SHAW UNIVERSITY Department of Education. EDU 477 Teaching Reading in the Elementary School Spring 2009 Hybrid Course: Online/Face-to-Face Meetings

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1 SHAW UNIVERSITY Department of Education EDU 477 Teaching Reading in the Elementary School Spring 2009 Hybrid Course: Online/Face-to-Face Meetings Adjunct Instructor: Mrs. Reynolds Phone: (919) Address: Office Hours: By Appointment Only Class Meeting Time: Thursdays 6:30-8:30 Semester: Spring 2009 The Conceptual Framework Theme The theme/purpose of the conceptual framework undergirding the Education Department s program is: To produce graduates who are critical thinking problem solvers with the Knowledge, pedagogical, and technological skills, and professional deposition needed to Function as effective teachers in a diverse world. Department of Education Mission Statement The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills. Departmental majors may choose a specific concentration from four different specialty areas. Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year. Birth through Kindergarten Education (B-K) Elementary Education (K-6) Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education. [The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas. The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.] Department of Education/Program Goals The goals of the Department of Education are: 1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements; 2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn; 3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs; Reynolds/EDU Syllabus/Fall

2 4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn; 5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn; 6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and 7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards. NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs. General Course Description The aim of this course is to provide assessment and instruction in the concepts, methods, and materials for teaching literacy skills to diverse populations. It is designed to help candidates integrate critical thinking and problem solving skills into reading instruction. Student Learning Outcomes Student Learning Outcomes At the completion of this course students will be able to: 1) Demonstrate knowledge of the major components of reading and how they are integrated in fluent reading. 2) Plan for effective instruction in reading Assessment of Student Learning Outcomes (Assessment Tools) Class Discussion, Peer and Instructor Feedback, Micro Teaching Demonstrations Class Projects, Quizzes & Exam Class Discussion, Journal Reviews, Class Projects, Micro Teaching Demonstrations, Quizzes and Exam Linkage to the North Carolina Teaching Standards and Indicators; International Reading Association Standards NCDPI ES 1,7,8 IRA Standards 1, 2 NCDPI ES 1, 7, 8 NCDPI CS 1, 2, 3 IRA Standards 1, 2, 3 3) Demonstrate Class Discussion, NCDPI ES 1, 7, Reynolds/EDU Syllabus/Fall

3 knowledge of the foundations of reading process and instruction. 4) Demonstrate knowledge of the effective practices, approaches, methods and curriculum materials to support reading instruction. 5) Demonstrate knowledge of a wide variety of assessment tools and practices to plan and evaluate effective reading instruction. 6) Demonstrate knowledge of how to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and appropriate use of assessment. Journal Review, Class Projects, Micro Teaching Demonstrations, Quizzes and Exam, Simulation Activities Class Discussion, Journal Review, Class Projects, Micro Teaching Demonstrations, Quizzes and Exam, Simulation Activities, Case Studies Class Discussion, Journal Review, Class Projects, Micro Teaching Demonstrations, Quizzes and Exam, Simulation Activities, Case Studies Class Discussion, Journal Review, Class Projects, Micro Teaching Demonstration, Quizzes and Exam, Simulation Activities, Case Studies. 8 NCDPI CS 1, 2, IRA Standards 1, 2, 3, 4 NCDPI ES 1, 7, 8 NCDPI - CS 1, 2 IRA Standards 2, 4 NCDPI ES 1, 7, 8 IRA Standards 3 NCDPI ES 1, 7, 8 NCDPI CS 1, 2, 3, NCDPI TS 3 IRA Standards 4 NCATE/North Carolina Department of Public Instruction Standards and Indicators CORE STANDARDS Core Standard 1: Teachers know the content they teach. Indicator 1: Teachers have a broad knowledge of content. Indicator 3: Teachers understand the ways in which their teaching area connects to the broad curriculum. Indicator 4: Teachers know relevant applications of the content they teach. Core Standard 2: Teachers know how to teach students. Indicator 2: Teachers use a variety of methods to teach students. Reynolds/EDU Syllabus/Fall

