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EIU ELE 3280 - ELE 3280-Syllabus

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ELE 3280 Section 001 Developmental Reading in the Elementary School Spring 2007 Instructor: Linda Sherwood Location: Buzz 2440 Time: 8:00-9:40 Office: BB 1325 Office Hours: 1:00-2:00 T, TH and/or by appointment Telephone: Office = 217-581-5728 Home = 217-382-5772 E-mail: [email protected] Unit Theme: Educator as Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, and Societies Course Description: The instructional program in reading from kindergarten through grades six; goals, methods, and materials with emphasis on directed reading approaches. Field based activities will be provided in conjunction with ELE 3000. Prerequisites: Concurrent enrollment with ELE 3000 and ELE 3350 is recommended or permission of department chair. Purpose of the Course: This course is designed to provide learning experiences, which will prepare preservice teachers to teach pupils from kindergarten through grade six, the attitudes, skills, and concepts needed to become competent readers. The nature of reading as a developmental process, reading readiness, planning for instruction, competence in decoding skills and comprehension strategies will be stressed. Learning Model: Information-processing model (Joyce, Weil & Showers, 1992) This model enhances student attempts to comprehend by acquiring and organizing data; identifying problems; generating solutions; and developing concepts (i.e., including the language needed to convey them.) This 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. 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 compassion to students of all cultures • Design instruction to develop and utilize the cognitive processes by which students learn • Demonstrate knowledge of children’s language acquisition • Describe the factors, which influence the development of language • 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 • Describe cultural influences, which are reflected in the history of the English language • Demonstrate knowledge of current issues in the language arts domain Outcomes Specific to ELE 3280: • Understand reading skill acquisition and development • Develop knowledge of basic diagnostic techniques for assessing reading levels • Design instruction to develop and utilize cognitive and affective processes by which pupils learn to read• Design instructional methods that reach children with unique learning styles, special needs, various multiple intelligences, different cultural backgrounds, and students identified as “struggling readers.” • Demonstrate instruction that encourages children to become life-long readers • Decide what will be learned, activities to promote learning methodologies in order to effectively assess learning Text: Reutzel, D.R., & Cooter, R.B. (2004). Teaching Children to Read: Putting the Pieces Together (4th ed.). Upper Saddle River, NJ: Merrill Publishing Company Course Requirements/Description/Evaluation: 1. Active Participation- Students are expected to attend and fully participate in all scheduled classes. If it is necessary to miss a class, please inform the instructor about your absence before the scheduled class meets if possible by using e-mail or phone call to either number listed. Five points will be deducted for each absence. 2. Literature File- Ten reviews of children’s books for appropriate grade levels (five grades K-3 and five grades 4-6) should be submitted using the form provided. (30 points) 3. Big Book Assignment- Working with a partner select a big book and create a lesson plan to present to the class using a read aloud with the book. (15 points) Author Study-Develop and present a PowerPoint that includes at least 10 slides about the Big Book’s author. (35 points) OR Genre Study/Group Project- Create a children’s book. Methods for the illustrations could be a digital camera, hand drawn, or permitted internet pictures. Following a created lesson plan, teach a specific reading skill to the class. (50 points) 4. Textbook Basal Review- A written review of a basal series using the provided format (20 points) 5. Directed Reading Activity- Write a lesson plan exhibiting a clear purpose following all criteria of DRA. This will be submitted on Live Text. (25 points) 6. Final Examination- Consisting primarily of objective items and short answer questions will be administered to assess understanding of course content. (50 points) 7. Phonics Test- A test over essential phonic rules will be given. (35 points) 8. Journal Abstract- Select an article from a professional journal related to reading and follow the guidelines presented by the instructor. (15 points) Total points: 225 Grades: A (100-92) B (91-82) C (81-72) D (71-62) *All information in this syllabus should be considered subject to change based upon the instructor’s discretion. **If you need course adaptations or accommodations due to a disability, please make an appointment to see me as soon as possible or contact the Director of Disability Services


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EIU ELE 3280 - ELE 3280-Syllabus

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