Professional Education Unit
Early Childhood, Elementary, and Special Education Department
FOUNDATIONS OF READING (Face-to-Face)
EDEM 330 – 092
Wednesday 6:00 – 8:40
Fall, 2013
Instructor:
Office:
Location:
Phone:
E-Mail:
Office Hours:
Kitty Y. Hazler, Ph.D.
Room 207, Postsecondary Building
MSU Prestonsburg
(606) 886-2405
k.hazler@moreheadstate.edu
Monday 9:00 – 3:00 and Wednesday 9:00 – 5:00
COURSE DESCRIPTION: An explanation of the developmental aspects of the reading process in grades
P-9 in terms of instruction, assessment, materials, and classroom organization.
Prerequisites: EDF 207, 211, EDSP 230, EDEE 305 or EDMG 306. Co-requisites: EDEL 302 and EDSP
367 (5-9 students, EDMG 347).
REQUIRED FIELD EXPERIENCE HOURS: [ Level II Field Hours] Candidates must successfully
complete a minimum of 10 hours of participation experiences in a public school setting. This experience
will include two observation assignments and the teaching of KTIP lessons to small groups of students.
CONCEPTUAL FRAMEWORK:
“Community Engagement: A Light to and from the Mountains”
The Professional Education Unit at Morehead State University delivers rigorous, high quality programs
that prepare professionals informed by best national and international scholarship, plus research,
literature, and experiences specific to Appalachia- preparing professionals to improve the schools, quality
of life, and the communities in which they live and serve. This statement is not only the strategic mission
for the College, but it also incorporates the conceptual framework that guides all our activities.
CONCEPTUAL FRAMEWORK OUTCOMES (CFO’s):
1. Master the content knowledge, professional and the twenty – first century skills need to make an
optimal contribution to “whole” student learning in education settings.
2. Are competent in the collection and use of data to inform decision – making and to demonstrate
accountability for student learning.
3. Demonstrate professional dispositions
4. Are culturally competent and understand the regions from which they have come utilizing knowledge
and experiences to effectively “bridge the gaps” (economic, achievement, and geographic) ensuring
optimal learning for all students.
5. Engage in authentic field experiences in collaboration with committed school – based partners and
are empowered to improve the quality of education throughout this region and beyond.
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STUDENT LEARNING OUTCOMES (SLO’s): By the end of this course, the candidate will be able to:
1. Candidates will be aware of the body of knowledge in the area of reading education for the purpose of
assessing and evaluating the information to improve classroom practice.
2. Candidates will evaluate reading systems in terms of format, cultural representation, assessment
techniques, and current methodology.
3. Candidates will evaluate text suitability in terms of developmental appropriateness, readability, and
instructional quality.
4. Candidates will become familiar with the various types of materials available to teach reading such as
children’s literature, basal readers, games, high frequency-low vocabulary books, manipulatives,
audio-visual materials, technology resources and technology based programs.
5. Candidates will apply the rudiments of lesson planning utilizing a variety of approaches for reading
instruction for the elementary school child.
6. Candidates will become cognizant of the developmental differences and cultural differences in
planning instruction for children in K-5 and 5-9.
