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EIU ELE 4880 - ELE 4880-Syllabus

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: ELE 4880 DIAGNOSTIC-PRESCRIPTIVE READING INSTRUCTION—SPRING 2008 Credit Hours: 3-0-3 Section 002 and 004 Instructor: Helen Wood Office: Room 1325 (first floor, west end in Reading Center of Buzzard) Office Hours: Tuesday—Noon to 2:30 Thursday—Noon to 2:30 Office Phone: 581-8586 Home Phone/email 217-385-2450 [email protected] Class Room/Time Tuesday and Thursday Buzzard--2440 Section 004 8:00-9:40 Section 002 10:00-11:40 Unit Theme: EDUCATOR AS CREATOR OF EFFECTIVE EDUCATIONAL ENVIRON- MENTS: INTEGRATING STUDENTS, STRATEGIES, SOCIETIES and TECHNOLOGIES. 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) Prerequisites: ELE 3280 for General and Middle School Options; or 3281 for Early Childhood Options; or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met. Course Rationale: This course complements ELE 3280 (Developmental Reading in the Elementary School) and ELE 3281 (Developmental Reading in Early Childhood) in that it provides future teachers with skills, strategies, and theories necessary to provide corrective teaching within the regular classroom. 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, helpsthe students 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, and Opitz, M. F. (2007) Diagnosis and Improvement in Reading Instruction 5th ed. Boston: Allyn and Bacon. Burns, P. C. and Roe, B. D. (2007) Roe/Burns Informal Reading Inventory (7th ed.), Boston: Houghton Mifflin Company. Course 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 to junior high/middle school. Emphasis will 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 4880 Illinois Professional Teaching Standards: 1, 2, 3, 4, 6, 7, 8, 9, 10, & 11 Illinois Technology Standards: 2, 3, 5, 6 & 8 Illinois Language Arts Standards: 1, 2, & 3 NAEYC Standards: 1, 2, 3, 4 & 5 ACEI Standards: 1, 2.1, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2, 5.3, & 5.4 Performance 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: Current Event 10 points Technology Project: Reading Website Exploration 25 points Children’s Books Projects (3) 30 points Article Review (Professional Reading Journal) 30 points Language Experience 30 points Mini-Case Study 125 points Two tests (100 points each) 200 points Participation 50 points TOTAL POINTS—500 pointsEvaluation: Evaluation of student progress will be on the basis of written examinations, course assignments, class contributions and the completion of the Case Study. GRADING SCALE POINTS 100-92%=A 500-460=A 91-82%=B 459-410=B 81-72%=C 409-360=C 71-62%=D 359-310=D Below 61%=F 309 and below=F LATE ASSIGNMENTS: Assignments will not be accepted late unless prior approval by teacher. (One point will be deducted for each class day for which the paper is late). Rubrics will be given and explained BEFORE the assignment is due. All late assignments must be submitted by the last day of class for the semester (PRIOR TO FINAL’S WEEK). The instructor reserves the right to make changes in the syllabus upon notification of the change to all students in the course. ****************************************************************** INSTRUCTIONS FOR COURSE ASSIGNMENTS CURRENT EVENT--10 points Select a current news article relating to reading. Write your short summary on a


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EIU ELE 4880 - ELE 4880-Syllabus

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