1
DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Fall 2009
Course Number: 870
Credit Hours: 3
Instructor: Dr. Susan Knell
Office: 112H Hughes Hall
E-Mail: sknell@pittstate.edu
Title: Developmental Reading Instruction
Course Time Schedule: Web-Based
Office Phone: (620) 235-4506
Office Hours: By Appointment
As meat to the body, so is reading to the soul.
--Seneca
COURSE DESCRIPTION (Catalog)
An advanced survey of the fundamental principles and practices of teaching
developmental reading in preK-12.
PREREQUISITES
Admission to Graduate School
PURPOSE
1.
The graduate reading program is designed to develop in educators a
greater understanding of and competence in teaching literacy; a strong
commitment to students who are developing literacy skills; and a caring
environment in which students can learn.
2.
The purpose of the course is to provide background in and the study of
literacy through current instructional methods and materials, strategies for
teaching, and types of assessment techniques which reflect the latest
research in solving problems in literacy.
COURSE OBJECTIVES
KSDE Standards for Reading Specialist: Early Childhood through Late
Adolescence/Adulthood as Addressed Through the PSU Graduate Knowledge Base
2
Standard #1: The reading specialist demonstrates knowledge of the foundations of
reading and writing processes and instruction.
Standard #2: The reading specialist demonstrates the use of a wide range of
instructional practices, approaches, methods and curriculum materials to support
reading and writing instruction.
REQUIRED TEXTS
Tompkins, Gail E., Literacy for the 21st Century, 4th Ed. Merrill/Prentice Hall
Tompkins, Gail E., 50 Literacy Strategies, 2nd. Ed. Merrill/Prentice Hall
REQUIREMENTS AND EVALUATION
Points
Evaluation is based on:
1. Homepage Update
20
2. Literacy Strategies/Reflections 10 @ 20 pts. each
200
3. Discussion Forums 12 @ 20 pts. each
240
4. Literacy Project
100
5. Tegrity Viewings 4@ 20 pts. each
80
6. Podcast Viewing & Reflection
50
There will be a 25% grade reduction in work turned in late.
ACADEMIC HONESTY
Candidates are expected to follow the PSU Academic Honesty Policy, which speaks to
unethical acts associated with coursework or grades. The policy lists specifically, but is
not limited to, the following:



giving or receiving unauthorized aid on examinations, preparation of notebooks,
papers, and other assignments:
handing in the same work for more than one course without instructor permission;
plagiarism (examples of plagiarism will be discussed in class)
Full text of the policy can be found in the PSU University Catalog.
Violations of the policy will be presented by course instructor to the University
Academic Honesty Committee for review and action.
If the instructor finds evidence of cheating of any kind, such as plagiarism (copying
from internet or other sources), copying work from other candidates, etc. the
3
candidate will be notified of the charge and will be immediately dropped from the
class. A grade of “XF” will be assigned to the student’s transcript.
Books are the quietest and most constant of friends; they are the most accessible and
wisest of counselors, and the most patient of teachers.
--Charles W. Eliot, The Happy Life (1896)
IX. COURSE REQUIREMENTS
1. HOMEPAGE UPDATE
Due: Wed. Aug. 26
This is a way for all of us to get to know each other online. If you have problems
uploading your photo, contact the Gorilla Geeks.
Please follow these instructions to update your Home Page:
Click on "Preferences" from the left sidebar > "Personal Information" > type in the
following information in the appropriate boxes and then submit:
A. About Me: Share any personal/professional information that will help us get to know
you.
B. Upload a picture of yourself. Photo will have to be saved as “email sized”.
To view others’ homepages, click on the "Communicate" tab, and click on "Course
Roster", then “Show Pictures”.
2.
LITERACY STRATEGIES/REFLECTIONS
Due Dates: Fri. Sept. 4, 11, 18, 25, Oct. 2, 9, 23, 30, Nov. 6, 13
Each week you will read about various literacy strategies on different topics from the
Tompkins books. You will choose one of the strategies you read about in your texts to
implement in your own classroom each week. You will also choose the IRA/NCTE
Language Arts Standard that the strategy meets. (See standards information in Websites
folder in Lessons). Each strategy should also be appropriate for English Language
Learners. In writing you will describe the activity and the steps you used, along with any
student reaction, comments, attitudes, etc. Include a statement explaining how your
chosen strategy will benefit English Language Learners as well as the rest of the students.