7. Candidates will develop an understanding of the rudiments of performance-based assessment.
NCATE/ EPSB Accreditation Alignment of CFO’s and SLO’s:
Program: Elementary (P-5)
Aligned with
Assessment
(point values)
Kentucky
Teacher
Standards
(KYS)
Kentucky
Core Academic
Standards
(KCAS)
Eng./Lang. Arts
EDEM 330 Foundation of Reading
Educational
Professional
Standards
Board
(EPSB)
NCATE
Standards
International
Reading
Association
(IRA)
Attendance &
Participation(140)
CFO: 1, 3, 4
SLO: 1-7
Field
Assignments
1 & 2 (70 each)
CFO: 1, 2, 3, 4, 5
SLO: 1, 2, 4 ,6
Field Hours
(100)
CFO: 1, 2, 3, 4, 5
SLO: 1, 2, 3, 4,
5, 6, 7
Group Lesson
Plan (80)
CFO: 1, 2, 3, 4, 5
SLO: 1 ,2, 3, 4, 5,
6, 7
1, 7, 8
N/A
N/A
N/A
N/A
1, 5, 7, 9
Reading Anchor
Standards: 1, 3,
4, 5, 6, 7
1, 3, 4
1, 2, 5
1, 2, 3, 4, 5, 6,
7, 8, 9
Reading Anchor
Standards: 1, 3,
4, 5, 6, 7
1, 3, 4
1, 2, 3, 4, 5
1, 2, 3, 4, 5, 6,
7, 8, 9
Reading Anchor
Standards: 1, 2,
3, 4, 5, 6, 7, 8, 9,
10
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
1, 3, 4
1, 2, 3, 4, 5
Two Lesson
Plans
(80 each)
CFO: 1, 2, 3, 4, 5
SLO: 1, 2, 3, 4, 5,
6, 7
Reflections
(180)
CFO: 1, 4
SLO: 1-7
1, 2, 3, 4, 5, 6,
7, 8, 9
Reading Anchor
Standards: 1, 2,
3, 4, 5, 6, 7, 8, 9,
10
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
1, 3, 4
1, 2, 3, 4, 5
1, 7
Reading Anchor
Standards: 1, 2,
3, 4, 5, 6, 7, 8, 10
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
1, 4
1, 2, 3, 4
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Mid-Term Exam
(100)
CFO: 1, 2, 4
SLO: 1-7
1, 2, 3, 4, 5, 7,
8
Reading Anchor
Standards: 2, 4,
5, 6, 10
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
1, 4
1, 2, 3, 4
Final Exam
(100)
CFO: 1, 2, 4
1, 2, 3, 4, 5, 7,
8
Reading Anchor
Standards: 2, 4,
5, 6, 10
Diversity,
Assessment,
Literacy/Reading,
Closing the
Achievement Gap
1, 4
1, 2, 3, 4
SLO: 1-7
COURSE EVALUATION:
ASSIGNMENT
Attendance and Participation
Two Field Observation Assignments
Field Hours
One Group KTIP Lesson Plan
Two KTIP Lesson Plans
12 Chapter Reflections
Mid-Term Exam
Final Exam
DESCRIPTION
Demonstrate professional dispositions
& participate in class activities
Examine classroom environment &
structure of field teacher's lessons
Complete 10 documented hours
in a P-5 classroom
Construct one group KTIP lesson plan
Construct & teach two KTIP lesson
plans in field classroom
Use course content to reflect on best
teaching practices
Demonstrate knowledge of elementary
reading best practices
Demonstrate knowledge of elementary
reading best practices
TOTAL POSSIBLE POINTS
POINT VALUE
140
140
100
80
160
180
100
100
1000
GRADING SCALE:
POINTS EARNED
PERCENTAGE
LETTER GRADE
900-1000 points
90% - 100%
A
800-899 points
80% - 89%
B
700-799 points
70% - 79%
C
600-699 points
60% - 69%
D
Below 600 points
0% - 59%
E
REQUIRED TEXTBOOK:
Gunning, T. G. (2010). Creating literacy instruction for all students (8th ed.). Boston, MA: Allyn & Bacon.
All students in this course are required to purchase a Folio 180 account.
To purchase Folio 180 online or through the MSU Bookstore:
1. Purchase Folio 180 at the MSU Bookstore and follow the instructions included with that purchase.
2. To purchase online, go to http://www.folio180.com/msuky/coe
3. Complete registration and payment information. Your login information will be e-mailed to you.
4. We will provide your Folio 180 account information to you via e-mail. Announcements and instructions
will also be made on the CoE Facebook page.
5. You will be able to continue using your Folio 180 account through any graduate programs you might
enroll in through MSU.
6. NOTE: Students must have purchased or activated their Folio 180 account by midterm or they will
receive and “E” at midterm per TEP policy.
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QUALITY OF WORK:
All work will be evaluated considering the quality of the assignment, AS WELL AS, the quality of the
writing. Mechanics, usage, grammar, and spelling will be part of the evaluation. NO CREDIT WILL BE
EARNED FOR WORK THAT IS NOT ORIGINAL OR NOT ATTRIBUTED CORRECTLY.
