KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
B.S. in Middle Grades Education
Semester
COURSE NUMBER (SECTION): EDMG 4408
COURSE TITLE: Teaching Reading in the Middle Grades
INSTRUCTOR
Name:
Office Phone:
Office Hours:
Office:
E-mail:
CLASS MEETING
TEXT & ELECTRONIC MATERIALS
Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.
CATALOG DESCRIPTION
This course is a segment of a 12-hour block designed to develop appropriate teaching strategies in reading.
Students apply learning theories, teaching techniques, questioning strategies, instructional materials, and
assessment procedures for middle grades learners. Students will develop and implement plans for teaching
reading in an interdisciplinary team setting. In an extensive field experience, students will teach middle
grades learners. Proof of professional liability insurance is required prior to receiving a school placement.
Pre-requisites: EDMG 3350 and at least four courses in each chosen content area.
PURPOSE & RATIONALE
The purpose of this course is to help candidates begin to apply their knowledge of reading as it applies to
the principles of pedagogy in order to construct, implement and evaluate educational programs that will
facilitate the success of all middle grades learners. Research into reading has shown that for a reading
classroom to be successful, teachers must create classroom experiences that offer children opportunities to
read, listen and speak for real life purposes. Candidates will learn strategies and assessment techniques that
will enable them to create and facilitate a successful classroom reading environment.
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who
demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals
inside and outside the university. In tandem with this belief is the understanding that teacher expertise
develops along a continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop
their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the
concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at
KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher
leaders. Researchers describe how during the continuum phases teachers progress from being Novices
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learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching.
We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
This course is designed for undergraduate candidates who are completing a program of study leading to an
B.S. in Middle Grades Education. The knowledge base for this course is reflected in the textual readings,
references, objectives, assignments and in-class activities. Program candidates will have an opportunity to
demonstrate pedagogical knowledge and skills related to student needs and motivation, various family and
community literacies and the process of active learning.
The professional learning facilitator

Demonstrates the knowledge of content required to facilitate learning.

Demonstrates the knowledge of students needed to facilitate learning.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.

Demonstrates skill in creating a facilitative learning environment.

Demonstrates skill in creating facilitative learning experiences.

Demonstrates professionalism.

