CHD 119: Introduction to Reading Methods
Northern Virginia Community College-Manassas
Sample Eight Week Hybrid Syllabus
Associate Professor: Christine Pegorraro Schull, Ph.D.
Phone: 703-257-6514
E-mail: cschull@nvcc.edu
Office Hours:
Thursdays- 9:30am-1:30pm
By Appointment:
Thursdays 2pm to 5pm
Prior and after classes on location
*I am delighted to meet with students and am willing to meet or to have a phone conference at flexible times. Please feel free
to e-mail or phone for a time to talk.
CHD 119 is a hybrid course that combines class instruction with guided independent study and electronic assignments outside the
classroom. Students should have Internet Access and basic computer skills. We will use Blackboard extensively as an
instructional tool. Students who find that internet access will be an obstacle should speak with the instructor at the first class
session in order to determine an appropriate instructional strategy for this class. CHD 119 has a co-requisite of ENG 111 or an
equivalent English course transferred from another institution.
Text Literacy, The Essentials of Teaching Children to Read 2nd edition, Allyn & Bacon Publishing: ISBN: 978-0-13-500559-0
Course Description
Introduces current practices of teaching reading in the elementary schools. Familiarizes students with materials currently in use,
and emphasizes observation of various instructional techniques and methods of assessment in the classroom setting.
Course Objectives
Upon the completion of this course, the student will be able to:
 Identify various methods of reading instruction currently employed in the classroom.
 Identify several methods of assessing readers’ needs and determining instructional levels.
 Demonstrate and understanding of developmental reading levels and the various processes of remediating reading
weaknesses.
 Understand the role of differentiated instruction for reading skills.
 Understand the methods of improving student comprehension skills on the primary and secondary levels.
 Communicate research based information regarding current reading instruction topics to the group.
 Read and critique current research on reading instructional methodologies.
 Compile an individual portfolio documenting observations, lesson plans and assessment strategies.
Major Topics Covered
 Methods of reading instruction
 Individual student assessment
 Phonemic awareness
 Comprehension strategies
 Literacy
Specific Course Modules and Objectives
Following are the specific modules grouping the course content into manageable topics and the specific objectives for each module.
Assignments and assessment activities have been developed based on these specific objectives.
 Module A- Effective Reading Instruction
 Module B-Phonics and Word Identification
 Module C-Fluency
 Module D-Vocabulary
 Module E-Comprehension
 Module F-Assessment
 Module G-Standards for Reading Instruction
Evaluation & Grades
Work in this course will require your participation in a variety of ways. First, the course is writing intensive with assignments ranging
from short paragraphs to longer, more formal reflections. First, you will submit electronic assignments as described in the weekly
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assignments folders and in the forums in the discussion board. The Discussion Group topics will ask you to address module topics
and reflect on your classmates’ understanding of these topics. Second, you will develop a lesson plan in which you relate course
content to the application of teaching reading in a primary classroom. Third/fourth, you will complete three of four possible
assignments related to language arts: a) Reading Series Review, b) Teacher Interview, c) Child Assessment and d) Reading Resource.
Finally, you will have a mid-term and final examination, both of which will be open book.
Written Assignments
1. Attendance and Class Participation-10% of final grade-Attendance and class participation is a graded component of
this class. Students are expected to participate in class discussions which include whole group or small group sessions.
In-class activities are considered to part of the participation grade. Notify the instructor if you plan to miss a class. If
you miss a class, be sure to keep up with the course syllabus and contact a classmate for detailed information regarding
notes and assignments. It is your responsibility to keep up with assignments. Missing more than 1 class will negatively
affect your final grade. Missing 2 or more classes may result in an automatic withdrawal. This class is a hybrid and
students will be expected to complete assignments online such as podcasted lectures, uploaded assignment documents,
discussion board, tests, and surveys.