4 Indicator 5: Teachers have strong and current technology skills. Indicator 6: Teachers plan instruction that is appropriate for the students they teach. Indicator 8: Teachers teach communication, thinking, and problem-solving skills. Indicator 11: Teachers align their instruction with the required curriculum. Core Standard 3: Teachers are successful in teaching a diverse population of students. Indicator 4: Teachers adapt their teaching for the benefit of students with special needs. Core Standard 5: Teachers are reflective about their practice. Indicator 1: Teachers analyze the results of teaching. Indicator 2: Teachers collaborate with their colleagues Technology Standards:3: Teachers implement curricular plans that include methods and strategies for applying technology to maximize student learning. Indicator 2: Teachers use technology to support learner-centered strategies that address the diverse needs of students. ELEMENTARY EDUCATION STANDARDS Elementary Education Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy. Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader s existing knowledge, the information suggested by the written language, and the context of the reading situation. Indicator 6: Teachers understand the importance of literacy for personal and social growth Elementary Education Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. Elementary Education Standard 8: Teachers design instructional programs and strategies that build on students' experiences and existing language skills to help students become competent, effective users of language.. Indicator 2: Demonstrate ability to effectively plan and teach a comprehensive series of daily instructional lessons which include explicit instructional procedures, activities and materials for teaching phonemic awareness, letter-sound associations, word identification, spelling, reading fluency, vocabulary, reading comprehension, and monitoring students progress in the development of reading skills. INTERNATIONAL READING ASSOCIATION STANDARDS (REVISED 2003) Standard 1: Foundational Knowledge Standard 2: Instructional Strategies and Curriculum Materials Standard 3: Assessment, Diagnosis, and Evaluation Standard 4: Creating a Literate Environment Required Texts Graves, Michael (2006) Teaching Reading in the 21 st Century (with Assessment and Instruction Booklet), 4th ed., Boston: Allyn & Beacon Publishing Company. The book can be ordered online. Reynolds/EDU Syllabus/Fall

5 Go to: Cost $ Make sure you order the textbook with MyLabSchool Package. ISBN 10: X A MyLabSchool Student Access Code should be included. (Generic Version (No E-Book) If a MyLabSchool access code is not included in your textbook you will need to purchase an access code. Go to Enter your school s zip code Your Platform: MyLabSchool (Generic Version No E Book) Cost: $59.00 MyLabSchool Help Number (required) Check Weekly for Communications High Speed Internet Access DSL Students must be proficient in the use of *Students must have access to a computer that can run video clips, has a multi media player feature and has an Adobe Reader. * Additional readings may be assigned in class. Assignments This course is designed to assist students in becoming knowledgeable about theories, philosophies, instructional approaches and materials in the teaching of Reading grades K-6 The course also helps students apply the theoretical base through cooperative learning group activities. 1. Unit Plans. A unit plan must be developed. It must be aligned with the NCDPI/NCATE Standards and Indicators for grades 3-6. Unit plans must contain at least 4 lesson plans. Unit plans must contain lists of concepts to show scope and sequence, behavioral objectives, content for the teacher, ideas for beginning units and lessons, lists of related children's books and websites, list of materials needed, lesson enrichment ideas, bulletin board ideas, field trip ideas, use of instructional technology, strategies necessary for working with diverse populations, critical thinking, problem solving, computer software and audiovisual aids, and 4 lesson plans. Be sure to document all sources used Core Standard 1, Core Standard 2, Technology Standards 3, Elementary Standards 1, 7, 8 INTASC Standard 1, 4, IRA Standards 1, 2, 3, 4 2. Quizzes and Exams. There will be two scheduled quizzes and a final exam based on the readings, lectures, and discussions. Core Standard 1, Core Standard 2, Technology Standards 3, Elementary Standards 1, 7, 8 INTASC Standard 1, IRA Standards 1, 2, 3, 4 3. Demonstration Teaching and Microteaching. Demonstration Teaching: There will be discussions on and/or use of the evaluation instruments used in North Carolina public schools. Each student will be given the opportunity to teach one lesson. Demonstration teaching is the presentation of a lesson to Reynolds/EDU Syllabus/Fall

