LAKE SUPERIOR STATE UNIVERSITY
SCHOOL OF EDUCATION
EDUC 330
READING IN THE ELEMENTARY CLASSROOM
Spring 2007
Instructor:
Office:
Phone:
E-mail:
Amanda McCabe
331 Crawford Hall
906-635-2657
amccabe@lssu.edu
Class Time: Tues/Thurs 12:30-1:50
Classrooms: CAS 205
Credits:
3
Office Hours: Tues/Thurs 2:00-4:00
Also by appointment
COURSE DESCRIPTION
This course is designed to study reading as a process of constructing meaning
through dynamic interactions among the reader, the text, and the context of
the reading situation. It addresses topics such as objectives, content,
materials, organization and methods of teaching reading in the elementary
classroom. Class format will be lectures, discussions, and student
presentations. Prerequisite: TE 150, TE 250, and admission to the teacher
education program.
COURSE OBJECTIVES
Upon successful completion of this course, the teacher candidate will be able
to:
 Define reading and describe the critical relationships among background
knowledge, reading comprehension, content and organization of text,
and the purpose of the reading situation.
 Demonstrate an understanding of current national and state reading
literacy standards.
 Describe the factors that influence decisions in reading instruction.
 Demonstrate knowledge of individual differences that affect reading
comprehension.
 Demonstrate the knowledge of instructional materials and the
knowledge of the role of literature in reading programs.
 Demonstrate the knowledge of methods and techniques of teaching
reading, including but not limited to emergent literacy, phonemic
awareness, word recognition skills, vocabulary development, fluency,
structural analysis, comprehension, and reading/study strategies.
 Explain the different theories of teaching reading and illustrate how to
provide a balanced and eclectic, reading program that will reach all
students.



Identify and match instructional activities and strategies to Michigan’s
benchmarks for reading.
Share knowledge gained from reading current professional journals on
relevant reading topics
Discuss controversial reading issues with an open mind and be able to
express opinions and decisions based on both past and current research.
TEXTBOOK (Required)
Vacca, J.A., Vacca, R.T., Gove, M., Burkey, L., Lenhart, L.A., & MaKeon, C.
(2003). Reading and learning to read. (5th Ed.). Allyn & Bacon.
Additional materials will be handed out in class or reserved at the library.
COURSE ASSIGNMENTS
1. Reflective journals: You will write four two-page journals reflecting
your thoughts on the readings, class discussions, and field experience.
Due dates are listed on the course schedule.
2. Critiques: Summarize and respond to two professional journal articles of
your choosing on topics relevant to teaching reading in the elementary
classroom.
a) Critique #1 will be prepared to share with your peers in a group.
b) Critique #2 should be a 3 page paper. The first page should be a
summary of the article and the remaining two pages should be
your reaction to the article, positive or negative.
Be critical of the article and support your arguments with other sources
if necessary. This should be followed by a brief conclusion. Cite your
article in the following APA style:
McKeon, C.A. (1999). The nature of children’s e-mail in one classroom.
The Reading Teacher, 52, (7), 698-706.
3. Book sharing: Share a children’s trade book, demonstrating its use and
purpose (in class). You are also required to write a one-page paper
providing your rationale for your choice of the book and its use.
4. Create a “Wish List” of resources, including mainly books and software
for teaching reading in the elementary classroom. The complete
assignment should be a written proposal for a grant of $300. Make sure
the proposal includes the following:
To whom it may concern (usually the school principal or the
school district administration), who you are, what grade you are
teaching, justification for a grant of $300, how you are going to
spend the money if your proposal is approved (two pages). Attach
a table reflecting the resources (title of the books, software,
etc.) you are going to purchase, the cost, and how the resources
will be used.
5. Present a 20-minute mini-lesson: The presentation is an opportunity for
you to demonstrate your ability to integrate reading into content areas
(e.g., Language Arts, Mathematics, Science, Social Studies, etc.). With
this in mind, your presentation should focus on a theme/topic that might
typically be covered and will promote critical thinking at a given grade
level. You should explicitly use the method(s) for teaching and
integrating reading discussed throughout the course.
6. Write a 3 to 4 page Final Reflection on your experience in EDUC 330.
The reflection should focus on what you have learned form (a) the
readings, class discussions and activities, and assignments in EDUC 330,
and (b) your field experience. Submit the Final Reflection with your
portfolio.
ALL assignments must: (a) be word processed (or typewritten) and doublespaced (with one-inch margins, a standard 12-point font and Times New
Roman), (b) attend to proper rules of English grammar, and (c) conform to
APA style. Proofread your work carefully before submitting. Late work will
be penalized by 5% each day.
