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KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION
I.
COURSE NUMBER/SECTION: ECE 3330
II.
COURSE TITLE: Teaching Reading in the Elementary Grades 3-5
III.
INSTRUCTOR:
A. OFFICE:
B. OFFICE PHONE:
C. OFFICE HOURS:
D. E-MAIL ADDRESS:
IV.
CLASS MEETING:
V.
REQUIRED TEXTS:
VI.
CATALOG COURSE DESCRIPTION: Prerequisite: Admission to Teacher Education; ECE 3302; ECE 3320
The relationship among reading, writing, speaking, listening, and viewing is studied in the context of national
and state performance standards for grades 3-5. Content area reading, study strategies, comprehension
strategies, use of a variety of genres, and various strategies for teaching spelling, grammar, vocabulary, and
writing are included. Emphasis is placed on insuring that candidates understand the transition from learning
to read to reading to learn, the connection between reading and writing, the significance of listening,
speaking and viewing within the context of reading, and on the use of technology to extend and support
literacy.
VII.
PURPOSE/RATIONALE: Helping students read and comprehend text is a challenge for all teachers in
today’s diverse classrooms. Teachers need numerous approaches and strategies to successfully support
students in learning to read, and to help students think with and through reading as they move toward
completing more complex tasks. The purpose of this course is to provide pre-service teachers with a
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repertoire of approaches and strategies for effectively supporting students as they move from learning to
read to reading to learn.
VIII.
DIVERSITY: 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 course work is raising candidate awareness of critical
multicultural issues. A second element is to cause 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 arrange 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.
IX.
CONCEPTUAL FRAMEWORK: The Professional Teacher Education Unit (PTEU) at Kennesaw State
A. University is committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in
all of their students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU
conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be
effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct meaning
and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning
process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college
and university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners, the
PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
X.
USE OF TECHNOLOGY: Integrated Use of Technology: The Bagwell College of Education recognizes the
importance of preparing future educators and K-12 students to develop technology skills that enhance
learning, personal productivity, decision making, their daily activities in the 21st century. As a result, the
ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation
program enabling teacher candidates to explore and apply best practices in technology enhanced
instructional strategies.
XI.
IMPACT ON STUDENT LEARNING ANALYSIS: It is our assumption that you are already assessing the
influence of your instruction on your students’ learning and that you are considering what factors, such as
student diversity, might affect your students’ achievement. For this assignment, you will select a lesson,
activity, unit, or skill that you plan to teach this semester and analyze its impact on your students’ learning.
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Then, you will reflect on the impact on your students’ learning on that particular lesson, activity, unit, or skill
using the “Impact on Student Learning Analysis” Rubric as a guide. You will want to consider how the
differences that every student brings to the classroom setting may have influenced learning (see definition of
“every student” at the top of attached “Impact on Student Learning” rubric). Unless your program area tells
you differently, the length of the reflection is up to you, but it should be concise. (See Directions for “Impact
on Student Learning Analysis” that accompanies the Rubric for greater detail.)
XII.
FIELD EXPERIENCE STATEMENT: While participating in all field experiences, you are encouraged to be
involved in a variety of school-based activities directed at the improvement of teaching and learning.
Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel,
attending school board meetings, and participating in education-related community events. As you continue
your field experiences, you are encouraged to explore every opportunity to learn by doing.
XIII.
PROFESSIONAL PORTFOLIO NARRATIVE: A required element in each portfolio for TOSS, Student
Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to
ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a brief narrative in which
you reflect on each proficiency and how you make the case that the evidence you have selected in your
portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. Unless you are told
differently by your program area, the length of the reflection is up to you, yet it should be concise. YOU WILL
BE GIVEN AN OPPORTUNITY TO UPDATE YOUR E-PORTFOLIO AND INPUT TWO REQUIRED
ASSIGNMENTS FROM ECE 3330 AS PART OF THE COURSE.
XIV.
Code
ACADEMIC INTEGRITY: Every KSU student is responsible for upholding the provisions of the Student
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.
XV.
ATTENDANCE POLICY: Expectations for attending class are in accordance with the statement on
attendance set forth in the 2007-2008 Kennesaw State University Undergraduate Catalog. Every student is
expected to attend all class sessions and related field experiences. See Section XVII for specific attendance
expectations.