6 the entire class in which the teacher uses the six-point lesson plan. Students will use the criteria that North Carolina public school teachers use in their classroom. NCDPI standards and indicators must be included with the presentation. Microteaching: Each student will be given an opportunity to plan and teach two brief lessons to his/her peers. This activity will provide an invaluable experiential opportunity to learn how to teach, as well as to consolidate teaching knowledge and skills. The six-point lesson plan format will be used in developing the lesson. Microteaching is a scaled down teaching situation in which a minute mini-lesson is taught to a few students. NCDPI standards and indicators must be included with the presentation. Core Standard 1, Core Standard 2, Core Standard 3, Technology Standards 3, Elementary Standards 1, 7, 8, INTASC Standard 1, 4, 5, 7, 9, IRA Standards 1, 2, 3, 4 Directions: 1. Select topics from your discipline for the two lessons you will teach. (See Topical Course Outline) 2. Prepare lesson plans for the lessons you plan to present to the class. Use the Lesson Plan Format presented in class as a guide for preparing the microteaching and lessons. 3. Make sure you incorporate instructional technology into your presentations. 4. Submit how you plan to teach each lesson, such as lesson plans, questions, materials, etc., at least one week prior to the scheduled teaching. 5. An evaluation instrument based on a set of criteria established to judge mastery of the desired skills or behaviors will be used. This analysis will help to identify specific teaching skills that need improvement, as well as to develop the skills needed to study teaching behavior for purposes of self-improvement. The microteaching activities will be videotaped. You are expected to view the videotapes and evaluate your teaching. A self-analysis sheet is required for each microteaching activity. ALL STUDENTS WILL BE REQUIRED TO COME TO SHAW S CAMPUS TO DO THEIR MICRO-TEACHING AND DEMONSTRATION TEACHING LESSONS. : 4. Journal Article Reviews: POST ON BLACKBOARD Read and report on two current journal articles using the following Shaw University Department of Education format: A. Title of Article: B. Author(s): C. Journal: D. Synopsis: (summarize in your own words; at least ½ page in length) E. Subjects: (people involved in the study; ex. (50) ten year old boys) F. Instrument: (kind of test, survey, etc. used to collect data) G. Findings: (outcome) H. Implication/Application: (how will or can the information be used) Reynolds/EDU Syllabus/Fall

7 I. Reaction: (your personal reaction to the article) J. NCDPI Standards/Goals and Indicators/Objectives (NCDPI standards and indicators that align with the article) All journal articles must be submitted with the article review. Each part in the format for article reviews (A-J) should be addressed. Resource Site Research Navigator Core Standard 1, Core Standard 2, Core Standard 3, Technology Standards 3, Elementary Standards 1, 7, 8, INTASC Standard 1, 4, IRA Standards, 1, 2, 4 Suggested Topics Developing a Balanced Literacy Program Teaching Phonics The Nature of Reading and Writing in Today's Schools Emergent Literacy Developing Vocabulary Comprehension: Theory and Strategies Comprehension: Text Structures and Teaching Procedures Provide Literacy Instruction for Special Learners and Other Diverse Populations The Assessment and Instruction Cycle Using Technology in Literacy Instruction Approaches to Teaching Reading Teaching Reading as a Language Experience Intervention Programs for At Risk Readers Assessment Strategies for Classrooms, Teachers, and Students Scaffolding Students Comprehension of Text Fostering Higher-Order Thinking and Deep Understanding in Content Areas Literacy Instruction for English Language Learners 5. Library Component A presentation will be present on the following topics: *How to search the WEB to locate reading courses *How to locate reading sources in the Curriculum Materials Center *(Resource MyLabSchool, Course, Foundation/Intro to Teaching (CD), *Research Navigator (FDRN) Standards NC-T Core Standard 2 NC-T Diversity Standard 1 NC-T Technology Standard 1 INTASC Standard 9 Reynolds/EDU Syllabus/Fall

