STATE UNIVERSITY
College of Arts, Letters, and Social Sciences
EDUC330 Reading in the Elementary Classroom (3,0)
Fall 2009
3 Credits
Prerequisites: EDUC 150, EDUC 250, and admission to the Teacher Education program. Pre- or co-requisite: EDUC 301.
Instructor : Guidi Yang, Ph.D., Associate Professor
Office: 22 Brown Hall
Phone Number: (906)635-2181
E-mail: gyang@lssu.edu
Office Hours:
Monday Tuesday Wednesday Thursday Friday
12:00 - 1:00pm 11:00 - 1:00pm
And by appointment.

10:00 -12:00noon
Required Text:
Vacca, J.A., Vacca, R.T., Gove, M. K., Burkey, L., Lenhart, L.A., & MaKeon, C. (2008).
Reading and learning to read (7 th
ed.). New York: Allyn & Bacon.
Additional reading materials will be assigned during the semester.
Course Description:
This reading course is required by the Michigan Department of Education for all elementary teacher candidates seeking initial certification. The course provides teacher candidates with a foundation of knowledge about reading and teaching reading as an interactive process among the reader, the text, and the context of the reading situation. It addresses such topics as theories of reading, objectives, instructional materials, and methods for teaching reading in the elementary classroom. Class format will be lectures, group discussions, and student presentations. Fieldwork is required.
Course Goals:
The course is designed with the following main goals:
A – Awareness
The teacher candidate is able to recognize, recall, and reflect on the existence of different aspects of literacy development and related teaching strategies.
B – Basic Understanding
The teacher candidate is able to articulate knowledge about literacy development and related instructional and assessment strategies and is able to demonstrate and reflect on the use of this knowledge at a fundamental level of competence acceptable for teaching.
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C – Comprehensive Understanding
The teacher candidate is able to apply broad, in-depth knowledge of the different aspects of literacy development in a variety of settings.
Course Objectives:
This course is designed and delivered in compliance with the Michigan Certification
Standards for the Preparation of All Elementary Teachers--Reading Instruction (Adopted by the Michigan State Board of Education July 11, 2002). Upon successful completion of the course, the teacher candidate will be able to:
1.
Demonstrate knowledge of major reading theories and reading research, critically read professional journals and publications, 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;
2.
Understand reading as “the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.”
3.
Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction;
4.
Demonstrate knowledge of current national and state reading literacy standards;
5.
Understand the symbolic system of written language including the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relationships to the reading process;
6.
Understand emergent literacy, the stages of literacy development on a continuum
(including knowledge of letters and their sounds, phonemic awareness, reading words, accuracy and fluency, self-monitoring and self-correction strategies, comprehension, and reading habits) and the experiences that support it;
7.
Articulate the scope and sequence of each skill area (i.e. print-sound code, word identification, vocabulary building, fluency, comprehension) and describe the relationship among them; and describe characteristics of fluent readers;
8.
Demonstrate knowledge of the major components of reading (emergent literacy. phonemic awareness, word identification and phonics, vocabulary development, background knowledge, fluency, comprehension strategies, motivation, and reading/study strategies) and how they are integrated in fluent reading;
9.
Evaluate students’ ability: to use phonics to decode and recognize words; to read with accuracy and fluency; to determine the meaning of unfamiliar words and concepts (vocabulary); to construct meaning from a variety of texts; and to know and use monitoring and fix-up strategies to overcome difficulties when constructing and conveying meaning across a wide range of situations as appropriate for different developmental levels;
10.
Explain that readers need to have and use a variety of word identification approaches and strategies involving phonemic awareness: systematic, explicit phonics, sight words (oral reading fluency), spelling, structural analysis, context clues, and prior knowledge;
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11.
Identify and use a wide range of instructional activities, approaches, and curriculum materials to plan and implement reading and wring instruction in phonemic awareness, word identification and phonics, vocabulary, background knowledge, fluency, and comprehension strategies;
12.
Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessment;
13.
Demonstrate knowledge of instructional materials and knowledge of the role of literature in reading programs;
14.
Use texts to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation for learners to read widely and independently for information, pleasure, and personal growth;
15.
List and describe a variety of strategies for learning vocabulary for various types of text materials;
16.