XVI.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing with behavior,
which disrupts the learning environment. Consistent with the belief that your behavior can interrupt the
learning of others, behavior, which fits the University’s definition of disruptive behavior will not be tolerated.
Refer to the Kennesaw State University Undergraduate Catalog, 2003-2004, pages 314-315 for further
detail. Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include: 1) Academic
Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found on pages 240-244 of the 2003-2004
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Kennesaw State University Undergraduate Catalog. It is expected, in this class, that no professional should
need reminding of any of these policies but the policies are there for your consideration. The activities of
this class will be conducted in both the spirit and the letter of these policies.
XVII.
REQUIRED GOALS/COURSE OBJECTIVES: The KSU teacher preparation faculty is strongly committed to
the concept of teacher preparation as a developmental and collaborative process. Research for the past 25
years has described this process in increasingly complex terms. Universities and schools must work
together to successfully prepare teachers who are capable of developing successful learners in today’s
schools and who choose to continue their professional development. The goal of this course is to develop
an understanding of the reading process with a focus on teaching reading in grades 3-5 in culturally diverse
classrooms. Candidates will have opportunities to implement techniques from this course in the field
experience component.
A. Upon successful completion of this course, candidates will be expected to:
1. identify the developmental characteristics of learners in grades 3-5 with regard to
reading, writing, listening, speaking, and viewing. . (Proficiencies 1.1-1.4; 2.1-2.10; 3.1 & 3.2)
2. identify various methods of instruction for teaching the literacy events of reading,
writing, listening, speaking, and viewing. . (Proficiencies 1.1-1.4; 2.1-2.10; 3.1 & 3.2)
3. understand and apply the concepts of literacy in terms of reading, writing, listening,
speaking, and viewing appropriate for grades 3-5. (Proficiencies 1.1, 1.3, 1.4)
4. demonstrate knowledge and application of the Georgia Performance Standards and how
the standards provide the foundation for teaching reading, writing, listening, speaking, and
viewing in grades 3-5. (Proficiencies 1.1-1.4; 2.1-2.10; 3.1 & 3.2)
5. understand, evaluate, and apply comprehension, fluency, and metacognitive strategies
that readers use to comprehend a variety of genres.(Proficiencies 1.1-1.4; 2.1-2.10; 3.1 & 3.2)
6. understand and evaluate strategies to create learning activities that increase and
reinforce vocabulary in both learning to read and reading to learn. (Proficiencies 1.1-1.4; 2.12.10; 3.1 & 3.2)
7. demonstrate knowledge and application of methods that develop in students an
appreciation of a variety of literature and literacy events. (Proficiencies 1.1-1.4; 2.1-2.10; 3.1 &
3.2)
8. demonstrate knowledge and application of a variety of ways to use technology to extend
and support all literacy events. (Proficiencies 1.2; 2.6, 2.7, 2.8; &3.3)
9. interpret and analyze diagnostic data to create instruction to accelerate and remediate
using flexible, skill-level groupings. (Proficiencies 1.4; 2.1, 2.3- 2.10; 3.1, 3.2, 3.4)
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10. demonstrate knowledge and application of lesson planning incorporating best teaching
practices including differentiated instruction and flexible grouping to meet the needs of
learners in different stages of development, abilities, and achievement. (Proficiencies 1.1-1.4;
2.1-2.10; 3.1 & 3.2)
XVIII. COURSE REQUIREMENTS/ASSIGNMENTS- Instructors will select assignments to cover the course
objectives from the selections A-J described below. The three common assignments will be formal
assessment, lesson plan and annotated bibliography, which are bolded in blue:
A. CLASS PARTICIPATION & PROFESSIONAL DISPOSITION: This course is participative in nature with
many in-class activities designed to help the candidates practice utilizing various strategies and approaches
presented in class. Therefore, all candidates are expected to attend all sessions, participate in classroom
activities and discussions, and submit all assignments on time. Each candidate will participate in a
collaborative group. Students will have the opportunity to learn in a variety of environments, including, but
not limited to in class lecture, large group discussions, small group assignments, panels, video, and outside
class observations and research. Group Member Evaluations will be considered in calculating this grade.
