COURSE TITLE:
READING FUNDAMENTALS FOR K-3rd GRADES
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
DEBBIE BURNS, M.Ed.
541/314-3002
burnsdebbie@hotmail.com
WA CLOCK HRS:
OREGON PDUs:
30
30
ASSIGNMENT CHECKLIST
The assignment checklist will help you plan your work. Check off completed assignments.
Send all assignments to Debbie Bums.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition:
___ # 1: View DVD.
___ # 2: View resource packet.
___ # 3: Summary paper. Send to instructor.
___ # 4: Read 5 fiction books geared towards your grade level. Design a lesson plan for each one.
___ # 5: Review a three websites/ articles. Record your findings and send to instructor.
___ # 6: Observe another classroom. Write a 2 page summary. Send to instructor.
NOTE: If you are doing this course for Clock Hrs or PDUs then #6 is your final assignment.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application:
___ # 7: Construct the word chunk poster. Send to instructor.
___ # 8: Construct the complete set of chunk cards. Send to instructor.
___ # 9: Create 5 activities centered around phonemic awareness. Send to instructor.
___ #10: Create 5 activities centered around rhyming. Send to instructor.
___ #11: Write a 1-page report on implementing a rotational system during your literature block.
___ #12: Construct 3 reading games that you can use at a reading center. Send to instructor.
___ #13: Describe 5 ideas on teaching sight vocabulary. Send to instructor.
500 LEVEL ASSIGNMENT
___ #14: In addition the 400 level assignments, complete one of the following and send to instructor.
• Read a resource book or article dealing with reading strategies. Write a 2-3 page summary.
• Another assignment of your own design, with the instructorʼs prior approval.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper:
___ #15: Complete the Integration Paper as describe in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your paper by their actual names, but
rather use an alias or designation such as “Student A.”
Reading Fundamentals for K-3rd (1/1/09)
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COURSE TITLE:
READING FUNDAMENTALS FOR K-3rd GRADES
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
DEBBIE BURNS, M.Ed.
541/314-3002
burnsdebbie@hotmail.com
WA CLOCK HRS:
OREGON PDUs:
30
30
COURSE DESCRIPTION
This class is designed to enhance your reading curriculum with hands-on activities. The teacher
designed activities will cover phonemic awareness, vocabulary, writing, spelling, word families, chunks
and much more. If you want to learn how to fit it all into your reading block…this class is for you! The
materials you receive with this course will be loved by you and by your students. Throughout this class
you will discover powerful and effective instruction strategies for teaching whole group experiences, smallgroup explorations and independent projects for building a lifelong passion for reading. Given that
reading is the foundation for learning, our responsibility as a teacher is to ensure that all students can
read! This class will assist you in achieving that goal.
$35 for resource packet and DVD is payable to the instructor after registration.
LEARNING OUTCOMES
As a result of taking this class, participants will learn:
1. To provide for their students a variety of reading, writing and spelling activities to be used in a K1st literature block.
2. How to use rotational stations as part of a literature block.
3. How to organize materials so they are easily obtained for instruction.
4. How to use word chunks to enhance rhyming, work families, sight vocabulary, spelling and
writing.
5. The importance of integrating whole language and phonics.
6. What a literature block should look like.
7. Assessment strategies.
8. How to develop a practical guide to get parents involved.
9. Activities to reinforce sight vocabulary, phonemic awareness, comprehension,
spelling and fluency.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
REQUIRED TEXT:
Required reading consists of:
1. Resource packets by Debbie Burns & Cindy Beatty
2. 500 level- reading resource book or articles (You may choose to use a book from the
Bibliography or research the web for books and articles)
MATERIALS FEE:
$35 materials fee payable to Debbie Burns. This fee covers the cost of the DVD, postage and resource
packet.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Reading Fundamentals for K-3rd (1/1/09)
Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS REQURED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
View the DVD.
Assignment #2:
Read the resource packet.
Assignment #3:
Review the above. In a 2 page paper summarize:
a. Your key learning from the materials previewed
b. An overall strategy of how you could incorporate the materials into a classroom teaching
situation
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #3ʼ.
Assignment #4:
Read 5 fiction books geared towards the grade level you are teaching or wish to teach in the future.