Adapt instruction to meet the needs of diverse learners to accomplish a variety of purposes;
17.
Give evidence of ability to develop reading lesson plans using a variety of strategies and practices to improve students’ reading abilities.
For a complete listing of the standards, go to: http://www.michigan.gov/mde/0,1607,7-140-6530_5683_6368-33331--,00.html
Assignments:
1.
Reflective journals: You will write six two-page journals reflecting your thoughts on the readings, class discussions and activities, and your field experience.
2.
Critiques: Summarize and respond to two research articles on reading instruction.
Critique #1 will be prepared for group discussion, during which you will summarize the article and share your reaction to the article orally with your classmates. Critique
#2 will be a 3-page paper (Attach the original research article. The article should be pre-approved by the instructor before you work on the critique.). 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 resources if necessary. Cite your article in APA style. e.g.
Saint-Aubin, J., & Klein, R.M. (2008). The influence of reading skills on the missingletter effect among elementary school students. Reading Research Quarterly, 29,
132-145.
3. Book-sharing. You will select a children’s trade book and share it in class, demonstrating its purpose and use. You are also required to write a one-page rationale, in which you will state the title of the book you have chosen, the author, year of publication, the target students’ grade level (decide on one grade level only), the reason you chose this book, and how you are going to use the book (consider the pre-, during, and after reading activities).
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4.
Wish List: This is an opportunity for you to practice writing a proposal for a grant. The completed assignment should be a two-page proposal for a grant of $300. You will create a list of resources, including mainly books and software for teaching reading in the elementary classroom. Try to select as many books as possible within the amount. Make sure the proposal includes the following:
Date of the proposal, 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 (Discuss the importance of reading and why you are applying for the grant.), and how you are going to spend the money if your proposal is approved. Attach a table reflecting the resources (titles of the books, software, etc.) you are going to purchase, the cost, and how the resources will be used (e.g. silent reading, reading aloud, cross-age reading, shared reading, etc.) should the grant be approved. Please try not to purchase more than three copies for one book.
5. Lesson presentation. You will present a 20-minute mini-lesson with a peer of your choice . The presentation is an opportunity for you to demonstrate your ability to integrate reading into a content area (e.g., Language Arts, Sciences, 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 in this course . Refer to the lesson plan format (Understanding by Design—UbD) on the school’s web site.
6. Final Reflection: The reflection, 3-4 pages in length, should focus on your personal growth based on (a) the readings, class discussions and activities, and assignments in EDUC330,
and (b) your field experience. Submit the Final Reflection with your portfolio.
All assignments must: (a) be word processed and double-spaced (with one-inch margins, a standard 12-point font and Times New Roman ), (b) attend to proper rules of the English grammar, and (c) conform to APA style. Electronic version will not be accepted on the due date after the class has started except with the instructor’s preapproval.
Each written assignment should have the following information on the top left corner of the first page. e.g.
EDUC 330
Fall 2009
John Smith
Reflective Journal 1
Due dates are listed on the course schedule.
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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.
Fieldwork Assignments:
1. Observe classroom interactions, instructional approaches and activities, resources used, classroom management, and environment. Include observations and reflections in field journals.
2. Read a minimum of two times to an individual, a small group, or a whole class.
3. Make an audio-tape using a class trade book or text passages to be used by students for improving oral reading fluency.
4. Conduct two metacognitive interviews with two students (one “good” reader and one “poor” reader) in your field classroom. Write a summary with your reflection on the interview results, paying attention to the similarities and differences and the implications for the classroom teacher. The interview questions are attached at the end of this syllabus.
5. Perform other activities decided between the field classroom teacher and you.
6. Develop a portfolio to show your professional development. The portfolio should include the following: (a) a field experience time sheet and Field Experience Evaluation Form, (b) your field journal entries and your reflection, using the questions on Form 325-b), (c) the metacognitive interviews assignment, (d) a mini-lesson plan, and (e) a Final Reflection (Refer to #6 in the Assignment section above).
Grading Scale and Policies:
Your final course grade will be determined by the sum of the points you earn on each of the assignments. No extra credit is available. Following is a distribution of grade percentage for the course.
