EDEE 375. Reading and Learning Strategies: Pre K-3rd grade Spring :50-12:05 T/TH

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1 1 of 8 8/10/ :42 AM EDEE 375 Reading and Learning Strategies: Pre K-3rd grade Spring :50-12:05 T/TH Instructor: Office: Contact information: Dr. Margaret Hagood Department of Communications 5 College Way, Room 401 hagoodm@cofc.edu (office) Please use as a primary form of contact Office hours: M and W: 6:00-6:45; T 10:00-10:45 Virtual office hours through contact M-Th. Will respond within 24 hours. By appointment Scope: This course provides a study of the fundamentals of literacy, including reading, writing, listening, speaking, and viewing relevant to learners from PreK through 3rd grade. It emphasizes the literacy process, factors affecting that process, and the principles and skills involved in the development of literacy within young children. (NCATE 1, 2b, 3a-e; NAEYC/EC 1, 4, 4a-c & 3) This course is intended to PUSH you outside your comfort zone. It is not intended to confirm what you know. It has been created so as to help you question what you know and to force you to be able to articulate what you learn about BEST PRACTICE in literacy instruction. Course Outcomes: All teacher preparation programs in the School of Education (SOE) are guided by a commitment to Making the Teaching Learning Connection through three Elements of Teacher Competency, which are at the heart of the SOE Conceptual Framework: 1) understanding and valuing the learner, 2) knowing what and how to teach and assess and how to create an environment in which learning occurs, and 3) understanding themselves as professionals. These three competencies underlie all learning and assessment in this course, helping you develop the knowledge, skills, and dispositions necessary to become an effective teacher. Course outcomes are derived from the standards set forth by several areas. The standards listed in parentheses at the end of each course outcome relate to those of the SOE, IRA (International Reading Association), NAEYC (National Association for the Education of Young Children), and NCATE (National Council for the Accreditation of Teacher Education). These standards define, respectively, expectations for the School of Education, early childhood teachers, and literacy instruction. The following outcomes are organized by the Elements of Teacher Competency: UNDERSTANDING AND VALUING THE LEARNER: Demonstrate knowledge and understanding of first and second language development to design emergent literacy programs and strategies that build on students skills and backgrounds and are effective (NCATE 1, 2b & 3a-e; NAEYC/EC 1, 4 &4a-c; SOE Standard I, II, III). Demonstrate an understanding of the different preconceptions, miscue patterns, and misconceptions that student may exhibit and how these should be addressed instructionally (NCATE 1, 2b, 4; NAEYC/EC 1, 4b, 3; SOE Standard V). KNOWING WHAT AND HOW TO TEACH AND ASSESS AND HOW TO CREATE ENVIRONMENTS IN WHICH LEARNING OCCURS: Model effective use of the English language (NCATE 2b; NAEYC/EC 4b; SOE Standard V). Demonstrate a thorough knowledge of the developmental process of emergent literacy and all the factors involved in it (NCATE 1, 2b & 3a-e; NAEYC/EC 1, 4, 4a-c; SOE Standard II). Demonstrate an ability to use effective instructional strategies, technologies, and varied language activities (including the use of children s literature) to help students become strategic beginning readers and respond to what they have read (NCATE 2b & 3a-e; NAEYC/EC 4 & 4a-c; IRA 1; SOE Standard III). Demonstrate a thorough knowledge of the lexicon, syntax, history, varieties, literature, and processes of the English language/language Arts (NCATE 2b & 3a-e; NAEYC/EC 4 & 4a-c; SOE Standard II).

