Early Childhood/Elementary/Middle Level Education DepartmentELE 3280 Developmental Reading in the Elementary SchoolCecilia J. YoakumEC/ELE/MLE2417 BuzzardOffice Hours by appointment room [email protected] Theme: Educators as Creators of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies and technologies.Course Description: The instructional programs in reading from kindergarten through grade 6; goals, methods, and materials with emphasis on basal reader approaches. Field based activities will be provided in conjunction with ELE 3000. Credit hours 3-0-3. Prerequisites and Concurrent Enrollment: The teacher education sequence [ELE 2000 level courses] must be completed, and students currently enrolled in ELE 3000 and 3350; or MLE 4000 or permission of department chair.Purpose: This course is designed to provide learning experiences for teacher candidates to prepare them 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, planning for instruction, emergent literacy, and development of competence in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies will be stressed. Because a developmental reading methods course is required for state certification, this course is required for elementary education majors in the General Elementary and Middle Level options.Current Textbooks: Elementary Level: Reutzel, D.R. & Cooter, R.B., Jr. (2008). Teaching children to read: The teacher makes the difference (5th ed.). Columbus, OH: Pearson Prentice HallMiddle Level: Gunning, T.G. (2004), Creating Literacy: Instruction For All Students In Grades 4-8. New York: Allyn and Bacon Additional Recommended Resources: Livetext - required for all Education Students at Eastern Illinois UniversityArmbruster, B., Lehr, F., & Osborn, J. (2004). Putting Reading First: The research building blocks for teaching children to read (2nd ed.) Jessup, MD: National Institute for Literacy (2nd ed.). [email protected] [NCLB]Illinois State Board of Education – Reading/Language Arts Standards, Assessments, Benchmarks, [online at www.isbe.state.il.us or paper copy]The English Reading Language Arts Standards - International Reading Association, [IRA] and National Council of Teachers of English [NCTE] online at www.reading.org Current Reading Related Journals and Web sites, including: www.readwritethink.org; www.reading.org, www.ncte.org, and www.pbskids.org; Also: Illinois Reading Council Journal, Journal of Reading, Reading Teacher, Reading Research Quarterly, Language Arts, Adolescent & Adult Literacy, Elementary School Journal, American Educational Research Journal, etc.Children's Literature from multiple Genres and Authors - Booth Library and other sourcesModel of Teaching: Two models are combined. The Information-Processing Model emphasizes acquiring and organizing data and developing concepts and the language to convey them. In the Social System Model students define problems, explore various perspectives and study together to master information, ideas, and skills. The teacher provides organization, helps students find and organize information and ensures a vigorous level of activity and discourse.[Adapted from Joyce, Weil & Showers, 1992]Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Standards: Course requirements and demonstrated competencies are aligned with the following standards:Association for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htm National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.asp Illinois Professional Teaching Standards (IPTS) http://www.isbe.il.us/profprep/PDFs/ipts.pdf Illinois Core Language Arts Standards (ICLAS)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdfIllinois Reading Teacher Standards http://www.isbe.il.us/profprep Illinois Core Technology Standards (ICTS)http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdfTeacher Candidates will: 1 demonstrate a mastery of the theories, concepts, facts, principles, ideas and relationships of reading2 understand and describe reading as a developmental and cognitive process and design instruction to further pupil development of those processes3 comprehend the components of and develop learning activities for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension strategies4 compare, contrast, and use multiple methods of teaching reading, including, but not limited to: basal readers, teacher directed instruction [DRA/DRTA], reading workshop, guided reading, reciprocal teaching, QAR--question-answer-response5 select appropriate reading materials for various grade levels with consideration of student interest and reading and readability levels, genres, and sources [online, books, magazines, environmental, etc.]6 understand appropriate assessments of student reading ability7 demonstrate knowledge of historical and current issues related to reading education including culturally and linguistic diverse [CLD] learners Standards: ACEI: 1. Development, learning & motivation 2. Curriculum: 2.1 English language arts; 2.8 connections across the curriculum 3. Instruction 4. Assessment 5. ProfessionalismNAEYC: 2 Family & Community Relations 4: Teaching and Learning [with emphasis on 4c – knowledge, 4d meaningful curriculum]Illinois Professional Teaching Standards: [IPTS]1. Content 7. Communication3. Diversity 8. Assessment4. Planning for instruction 10. Reflection and professional growth5. Learning environment 11. Professional conduct6. Instructional DeliveryIllinois Learning Standards [ILS] for Reading/Language Arts: 1, 2, 3, 4, 5 are met in this course. They correlate closely with the Standards for the English Language Arts developed by the International Reading Association/National Council of Teachers of English, thus both sets are met. Illinois Reading Teacher Standards: The competent reading teacher---Standard 1: has deep understanding of reading and reading instructionStandard 3: participates
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