DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
SPRING 2010
Title: Primary Reading and Language Arts with Practicum
Course Number: CURIN 366-01
Course Time: 10:00-10:50 MWF/1:00-2:00 MW (TBA)
Credit Hours: 4
Instructor: Dr. Trinity Davis
Work Phone: 620-235-4502
Office: 112 K
Office Hours: 9:00-10:00 MWF/9:00-4:00 Tuesday
E-mail: tdavis@pittstate.edu
I.
COURSE DESCRIPTION
The foundations of age-appropriate emergent literacy instruction for birth
through third grade; includes the areas of reading, writing, speaking, listening,
handwriting, grammar, and spelling. May be taken for hours.
II.
PREREQUISITES
ENGL. 101 & ENGL 299 or equivalent and CURIN 261 Explorations in
Education or equivalent. Prior completion of or concurrent enrollment in
CURIN 252 Children’s Literature is required. Note: CURIN 366 is a
prerequisite for CURIN 367 and 566. CURIN 366 is recommended for
scheduling during the semester prior to CURIN 367.
III.
PURPOSE OF THE COURSE
The purpose of this course is to provide each student with the opportunity to
develop a professional philosophy of teaching reading and language arts
consistent with learning theory and best instructional practice, and to gain an
understanding of the methodology and materials inherent in an elementary
school reading and language arts program for the primary grades. Emphasis
will be given to the development of teaching and assessment techniques in
reading and language arts with particular attention to meeting the instructional
needs of all students regardless of exceptionality or diversity. Students will be
provided with hand-on opportunities to assess and teach primary grade
students.
IV.
COURSE OBJECTIVES
Students are expected to meet Kansas State Department of Education
Standards for Early/Late Childhood, Kansas State Department of Education
Professional Education Standards, and Pittsburg State University College of
Education Teacher Education Professional Knowledge Base Skills.
Objectives to Meet Kansas State Department of Education Standards for Early
Childhood/Late Childhood.
The teacher will:
1. know that literacy skills are essential to help students understand texts,
themselves, and others, acquire new information, respond to the need and
demands of society and the workplace, and experience personnel fulfillment
(EC/LC Standard 1, K1).
2. understand language arts acquisition and development (EC/LC Standard 1, K2).
3. know how to assess and evaluate student progress in language arts (EC/LC
Standard 1, K5)
4. understand the composing processes for different forms of oral and written
discourse (EC/LC Standard 1, K5).
5. have knowledge of the significance of social, economic, cultural, and linguistic
diversity for development and learning of literacy skills, and recognizes that
children are best understood in the contexts of family, culture, and society
(EC/LC Standard 1, K8).
6. understand the interrelationships among culture, language, and thought and the
function of the home language in the development of young children (EC/LC
Standard 1, K9).
7. understand the various purposes of reading and writing (narrative, expository,
technical, and persuasive) (EC/LC Standard 1, K10).
8. designs, implements, and evaluates literacy experiences that are developmentally
appropriate (EC/LC Standard 1, P1).
9. model a variety of effective instructional strategies that aid students in developing
their reading, writing, speaking, listening, and viewing abilities (EC/LC Standard
1, P2).
10. demonstrate an understanding of the various purposes for reading and writing
(narrative, expository, technical, persuasive) (EC/LC Standard 1, P5).
11. develop an understanding of the phonemic, morphemic, semantic, syntactic, and
pragmatic systems of language and their relation to the reading and writing
process (EC/LC Standard 1, P6).
12. create literacy rich environments and experiences that promote individually and
culturally responsive approaches throughout the curriculum (EC/LC Standard 1,
P7).
13. evaluate and select assessment to fit diverse learner strengths and needs (EC/LC
Standard 1, P8).
Objectives to Meet Kansas State Department of Education Professional Education
Standards
The educator will:
1. evaluate teaching resources and curriculum materials for their
comprehensiveness, accuracy, and usefulness for representing particular ideas and
concepts (Professional Standard 1, P2).
2. understand and can identify differences in approaches to learning and
performance and can design instruction that helps use students’ strengths as the
basis for growth (Professional Standard 3, K2).
3. understand that diversity, exceptionality, and limited English proficiency affect
learning (Professional Standard 3, K2).
4. understand how students’ learning is influenced by individual experiences,
talents, and prior learning, as well as language, culture, family, and community
values (Professional Standard 3, K4).