ATTENDANCE POLICY:
Attendance is your responsibility. You are expected to attend every class, arrive promptly, come
prepared, and participate. Success in this class is highly dependent upon participation in class
discussions and activities. Attendance points will be a part of your class grade.
Attendance points will be deducted if you arrive more than 15 minutes late for class or leave more than 15
minutes prior to dismissal time.
Missing four classes will lower your letter grade one letter and missing six classes is an automatic
course failure.
Cell Phone Policy: Class time is limited and we have a lot of material to cover. Consequently, it is
expected that your cell phone will be turned off and put away. Points will be deducted if this request is
ignored.
ACADEMIC HONESTY:
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic
dishonesty will result in severe disciplinary action including, but not limited to, failure of the student
assessment item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic
dishonesty, read the Eagle: Student Handbook or ask your instructor. An example of plagiarism is
copying information from the internet when appropriate credit is not given. The policy is located at
http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Examples of plagiarism and cheating include: copying all or part of the work of others and submitting it as
your own, not citing the ideas and work of others and presenting it as your own, having others complete
work for you, copying the work of others, submitting a paper for this course that was previously written for
another class, and collaborating on an assignment but submitting the work as if you were the sole author
and without receiving permission to collaborate on the assignment from the instructor. (Source: J.K. Nelson,
MSU School of Bus. Adm.)
Any student who commits this act will have a disposition form completed immediately and sent to the
Department Chair. The College of Education Disposition Committee will make decisions about what
actions should be taken and whether the student will be eligible to continue in the program.
AMERICANS WITH DISABILITIES ACT (ADA):
In compliance with the ADA, all students with a documented disability are entitled to reasonable
accommodations and services to support their academic success and safety. Though a request for
services may be made at any time, services are best applied when they are requested at or before the
start of the semester. To receive accommodations and services the student should immediately contact
the Disability Services Coordinator in the Office of Academic and Career Services at 204-E ADUC,
606-783-5188, or e.day@moreheadstate.edu
CAMPUS SAFETY STATEMENT:
Emergency response information will be discussed in class. Students should familiarize themselves with
the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at
the beginning of the semester if you have special needs or will require assistance during an emergency
evacuation. Students should familiarize themselves with emergency response protocols at
http://www.moreheadstate.edu/emergency
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ASSIGNMENT DESCRIPTIONS: It is expected that all assignments will be submitted when work is due.
Late assignments will have points deducted.
A. ATTENDANCE AND PARTICIPATION
It is expected that you will attend every class. See Attendance Policy above.
(10 pts./14 classes for attendance/participation = 140 pts.)
It is also expected that everyone will participate in all class discussions and lessons. Participation
includes answering and asking questions, as well as providing ideas and resources that will benefit
students in this class. Furthermore, a lack of participation in class discussions or disruptive behavior
will result in a loss of participation points.
B. FIELD EXPERIENCE ASSIGNMENTS AND LESSON PLANS [Level II Field Hours]
Candidates must successfully complete a minimum of 10 hours in a P-5 reading classroom.
(100 points)
1. Your first days in the classroom will include observing two reading classes taught by your
assigned teacher. There will be an assignment worth 70 points for each of these two
observations. Evaluation matrices for the assignments are posted in Course Document on
Blackboard. Be sure to examine the matrices before you submit your assignment.
a. Observation #1
Due 9/11
1) Provide a detailed OBJECTIVE description of the school AND classroom environment--at least one page long
2) What was your reaction (OPINION) to the school AND classroom environment? This
should also be at least one page long.
b. Observation #2
Due 9/25
1) Lesson Introduction - Describe how the teacher began the reading lesson
2) Activities - Describe the activities the students were involved in for the body of the lesson
3) Closing - Describe how the teacher brought the lesson to a close including follow-up
activities, homework assignments, etc.
4) Reactions - Describe how the students responded to the lesson AND describe your
reaction to what you observed
2. Group Lesson Plan
(80 points)
Due 9/18
a. One group lesson plan will be created.
b. The topic to be taught, grade level, and contextual information will be provided. We will have
some class time to begin the plan.
c. Submit a peer evaluation form for the group experience.