2 2 of 8 8/10/ :42 AM Demonstrate knowledge of all major approaches to reading and an ability to teach students using a balanced reading program that includes emphasis on the use of phonemic relationships, context, and text that has meaning for the students (NCATE 2b & 3a-e; NAEYC/EC 4b & 4a-c; IRA 2 and 4; SOE Standard III). Demonstrate the ability to communicate with, guide, and assist parents in fostering early and continued growth in literacy (NCATE 5b & 5c; NAEYC/EC 5 & 2; SOE Standard V). Design formative and summative assessments to determine the level of students competence in their understanding and use of language and use the results of such assessments to design beginning instruction (NCATE 4 & 3a-e; NAEYC/EC 3 & 4a-4b; IRA 3; SOE Standard VI). Demonstrate the ability to organize and manage a classroom climate within which all students have the desire to learn and to engage in emergent and early literacy (NCATE 3a-e & 5b, 5d; NAEYC/EC 4a-c & 5, 2; IRA 2 and 4; SOE Standard III & VI). UNDERSTANDING SELF AS A PROFESSIONAL: View professional development as a career-long effort and responsibility (IRA 5; SOE Standard IV, V, VII). Required texts: Cunningham, P. M. (2005). Phonics they use: Words for reading & writing (4 th ed.). Boston: Pearson. McGee, L.M. & Richgels, D.J. (2004). Literacy's beginnings: Supporting young readers and writers (4 th ed.). Boston: Allyn & Bacon. Assignments: Tests and Exams (40 points total): Four tests will cover information learned over the course. All examinations are content-based (from readings, in-class discussions, class notes) and cumulative. They require that you use your knowledge of research, theory, and practice of information specific to EDEE 375 in an application-type scenario analysis (much like what you ll have to do on the Reading/LA portion of Praxis II exam). NEITHER STUDY GUIDES NOR MAKE-UP EXAMS WILL BE GIVEN. Phonemic Awareness and Alphabet Knowledge Project (10 points): Due Tuesday, Jan. 31. You will prepare a group of activities to demonstrate your knowledge of materials and teaching/assessment appropriate for developing readers phonemic awareness or alphabet knowledge. You must sign up for one of the following text formats: books, songs, poetry (including rhymes and riddles), fingerplays, or assessment. From the overall texts chosen, you must prepare at least 5 examples of SPECIFIC texts to teach phonemic awareness and 5 examples of SPECIFIC texts to teach alphabet knowledge. Then you must outline in one paragraph how these examples can be used by teachers in their classrooms to assist students in developing both phonemic awareness and alphabet knowledge. You must prepare to share both your texts and recommendations for teaching in a classroom discussion and you must upload your completed assignment to share with others on the Phonemic Awareness and Alphabet Knowledge Projects Topic on the Discussion Board on WebCT. This assignment will be graded on both form (including use of proper grammar and mechanics) and content (creativity and breadth of examples used). Phonics Project (10 points): Due Thursday, March 30. Choose one text (e.g., book, song, poem) and analyze in detail how it can be used to teach at least four specific phonics concepts (e.g., long vowel sound A, soft c/hard c, blends, digraphs, etc.). For the assignment, you must include a copy of the text and a complete listing of the components that could be taught from it..). You must upload your completed assignment to share with others on the Phonics Project Topic on the Discussion Board on WebCT. ATI Analyses: (10 points total) At the end of each chapter of LB is a section entitled Applying the Information. After reading each chapter, you will use this section either to analyze a hypothetical case study (ATI-A) or to make connections to your field experience (ATI-FE). All ATI assignments are due in class on the date noted on the syllabus and will be graded on both form and content. ATI-A: For chapters 1-5 Each of these chapters in LB ends with case studies that apply the information from the chapter in a hypothetical

3 3 of 8 8/10/ :42 AM scenario. After reading the chapter, use the template provided for the chapter under the folder labeled ATI in WebCT and answer the question posed in no longer than one single-spaced typed page, demonstrating your application of the chapter s information to the scenario. Discussion Board Postings (10 points): Due throughout the semester The study of early childhood literacy includes many content-specific terms. To assist in your growing knowledge and use of these terms as educators, you will be expected to post ideas from the chapters read in a learning community to the WebCT discussion board. These ideas could include the following: clarification of definitions, application of terminology to your own learning experiences, or connections to field experiences with young children. Original Posting: AT LEAST THREE POSTS (6 points) An original idea is a posting that begins a new thread of discussion and assists others in understanding, synthesizing, and/or analyzing material that has been read. Response Posting: AT LEAST TWO POSTS (4 points) A response is a posting