Alabama Agricultural & Mechanical University

ALABAMA AGRICULTURAL & MECHANICAL UNIVERSITY

SCHOOL OF EDUCATION

DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION

“The Educator as Service Professional”

COURSE SYLLABUS

This syllabus represents a contract between the student and the instructor for this course. The syllabus delineates essential details about the course, course content, and performance assessment. Any official changes to this syllabus will be made in writing and provided to each student. Except for changes that substantially affect implementation of the evaluation (grading) statement, this syllabus is subject to change with advanced notice in writing. Additionally, a student is officially enrolled in this course until such time as the university procedure for withdrawal from the course has been executed. Some of the materials in this course are possibly copyrighted. They are intended for use only by students registered and enrolled in this course and only for instructional activities associated with and for the duration of the course. They may not be retained in another medium or disseminated further. They are provided in compliance with the provisions of the Teach Act.

Students are responsible for confirming that the call number for the course is the number for the section in which they are actually registered and should be attending.

Course: ECE 520 / Name: Foundations of Teaching Reading
Call No. / 3 Credit Hours / Semester: Fall 2008
Prerequisites:

Course Description:

This course is designed to develop students’ understanding of the principles and procedures of evaluation in elementary classroom settings. Both formal and informal methods of evaluation will be emphasized, including criterion-referenced and norm-referenced tests, portfolios, rubrics, and checklists.

Rationale/Relationship to Conceptual Framework:

This course represents a performance-based approach to teacher education designed to enable the advanced student to become an educational service professional with knowledge, skills, and dispositions required by institutional, state, regional, and national standards. Through a constructivist design, learning will be facilitated by the advanced student’s participation in activities that will involve the intellect as well as dispositions. Creativity in learning will be facilitated by collaboration and feedback that should result in continual reflection and self-assessment. The ultimate outcome of this course is to further development of a skilled, highly proficient, advanced level educational practitioner.

