(EDR 320) Reading Assessment and Instruction
Syllabus of record
Course Description:
This course includes the study of literacy assessment and
instructional practices useful in guiding developmentally appropriate learning for children K6. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Standards and Assessments
Unit Standards: Michigan Department of Education (MDE), National Council for Accreditation
of Teacher Education (NCATE).
Common Initial Program Standards: INTASC Standard 4: The teacher understands and
uses a variety of instructional strategies to encourage students' development of critical
thinking, problem solving and performance skills.
Course Standards and Assessments:
Course Standards:
a) Michigan Standards for Reading Professionals
Common Assessment: Literacy Lesson
Major Topics:







Using literature
Informational Text
Reading strategies
Diversity issues
Literature circles
Censorship
Formal and informal assessments
Additional Information:
The class includes lecture, discussion, structured class activities and cooperative learning.
Students are encouraged to use their creativity, knowledge and initiative in fulfilling course
requirements. Students will find that what they take from this class will be directly
connected to their enthusiasm for and engagement with the assignments and class
activities. The course Blackboard site will also be used.
Course Knowledge Base:
Anthony, R. J., Johnson, T. D., Mickelson, N. I, and Preece, A., (1991). Evaluating literacy:
A perspective for change. Heinemann Educational Books, Inc., Portsmouth, NH.
Barton, J., (2001). Teaching with children’s literature. Christopher-Gordon Publishers, Inc.,
Norwood, MA.
Darigan, D., Tunnell, M., & Jacobs, J., (2002). Children's literature: Engaging teachers and
children in good books. Prentice Hall, Englewood Cliffs, NJ.
Hancock, M., (2000). A celebration of literature and response: Children, books and teachers
in K-12 classrooms. Prentice Hall, Upper Saddle River, NJ.
Harris, V., (1993). Teaching multicultural literature in grades K-8. Christopher-Gordon
Publishers, Inc., Norwood, MA.
Harvey, S. & Goudvis, A., (2000). Strategies that work: Teaching comprehension to
enhance understanding. Stenhouse Publishers, Portland, ME.
Hill, B. C., Johnson, N. J., and Schlick Noe, K. L., (1995). Literature circles and response.
Christopher-Gordon Publishers, Inc., Norwood, MA.
Horning, K., (1997). From cover to cover:
HarperCollins Publishers, New York.
Evaluating and reviewing children’s books.
Kohl, H., (1995). Should we burn Babar?: Essays on children’s literature and the power of
stories. Heinemann, Portsmouth, NH.
Lindgren, M. V., (1991). The multicolored mirror: Cultural substance in literature for
children and young adults. Highsmith Press, Fort Atkinson, WI.
Jobe, R., & Dayton-Sakari, M., (1999). Reluctant readers: Connecting students and books
for successful reading experiences Pembroke Publishers, Markham, Ontario, Canada
_____, (2001). Multicultural children’s literature: Through the eyes of many children. 1st
ed., Prentice-Hall/Merrill Education, Englewood Cliffs, NJ.
Peterson, R., & Eeds, M., (1991). Grand conversations:
Scholastic, NY.
Literature groups in action.
Routman, R., (1999). Conversations: Strategies for teaching, learning and evaluation.
Heinemann Educational Books, Inc., Portsmouth, NH.
_____, (1988). Transitions: From literature to literacy. Heinemann Educational Books, Inc.,
Portsmouth, NH.
Schlick Noe, K. L. and Johnson, N. J., (1999). Getting started with literature circles.
Christopher-Gordon Publishers, Inc., Norwood, MA.
Wood, K. and Moss, A., editors, (1992). Exploring literature in the classroom: Contents and
methods. Christopher-Gordon Publishers, Inc., Norwood, MA.