2. Literacy Forums/Activities-(10% of final grade)-Discussion Boards will require you to write on a topic and to engage
in conversation with your classmates. Discussion board postings should be between two and four paragraphs in length
and address all components required. Responses should be a paragraph, as opposed to a sentence. Responding with “I
like that book also” or “I agree” does not reflect that students are engaging in the conversation. You should respond to
one person per topic and avoid responding to the same person every time. There should be evidence of conversation in
your thread and I will look for evidence of individual effort. You will receive feedback on your discussion board
postings in the first week with the opportunity to redo them. Discussion groups will be graded every few weeks.
3. Reading Group Lesson Plan and Presentation (20% of final grade)
This is an individual activity. Students will choose a book and present a lesson plan to the class. Please use the
following guidelines:
a. List the name of the book, author, illustrator, the publisher and date of publication.
b. Define the age group and appropriate developmental stage(s) your lesson will address.
c. Describe your lesson objective
d. List the skills to be taught
e. List the strategies you will use (modeling techniques)
f. List all materials you will need to teach your lesson.
g. Post materials related to your lesson on the designated area in the discussion board.
h. Explain how you will assess your students
i. List any activities you can use to remediate or enrich/extend your lesson. Can your lesson be integrated into a
larger unit?
4. Literacy Choice Projects: Choose 2 of the following 4 options. They are each worth 15%. You may complete
them in any order. Examples and scoring criteria are provided in course documents.
a. Reading Series Review: Review a reading series (includes a teacher’s manual and a scope and sequence) and
write a 4-6 page paper that addresses the following areas.
i. Reading Series Information
ii. Research and indicate how the series addresses the Virginia SOLs (see materials in Module G) and
how is the reading series organized?
iii. How does the series provide strategies for the following: 1) remediation, 2) enrichment, 3) English
Language Learners, and 4) assessment?
iv. Does the series give you ideas for additional resources or technology? (I.e. phonemic awareness
activities, additional readings, songs, videocassettes, integrated technology components, etc.)
v. What is your personal opinion of the series. Would you use it in your classroom? What are the
strengths and weaknesses of the series?
b. Interview with a primary teacher or reading specialist-Students must find a primary grade teacher or reading
specialist to interview for this assignment. Students will ask about 1) the teacher’s experience with different
levels of reading and writing, 2) his/her approach to reading and writing instruction, and 3) types of curricular
materials. Teachers of reading include teachers of K, 1, 2, or 3. Special Education teachers who work with
primary grade children, ESOL teachers working with primary grade children, or reading specialists. The
resultant paper should be between four and six pages long.
c. Observation- Students will assess a child using the materials provided in weeks 12 and 13 for DIBELS
assessment. Students may not assess their own child, or a child they live with. Students must cover 3 of the 5
“Big Ideas” indicated by the National Reading Panel and clearly indicated on the DIBELS homepage. The
resultant paper should be between four and six pages long.
d. CHD 119 Reading Resource review-Students must find a reading resource or game that could be used for
teaching language arts and evaluate it by describing the resource and addressing whether the resource addressed
the standards described in class and if it provides strategies for remediation/enrichment, and technology.
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Midterm and Final Exam (15% each)
Both exams will consist of information from the text, class lectures and class discussions. The exams may include true/false,
matching, multiple-choice, short answer, and essay. Both exams are open book and notes. The midterm exam will take place during
week 8 (15%) and will cover chapters 1-3 and the final on during week 16 will cover chapters 4-7.
Evaluation/Grading
All assignments must be completed to receive a grade for the course. The final grade for each student will be assessed as follows:
Grades: A=100%-90%
B=89%-80%
C=79%-70%
D=69%-60%
F=59% and below
Evaluation: The final grade for each student will be computed in the following way:
Blackboard Forums
20%
Reading Group Lesson Plans
20%
Midterm Exam
15%
Final Exam
15%
Literacy Choice Projects: Choose 2 of 3. Worth 15% each.
Basal Reading Series Review/Assessment of a child/Interview with a reading/primary teacher
Student Responsibilities-General Information
All students are expected to abide by the rules and policies in the Northern Virginia Community College Student Handbook.
Confidentiality
Adhere to the NAEYC Code of Ethical Conduct when discussing children, families, colleagues, and community/society. For more
information, visit www.naeyc.org
Emergency Plan
In case of emergency, please follow the emergency procedures discussed on the first day of class and as posted in the classroom.
