Course Description
EDUC E341 Methods of Teaching Reading II
IPFW School of Education
Fall 2010
Section:
Instructor:
Office:
1 & 2
IL-HEE KIM
240A Neff Hall
Office Hours: Wed. 3-4 pm, Thurs. 3-6 pm
Also by appointment
Classroom:
Phone:
Email:
KT 243
481-6814 kimi@ipfw.edu
This advanced methods course provides a more in-depth study of topics and aspects related to reading. Topics include word recognition, fluency, vocabulary instruction, text comprehension, reading-writing connection, literature discussion, and the use of educational technology to enhance students’ reading skills. Emphasis is placed on diverse materials and methods employed in reading diagnostic and assessment. Participation in a public school internship is required.
Course Objectives
The pre-service teachers
1.
understand five big areas of reading instruction and can help students improve in these areas of reading
(CF: Habits of Mind, Pedagogy, Knowledge) (INTASC #1,2,4,7 )
2. identify the advantages and limitations of different types of assessments and select assessment instruments appropriate to diagnostic and instructional purposes
(CF: Habits of Mind, Pedagogy, Knowledge)(INTASC #1,7,8,9 )
3. conduct informal assessments to evaluate children’s development of reading skills and design a lesson based on the assessment results
(CF: Habits of Mind, Pedagogy, Experience) (INTASC #2 3,4,7,8)
4.
design an integrated lesson across the curriculum
(CF: Democracy/Community, Pedagogy, Knowledge) (INTASC #1 2,4 7)
5.
enhance students’ motivation and reading skills using various tools and technology
(CF: Habits of Mind, Pedagogy, Knowledge) (INTASC #3,4,5,6)
6.
reflect on and continuously develop their own knowledge and teaching
(CF: Habits of Mind, Pedagogy, Knowledge, Leadership) (INTASC #1,9)
7.
volunteer literacy programs to support students’ learning in the community
(CF: Democracy/Community, Pedagogy, Experience, Leadership) (INTASC #4,10)
Required Texts
Vicki L. Cohen & John E. Cowen (2011). Literacy for Children in an Information Age: Teaching
Reading, Writing, and Thinking.
2 nd Edition. Belmont, CA: Wadsworth.
Recommended Texts
Marie M. Clay (2005). An observation survey of early literacy achievement.
2 nd
Edition.
Heinemann.
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IPFW School of Education Mission Statement
Adopted January 10, 1996
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related educational entities so that they become more effective to those they serve by:
1. Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2. Improving the human condition as they create positive learning environments;
3. Becoming change agents who demonstrate reflective professional practices;
4. Solving problems through clear, creative analyses of issues;
5. Assessing learners’ performances and creating and executing constructive teaching, counseling and educational leadership using a variety of methodologies that reflect current and relevant research;
6. Implementing interdisciplinary scholarship; demonstrating technological literacy; engaging critical literacies; and effectively communicating with all stakeholders.
IPFW School of Education Conceptual Framework
A Learning and Leadership Model
The School of Education is committed to the following conceptual framework:
1. Democracy & Community
Effective educators need to be part of a dynamic educational community to model the climate of community they hope to create. To do this, educators need an understanding of the moral, cultural, social, political, and economic foundations of our society.
Consequently, the SOE fosters a democratic, just, inclusive learning community among its students, faculty, and staff and with all other stakeholders in
the educational enterprise.
2. Habits of Mind
Because effective educators realize that knowledge alone is not sufficient education, they practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as, investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE integrates critical habits of mind in all aspects of the teaching/ learning process.
3. Pedagogy
Effective educators understand multiple approaches to pedagogy, as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to the educational setting.
Consequently, the SOE prepares educators to understand and use pedagogy creatively and thereby
ensure active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators are well-grounded in the content in which they will teach. Educators understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students.
Educators understand their students, themselves, and the communities in which they teach. Consequently, the SOE immerses educators in nurturing learning communities that deepen professional knowledge and encourage ongoing intellectual, emotional, and personal growth.
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5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through onsite campus activities and field-based experiences students will observe and emulate exemplary teaching and learning. Educators practice, collaborate, and interact with practitioners and their students. Consequently, the SOE integrates field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum; the SOE also helps educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders who have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and to inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they face the educational challenges of the twenty-first century. Consequently, the SOE provides opportunities for
educators to develop as leaders in their profession and in their communities.
