1 Murray State University COMMON SYLLABUS Revised August 2006 DEPARTMENT: ECE COURSE NUMBER: REA 306 CREDIT HOURS: 3 I. TITLE: Teaching Reading in Elementary P-5 II. CATALOG DESCRIPTION: An introduction to content and teaching methodology in reading. Topics include reading process, motivating readers, literacy development, word recognition, and comprehension. Field experiences required. Prerequisite: EDU 303. III. PURPOSE: The purpose of the course is to enable students to acquire, integrate, apply and reflect on basic knowledge, skills and attitudes essential for the preparation and delivery of reading instruction to early elementary students. This course is the first course in a two-course sequence for the institutional program of preparation leading to the provisional certificate for teaching in the Early Elementary Grades, P-5. IV. COURSE OBJECTIVES: The behaviors indicated below are understood to be reflective of but not limited to those advocated by the Kentucky Education Reform Act guidelines. Curriculum connections will be made with KERA Initiatives: Kentucky Learner Goals and Academic Expectations, Program of Studies, and Core Content. Following each objective are numbers that refer to standards addressed by that objective. Standards references are Kentucky's New Teacher Standards (NTS), the International Reading Association's Standards for Reading Professionals (IRA), and the National Council of Teachers of English/IRA Standards for the English Language Arts (NCTE). Upon successful completion of this class, students will be able to: A. Design, plan, and implement instruction that addresses KERA Initiatives (Learner Goals, Program of Studies, and Core Content). (NTS I, III) B. Describe the reading process, including the cueing systems of written language (NTS VIII; IRA 1.1, 1.5; NCTE 3) C. Demonstrate an understanding of literacy development in children. (NTS VIII; IRA 2.7) D. Describe how comprehension takes place; list factors that affect comprehension, and describe and implement strategies for helping students comprehend (NTS III, VIII; IRA 7.1 - 7.6; NCTE 3). E. Describe and implement a variety of strategies for word identification (NTS III, VIII; IRA 6.1, 6.2, 6.3. 6.5; NCTE 3). F. Describe and implement a variety of strategies for motivating students to read. (NTS III; IRA 5.2; NCTE 1, 12) G. Describe strategies for helping students acquire a reading vocabulary (NTS VIII; IRA 6.6; NCTE 3)2 H. Describe a variety of instructional approaches (NTS VIII, I; IRA 5). I. Design/plan for literacy instruction. (NTS I; IRA 5) J. Design and implement a professional development plan to further their own learning (NTS VII; IRA 13, 16). K. Apply knowledge of reading/language learning to provide instruction successfully in a field-based language arts classroom with a qualified teacher (NTS I, II, III; IRA 5). L. Reflect on their teaching and ways to improve instruction to better meet the need of diverse students (NTS V; IRA 16.2) M. Explain how students with special learning needs and/or special language or cultural needs may be included in the literacy learning environment and experience success. (NTS I, V; IRA 3) N. Utilize a variety of instructional technologies (NTS IX; IRA 5.7) The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on in-class and practicum experiences by the use of a journal, working portfolio entries, and professional growth activities. The COE emphasis on constructivism is emphasized when discussing how children learn about reading through active involvement in authentic experiences. The COE student dispositions are formally assessed during students’ professional growth activities and practicum experiences. The theme of Literacy/Reading is stressed throughout every course activity as students learn how to teach elementary children ways to use reading through the six modes of language arts (reading, writing, listening, speaking, viewing, visually representing). The theme of Diversity is explored in the course through identifying and creating multiple means of assessing and addressing students’ communication efforts. The themes of Diversity and Closing the Achievement Gap are addressed through designing and implementing instructional presentations, working with diverse populations during practicum experiences, and listening to guest speakers share how “meeting students’ special needs” is important to children’s educational experiences. V. CONTENT OUTLINE: A. Becoming An Effective Teacher of Reading B. Teaching the Reading Process C. Motivating Children to Read D. Understanding and Promoting Literacy Development of Young Children E. Word Identification Strategies F. Developing Fluent Reading G. Developing Vocabulary H. Comprehension-Reader and Text Factors I. Instructional Approaches to the Teaching of Reading J. Working with Students with Special Needs K. KERA Initiatives and Lesson Planning3 VI. INSTRUCTIONAL ACTIVITIES: A. Students will design reading lessons that reflect KERA Initiatives, implement them in the field experience, and reflect on their teaching and their students' learning. Students with more than 3 absences may be barred from this experience. B. Students will complete application activities in which they apply course readings and discussions, using the internet and software programs including Word, PowerPoint, Kidspiration, and Microsoft Reader. They are due as indicated on the class schedule and WILL NOT be accepted late. These include but are not limited to: A literacy autobiography project A brochure on Reading Aloud A newsletter about SSR Reading guides/Chapter Activities Journal Article Summaries Instructional Presentations Kidspiration/Inspiration Assignment Trackstar Assignment Reading Logs Daily Learning LogC. Students will participate in professional readings both during and out of class. Class time will be provided for reading of The Reading Teacher and Language Arts. Students will also select one (1) topic on current reading instruction/issues to research and create a professional threefold brochure to share their findings. VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Students will participate in six hours of practicum in a field based setting. VIII. RESOURCES: A. Professional journals such as The Reading Teacher and Language Arts and other journals, as well as recent