Introduction to Reading and Language Arts

MAT 640

Introduction to Reading and Language Arts

Form of Course
Seminar and Field Experiences, 3 credit hours

Prerequisites: MAT 610, MAT 615, MAT 620, MAT 630, Full SARTE status Concurrent enrollment in MAT 622 and MAT 631

Course Description: Credit 3 hours. A study of the reading, writing, and language processes as a

fundamental aspect of the elementary and special education curriculum. Special attention will be

given to the basic reading skills and strategies needed by mature readers. The latest in theories,

methods, and materials will be appraised through study, observations, and demonstrations in

classrooms. Field experience will be required.

Statement of Conceptual Framework:
The College of Education's Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity (D), Technology (T), and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit.

http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html

Course Objectives: Upon completion of the course, the student should be able to:

1. define the processes of language for communication and understand how these processes

develop in children (CK, KL, Diversity).

2. identify and apply current research findings about teaching and learning as they relate to

literacy development, thinking, and the diverse needs of students (CK, KL, SM, Diversity).

3. plan learning experiences that foster an appreciation of the role of literacy in daily life. (KL, CK, SM, Diversity, Technology).

4. identify and address factors within the reader, within the text, and within the learning

environment which influence emergent literacy and ongoing literacy acquisition. (KL, CK, SM, Diversity).

5. plan learning experiences that accommodate and challenge students of varying ages,

developmental levels, intellectual abilities, interest/attitudes, culture/linguistic/ethnic

backgrounds and exceptionalities in individual and whole class settings. (KL, PS, CK, SM, Technology, Diversity)

6. plan and analyze learning experiences for developing an understanding of the reading process within diverse student populations (CK, SM, KL, Diversity, Technology).

7. explain the relationship of reading, writing, oral language and thinking, and plan learning

experiences to foster their development and integration throughout the curriculum (KL,SM, CK, Diversity).

8. demonstrate the varied types and uses of children's literature in promoting and developing

reading, writing, oral language, and critical/creative thinking (PS, KL, CK, SM, Technology, Diversity).

9. observe and described effective teaching methods/procedures that foster independence,

moving from teacher-regulated to student-regulated literacy behaviors. (SM, CK, KL,

Diversity)

10. demonstrate decoding strategies that involve the use of sight words, phonetic analysis,

structural analysis, and contextual analysis (SM, CK, KL).

11. incorporate instructional technology into the preparation & teaching of lessons (PS, CK, SM, Technology).

12. use critical and creative thinking skills relevant to course content and appropriate to

student needs (CK, SM, Diversity, KL).
13. identify and address the special needs of students from diverse cultures, socioeconomic

levels and other groups throughout the curriculum (KL, CK, SM., Diversity, Technology).

14. describe the reading process, various models (reader-based, text-based, interactive) and cue systems (semantic, syntax, and grapho-phonic) and articulate a personal theory about the reading process (SM, PS, CK).

15. model and teach effective oral and written communication (SM, CK).

16. discuss and apply the ELA Common Core State Standards (PS, SM, Technology).

17. plan meaningful literacy experiences that integrate listening, speaking, reading, writing,

spelling, viewing and visually representing. (CK,SM, KL, PS, Technology, Diversity).

Required Texts & Materials:

Reutzel, D. R. & Cooter, R.B. (2012). Teaching children to read, the teacher makes the

difference . (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc Rental

Tompkins, G. E. (2009). 50 literacy strategies, step by step. Upper Saddle River, NJ:

Pearson Education, Inc. (3rd edition) Retail

Fox, B. J. (2014). Phonics and Structural Analysis for the Teacher of Reading. (11th ed.) Upper

Saddle River, NJ: Pearson Merrill Prentice Hall. Retail

Instruments or Processes Used to Assess Performance: The instruments and/or processes that will be used to assess performance in this course are primarily rubrics created by the course instructor. They will be used to assess the product/assignments required for the course. A midterm and final examinations will also be used to assess content knowledge of material covered in the course.

Semester grades are based on the total points using the following:

A Excellent 93-100%

B Above Average 85-92%

C Average 77-84%

D Passing 69-76%

F Failed to meet standard 0-68%

Artifacts Appropriate for Pass-Port Portfolio:

All Master of Arts in Teaching candidates will complete a portfolio to demonstrate their achievement of program objectives. The artifacts you will use from this course are your educational philosophy paper and your field experiences documents. Please keep copies of both for use in your portfolio. Each MAT course will include suggestions for appropriate portfolio artifacts.

