1ELE 3280.004 Early Childhood, Elementary, and Middle Level Education Developmental Reading in the Elementary School Monday, Wednesday--8:00-9:40 a.m., Buzzard 1441 Dr. Lucia Schroeder Office Hours: MW 12-3 PM; H 2:00-4:00PM Office Phone: (217) 581-7900 Stop by, I'll probably be in! & by appointment Office: 1324 Buzzard Hall E mail: [email protected] Theme: Educators as Creators of Effective Educational Environments for Reading Course Description: This course focuses on the instructional program in reading from kindergarten through grade eight; goals, methods, and materials with emphasis on basal reader 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 college students 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, reading readiness, planning for instruction using a basal reader, competence in decoding skills and comprehension strategies will be stressed. A developmental reading methods course is required for state certification. This course is required for elementary education majors in the General Option and Middle School Option. Learning Model: Information-Processing Model (Joyce, Weil & Showers, 1992) This model enhances student attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts (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. Course Resources Text: Reutzel, D. Ray, & Cooter, Robert B., Jr. (2004). Teaching Children to Read: From Basals to Books (4th Ed.) New York: Merrill Publishing Company. Website to supplement text: www.prenhall.com/reutzel ; General Websites: www.reading.org, www.readwritethink.org and internet & professional journal resources i.e. www.nifl.gov/partnershipfor reading/publications/reading_first1, [...2] Additional supplementary readings as assigned *** Livetext: The use of LiveText is strongly encouraged for creating and storing assignments. Illinois State Learning Standards are imbedded in the Lesson Plan format. Worthy projects can be stored there for future use. *** ** If you need course adaptations or accommodations due to a disability, please make an appointment to see Dr. Schroeder as soon as possible and contact the Director of Disability Services (581-6583). **If you have other special concerns regarding this class, please talk with Dr. Schroeder2 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 understanding of facts and fundamental principles, ideas and relationships among various knowledge domains. • Demonstrate good communication skills. • Demonstrate/exhibit sensitivity to students' feelings. Promote healthy self concepts. • Design instruction to develop and utilize the cognitive processes by which pupils learn. ¾ Demonstrate knowledge of children's language acquisition. ¾ Describe the factors that influence the development of language. • Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. ¾ Describe cultural influences which are reflected in the history of the English language ¾ Demonstrate knowledge of current issues in the language arts domain. Outcomes specific to ELE 3280: • Understand reading skill acquisition and development • Design instruction to develop and utilize cognitive and affective processes by which pupils learn to read. • Demonstrate instruction that encourages children to be life-long readers • Plan instructional methods that reach students with unique learning styles, differing cultural backgrounds and students designated "at risk." • Plan what will be learned, activities to promote learning, and methods to assess if learning has occurred. Demonstrate ability to carry through on these plans. • Develop knowledge of basic techniques for assessing reading levels Course Outline: Topic I: The Nature of Reading The focus will be on the nature of reading in today's world. The value of reading skills is explored. The state of reading instruction in schools will be examined. Topic II: Literacy Development We will examine the areas of reading readiness and the natural language learning processes of the young child. Additional emphasis will be placed on reading development through the school years. Topic III: Decoding We will study the specific skills of word identification, including topics such as sight words, phonics, structural analysis, and analogic skills. Topic IV: Comprehension, Fluency, Vocabulary Attention will be given to the important areas of developing independent readers who enjoy reading. Areas to be studied will include building comprehension, developing fluency, and extending vocabulary. . Topic V: Approaches to Reading Instruction We will discuss the background of basal readers and their strengths and limitations. Other approaches, such as language experience, and guided reading will be studied & evaluated. Topic VI: Instructional Strategies A wide array of instructional techniques for developing readiness, decoding skills, comprehension and vocabulary will be examined. Attention will also be given to finding student reading level, evaluating reading materials and designing a framework for reading instruction in the classroom. Topic VII: Content Area Reading Attention will be given to the skills and abilities required to use reading as a functional tool for content area learning along with strategies for developing those skills. We will examine techniques used for reading textbooks, reference materials, magazines, and newspapers.3
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