CANDIDATES ARE EXPECTED TO READ EACH CHAPTER BEFORE IT IS DISCUSSED IN CLASS AND
TO PARTICIPATE IN CLASS DISCUSSION AND COLLABORATIVE GROUP EXPERIENCES. Class
discussions and collaborative experiences will focus on clarifying overall concepts. (Proficiencies 2.1, 3.1,
3.3 & 3.4)
A
90-100
B
80-89
C
70-79
D
60-69
F
0-59
Consistently RESPONDS TO ORAL QUESTIONING, prepared for class, actively
contributes to and participates in class discussion, activities & note taking. Group
Member Evaluations reflect a grade within this range.
Frequently RESPONDS TO ORAL QUESTIONING, prepared for class, often contributes to
and participates in class discussion, activities & note taking. Group Member
Evaluations reflect a grade within this range.
Often RESPONDS TO ORAL QUESTIONING, prepared for class, occasionally contributes
to and participates in class discussion, activities & note taking. Group Member
Evaluations reflect a grade within this range.
Seldom RESPONDS TO ORAL QUESTIONING, prepared for class, rarely contributes to or
participates in class discussion, activities & note taking. Group Member Evaluations
reflect a grade within this range.
Unprepared for class, never RESPONDS TO ORAL QUESTIONING, contributes to or
participates in class discussion, activities & note taking. Group Member Evaluations
reflect a grade within this range.
1. PERFORMANCE ASSESSMENTS: In class assignments directly related to the chapter
readings, which must be completed and submitted during class time. (All Objectives & Proficiencies
1.1-3.1-3.3)
2. ONLINE ASSIGNMENTS: Online assignments will incorporate both textbook information
discussed in class and any additional information I provide during the course that is not covered in
the textbook. (All Objectives & Proficiencies)
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B. FORMAL ASSESSMENT: Quizzes, Midterm &/or Final Exam (All Objectives & Proficiencies)
C. TRADE BOOK ANALYSIS & LITERACY LESSON PLAN: With a grade level team, using English
Language Arts (ELA) Georgia Performance Standards (GPS) select and read children’s literature selections
centered on the ELA GPS that would be appropriate to use for reading instruction in grades 3-5 or as a
supplemental text in one or more content areas. With each text, you will analyze it for its literacy instruction
potential. This analysis should include ELA GPS connections as well as what makes your selections quality
children’s literature selections. With your grade level team, using your trade book analysis as a guide, plan
and write a detailed reading lesson plan based on the selections chosen in that analysis. A list of questions
based on Bloom’s Taxonomy must be included, which span the text in its entirety. (All Objectives &
Proficiencies)
D. LITERATURE CIRCLE GROUP EXPERIENCE: Working in groups of 4-5, candidates will participate in
literature circles as you read a selected book from those I supply. You will participate in your group
discussions in class using questioning the author and other literature discussion questioning techniques
learned in class, as well as maintain a journal from a reader’s response perspective as well as a teacher’s
perspective in which you will write about your understanding of the literature circle process. The experience
will take place over the course of a 6-7 week period of time. More information will be provided. (Objectives
1, 2, 3, 5, 8; Proficiencies 1.1- 1.3; 2.1, 2.2, 2.3, 2.8; 3.1, 3.3, 3.4)
E. CHILDREN’S LITERATURE ANNOTATED BIBLIOGRAPHY: Candidates will read and prepare an
annotated bibliography of fifteen (15) picture books with substantial text (cannot use those read for
Tradebook Analysis) and three (3) chapter books (cannot use those read for literature circle experience and
guided reading lesson) that are appropriate for grades 3-5. Candidates will also perform a Fry Readability on
three of the picture books and two of the chapter books to determine reading level for each. Candidates will
prepare a handout of the annotated bibliography to give to everyone in class OR send it to everyone via
GeorgiaView. A handout will be given in class that explains the expectations for the assignment. (Objectives
2, 5; Proficiencies 1.1; 2.8; Proficiency 3.1)
F. COMPREHENSION MINI-LESSON: Candidates will choose a comprehension skill/strategy from one of
the levels of comprehension and write a mini-lesson that teaches the skill/strategy appropriate to 3rd, 4th, or