Course Evaluation
Class Participation & Professionalism
Six reflective Journals
Book-Sharing
Wish List
Critiques
Three Quizzes
Field Experience Portfolio
Mini-lesson Presentation
Final Examination
Percentage
15%
10%
5%
5%
5%
20%
10%
10%
20%
Total: 100%
Grading Scale:
98-100
92-97
90-91
88-89
82-87
80-81
78-79
A+
A
A-
B+
B
B-
C+
70-77
68-69
66-67
62-65
60-61
0-59
C
C-
D+
D
D-
F
A grade of B- or better is needed to satisfy program requirements. No extra points are offered.
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Ground Rules:
1.
Completing assignments on time and keeping up with the class material is important for success in this course and in college. Late assignments will not be accepted except for legitimate pre-approved reasons as determined by the instructor. Examples of legitimate reasons are: severe illness, death in family, etc.
Electronic version will not be accepted on the due date after the class has started except with the instructor’s approval.
2.
Students are expected to perform all assigned work themselves. Any form of cheating or plagiarism will be handled in accordance with the Honor Code
Procedures. Violations of the Honor Code may result in an F for the course grade.
3.
Use of head phones, cell phones and hats during exams is prohibited.
4.
Cell phones must be turn off for all class and lab sessions. If the cell phone is on and rings, the student will be asked to leave the class for the day and this will count as an absence.
5.
No food in the classroom.
6.
No hats during class sessions.
Attendance:
You are expected to attend all the classes. There is no difference between an excused and unexcused absence, except those approved by the Provost’s Office and with doctors’ notes. If you must miss a class session, please make sure that a classmate picks up your handouts. Missed tests cannot be made up except in emergency or extenuating circumstances. Schedule an early quiz/exam if an approved absence is unavoidable. No extra credits are available.
Class participation:
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 the instructor.
University Policies and Statements:
The Americans with Disabilities Act & Accommodations
In compliance with Lake Superior State University policies and equal access laws, disability-related accommodations or services are available to students with documented disabilities.
If you are a student with a disability and you think you may require accommodations you must register with Disability Services (DS), which is located in the KJS Library, Room
130, (906) 635-2355 or x2355 on campus. DS will provide you with a letter of confirmation of your verified disability and authorize recommended accommodations.
This authorization must be presented to your instructor before any accommodations can be made.
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Students who desire such services should meet with instructors in a timely manner, preferably during the first week of class, to discuss individual disability related needs.
Any student who feels that an accommodation is needed – based on the impact of a disability – should meet with instructors privately to discuss specific needs.
IPASS (Individual Plan for Academic Student Success)
If at mid-term your grades reflect that you are at risk for failing some or all of your classes, you will be contacted by a representative of IPASS. The IPASS program is designed to help you gain control over your learning through pro-active communication and goal-setting, the development of intentional learning skills and study habits, and personal accountability. You may contact 635-2887 or email ipass@lssu.edu if you would like to sign up early in the semester or if you have any questions or concerns.
HONOR PLEDGE
As a student of Lake Superior State University, you have pledged to support the Student
Honor Code of the College of Engineering & Technology. You will refrain from any form of academic dishonesty or deception such as cheating, stealing, plagiarism or lying on take-home assignments, homework, computer programs, lab reports, quizzes, tests or exams which are Honor Code violations. Furthermore, you understand and accept the potential consequences of punishable behavior.
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Guidelines for the mini-lesson:
Please refer to the lesson plan format (F085-b —Understanding by Design Lesson Plan) on the Department’s web site. The lesson should focus on learning to read and reading to learn , display direct instruction, and include the following:
GRADE LEVEL
CONTENT AREA
TOPIC
OVERVIEW: This should be a one- to three-sentence brief description of the nature and purpose of the lesson.
OBJECTIVES (Consider the following):

Write in terms of what students will learn.

Provide objectives for the content area being integrated in a given lesson as well as reading skills.
You should contain directly observable objectives and should encourage strategy use, creativity, problem solving and critical thinking. e.g.
(Social Studies): Students will be able to identify similarities and differences between the
American culture and the Chinese culture.
Your objectives should be thorough and comprehensive enough to encompass the activity you have developed within a 20-minute time frame.