that adds onto and furthers the thinking/comments of an original idea posting. IT IS NOT A COMMENTARY OF SUPPORTIVE REMARKS. Discussion board postings will be graded on relevancy, accuracy, helpfulness, and contribution to the learning community OVER THE SEMESTER. PLEASE NOTE THAT QUESTIONS POSED (both Original and Response Postings) are important BUT DO NOT COUNT TOWARD THE TOTAL NUMBER OF POSTINGS. Literacy across the content areas (5 points): Due Thursday, April 6. This assignment is an extension of the lesson that you design in EDEE 368 and will teach in your field experience. You will use your math lesson to document how the teaching of math encompasses (1) a broadened definition of literacy and text and (2) the way that the reading process plays out in the teaching of another content area (in this case, math). The more explicit and clearer connections you make, the more you demonstrate your knowledge of the application of literacy across the curriculum. Literacy lesson plans (10 points): Due Thursday, April 13. You will develop ONE lesson plan that will be sequenced with your partner intern and taught in your field experience ON THE SAME DAY. The writing and teaching of this reading lesson plan must specify and focus on AT LEAST ONE of the five areas of reading instruction pertinent to NCLB and Reading First Act: phonics/decoding, vocabulary, fluency, comprehension, phonemic awareness. Your lesson plan must comply to the lesson plan format used in this class, which is an adapted version of the lesson plan used with EDEE. Lesson plan development will be discussed extensively in this course. Time is built in for you to submit and to receive feedback on your lesson plans before teaching them. It is expected that you will gather feedback from various folks before you teach your lesson. Drafts with written and SIGNED feedback must be obtained from your (1) partner intern, (2) helpful professor, and (3) cooperating teacher before you teach the lesson. You must submit all drafts of your lesson plan with your final copy. Your lesson plan must be taught and formally evaluated as one of your three lesson plans using ADEPT. Critical self reflection (5 points): Due Thursday, April 20. At the end of the semester, you will submit a critical self reflection of your understanding of the knowledge and skills you feel are required to teach literacy in grades PreK-3. This one-page, single spaced discussion of your overall growth should explain how you have deepened your understanding of teaching reading within and across the content areas in PreK-3 classes. You must include in this reflection ways that you have grown and changed over the course of the semester, noting both your strengths and weaknesses AND your proposed concentrations of reading topics/ideas for further improvement. You can use assignments and exams to document the points you make in your reflection. PLEASE NOTE THAT THIS REFLECTION IS ABOUT YOU and NOT ABOUT YOUR COOPERATING TEACHER! General tidbits: EDEE Attendance Policy Class attendance is expected. Students are responsible for all content and assignments for each class. Students arriving to class 10 or more minutes late will not be allowed to enter and will be considered absent. Leaving class prior to dismissal is considered an absence. Three absences for ANY reason will be allowed; however, you may not submit assignments if you are absent. Upon a fourth absence, the student will automatically be withdrawn from a course with the grade of WA. WA becomes an F on a transcript.

4 4 of 8 8/10/ :42 AM If a student exceeds allowable absences due to extenuating circumstances beyond the student s control, a panel of professors from that semester will review the circumstances and make a final decision. SNAP students must see the professor within the first two weeks of the course if they wish special accommodations. Athletes who will miss class due to athletic events must see the professor within the first two weeks of the course and submit athletic schedule for the semester, identifying classes that will be missed. No other absences will be allowed for athletes who miss the maximum allowable absences due to athletic events. Grading: ** Late submissions of assignments are unacceptable under normal circumstances. Please do not attempt to submit any assignments after the due date. I will NOT accept any late work. Any written assignment submitted is considered a final product that will be graded on both what is written (clarity, depth, insight) and how it is written (the form of the written work). Therefore, it is crucial to realize that correct grammar and spelling, proper punctuation, adherence to assignment guidelines, and neatness will affect your grade. As an educator, you will be expected to demonstrate competency not only in verbal but also in written communication with parents, administrators, and other educators. Please use the resources around you to proofread and to edit your work. A packet about writing and proofreading tips has been provided on WEBCT to assist you. The Writing Lab (Education Center, Room 216) also provides FREE, INDIVIDUALIZED help on all parts of the writing process. See for further information.