Primary Textbook:
Suggested Readings: Articles from research-based journals will be assigned. See handout for additional information.
Additional Resources: Publication manual of the American Psychological Association, (5th ed.). Washington, DC: American Psychological Association.
COURSE LOCATION
Building: NCB / Day: Wednesday
Room: 003 / Time: 4-7 p.m.
INSTRUCTOR INFORMATION
Instructor: Dr. Angela R. Williams / Office Hours: Mon. & Tues. 12-3:30 p.m.
Wed. 9-12:00 p.m.
Office Room Number: CCN 222-A
Office Telephone: 372-5502
E-mail:
Classroom Procedures:
Ø  There will be NO make-up assignment(s) or late assignment(s) accepted without a valid excuse on the university’s letterhead. All assignments must be turned in, in class, on the date specified.
Ø  All materials for the course should be carefully prepared, processed in Microsoft Word, proofread, and double spaced using Times New Roman, 12-font. APA style should be followed [refer to the Publication Manual of the American Psychological Association (5th ed.)].
Ø  Class attendance is mandatory in terms of participation and accomplishment of course activities and due dates.
Ø  Please place all electronic devices in the silent or vibrate mode. If you need to answer a call, be courteous and step outside the room. Refrain from answering calls while class is in session.
Ø  Failure to participate in group projects, discussions and or assignments will result in no score being awarded for the assignment(s).
Ø  Each student is responsible for signing the class roster each class period. Failing to sign the roster will result in an absence for that class meeting. In addition, unless there is an unavoidable emergency or situation, leaving class early will constitute an absent.
Ø  It is the student’s responsibility to find out what has transpired in class when he or she is absent. Neither classmates nor the instructor are responsible for incomplete or erroneous information given to a student when he/she is absent.
Ø  Any acts of plagiarism will be reported to the appropriate school personnel.
Ø  It shall be the student’s responsibility to provide the instructor with a current email address and/or telephone numbers.
Ø  In the event a student is absent from class, the assignment that is due should be submitted during the next class meeting. Please do not email any assignments to the instructor unless otherwise specified. In addition, assignments should not be left in the Department.
Ø  Students will maintain a copy of all submitted assignments to protect themselves against lost work or missing grades.
IRA Standards
1. Foundation Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction
1.1 Demonstrate knowledge of psychological. Sociological, and linguistic foundations of reading and writing processes and instruction
1.2 Demonstrate knowledge of reading and research and histories of reading
1.3 Demonstrate and knowledge of language development and reading
1.4 Demonstrate knowledge of the major components of reading (phonics vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading
2. Instructional strategies and curriculum materials: candidates use a wide range of instructional practices, approaches, methods and curriculum materials to support reading and writing instruction
2.1 Use instructional grouping options as appropriate for accomplishing given purposes
2.2 Use wide range of instructional practices, approaches, and methods including technology-based practices for learners at differing cultural and linguistic background
2.3 Use of wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds
3. Assessment, Diagnosis, and Evaluation: candidates use a variety of assessment tools and practice to plan and evaluate effective reading instruction
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized texts to individual and group informal classroom assessment strategies, including technology-based assessment tools
3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties
3.3 Use assessment information to plan, evaluate and revise effective instruction that meets the needs of all students
3.4 Communicates results of assessments to specific individuals
Course Objectives:
Upon completion of this course, students will have developed the knowledge, skills, and dispositions to:
·  develop knowledge about the difference between reading to learn and learning to read;
·  assess students’ literacy abilities and to plan and provide appropriate instruction;
·  develop knowledge of the role of content literacy skills in the gaining of content area knowledge;
·  locate, read, and discuss pertinent research;
·  Participate in a small group project and professional presentation related to a selected area of professional interest.
·  plan, teach, and critique comprehension strategy instruction, fluency strategy instruction, and word reading instruction for struggling readers;
·  implement appropriate assessments for diverse learners;
·  create an appropriate plan of instruction based on assessments of a struggling reader;
·  manage and monitor students’ learning; and
·  think systematically about their practice in literacy and learn from experience.
Major Content Topics:
·  National Reading Panel
·  Alabama Reading Initiative
·  Put Reading First
·  Essential skills of reading teachers;
·  Comprehension Strategies Instruction
·  Teaching Phonics and Phonemic Awareness
·  Strategies to Increase Oral Reading Fluency
·  Profiles of Struggling Readers
·  Word Study Instruction (Vocabulary)
·  Importance of Read Alouds
·  Reading Assessments
·  Leveled Text
·  Literature Study, Book Clubs, Author Studies, Literature Circles
·  Integrating Technology into the Literacy Classroom
ASSIGNMENTS:
Class participation & attendance 30
Homework 20
Author Study 40
Case Study 30
Professional Literature Study 40
Mid-term 20
Final 20
Total 200 points
Point Scale
200-180 A
179-160 B
159-140 C
139-120 D
119 below F
Topic Area / Learning Outcome / Assessment Method
National Reading Panel; Alabama Reading Initiative;
Put Reading First / 1. develop knowledge about the difference between reading to learn and learning to read;
2. locate, read, and discuss pertinent research;
3. think systematically about their practice in literacy and learn from experience. / Exams; assessment assignments
[IRA 1.1., 1.2; P 4.0]
