QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER: EDPR 455
COURSE TITLE: Teaching
Primary Level Reading (3 CRHs)
SEMESTER AND YEAR: Fall 2011
INSTRUCTOR:
OFFICE NUMBER:
EMAIL:
OFFICE HOURS:
PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this
course)
Teaching
√
1. Content: Demonstrate understanding of the key
theories and concepts of the subject matter.
√
2. Pedagogy: Plan effective instruction to maximize
student learning.
√
3. Technology: Use current and emerging technologies
in instructionally powerful ways.
4. Diversity: Foster successful learning experiences for
all students by addressing individual differences.
Scholarship
√
5. Scholarly Inquiry: Actively engage in scholarship by
learning from and contributing to the knowledge base in
education.
6. Problem Solving: Arrive at data-informed decision by
systematically examining variety of factors and
resources.
Leadership
7. Ethical Values: Apply professional ethics in all
educational contexts.
√
8. Initiative: lead positive change in education.
COURSE DESCRIPTION
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
This course is a comprehensive reading instruction course that is research based and includes the
study of phonemic awareness, phonics, comprehension, spelling patterns, and methods of delivering a
strong literature based program with emphasis on content area reading, comprehension, and ongoing
assessment and diagnostic techniques. This course includes an extensive field-based component
(10 hr ) .
Prerequisite: Admission into the B.Ed. in Education Primary Education Program
COURSE OBJECTIVES
The course aims to …
1.
2.
3.
4.
identify theories and instructional approaches for teaching reading
describe the stages of reading development
introduce factors that affect reading and reading development in primary level
analyze instructional techniques that focus on developing phonemic awareness, phonics,
vocabulary, comprehension and fluency
5. identify assessment techniques to monitor and improve reading instruction to meet the
needs of the student
COURSE LEARNING OUTCOMES
Upon successful completion of the course, students will be able to …
1. understand the process of reading as interactive involving reader, text, and contextual
factors
2. demonstrate knowledge of theories and instructional approaches for teaching reading
3. identify the stages of reading development
4. use a strategy to develop a specific decoding and/or comprehension skill
5. select and evaluate instructional materials, including literacy software
6. understand how to adapt reading instruction to the needs of ESL learners
TEXTBOOKS & READINGS
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., and McKeon, C. (2006). Reading
and Learning to Read. 7th Edition. Pearson Merrill Prentice Hall Publishers.
Blachowicz, C. and Fisher, P. (2006) Teaching Vocabulary in All Classrooms. 3rd Edition.
Pearson Merrill Prentice Hall Publishers.
SUPPLEMENTARY TEXTS
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research blocks for teaching
children to read. Washington, D.C.: The U.S. Department of Education.
Beers, G. K. (2003). When kids can't read, what teachers can do: A guide for teachers, 6-12.
Portsmouth, NH: Heinemann.
Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In
R. Stainthorp & P. Tomlinson (Eds.). Learning and teaching reading. London: British Journal of
Educational Psychology Monograph Series II.
Heilman, A. W., Blair, T. R., & Rupley, W. H. (2002). Principles and practices of teaching reading.
Upper Saddle River, NJ: Prentice-Hall.
Learning First Alliance. (2000). Every child reading: A professional development guide. Washington,
D.C.: Learning First Alliance.
Torgesen, J. K. (2003). Setting new goals for intervention with older children: Lessons from research.
Invited keynote address at meetings of the International Dyslexia Association: Texas Branch. Austin,
Texas: January, 2002 at 12:28pm.
Torgesen, J. K., & Mathes, P. (2000). A basic guide to understanding, assessing, and teaching
phonological awareness. Austin, TX: PRO-ED.
SUPPLEMENTARY WEBSITES
http://www.tesol.org/s_tesol/index.asp TESOL Organization
http://writing.berkeley.edu/tesl-ej/index.html TESL EJ
http://iteslj.org/ Internet TESL Journal
http://www.TEFLcommunity.com TEFL Community side
www.gabrielatos.com On line papers on ELT and other related issues
http://nnest.moussu.net/ Nonnative English speaking members of TESOL
http://www.cal.org/ Center for Applied Linguistics
http://www.ncela.gwu.edu National Clearinghouse for English Language Acquisition
http://iteslj.org/Lessons/ Lesson plans and other information on Internet TESL Journal
http://www.cal.org/ericell/digest/subject.html ERIC Clearinghouse on Languages and Linguistics
(provides short articles on important topics by key writers).
http://www.starfall.com/n/level-a/learn-to-read/load.html lesson plans
www.lessonplanpage.com lesson plans
http://www.rong-chang.com/methods.htm
..
COURSE REQUIREMENTS
1. Each candidate is expected to attend class and contribute to the community of learners by
being a positive participant in discussions, presentations, and hands-on projects.
2. All assignments should be submitted on the specified due date. Assignments turned in later
are subject to point deductions.
3. All written assignments should have a cover sheet with assignment title, candidate name,
course title, and date.
4. All written assignments should be word processed, double spaced, and in 12 point standard
font.
5. All written assignments shall use appropriate citations and references in APA style.
6. In-class mid-term and final exams will be given in this class. Each candidate is expected to
be present for these exams except in cases of certified emergency.
Use of Blackboard:
Students are required to post their work on Blackboard and respond to each other in the
Discussion Board.
