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EIU ELE 3280 - ELE3280-001BarbourSyllabus

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Revised June 2009 Early Childhood/Elementary/Middle Level Education Department ELE 3280 Developmental Reading in the Elementary School Dr. Judy A. Barbour 581-7897 (office) Early Childhood, Elementary, and Middle Level Education 359-4158 (home) 2174 Buzzard Building [email protected] Office Hours:_____________________________________ or by appointment Unit Theme: Educators as Creators of Effective Educational Environments: Integrating diverse students, subjects, strategies, societies and technologies. Course Description: The instructional program in reading from kindergarten through grade six; goals, methods, and materials with emphasis on basal reader approaches. Field based activities will be provided in conjunction with ELE 3000; MLE 3110; MLE 4000 Prerequisites: Concurrent enrollment in ELE 3000 and ELE 3350; MLE 3110 and MLE 4000; or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester Junior standing. Course 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. Course 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 Hall. Supplemental Materials: LiveText - required for all Education Students at Eastern Illinois University 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. The Social Family Models: Building the Learning Community • When we work together, we generate a collective energy that we call synergy. The social models of teaching are constructed to take advantage of this phenomenon by building learning communities. Essentially, “classroom management” is a matter of developing cooperative relationships in the classroom. The development of positive school cultures is a process of developing integrative and productive ways of interacting and norms that support vigorous learning activity. 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, sensitivity to diversity, and 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 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.pdf • Illinois Reading Teacher Standards http://www.isbe.il.us/profprep • Illinois Core Technology Standards (ICTS) http://www.isbe.net/profprep/CASCDvr?pdfs/24100_coretechnology.pdfRevised June 2009 Outcomes Specific to ELE 3280: 1. Demonstrate a mastery of the theories, concepts, facts, principles, ideas and relationships of reading. 2. Understand and describe reading as a developmental and cognitive process and design instruction to further pupil development of those processes. 3. Comprehend the components of and develop learning activities for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension strategies. 4. Compare, contrast, and use multiple methods of teaching reading, including, but not limited to: basal readers, teacher directed instruction [DRA/DRTA], reading workshop, guided. 5. Reading, reciprocal teaching, QAR--question-answer-response 6. 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.] 7. Understand appropriate assessments of student reading ability. 8. Demonstrate knowledge of historical and current issues related to reading education including culturally and linguistic diverse [CLD] learners. Reading Teacher Standard 1: Knowledge Indicators - The competent reading teacher: 1A. knows theoretical models and philosophies of reading education and their relevance to instruction. 1B. knows the scope and sequences for reading instruction at all developmental levels, pre-K through grade 12. 1C. knows the history of reading instruction and its relevance to current theory and practice. 1D. is aware of trends, controversies, and issues in reading education. 1E. understands the construction and psychometric properties of classroom reading tests, including the State assessment. 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.,


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EIU ELE 3280 - ELE3280-001BarbourSyllabus

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