COURSE-RELATED PROPOSAL FORM
(Green Form)
Date: October 16, 2013 Current Course: EDU 636
Desig. #
SENATE CURRICULAR COMMITTEE APPROVAL
NEW COURSE NUMBER CLEARED WITH REGISTRAR CR/NC ONLYMASTER COURSE SYLLABUS REVIEW
Attach unaltered SAP Report; indicate affected departments informed of review/changes
COURSE CHANGE: Check all that apply.
Attach unaltered SAP Report; indicate affected departments informed of review/changes
Course Objectives Prerequisites/Co-requisites Course Level (cleared with Registrar)
IMPLEMENTATION: Fall, 2013 Spring, 2014 Summer, 20
COLLEGE LEVEL APPROVAL
Attach unaltered SAP report; indicate affected departments informed of changeChange Designator
Change Title
Change Distribution of Hours
Change Grading Status from/to CR/NC only
Deletion
Master Course Syllabus (MCS) Review / Change Course Number (cleared with Registrar)
Change Number of Credits
Change Bulletin Description
Change in Delivery Format
Change in Recommended course/experience
Other: Briefly explain
IMPLEMENTATION: Fall, 20 Spring, 2014 Summer, 20
I. Bulletin copy. Complete this section for new courses or if the Bulletin copy is being changed for an existing course.
Desig. # Full Title Credits** Cross Ref.
Credits**: format to include number of credits, offering mode; for example 3(3-0)
Title Abbreviation. (New course or course title change only – 32 characters and spaces or fewer.)
Bulletin Description (25 words or fewer):
Students examine the reading and writing process in classroom instruction and learn about techniques and materials appropriate for specific reading and writing approaches. This course may be offered in an online or hybrid format.
Prerequisite(s): Admission to a graduate degree program in education.
Pre/Co-requisite(s):
Co-requisite(s):
Recommended:
II. RATIONALE FOR REQUEST
A rationale statement must address the following:
1. What led to the development of the proposal? If this is a MCS review, specifically, what was reviewed and revised?
Meeting the needs of the students necessitates the offering of on-line formats in educational classes. Course objectives have been revised to reflect current literacy standards for literacy professionals. The bibliography was updated – some existing texts were updated to current editions and several new texts were added. Other Required Materials includes new common core standards and technology resources. In addition, Candidate Performance Outcomes were added and prerequisites were changed to reflect current practice. Suggested Evaluation now includes on-line evaluation components. All of the detail in the Course Outline is required by the State.
2. What is the role of the course in the curriculum?
Students enrolled in EDU 636 will focus on examining reading and writing process in classroom instruction and learning about techniques and materials appropriate for specific reading and writing approaches, which aims to lay the foundation for graduate students to become qualified reading professionals as depicted in the MA in Reading and Literacy K-12 program.
3. For whom is the course intended?
Graduate students needing to meet the State of Michigan requirements for reading professionals may do so with this course offering.
III. GRADING STATUS (must be completed):
CR/NC only Letter Grade only Letter Grade with CR/NC option
REMINDER: Once the MASTER COURSE SYLLABUS is approved through the curricular process an electronic version must be sent to the Academic Senate office for posting.
DEPT/SCHL/ / GEN.COUNCIL/COMMITTEE / COLLEGE / ED. / PECC / UCC / GC / OTHER
Approved: / TEPD Grad Curriculum Comm 10/22/13
Denied:
Referred:
Approved by Academic Senate: November 3, 2009
Revised: 09/01/10
CENTRAL MICHIGAN UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
Department of Teacher Education and Professional Development
Master Course Syllabus
EDU 636 Classroom Reading and Writing Instruction 3 (3-0)
Designator & # Full Title of Course Credit (Mode)
I. Bulletin Description: Students examine the reading and writing process in classroom instruction and learn about techniques and materials appropriate for specific reading and writing approaches. This course may be offered in an online or hybrid format.
II. Prerequisites, Pre/Co-requisites, Co-requisites, Recommended:
Prerequisites: Admission to a graduate degree program in education.
III. Rationale for Course Level:
This course is designed only for graduate students because of the expected level of class participation and academic performance.
IV. Suggested Textbooks:
Morrow, L. M., & Gambrell, L. B. (Eds.). (2011). Best practices in literacy instruction (4th ed.). New York, NY: The Guilford Press.
Newman, S. B., & Gambrell, L. B. (Eds.). (2013). Quality reading institution in the age of common core standards. Newark, DE: International Reading Association.
V. Other Requirements and/or Materials for the Course:
Students must have ready access to an up-to-date computer with high speed Internet connectivity. Students must be able to install or arrange for the installation of specific browser plugins (such as Flash Player) and/or client side software (such as a PDF reader). Students should test computers intended for use in online coursework for basic compatibility with Central Michigan University systems and tools at http://global.cmich.edu/system-check.
