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Revised Spring, 2009/November 2009/May 2010 Early Childhood, Elementary, and Middle Level Education Department MLE4280 Teaching Reading in the Middle-Secondary School Instructor: Dr. Bickford Office: 2213 Buzzard Email: [email protected] Office Hours: 12-1 M, T, W, TH, F Phone: 581-7881 (office); 217-508-6368 (cell) Class Meetings: T & Th 8-10 a.m. in 1302 Buzz Unit Theme: Educator as creator of effective educational environments: integrating students, subjects, strategies and societies. Course Description: Techniques for providing appropriate reading instruction in proper sequence for students in grades sixth through 12. Prerequisites & Concurrent Enrollment: ELE 3280 for general and middle school option; or permission of department chair. MLE3110, concurrent enrollment in MLE 3150 and 4760 s preferred. University teacher education requirements apply and department requirements for enrollment must be met. Course Purpose: This course is designed to convey to middle school/secondary pre-service teachers the understanding that they have a serious responsibility to provide students with the instructional support necessary to comprehend content textbooks. To achieve this end, class members will become familiar with several perspectives of the reading process and will acquire multiple strategies for teaching the reading skills using content textbooks, reading textbooks, and other reading materials. Course Textbook: Vacca, R. & Vacca J. (2008) Content area reading (10th ed). Boston: Little Brown. Teaching Model: The Information-Processing Models • Information-processing models emphasize ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, and sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Standards Course Requirements and Demonstrated Competencies are Aligned with the Standards: • Illinois Professional Teaching Standards: (IPTS) • http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf • Illinois Core Technology Standards: (ICTS) • http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf • Illinois Core Language Arts Standards: (ICLAS) • http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf • Association for Childhood Education International (ACEI): • http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc Outcomes Specific to MLE 4280: • Develop an enduring capacity to care, specifically, to care about the literacy needs of pupils by utilizing the content area classroom as a vehicle for teaching and extending the reading skills of pupils. • Recognize that the vast range of individual differences in the middle school population requires a career-long dedication to acquiring, developing, and pursuing instructional strategies and resources which illuminate the essential concepts in each content field and enable pupils to read and comprehend textbooks and other reading materials literally, inferentially, and critically. • Show their work in this class and will be judged on his/her ability to prepare a portfolio of teaching strategies for pre-reading, during reading, post reading, and study skills. Each student will teach a directed reading activity. In addition, students will become familiar with a variety of reading materials and formulate a bibliography appropriate for use in the middle school class along with strategies for using these books in the classroom. • Develop in each student a commitment for providing reading instruction in content are classrooms. • Provide students with an understanding of the reading processRevised Spring, 2009/November 2009/May 2010 • Provide for cultural diversity and provide curriculum for students with special needs. Plagiarism and Standards of Student Conduct The Department of EC/ELE/MLE is committed to the learning process and academic integrity as defined within the Student Conduct Code Standard I. “Eastern students observe the highest principles of academic integrity and support a campus environment conducive to scholarship.” Students are expected to develop original and authentic work for assignments submitted in this course. In short, plagiarism is the process of copying another person's idea or written work and claiming it as your own. “Conduct in subversion of academic standards, such as cheating on examinations, plagiarism, collusion, misrepresentation or falsification of data” or “submitting work previously presented in another course unless specifically permitted by the instructor” are considered violations of this standard. Please ask me questions if you are confused. Owl at Purdue, APA formats Owl Ref. List -- periodicals Owl Ref. List -- books “Eastern Illinois University is committed to the learning process and academic integrity that is defined in the Student Conduct Code (1.1). To encourage original and authentic written work, any written assignment created in this course may be submitted for review to Turnitin.com and will become a searchable document with the Turnitin-protected and restricted use database." Reading Teacher Standard 1: Knowledge Indicators - The competent reading teacher: 1D. is aware of trends, controversies, and issues in reading education. 1F. understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read. 1G. understands the differences between reading skills and strategies and the role each plays in reading development. 1H. knows a wide range of quality literature for students. Performance Indicators - The competent reading teacher: 1I. adjusts reading instruction to meet the needs of diverse learners (e.g., gifted students,


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