5th graders. The lesson will demonstrate an understanding of a balanced approach to teaching reading. It will
utilize one of the children’s books the candidate is reading for the annotated bibliography. A handout
explaining the assignment will be given in class. (Objectives 2, 3, 5, 8; Proficiencies1.1, 1.2, 1.4; 2.1-2.14;
3.1, 3.3)
G. WEB (Wonderfully Exciting Books) OF POSSIBILITIES: Candidates working within their literature
circle groups will identify various themes that emerge from the book and will then create a WEB of possible
literacy and interdisciplinary activities related to the book they read for literature circles that will expand and
extend the study of the book. Using the GPS document as their guide, candidates will create the WEB of
questions, activities, and additional books in reading, writing, listening, speaking, media, and social studies,
science, and math (if applicable). A handout detailing the assignment will be given.(Objectives 2-6;
Proficiencies 1.1, 1.3; 2.3, 2.8; 3.1-3.3)
H. BALANCED GUIDED READING LESSON PLAN: With a partner, plan and write a detailed guided
reading lesson plan using the format provided, and based on a chapter book chosen in class that you both
will read (I will provide a list of acceptable books for you to choose from for the lesson plan). The chapter
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book must be read in its entirety before the lesson plan may be written. A list of questions based on Bloom’s
Taxonomy for the first 3 chapters must be included. A rubric and handout describing the assignment/lesson
plan format will be provided later in the semester. (Objectives 1-5, 7, 8; All Proficiencies]
I. TECHNOLOGY CRITIQUE TECHNOLOGY CRITIQUE: In groups of 3, prepare a technology critique
that will include a handout and a demonstration of an internet site or program/software in the area of literacy
(comprehension, vocabulary development, media literacy, decoding, and writing) appropriate for grades 3-5.
A handout with point rubric will be given in class that outlines the requirements for this assignment.
(Objectives 1, 3, 4, 5, 6; Proficiencies 1.1, 1.3, 1.4; 2.1, 2.2, 2.7. 2.8; 3.1, 3.3, 3.4)
J. TRADE BOOK ANALYSIS: Candidates will choose a topic (use the GPS as a guide to your topic
selection), select and read two (2) children’s picture books (1 fiction, 1 non-fiction), and 1 poem, centered
around the topic, that would be appropriate to use for reading instruction in grades 3-5 or as a supplemental
text in one or more content areas. With each text, you will analyze it for its literacy instruction potential. The
children’s books must be picture books with substantial text. A handout w/point values explaining the
expectations for the assignment will be provided. (Objectives 1, 3, 4, 5; Proficiencies 1.1-1.4; 2.1, 2.3, 2.5,
2.6, 2.8; 3.1)
XIX.
EVALUATION AND GRADING:
A. TYPE ALL PAPERS, USING CORRECT GRAMMAR, SPELLING, AND MECHANICS OF WRITING.
ONE POINT WILL BE SUBTRACTED FOR EVERY ERROR. All assignments must be researched and
written by the student whose name appears on the paper. Credit should be given to any material
referenced, copied or quoted from sources (i.e. worksheets, passages from books, tests, directions for
activities).
B. Keep all assignments on disks, as a hard-drive "crashing" is not an excuse for late or poorly prepared
assignments.
C. ASSIGNMENTS MUST BE POSTED TO GeorgiaView AS DESIGNATED.
D. LATE WORK IS ACCEPTED WITH SUBSTANTIAL PENALTY.
E. In the event of an emergency or unforeseen event, the candidate or his/her designee is to contact the
instructor immediately by phone and/or email. All emergencies and unforeseen events will be handled on an
individual basis and at the discretion of the professor. Substantial penalty may apply as well.
F. All cell phones must be turned off or set to vibrate during class. Candidates are not permitted to answer
cell phone calls when class is in session.
G. Use of laptops are permitted during class only to take notes and cannot be set to receive or send email
or use internet when class is in session. Laptop users may be monitored.
H. Grades will be weighted and assigned as follows:
ASSIGNMENTS
%
COURSE OBJECTIVES
CONCEPTUAL FRAMEWORK
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A
B
C
D
F
XX.
90-100
80-89
70-79
60-69
0-59
Excellent
Good
Average
Poor
Failure
TENTATIVE COURSE OUTLINE
A. YOU ARE EXPECTED TO READ THE CHAPTERS AS THEY ARE ASSIGNED PRIOR TO THEIR
DISCUSSION IN CLASS!!
