DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY, AND MIDDLE LEVEL EDUCATION MLE4280 Teaching Reading in the Middle/Secondary Classroom Summer - 2009 T/W/R 10:30 a.m. to 12:45 p.m. Professor: Timothy Croy, Assistant Professor Office: Buzzard Hall, Room 2201 Office Hours: Tuesdays and Wednesdays 12:45 p.m. to 1:30 p.m. or by appointment. Phone: Office: 217/581-7890; Home/Cell: 217/254-4878 E-mail: [email protected] Web Address: http://www.ux1.eiu.edu/~twcroy/ Unit Theme: Educators as creators of effective educational environments, integrating diverse students, subjects, strategies, societies, and technologies. Course Description: Techniques for providing appropriate reading instruction in proper sequence for students in grades six through 12. Prerequisites: ELE 3280 for General and Middle School Options: or permission of department chair. Concurrent enrollment with MLE 3150 and MLE 4760 is preferred. 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. Text: Vacca, R. & Vacca J. (2008) Content area reading (9th edition). 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.22Course Disposition: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning. Outcomes Specific to this Course: • 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. • The students’ work in this class will be judges 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 process • Provide for cultural diversity and provide curriculum for students with special needs. 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 Course Requirements: Course Requirement Demonstrated Competencies Standards:(Illinois, ACEI Language Arts, Technology) Participation Participation includes presence in and contribution during class sessions and support of peers in group work. Standard 11: Professional Conduct and Leadership ACEI: 5.1 LA: 1A., 1B., 1C., 2H. Dispositions: PEP, EC, SDE, IWS Internet Assignment Student uses skills and ability to search, locate, and use technology information on-line Standard 7: Communication ACEI 3.1, 3.2, 3.3, 3.4, 3.5 LA: 2A., 2B. Tech: 1A., 1C., 1F., 2A. Dispositions: PEP, EC, IWS Traditional Exams Student demonstrates content Standards 2: Content Knowledge33knowledge of various components of middle school philosophy and the development of the pre-adolescent/ ACEI: 1; 4 LA: 2C.,2D., 2F., Dispositions: PEP, EC Book talks Student plans for instruction by offering a creative book talk which reflects student’s understanding of alternative assessment. Standard 3: Diversity Standard 4: Planning for Instruction Standard 8: Assessment ACEI: 3.1, 3.2, 3.3 LA: 3B., 3F. Dispositions: PEP, EC, SDE, PTSL, IWS Literature Circles (I and II) The student understands the role of effective communication techniques through peer interaction in Literature Circles to foster active inquiry, collaboration, and supports interaction in the classroom. Standard 5: Learning Environment Standard 7: Communication ACEI: 3.4 LA: 1B., 3A. Dispositions: PEP, EC, SDE, PTSL, IWS Internet Assignment The student will research five internet sites related to the reading process in their own subject area. Standard 10: Reflection and Professional Growth ACEI: 1, 2.1, 2.2, 2.3, 2.4, 2.8 LA: 1A., 1D. (Technology Standard) ACEI: 3.1, 3.2 LA: 1D. 3A Dispositions: PEP, EC, SDE, IWS Notebook/Reading Strategies Student develops a useable notebook of reading strategies demonstrating access to a variety of strategies and competent planning for reading in the content area classroom/ Standard 6: Instructional Strategies Standard 8: Information Literacy Skills (Technology Standard) ACEI: 3.1, 3.2 LA: 1D. 3A Dispositions: PEP, EC, SDE, IWS, PTSL Strategy Presentation/Chapter Presentation Student develops a lesson plan and presents an individual content area reading strategies in the classroom demonstrating knowledge and