ELE 4880.005 - Diagnostic-Prescriptive Reading Instruction

ELE 4880.005 - Diagnostic-Prescriptive Reading Instruction

ELE 4880.005 - Diagnostic-Prescriptive Reading Instruction

Blair Hall – Room 3103 T,R: 3 – 4:30 PM

Fall 2006 – Dr. Lucia Schroeder

Department of Early Childhood, Elementary, and Middle Level Education

Eastern Illinois University

Teacher: Lucia Schroeder, Ph.D. Office Hours: TR 11AM–Noon; 1 - 2:30 PM Office: Buzzard Hall, Room 1324 W 1-4 PM; M,F: by Appointment or Drop-In

Phone: Office: 217+581-7900 Phone: Home: 217+348-3313 [if desperate!]

**E-mail: ** Best Contact

Prerequisites: ELE 3280, ELE 3281 or MLE 4280

Course Description:

Diagnostic procedures, materials, and methods in reading instruction for teachers in self-contained and departmentalized classrooms from kindergarten through middle school are the focus of this course. Field-based activities will be included. These may be fulfilled in conjunction with ELE 4000.

Course Rationale:

This course complements ELE 3280 – Developmental Reading in the Elementary School in that it provides future teachers with the skills, strategies, and theories necessary to assess and enhance reading instruction within the regular classroom.

Course Goal:

The overall goal of this course is to provide future teachers with the knowledge base necessary for appropriate use of diagnostic teaching procedures and materials within the regular classroom. Emphasis will be placed on understanding how students read, assessing student reading abilities, research based strategies for improving a student’s reading achievement, and how to become a diagnostic/prescriptive teacher of reading. Future teachers will be made aware of factors that support student learning or place students “at risk” (e.g. economic, cultural, social) and ways to manage these factors in the classroom.

This course is required for elementary education students enrolled as Early Childhood & Elementary Education and as a General/Middle School Option, & encouraged for Spec. Ed.

Resources:

*Rubin, D. (2002). Diagnosis and Correction in Reading Instruction (4th ed.). Boston: Allyn and Bacon. [Available through textbook rental]

Additional supplemental readings will be assigned during the semester. Apacket is available from Copy Express which students need to purchase.

Quality internet sites such as those sponsored by professional organizations

Journals from professional organizations are available through Booth Library

Use of Live Text is strongly encouraged for completing and submitting assignments.

Changes may be made to this Syllabus at any time; at the teacher’s professional discretion.

Students with Disabilities:

If you have a documented disability and wish to discuss academic accommodations, please contact the Office of Disability Services at 217-581-6583 or discuss it with the instructor after class or by E-mail.

Professionalism:

Plagiarism is illegal. Identify the source, or create your own work! If you use more than three words in a row from a source other than yourself, you MUST use quotation marks and identify the source. Use Schroeder's silver rule: “Credit others as you would like to receive credit for your work.”

Show respect in class for the teacher and your classmates. Be on time; limit visiting to before and after class; turn off cell phone ringers and leave them out of site. If you know you must leave early, sit near the door, etc. Simply, show the respect you want when you teach.

Students enrolled in ELE 4000 level courses are in the final stage of their professional preparation; hence, mastery of the English language including grammar, mechanics, spelling, etc. is expected. Points may be deducted for errors in written work submitted for a grade and/or you will be asked to correct and resubmit the assignment. Professionals care!

Unit Level Theme: [All courses in Education and related fields]

Educators as Creators of Effective Educational Environments: Integrating Diverse Students, Subjects, Strategies, Societies, and Technologies

CEPS [College Level] Outcomes for All ELE Classes:

  • Develop a desire for lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills
  • Demonstrate good communication skills
  • Demonstrate/exhibit sensitivity to students’ feelings
  • Design instruction to develop and utilize the cognitive processes by which pupils learn
  • 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

CEPS Outcomes Specific to This Course:

  • Design instruction to promote a healthy self-concept in students
  • Demonstrate alternative methods of achieving similar learning outcomes [differentiate]
  • Decide what will be learned and the processes of learning
  • Develop the ability to assess information using scientifically based research criteria
  • Work to develop students’ intellectual, social, ethical, and moral skills and behaviors
  • Use basic concepts of measurement and assessment in instructional decision-making
  • Provide for the uniqueness of individuals, recognize the characteristics of culturally pluralistic and “at risk” populations and foster appreciation for those differences
  • Perform successfully within the social and political contexts of schools and community
  • Model appropriate professional behavior…ethical, legal, social, and moral
  • Demonstrate a mastery of the basic skills in language arts and mathematics
  • Explore the advantages and the possibilities of integrating the language arts and social studies
  • Use technology to develop new roles in living, learning, and working in an increasingly complex and information-rich society

Attendance:

If an illness prevents you from attending class, please ask a classmate to share notes with you, and pick-up handouts. E-mail your assignments to the teacher as soon as possible. If it is an emergency notify teacher by E-mail or phone as soon as feasible to make arrangements.