Interstate New Teacher Assessment and Support Consortium (INTASC) Standards
Principle #1 : The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2 : The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Principle #3 : The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle #4 : The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle #5 : The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle #6 : The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7 : The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle #8 : The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Principle #9 : The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle #10 : The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Retrieved from http://www.ccsso.org/content/pdfs/corestrd.pdf
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The Indiana Professional Standards Board (IPSB)
Standards For the Teacher of Reading
Standard # 1: The teacher of reading understands the central concepts, tools of inquiry, and dynamics of the reading process and creates learning experiences that make reading meaningful for the individual student.
Standard # 2: The teacher of reading understands how students learn and develop reading strategies, and can provide learning opportunities that support their reading development.
Standard # 3 : The teacher of reading understands how students differ in their approaches of learning to read and creates instructional opportunities that are adapted to diverse learners.
Standard # 4: The teacher of reading understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving and performance skills.
Standard # 5: The teacher of reading uses an understanding of individual and group motivations and behaviors to create a learning environment that fosters an interest and growth in all aspects of literacy .
Standard # 6: The teacher of reading uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active engagement, collaboration and support interaction in the classroom.
Standard # 7: The teacher of reading plans and manages instruction based upon knowledge of literacy, individual students, community, and curriculum goals.
Standard # 8: The teacher of reading understands and uses formal and informal assessments to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Standard # 9: The teacher of reading is a reflective practitioner who is committed to and actively seeks professional growth.
Standard # 10: The teacher of reading communicates and interacts with families, professional colleagues, and the community to support students’ learning and well being.
Retrieved from http://www.doe.state.in.us/dps/standards/teacherindex.html
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Course Requirements During Class
Attendance: All students are expected to arrive on time and remain in class until dismissed.
Attendance is important in this class because many activities involve students’ participation.
Being late for class three times will count as one absence. More than one absence will result in a one-letter grade reduction for each class missed. An absence might be excused if a student provides a written documentation of legitimate reasons for being absent, but even so, the instructor may ask the student to do an extra work to make up the missing class. Anyone missing class is responsible for obtaining the class notes and handouts from a classmate.
Participation (10 points): Students are required to read the assigned texts before class and actively engage in classroom activities and discussions. In class participation, students are also expected to be respectful to each other and to the instructor. Any disengagement or disrespectful behaviors may negatively affect the participation grade.
No electronic devices, including laptops and cell phones, are allowed during the class, unless a student obtained permission from the instructor beforehand.
Reading Response Journal (21 points): Students are required to read the weekly assigned readings before class and write a response journal. This journal assignment is only for the textbook Literacy for Children in an Information Age.
This journal should be typed up (1-2 pages long, double-spaced). Students should print the journal and bring it to the class when it is due.
See the attached course schedule for the due dates. There will be seven journals in total and each journal is worth 3 points.
Teaching Demo with Lesson Plan (10 points) : Each student as a group is required to design a
30-40 minute reading lesson and to teach the demo to the class, based on the lesson plan. The date and topic for demo lesson will be determined later in the semester. After demo, a group should hand out a lesson plan for the instructor and other students in the class.
Minority Literacy Program and Reflection (10 point): Students are required to work as a reading tutor for the Minority Literacy Program at IPFW for a minimum of two hours. This program is held on Saturday 10:15-11:15 and 11:30-12:30. This program is located in Neff 251 and the coordinator is Mr. Kyaw (Joe) Soe. He can be reached at 489-2585 or 466-6142 or soek@ipfw.edu
. If students cannot come to the Saturday program, they may participate in FWCS
Study Connection Tutoring program which is held on Monday afternoon at Curriculum Lab. At the end of their experience, students will write a reflection paper (1-2 pages). Due on Dec. 14.
Lesson Plan Design (10 points): Design a lesson on teaching narrative or informational text.
Bring the first draft of a lesson plan to the class on Oct. 21 and submit the revised lesson plan along with the first draft on Oct. 28.
Reflection through Fairy Tale (10 points): As a way to synthesize all the information (e.g. readings, discussions, activities) covered in the class throughout the semester, students are required to write a fairy tale or fiction to reflect their learning processes/development and their knowledge gained. This is a culminating assignment, so it should be done during the last two weeks of the class (Oct. 14-Oct. 28). The story should be 2-3 pages long, double-spaced. It should be typed up and brought to the last class meeting on Oct. 28.
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Course Requirements During Internship
Classroom Observation and Reflection (9 points): Observe one session of reading instruction and write a reflection paper (1-2 pages) for the observation. This observation reflection does not have to follow the format used in the portfolio. Due on Dec. 14.
Actual Implementation of Lesson Plan and Reflection (10 points): Teach one reading lesson to an elementary class and write a reflection. Submit the lesson plan you used along with a reflection paper (1-2 pages). If you had to use a lesson plan provided by the teacher, for instance, a lesson from a teacher guidebook, then attach a copy of it. If you do not attach any lesson plan to your reflection paper, the maximum points you will get for this assignment is 7. Due on Dec.