8 6. School-Based Experience You will be required to interview an elementary teacher regarding reading instruction. You will also be expected to observe and assist in the classroom, linking your classroom experiences with the content of our text and class discussions. These experiences are to be recorded in a learning log and turned in on November 20 with your reflection paper. Elementary Standards 1, 7, 8, IRA Standards, 1, 2, 3, 4 7. Professional Dispositions. Each student is expected to participate actively and professionally in class discussions and other applied in-class activities. This includes active, respectful listening to others and coming to class prepared for discussion. It is expected that every participant will treat others with respect even when disagreeing with ideas or viewpoints presented. Regular attendance is a class requirement due to the many activities that will take place in class. Regular attendance is also a University requirement. Absences will lower your grade. Writing expectations and comments. 8. You must use word-processing for all work turned in for a grade (except in the case of inclass exams). 9. Writing is both an important tool for thinking and an essential form of expression for teachers and all professionals. Think about it. As a parent, how confident would you be in your child s instruction if his/her teacher couldn t write well? Take seriously what you write for this class. Read and reread your work. DO NOT rely solely on spell and grammar check functions to check your work! Read it yourself and ask others to read it. Your papers must demonstrate effective use of language, sentence integrity, clarity of ideas, logical development of themes, and accurate spelling and grammar. Topical Course Outline Topics covered in the course include: 1. Reading and Learning to Read 2. Reading Instruction 3. Motivation and Engagement 4. Emergent Literacy 5. Word Recognition 6. Fluency 7. Vocabulary Development 8. Scaffolding Students Comprehension of Text 9. Teaching Comprehension Strategies 10. Encouraging Independent Reading and Reader Response 11. Fostering Higher-Order Thinking and Deep Understanding in Content Areas 12 Writing and Reading 13. Literacy Instruction for English Language Learners 14. Classroom Assessment Reynolds/EDU Syllabus/Fall

9 Topical Course Outline Date Topic Class Activity Assignment Due Week One January 15 Reading and Learning to Read Chapter 1 Theories about the Reading Process Review Power point notes Chapter 1 Syllabus North Carolina Standards and Indicators Homework Posted in Assignment Section on ; submit homework to the Digital Dropbox in Week Two January 22 Week Three January 29 Reading Instruction Chapter 2 Review power point notes chapter 2 Click: Generic Version (No E-Book) Assignment Finder: Type-in CRV1 Video Clip: Promoting Literacy (4:54) Motivation and Engagement -Chapter 3 Review power point notes chapter 3 Emergent Literacy 4 Review power point notes chapter 4 Click: Generic Version (No E-Book) Assignment Finder: Type-in RMV2 Video Clip: Phonics Instruction (4:43) Face-to Face Review- Writing an Effective Lesson Plan for Reading Homework- Posted in the Assignment Section on Face-to-Face Homework Posted in the Assignment Section on Online Week Four February 5 Word Recognition- Chapter 5 Learning to Identify Words Review power point notes for chapter 5 Read- Put Reading First The Research Building Blocks for Teaching Children to Read Chapters 1 & 2 Journal Article Review Number #1 Focus: Phoneme Awareness (Submit to the Digital Dropbox on Reynolds/EDU Syllabus/Fall

10 Click: Generic Version (No-E Book) Assignment Finder: Type-in RMV2 Video Clip: Word Chunking (1:00) Homework Assignments Posted on Face-to-Face Week Six February 12 Fluency Chapter 6 Review power point notes for chapter 6 Read- Put Reading First- The Research Building Blocks for Teaching Children to Read Chapter 3 Quiz #1 Chapters 1, 2, 3, 4, 5 () Review Study Guide in the Handouts/Materials Section on Online Week Seven February 19 Vocabulary Development Chapter 7 Review power point notes for chapter 7 Read Put Reading First- The Research Building Blocks for Teaching Children to Read Chapter 4 Click - Generic Version (No-E Book) 1)Assignment Finder: Type-in CRV2 Video Clip: Vocabulary Instruction (5:04) 2) Assignment Finder: Type-in CRV2 Video Clip: Vocabulary Strategies (2:47) 3) Assignment Finder: Type-in CRV2 Video Clip: Teaching Vocabulary Homework - Posted on Face-to-Face Week Eight February 26 Scaffolding Students Comprehension of Text Chapter 8 Review power point notes for chapter 8 -Review Microteaching Lesson Plans -Read Put Reading First The Research Building Blocks for Teaching Children to Read Chapter 5 Click - Generic Version (No E-Book) Assignment Finder: Type-in RMV5 Video Clip: Defining Reading Comprehension (2:03) Lesson Plan for Microteaching Lesson Due; submit to the Digital Dropbox on Homework Posted on Online Reynolds/EDU Syllabus/Fall