MATERIALS:
Describe the materials needed to present and conduct the lesson, including any special materials (art materials, dramatic play props, equipment, artifacts, maps, audiovisuals, etc.)
Describe any special room arrangements that might be needed.
INTRODUCTION: (Consider the following.)
How will you introduce the class in a creative, attention-grabbing manner? Include information concerning the group size, activities and procedures used to grab students’ attention, and a description of how you will inform the students about the purpose of the lesson and what students will be learning, NOT what students will simply be doing.
PROCEDURES:
Describe the step-by-step flow of events as you provide instruction. Remember that direct instruction should teach students something about the reading process. I should see elements of direct instruction in the lesson. Procedures should include direct instruction relative to each objective.
SUSTAINING, CONCLUDING, OR EXTENDING ACTIVITIES:
Ask yourself the questions: How will you conclude the lesson and create “closure?” How might you build on the objectives of this lesson in future lessons? How might you extend
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this lesson to another day, week, or month (may not apply to all lesson)? How will you keep this lesson going or sustain interest if it should wane?
ASSESSMENT:
Ask yourself the question: How will you evaluate/assess whether students have achieved your intended objectives? Your assessment should be measurable against the objectives written in the beginning of your lesson. You are expected to use some form of assessment. Assessments should directly evaluate each objective for the lesson.
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Tentative Course Outline (The class meets on Wednesdays.)
Session
Number
1
Week Date
1
Topic
9/2 -Introduction
-Field Experience Expectations
-Course syllabus
-Knowledge & Beliefs about
Reading
Definitions of Reading
Models of Reading
Reading
Assignment
Chapter 1
IRA Standards for
Reading Professionals
Certification
Standards for the
Preparation of All
Elementary
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Assignment
Due
Teachers in Reading
Instruction
2 9/9 Approaches to Reading Chapter 2 Reflective
Instruction
3 9/16 Meeting the Literacy Needs of Chapter 3
Diverse Learners
4
9/23 Test One
Early Literacy
5
9/30 Word Identification
6
10/7 Inviting Beginners into the
Literacy Club
7
10/14 Test Two
Reading Fluency
8
10/21 Vocabulary Knowledge and
Concept Development
Chapter 4
Chapter 5
Chapter 7
Chapter 8
Chapter 9
Journal 1
Reflective
Journal 2
Critique 1
Reflective
Journal 3
Reflective
Journal 4
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10/28 Reading Comprehension
10
11/4 Test Three
Bringing Children and
Literature Together
Chapter 10
Chapter 12
Shared reading rationale
Reflective
Journal 5
Wish List Wish List sharing
11
11/11 Reading-Writing Connections
Basal Readers and
Instructional Materials
12
11/18 Making the Transition to
Content Area Texts
13 11/25 Thanksgiving Recess--
No class
14 12/2 Mini-Lesson Presentations
15
12/9 Mini-Lesson Presentations
16
12/16 Final Examination
Wed. 5pm, Regular Classroom
Chapters
11 & 13
Chapter 14
Critique 2
Reflective
Journal 6
Portfolio
Please note changes may be made to the course schedule due to emerging issues. Appropriate notice will be given prior to changes.
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(B. Davey, University of Maryland)
Student’s name________________________ Grade: _____________________
Interviewer __________________________ Date: ______________________
1.
When you are reading, what do you do when you come to something you don’t know? a.
What do you do when you read something that doesn’t make sense? b.
What do you do when you come to a word you don’t know?
2.
Which do you like best, reading out loud or to yourself? Why?
3.
Which do you think takes longer, reading out loud or reading silently? Why?
4.
What types of things does your teacher have you do during reading time?
5.
Do you like to read? Why or why not?
6.
Do you read at home? How often? a.
Where do you read? b.
Do you read to yourself or to someone else? c.
What types of things do you like to read?
7.
Let’s say that the kindergarten teacher has asked you to help her during reading time.
How would you teach a kindergarten child how to read?
8.
Do you think it is important to know how to read? Why or why not?
9.
What is a good reader? How could you be a better reader?
10. Do you read anything easy in school? (If yes, then ask what)
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There is no single method or single combination of methods that can successfully teach all children to read. Therefore, teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach.
International Reading Association, 1999
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