EDU 305: Reading and Language Arts I
Eastern Connecticut State University
Spring 2009, 3 Credits
Thursday, 9:45 a.m.-12:15 p.m.
Webb 113
Dr. Susannah Richards
ECSU Phone: (860) 465-5210
Office Hours: T 2-4 p.m., W 3-5 p.m. R 2-4 p.m. and by appointment
Course Description
An examination of the nature of the reading/language process. Current knowledge about literary development which includes the integration of reading, writing and literature provides the theoretical perspective of this course. Field experience is a required complementary component.
Learning Outcomes/Course Objectives
By the end of the course the student will be able to:
- Describe children’s development and skills at the pre-school, early primary, late primary, early intermediate, and late intermediate levels. (CF 1.1, ACEI 2.1))
- Develop a philosophy on literacy instruction in the early grades based on current and historical theories and research. (CF 1.1, ACEI 2.1)
- Define and implement curriculum to develop phonemic awareness, phonics, comprehension, fluency, vocabulary development, writing, spelling, handwriting, grammar, listening, speaking, and visual literacy. (ACEI 1.0, 2.1, CF 1.1)
4. Define the six language arts (reading, writing, listening, speaking, viewing, and visually representing) and describe the relationships among them. (ACEI 2.1, 3.1, CF 1.1)
5. Construct, organize, and synthesize resources and ideas to be used in implementing a balanced, literacy instructional program that meets the needs of all learners in an elementary school classroom, and that connects to content area teaching and learning (CF 2.1-2.4, 5.1, ACEI 2.1 3.1, 3.2, 3.4),
- Create a literate environment that fosters interest and growth in all aspects of literacy. (ACEI, 2.1, CF 2.1-2.4)
- Promote the integration of language arts in all content areas. ACEI 3.1, CF 3,1-3.2)
- Describe effective strategies for involving parents as partners in the literacy development of their children. (ACEI 5.2, CF 6.1)
9. Write literacy curriculum lessons with appropriate goals, concepts, objectives, instructional activities, assessment, materials, and time management. (CF 1.1, 2.1-2.4, ACEI 3.1-3.5)
10. Collaborate with preservice and inservice elementary educators to learn effective, research-verified practices in language arts education (CF 6.1, ACEI 5.1, 5.2)
- Evaluate and select instructional materials for literacy, including those that are technology-based. (ACEI 3.1, CF 4.1)
- Utilize technology to inform language arts instruction and to develop as a professional educator. (CF 4.1)
The course objectives are aligned with the Connecticut English Language Arts Curriculum Framework file://localhost/(http/::www.sde.ct.gov:sde:cwp:view.asp%3Fa=2618&q=320866&sdenav_gid=1757)
Standard 1: Reading and Responding
Overarching Idea: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
Guiding Question: How do we understand what we read?
1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.
1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
1.4 Students communicate with others to create interpretations of written, oral and visual texts.
Standard 2: Exploring and Responding to Literature
Overarching Idea: Students read and respond to classical and contemporary texts from many cultures and literary periods.
Guiding Question: How does literature enrich our lives?
Component Statements:
2.1 Students recognize how literary devices and conventions engage the reader.
2.2 Students explore multiple responses to literature.
2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought.
2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
Standard 3: Communicating with Others
Overarching Idea: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
Guiding Question: How do we write, speak and present effectively?
Component Statements:
3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.
3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.
Standard 4: Applying English Language Conventions
Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication.
Guiding Question: How do we use the English language appropriately to speak and write?
Component Statements:
4.1 Students use knowledge of their language and culture to improve competency in English.
4.2 Students speak and write using standard language structures and diction appropriate to audience and task.
4.3 Students use standard English for composing and revising written text.
Remember to consider the five (5) major topics in reading as outlined by the National Reading Panel (2000)
-1. Phonemic Awareness: The ability to hear and manipulate sounds in words.
-1. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to
-1. form words.
-1. Fluency with Text: The effortless, automatic ability to read words in connected text.
-1. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire
-1. and convey meaning.
Comprehension: The complex cognitive process involving the intentional interaction
between reader and text to convey meaning.