3. Two Individual KTIP Lesson Plans
(80 points each)
Due 10/23 and 11/13
a. Your field experience will also include teaching two 20-30 minute lessons to small groups of
students. You will submit the lesson plans that accompany these two lessons to me. You
will use the KTIP Lesson Plan Format found on Blackboard. The evaluation matrix is also on
BlackBoard.
b. Be sure to consider each of the following as you write your lesson plan. An over-reliance on
worksheets is not best practice.
1.) Teacher-Made Activities - These are materials you have made yourself and do NOT
include worksheets.
2.) Alternatives to the Basal - Variety is important. Picture books, novels, informational
books, magazines, computer generated texts, poems, etc. are possibilities.
3.) Supplemental Materials - These are manufactured materials used in the lesson and might
include games, puzzles, video/audio tapes, etc.
4.) Materials Developed by Others should be used SPARINGLY - These include flash cards,
word charts, practice sheets, etc.
C. REFLECTIONS
1. Each of the 12 chapters we are covering this semester will include a reflective question.
(15 points each = 180 points)
2. Your responses to the questions should use the following format:
a. Your reflection should be 1 page long.
b. Your response should be in paragraph form.
c. Spell and grammar check your work.
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3. QUESTIONS
Chapter 1 – The Nature of Literacy
Discuss three ways that Vygotsky’s theories will impact your own teaching.
Chapter 2 – Literacy for All
What is RTI and how will it impact your classroom?
Chapter 3 – Assessing for Learning
Describe how you will use formative and summative assessment in your teaching and why
they are both needed.
Chapter 4 – Fostering Emergent / Early Literacy
Why is a literacy rich environment important and how would you make sure that your
first grade classroom has one?
Chapter 5 – Teaching Phonics, High-Frequency Words, and Syllabic Analysis
How important is phonics instruction in the grand scheme of teaching a child to read?
Explain your reasoning.
Chapter 6 – Building Vocabulary
a. Create a semantic map for “U.S. Money.”
b. Create a semantic feature analysis for Abraham Lincoln and George Washington
(compare in at least 5 areas).
Chapter 7 – Comprehension: Theory and Strategies
Discuss how comprehension might tie into the social constructivist view of learning as a
social process.
Chapter 8 – Comprehension: Text Structures and Teaching Procedures
Your students will be reading both narrative and expository pieces. How would you
differentiate your teaching between the two?
Chapter 9 – Reading and Writing in the Content Areas
Describe the challenge of content area reading as opposed to narrative reading.
Chapter 10 – Reading Literature
What would you do as a teacher to increase the love of literature in your classroom?
Chapter 11 – Approaches to Teaching Reading
What approach(es) would you use to teach reading in your own classroom? Explain your
choice(s).
Chapter 12 – Writing and Reading
How do you plan to tie writing to reading in your classroom?
D. EXAMINATIONS
There will be a mid-term and a final examination. This will include a variety of objective questions as
well as at least one essay question. (100 points each)
Mid-Term: Chapters 1, 2, 3, 4, 5, and KTIP lesson plan format
Final: Chapters 6, 7, 8, and 11
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TENTATIVE COURSE CALENDAR:
CLASS #
TOPIC
1.
8/21
Course Overview / Syllabus
2.
8/28
The Nature of Literacy
KTIP Lesson Plan Format
3.
4.
9/4
9/11
Teaching All Students
Assessing for Learning
5.
9/18
Fostering Emergent/Early Literacy
6.
9/25
Teaching Phonics, High Frequency
Words & Syllabic Analysis Cont.
7.
10/2
8.
