Generic Syllabus for EDUC
304
Teaching in the Elementary Schools – 3 hrs.
Course Description: A study of the reading process as a fundamental aspect of the elementary
school curriculum. Special attention will be given to the basic reading skills needed by
emergent and mature readers. The newest techniques, methods, and materials will be
appraised through study, observations, and demonstrations in actual classrooms.
Form of Course: lecture with a field component
Required Textbook and Website subscription:
(2013). Gunning, T. Creating Literacy Instruction for All Students (8thed). Boston, MA: Pearson.
(Rental)
Subscription to the online resource, Reading A-Z, is required. Specific instructions regarding
this will be discussed in class.
Course Goals/Objectives:
Upon completion of this course, the teacher candidate should be able to:
 define his/her role and make instructional decisions based on an evolving view and
understanding of the reading process (SM, KL, CK)
 reflect upon, monitor and assess his/her learning and engage in activities conducive to
lifelong learning and ongoing professional development (PS, technology)
 interact and collaborate with students, colleagues, parents, community to enhance
literacy development and facilitate change and improvement (PS, KL, CK, SM)
 identify and apply current research findings about teaching and learning as they relate
to literacy development, thinking, and the diverse needs of students (CK, SM, KL,
diversity)
 plan learning experiences that foster an appreciation of the role of literacy in daily life-personal growth, lifelong learning, enjoyment and insight into the human experience
(KL, SM, technology)
 model effective communication skills when speaking, listening, reading and writing
(CK)
 analyze and explain the relationship among various views/definitions of reading and the
way reading is taught and learned today and in the past (CK, SM, KL)
 critically analyze, select and adapt non-stereotyped curriculum, methods and materials
based on beliefs about the reading process and the diverse needs of student (SM, KL,
CK, diversity)
 identify and address factors within the reader, within the text, and within the learning
environment which influence ongoing readiness/emerging literacy (KL, SM, CK)
 plan and analyze learning experiences for developing components of the reading
process within a diverse student population: decoding, vocabulary, syntax,
Generic Syllabus for EDUC
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narrative/expository discourse, metacognition (SM, KL, PS, CK, diversity)
vary teaching and learning activities to accommodate students of different ages,
developmental levels, interests/attitudes, cultural and linguistic backgrounds and
exceptionalities (PS, KL, SM, CK, diversity, technology)
informally observe, assess, and identify a student's understanding and development of
the reading process (PS, KL, SM)
explain the relationship of reading, writing, oral language, and thinking and plan
learning experiences to foster their development and integration throughout the
curriculum (PS, KL, SM, CK)
demonstrate the varied types and uses of children's literature in promoting and
developing reading, writing, oral language, critical/creative thinking, lifelong learning,
and insight into human experience (PS, KL, SM, CK)
analyze the reading demands/structures of various content areas and demonstrate
techniques for motivating/facilitating thinking, language
integration, and learning (KL, SM, CK)
observe and describe effective and efficient reading and writing behaviors evidenced in
independent readers and writers (CK, KL)
observe and describe effective teaching methods/procedures that foster independence,
moving from teacher regulated to student regulate literacy
behaviors (KL, SM)
Course Requirements:
 Chapter Questions: Students are expected to read and comment on assigned
textbook readings prior to each lecture. As notes are prepared, the following questions
must be answered: 1) What did you learn? 2) How can this knowledge be applied? 3)
What do you agree or disagree with and why? 4) How does the reading
compare/contrast with what you already know? Answers to these questions will count
toward participation points and cannot be made up. Also, class discussions will be
facilitated based on responses to these questions so it is imperative for each student to
be prepared.
 Bellringer: This will consist of a daily journal assignment that will pertain to a previous
class discussion, a chapter reading, or a field experience topic. Students must be
present to participate and bellringers CANNOT be made up. (5 points each)
 Basal critique: The basal critique is designed to help the candidate become aware of
the content, organization, philosophy, advantages/disadvantages of a basal teacher's
manual. (15 points)
 DOE Web Search: Students will complete a virtual tour of the Louisiana State
Department of Education’s website to gain insight as to what is available for teachers.