Required Texts
(2006). Connecticut English Language Arts Curriculum Framework: A Guide for the Development of Prekindergarten–Grade 12 Literacy. Available at: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320866
Elish-Piper, L., Johns, J. L., & Lenski. S. D. (2006). Teaching reading: PreK-Grade 3. Dubuque, IA: kendall Hunt.
Huck, C. S., & Kiefer, B. Z. (2007). Children’s literature in the elementary school. 9th edition. NY: Holt. (Note: You will use this in EDU 306 as well.)
Tompkins, G. (2007). Literacy for the 21st century. 2nd edition. Upper Saddle River, NJ: Pearson.
Supplemental Readings
Ash, G. E. (2005, October). What did Abigail mean? Educational Leadership, p. 36-41.
Barton, J., & Sawyer, D. M. (2003/2004). Our students are ready for this: Comprehension instruction in elementary school. The Reading Teacher, 57(4), 334-347.
Biancorosa, G. (2005, October). After third grade. Educational Leadership, 16-22.
Brabham, E. G., & Villaume. S. K. (2001). Building walls of words. The Reading Teacher, 54(1), 700-702.
Coiro, J. (2005, October). Making sense of online text. Educational Leadership, 30-35.
Darling, S., & Westberg, L. (2004). Parent involvement in children’s acquisition of reading. The Reading Teacher, 57(8), 774-776.
Gambrell. L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25.
Ivey, G., & Fisher, D. (2005, October). Learning from what doesn’t work. Educational Leadership, 9-14.
Leal, D. J. (2003). Digging up the past, building the future: Using book authoring to discover and showcase a community history. The Reading Teacher, 57(1), 56-60.
Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., & Kennedy, A.M. (2003). Trends in Children’s Reading Literacy Achievement 1991-2001: IEA’s Repeat in Nine Countries of the 1991 Reading Literacy Study. Chestnut Hill, MA: Boston College. http://timss.bc.edu/pirls2001i/PIRLS2001_Pubs_TrR.html
National Institute for Literacy. (2009). Developing early literacy: Report of the National Early Literacy Panel. Available at http://www.nifl.gov/nifl/NELP/NELPreport.html.
Rog, L. J., & Burton, W. (2001/2002). Matching texts and readers: Leveling early reading material for assessment and instruction. The Reading Teacher, 55(4), 348-356.
Sharer, P. L., Pinnell, G. S., Lyons, I., & Fountas, I. (2005, October). Becoming an engaged reader. Educational Leadership, 24-29.
Additional articles and electronic resources as needed. You should be prepared to access and
read articles from language arts related journals such as The Reading Teacher, Language Arts,
Reading Research Quarterly, reading and Writing Quarterly, reading Improvement, Reading
Horizons, Journal of Literacy Research, etc.
Electronic Resources
Organization/Title / URLInternational Reading Association / http://www.reading.org
National Council of Teachers of English / www.ncte.org
Association of Supervision and Curriculum Development / www.ascd.org
Read, Write, Think / www.readwritethink.org
Reading Rockets
Reading Rockets Webcasts / http://www.readingrockets.org
http://www.readingrockets.org/webcasts
Connecticut’s Blueprint for Reading Achievement / http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
Bookplates / http://www.myhomelibrary.org
TeachingBooks / http://www.teachingbooks.net
Lookybook / http://www,lookybook,com
National Institute for Literacy / http://www.nifl.gov
Improving Student Performance in Reading / http://www.ed.gov/teachers/how/read/edpicks.jhtml?src=ln
Reading Assessment Database / http://www.sedl.org/reading/rad/database.html
Reading Online / http://www.readingonline.org
Technology: All writing shall be done on the computer, unless the instructor approves exceptions ahead of time. Papers should be double-spaced with one-inch margins and 12-point font. The ability to communicate by e-mail and send electronic documents by Word attachment will facilitate the dissemination of class specific information and conversation. The use of the Internet is an important resource for all writing and presentation projects. The Eastern library is a valuable source of electronically based information. You should check WebCT regularly, at least once a week between classes, and are accountable for engaging in learning through WebCT activities.
Global Perspective: Regular discussions will occur to place the learning of this course into a global perspective. As members of a multi-cultural and diverse nation, students will initiate and respond to conversations about the implications of course topics to the health and well being to the world community.