B. At times, unexpected events occur or additional time may be needed to cover specific chapters and
activities. These may cause the schedule to change. The chapters will be discussed in the order listed
below.
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DATE
TOPIC
IN CLASS ASSIGNMENTS
OUT OF CLASS ASSIGNMENTS
&
ASSIGNMENTS DUE
WEEK1
OVERVIEW OF SYLLABUS
WEEK 2
CHAPTER
WEEK 3
CHAPTER
WEEK 4
CHAPTER
WEEK 5
CHAPTER
WEEK 6
CHAPTER
WEEK 7
CHAPTER
WEEK 8
CHAPTER
WEEK 9
CHAPTER
WEEK 10
CHAPTER
WEEK 11
CHAPTER
WEEK 12
CHAPTER
WEEK13
CHAPTER
WEEK 14
CHAPTER
WEEK 15
CHAPTER
WEEK 16
XXI.
REFERENCE AND BIBLIOGRAPHY:
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Heinemann.
Bear, D.R. et al. (2003). Words their way: Word study for phonics, vocabulary, and spelling instruction. (2nd ed.).
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Bishop, R.S. (Ed.). (1994). Kaleidoscope- A multicultural booklist for grades K-8. Urbana, IL: National.
Council of Teachers of English.
Calkins, L.M. (2001). The art of teaching reading. New York: Addison-Wesley Publishers, Inc.
Calkins, L.M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
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Cooper, J.D. (2000). Literacy: Helping children construct meaning. (4th ed.). Boston: Houghton Mifflin.
Galda, L. & Cullinan, B.E. (2006). Literature and the child. (6th ed.). Belmont, CA: Wadsworth.
Good, R. H., & Kaminski, R.A. (Eds.) (2002). Dynamic indicators of basic early literacy skills (6th ed.).
Eugene, OR: Institute for the Development of Educational Achievement.
Available: http://dibels.uoregon.edu/
Fountas, I.C. & Pinnell, G.S. (2001). Guiding readers and writers, grades 3-6: Teaching comprehension, genre,
and content literacy. Portsmouth, NH: Heinemann.
Harris, V.J. (Ed.). (1993). Teaching multicultural literature in grades K-8. Norwood, MA: Christopher-Gordon.
Harste, J.C., Short, K.G. & Burke, C. (1988). Creating classrooms for authors: The reading and writing
connection. Portsmouth, NH: Heinemann.
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding.
York, ME: Stenhouse Publishers.
Heimlich, J.E. & Pittleman, S.D. (1986). Semantic mapping: Classroom applications. Newark, DE: International
Reading Association.
Hickman, J. & Cullinan, B.E. (Eds.). (1989). Children's literature in the classroom: Weaving Charlotte’s web.
Needham Heights, MA: Christopher-Gordon.
Hill, B.C., Schlick Noe, K.L. & Johnson, N. (2001). Literature circle resource guide: Teaching suggestions,
forms, sample book lists, and database. Norwood, MA: Christopher-Gordon.
Huck, C.S., Kiefer, B.Z., Hepler, S., & Hickman, J. (2004). Children's literature in the elementary school. (8th ed.).
Boston: McGraw Hill.
Leslie, L. & Caldwell, J. (1995). Qualitative Reading Inventory-II. New York: Harper Collins College Publishers.
Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading
Association.
Parsons, L. (1990). Response journals. Portsmouth, NH: Heinemann.
Pittleman, S., Heimlich, J.E. Berglund, R.L., & French, M.P. (1991). Semantic feature analysis: Classroom
applications. Newark, DE: International Reading Association.
Samway, K.D., Whang, G., & Pippitt, M. (1995). Buddy reading: Cross-age tutoring in a multicultural school.
Portsmouth, NH: Heinemann.
Smith, F. (1978). Reading without nonsense. New York: Teachers College Press.
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Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom.
Norwood, MA: Christopher-Gordon.
Wood, K.D. (2001). Literacy strategies across the subject areas: Process-oriented blackline masters for
The K-12 classroom. Boston: Allyn and Bacon.
Wood, K.D., Lapp, D., & Flood, J. (1992). Guiding readers through text: A review of study guides.
Newark, DE: International Reading Association.
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