RDG 3060 Teaching Reading in the Elementary School

Transcription

1 1. Identification of Course 1.1 RDG 3060 (3-3-0),, Teaching Reading in the Elementary School. The method of instruction for this credit hour course is class lecture with 30 hours of field experiences. Prerequisites: Reading 3030 and admission to candidacy for a degree in teacher education. 1.2 Textbooks & Supplementary Materials Tompkins, G.E. (2010). Literacy for the 21 st Century: A balanced approach (5 th ed.). Upper saddle River, NJ: Pearson. (ISBN: ) Fox, B. (2009). Phonics for the teacher of Reading (10 th ed.). Upper Saddle River, NJ: Prentice Hall. (ISBN ) Supplementary Materials: Additional resources, readings, and/or references for this course provided throughout the semester as appropriate. These supplementary materials are generally posted in Moodle (or Blackboard) for this course. 1.3 General Information Professor: Jodi Shirley shirleyj@nsula.edu Office Hours: by appointment PASS-Port Policy: 2. Course Description PASS-Port Participation: Each student will be assigned artifacts and/or field experiences as required components of this class. Since all students are required to maintain a current PASS-Port subscription, if all required field experiences and artifacts are not completed and entered into PASS-Port by the due date, the candidate will receive a grade of F in the course regardless of other grades. 2.1 TEACHING READING IN THE ELEMENTARY SCHOOL. Developmental program of reading in the primary and upper elementary grades: content, materials, methods, and techniques used in teaching reading in the elementary school. Prerequisite: READING 3030, admission to candidacy for a degree in teacher education. (Ten hours of field experiences are required.) 2.2 Course Rationale: The content of this course provides elementary education candidates the opportunities to plan and implement reading lessons to small groups of diverse learners in elementary classrooms within authentic school settings. Methodologies for effectively teaching ELA in a balanced literacy program are modeled and introduced in this class. Content includes differentiating instruction to meet the needs of diverse learners, including ELL students; response to intervention is also a component. 3. Course Goals and Objectives 3.1 Goals Page 1

2 All candidates pursuing degrees in the College of Education and Human Development are expected to apply the principles of the conceptual framework, Models for Learning. Thus, objectives and learning activities in this course call upon candidates to take responsibility for their learning, to identify problems within specific areas, to arrive at solutions using creative/critical thinking, and to reflect upon and evaluate decisions made in the course of their learning. For a copy of the Conceptual Framework document and link to the youtube video, go to the following sites: (CF Document); (CF Video, Part 1); and (CF Video, Part 2). The specific goals of this course include to broaden the prospective teacher s understanding of research-based appropriate reading instructional practices, including those that are technology-based, for learners at various stages of reading, writing, and language development and from different cultural and linguistic backgrounds to broaden the prospective teacher s understanding of the principles of learning and the pedagogical methodologies needed for the creation of an effective, explicit, and systematic reading instructional program in which all literacy competencies are addressed to broaden the prospective teacher s conceptual understanding of the lesson-planning process including alignment of objectives, learning activities, and assessment for specific grade levels to provide access to long-term placement with small groups of students in an authentic school setting 3.2 Objectives By completing the assignments and/or tasks of this course, each candidate will Recognize the developmental components of effective literacy instruction and describes how they are represented in comprehensive reading programs (DM, CCT) Identify and implements the major components of reading and language instruction; plans and implements teaching activities that typically address each component (RT, CCT, PS, DM) Recognize the causal links between phonological skill, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing (RT) Demonstrate awareness of cultural and political influences on reading instruction historically and currently (RT, DM) Create performance-based assessments as they are used for various purposes to evaluate literacy learning (RT, DM) Recognize and implement the sequential teaching progression appropriate for teaching phonological skills (RT, DM) Identify & differentiate terms, strategies, and approaches for teaching phonemic awareness, phonics, vocabulary, fluency, spelling, and comprehension; plans and implements lessons based on this understanding (RT, DM, CCT, PS) Recognize that second languages or dialects have varying phonological features that present a challenge to English pronunciation and phonics; identifies strategies for teaching English language learners Differentiate and implement strategies that are appropriate before, during, and after reading. Page 2

