Eastern Illinois University/College of Education and Professional Studies

D. Reid

Fall 2006

ELE3280

Eastern Illinois University/College of Education and Professional Studies

Department of Early Childhood, Elementary, and Middle Level Education

ELE 3280.002-Developmental Reading in the Elementary School

Course Syllabus/Block I/Fall 2006

Instructor: Ms. Denise Reid

Time/Place:M & W 8:00-9:40 a.m./Coleman 2130

Office:Buzzard 2211

Office Hours:Tuesday & Thursday 8:00-10:00 a.m.

Phone:Office 581-7891/Cell 549-3633

E-mail:

Website:

Unit Theme: Educator as Creator of Effective Educational Environments: Integrating Students, Subjects, Strategies, and Societies.

Course Description: The instructional program in reading from kindergarten through grades six; goals, methods, and materials with emphasis on directed reading approaches. Field based activities will be provided in conjunction with ELE 3000.

Prerequisites: Concurrent enrollment with ELE 3000 and ELE 3350 is recommended or permission of department chair.

Purpose of the Course: This course is designed to provide learning experiences, which will prepare preservice teachers to teach pupils from kindergarten through grade six, the attitudes, skills, and concepts needed to become competent readers. The nature of reading as a developmental process, reading readiness, planning for instruction, and competence in decoding skills and comprehension strategies will be stressed.

COURSE OUTCOMES FOR ALL ELE CLASSES

Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills.

Demonstrate good communication skills

Demonstrate/exhibit compassion to students of all cultures

Design instruction to develop and utilize the cognitive processes by which students learn.

Demonstrate knowledge of children’s language acquisition.

Describe the factors, which influence the development of language.

Demonstrate knowledge of facts and an understanding of fundamental principles, ideas and relationships among various knowledge domains.

Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education.

Describe cultural influences, which are reflected in the history of the English language.

Demonstrate knowledge of current issues in the language arts domain.

OURSE OUTCOMES SPECIFIC TO ELE 3280

Understand reading skills acquisition and development.

Develop knowledge of basic diagnostic techniques for assessing reading levels.

Design instruction to develop and utilize cognitive and affective processes by which pupils learn to read.

Design instructional methods that reach children with unique learning styles, special needs, various multiple intelligences, different cultural backgrounds, and students identified as “struggling readers.”

Demonstrate instruction that encourages children to become life-long readers.

Decide what will be learned, activities to promote learning methodologies in order to effectively assess learning.

ADDITIONAL INFORMATION

Text: Reutzel, D.R., & Cooter, R.B. (2000). Teaching children to read: Putting the pieces together (4th ed.). Upper Saddle River, NJ: Merrill Publishing Company.

Supplemental readings will be available throughout the semester.

COURSE REQUIREMENTS/EVALUATION

Active Participation: Students are expected to attend and fully participate in all scheduled classes. If it is necessary to miss a class, please inform the instructor about your absence before the scheduled class meets if possible. Leave a message on my office voice mail or send a message through WebCT. Five points will be deducted for each missed class period. (30 points)

Library Assignment: You will become familiar with the Ballenger Teacher’s Center in Booth Library. (10 points)

Big Book Assignment: Working with a partner select a big book to read and plan a read aloud lesson using the book. (10 points.)

Textbook Basal Review: A written review of a basal series. (10 points)

Directed Reading Activity: Creative presentation, exhibiting a clear purpose following all criteria of DRA. (60 points)

Examinations: Two major tests consisting primarily of objective items and short answer questions will be administered to assess students understanding of course content. One test will be scheduled during the semester as a mid-term and the other a final exam. Both will be given according to the university’s calendar and schedule. The tests will cover material presented in class and assigned readings. (75 points each)

Phonics Test: A test over essential phonic rules and vocabulary. (101 points)

Author Study: Select a popular children’s author to research, including reading several books written by the author, and create a PowerPoint presentation. (60 points)

Journal Abstract: Select an article from a professional journal related to reading. Read the article, highlight the important information in the article, and write a 1-2 page journal abstract. Follow the guidelines listed below (45 points—15 points each)

Abstract Guidelines: Please adhere to the guidelines listed below. Check course schedule for due dates. The abstract should be 1 to 2 pages in length with one-inch margins.