Field Experiences: As you complete field experiences, you are required to enter them into Passport on a weekly basis. Do not wait until the end of the semester. It is your responsibility to collect student data as appropriate during field experiences.

Professional Development Activities: As you complete any professional development activity, you are required to enter it into Passport

Knowledge Base

Akhondi, M., Malayeri, F. A., Samad, A. A. (2011). How to teach expository text structures to

facilitate reading comprehension. The Reading Teacher, 64(5), 368-372, doi: 10.1598/RT.64.5.9

Allington, R. (2006). What really matters for struggling readers: Designing research-based

Programs (2nd ed). Boston: Allyn & Bacon.

Alvermann, D. E., Swaffor, J., & Montero, M.K. (2004). Content area literacy instruction for the

elementary grades. Boston: Allyn & Bacon.

Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation

as predictors of reading literacy: A longitudinal study. Journal of Educational

Psychology, 102(4), 773–785. doi:10.1037/a0020084.

Brenner, D., Hiebert, E.H., & Tompkins, R. (2009). How much and what are third graders

reading? Reading in core programs. In E.H. Hiebert (Ed.), Read more, read better (pp.

118–140). New York: Guilford.

Brozo, W. G. (2010). The role of content literacy in a effective RTI program, The Reading

Teacher, 64(2), 147-150, doi:10.1599/RT.64.2.11

Brozo, W. G., & Puckett, K. (2008). Supporting content area literacy with technology meeting

the needs of diverse learners. Boston: Allyn & Bacon.

Cary, S (2007). Working with second language learners: Answers to teachers' top ten

questions (2nd ed.). Portsmouth, NH: Heinemann

Cunningham, P. M., & Cunningham, J. W. (2010).What really matters in writing: Research-

based practices across the elementary curriculum. Boston: Allyn and Bacon.

Gambrell, L.B. (2009). Creating opportunities to read more so that students read better. In E.H.

Hiebert (Ed.), Read more, read better (pp. 251–266). New York: Guilford.

Gambrell, L.B. (2011). Motivation in the school reading curriculum. In T.V. Rasinski (Ed.),

Developing reading instruction that works (pp. 41–65). Bloomington, IN: Solution Tree

Gunning, T. (2010). Creating Literacy Instruction for All Student (7th ed.). Boston, MA:

Pearson.

Parson, S. A., & Ward, A. E. (2011). The case for authentic tasks in content literacy. The

Reading Teacher, 64(6), 462-465. Doi:10.1598/RT.64.6.12

Patall, E.A., Cooper, H., & Wynn, S.R. (2010). The effectiveness and relative importance of

choice in the classroom. Journal of Educational Psychology, 102(4), 896–915.

doi:10.1037/a0019545

Reis, S. M., McCoach, D. B., Coyne, M. Schreiber, F. J., Eckert, R. D., & Gubbins, E. J.

(2007).Using planned enrichment strategies with direct instruction to improve reading

fluency, comprehension, and attitude toward reading: An evidence-based

study.Elementary School Journal, 108(1), 3–24.

Ruddell, R. B., Ruddell, M. R., & Singer, H. (Eds.). (1994). Theoretical

models and processes of reading (4th ed.). Newark, DE: International Reading Association.

Roe, B., and Smith, S. (2012). Teaching Reading In Today’s Elementary Schools.(11th ed.).

Belmont, CA: Wadsworth, Cenage Learning.

Samway, K. D. & McKeon, D. (2007). Myths and realities: Best practices for English language

learners (2nd ed.). Portsmouth, NH: Heinemann

Vacca, J. A., Vacca, R., Gove, M., Burkey, L., Lenhart, L., and McKeon, C. (2014). Reading and

Learning to Read. (9th ed.). Pearson

Journals: Seek out the most current issues of the following:

Journal of Adolescent and Adult Literacy

The Reading Teacher

Reading Research Quarterly

Websites:

International Reading Association

International Dyslexia Association

National Institute of Health and Human Development

National Council of Teachers of English

Association for Childhood Educati0n International

National Association for the Education of Young Children