3 Recognize and explain the importance of opportunities to read aloud daily to provide a fluent reading model and to promote interest in independent reading Recognize and explain the reciprocal connections between reading and writing and that both reading and writing are five-step processes Assess reading materials based on examples of text at a student s frustration, instructional, and independent reading levels and completes a readability calculation applying the Fry formula to children s literature Differentiate and/or provide additional instruction for students who are working above, on, or below grade level Explain the three tier process involved in Response to Intervention reading assessment Demonstrate understanding at a general level of how to teach comprehension of oral, visual, and written texts Demonstrate understanding at a general level of how to teach students to adjust their reading as they encounter a variety of genres, structures, and formats Demonstrate an ability to form positive relationships with parents, students, administrators, and cooperating teachers Plan & deliver small group comprehension based lessons to readers who are below grade level 4. Student Activities & Experiences Disability Policy It is the policy of NSU to accommodate students with disabilities, pursuant to federal law, state law, and the University s commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities are encouraged to contact the Office of Disability Support, which is located in Student Union, Room 240-A, telephone NSU College of Education Online Classroom Civility Statement Each Northwestern State University student is encouraged to help create an environment that promotes learning, dignity, and mutual respect for everyone in the learning environment. Students who speak at inappropriate times, take frequent breaks, interrupt the class by coming to class late or leaving early, engage in loud or distracting behaviors, use cell phones or pagers (other noise-making devices like watches with alarms), listen to headphones/cds, play with computers or hand held games, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others during the class period may be asked to leave the class and subjected to disciplinary action under the Northwestern State University Student Code of Conduct and Sanctions (Article VII Sanctions). The instructor of a course may deem additional behaviors or actions inappropriate; these actions or behaviors will be outlined in the course syllabus. Copies of the infractions and sanctions are available on the NSU web site at Page 3

4 Definition of Diversity Today members of our university Community are more likely to experience differences among people. Northwestern State University defines diversity as differences in age, gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race, exceptionalities, and geographic background. In our mission to acknowledge our differences, we also hope to realize our commonalities Assignments and/or Tasks Develop and write 2 Mini Lesson Plans (MLPs) appropriate for teaching to small groups of readers (3 to 6 students) in a classroom setting. Plan format will be guided by the template and rubric provided on Blackboard ASSIGNMENTS. Each plan must be turned in to the instructor for approval to teach a full week (not including weekends) prior to the expected teaching date. If plans are to be taught in a classroom in which another teacher is in charge, the MLP s must also be turned in to that cooperating teacher three class days (not including weekends) in advance of the scheduled lesson for her or his approval. To ensure timeliness, this requires the activity plan to be completed and submitted two weeks prior to the planned teaching date. Expectations include the incorporation of Comprehensive Curriculum activities/strategies. Note: Both of the mini lesson plans will be taped. Each lesson will then be concluded with a written self-assessment analyzing the candidate s teaching performance, including both strengths and weaknesses of the instructional experience. The self-analysis will be attached to the lesson plan, along with a short narrative describing each of the student s learning experiences within this instructional experience. These reflections/evaluations will be posted on or before the posted due date. Work samples MAY BE REQUESTED by the instructor. Lessons may be taped onto one media. Copies of the DVD or video-taped lessons will be mailed or brought to the instructor by the posted due date of the second lesson plan (PS, DM, CCT, RT) Respond to text content in a Double-Sided Journal: Candidate will maintain a reflective journal in which he/she will enter quotes or passages of interest from the assigned readings in literacy and content areas on the left side of the journal. Reflections and personal responses are entered on the right side of the journal in response to the entry. Topics will include issues of diversity, multicultural literature as motivation, the 5 areas of reading, and technology s role in reading instruction. Directions and model will be provided by instructor. Rubric, template, samples, and further directions are located on Blackboard ASSIGNMENTS. (RT, DM, CCT) Develop a full COE Comprehension Lesson Plan for teaching a complete one-hour reading lesson that incorporates before, during, and after reading strategies. The plan will include a technology component, differentiated instruction for all students, and follow the guidelines set forth on the College of Education lesson plan template; plan will be scored using the rubric designed by the COE faculty. The plan will include a quality work of children s literature and be assessed through written response to be scored by a rubric. A lesson plan template, a definitive list of terms, and a rubric are located on Blackboard ASSIGNMENTS. (PS, DM, CCT) Demonstrate mastery of course content by successfully completing 4 content Quizzes and one phonics proficiency test (RT, PS, CCT) 4.2 Field Experiences & Reflections: Candidates will spend 30 hours in elementary reading classrooms observing, interviewing students and teachers, and assisting students with literacy skills. Page 4