(15 points)
 Educational Website Activity: Students willreview and reflect on Reading educational
websites. Specific guidelines are available on Moodle. (15 points)
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Classroom Observation: Students will observe a complete reading lesson of an
elementary grade class in order to analyze a teacher's framework for decision-making
and a teacher's beliefs about what happens when a person reads and how reading is
developed.(15 points)
Dyslexia Simulation & Reflection: Each student will be required to attend the dyslexia
simulation hosted by SLU. A thorough reflection of the event is also required. Dates of
the simulation will be announced in class. Reflection form can be found on Moodle. (25
points)
Mini Lessons & Peer Review: Each student will create a mini lesson on each of the
following components of reading: vocabulary, informational text, and comprehension.
Lessons will need to include: title of lesson; applicable grade level; CCSS(s);
objective(s); procedures; questions to be asked during instruction, including textdependent and higher-order ones; assessment; materials needed by teacher and
students; references. Lessons will be presented to the class and a peer review of each
will be submitted as part of the overall grade. Review forms can be found on Moodle.
(10 points each = 30 total)
Final Exam: The final exam will be cumulative and will be administered on the date and
time set by SLU for final exams. (100 points)
Reflections: Students will be required to develop a critical reflection following each
field experience. The first part should describe the interaction; the second part should
analyze the interaction and connect it to the course content (including knowledge
about the reading process and its components, skills needed to teach reading,
professional attributes exhibited, etc.) and to the conceptual framework. The third part
should be a reflection on parts 1&2 in which the student makes recommendations for
changes in instruction, future learning, etc. This should NOT BE A SYNOPSIS OF
WHAT HAPPENED IN THE INTERACTION! Rather, it should explain what went well,
changes needed, etc. The following questions must be answered in this section: “What
did I learn from this experience?” “How can I apply/use what I’ve learned from this in my
future classroom?” “What surprised me about this experience?” “What would I do
differently next time? Why?” Reflections will be graded on critical thought,
connections, and appropriate use of terminology as well as spelling and other language
mechanics. Each typed reflection should be 1- to 2- pages in length with separate
headings for each. (5 @ 5 points each = 25 points)
Anecdotal Notes:During each Field Experience, students are required to take
anecdotal notes of the student and/or class he is working with. The form for this is
available on Moodle. (5 @ 5 points each = 25 points)
Personal Reading Philosophy: Effective teachers of reading are guided in decisionmaking by an evolving system of beliefs. As a culmination to the course, students will 1)
develop a written statement of beliefs about the major literacy frameworks including
how a person reads and how reading is best developed; this should be based on
activities and personal reflections throughout the course; 2) explain how they
Generic Syllabus for EDUC
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personally connect course content/assignments to the conceptual framework; and
3)answer the following questions: how have my thoughts regarding reading instruction
changed since the beginning of this course and how can I apply this to my future
classroom? Papers should be 2-3 pages in length with a 12-point font.(25 points)
Field Experiences: A minimum of 5 interactions working with an elementary
student is required. PreK-3 and 1-5 majors will work with a 1st- , 2nd-, or low 3rd –
grade student ONLY! The same student will be used for all interactions. Specific
guidelines for each field experience assignment are available on Moodle.
*In order to be considered complete, all field experiences must include
the following AND BE IN THIS ORDER: a reflection (following the
format described above), applicable forms (as found on Moodle),
anecdotal notes, work samples and/or pictures, a Literature Response
activity, and a Form C (filled out appropriately and signed)! Points will
be deducted for any assignment not containing all of the above
components.