5 5 of 8 8/10/ :42 AM Course Readings and Assignments: Date Topics to discuss on this date Readings/Assignments due on this date Week 1 Jan. 10 Jan. 12 INTRODUCTIONS, COURSE OVERVIEW, & PREASSESSMENT Week 2 Jan. 17 Week 3 FE 1: *Exchange contact info w/ct * Give CT lesson plan assignment Week 4 FE 2: Ask CT about literacy lesson plan objectives Week 5 FE 3: Present prelim idea to CT for L1 LESSON PLANNING Week 6 FE 4: Tch Math Week 7 FE 5: Tch Math Jan. 19 Jan. 24 Jan. 26 Jan. 31 Feb. 2 Feb. 7 Feb. 9 Feb. 14 Feb. 16 Feb. 21 Feb. 23 LEGISLATION (PUT READING FIRST, NCLB) AND STANDARDS Understanding Children's Literacy Development Phonics in relation to literacy development From Birth to Three Years: The Foundations of Literacy Development From Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration From Three to Five Years: Novices CONTINUED Phonemic awareness and alphabet knowledge TEST 1 LESSON PLANNING LESSON PLANNING for literacy & for Double-entry plan From Five to Seven Years: Experimenting Readers and Writers Teaching components of phonics From Six to Eight Years: Early, Transitional, and Self-Generative Readers and Writers EXAM SKIM PUT READING FIRST (WEBCT) SKIM IRA STANDARDS (WEBCT) LB: PREFACE LB: CHAPTER 1 & ATI-A PTU: CHAPTER 14 LB: CHAPTER 2 & ATI-A PTU: CHAPTER 1 LB: CHAPTER 3 READ LB: CHAPTER 3 ATI-A P.A. & ALPHABET KNOWLEDGE PROJECT DUE ROUGH DRAFT OF LESSON PLAN TO CLASS (E.G., OBJECTIVE, CONNECTION TO NCLB, TEXT CHOSEN) BRING FORMATTED MATH LESSON PLAN TO CLASS LB: CHAPTER 4 & ATI A LITERACY LESSON BRING IDEAS TO CLASS PTU: CHAPTER 4 LB: CHAPTER 5 & ATI-A PTU: CHAPTER 5 & 6 LITERACY LESSON DRAFT DUE Week 8 Feb. 28 Mar. 2 Supporting Literacy Learning in Preschool Connections to Assessment LB: CHAPTER 7 & ATI FE PTU: CHAPTER 3

6 6 of 8 8/10/ :42 AM Week 9 FE 6: Tch literacy Week 10 Mar. 14 Mar. 16 Mar. 21 FE 7: Tch literacy Mar. 23 Week 11 Mar. 28 Supporting Literacy Learning in Kindergarten Connections to Assessment Supporting Literacy Learning in First Grade Connections to Assessment Supporting Literacy Learning Beyond First Grade LB: CHAPTER 8 & ATI FE PTU: CHAPTER 2 LB: CHAPTER 9 PTU: CHAPTERS 8 & 9 LB: CHAPTER 10 Week 12 Mar. 30 April 4 Literacy Beyond First Grade TEST 2 PTU: CHAPTERS 10, 11 & 12 PHONICS PROJECT DUE FE 8: Tch literacy Week 13 April 6 April 11 Diverse Learners LB: CHAPTER 6 LITERACY ACROSS THE CONTENT AREA ANALYSIS DUE Literacy-Rich Classrooms LB: CHAPTER 11 FE 9: Tch literacy April 13 Week 14 APRIL 18 Assessment PTU: CHAPTER 7 LESSON PLAN (FINAL & DRAFTS) DUE LB: CHAPTER 12 PTU: CHAPTER 13 APRIL 20 Supplemental Assessment information from WEBCT (Observational survey) FINAL EXAM: TUESDAY, MAY 2 8:00-11:00 A.M. ASSESSMENT DOCUMENTS FROM WEBCT CRITICAL SELF REFLECTION DUE

7 7 of 8 8/10/ :42 AM 1. GRADING SCALE: POLICIES AND PROCEDURES FOR COURSES IN THE SCHOOL OF EDUCATION* Letter Grades Percentage Range Grade Points Interpretation A % 4.0 Superior B % 3.5 Very Good B 83 87% 3.0 Good C % 2.5 Fair C 74-77% 2.0 Acceptable D** 70-73% 1.0 Barely Acceptable F 0-69% 0.0 Unacceptable ** A grade of 73 or below is considered a failing grade for all graduate courses. 2. PROFESSIONAL BEHAVIOR/DISPOSITIONS: Students are responsible for all content and assignments for each class. They will be expected to demonstrate professional behaviors consistent with the following dispositions: The belief that all students can learn. Value and respect for difference. Value of positive human interaction. Intellectual curiosity and willingness to learn new knowledge. A commitment to inquiry, reflection and self-assessment. Value of responsible, collaborative, and cooperative work. Sensitivity to community and cultural context. Responsible and ethical practice 3. ATTENDANCE: Class attendance and punctuality are expected professional behaviors. Specific attendance requirements for each course are outlined in the syllabus. A student may be dropped from a course for excessive absences, based on the class attendance requirements specified in the syllabus. 