College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Outline-1. Division/Center Academic and Transfer Programs
2. Program and Course Number EDUC 2
3.
Course Title Reading Tutoring Techniques
4.
X New (If new, are you deleting a course?) Course to be deleted None
_____ Change (Indicate current status and proposed changes on "Summary of Curriculum Changes"
form)
_____ Check here if catalog description is being changed.
_____ Delete (Reason for deletion: ____________________________________________________)
5. Of what approved program is this course a part? This is a stand alone course.
(see list of approved programs and TOPS Codes)TOPS Code 0801.00
Is the course a "required course"?_____ an "additional requirement"? X
(In a certificate or degree
program)
6. Provide evidence that this course/revision is needed (purpose of proposal).
This course provides the skills necessary to participate in service learning activities in the public
schools and to develop knowledge on how children learn to read.
7. Describe the students who will enroll (include estimated number).
Students will enroll in this class who are preparing to transfer to teacher credential programs at
HSU and other CSU campuses.
8. Parallel courses--what is the relation of this course to existing courses
There is no parallel course.
(modify/overlap/replace)?
9. Capital Outlay: Describe the equipment for this class.
Presently have: Videos, support materials.
Need to acquire: (include cost) Additional material will be paid for through grant funds.
10. Staffing implications (Associate or Full-time faculty) Associate faculty.
Instructional Aide required? How many hours per week? None required.
11. Learning Resource Implications (new courses only)
Does the college have adequate learning resources to support the proposed course, or can the necessary
resources be acquired within the existing budget?
Yes X No ________
form.
Please attach the "Learning Resource Supplement" to the Course Proposal
12. Facility Implications: (Unless otherwise stated, it is assumed this course can be offered District-wide.)
Where Scheduled? Eureka campus. May be offered at all other sites.
When Scheduled? Semester(s) At least once per year, more if enrollment requires. Day X Evening
X
13. Special Fees None
14. Special Student Expenses (i.e., equipment, clothing, tools, etc.): None
15. Submitted by Sydney Fisher Larson
Tel. Ext. 476-4338
Approved by Curriculum Committee __
12/8/00 ___
Inactivated by Curriculum Committee 9/28/07_____________________
Date 9/27/00
College of the Redwoods
COURSE OUTLINE
DATE September 27, 2000
PROGRAM AND COURSE NUMBER: EDUC 2
FORMER NUMBER (If previously offered) ______________
COURSE TITLE Reading Tutoring Techniques
I. CATALOG AND OUTLINE
1. CATALOG DESCRIPTION:
A study designed to prepare college students for tutoring reading in elementary schools. A
variety of tutoring skills are explored including phonemic awareness, letter names and shapes,
decoding, vocabulary, comprehension and higher level thinking. Students will learn how to
implement appropriate tutoring techniques for small groups and individual children.
NOTE: (Optional lab class [EDUC 2L] enables students to implement tutoring techniques in an
elementary classroom.)
2. COURSE OUTLINE:
% of Classroom Hours Spent on Each
What it takes to be a tutor
Interacting appropriately with young children
Reading to and with children / Selecting books
Assessment of reading abilities
Literacy development
Reading skills
Child portfolios as assessment tools
Issues related to children and families (diversity, child abuse, family values)
5%
10%
15%
10%
20%
20%
10%
10%
II. PREREQUISITES
Prerequisite?
No
X
Corequisite?
No
X
Recommended Preparation?
No
X
Yes _____________________
(course)
Yes _____________________
(course)
Yes _____________________
(course)
Rationale for Prerequisite, Corequisite, Recommended
Preparation__________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________
PROGRAM AND COURSE NUMBER EDUC 2
III. OUTCOMES AND ASSESSMENTS
1. COURSE OUTCOMES/OBJECTIVES:
List the primary instructional objectives of the class. Formulate some of them in terms of specific
measurable student accomplishments, e.g., specific knowledge and/or skills to be attained as a result of
completing this course. For degree-applicable courses, include objectives in the area of "critical thinking."
Upon successful completion of this course, the students will be able to:
1 Demonstrate the skills required to be an effective tutor
2 Describe how to interact effectively with young children in a developmentally appropriate
manner
3 Explain techniques used to develop relationships with children
4 Explain how to expand children’s conversations
5 Select books appropriate to the age and development of the children served
6 Articulate the value of reading aloud to children
7 Demonstrate how to read to children with effective book handling and intonation
8 Explain how to work with a classroom teacher to set individual reading goals for each child
9 Identify the skills required to facilitate the development of reading skills including problem
solving, fluency & comprehension
10 Provide activities to help children develop phonemic awareness, letter sounds shapes and
names, decoding skills, writing and spelling
11 Assist in development of children’s reading portfolios
12 Articulate methods of collaboration with the classroom teacher to assess children’s reading
abilities before and after tutoring
13 Explain the procedure to follow when there is suspicion of child abuse or neglect
14 Demonstrate a respect for each child’s culture and family values
15 Help parents support their children’s reading
2. COLLEGE LEVEL CRITICAL THINKING TASKS/ASSIGNMENTS:
Degree applicable courses must include critical thinking tasks/assignments. This section need not be
completed for non-credit courses. Describe how the course requires students to independently analyze,
synthesize, explain, assess, anticipate and/or define problems, formulate and assess solutions, apply
principles to new situations, etc.