10/9
9. 10/16
10. 10/23
Careful reading
of syllabus
Ch. 1
Ch. 2
Ch. 3
Rd. pp. 57-64,
pp. 73-74,
pp. 83-101
Ch. 4
Ch. 5
Ch. 5
12. 11/6
13. 11/13
MID-TERM EXAM
Building Vocabulary
Comprehension: Theory &
Strategies
Comprehension: Text Structures
and Teaching Procedures
Reading & Writing in Content Areas
Reading Literature
14. 11/20
15. 11/27
16. 12/4
17. 12/11
Approaches to Teaching Reading
THANKSGIVING – NO CLASS
Writing and Reading
FINAL EXAM
11. 10/30
READINGS
Ch. 6
Ch. 7
Ch. 8
Ch. 9
Ch. 10
Ch. 11
Ch. 12
ASSIGNMENTS
* Reflection
* Bring Core Academic
Standards for English &
Literacy to class (BB External
Links)
* Reflection
* Reflection
* Observation #1 due
* Reflection
* Group Lesson Plan Due
* Peer Evaluation of Group
work is due
* Observation #2 due
* Reflection
Ch. 1-5, KTIP Lesson Plan
* Reflection
* Reflection
* Lesson Plan #1 due
* Reflection
*Reflection
* Reflection
* Lesson Plan #2 due
* Reflection
* Reflection
Ch. 6-8, 11
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EDEM 330 FOUNDATIONS OF READING BIBLIOGRAPHY
Anderson, M. Hiebert, E. F., Scott, J. A., & Wilkinson, I. A. (1985). Becoming a nation of readers.
Washington, D. C.: National Institute of Education.
Barton, J., & Sawyer, D. M. (2003). Our students are ready for this: Comprehension instruction in the
elementaryschool. The Reading Teacher, 57(4), 335-347.
Brabham, E. G., & Villaume, S. K. (2002). Vocabulary instruction: Concerns and visions. The Reading
Teacher. 56(3), 264-268.
Cartwright, K. B. (2006). Fostering flexibility and comprehension in elementary students. The Reading
Teacher, 59(7), 628-634. doi:10.1598/RT.59.7.2
Cunningham, P. M. (2005). Phonics they use: Words for reading and writing (4th ed.). Boston, MA:
Pearson.
Dymock, S., & Nicholson, T. (2010). Igh 5!” Strategies to enhance comprehension of expository text. The
Reading Teacher, 64(3), 166-178.
Fox, M. (2002). Reading magic: Why reading aloud to our children will change their lives forever. New
York, NY: Harcourt, Inc.
Hasselbring, T. S., & Bausch, M. E. (2005). Assistive technologies for reading. Association for
Supervision and Curriculum Development, 63(4), 72-75.
Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). Using wordless picture books to support
emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
Kelley, M., & Clausen-Grace, N. (2010). Guiding students through expository text with text feature walks.
The Reading Teacher, 64(3), 191-195.
Kimbell-Lopez, K. (n.d.). Just think of the possibilities: Formats for reading instruction in the elementary
classroom. Retrieved November 9, 2005, from www.readingonline.org/articles/kimbell-lopez
Kitterman, J. F. (2002). Children’s books and special needs students. The Reading Teacher, 56(3),
236-238.
Louie, B.Y. (2006). Guiding principles for teaching multicultural literature. The Reading Teacher, 59(5),
438-448. doi:10.1598/RT.59.5.3
Morgan, M., & Moni, K. B. (2005). Use phonics activities to motivate learners with difficulties. Intervention
in School and Clinic, 41(1), 42-45.
Parsons, L. (2004). Challenging the gender divide: Improving literacy for all. Teacher Librarian, 32(2),
8-12.
Smith, C.B. (2003). Successful techniques of vocabulary. ERIC Document Reproduction Service,
No. ED480892.
Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The
Reading Teacher, 58(7), 680-683. doi:10.1598/RT.58.7.8
VanSluys, K., & Laman, T. T. (2006). Learning about language: Written conversations and elementary
language learners. The Reading Teacher, 60(3), 222-233. doi:10.1598/RT.60.3.2
Viadero, D. (2006). Concern over gender gaps shifting to boys. Education week, 25(27), 1-3.
Villaume, S.K., & Brabham, E. G. (2003). Phonics instruction: Beyond the debate. The Reading Teacher,
56(5), 478-482.
Walsh, M. (2003). ‘Reading’ pictures: What do they reveal? Young children’s reading of visual texts.
Reading Literacy and Language, Nov., 123-13. doi:10.1046/j.0034-0472.2003.03703006.x
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