Has students who are successful learners.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to
explore and use instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and use presentation software.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of the course work involves raising candidate awareness of critical
multicultural issues. A second element will challenge candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
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COURSE GOALS/OBJECTIVES
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to
making instructional decisions that foster the success of all learners. The following grid aligns course
objectives with the International Reading Association Professional Reading Standards, NCATE standards,
and the Candidate Performance Instrument:
Course Objectives/IRA
Professional Candidate Standards
NCATE
CPI
Use foundational knowledge
to design and/or implement
an integrated, comprehensive,
and balanced curriculum.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
1.1, 1.2, 1.3,
1.4
Use appropriate and varied
instructional approaches,
including those that develop word
level strategies, text- level
comprehension strategies and
reading/writing connection strategies.
Use a wide range of online
and offline materials, including
narrative, poetry, informational texts,
in reading, writing, and
multimodal communication
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
1.3, 1.4, 2.1,
2.2, 2.3, 2.6,
2.7, 2.8
IRA 2.2
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
2.2, 2.3
IRA 2.3
Understand types of assessments and
their purposes, strengths, and
limitations.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
2.9, 2.10
IRA 3.1
Select, develop, administer, and
interpret assessments as instruments,
both online and offline for specific
purposes.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
2.9, 2.10
IRA 3.2
Use assessment information to plan
and to evaluate instruction.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
2.9, 2.10
IRA 3.3
Proficiency
2.3
IRA 4.1
Proficiency
2.3
IRA 4.2
Understand, recognize and
value the qualities of diversity
that exist in society and are
reflected in online and offline
reading and writing activities.
Use a literacy curriculum and
engage in instructional practices that
positively impact students’
knowledge, beliefs and engagement
with the features of diversity.
Standard 4:
Diversity
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
IRA Reading
Standards/
PSC Standards
2.1
Evidence
• pico-teaching
• nano-teaching
• microteaching
• unit plan
• co-teaching
• reader response
• pico-teaching
• nano-teaching
• microteaching
• unit plan
• reader response
• pico-teaching
• nano-teaching
• microteaching
• unit plan
• reader response
• program analysis
• pico-teaching
• nano-teaching
• microteaching
• unit plan
• reader response
• program analysis
• program analysis
• unit plan
• microteaching
• reader response
• unit plan
• nano-teaching
• pico-teaching
• nano-teaching
• microteaching
• program analysis
• unit plan
• pico-teaching
• nano-teaching
• microteaching
• reader response
• program analysis
• unit plan
• co-teaching
• pico-teaching
• nano-teaching
• microteaching
• unit plan
• program analysis
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Design the physical environment to
optimize students’ use of online and
offline resources in reading and
writing instruction.
Design the social environment to
optimize students’ opportunities for
learning to read and write.
Use routines to support to
reading and writing instruction
(e.g., time allocation, transitions
from one activity to another;
conducting discussions, giving
peer feedback)
Use a variety of classroom
configurations (whole class, small
group, and individual) to differentiate
instruction.
Display positive dispositions related
to one’s own reading and writing and
the teaching of reading and writing in
working with students, parents,
colleagues, and the community.
Pursue the development of individual
professional knowledge and
behaviors through goal setting and
reflective practice.
Initiate, design, participate in,
implement and evaluate effective and
differentiated professional
development programs to improve
instructional practices and student
learning.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
2.8
IRA 5.1
• pico-teaching
• nano-teaching
• microteaching
• unit plan
Proficiency
2.8
IRA 5.2
• pico-teaching
• nano-teaching
• microteaching
• unit plan
Proficiency
2.7
IRA 5.3
• pico-teaching
• nano-teaching
• microteaching
• unit plan
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Proficiency
2.2, 2.3, 2.8
IRA 5.4
• pico-teaching
• nano-teaching
• microteaching
• unit plan
Proficiency
3.2
IRA 6.2
• prof devel reflect
• co-teaching
Proficiency
3.2
IRA 6.3
• prof devel reflect
• co-teaching
Proficiency
3.2
IRA 6.4
• prof devel reflect
• co-teaching
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Reading Program Analysis
(100 pts)
An analysis of two (2) research-based reading programs currently being used in Georgia. The 5-7 page
paper must address: the effectiveness of the program's use of the 5 essentials of reading (phonemic
awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies),
the program's use of explicit instructional strategies, coordinated instructional sequences, ample practice
opportunities, aligned student materials and progress assessment measures as well as level of student
interest.
2. Reader Response Activities- Design and implement three (3) reader response activities that will
accurately assess student comprehension of a specific text. (50 pts.)
3. Content Area Unit Plan (50 pts)
A 5-day Reading unit plan. This plan may be the unit you will teach in your field placement or it may
include the content you planned and taught for pico-, nano-, and microteaching. Refer to the content unit
plan format and rubric on WebCT for guidance. DO NOT include individual lesson plans. This is a plan for
a unit only.
4. Pico-teaching (15 pts)
A brief Reading "mini-lesson" that you will demonstrate to a small group of your peers. Use the pico rubric
for guidelines.
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5. Nano-teaching (30 points)
A technology-based lesson dealing with reading strategies. In pairs, teach a 20-minute lesson to your peers.
Each student is expected to demonstrate equal contribution to the planning and instruction to receive the
same grade. Use the nano rubric for guidelines.
6. Micro-teaching (50 pts)
Candidates will teach a 20-25 minute Reading lesson to the entire class. Use the micro rubric for
guidelines.
7. Co-teaching Assignment (S/U*)
Observe and interview a co-teaching team in their host school. Summarize the observation and the
interview and reflect upon how you can use this information in your future classroom. Prepare a list of “Hot
Button Issues” to discuss in your methods class. *This assignment will be graded on a S/U
(satisfactory/unsatisfactory) scale.
8. Professional Development Reflection and Interview (30 pts)
Candidates will attend at least one professional development opportunity offered to staff and reflect on the
content and process. Candidates will also interview their cooperating teachers and and include their
comments on the staff development process.
Evaluation and Grading Scale:
90 –100%. =A
80 – 89% =B
70 – 79% =C
60 – 69% =D
ACADEMIC INTEGRITY
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of
alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum
one semester suspension requirement.
ATTENDANCE POLICY
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students are
expected to attend classes in accordance with the scheduled time of the course. Should you be absent, you
are responsible for making up the work missed. In-class activities may not be made up.
COURSE OUTLINE
Week 1
Components of an Effective Reading Program
Week 2
Reading Theory and Research-Based Practices
Week 3
Reading Strategies
Week 4
Reader Response
Week 5
Reading Activities that Promote Research-Based Strategies
Week 6
Diversity and Differentiation in the Reading Classroom
Week 7
The Construction of the Reading Classoom- workshop, cooperative learning
Week 8
Formal and Informal Reading Assessments
Week 9
YA and Classic Lit and the Reading Classroom
REFERENCES, BIBLIOGRAPHY & RECOMMENDED READINGS
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth,
NH: Boynton/Cook.
Beers, K. (2003). When kids can't read: What teachers can do: A guide for teachers 6-12. Porstmouth,
NH: Heinemann.
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Block, C., Gambrell, L., & Pressley, M., (Eds.). (2002). Improving comprehension Instruction: Rethinking
research, theory, and classroom practice. San Francisco, CA: Jossey-Bass.
Block, C.C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New
York: Guilford.
Dieker, L. & Muranski, W. (2003). Co-teaching at the secondary level: Unique issues, current trends, and
suggestions for success. The High School Journal, 86(4) 1-3.
Duke, N., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A.
Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–
242). Newark, DE: International Reading Association.
Friend, M. (2008). Co-teaching: A simple solution that isn’t so simple after all. Journal of Curriculum and
Instruction, 2 (2) 9-19.
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance
understanding. NY: Stenhouse.
Keene, E., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader's
workshop. Portsmouth, NH: Heinemann.
Magiera, K., & Zigmond, N. (2005). Co-teaching middle school classrooms under routine conditions: Does
the instruction differ significantly for students with disabilities in co-taught vs. solo taught classes?
Learning Disabilities Research, 20(2) 79-85.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria,
VA: ASCD.
Tompkins, G.E. (2009). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ:
Merrill.
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