4. MAKE-UP EXAMINATIONS AND QUIZZES: If a quiz or examination (other than the final examination) was missed for a legitimate reason, as determined by the professor, the professor has the discretion to administer a make-up examination. It is the responsibility of the student to make arrangements for the make-up. This is to be done as soon as possible after the missed examination/quiz. 5. DUE DATES: Due dates for course assignments, as well as scheduled quizzes and exams, are listed in the syllabus. Any changes will be announced in class. Consequences related to late materials are determined by the professor. 6. FINAL EXAMS: The final exam for each course (which may be in the form of an examination, performance, or project) will only take place during the period scheduled for the final exam for that course. (Students who have more than two final exams scheduled on the same day may arrange for an alternate time for one final exam through the Office of the Undergraduate Dean). 7. PAPERS: Papers will be word processed using the style of the Publication Manual of the American Psychological Association (Most current edition). * Applies to all EDEE and EDFS courses and all PEHD teacher education courses above the 200 level. Revised 6/28/05 8. HONOR SYSTEM: All courses in the School of Education are conducted under the Honor Code of the College of Charleston. The Honor Code specifically forbids lying, cheating, attempted cheating, stealing, attempted stealing and plagiarism. Students at the College are bound by honor and by their acceptance of admission to the College to abide by the Code and to report violations. As members of the College community, students are expected to evidence a high standard of personal conduct and to respect the rights of other students, faculty, staff members, community neighbors, and visitors on campus. Students are also expected to adhere to all federal, state, and local laws. Faculty members are required to report violations of the Honor Code or Code of Conduct to the Office of Student Affairs. Conviction of an Honor Code violation in this class will result in the grade of "F" for the course. 9. ADA ACCOMMODATIONS: In compliance with the Americans with Disabilities Act (ADA), all qualified students are entitled to reasonable accommodations. Please notify the instructor during the first week of class of any accommodations needed. MISSION

8 8 of 8 8/10/ :42 AM The mission of the School of Education at the College of Charleston is the development of educators and health professionals to lead a diverse community of learners toward an understanding of and active participation in a highly complex world. In pursuit of this mission, faculty and students will demonstrate: intellectual curiosity and rigor; reflective, research-based practice; collaboration and consensus building; field-oriented service and community outreach; and cultural sensitivity and understanding. MAKE THE TEACHING AND LEARNING CONNECTION The vision is further defined through elements of teacher competency that organize standards of effective teaching. Element of Teacher Competency 1: Understand and value the learner Standard I: Evidence theoretical and practical understanding of the ways learners develop Element of Teacher Competency 2: Know what and how to teach and assess and how to create an environment in which learning occurs. Standard II: Demonstrate understanding and application of the critical attributes and pedagogy of the major content areas. Standard III: Evidence a variety of strategies that optimize student learning Standard VI: Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning Element of Teacher Competency 3: Understand oneself as a professional Standard IV: Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession Standard V: Communicate effectively with students, parents, colleagues, and the community Standard VII: Show an understanding of the culture and organization of schools and school systems and their connection to the larger society College of Charleston School of Education Charleston, South Carolina