1) A) Reading Interest Survey& Elementary Reading Attitude Survey (Garfield):
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Students will interview and survey an elementary student about the reading/writing
processes;B) Read Aloud, Literature Response, & Art Activity: SLU students will read
aloud a trade book to a student. Students will react to the book with a literature
response. In addition, a culminating art project (making a bookmark, creating a new
cover for the book, making a character puppet from a paper bag, drawing a favorite
scene from the book, etc.) will follow. (20 points)
Running Records, Retelling, Miscue Analyses, & Literature Response Activity:Using
one fiction and one informational text, students will administer two running records of
an elementary student’s oral reading. Both an oral and written retelling of each reading
will follow the running record. Results from the miscue analyses from both running
records will be compared and analyzed. A literature response activity where the
students respond to the story in a written form is also required. Please note that only
forms and books from the readinga-z website will be accepted for this assignment! (20
points)
Reading Strategy Lesson with Vocabulary Activity & Literature Response Activity:
Using a grade-appropriate FICTION text, students will develop a comprehension
strategy and skills lessons followed by a vocabulary activity.A literature response
activity where the students respond to the text in a written form will follow. (20 points)
Expository Text Lesson with Vocabulary Activity & Literature Response Activity:
Using an EXPOSITORY text, students will develop a reading strategy lesson that
teaches new information to an elementary-aged child. A vocabulary component as well
as a literature response activity must also be included. (20 points)
Multi-sensory Project& Literature Response Activity:Teacher candidates will conduct
Generic Syllabus for EDUC
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a multi-sensory comprehension or vocabulary activity. After the lesson, a literature
response activity should follow. A one-page summary of the activity including
objective, procedure, assessment, and resultsis required. (20 points)
Please note: For each Field Experience, the Literature Response activity must be a
different assignment!
Grading Scale:
94% - 100% = A
87% - 93% = B
80% - 86% = C
70% - 79% = D
Below 70% = F
References:
Generic Syllabus for EDUC
304
Armstrong, T. (1994).Multiple intelligences in the classroom.Alexandria, VA:
Association for Supervision and Curriculum Development.
Brooks, J. & Martin, G. (1993). In search of understanding: The case for constructivist
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Development.
Cunningham, P. (1995). Phonics they use: Words for reading and writing (2nd ed.).
New York, NY: HarperCollinsCollege Publishers.
Currie, P.&Wadlington, E. (2000).The source for learning disabilities.East Moline,
IL: Linguisystems.
Ericson, L. &Juliebo, M. (1998).The phonological awareness handbook for
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Harmin, M. (1994). Inspiring active learning: A handbook for teachers.Alexandria, VA:
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Hindley, J. (1996). In the company of children.York, ME: Stenhouse Publishers, 1996.
Ingraham, P. (1997). Creating and managing learning centers, a thematic approach.
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Johns, J. &Lenski, S. (1994). Improving reading: A handbook of strategies.Dubuque,
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Kotch, L. &Zackman, L. (1995).The author studies handbook: Helping students build
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Louisianaenglish language arts content standards. (1997). Baton Rouge, LA:
Louisiana State Department of Education.
Louisiana components of effective teaching. (1998). Baton Rouge, LA: LouisianaState
Department of Education.
Moore, D., Readence, J., &Rickelman, R. (1989). Prereading activities for content area
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reading and learning (2nd ed.). Newark, DE: International Reading Association.
Nicholson-Nelson, K. (1998). Developing students' multiple intelligences.New York,
NY: Scholastic, Inc.
Pinnell, G. &Fountas, I. (1996).Guided reading: Good first teaching for all children.
Portsmouth, NH: Heinemann.
Pinnell, G. &Fountas, I. (1998). Word matters: Teaching phonics and spelling in the
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Rhodes, S. (1993). Windows into literacy.Portsmouth, NH: Heinemann.
Routmann, R. (1996). Literacy at the crossroads: Crucial talk about reading, writing,
and other teaching dilemmas.Portsmouth, NH: Heinemann.
Searfoss, L. &Readence, J. (1994).Helping children learn to read (3rd ed.). Boston,
MA: Allyn and Bacon.
Strube, P. (1996). Getting the most from literature groups: Grades 3-6.New York, NY:
Scholastic, Inc.
Tucker, S. (1995). Painting the sky: Writing poetry with children. Glenview, IL:
Good Year Books.
Tierney, R., Readence, J., &Dishner, E. (1990).Reading strategies and practices: A
compendium. Boston, MA: Allyn and Bacon.
Trelease, J. (1989). The new read aloud handbook. New York, NY: Penguin Books.
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Books.
Wadlington, E. & Currie, P. (2000).125 ways to be a better reader.East Moline, IL:
Linguisystems.