14
Running Record (10 points) : Administer a Running Record. Submit the result. Due on Dec. 14
Extra Credits
Read Aloud (2 points): Select one of children’s literature and read it aloud in class. After reading, lead an activity related to the literature. This activity should take only 5-10 minutes.
All the assignments should be submitted in a hard copy format to the instructor. You can put your completed assignments into my mailbox in Neff 250. In a certain circumstance, if you have to submit the assignments via email, please make sure that you get my confirmation email within three days.
Note.
Students are expected to activate and use their IPFW email accounts. Announcements and notice of changes may be sent to students via email.
Grading
- Late assignments will not be accepted unless a student gets approval from the instructor in advance.
- Final course grade will be based on the following.
99-100 Points: A+ 94-98 Points: A 90-93 Points: A-
87-89 Points: B+ 84-86 Points: B 80-83 Points: B-
77-79 Points: C+ 74-76 Points: C 70-73 Points: C-
67-69 Points: D+ 64-66 Points: D 60-63 Points: D-
Below 60 points: F
Course Policy
The students should observe all IPFW policies and regulations as specified in the Student
Handbook ( http://www.ipfw.edu/academics/regulations/ ) The instructor will also follow the university policies in dealing with student registration, attendance, cheating, plagiarism, final examinations, and grading.
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Ground Rules for discussion: In this course, students will participate in a number of whole class and small group discussions. During discussions, the students are expected to express their thoughts and ideas freely. Since each person has unique prior experiences and background knowledge, discussion provides a good opportunity to learn from each other. Discussion also helps a person to critically review his/her own viewpoints and search for a better solution to the issues and problems. Thus, it is encouraged to challenge each other during discussion. When presenting counterarguments, students should be polite. We disagree with people’s ideas, not the people themselves. Hateful and insulting remarks will not be tolerated.
Diversity: According to the IPFW Student Handbook, “the university seeks to develop and nurture diversity. The university believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life…
IPFW prohibits any discrimination against any member of the university on the basis of race, religion, color, sex, age, national origin or ancestry, …” Consistent with the university policy, diversity and nondiscrimination are valued in this course. As pre-service teachers, the students also need to be aware of diversity in elementary schools and try to promote learning through such diversity.
Disability: Students who have a disability or acquire one during the course can get assistance from Services for Students with Disabilities in Walb 113. (Tel. 481-6657)
Resources
The Writing Center provides assistance to students in writing assignments, research papers, and other types of academic writing. Students can get free consultation on all phases of the writing process (e. g. organizing, revising). http://www.ipfw.edu/casa/writing/ KT G19 (Tel. 481-5741)
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Tentative Course Schedule
Date Readings
(2 nd ed.)
Wk 1 (Aug. 26) Introduction
Wk 2 (Sept. 2)
Wk 3 (Sept. 9)
Ch. 4 Phonemic Awareness
Ch. 5 Phonics
Wk 4 (Sept. 16) Ch. 6 Vocabulary
Wk 5 (Sept. 23) Ch. 7 Fluency
Comprehension: Narrative Text
Wk 6 (Sept. 30) Ch. 12 Information Text
Wk 7 (Oct. 7) Ch. 8 Writing
Wk 8 (Oct. 14) Ch. 11 Using Literature
Wk 9 (Oct. 21) Running Record
Wk 10 (Oct. 28) Ch. 9 Assessments
Readings Assignment Due
(1 st ed.)
Ch. 3
Ch. 4
Ch. 6
Ch. 5
Ch. 10
Ch. 7
Ch. 9
Ch. 8
RRJ 1
RRJ 2,
Group 1 Demo: Phonics
RRJ 3,
Group 2 Demo: Vocabulary
RRJ 4,
Group 3 Demo: Fluency
Group 4 Demo: Narrative Text
RRJ 5,
Group 5 Demo: Informational Text
RRJ 6,
Group 6 Demo: Writing
RRJ 7,
Group 7 Demo: Using Literature
First Draft of Lesson Plan
Final Draft of Lesson Plan
Fairy Tale
Wk 11—Wk 16 Internship (Nov.4 –Dec. 9)
Wk 17 (Dec.14) No Class
Portfolio Checkpoint
(a) Minority Literacy Program Reflection
(b) Observation and Reflection
(c) Lesson Plan and Reflection
(d) Running Record
Note. RRJ represents Reading Response Journal.
Note. The instructor reserves the right to modify the contents of this syllabus as needed.
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