Analyze child’s reading assessments and design an appropriate tutoring plan.
Select books for children based on their cognitive development.
Assess when it is appropriate to use specific tutoring methods.
Determine when it is appropriate to report possible child abuse to a teacher or administrator.
3. ASSESSMENT
Degree applicable courses must have a minimum of one response in category A, B, or C. If category A is
not checked, the department must explain why substantial writing assignments are an inappropriate basis
for at least part of the grade.
A. This course requires a minimum of two substantial (500 words each) written assignments which
demonstrate standard English usage (grammar, punctuation, and vocabulary) and proper paragraph and
essay development. In grading these assignments, instructors shall use, whenever possible, the English
Department’s rubric for grading the ENGL 150 exit essay. Substantial writing assignments, including:
X essay exam(s)
__ term or other paper(s)
___ laboratory report(s)
X written homework
__ reading report(s)
X other (specify) Develop portfolio of tutoring activities.
PROGRAM AND COURSE NUMBER EDUC 2
If the course is degree applicable, substantial writing assignments in this course are inappropriate because:
__ The course is primarily computational in nature.
__ The course primarily involves skill demonstrations or problem solving.
__ Other rationale (explain) __________________________________
B.
Computational or Non-computational problem-solving demonstrations, including:
X exam(s)
__ quizzes
X homework problems
__ laboratory report(s)
__ field work
__ other (specify) _________________________________________
C.
Skill demonstrations, including:
X class performance(s)
__ field work
__ other (specify) ______________________________________
Objective examinations, including:
X multiple choice
X true/false
X completion
__ other (specify)
________________________________________
__ performance exam(s)
D.
E.
X matching items
Other (specify) _________________________________
NOTE: A course grade may not be based solely on attendance.
IV. TEXTS AND MATERIALS
APPROPRIATE TEXTS AND MATERIALS:
(Indicate textbooks that may be required or recommended, including alternate texts that may be used.)
Text(s)
Title: Help America Read: A Handbook for Volunteers
X
Required
Edition: First
____ Alternate
Author: Pinnell & Fountas
___ Recommended
Publisher: Heinemann
Date Published: 1997
Title: Children’s Tutoring and Literacy Development Handbook
Edition: First
Author: CCCCO & WestEd
Publisher: CCCCO
Date Published: 1999
X
Required
___
Alternate
__ Recommended
(Additional required, alternate, or recommended texts should be listed on a separate sheet and attached.)
For degree applicable courses the adopted texts have been certified to be college-level:
X Yes.
Basis for determination:
______ is used by two or more four-year colleges or universities (certified by the Division Dean
or Center Dean)
OR
X
______ No
has been certified by the LAC as being of college level using the Coleman and DaleChall Readability Index Scale.
Request for Exception Attached.
PROGRAM AND COURSE NUMBER EDUC 2
REQUIRED READING, WRITING, AND OTHER OUTSIDE OF CLASS ASSIGNMENTS:
Over an 18-week presentation of the course, 3 hours per week are required for each unit of credit. ALL
Degree Applicable Credit classes must treat subject matter with a scope and intensity which require the
student to study outside of class. Two hours of independent work done out of class are required for each
hour of lecture. Lab and activity classes must also require some outside of class work. Outside of the
regular class time the students in this class do the following:
X
X
X
X
X
X
X
Study
Answer questions
Skill practice
Required reading
Problem solving activity or exercise
Written work (essays/compositions/report/analysis/research)
Journal (reaction and evaluation of class, done on a continuing basis throughout the
semester)
_____ Observation of or participation in an activity related to course content (e.g., play, museum,
concert, debate, meeting, etc.)
X Other (specify) Portfolios of activities.
V. TECHNICAL INFORMATION
1. Contact Hours Per Week: (Indicate
"TOTAL" hours if less than semester length)
Lecture:
2 Weekly 36 TOTAL
Lab:
_______ Weekly ______ TOTAL
No. of Weeks S (S = semester length)
(Use Request for Exception sheet to justify
more-than-minimum required hours.)
5. Recommended Maximum Class Size 40
Units
7. Grading Standard
X
Letter Grade Only
______CR/NC Only
______Grade-CR/NC Option
Grade-CR/NC Option Criteria:
______Introductory
______1st course in sequence
______Exploratory
2 or
Variable Unit Range ______
2. TLUs 3
3.
Does course fulfill a General Education
requirement? (For existing courses only;
for new courses, use GE Application Form)
_____ Yes
X
No
If yes, in what G.E. area?
AA/AS Area _________
CSU/GE Area _________
IGETC Area _________
4. Method of Instruction:
X Lecture
_____ Lab
_____ Lecture/Lab
_____ Independent Study
6. Transferability X CSU ______ UC
List two UC/CSU campuses with similar courses
(include course #s)
CSUMB SL295S
CSUF COMS 1
Articulation with UC requested ______
8. Is course repeatable ______ Yes X No
If so, repeatable to a maximum of:
______Total Enrollments
______Total Units
(Use Request for Exception sheet to justify repeatability.)
9. SAM Classification C
Course Classification I