The Teacher as Professional Educator

Transcription

1 COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department of Elementary, Early & Special Education Course No. EL316 Course: Foundations of Reading Techniques Revision: FA 01 The Teacher as Professional Educator I. Catalog Description and Credit Hours of Course: This field-based course focuses on competencies of pedagogy of teaching reading. (3) II. Prerequisite(s): PY120 or CF120, EL120 and LI243, and admission to Teacher Education Program. Must be taken concurrently with EL314, EL315 and EL317. III. Purposes or Objectives of the Course: A. The preservice teacher will demonstrate knowledge of how to: 1. Motivate students to read, 2. Foster emergent literacy and beginning readers, 3. Teach word identification, 4. Develop fluency and successful oral reading behaviors, 5. Develop and expand vocabulary, 6. Promote and expand comprehension, and 7. Involve parents in improving reading. B. Through lesson plans developed and taught, the preservice teacher will demonstrate competence in the following areas: 1. The development and implementation of instructional plans that accommodate and support the intellectual, social and personal development of all children, 2. The development of a variety of appropriate instructional strategies that promote critical thinking, problem solving and performance skills, 3. The researching, analyzing, and synthesizing of current information related to the topic in literacy using traditional, professional and technological sources; and 4. The utilization of current technology and information on local, state and national trends in the area of communication arts. Utilize this information to develop effective lessons. C. The preservice teacher will demonstrate knowledge of these components of the Teacher Work Sample Methodology (TWSM): contextual factors, assessment, learning goals, designing instruction, reflection and self-evaluation. The preservice teacher will apply the knowledge stated in A to C of section III. IV. Expectations of the Students: A. The preservice teacher will complete all oral and written assignments and actively participate in class activities, projects and discussions. ( , ) B. The preservice teacher will critically analyze and synthesize assigned reading and research material, and use the knowledge gained to create lesson plans that engages students in a positive learning environment. ( , , )

2 C. The preservice teacher will analyze, synthesize and evaluate strategies, materials, techniques and activities that have a common instructional relevance for all children (special accommodations will be made for students with special needs). ( , , ) D. The preservice teacher will analyze and evaluate communicative tools, educational and informational technology to foster active inquiry, collaboration and supportive interaction in the classroom, and demonstrate appropriate parent/community involvement. ( ) E. The preservice teacher, using the Teacher Work Sample Methodology, will write a contextual factors narrative and use the information in planning lessons; use pre-assessment information in writing learning goals for lessons and designing instruction; implement lesson and analyze instructional decisions; and assess student learning from teaching the lesson. V. Course Content or Outline: Hours A. Motivating students to read 6 1. Attitude surveys 2. Reading role models 3. Motivation to read profiles 4. Interest surveys 5. Reader self-perception scale 6. Daily reading record B. Fostering emergent literacy and beginning reading 6 1. Oral language 2. Knowledge of alphabet 3. Auditory discrimination 4. Environmental print 5. Concepts of print 6. Onset and rhymes 7. Phonemic awareness 8. Rhyming 9. Syllabic awareness 10. Phonetic awareness 11. Visual discrimination C. Identifying words 6 1. Phonics 2. Word patterns and word building 3. Structural analysis 4. Basic sight words 5. Using context clues D. Developing fluency and successful oral reading behavior 6 E. Developing and extending vocabulary 6 1. Knowledge rating guide 2. Possible sentences 3. Vocabulary self-collection 4. Contextual redefinition 5. Preview in context 6. List-group-label 7. Feature analysis 8. Semantic mapping 9. A variety of other methods F. Promoting comprehension 6 1. Previewing text 2. Activating prior knowledge

3 3. Main point 4. Facts or details 5. Sequence 6. Making predictions 7. Making Inferences 8. Visualizing 9. Drawing conclusion G. Involving parents and families in the reading process 6 1. Experiences with books 2. Word-solving skills 3. Parent checklist 4. Attitude scale for parents 5. Parent/student book club 6. Magazines for children 7. Home emergent literacy experiences H. Knowledge of the components of the Teacher Work Sample Methodology: 3 contextual factors, assessment, learning goals, designing instruction, reflection and self-evaluation. VI. Textbook and/or Other Required Materials or Equipment: We have several textbooks under examination and wish to make the final adoption next spring because of the rental policy at our university. VII. Basis for Student Evaluation: Grading will be according to the quality of work on the following: A. Any of the following: examinations, portfolio entries, thematic units, lesson plans, journals, reflective papers, and article reviews, B. Class activities, technology reviews, discussions, projects, assigned readings of professional journals and/or attendance at professional meetings, C. Written lesson plans and teaching of children s literature, reading, and/or language arts lessons (These lesson plans will be evaluated by the university teacher and the cooperative teacher), D. Any methods of effective communication to the parents, such as, newsletter, letter suggesting good books, literacy activities, and letter recommending websites, E. The preservice teacher will develop reflective papers and portfolio artifacts, supporting documentation of work and evidence of successfully applying and teaching this material to classroom students with sample representation from their Block II field classroom. VIII. Academic Policy Statement: Students will be expected to abide by the University Policy for Academic Honesty regarding plagiarism and academic honesty. Refer to: IX. Student with Disabilities Statement: If a student has a special need addressed by the Americans with Disabilities Act (ADA) and requires materials in an alternative format, please notify the instructor at the beginning of the course. Reasonable efforts will be made to accommodate special needs.