E-mail
Information on grades and other confidential matters will only be sent to your official NVCC e-mail account, You may program your
official NVCC account to forward information onto other e-mail addresses if you desire. For e-mail set up information go to:
http://www.nvcc.edu/ithd/studentmail.html
Inclement Weather/Unforeseen Class Cancellations
Students are expected to keep up with the syllabus if class is cancelled for any reason. If the college campus is closed, all classes on
and off that campus are closed. If the off-site class facility itself if closed, the class is cancelled (even if the college is open).
Instructor may assign additional assignments in the event lecture and/or class participation is cancelled to ensure course material is
covered. For this reason, it is vital for students to check their college email often.
Resources
1. The Manassas Campus Writing Center is a resource to help you improve your writing skills. For a detailed listing of the
services provided go to: http://nvcc.edu/manassas/lrs/LL/Llrwrite.htm or visit 112A Howsmon Hall, which can also be
reached by phone at 703-257-6645.
2. The Manassas Campus Computer Lab is a resource to help you with your computer skills. It is located in Howsmon Hall,
second floor, room 209. The phone number is 703-257-6638/6520.
3. The Manassas Campus library is a resource to help you research your project topic. It is located on the first floor of Colgan
Hall. The phone number is 703-257-6640. Call for times.
4. The Manassas Campus Testing Center is where students will go if in need of extended test time or other accommodations.
Blackboard
This class has a blackboard space. Class notes, some assignments, the syllabus and other information will be posted there. To
access the website, go to: https://nvcc.my.vccs.edu/. You can access Blackboard from any computer lab on campus or with any
internet connection.
Accommodations
Students who have special accommodations must inform the instructor at the first class session.
Scholarships
For information regarding the Virginia Child Care Scholarship Program, visit the following website:
http://www.dss.virginia.gov/family/cc/scholarship.html
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Plagiarism
Plagiarism will not be tolerated and may result in a failing grade for the course. All students are responsible to view plagiarism
information at the following links before completing written assignments: http://www.nvcc.edu/library/ (click on “research guides”,
click on “citing sources”, then click on “citing sources and avoiding plagiarism” to read the information from our college regarding
this) http://www.lib.duke.edu/libguide/citing.htm
Academic Integrity
Academic integrity is both a course and a college requirement. Students who are not honest in their academic work will face
disciplinary action along with any grade penalty the instructor imposes. Further information regarding this issue can be found by
viewing pages 70-78 of the NVCC student handbook. Students caught violating the academic integrity agreement for this course may
fail the assignment or the course. For the purposes of this course, violations of academic integrity include the following:
1.
CHEATING: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise.
Portable electronic devices, such as cell phones or Blackberries, are unauthorized during tests/exams, regardless of the intent of
the user.
2. FABRICATION: intentional and unauthorized falsification or invention of any information or citation in an academic exercise.
3. FACILITATING ACADEMIC DISHONESTY: intentionally or knowingly helping or attempting to help another to violate
academic integrity.
4. PLAGIARISM: intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise.
To further exhibit your commitment to academic integrity, please remember to sign the Honor Pledge on all exams and assignments:
“I pledge on my honor that I have not given or received any unauthorized assistance on this assignment/exam.”
In addition, you must print and sign the course agreement, indicating that you understand the course requirements, including
academic integrity, included at the end of the syllabus.
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CHD 119 Reading Series Scoring Criteria
Reading Series Information (5)
a. Name of the basal/reading series:
b. Publisher
c. Date of publication
d. Which grade level was reviewed
e. Location of the scope and sequence chart
Research and answer the following questions
___How does the series address appropriate Standards of Learning? (10)
___How are the lessons or units organized? (5)
How does the series provide strategies for the following:
___Remediation (5)
___Enrichment and extensions (5)
___Assessment (5)
___Lessons for Limited English Proficiency (5)
_____Does the series give you ideas for additional resources or technology? (I.e. phonemic awareness activities,
additional readings, songs, videocassettes, integrated technology components, etc.) (5)
_____Give your personal opinion of the series. Would you use it in your classroom? What are the strengths and
weaknesses of the series (5)
1)
2)
3)
4)
5)
CHD 119 Reading Teacher Interview Scoring Criteria
Narrative describing interviewed teacher’s experience and current position (5) ____
Narrative clearly describes teacher’s approach to reading and writing instruction (15)____
Narrative outlines types of curricular materials used by interviewee (10)____
Reflection/critique of the materials and approaches used by interviewee (15)____
Format/Grammar (5)____
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6.