11 Week Nine March 5 Teaching Comprehension Strategies Chapter 9 Review power point notes for chapter 9 -Microteaching Lesson Phoneme Awareness/Phonic Lesson (K-2) Click Generic Version (No-E Book) 1)Assignment Finder: Type-in LAV4 Video Clip: Mind Maps and Cooperative Learning (2:50) 2) Assignment Finder: Type-in LAV4 Video Clip: Graphic Organizer: Venn Diagrams (3:34) Homework Posted on Face-to-Face Week Ten March 12 Encouraging Independent Reading and Reader Responses Chapter 10 Review power point notes for chapter 10 Click Generic Version (No-E Book) Assignment Finder: Type-in LAV5 Video Clip: Reading Comprehension (1:58) Journal Article Review #2 Due Focus: Vocabulary Development/Strategies Homework Posted on Online Week Eleven March 19 Week Twelve March 26 Fostering Higher Order Thinking and Deep Understanding in the Content Areas Chapter 11 Review power point notes for chapter 11 Click Generic Version (N0 E-Book) 1) Assignment Finder: RMV6 Video Clip: Content Area Reading (4:49) 2) Assignment Finder: RMV7 Video Clip: Teaching with Literature (7:20) Microteaching Lesson Focus: Vocabulary Lesson, Grades 2-5 Writing and Reading Chapter 12 Exploring the connection between reading and writing Review power point notes for chapter 12 Homework Posted on Face-to-Face Online Click Generic Version (No E-Book) Reynolds/EDU Syllabus/Fall

12 Week Thirteen April 2 Week Fourteen April 9 Week Fifteen April 16 Week Sixteen April 23 Assignment Finder: RMV5 Video Clip: Writing and Reading (3:47) Reading Instruction for English Language Learners Chapter 13 Review power point notes for chapter 13 -Demonstration Teaching Pre Reading Strategy (Grades K-6) During Reading Strategy (Grades K-6) Classroom Assessment Chapter 14; pp Click Generic Version No E-Book Assignment Finder: RMV8 Video Clip: Using Assessment to Inform Instruction (5:32) -Demonstration Teaching After Reading Strategy (Grades 3-6) Classroom Assessment Chapter 14 Pp Click Generic Version No E-Book 1) Assignment Finder: LAV1 Video Clip: Running Records ( 3:21) 2) Assignment Finder: CRV 6 Video Clip: Informal Reading Assessment (4:10) Reflective Paper and Learning Log are due Review Study Notes for Final Exam Final Exam Integrated Reading Unit Plan for Grades 3-6 Face-to-Face Quiz # 2 Chapters 6,7,9,10,11, 12 () Online In School Experience Project Reflective Paper and Learning Log are due Face-to-Face Cum Exam Chapters 1-14 Online Course Evaluation Attendance and class participation are required and essential to this course. No make-up work is accepted unless the student presents a University excuse within a week of the missed assignment. Absences lower the grade. Points will be deducted for late arrivals and/or early departures. However, we will follow the University attendance policy. Attendance. You are expected to comply with the University Attendance Policy. Remember that it is YOUR responsibility to explain to the instructor any absence, reason for Reynolds/EDU Syllabus/Fall

13 tardiness, or early departure from class at the earliest possible time. YOU WILL HAVE ONE WEEK FROM THE DATE OF AN ABSENCE TO PRESENT A UNIVERSITY EXCUSE TO THE INSTRUCTOR; OTHERWISE, IT WILL NOT BE ACCEPTED. Policy on Plagiarism Plagiarism is presenting other people s work as your won. Using another person s idea, words, or work is theft. As members of the academic community, students must be mindful of other people s property. Failure to respect such property rights is considered a serious and punishable violation of appropriate conduct at Shaw University. A student who plagiarizes an assignment can expect that he or she will receive a zero for the assignment and that the plagiarism incident will be reported to the Vice President for Academic Affairs. A second incident of plagiarism by the same student in the same class will result in automatic expulsion from the class and a grade of F in the course. The reason for the F will be documented in the grade report to the Registrar. A record of students expelled from classes will be forwarded to the Vice President for Academic Affairs at the end of each semester. Three incidents of plagiarism in a student s college career will be cause for additional disciplinary action by the Vice President for Academic Affairs up to and including suspension. Grading will be on a 100-point scale: =A (Target); 89-80=B (Acceptable); 79-70=C (Acceptable); 69-60=D (Unacceptable); Below 60 =F (Unacceptable). Common rubrics to assess performance on assignments will be used. Performance at target, acceptable, and unacceptable levels will be assessed for all assignments. These rubrics are part of this syllabus and will be issued under separate cover. You MUST have an account in order to facilitate communication (I often send announcements and reminders via .) Inclement Weather Policy: In the event of inclement weather, call for the latest information on campus wide class cancellations and office closings. Also listen to FM and WRAL Channel 5 or check the WRAL Web site at For specific information about this course, if I feel it is necessary to cancel class, I will try to (1) send a group at least one hour prior to class time and/or (2) leave a message on my voice mail I do not want anyone to risk injury to themselves or others if class is not canceled and you cannot attend, you will be responsible for making up what you missed. Statement of non-discrimination. Shaw s policy is not to discriminate against qualified students with documented disabilities in its educational programs. If you have a disability-related need for modifications in this course, please contact me and/or the Disabilities Services office. Please notify me during the first week of class if you have any special needs or concerns. Reynolds/EDU Syllabus/Fall

