The School of Education
SOUTHWESTERN OKLAHOMA STATE UNIVERSITY
Weatherford, Oklahoma 73096-3098
COURSE SYLLABUS
Teaching of Reading I
EDUC 3423
Mrs. Patti Perkins
Office phone: 774-3276 E-mail:patti.perkins@swosu.edu
1.
Conceptual Framework
Experienced Based Teacher Education is an eclectic program of study that incorporates selected
and relevant components of traditional, competency based and performance based teacher
education programs. The activities in Reading I are intended to produce graduates who
demonstrate:
Critical thinking and mastery of subject content
Effective communication skills
Exemplary practices for instructional planning, delivery and assessment
Global awareness with the ability to accommodate diverse learning
populations
Ethical, moral and professional responsibility
Collaborative relationships with colleagues, parents and the community
2. Expected Learner Outcomes
(Association for Childhood Education International)
Through successful completion of the course Teaching of Reading I, students will acquire skills
and abilities that enable them to:
a. Develop instruction focused on a balanced reading approach and developmentally appropriate
practices.
b. Build on students’ experiences, language use, and instructional strategies in order to teach
reading and thinking skills.
c. Understand a variety of strategies to use with students so that those students can monitor their
own comprehension and think critically about what has been read.
3. Standards and Competencies
(Oklahoma General Competencies for Teacher Licensure and Certification)
Through completion of this course in Teaching of Reading I, students will develop skills and
abilities related to achievement of the following:
a. Understands how students learn and develop, and can provide learning opportunities that
support their intellectual, social, and physical development.
b. Understands how students differ in their approaches to learning and creates instructional
opportunities that are adaptable to diverse learners.
c. Uses best practices related to motivation and behavior to create learning environments that
encourage positive social interaction, self-motivation and active engagement in learning, thus,
providing opportunities for success.
d. Evaluates the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community), modifies those actions when needed, and actively seeks
opportunities to grow professionally.
4.
Instructional Materials:
Reutzel, D. Ray and Cooter, Robert B. Jr., The Essentials of Teaching Children to Read, Pearson
Education, Inc., Upper Saddle River, New Jersey 07458. 2005.
Shanker, James L. and Ekwall, Eldon E., Locating and Correcting Reading
Difficulties, Prentice-Hall, Inc., Upper Saddle River, New Jersey 07458. 2003.
5.
Course Requirements:
a. Attendance
On the fourth absence, I have the option to lower a grade one letter grade. On the
eighth absence, I have the option to lower the grade another letter grade. On the
twelfth absence, if a student is foolish enough not to drop, I have the option to
lower the grade again.
A student who misses 10 minutes or more of the class (including late arrivals
and/or early departures) will be counted absent.
A student who works on an assignment for another class during this class
will be counted absent.
CELL PHONES must be turned OFF when coming into class. Failure to do so
will result in a loss of 10 points for EACH ring.
Text messaging will result in a loss of 25 points.
b. Participation
Students will derive the greatest benefit from active participation in the learning
process. Students are expected to be prepared for class and to demonstrate
informed participation in class discussions.
NOTHING may be handed in late.
NO: hats, food, sleeping, talking while I'm talking.
All students are expected to abide by the SWOSU Academic Dishonesty Policy:
All forms of dishonesty such as cheating, plagiarism, unauthorized possession of examinations, using unauthorized
materials, information or aids, knowingly furnishing false information to the institution, forgery, alteration or misuse or
being party to the forgery, alteration or misuse of institution records or documents, including university identification
cards, constitute violations of university regulations for which students are subject to disciplinary action. The penalties
imposed by an individual instructor or the University may range from an unsatisfactory grade on a particular assignment
or examination to expulsion from the University.
(www.swosu.edu/resources/policies/students/academics/cheating.asp)
Distance Learning students must be aware that ALL expectations, assignments, and
requirements listed above apply to you also. This includes: absences,
arrival/departure times, assignment due dates, class participation, i.e. talking,
working on assignments for other classes, etc.
c. Performance Assessments
Performance assessments of course competencies will be used for both formative
and summative evaluation of students’ skills in the course.
For formative performance assessment, students will complete the following
assignments:
BULLETIN BOARD (200 points)
Students will complete a classroom Reading bulletin board. The board and date
will be assigned. A 5x8 card is due on the Friday of the week the board is due.
These cards MUST be in color.
LEARNING CENTERS (200 points)
Students will develop twenty Reading learning centers. These centers are due
March 12. Centers must be in some type of container. Include a list of all
centers. A variety of types of centers should be included. Book centers may not
be used – ex. Carson and Dellosa.
RESEARCH ARTICLES (10 points each) Competency 12
These are due every Friday that the class meets. Students will read and
summarize an article about Reading. The articles must have been published
within the last five years. A format page is attached. IF YOU ARE NOT IN
CLASS ON FRIDAY, YOU MAY NOT HAND IN A SUMMARY. THIS
RESULTS IN A ZERO. These are to be kept in a folder. Hand in the folder
each week with the new article in front. A Reflective/Rationale statement
combining articles and internet sites is required with the LAST article.
INTERNET SITES (100 points) Competency 12
Students will research ten websites that will be of value when teaching Reading.
A format page is provided. Due April 25.
LANGUAGE EXPERIENCE PRESENTATION (100 points)
Students will develop a language experience lesson following the steps discussed
in class. The lesson will be presented in a small group format and must be 15
minutes in length.
The summative performance assessments will consist of students’ completion
of three written examinations.
Chapters 1 and 6
- 275 points
Chapters 3, 4, and 5 - 225 points
5.
Grading Policy
Grades will be earned on the basis of total points earned divided by total points
possible.
90% - 100% A
60% - 69%
D
80% - 89%
B
below 59% F
70% - 79%
C
ADA Statement: If any member of the class feels that he/she has a disability and is in need of special
academic accommodations, the instructor will work with you and Student Services in order to provide
reasonable accommodations. This will help ensure that you have an equal opportunity to perform in this
class. Please advise the instructor of such disability and the desired accommodations at some point before,
during, or immediately after the first scheduled class period.