Educational Environments: Integrating Diverse Students, Subjects, Strategies, Societies, and Technologies Course Description: Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through middle school. Field-based activities will be provided in conjunction with ELE 4000. Course Rationale: This course complements ELE 3280 – Developmental Reading in the Elementary School in that it provides future teachers with the skills, strategies, and theories necessary to provide corrective reading instruction within the regular classroom. 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 within the regular classroom. Emphasis will be placed on understanding how students learn to read, strategies for improving a student’s reading achievement, and how to become a diagnostic/prescriptive teacher of reading. Future teachers will be made aware of factors that support students learning or place students “at risk” (e.g., economic, cultural, social) and some ways to manage these factors in the regular classroom. Textbooks: Rubin D. (2002). Diagnosis and Correction in Reading Instruction. (5th ed.). Boston, MA. Allyn and Bacon Burns, P. & Roe, B. (2002). Informal Reading Inventory. (6th ed.). New York: Houghton Mifflin Co. Additional supplemental readings will be made available during the semester.2Course 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 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. 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’ 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, recognize 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. • Explore the advantages and the possibilities of integrating the language arts and social studies. • Use technology to develop new roles in living, learning, and working in an increasingly complex and information-rich society. Learning Model: Information-Processing Model: This model emphasizes ways of enhancing students’ initiative drive to make sense of the world by acquiring and organizing data, sensing problems and generating solution to them, and developing concepts and language for conveying them. Some models provide the learner with information and concepts; some emphasizes concept formation and hypothesis testing; and still others generate creative thinking. The model focuses on input, processing, and output. As content is taught, the teacher directs students’ attention to the methods and materials used to present data and try to get students to focus on what they are doing to make sense of the data.3Social System Model: This model 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 on the problems, and study together to master information, ideas, and skills. The teacher organizes the group process and disciplines it, helps the students find and organize information, and ensures a vigorous level of activity and discourse. Course Requirements: One abstracts 25 Technology assignment 30 Mini Case Study 100 Current Event 10 Book Discussions 30 Organization of portfolio & personal writing 10 Test #1 100 Test #2 100 Project (activity/game) 45 Class Attendance/Participation 50 Total 500 Extra Credit: A maximum of 20 bonus points can be earned. (See Professor


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EIU ELE 4880 - ELE 4880- Syllabus

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