Course Requirements: Points Tentative Due

Dates
Class Attendance/In Class Participation 50On-going

Journal/Class Log [In & out of class; may include 50On-going

short out of class projects, or “drop” quizzes]

Current EventPresentation 10Sign-up

Two Journal Article Reviews +10 pts for sharing 50 Sign-up; Sept/Oct

Sample lesson using scribing and/or modeling 25 Sept

Plan for Differentiated Instruction 75 Oct

Mini-Lesson 25 Sign-up

Case Study of a Struggling Reader 100 After Practicum

Test #1 [point total may be adjusted for tests] 65 Before Practicum

Test #2 [May include a “do-at-home component”] 75 ______Dec.

Total 525

Grading Scale: [Percent - Letter]

100 – 94% = A All graded assignments should be done to Mastery Level

93 – 86 = B Low quality work should be redone & returned

85 – 76 = Correct & Return [Redone score will be averaged with original]

Below 76 = Do over

Late Work Policy:

Work should be turned in before or on the due date. Special circumstances must be cleared with the teacher, in advance unless an emergency. No work will receive credit if turned in after the last day of class. First draft of Mini-case study should be turned in by the second class meeting after practicum. .

Assignment Overview

Class Participation is Essential (2 points/class):

Purpose:* to enhance teacher candidate learning and the classroom climate

As a teacher you will expect your students to be actively involved [but not tooooo physically active] in the class because you know that helps them learn. This is expected of you in this class. All assignments should be completed before coming to class.

Journal/Class Log (50 points):

Purposes: *provide experience with several uses of a journal; aid in remembering course information, & provide communication with the teacher,. Assignments may relate to readings, in-class presentations, and/or short activities to enhance learning.

Current Event Presentation (10 points):

Purposes:*stay current,* experience direct teaching & summarizing *learn from others, *reflect on news related to literacy. Select a reported current event item that is relevant to ELE 4880. Report orally [2-3 minutes maximum] on news item and how it relates to our class. Please submit a short summary and the source/date of the news item [3x5 note card is fine] to be submitted the day you present..[This may be your notes for presenting.] Think short on-the-hour newsbreak summary [5 pts.] plus relevance to this class [5 pts.].

Two Journal Article Reviews (20 points each; presentation 10 points). Due: 8/31, 9/14

Reviews may be submitted via Internet—Web CT or Email

Purpose: *explore and share sources of researched information regarding helping readers.

Share key ideas with class. Write a summary of and reflection on an article on helping students for whom reading is a challenge. Use a professional journal published after 2000 as your source.

Total length of report should be 1-2 pages. Select one of the articles to memorably present/teach to the class. Include something visual, auditory or kinesthetic. Please submit complete bibliographic data, the URL or a copy of the article [copy ONLY if from a unique source not available through Booth Library or Internet]. Include:

  1. the complete citation using APA style, at the beginning. [Author, I. (year of article). Title of Article. Journal Name, Volume (number), pp. page #s. For on-line articles add: “Retrieved month day, year.” Or write: “Electronic version.” If the article is an on-line article, only, include the complete URL and date retrieved (2 pts.)
  2. Write an accurate, original summary of the content of the article. (6 pts.)
  3. Your Reaction to/Reflection on article and how you might use with students (10 pts.)
  4. Writing conventions: clear message, no-typos, great grammar, etc. (2 pts or redo)
  5. Select one article to TEACH to the class. Avoid repeating someone else’ or add to it.

Scribing / Modeling Lesson [25 points] Due Date: TBA

Purpose: *Experience modeling a lesson involving the teacher as scribe (writer) in front of a class. Topics will vary. Due to class size, actual lesson will be done with a small group

Plan for Using Differentiated Teaching in a Content Area of Your choice. [75 points]

Tentatively Due Oct. 11, returned to you before practicum.

Purpose: * guided practice for planning a short unit incorporating differentiated instruction re: reading resources, methods, responses, and unit assessment. Included will be goals and objectives for the multiple-day lesson and a completed chart of suggestions for reading resources, reading methods, written responses and total assessment.

Mini-Lesson: [25 points] Due: Sign-up

Purpose: *directly teach a specific, essential topic in a short creative way. [Think TV commercial format.] Topic may be a language arts related skill, and/or may be assigned.

Case Study [100 points] Due after practicum.

Purpose: *to carefully record and analyze the decoding and reading comprehension abilities of a struggling reader. Then, plan for remediation of needs. Specific directions and examples for this mini-case study will be distributed at a later date. This may be completed during the time of your practicum experience. Based on what we study in class, you will need to spend three or more short sessions with a challenged reader, age 7 to 12 years old. This includes an *interest inventory, *word list, *silent reading and *listening comprehension checks and an *oral miscue analysis [sources: an Informal Reading Inventory]. Based on this you will suggest several teaching and learning strategies you might use to encourage and assist the reader. The write-up will be in a case study format to show your comprehensive knowledge. Details later!

Examinations:

Purpose: *to synthesize information learned in this class and *to assist in committing essential information to memory, *to assess teacher candidate learning. These will combine objective items with short essay questions, visual representations and/or performance assessments. Information sources will be all class activities—lectures, notes, peer and teacher presentations, internet information, recommended resources, etc. [They're comprehensive!]

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