Computer access is needed to view online videos, to view and listen to Microsoft PowerPoint slides, and to submit Microsoft Word documents and receive beneficial feedback. The use of weekly web-based instruction and interactions (narrated Power Points, videos, chats, discussion board postings, and timely instructor feedback) will substitute for the traditional face-to-face contact hours.
VI. Student Learning Course Objectives:
Each professional education course is aligned with the CLEAR Conceptual Framework. The CLEAR Conceptual Framework includes general practices and principles intended to facilitate learning experiences for candidates to help them mature as teachers whose practice is:
C Concept and knowledgedriven: A professional educational practice that is concept and knowledge- driven has, as its foundation, content knowledge.
LEA LEArner centered: A professional educational practice that is learner-centered focuses on the cognitive, affective and physical needs, and characteristics of each learner.
R Reflective: A reflective professional practice is guided by research and knowledge of the diverse educational environments prevalent in our society.
Candidate Performance Outcomes
Each professional education course, required or elective, is reflected in the unit assessment system. Candidates in programs of the Professional Education Unit are assessed using the six Candidate Performance Outcomes of the CLEAR Conceptual Framework. The listed course objectives are referenced to the six outcomes including:
S- Subject matter outcome – Candidates, through advanced study and research, will demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study at the graduate level.
Pe- Pedagogy outcome – Candidates, through advanced study and research, will demonstrate advanced knowledge of professional practice, and learner characteristics, sufficient to mentor or supervise others (e.g., student teachers, colleagues or staff).
A- Assessment outcome – Candidates, through advanced study and research, will model a comprehensive evaluation process based on assessments and reflection to improve learning and professional practices.
T - Technology outcome – Candidates, through advanced study and research, will integrate instructional technology throughout the professional practice.
D- Diversity outcome – Candidates, through advanced study and research, will model an understanding of diverse populations throughout the professional practice.
Pr- Professionalism outcome – Candidates, through advanced study and research, will demonstrate the dispositions and knowledge of the professional practice communities necessary to be successful in the field.
BR - Reading Specialist Endorsement: The number refers to each required standard for meeting the reading specialist endorsement
After successful completion of this course, the student will be able to:
1. explain the concepts of reading and writing defined by the state of Michigan core curriculum including aligning curriculum with both state and national standards for literacy; (C; S), (BR - 1.1, 1.2, 2.5, 3.1.1.1, 3.1.1.3, 3.1.2.1, 3.1.2.2, 3.1.2.3, 3.1.2.6, 3.1.2.7, 3.4.1.2, 3.4.3, 3.4.8, 3.4.9, 3.4.10, 4.2.1.8, 4.2.2.5, 5.5.1)
2. critique major theories of language development, cognition, and learning as well as information from leaders in the field of literacy and general education; (C; S, Pe), (BR – 3.1.1.4; 3.1.2.8, 4.2.1.2)
3. explain emergent literacy as it relates to the development of reading and writing; (C, LEA), (BR -3.1.2.3, 3.4.2.1)
4. compare and contrast reading and writing as approached in a developmentally appropriate classroom and in a traditional classroom; (C, LEA; Pe, D), (BR – 3.2.6, 3.2.7, 3.4.2.1)
5. investigate how learning to read is a succession of refinements in strategies in phonemic awareness, phonics, fluency, vocabulary, and comprehension; (C; S, Pe), (R - 3.4.4, 3.4.5, 3.4.6, 3.4.7)
6. investigate how reading and writing to learn facilitates critical thinking, student selected inquiry, and student application of academic standards; (C; A, Pr), (BR - 2.4, 3.1.1.4, 3.1.2.7, 3.2.6, 3.4.10, 4.1.1.9, 4.1.3.11, 4.2.2.4, 4.2.2.5, 4.2.2.6)
7. utilize current theory and research regarding the development, teaching and assessment of language, reading and writing through professional journals and publications; (R; A), (BR – 2.10, 3.1.1.4, 4.1.1.2, 4.2.1.1, 5.3, 5.7.1)
8. compare and contrast the most frequently used approaches, a variety of teaching methodologies, and materials and resources including instructional technology used in the teaching of reading and writing; (C, LEA, R; S, Pe, T), (BR – 2.10, 3.2.7, 4.1.1.1, 4.1.1.4, 4.1.1.6)
9. create reading and writing units to meet the needs of students from culturally diverse populations, students with limited English proficiency, students whose first language is not Standard English, and students with a wide range of physical and mental abilities; (C, LEA; Pe, D), (BR - 3.4.2.3, 5.2, 5.5.2, 5.5.7)