5 5. Content Outline Two of the hours must be spent observing in grades K-2 watching phonics & spelling or phonemic awareness lessons. Three hours should be spent observing Directed Reading/Thinking Activities, guided reading lessons or ELA writing lessons. These 5 hours must be set in different grade levels and a different school than the one in which the candidate is placed for the remaining 25 hours. The placement experiences are collaborated between the instructor and the cooperating teacher. The two mini lessons will be taught to small groups; additionally, the candidates will work with small groups of struggling readers throughout their placement hours. All 30 hours must be placed in the Reading Portfolio for RDG 3060 and in-depth reflections will be added to the Pass-Port including statements about what was learned from the experience strengths and weaknesses of the lesson, etc. Reflections will be scored by a rubric posted on Blackboard. Though a grade cannot be posted for this course without all FE/reflections being posted on PP, class points are earned by meeting the requirements above and by posting by three established due dates. If not posted by due dates stated on the Class Calendar, points will be lost and not regained. (DM, PS, CCT, RT 150 pts) 5.1 Course Calendar Assignments & Due Dates Week 1 1/13 Overview of Syllabus & class expectations *Double-Sided Journal (DS J) due as assigned by instructor throughout course. Lesson Planning and alignment charts Class topic: Effective Teacher of Reading ch. 1 Week 2 1/20 Standards/GLEs/Objectives Writing Meet in Computer Lab C247 Class topic: Reading /Writing Processes & Assessing Literacy development ch. 2 3 Class Collaborative Task: Rubric Design Book selection for the MLP 1 for approval Week 3 1/27 Class topic: complete and discuss Chapters 1 3 Alignment Chart for MLP 1 due Week 4 2/3 Test 1 Chapters 1 3 MLP 1 due Page 5

6 Class topic: Phonemic Awareness ch. 4 Week 5 2/10 Class topic: Phonemic Awareness ch hours of FE and reflections logged onto PASS-Port no later than midnight 2/13 Week 6 2/17 Week 7 2/24 MLP 1 taught to peers Class topic: Alphabetic Code ch. 5 Class topic: Fluency ch. 6 MLP 1 taught in school placement by the end of this week. Book and MLP 2 Alignment chart due Week 8 3/3 Week 9 3/10 Week 10 3/17 Test 2 Chapters 4-6 Class Topic: Vocabulary-ch.7 MLP 2 due Class topic: Vocabulary ch.7 MLP 2 taught to peers COE Plan draft due Class topic: Comprehension ch.8 Second 10 hours of FE and reflections logged onto PASS-Port no later than midnight 3/20 Week 11 3/24 MLP 2 taught in school placement by the end of this week Class topic: Comprehension Ch. 9 COE Lesson Plan Alignment Chart due Week 12 Spring Break 3/31 Week 13 Test 3- Chapters 7-9 Page 6

7 4/7 Collaborative Class Task: Question Writing COE Lesson Plan Polished draft due Week 14 4/14 Week 15 4/21 Week 16 4/28 Class topic: Organizing instruction Ch. 10 & Differentiating Reading & Writing Instruction Ch. 11 & Content Area reading Ch. 12 COE Lesson Plan uploaded to PASS-Port by midnight 4/15 *Final 10 hours of FE and reflections logged onto PASS-Port no later than midnight 4/24 Class topic: Organizing instruction Ch. 10 & Differentiating Reading & Writing Instruction Ch. 11 & Content Area reading Ch. 12 FINAL Review Test 4 (ch. 10, 11, 12, and basic concepts learned in the course) will be given according to the final examination schedule 6. Evaluation Policies General University grading policies are located in the current General Catalog under the heading of Academic Regulations. Policies of this course are in compliance with University regulations Attendance & Participation Attendance & participation are prerequisites to successful completion of this course. Candidates are expected to attend class regularly timely completion of all written tasks and reading assignments. Candidates who miss a quiz will be responsible for faxing a written medical excuse and for contacting the instructor to ask for a make-up date. Make-up quizzes and all assignments must be completed within a reasonable amount of time as required by the instructor. To earn full credit, all assignments must be submitted as requested by the instructor at the scheduled time and should be done in a professional manner (typed, Standard English grammar usage and spelling). Failure to comply with this requirement will result in a reduction of ten percent of the total point value of the assignment, unless an excuse is supported by appropriate documentation and deemed satisfactory by the instructor. A resubmission of an assignment, based on poor work quality, will result in a reduction of 20 % of the total value of the assignment and permission to resubmit must be negotiated with the instructor. Late assignments will lose 20% of possible points per day and will not be accepted after the third day. Students who miss more than two classes may be dropped from the class by the instructor Grading Assignments: Page 7

8 Attendance, Punctuality, & Participation 30 POINTS Field Experiences & Reflections posted on PASS-Port by the posted due dates (these points are for posting by each of the 3 due dates and for quality of reflections) Lesson Plans 50) MLP 1 (50 pts) MLP 2 (50 pts) COE Comprehension Plan (50 pts) *DS J 70 *Tests (4@ 50) 200 TOTAL Grading Scale: Grade Point Range A 90%-100% B 80%-89% C 70%-79% D 60%-69% F below 60% 359 and below Grading Policies: Standard English is to be used in all forms of communication for this class. Net acronyms are not acceptable for class communications. Teachers are models for their students, and they should be models of excellence in professional settings including class interactions. Correct grammar usage, spelling, capitalization, and punctuation will be scored as a part of all assignments as is appropriate for students at the level of this course. All assignments are to be typed and uploaded according to directions provided. Page 8