1.
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CHD 119 Language Arts Assessment Scoring Criteria
Description of Child Included (5) _______
Setting/Date(2)__________
Assessment takes place across at least 3/5 of the areas indicated by the National Reading Panel and DIBELS (15)_____
a. Phonemic awareness
b. Alphabetic principle
c. Accuracy and fluency
d. Vocabulary
e. Comprehension
Narrative clearly describes the assessment results______(15)
Conclusion describes the assessor’s view of the student’s progress and ability, including strategies for working with the child.
(10)____
Grammar/Structure of Paper (3)__________
CHD 119 Reading Lesson Plan and Presentation Scoring Criteria
Uses appropriate book (5)_____
 Name
 Author/Illustrator
 Publisher
 Date of Publication
Identifies Developmental Level (5)_____
 Age group
 Reading Level (Pre-emergent, emergent, etc)
Identifies Objective (5):
Literacy skills to be taught (10)_____
Strategies teacher will use (modeling techniques) clearly demonstrated (10)_____
Materials needed to teach the lesson (5)_____
Follow-up Activity for Practice (10)_____
 Explained
 Shown
Assessment (10)_____
 Explained
 Shown
Remediation/Intervention (5)_____
Enrichment/Extension (5)_____
Thematic Possibilities or Integration into other content areas such as Math/Science/Etc. (5)_____
Presentation is lively, interesting, and indicative of a lesson that could be taught in a child’s learning environment (10)_____
Format/Neatness of the written portion that is turned in (10)_____
Materials are shared with class via the Bb forum (10)
CHD 119 Reading Resource Scoring Criteria
6.
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10.
Information-detailed description of the resource itself (10)
How does the item address appropriate Standards of Learning? (10)
How does the series provide strategies for remediation or enrichment? (10)
What ideas does the item give you for additional resources or technology? (5)
Which of the five big ideas indicated by the National Reading Panel are addressed through the use of this resource? (10)
a. Phonemic awareness
b. Alphabetic principle
c. Accuracy and fluency
d. Vocabulary
e. Comprehension
11. _____Give your personal opinion of the series. Would you use it in your classroom? What are the strengths and
weaknesses of the series (5)
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Planning Calendar for CHD 119
Date
Module
Week 1
A
Week 2
A/B
Chapter 1
Chapter 2
Week 3
C
Chapter 3
Week 4
Week 5
D
Reading
Assignment
(before
class)
Chapter 1
Classroom Topics
Effective Reading Instruction: The
Teacher Makes the Difference
Effective Reading Instruction: The
Teacher Makes the Difference
Phonics and Word Identification
Developing Children’s Reading
Fluency
Chapter 7
Programs and Standards for Reading
Instruction
Chapter 4
Increasing Reading Vocabulary
Online Assignments Due
Open first podcast to determine
technology problems
Forum A due
Forum B
Literacy Choice Project A
Forum C
Forum D
Midterm Exam Due
Week 6
E
Chapter 5
Teaching Reading Comprehension
Forum E
Week 7
F
Chapter 6
Assessment
Forum F
Lesson Plan due for Grading
Week 8
Applications in Reading Strategies
Class Presentations of Reading
Group Lesson Plan
Literacy Choice Project B
Final Exam Due December 16
at 11:59pm
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Welcome to
CHD 119: Introduction to Reading Methods
Name:
Semester:
Home Phone:
Cell Phone:
E-mail:
What is the best way to reach you in case of inclement weather?
Why are you taking CHD 119?
Is there any other information I should know about you?
Please rewrite, sign, and date the following statement:
I understand and agree to comply with the course requirements for CHD 119.
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