10. analyze the purposes and the means to evaluate students reading and writing including national, state, district, and classroom assessments (including but not limited to portfolios, rubrics, projects, performance tasks, student and teacher self-evaluation, checklists, traditional assessments); and (C, LEA; S, A), (BR – 2.9, 4.2.1.3, 4.2.1.4, 4.2.2.1, 4.2.2.2)
11. examine ways to communicate information about students’ reading and writing abilities to students, parents, community, colleagues, paraprofessionals, and administration; and to involve parents and community members as partners in the literacy development of their children. (R; D, Pr), (BR - 2.6, 2.7, 3.4.1.7, 4.2.1.7, 5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.6.3, 5.8.1)
VII. Suggested Course Outline:
A. Nature of Reading and Writing 4 hours
1. Current reading definition
2. National standards of reading
3. State core curriculum
4. Concept of developmental reading
5. Writing process
6. Reading and writing in an integrated language arts program
7. Reading and writing as a continuum of acquisition of strategies
8. Emergent literacy
B. Research Related to Reading and Writing 6 hours
1. Psycholinguistics
2. Socio-linguistics
3. Information-processing
4. Transactional views
5. Whole language
6. Cognitive learning and teaching
7. Brain-based research
8. Multiple intelligences
9. Scientifically based research
C. Strategies for Emergent Literacy 4 hours
1. Readiness versus developmental reading and writing
2. Strategies for beginning readers
3. Strategies for beginning writers
4. Language experience
5. Shared reading
6. Shared writing
7. Interactive writing
D. Strategies for Comprehension 4 hours
1. Directed reading activity
2. Guided reading
3. Directed reading-thinking activity
4. Independent reading
5. Fluency strategies
6. Questioning including self-questioning
7. Question-answer-relationships
8. Knowledge of genre and craft
9. Writing to learn
E. Strategies for Writing Process 6 hours
1. Exploring
2. Drafting
3. Revising
4. Conferencing
5. Editing and publishing
Creating effective writing assignments
F. Strategies for Vocabulary Development and Word Recognition 4 hours
1. Effective word recognition and systematic instruction
2. Phonemic and phonological awareness
3. The role of phonics in reading
4. Extending word knowledge
5. General vocabulary
6. Use of context
7. Technical or specialized vocabulary
G. Strategies for Students with Special Needs 4 hours
1. Students from culturally diverse populations
2. Students with limited English
3. Students whose first language is not standard English
4. Students with a wide range of physical and mental abilities
5. Gifted and talented students
H. Organizing for Instruction 6 hours
1. Basal reader
2. Whole language
3. Literature based reading
4. Guided reading
5. Readers workshop
6. Writers workshop
7. 4 Blocks
8. Individualized reading
9. Organizational patterns
10. Communicating with parents, community, and administration
I. Evaluating Reading and Writing Materials 4 hours
1. Basal readers
2. Content area texts
3. Literature
4. Leveling books
5. “Real reading materials”
6. Technological software and instructional programs
J. Reading and Writing Evaluation 6 hours
1. Formal assessment including but not limited to the MEAP and
smarter balanced assessments
2. Informal assessment including but not limited to the MLPP
3. Authentic assessment
4. Performance tasks and rubrics
5. Portfolios and projects
6. Importance of self-reflection, assessment and evaluation
7. Communicating with students, parents, community, and
administration
Total: 48 hours
VIII. Suggested Course Evaluation:
1. Research paper 30%
2. Research paper PowerPoint presentation 10%
3. Lead a discussion on a chapter of the textbook 10%
4. Reading and writing unit plans 30%
5. Participation in classroom or online discussions on 10%
selected topics
6. Personal course goals and final self-evaluation 10%
Total: 100%
IX. Bibliography
American Psychological Association. (2009). Publication manual of the psychological association (6th ed.). Washington, D.C.: American Psychological Association.
Baker, E. A. (2010). The new literacies: Multiple perspectives on research and practice. New York, NY: The Guilford Press.
Bean, R. M., & Dagen, A. S. (2012). Best practices of literacy leaders: Keys to school improvement. New York, NY: The Guilford Press.
Brown-Chidsey, R., & Andren, K. J. (2012). Assessment for intervention: A problem-solving approach
(2nd ed.). New York, NY: The Guilford Press.
Broxterman, K., & Whalen, A. J. (2013). RTI team building: Effective collaboration and data-based decision making. New York, NY: Guilford Press.
Cappello, M., & Moss, B., (Eds.). (2010). Contemporary readings in literacy education. Thousand Oaks, CA: SAGE Publications, Inc.
Christenbury, L., Bomer, R., & Smagorinsky, P. (2010). Handbook of adolescent literacy research. New York, NY: The Guilford Press.
Coiro, J., Knobel, M. Lankshear, C., Leu, D. J. (2008). Handbook of research on new literacies. New York, NY: Erlbaum.
Cox, J. (2008). Your opinion, please!: How to build the best questionnaires in the field of education. Thousand Oaks, CA: Corwin Press.