LAKE SUPERIOR STATE UNIVERSITY
SCHOOL OF EDUCATION
TE 330
READING IN THE ELEMENTARY CLASSROOM
SPRING 2004
Instructor:
Office:
Telephone:
E-mail:
Guidi Yang
332 South Hall
635-2181 (Office)
gyang@lssu.edu
Class time: TR 2:00-3:20pm
Classroom: CAS 212
Credits:
3
Office Hours: TR 3-5:30pm; W 1-3pm
(and by appointment)
COURSE PREREQUISITE:
TE 150, TE 250, and admission to the teacher education program
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.
COURSE OBJECTIVES
Upon successful completion, 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, 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.
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

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.
COURSE 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 reading materials will be handed out in class.
COURSE ASSIGNMENTS:
1. Reflective journals: You will write six 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. Critique
#1 will be prepared to share with your peers in a group. Critique #2 should be a 3page 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 completed 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
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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. Refer to the
guidelines on page 7 for specific directions.
6. Write a 3 to 4-page Final Reflection on your experience in TE 330. The reflection should
focus on what you have learned from (a) the readings, class discussions and activities, and
assignments in TE 330, and (b) your field experience. Submit the Final Reflection with your
portfolio.
All assignments must: (a) be word processed (or typewritten) and double-spaced (with
one-inch margins, a standard 12-point font and Times New Roman), (b) attend to proper
rules of English grammar, and (d) 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
Spring 2004
Sara Smith
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.
Fieldwork 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 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. Following is a distribution of grade percentage for the course.
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Class participation
Six reflective journals
Book-Sharing
Wish List
Critiques
Mid-term
Fieldwork
Mini-lesson Presentation
Final Examination
Total:
15%
10%
5%
5%
5%
20%
10%
10%
20%
100%
The grading scale is as follows:
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 COURSE 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 ACCOMMODATIONS 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 the RCSD to verify the disability and determine reasonable
academic accommodations. RCSD is located in South Hall Office 206. The telephone
number is (906) 635-2454.
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TE 330 COURSE SCHEDULE
Date
1/13
Topic
Readings
Assignments due
Read for next classes:
-Chapter 1
-IRA Standards for
Reading Professionals
1/20
Introduction
Course syllabus
Fieldwork requirements
Survey
Definitions of reading
Models of reading
Knowledge & beliefs
1/22
Instructional approaches
Chapter 2
Reflective journal 1
1/27
Achieving a balance in reading instruction
1/29
Reading-writing connections
Chapter 10
Critique 1
2/3
The Language-Experience Approach
2/5
Early literacy
Chapter 3
Reflective Journal 2
2/10
Chapter 4
Shared reading
presentations
2/12
Inviting beginners into the literacy club
Shared reading presentations
Linguistic awareness
2/17
Phonemic awareness
2/19
Word Identification—teaching phonics
Chapter 6
Reflective Journal 3
2/24
Teaching other word recognition skills
2/26
3/2
&3/4
3/9
Mid-term Examination
Spring Break (No classes)
3/11
Developing silent reading fluency
3/16
Developing comprehension strategies
3/18
The story structure
3/23
Guiding interactions between the reader and
text
1/15
Developing oral reading fluency
Chapter 7
Chapter 8
Reflective Journal 4
Critique 2
5
3/25
Vocabulary knowledge and concept
development
Vocabulary instruction
Chapter 9
Chapter 11
4/6
Children and literature
“Wish List” presentations
Basal readers and instructional materials
4/8
Making the transition to content area texts
Chapter 13
4/13
Chapter 14
4/15
Meeting the literacy needs of diverse
learners
Mini-lesson Presentations (2 pairs)
Mini-lesson Presentations (4 pairs)
4/20
Mini-lesson Presentations (4 pairs)
4/22
Mini-lesson Presentations (4 pairs)
3/30
4/1
Reflective Journal 5
“Wish List”
Chapter 12
Reflective Journal 6
Fieldwork Portfolio
Monday FINAL EXAMINATION
April 26
3—5pm
Please note the instructor reserves the right to make changes to the course schedule. Appropriate
notice will be given prior to changes.
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