Use the ESL margin notes in the text, specifying which strategies and methods are most
appropriate for ESL students, and how to adapt teaching to benefit all students. Then
reflect in writing about the success or problems associated with the activity/strategy.
Your written reflections should be personal, anecdotal, and honest. Reflect on what went
well, what did or didn't work, how you may have adapted the activity/strategy to meet
your students' needs, etc. Please use the following headings in your submissions:
Title of Activity/grade level(s):
Source:
IRA/NCTE Standard Met:
4
Activity Description:
Reflection:
Photo or Sample of Activity:
Assessment Criteria
Your reflections will be graded on appropriateness of activity/strategy chosen for age
group, quality of writing, depth of thought, and number and quality of examples and
anecdotes. See rubric.
3. DISCUSSION FORUMS
Discussion Forum Guidelines
Students will be placed in small groups for discussion board topics.
Each student is required to participate in 12 discussion topics
and also respond to at least one other group member’s responses to the topics.
Each response should be thoughtful, in-depth, and reflect evidence
that the text has been read to assist in discussing the topics. Make reference to the ext
somewhere in your responses.
Responses should be grammatically correct with no spelling or punctuation errors.
When responding to the other group members’ responses, discussions will remain
professional and thoughtful.
Remember, Great Minds Don’t Think Alike! You will not always agree with others’
responses. Keep discussions polite and professional in tone. Do not use ALL
CAPITALS when speaking to someone electronically! This is very rude. As you will see
after you have been working electronically for a while, all capital letters feel as if
someone were shouting at you. Do not write in all bold letters, either. This is rude
because it is very hard to read after awhile.
Be cautious with irony, humor, and satire. Do not jump to conclusions about others'
communications and try to mark yours appropriately. The :-) (or smiley) is one tool for
this purpose. Remember: You cannot see the people you are communicating with, and
they cannot see you. Because you cannot rely on visual cues, you need to exercise an
additional measure of care when you communicate online.
If you are truly angry, take a break before responding; get some perspective. Be polite.
Dialogue on a friendly basis. All discussion responses should be submitted no later than
5:00 p.m. each day.
All Discussion Forum Readings are from the Tompkins text, Literacy For The 21st
Century. See Rubric for Discussion Forums.
5
Discussion Forum Topic #1
Read chapter 1: Becoming an Effective Teacher of Reading. Discuss at least one of the
principles in the chapter and talk about challenges and goals you have for being an
effective teacher of reading.
Due: Wed., Aug. 26 by 5:00 P.M. Responses to group members due no later than
Thursday, Aug. 27.
Discussion Forum Topic #2
Read chapter 2: Teaching the Reading and Writing Processes. Based on Tompkins’
descriptions of the reading and writing processes, discuss how you could improve are add
to your own reading and writing instruction. What is one new thing that you would do to
improve the reading and writing processes in your classroom, based on the text?
Due: Wed., Sept. 2 by 5:00 P.M. Responses to group members due no later than
Thursday, Sept. 3.
Discussion Forum Topic #3
Read chapter 3: Assessing Students’ Literacy Development. Discuss the difference
between classroom-based and portfolio assessments with high-stakes testing. How best
do effective teachers assess students’ literacy development?
Due: Wed., Sept. 9 by 5:00 P.M. Responses to group members due no later than
Thursday, Sept. 10.
Discussion Forum Topic #4
Read chapter 4: Working with the Youngest Readers and Writers. Reflect on the vignette:
Mrs. McCloskey’s Students Become Readers and Writers. Discuss how effective
teachers support the youngest children’s literacy development. If you are a primary
teacher, use your own examples.
Due: Wed., Sept. 16 by 5:00 P.M. Responses to group members due no later than
Thursday, Sept. 17.
Discussion Forum Topic #5
Cracking the Alphabetic Code. Discuss the importance of phonemic awareness and if
you teach primary grades, explain how you teach it. Also discuss the controversy about
spelling instruction. How do you teach spelling, if at all, to your students?
Due: Wed., Sept. 23 by 5:00 P.M. Responses to group members due no later than
Thursday, Sept. 24.