Each written assignment should have a cover page with the following
information on it. e.g.
TE 330
Fall 2006
Jane Doe
Reflective Journal 1
FIELD EXPERIENCE
Students are required to spend a minimum of 15 hours in the elementary
classroom observing and engaged in practical application of current reading
theories to individual or small group instruction.
Field Assignments:
 Observe classroom interactions, instructional methodologies and
activities, resources used classroom management, and environment.
Include observations and reflections in journals.
 Read a minimum of two times to an individual, a small group, or a whole
class.
 Conduct two metacognitive interviews with two students in your field
classroom. The interview questions will be provided in class.


Perform other activities decided between the cooperating teacher and
you.
Develop a portfolio to show your professional development. Your
portfolio should include the following: (a) a copy of your field
experience time sheet, (b) your journal entries recording what you
observed or did each time you were in the classroom and your
reflection), and (c) a Final Reflection.
COURSE EVALUATION
Your final course grade will be determined by the sum of the points you earn
on each of the assignments. The following is a distribution of grade percentage
for the course.
Assignments
Class Participation
Four reflective journals
Book-Sharing
Wish List
Critiques
Mid-term
Fieldwork
Mini-lesson Presentation
Final Examination
Grade percentage
15%
10%
5%
5%
5%
20%
10%
10%
20%
Total: 100%
GRADING SCALE
94-100 = A
90-93 = A87-89 = B+
83-86 = B
80-82 = B77-79 = C+
73-76 = C
70-72 = C-
67-69 = D+
63-66 = D
60-62 = D0-59 = F
A grade of B- or better is needed to satisfy program requirements.
POLICY ON ATTENDANCE AND PARTICIPATION
Regular class attendance is required. There is no difference between an
excused and unexcused absence, except those approved by the Provost Office.
If you must miss a class session, please make sure that a classmate picks up
your handouts.
Active and constructive participation is essential to successful completion of
this course. Class participation will be evaluated for (1) evidence that you
completed all the readings for each class session, (2) the thoughtfulness of your
contributions to the class discussions, and (3) the professionalism of your
interactions with your peers and instructor.
DISABILITY SERVICES AND ACCOMODATION FOR STUDENTS
In compliance with Lake Superior State University policy and equal access laws,
disability-related accommodations or services are available. Students who
desire such services are to meet with the instructor in a timely manner,
preferably the first week of class, to discuss their disability-related needs.
Students will not receive services until they register with the Resource Center
for Students with Disabilities (RCSD). Proper registration will enable RCSD to
verify the disability and determine reasonable academic accommodations.
RCSD is located in South Hall Office 206. The telephone number is 906-6352454.
EDUC 330 COURSE SCHEDULE
Date
Jan 16, 18
Jan 23, 25
Jan 30
Feb 1
Feb 6, 8
Feb 13, 15
Feb 20, 22
Feb 27,
Topic
Introduction
Course Syllabus
Fieldwork
requirements
Survey
Definitions of reading
Models of reading
Knowledge & beliefs
Instructional
approaches
Achieving a balance in
reading instruction
Reading-writing
connections
The LanguageExperience Approach
Early Literacy
Inviting beginners into
the literacy club
Shared reading
presentations
Linguistic awareness
Phonemic Awareness
Word Identification –
teaching phonics
Developing oral
Readings
Read for next classes:
Chapter 1
IRA Standards for
Reading Professionals
Assignments Due
Chapter 2
Reflective
Journal 1 (Jan 23)
Chapter 10
Critique 1
Chapter 3
Chapter 4
Shared reading
presentations
Chapter 6
Reflective
Journal 2 (Feb
20)
Chapter 7
April 10,
12
reading fluency
Developing silent
reading fluency
Mid-term Examination
Spring Break
Developing
comprehension
strategies
The Story Structure
Guided interactions
between the reader
and text
Vocabulary knowledge
and concept
development
Vocabulary instruction
“Wish List”
Presentations
Basal readers and
instructional materials
Making the transition
to content area texts
Meeting the literacy
needs diverse learners
April 17,
19
April 24,
26
May 1
Mini-lesson
Presentations
Mini-lesson
Presentations
Final Examination
March 1
March 6,8
March 13,
15
March 20,
22
March 27,
29
April 3,5
Chapter 8
Chapter 9
Reflective
Journal 3 (March
20)
Chapter 11
“Wish List”
Chapter 12 & 13
Chapter 14
Reflective
Journal 4 (April
10)
Fieldwork
Portfolio
Please note the instructor reserves the right to make changes to this schedule
due to emerging issues. Appropriate notice will be given prior to changes.