COURSE MATRIX
Unit Learning
QNPS
Outcomes
1. Content
1.4, 2.1, 6.1, 6.3,
2. Pedagogy
7.1, 9.1, 9.2, 9.3,
11.1, 11.2, 12.5
Course Objectives
1, 2, 4, 6
Course Learning
Outcomes
1, 2, 3, 4, 5, 6
Assessment
Exams
Reflective paper
Reading Strategy presentation
2. Pedagogy
4. Diversity
9.1, 9.2, 9.3, 1.4,
2.1, 4.4, 6.2, 6.3,
12.5, 3.5, 7.1, 7.2,
1.2, 1.3, 4.1, 11.3
1, 3, 6
1, 2, 4, 5, 6
Reflective paper
Reading Strategy presentation
3. Technology
6. Problem
solving
11.1, 11.2, 1.4,
2.1, 4.4, 6.1, 6.2,
6.3, 12.5, 3.5, 7.1,
7.2, 7.3, 11.3,
1.2,1.3
1, 2, 3
1, 2, 6
Reflective paper
Facilitating class discussion
5. Scholarship
enquiry
7. Ethical values
8. Initiative
1.4, 11.1, 11.2,
3.5, 6.1, 6.2, 7.2,
7.3, 1.2, 1.3, 4.1,
11.3
1, 2, 3, 4, 5, 6
1, 2, 4, 5
Reflective paper
Facilitating class discussion
Reading strategy presentation
COURSE OUTLINE
Course Topics
..
Week 1
Overview of the course
Planning, organizing & assessing for Reading Instruction
Week 2
Reading and Learning to Read: Stages of Reading development
Week 3, 4
Principles & content of phonemic awareness and phonics instruction
Week 5
Lessons for phonemic awareness & phonics: Word study for emergent readers
Week 6
Assessment of phonemic awareness & phonics
Week 7
Vocabulary Development and Instruction
Week 8
Mid-term Exam
Week 9, 10
Reading comprehension strategies: Shared Reading, Guided Reading
Week 11
Effective Read-aloud
Week 12, 13
Consolidating early reading skills: Reading interventions & struggling readers
Week 14, 15
Student presentations
Week 16
Final Exam
METHODS OF INSTRUCTION
This class is a student centered class with several active learning strategies involved. Different groupings
will be used for the purposes of discussions and social learning. The use of technology is part of this
course either in the presentation, assignments or lecturing. Lecturing and discussions are part of the
course methods.
Instructional Media
The following equipment will be used: OHP, Whiteboard, computer and data projector, audio-cassettes
and CD players, video and DVD players.
ASSESSMENTS
Exams 40%
Student knowledge and interpretation of the readings and lectures will be assessed by two exams. The
mid-term exam will be administered in Week 8 of the course during usual class times and in the same
room. The midterm will focus on topics covered in lectures 1 - 7. The final exam will be given on the last
week of the course at the same time and place as our usual classes. The final will focus on topics covered
in lectures 9 - 14.
The mid-term exam is worth 15% of the total final grade and the final exam is worth 25% of the final
grade.
..
Facilitate class discussion 20%
Students will collaborate in groups of two to facilitate a presentation and class discussion of one reading
for ONE class session. They will lead class discussion of a reading for one class session. This means that
you will need to prepare the reading carefully, present a summary of its content, make up study guide
questions for your classmates to answer and lead the group through the discussion of the issues of the
article. I will reduce your grade significantly if you are unprepared.
Presentations will be graded for effective communication and will be scored on a Presentation Evaluation
Rubric to be provided by the instructor.
Reflective paper 20%
Each student will write a reflective paper on a topic suggested by the instructor. The paper should be no
less than four pages. It has to be submitted in Week 10. Points will be deduced for late submissions.
Reading Strategy presentation 20%
Each student will choose a reading strategy from a book provided by the instructor. The presentation
focuses on a definition of the strategy, the benefits of using it in the classroom and actual use of the
strategy in a classroom activity. The presentation should not exceed 30 minutes.
Field-hours . (10h hours) Small Group Assistance
Students are required to visit a school and attend two classes. They should help the
teacher in some small group work activity. This is done according to specific rubrics that
are included in the work field package provided by the department. It has also to be
carried out under the course teacher supervision
Rubrics for the assignments will be posted on Blackboard.
GRADING SYSTEM
A
B+
B
C+
C
D+
D
F
=
=
=
=
=
=
=
=
100 - 90
89.99 - 85
84.99 - 80
79.99 - 75
74.99 - 70
69.99 - 65
64.99 - 60
59.99 - 0
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this
community, students are expected to recognize and honor standards of academic and intellectual integrity.
..
The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work
when it is submitted for academic credit. Qatar University encourages students to be responsible and
accountable for their decisions and actions. Any attempt by students to present the work of others as their
own or to pass an examination by improper means is regarded as a most serious offense and renders those
students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or
knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic
dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
STUDENTS WITH SPECIAL NEEDS
Students with disabilities or special needs that might interfere with their performance should contact the
professor at the beginning of the course. Every effort will be made to accommodate such students, but in
all cases prior arrangements must be made to ensure that any special needs can be met in a timely fashion
and in such a way that the rest of the class is mot put at an unfair disadvantage. In this regard, the student
needs to contact the special needs office at:
Ms. Eiman Khalil Heji
Head of Students with Special Needs
Men Campus: 485 1086
Women Campus: 485 6126
Email: eiman.khalil@qu.edu.qa
Student Complaints Policy:
Students at Qatar University have the right to pursue complaints related to faculty, staff, and
other students. The nature of the complaints may be either academic or non-academic. For more
information about the policy and processes related to this policy, you may refer to the students’
handbook.
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of
students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and
development.
9. Apply teaching/subject area knowledge to support student learning.
The instructor may modify the syllabus if it is in the best interest of the students.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
The instructor may modify the syllabus if it is in the best interest of the students.