5. has a well-grounded framework for understanding cultural and community
diversity and knows how to learn about and incorporate students’ experiences,
cultures, and community resources into instruction (Professional Standard 3, K5).
6. uses teaching approaches that are sensitive to the multiple experiences of learners
and that address diverse learning needs (Professional Standard 3, P2).
7. understand the principles and techniques used in effective reading instruction
(Professional Standard 4, K4).
8. use multiple teaching and learning strategies to engage all students in active
learning opportunities that promote the development of critical thinking, problem
solving, and performance capabilities, and that help all students assume
responsibility for identifying and using learning resources (Standard 4, P2).
9. use a variety of reading strategies that are appropriate for students’ diverse
reading abilities and that support further growth and development (Professional
Standard 4, P6).
10. help the group to develop shared values and expectations for student interaction,
academic discussion and individual and group responsibilities that create a
positive classroom climate of openness, mutual respect, support and inquiry
(Professional Standard 5, P5).
11. understand communication theory, language development, and the role of
language in learning (Professional Standard 6, K1).
12. know how to ask questions and stimulate discussion in different ways for
particular purposes (Professional Standard 6, P3).
13. understand methods for teaching reading (Professional Standard 7, K3).
14. create lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress
(Professional Standard 7, K3).
15. use instructional strategies that help all students develop reading skills and that
assist poor readers in gaining information (Professional Standard 7, P4).
16. know how to select, construct, and use assessment strategies and instruments
appropriate to the learning outcomes being evaluated and to other diagnostic
purposes (Professional Standard 8, K2).
17. know how and the importance of aligning standards, goals, instruction, outcomes
and assessments (Professional Standard 8, K2).
V.
REQUIRED TEXT AND MATERIALS
Text, Gail Tompkins, Literacy for the 21st Century: Teaching Reading and
Writing in Pre-Kindergarten Through Grade 4 (P.S.U bookstore)
Davis, Trinity, Prerootix (P.S.U bookstore)
VI.
INSTRUCTIONAL RESOURCES
Textbook
Class Notes
Axe Library: professional journals including The Reading Journal and
Language Arts
Internet Resources
IRC
VII.
TEACHING STRATEGIES
Lecture
Discussion
Cooperative learning and peer learning activities
Demonstrations
Professional readings
VIII. REQUIREMENTS AND EVALUATION
Attendance, Professional Behavior and Late Assignments
Attendance, tardiness, and class participation reflect one’s attitude toward
learning and affect performance in the course. Such factors do influence a
student’s final grade significantly. After three absences, the student will be
dropped from the course. However after the drop date, the student will
drop one letter grade after the third absence for each absence.
TWO TARDIES=1 ABSENCE
Professionalism is expected of all teacher candidates. Professionalism
includes respect towards learning and colleagues. Please have cell phones off.
During our field experiences, dress code will be strictly enforced.
Late assignments will not be accepted.
Assignments
1.
2.
3.
4.
Expository Book Sharing: DUE ____________(10 points)
Sounds Test: DUE ________ (50 points)
Chapter Quizzes: 12 @ 10 points=120 points NO MAKE-UPS
Lesson Plans (25 points each)
 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension—Narrative
 Comprehension—Expository
 All Benchmarks Lesson
 Diversity Lesson
5. Discussion Boards (10 points each)
6. Journal Reviews (5) DUE _______ (10 points each=50 points)
7. Bulletin Board Group Project DUE _________ (25 points)
8. Pre-Assessment Analysis DUE ________ (50 points)
9. Post Assessments DUE ___________ (50 points)
10. Lesson Plan Evaluations OBSERVATION DATE _______ (24
points)
11. Midterm: (50 points)
12. Final: (100 points)
Evaluation
Criterion used to evaluate student assignments:
1. Clarity of thought and clear organization
2. Lack of repetition
3. Expression of your own thoughts or independent
judgments, in addition to understanding others’ ideas
4. Neatness and correct grammar, spelling, mechanics and
writing style appropriate for audience and purpose
Academic Honesty:
Teacher candidates are expected to follow the PSU Academic Honest
Policy which speaks to unethical acts associated with coursework or
grades. Full text of this policy can be found on the PSU web page.
Violations of this policy will be presented by course instructors to the
University Academic Honesty Committee for review and action.
Grades:
90-100% A
80-89% B
70-79% C
60-69% D
Below 60 % F