EDUC 302 INSTRUCTIONAL PRACTICES FOR READING TEACHERS. *Note: All content provided in the professor s

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1 EDUC 2 INSTRUCTIONAL PRACTICES FOR READING TEACHERS *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Course Syllabi Course Charts Professor s Notes Professor s notes EDUC 2 *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Page 1 of 6

2 From a Scale 1 (1 = low demands; 5 = moderate demands; = very demanding), 1.How would you rate the overall level of difficulty of this course? Level of demand = 7 Comments: There are two projects that are specific instructional planning assignments. 2.How would you rate the level of the reading requirements in this course? Level of demand = 6 Comments: 3.How would you rate the level of the lecture requirements in this course? Level of demand = 1 Comments: 4.How would you rate the level of the online exam requirements in this course? Level of demand = 6 Comments: Weekly quizzes and one exam at the end of the course. 5.How would you rate the level of the discussion board requirements in this course? Level of demand = 6 Comments: Every other week. 6.How would you rate the level of the written paper requirements in this course? Level of demand = 4 Comments: The two projects are more practical in nature than traditional research papers. Additional comments: Page 2 of 6

3 Textbook: Vacca, et al., Reading and Learning to Read (2006) COURSE CHART EDUC 2 WEEK/ MODULE READING & STUDY LEARNING OUTCOMES LEARNING ACTIVITIES POINTS 1 Chs. 1 2 A, B 2 Chs. 3 4 J, K 3 Chs. 5 6 F, J, K 4 Chs. 7 8 E, F 5 Chs E, G, H, I 6 Chs B, C 7 Chs D, E, J, H 8 Study for Final Exam D, E Quiz 1 Quiz 2 Vocabulary Chart Quiz 3 Quiz 4 Quiz 5 Quiz 6 DR TA Quiz 7 Quiz 8 Quiz 9 Quiz Quiz 11 Quiz 12 Quiz 13 DRA Quiz 14 Quiz 15 FINAL EXAM DB = Discussion Board DR TA = Directed Reading Thinking Activity DRA = Directed Reading Activity TOTAL POINTS 00 Page 3 of 6

4 COURSE SYLLABUS SCHOOL OF EDUCATION EDUC 2 INSTRUCTIONAL PRACTICES FOR READING TEACHERS COURSE DESCRIPTION This course will survey instructional approaches, materials, and media for the teaching of reading. The instruction of phonemic awareness, phonics, vocabulary, comprehension and fluency will be addressed. Attention will be given to creativity and enjoyment in reading. RATIONALE The skills of reading and writing display God s image in humanity. Because reading is central to learning and communication, it is imperative that teachers develop their ability to teach students to read well. I. PREREQUISITES EDUC 125, 126, 220 or 221, 225 or 235 II. III. REQUIRED RESOURCE PURCHASE(S) Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A., & McKeon, C. A. (2006). Reading and learning to read. Boston, MA: Allyn & Bacon. ADDITIONAL MATERIALS FOR LEARNING A. Internet access (broadband recommended) B. Microsoft Word NOTE: Microsoft Office is available at a special discount to LU students. IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Articulate a Christian worldview regarding the significance of communication, reading, and writing. B. Develop an awareness of metacognition in teaching and learning strategies. C. Apply the results of brain based learning research to reading and writing instruction. D. Calculate the readability of a book using formulas such as Fry, SMOG, Flesch Kincaid, etc. E. Implement reading strategies to enhance student comprehension. F. Teach vocabulary and word analysis skills. Page 4 of 6

5 G. Use graphic organizers, semantic maps, and webs in learning activities. H. Integrate study skills into content curriculum (note taking, organization, etc.). I. Facilitate pre writing, writing, and post writing activities. J. Understand the significance of phonemic awareness. K. Articulate an informed opinion relating to phonics and whole language instruction. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and lecture presentations/notes B. Discussion Boards In Weeks 2, 4, 6, and 8, respond to the questions provided. Then contribute two additional comments; these may be replies to other students responses or probing questions of your own. For full participation credit, responses must be substantive; statements such as I agree/disagree must support the reasons for agreement/ disagreement. C. Vocabulary Chart Using your textbook index, glossary, and a dictionary, complete the vocabulary chart template provided on Blackboard. Paraphrase the definitions so that they are in your own words. If an illustration or example helps you understand the term, you may include it. Do not simply copy the definition. D. Directed Reading Thinking Activity (DR TA) DR TA builds critical awareness of the reader s role and responsibility in interacting with the text. It involves readers in the process of predicting, verifying, judging, and extending thinking about the text material. (See textbook pp and 166; use the template provided in Blackboard.) E. Directed Reading Activity (DRA) DRA is a strategy that provides students with instructional support before, during, and after reading. The teacher takes an active role preparing students to read the text by pre teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading. (See textbook pp and use the template provided in Blackboard.) Page 5 of 6

6 F. For each textbook chapter, summarize the main principles and reflect on these principles in order to make the content meaningful to you. The reflective statements may draw on previous experiences or future plans to use the information from the chapter. You are also free to critique ideas in light of a biblical worldview. Approximate length of reflections should be words. (Use the template provided in Blackboard; submit it in Weeks 1, 3, 5 and 7, adding the new entries each time.) G. Quizzes (15) Once accessed, quizzes must be completed during that sitting. Time limit for quizzes is 1 hour. H. Final Exam The final exam must be completed during one sitting. Time limit for the final exam is 3 hours. VI. COURSE GRADING AND POLICIES A. Points B. Scale Discussion Boards pts each) 120 Vocabulary Chart 0 Directed Reading Thinking Activity (DR TA) 150 Directed Reading Activity (DRA) Quizzes pts each) 150 Final Exam 150 Total Points 00 A = B = C = D = F = C. Late Work All assignments are due by Sunday midnight at the end of each week. 50% will be deducted for all assignments submitted after that time. Students experiencing scheduling conflicts are to submit assignments early. D. Participation Regular and punctual participation is expected. Lack of participation may result in a grade reduction or failure from the course. It is the responsibility of the student to contact the professor should an extenuating circumstance occur. E. Disability Assistance Students with a documented disability may contact the DLP Office of Disability Academic Support (ODAS) at dlpodas@liberty.edu to make arrangements for academic accommodations. Page 6 of 6