ELE 3280 Section 005 Developmental Reading in the Elementary School-ML Fall 2007 Instructor: Linda Sherwood Location: BB 2439 Time: 10:00-11:40 MW Office: BB 1323 Office Hours: 1:00-2:30 M W; 10:00-12:00 T and/or by appointment Telephone: Office = 217-581-7830 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 domainOutcomes 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: Gunning, Thomas G. (2004), Creating Literacy: Instruction For All Students In Grades 4-8 New York: Allyn and Bacon 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. 2. Literature File- Five reviews of children’s books for appropriate grade levels (4 – 8) should be submitted using the format provided. (25 points) 2. Textbook Basal Review- A written review of a basal series. (25 points) 3. Directed Reading Activity- Write a lesson plan exhibiting a clear purpose following all criteria of DRA. This will be submitted in LiveText format using the EIU lesson plan template. Grade level: 3/4, 5/6, 7/8 (50 points) 5. Individual Project- Assigned by the instructor. (50 points) 6. Phonics Test- A test over essential phonic rules will be given. (50 points) 7. Final Exam- Consisting primarily of objective items and short answer questions will be administered to assess understanding of course content. (100 points) Total points: 300 * Some bonus activities may be provided in class for extra points. 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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