4 X. Knowledge Base: Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Heinemann. Barrentine, S. (Eds.) (1999). Reading assessment: Principles and practices for elementary teachers. Newark, Delaware: IRA. Baumann, J. F., Hooten, H., & White, P. (1999). "Teaching comprehension through literature: A teacher-research project to develop fifth graders' reading strategies and motivation." The Reading Teacher, 53 (September), Blachowicz, C.L.Z., & Fisher, P. (2000). Vocabulary instruction. In Kamil,M.L., Mosenthal,P.B., Pearson, P.D., & Barr, R. (Eds.). Handbook of reading research, volume III (pp ). Mahwah, NJ: IRA. Clay, M. M. (1967). The reading behavior of five-year-old children: A research report. New Zealand Journal of Education Studies, Clay, M. M. (1985). The early detection of reading difficulties (3 rd ed.) Portsmouth, NH: Heinemann. Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Cunningham, P.A. (2000). Phonics they use: Words for reading and writing (3 rd ed.) New York: Longman. Durkin, D. (1966). Children who read early. New York: Teachers College Press. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann Fountas, I. C., & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann. Fountas, I. C., & Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Portsmouth, NH: Heinemann. Gavelek, J.R., Rapgael, T.E., Biondo, S. M., & Wang, D. (2000). Integrated Literacy Instruction. In Kamil,M.L., Mosenthal,P.B., Pearson, P.D., & Barr, R. (Eds.). Handbook of reading research, volume III (pp ). Mahwah, NJ: IRA. Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press. Harste, J.C., Woodward, V.A., & Burke, C.L. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann. Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann. Huck, C.S., Hepler,S., & Hickman, J. (1997). Children's literature in the elementary school (6th ed.). Fort Worth: Harcourt Brace. Miller, H.M. (2001). Teaching and learning about cultural diversity: Including "the included." The Reading Teacher, 54(8),

5 Rasinski, T., Padak, N.D., Church, B.W., Fawcett, G., Hendershot, J., Henry, J.M., Moss, B.G., Peck, J.K., Pryor, E., & Roskos, K.A. (Eds.). (2000). Developing reading-writing connections: Strategies from the Reading Teacher. Newark, Delaware: IRA. Ray, R.D., & Cooter, R.B. (2000). Teaching children to read (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Reutzel, D. R., & Fawson, P. C. (1990). Traveling tales: Connecting parents and children in writing. The Reading Teacher, 44, Roller, C.M. (Eds.) (2001). Learning to teach reading: Setting the research agenda. Newark, Delaware: IRA. Sanholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology. New York: Teachers College Press. Schickedanz, J. (1999). Much more than ABCs: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children. Shefelbine, J. (1995). Learning and using phonics in beginning reading (Literacy research paper, vol. 10). New York: Scholastic. Stahl, S.(1997). Instructional models in reading: An introduction." In Stahl, S., & Hayes, D. (eds.). Instructional models in reading. Mahwah, N.J.: Erlbaum. Sulzby, E. (1985). Kindergartners as readers and writers. In M.Farr (Ed.), Advances in writing research, vol. 1: Children s early writing development (pp ). Norwood, NJ: Ablex. Teale, W.H., & Sulzby, E. (1989). Emerging literacy: New perspectives. In D.S. Strickland & L.M. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 1-15). Templeton, S. (1980). Young children invent words: Developing concepts of word-ness. The Reading Teacher, 33, Templeton, S., & Spivey, E. (1980). The concept of word in young children as a function of level of cognitive development. Research in the Teaching of English, 14, Tiedt, I. M. (2000). Teaching with picture books in the middle school. Newark, Delaware: IRA. Tompkins, G.E., & Webeler, M.B. (1983). What will happen next? Using predictable books with young children. The Reading Teacher, 26, Vacca, J.A., Vacca, R., & Gove, M.K. (2000). Reading and learning to read (4th ed.). New York: Addison Wesley Longman. Web Sites:

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