The paper must be typed.
Check spelling, grammar, and sentence construction. Papers with multiple spelling, punctuation, or grammatical errors will be returned prior to evaluation for revisions.
Use the APA standards for citations and the reference list.
Criteria to follow:

Summary: (3 pts.) Clearly describe the main points of the article.
Reaction: (3 pts.) What is your reaction to the main ideas?
Implications/Implementation: (3 pts.) Exactly how would you implement the main ideas of the article in your teaching or what implications does the article have for educators. Explain what you learned from this article and describe what you would do.
Language and Mechanics: (3 pts.)
Copy of Article: (3 pts.) Include a copy of article with important concepts highlighted and notes written in the margin.

Refer to course calendar for due dates and assignments.

All assignments must be turned in on time. All assignments must be completed in an exemplary fashion in order to receive an “A”. Assignments and scoring rubrics will be discussed in class when first assigned. After this initial discussion the instructor will be glad to discuss assignments or answer questions during office hours.

Reading Assignments & Discussion Questions-It is your responsibility to keep up with the reading assignments and to come to class prepared to discuss the information contained in the assigned reading and apply this to the information presented in class.

The points for individual assignments are approximate values, the actual number of points per project may vary. Check course calendar for due dates.

GRADES

A (92%-100%)

B (85-91%)

C (72-81%)

D (62-71%)

F (61%and below

Turn your cell phone off when you come to class!

Bibliography

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.

Blosser, P. (1991). How to ask the right questions. Washington, DC: National Science Teachers Association.

Brooks, J. G., & Brooks, M. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Calkins, L. M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Cordeiro, P. (1992). Whole learning, whole language and content in the upper elementary grades. Katonah, NY: Richard C. Owen Publishers, Inc.

Eggen, P. D. & Kauchak, D. P. (1996). Strategies for teachers: Teaching content and thinking skills. Boston: Allyn and Bacon.

Frieberg, H. J., & Driscoll, A. (1996). Universal teaching strategies, (2nd ed.). Boston: Allyn & Bacon.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers: Grades 3-6 teaching comprehension, genre, and content literacy. Portsmouth, NH: Heniemann.

Fountas, I. C., & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, k-3. Portsmouth, NH: Heniemann.

Glasser, W. (1993). The quality school teacher: A companion volume to the quality school. New York: Harper Collins.

Graves, D. H. (1994). A fresh look at writing. Porstmouth, NH: Heinemann.

Graves, D. H. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann Educational Books.

Hein, G., & Price, S. (1994). Active assessment for active science, a guide for elementary school teachers. Portsmouth, NH: Heinemann.

Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.

Manning, M., Manning, G., & Long, R. (1994). Theme immersion: Inquiry-based curriculum in elementary and middle schools. Portsmouth, NH: Heinemann.

Opitz, M. F., & Rasinski, T. V. (1998). Good-bye round robin reading: 25 effective oral reading strategies.Portsmouth, NH: Heinemann.

Reisser, R.A. & Dick, W. (1996). Instructional planning: A guide for teachers, (2nd ed.). Boston, MA: Allyn and Bacon.

Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction, grades k-3.Alexandria, VA: Association for Supervision and Curriculum Development.

Weaver, C. (2002). Reading process and practice, (3rd ed.). Portsmouth, NH: Heinemann.

Wilde, J. (1993). A door opens, writing in fifth grade. Portsmouth, NH: Heinemann.

Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools, (3rd ed.). Portsmouth, NH: Heinemann.

If you have a documented disability and wish to receive academic accommodations, please contact the Coordinator of the Office of Disability Services (581-6583) as soon as possible.

The information in this syllabus should be considered subject to possible change based upon professional discretion.