Profiles of Struggling Readers / 1. assess students’ literacy abilities and to plan and provide appropriate instruction;
2. develop knowledge of the role of content literacy skills in the gaining of content area knowledge;
3. locate, read, and discuss pertinent research;
4. create an appropriate plan of instruction based on assessments of a struggling reader;
5. manage and monitor students’ learning; and
6. think systematically about their practice in literacy and learn from experience. / Exams, QRI assessment; case study
[IRA 1.2., 2.3, 3.0, 3.3, 3.4, P1.0, 2.0, 4.0, 4.3, 5.0, 5.1]
Teaching Phonics and Phonemic Awareness / 1. locate, read, and discuss pertinent research;
2. create an appropriate plan of instruction based on assessments of a struggling reader; / Class presentations, literature study, exams
[IRA 1.0., 1.3, 1.4, 2.1, 3.2, 3.4, P 5.0, 7.0]
Word Study Instruction (Vocabulary) / 1. locate, read, and discuss pertinent research;
2. create an appropriate plan of instruction based on assessments of a struggling reader;
[ / Author study, class presentations, literature study, exams
[IRA 1.0., 1.3, 1.4, 2.1, 3.2, 3.4, P 5.0, 7.0]
Strategies to Increase Oral Reading Fluency
Importance of Read Alouds / 1. locate, read, and discuss pertinent research;
2. create an appropriate plan of instruction based on assessments of a struggling reader;
3. manage and monitor students’ learning;
4. think systematically about their practice in literacy and learn from experience.
5. Participate in a small group project and professional presentation related to a selected area of professional interest.
6. demonstrate knowledge of strategies associated with accelerated, highly specialized, explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension that significantly expands and increases students’ pace of learning and competence in reading, writing, speaking, and listening. / Group presentations; exams ; case study assessment, QRI assessment
S.03(3)(c)2.(i); IRA 2.0, 2.2; P. 2.0, 4.3, 2.1]
Comprehension Strategies Instruction;
Leveled texts / 1. locate, read, and discuss pertinent research;
2. create an appropriate plan of instruction based on assessments of a struggling reader;
3. manage and monitor students’ learning; and
4. think systematically about their practice in literacy and learn from experience.
] / class discussions; exams
[IRA 1.2., 2.3, 3.0, 3.3, 3.4, P1.0, 2.0, 4.0, 4.3, 5.0, 5.1]
Reading Assessments / 1. assess students’ literacy abilities and to plan and provide appropriate instruction;
2. develop knowledge of the role of content literacy skills in the gaining of content area knowledge;
3. plan, teach, and critique comprehension strategy instruction, fluency strategy instruction, and word reading instruction for struggling readers;
4. implement appropriate assessments for diverse learners;
5. demonstrate knowledge of assessment tools to monitor the acquisition of reading strategies, to improve reading instruction, and to identify students who require additional instruction. / QRI assessment, case study, literature study; exams
[S.03(3)(c)2.(ii); IRA 1.0. 1.2, 1.3,2.2, 2.3, 3.0, 3.3, 3.4, P1.0, 2.0, 3.0, 5.0, 5.1]
Literature Study, Book Clubs, Author Studies, Literature Circles / 1. assess students’ literacy abilities and to plan and provide appropriate instruction;
2. develop knowledge of the role of content literacy skills in the gaining of content area knowledge;
3. locate, read, and discuss pertinent research;
4. Participate in a small group project and professional presentation related to a selected area of professional interest. / Author study, literature study, exams
[IRA 1.2., 2.3, 3.0, 3.3, 3.4, P1.0, 2.0, 4.0, 4.3, 5.0, 5.1]
Integrating Technology into the Literacy Classroom / 1. think systematically about their practice in literacy and learn from experience. / Author study, case study, literature study
[IRA 2.0, 3.1, 3.4, P1.0, 2.0, ]
Remediation: Candidates whose classroom or clinical performance is judged as “needing improvement” will be provided reasonable remediation.
Disability Statement (Americans With Disabilities Act):
Alabama A & M University is committed to serving the needs of students with disabilities, and the institution recognizes its responsibility for creating an instructional climate in which a student with disabilities can succeed. A student with a disability who needs academic accommodation should:
(1)  Register with and provide documentation to the AAMU certifying official in the Office of Disability Services to verify eligibility and to discuss the options for reasonable academic accommodations that might be available.
(2)  Provide a letter to the instructor indicating the type of accommodation that is needed.
This syllabus and other course materials are available in alternative format upon request. For more information about services available to AAMU students with disabilities, please go to the Office of Disability Services in Room 203 of the Ralph H. Lee Student Center.
Classroom Management Policies:
1. Disciplinary procedures may take place at the University level if a student causes disruption or obstruction of teaching, research, administration, disciplinary proceedings, or other University activities on or off-campus, including non-University activities which occur on University property.
“Life on the Hill”
2. In the event a student is absent from class, it is the student’s responsibility to obtain an excuse from the Office of Student Services (Sonia Williams). All excuses must be submitted to the instructor on the next class meeting or when the student returns following the absence.
Academic Dishonesty, Plagiarism, And Ethics:
All acts of dishonesty in any work constitute academic misconduct that could result in such consequences as receipt of an “F” on a single assignment, failure in a course, and up to dismissal from the university. Academic dishonesty includes, but not limited to, cheating, plagiarism, and fabrication of information.

Explanation of Assignments and Rubrics

Foundations of Teaching Reading

ECE 520

DUE: ______

Case Study Assessment Project

Objectives: To administer the QRI-3 or -4, the Words Their Way spelling assessment, and a reading attitude survey and interpret the results in order to plan appropriate instruction for struggling readers in grades 1-6.