SYLLABUS: EDU 6524
Name ________________________ # __
Teaching Skills of Reading & Comprehension
Instructor:
Office:
Office Tel. #:
E-mail:
Merleen D. Ivey
Lowery Hall – Office 402
601-925-3404
mivey@mc.edu
Semester:
Time:
Fall / 2009
6:00 – 8:45 p.m.
Date ________________________________
Textbook: Gunning, T. (2008). Creating Literacy Instruction for All Students, Sixth Edition,
Boston, MA: Allyn & Bacon.
Course Description: This course emphasizes reading approaches, theories, strategies, diagnosis,
and remediation techniques to enable teachers to become more proficient in the teaching of reading.
In addition to the state standards for reading, particular emphasis will be placed on the integration of
the National Board for Professional Teaching Standards (NBPTS) for the early and middle
childhood generalist certificate.
This course is designed to provide the student with information relevant to the reading skills,
materials, and practices of effective teaching systems used by readers and the interactive nature of
the reading process. The focus will identify contemporary issues and develop an awareness of
current, effective elementary reading practices.
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Mission Statement
Perhaps the most significant redemptive spiritual symbol of the Christian Church and therefore,
the Christian College, is the cross. As a distinctly Christian university, Mississippi College is
determined to fulfill its historic mission and its contemporary mission in such a way as to apply this
redemptive symbol through practical and temporal programs. The historical mission for the college
is still etched on the entrance and exit portals: “Enter Here to Increase in Stature, Knowledge and
Wisdom” and “Depart to Share Your Culture with All Mankind”.
The contemporary mission statements of the University as well as the School of Education and
the Department of Teacher Education and Leadership are much more comprehensive in nature but
still adhere to the basic purpose of ministering to society. It is our contention that “Reflective
Practitioners” who are caring and competent and who are under girded by Christian principles are
excellent examples of program completers who can effectively personify the intersection of the
institution’s historic and contemporary missions. We believe that placing an image of the cross
behind the teacher education/leadership program model sets a suitable and coherent philosophical
framework for teacher education and leadership at Mississippi College.
The Image in the foreground of the graphic representing the conceptual framework illustrates the
temporal nature of teacher educator and leadership programs at Mississippi College. The symbolic
architecture suggests that Mississippi College graduates serve mankind in time and that their belief
that teachers and other school leaders will become beacons in society. The Mississippi College
magazine is the Beacon. We believe that teachers and other school leaders will become beacons in
their communities when they are, in fact, “competent, caring, Christian reflective practitioners”.
INSTRUCTIONAL METHODS:
Lecture, discussion, demonstrations, modeling, role-playing, cooperative groups, observation,
technology, lesson planning, reflections, research, case studies, professional journal articles,
textbooks, trade books, self-evaluations, and tests will be utilized in
this class.
TOPICS:
1. The Nature of Literacy and Today’s Students
2. Evaluation
3. Fostering Emergent/Early Literacy
4. Teaching Phonics, High-Frequency Words, and Syllabic Analysis
5. Building Vocabulary
6. Comprehension: Theory and Strategies
7. Comprehension: Text Structures and Teaching Procedures
8. Reading and Writing in the Content Areas and Study Skills
9. Reading Literature
10. Approaches to Teaching Reading
11. Writing and Reading
12. Diversity in the Literacy Classroom: Adapting Instruction for English Language and At-Risk
Learners
13. Creating and Managing a Literacy Program.
OBJECTIVES: (Based on: International Reading Standards)
1. Explain how engaged reading can lead to higher achievement. (Standard 1.3)
2. Explain formative assessment as a basis for more effective instruction. (Standard 10.1)
3. Select Read-Aloud books. (Standard 5.2)
4. Recognize the value of using both decodable and predictable books. (Standard 6.2)
5. Show students how to teach each other words. (Standard 6.6)
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6. Describe techniques used to help students draw conclusions. (Standard 7.5)
7. Illustrate teaching strategies to enhance comprehension skills. (Standard 7.4)
8. Provide research-based suggestions for building overall achievement as well as preparation for
high-stakes tests. (Standard 10.2)
9. Evaluate the different approaches to reading. (Standard 1.6)
10. Explain the value of quickwrites. (Standard 9.2)
11. Discuss how instruction for English learners might be geared to their stage of English
acquisition. (Standard 9.1)
ASSIGNMENTS: (Post Grades Here)
Points
- Chapter Presentation & Activities - - - - - - - - (Weighty Word-Type) Vocabulary Story - - - - Journal Article - - - - - - - - - - - - - - - - - - - - - - *Daily Grades / Participation (See list below) - Final Exam - - - - - - - - - - - - - - - - - - - - - - - - - Attendance - - - - - - - - - - - - - - - - - - - - - - -
_____ / 100 =
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_____ / 100 =
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Percentage
Assessment Type
20%
20%
15%
20%
20%
5%
100%
Informal (Rubric)
Informal (Rubric)
Informal (Rubric)
Informal (Rubric)
Formal or Informal (Test)
Informal (Rubric)
* Daily Grades – Post Here:
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Date
Grade
(The lowest grade will be dropped.)
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Attendance: (General)
- According to the Mississippi College General Bulletin: “Class attendance is an essential part
of college education, and students are expected to attend regularly and punctually all classes
and laboratories for which they are registered. Students are expected to attend class, to carry
out all assigned work on time, and to complete all written exam in the time frame designated.”
College policy regulates class absences, and no credit can be given for a course in which a
student misses more than 25% of the class periods.