Discussion Forum Topic #6
Read chapter 6: Developing Fluent Readers and Writers. What is your definition of
fluency? Discuss the role fluency plays in reading. Share ideas/strategies that you believe
are effective in improving fluency in students.
Due: Wed., Sept. 30 by 5:00 P.M. Responses to group members due no later than
Thursday, Oct. 1.
6
Discussion Forum Topic #7
Read chapter 7: Expanding Students’ Knowledge of Words. Discuss ways Tompkins
shares for teaching students to unlock word meanings. What are some vocabulary
strategies from the text that you have used or plan to use with your own students?
Due: Wed., Oct. 7 by 5:00 P.M. Responses to group members due no later than
Thursday, Oct. 8.
Discussion Forum Topic #8
Read chapter 8: Facilitating Students’ Comprehension: Reader Factors. Share your
definition of comprehension. Explain the difference between teaching and testing
comprehension. Also discuss the role motivation plays in engaging students in reading
and writing.
Due: Wed., Oct. 14 by 5:00 P.M. Responses to group members due no later than
Thursday, Oct. 15.
Discussion Forum Topic #9
Read chapter 9: Facilitating Students’ Comprehension: Text Factors. Discuss the
importance literature plays in comprehension. What are some effective ways to teach
text factors in various genres of books?
Due: Wed., Oct. 21 by 5:00 P.M. Responses to group members due no later than
Thursday, Oct. 22.
Discussion Forum Topic #10
Read chapter 10: Organizing for Instruction. Discuss the differences between basal
instruction, literature focus units and literature circles. Do you use any of these, and if so,
share how what you’ve learned from this chapter can increase the effectiveness of these
strategies.
Due: Wed., Oct. 28 by 5:00 P.M. Responses to group members due no later than
Thursday, Oct. 29.
Discussion Forum Topic #11
Read chapter 11: Differentiating Reading and Writing Instruction. Discuss ways
effective teachers differentiate literacy instruction. What do you do with the struggling
readers in your classroom?
Due: Wed., Nov. 4 by 5:00 P.M. Responses to group members due no later than
Thursday, Nov. 5.
Discussion Forum Topic #12
Read chapter 12: Reading and Writing in the Content Areas. Discuss the vignette: Mrs.
Zumwalt’s Third Graders Create Multigenre Projects. Also discuss ways to incorporate
reading and writing in content areas, other than the reading block. If you teach content
area, share ways that you successfully use reading and writing into your subject matter.
Due: Wed., Nov. 11 by 5:00 P.M. Responses to group members due no later than
Thursday, Nov. 12.
7
4.
Literacy Project
Due Date: Dec. 9
You will research an area of literacy that interests you, or an area in which you would
like to become more knowledgeable. Project must include a field experience and must be
something you are not already doing in your classroom. Ideas should come from your
course readings and/or literacy strategies. No commercial programs, please! You will
compile information and resources on your topic and submit it as a power point
presentation. Please let me know your topic no later than Oct. 1. See rubric.
POSSIBLE TOPICS (NOT ALL INCLUSIVE) FOR PROJECT
1.
APPROACH(ES) TO TEACHING READING
2.
ASSESSMENT
authentic
formal/informal
performance-based
uses in reading
3.
BRAIN RESEARCH
4.
COMPREHENSION-CURRENT RESEARCH/STRATEGIES
5.
CONTENT AREA READING
6.
COMPARATIVE READING INSTRUCTION
7.
EMERGENT LITERACY
8.
EXTENDING THE BASAL
9.
MOTIVATION FOR READING
10.
WRITING
11.
CHILDREN'S LITERATURE ACROSS THE CURRICULUM OR
INTEGRATED INTO THE CURRICULUM
12.
INTEGRATING TECHNOLOGY WITH READING
13.
MULTICULTURAL LITERATURE
14.
TEACHING ESOL STUDENTS
15.
OTHER TOPICS BY ADVISEMENT
5. Tegrity Viewings
I will record 4 different lectures on Tegrity that you will view. These will be announced
on Angel and each topic viewing is worth 20 points.
6. IRA Podcast Viewing
8
Choose one of the podcasts at the IRA website (website is found in the Websites folder in
Lessons) to listen to. Then submit a one page reflection on what you learned from
listening to the podcast. Due anytime during the semester, no later than Dec. 9.
To read without reflecting, is like eating without digesting.
--Edmund Burke