14 Bibliography Baron, N. (1992) Growing up with language. Reading. MB Addison Wesley Longman Cramer, S.F. (1998). Collaboration: A Success Strategy for Special Educators. Needham Heights, MA: Allyn & Bacon. Estes, Jodi Simmons. (1994). Preschool Teacher Messages. Carthage, IL: Fearon Teacher Aids. Fuller, M.L. & Olsen, G. (1998). Home-school relations: Working successfully with parents and families. Boston: Allyn & Bacon. Lambie, R., & Daniels-Mohring, D. (1993). Familv svstems within educational systems: Understanding students with special needs. Denver, CO: Love North Carolina Department of Public Instruction. (2004). English Language Arts Curriculum. In the North Carolina Standards Course of Study. Raleigh, NC: Author Neuman, S.B. Copple, C., Bredekamp, S. (2000). Learning to Read and Write Developmentally Appropriate Practices for Your Children. Washington, D.C. National Association for the Education of Young Children. Smith, M.T. (1996). Multisensory Teaching System for Reading (MTS). Forney, TX: MTS Publications. U.S. Department of Education, Office of Intergovernmental and Interagency Affairs. (2002). Helping Your Child Become a Reader. Washington, DC. Professional Journals/Periodicals Exceptional Children Journal of Reading Reading and Writing: An Interdisciplinary Journal The Reading Teacher Reading Research Quarterly Reading Improvement Internet Resources *Center for the Improvement of Early Reading Achievement *National Institute for Literacy *National Council of Teachers of English Reynolds/EDU Syllabus/Fall

15 *National Reading Panel The Reading Teacher s electronic journal *The Partnership for Reading Classroom Rules/Expectations 1. Course objectives will be accomplished through the use of a combination of the following instructional methods: class lectures and discussions; in-class demonstrations; video presentations; small-group activities; guest speakers, when available; completion of in-class competencies; completion of projects/ assignments; role-playing, modeling, and simulations; reading of required text; accessing current information via the Internet; and micro-teaching presentations. 2. Active participation is required. Failure to participate in class discussion will lower your grade. Students must follow Class Attendance Policy from the Student Catalog. Students are responsible for attending class on time and adhering to the University policies. All student absences will be reported to the Department Chairperson and Director of the Counseling Center Reynolds/EDU Syllabus/Fall

16 Assignments Quiz #1 Quiz #2 % of Total Grade Due Date Submitted Grade 10% 2/12 4/9 Final Exam 10% 14/23 Journal Article Reviews Number 1 Number 2 10% 2/5 3/12 In Class Microteaching Lessons with reflections Number 1 Phonetic Lesson K-2 Number 2 Vocabulary Lesson K-2 15% 3/5 3/19 In Class Demonstration Teaching lessons with reflections Before, During and After Reading Strategies 10% 4/2 4 hours In School Experience Teacher Interview (1 hour) Observe/assist/link with the course content (3 hours) 20% 4/16 Reflective Paper and Learning Log are due on November 20 Integrated Reading Unit Plan Grades 3, 4 or 5 10% 4/2 Homework Assignments, Participation, Attendance 15% Throughout the course This assignment sheet is designed to help you keep up with course requirements, grades and due dates. REVISION OF SYLLABUS IS SUBJECT TO THE DISCRETION OF THE INSTRUCTOR Reynolds/EDU Syllabus/Fall

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