Attendance and Participation: As our community of learners develops, your regular and punctual attendance is crucial to your success and the success of others in this course. Come to class prepared to participate. I will do my part to have your learning be meaningful, hands-on, and participatory. The following rubric will be used as a guideline for evaluating your participation in class.
Incomplete / Acceptable /Proficient
/ DistinctiveAbsent, unengaged, distracted, daily assignments not completed (0-7) / Attentive, active in pairs and small groups, all work due is completed (8) / Acceptable plus active participation in large group discussions, keenly motivated
(9) / Proficient plus fully-engaged without dominating, insightful observations and questions.
passionate. (10)
Grading Scale
RLA 305, Spring 2009, page 1
94-100 A
90-93 A-
86-89 B+
83-85 B
80-82 B-
77-79 C+
74-76 C
70-73 C-
67-69 D+
60-66 D
<60 F
RLA 305, Spring 2009, page 1
Course Work Evaluations
Class participation (including Web CT) 20%
(10% for live class participation and 10% for WebCT participation)
This includes class and online activities such as the book hook presentation; the genre, author, and thematic study activity, and participating in the professional reading group. It is expected that you are an active learner who reads the course material, thinks about the material and develops connections, and shares your ideas and insights on learning, literacy, and teaching.
Assignments& Field Reflections 80%
Assignments Percentage of Grade
RLA 305, Spring 2009, page 1
Assignment #1 10%Literacy Memoir Due February 12, 2009
Describe your recollections of your own literacy experiences at different stages of you life.
Assignment #2 10%
Professional Reading Post as a WebCT Discussion between March 1-19, 2009
Reflective teachers read in professional journals and books and discuss educational issues with colleagues. Identify two (2) articles focusing on reading and language arts instruction from Reading Teaching, Reading Research Quarterly, Language Arts, or another scholarly reading/language arts journal (this may not be a practitioner magazine such as Teacher, Teaching K-8, or Mailbox)
After identifying the topic and locating the articles, read, summarize, and react to the articles and post these summaries and reflections for each of the 2 articles on WebCT in a discussion that you initiate. You will then post 3-5 questions to initiate a response from your classmates. Each class member is responsible for posting information on each of the two (2) chosen articles and for engaging in an electronic dialogue about at least 6 articles that you did not read. Once you have chosen your articles, I will create the topics for the discussion boards. Your articles will need to be chosen by and brought to class on March 6, 2008.
Each review should contain a two-paragraph summary of the articles, a critique of the articles in which you identify what you think are the issues raised, state your views clearly-do you agree or disagree with the points made or the strategy discussed? Provide evidence from article to support what you say. What do you consider to be the value and relevance of the information professionally and instructionally? What are your recommendations regarding the article? Would you recommend that the people you are sharing it with read it? What value do you think it has for each of them? If you do not recommend it for them who would benefit from the article? All articles must be accompanied by a complete journal citation in APA format.
Assignment #3 15%
Literacy Profile of a Student Due March 19, 2009
Teachers who understand what their students do as they read and write are able to plan a more effective learning environment for them. Through this activity you will have an opportunity to develop an understanding of what young students do (or what they think they do) when they read and write (or engage in activities they call reading or writing.) You will also be able to recognize the importance of how students feel about themselves as readers and writers, as well as to recognize the relationship of reading instruction to how students define both reading and themselves as readers.
There are many ways in which teachers can learn about their students. All of them, however, will involve interacting with the students in some way: reading to and with a student; observing the student reading and writing and engaging in literacy experiences/activities; gathering information about how the student goes about reading and writing using a variety of literacy tools such as the , environmental print awareness, running record or reading miscue assessment tools, etc. This “data gathering” or “Kidwatching” will take place over the entire semester and result in a final report about the student’s literacy strengths and needs.
For the complete description of what you will need to do see the assignmenet description on Vista
Assignment #4 10%
Teaching and Supporting Writing Due April 23, 2009
Choose a grade level from 1st-3rd grade and develop a plan for a writing curriculum for the year. You need to outline the components of the writing curriculum for the year and provide a description of the writing lessons for a two-week period.You may model your writing program on the Writer’s Workshop model. Be sure to identify the writing objectives, the materials and resources, teacher’s role and students’ role, as well as how you will assess the quality of the lessons and whether or not students meet the objectives.