Design a lesson plan for each one. Include your reading objectives.
Assignment #5:
Think about outcomes, goals, objectives that you have for student learning in reading. List a minimum of
5 of these outcomes for your reading curriculum.
Review a minimum of three websites or journal articles that suggest hand-on activities to be used to teach
reading. (include Title, Author, URL or publisher and date of publication.)
As you review each website or article, search for hands-on activities that support each of your learning
outcomes.
Record your findings by matching goals with hands-on activities that you feel would fit well in your
teaching situation, and benefit students.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #5ʼ.
Assignment #6:
Observe another classroom. Write a 2- page summary of your thoughts and perspective as it pertains to
this course. Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #6ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will have an opportunity to apply your learning to your professional situation. This
course assumes that most participants are classroom teachers who have access to students. If you are
not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom
teacher and start or need to complete this course during the summer, please try to apply your ideas when
possible with youth from your neighborhood, at a local public library or parks department facility, (they will
often be glad to sponsor community-based learning), or with students in another teacherʼs summer
classroom in session.
Send photos or brief descriptions for all assignments except #11.
Assignment #7: (Required for 400 and 500 Level)
Construct the word chunk poster.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #7ʼ.
Assignment #8: (Required for 400 and 500 Level)
Construct the complete set of chunk cards.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #8ʼ.
Assignment #9: (Required for 400 and 500 Level)
Create 5 activities centered around phonemic awareness.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #9ʼ.
Assignment #10: (Required for 400 and 500 Level)
Create 5 activities centered around rhyming.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #10ʼ.
Assignment #11: (Required for 400 and 500 Level)
Write a 1 page paper describing how you would set up and implement a rotational system during a
literature block (include a list of reading skills that should be covered)
Assignment #12: (Required for 400 and 500 Level)
Design and construct 3 reading games you could use at a reading center (you choose the skill.)
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #12ʼ.
Assignment #13: (Required for 400 and 500 Level)
Describe 5 ideas to teach sight vocabulary.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #13ʼ.
500 LEVEL ASSIGNMENT
Assignment #14: (500 Level only)
In addition to the 400 level assignments, complete one (1) of the following Options:
Option A): Read a resource book or article dealing with reading strategies. Write a 2-3 page summary.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #14-Aʼ.
OR
Option B): Another assignment of your own design, with the instructorʼs prior approval.
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #14-Bʼ.
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400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #15: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: burnsdebbie@hotmail.com, Subject line to read ʻReading #15ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Debbie Burns, M.A., has 24 years of teaching experience and a M.Ed. in Elementary Education from
Oregon State University. She has taught in kindergarten, first grade, and K-1 multi-age classrooms. She
spent one of those 24 years traveling and studying in Hawaii and Australia. Her workshops come highly
recommended from teachers of California, Hawaii, Oregon, Idaho, Montana & Washington. All of Debbie's
workshops are practical and useful for teachers. Her classroom provides a stimulating and enriching
environment where each child is viewed as an able learner, and where individual differences are
respected. She is currently teaching in Hermiston, Oregon.
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READING FUNDAMENTALS FOR K-3rd GRADES
BIBLIOGRAPHY
Bear, D., and Invernizzi, M. Words Their Way. Prentice-Hall, Inc., 2000.
Diamond, Linda and Gutlohn Linda. Vocabulary Handbook. CORE, 2006.
Chall, J.S., and H.M. Popp. Teaching and Assessing Phonics. Cambridge: Educators Publishing
Service, 1996.
Fry, Edward and Kress, Jacqueline. The Reading Teacherʼs Book of Lists, Jossey-Bass, 2006.
Gould, Judith. Four Square Writing Resources. 2002-2006.
Honing, B. Teaching Our Children to Read: The Role of Skills in a Comprehensive Reading Program.
Thousand Oaks, CA: Corwin Press, 1996.
Longman, Longman Advanced American Dictionary, 2005, Pearson Education Limited: Essex, England.
ISBN 1 405 82111 6
Routman, R. Literacy at the Crossroads. Portsmouth, NH: Heinemann, 1996.
Vail, P.L. Common Ground: Whole Language and Phonics Working Together. Rosemount, NJ: Modern
Learning Press, 1991.
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