- If a student misses more than the number of class periods specified in the university policy and
believes that there are reasonable explanations for the absences, he/she may appeal the
absences to the Dean of Education. Students may obtain a Student Absences Appeal form from
the Dean’s Office.
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Attendance: (Specific to Dr. Ivey)
- **Each student will receive 100 points in his/her Attendance/Participation bank. The maximum
deduction in this area will not exceed 100 or -5 points.
- Use the following chart to mark attendance throughout the semester. (See Attendance: Specific
to Dr. Ivey for further explanation.)
First Second Third
- Absence - - - - - Tardy- - - - - - Early Leave - -
-0
-0
-0
-15
-10
-10
-20
-15
-20
Fourth Fifth Sixth Seventh (Excused or unexcused)
-20
-20
-20
-20
-20
-20
-20
-20
-20
-20
-20
-20
- This attendance plan evolved over time--and has proven to be the best in terms of
communication and implementation for all Dr. Ivey's classes.
Example:
- Attendance/Participation is counted as one score and equals 5% of the total grade--or a
maximum of 5.00 points. Consider the following scenario (See sample below):
Absences
= 3 -----Tardies
= 3 -----Early Leave = 1 - - - - - Total =
- 35 points
- 25 points
- 0 points
- 60 points deducted from 100 points = 40
According to the Attendance Chart listed, the score recorded for Attendance/Participation
would be 40 x 5% = 2.00 from a possible 5 points or 3.0 total.
First Second Third
- Absence - - - - - Tardy- - - - - - Early Leave - -
-0
-0
-0
-15
-10
-10
-20
-15
-20
Fourth Fifth Sixth Seventh (Excused or unexcused)
-20
-20
-20
-20
-20
-20
-20
-20
-20
-20
-20
-20
- Roll will be called each day at the beginning of class—using the clock in the classroom—set
by the college’s computer and monitored by the instructor throughout the semester.
- It is the student’s responsibility to check with Dr. Ivey during a break or after class if he/she did
not answer roll. Dr. Ivey will change her records at that time. Waiting until the end the
semester—no changes will be made. (Names will be called 3 times. A demonstration will be
provided at the first class session in marking attendance.)
- Participation/Attendance may positively or negatively affect the final grade. Therefore, if a
student has or will have excessive absences, tardies, or early leaves—take an “Incomplete” or
“Withdrawal” are options to be considered.
- Students are to be commended enhancing their education. However, before committing to take
and/or stay in this class, carefully consider your family, job, and other obligations that might
impact attendance.
- Determining an excused/unexcused absence is a judgment issue and has been a difficult matter
to discern in the past. Therefore, if a student is present, he/she can participate in class
activities—otherwise not. (A correlation usually exists in class and job attendance. Instructors
want students present and on time—and so do employers.)
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- FYI: If a student has no more than 3 absences/tardies/early leaves (combined this semester)—
consider using Dr. Ivey as a reference.
- If a student misses more than the number of class periods specified in the university policy and
believes that there are reasonable explanations for the absences, he/she may appeal the
absences to the Dean of Education. Students may obtain a Student Absences Appeal form from
the Dean’s Office.
EVALUATIONS:
- Assessments will be based on formal and informal evaluations. (See individual Point Sheets.)
- Subjective (informal) scoring will be based on professional judgment and high expectations from
students.
Grading Scale
Graduate
A = 94 – 100 (93.5 – 100)
C+ = 84
(83.5 – 84.4)
B+ = 93
(92.5 – 93.4)
C = 75 – 83 (74.5 – 83.4)
B = 85 – 92 (84.5 – 92.4)
D = 70 – 74 (69.5 – 74.4)
F = 69.4 - (Below 69 -)
METHODS OF EVALUATION:
- Rubrics will be based on 100 points. Percentages for individual assignments and assessments
are listed.
- Individual test scores will be discussed in private—not in class.
- A computerized spreadsheet will be used to average all final grades at the end of the semester.
- Grades will be rounded to the nearest whole number.
- No final grades will be changed—even if the student lacks .1 of a point to the next letter grade.
(Why have a grading scale if it is subjected to change? Making allowances for one student
creates a multitude of problems later.)
- Perfect attendance is lauded—but carries no extra credit in determining final grades.
OTHER COURSE INFORMATION:
-
Keep all returned papers for documentation.
Record all scores
Staple all Point Sheets on top of assignments turned in. There will be deductions for replacements.
Ten (10) points per day will be deducted for late assignments.
All assignments need to be submitted in the following format—unless specified:
Font - - - - - - - - - - Helvetica, Times, Roman, or New Roman
Type Size - - - - - - 10 – 13 pts.
Margins - - - - - - - Approximately 1 inch or less
Spacing - - - - - - - 1½ or Double
No. of Pages - - - - Varies with assignments
Reference Format - APA preferred
Special Accommodations:
- Student needing special accommodations due to learning, physical psychological or other
disabilities should contact Dr. Amy Christian in the Counseling and Career Development
Center in Lowrey Hall (925-3354) or write him at PO Box 4016, Mississippi College, Clinton,
MS 39058.
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- Note: Allowances will be made to those students indicating disabilities certified by a medical
professional. Dr. Ivey needs to know if the student’s condition will prevent him/her from
arriving at class on time. Without proper documentation, expectations will be the same for all
students.
Other:
- Cell Phones--limit conversations to emergencies—take calls outside of class for a brief time
- Student laptops--welcome, but must be used for taking notes/assignments for this class
- Laptop & Projector – Check room or with Dr. Ivey beforehand
- Internet—Room 402 has 2 internet ports
- Children-- A college classroom is not the best environment for young children. Therefore, it is
necessary that students make arrangements for childcare.
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