Syllabus
FOUNDATIONS OF READING
(ECSE 4311 Spring 2008)
MWF 9:00–9:50 pm (Section I)
MWF 12:00-12:50 pm (Section II)
Mashburn 231
Instructor: Shoudong Feng, Ed.D.
Office: Mashburn 133
Office Hours: Monday/Wednesday 8:00-12:00; 2:00-5:00 or by appointment
Phone: 450-5447
Email:
Website:
Blackboard:
A.Text
Reutzel, R., & Cooter, R. (2004). Teaching children to read: Putting the pieces together (4thed.). Englewood Cliffs, NJ: Prentice-Hall. (Required)
Dow, R., & Baer, G. (2007). Self-paced phonics: A text for educators. Columbus, OH: Pearson. (Recommended)
B. COURSE GOALS AND OBJECTIVES:
1. The candidate will distinguish between teachers in transition and the transition that willtake place within their environment. (UCA TPOA A3-4, C-4, D-6)
2. The candidates will understand the historical significance the past plays with the changing of the school environment. (UCA TPOA A3-5)
- The candidates will recognize the development of emergent literacy behavior and its relevance to the development of the readers and writers. (UCA TPOA A1-5, C1-5)
- The candidates will demonstrate an understanding of the basal reader along with the pros and cons of using it for teaching literacy. (UCA TPOA D1-2, D4-5, A2-5)
- The candidate will understand how to cross the transition bridge, spring boarding from traditional, basal-only teaching toward innovative practices more closely associated with balanced/comprehensive reading and writing instruction. (UCA TPOA B1-3, D4, B5 )
- The candidates will have an enhanced understanding of the theory and practice in the study of reading comprehension. (UCA TPOA C1-7, D2)
- The candidates will be engaged in the development of vocabulary building practices within the classroom and recommend skills and strategies to help children. (UCA TPOA D1, B1-3, C1-8)
Tentative Weekly Schedule
WeekTopic Assignments/Activities
Jan 11Introduction/SyllabusDiscuss course requirements
Jan 14Reading and its linguistic foundations
Jan 21Ch 1 Major Theories in Reading
Jan 21 MLK HolidayNo class
Jan 30 Chalk & Wire/ TPOA Meeting
Jan 28Ch 1 continuesTest 1 (Ch. 1 & Ling. Found.) on 2/1
Feb 4Ch 2 Phonemic Awareness and Phonics
Feb 11Ch 2 continuesCh. Activity
Feb 18Ch 3Vocabulary DevelopmentCh. Activity
Feb 25Ch 3 ContinuesCh. Activity; Test 2 (Ch. 2 & 3) on 2/29
Mar 3Ch 4Reading Comprehension
Mar 10Ch 4 continuesProgram description due 3/14
Mar 17Ch 5Reading FluencyCh. Activity
Mar 24Spring BreakNo class
Mar31Ch 5 continuesTest 3-Ch. 4 & 5 on 4/4
Apr 7Ch 6Materials and programsCh. Activity; CD Due on 4/14
Apr 14Ch 7Reading AssessmentsCh. Activity; Lesson due 4/21;
Apr 21Ch 7 continues
Apr 23Portfolio Day
Apr 25 Study Day
Apr 28Final Exam WeekTest 4-Ch.6 7
C. Assignments
Regular assignments and rubrics
Description / Due dateChapter activities: There will be at least one activity for each chapter covered in this course. It varies based on the content of each chapter. / TBD
Technology: Burn a CD with a PowerPoint presentation that teaches comprehension through the story elements of a children’s book. The presentation should have audio- (e.g., music as background) and visual (e.g., pictures and animation) effects. / 4/14
Rubric for Chapter Activities
Criteria / Points you received / Possible pointsWill be provided in class / 1@10 x 10=100
Rubric for Technology
Criteria / Points you received / Possible PointsCD with 5 PowerPoint slides / 30
All story elements are analyzed / 30
Audio effect (1 piece of music throughout presentation) / 20
Visual effect (animation) / 20
Total points / 100
Test 1, 2, 3, & 41@25 x 4___/100
Field assignments for ECSE 4311 Spring 08
Description / Due date / TPOA / NAEYC1. Field Report: Describe the reading/writing instruction in the classroom you observe. Be sure to include a description of the literacy block schedule, how reading is taught, how writing is taught, learning centers if any, grouping methods, materials/texts used, and how reading and writing are connected. Please also reflect on your observations by focusing on what you have learned and what you would do differently and why. The report should be typed, double-spaced and have a minimum of three pages. / 3/14 / D1, D3 / 1b; 4b; 5a, 5c, 5d
2. Reading Lesson:Teach a reading lesson with a distinct skill component (phonemic awareness, phonics, vocabulary, comprehension or fluency) in a small/whole group. Be sure to use the standard Pathwise templates for lesson plan, class profile, and reflection, and address every item in the templates that are available at Submit the following parts: lesson plan, class profile, reflection and evidence of teaching (3 student work samples and 2 photos that show you in teaching).
/ 4/21 / A1-5; B3; C1-C8; D1 / 1a-b; 4a-c; 5dRubric for Assignment #1: Field Report
Description of reading instruction (20 points) / How is it taught: 10 ; Grouping: 5; Skills taught: 5Description of writing instruction (20 points) / How is it taught: 10 ; Grouping: 5; Skills taught: 5
Description of reading and writing connection (15 points) / Are they connected: 5 ; How: 10
Description of centers (15 points) / How many: 5 ; What: 5; How are they used: 5
Reflection on each component (20 points) / What have you learned: 10; What would you do differently and why: 10
Grammar and mechanics (10 points) / 2 points for every three errors
Rubric for Assignment #2: Reading Lesson
Lesson plan (address every item in the template) (30 points) / Set: 5 points; Objectives: 10 points; Procedures: 10 points; Evaluation: 5 pointsClass profile (address every item in the template and include a computer-generated room sketch) (20 points) / Items 1-5, & 7: 2 points each; Item 6: 3 points; Item 8: 5 points
Reflection (address every question in the template) (30 points) / Items 1-6: 4 points each; Item 7: 6 points
Grammar and mechanics (10 points) / 2 points for every three errors
Evidence of teaching (2 photos, 3 student work samples) (10 points) / Photos: 5 points; Work samples: 5 points
TOTAL _____/200
COMMENTS______
- COURSE OUTCOMES AND EVALUATIONS:
Students will be evaluated using a variety of assessment procedures including written exams, reflective journal entries, self-evaluation and peer evaluation, rubrics to guide assignments and assessment of activities. Grades will be assigned in the following:
Activities (10x10)100Grading Scale:470 -- 500 = A
Field Assignments (2x100)200420 -- 469 = B
Technology100370 – 419 = D
Written Exams (4x25) 100369 and below = F
Total500
(A grade of “C” or higher is required for successful completion of professional block courses.)
Evaluation components and assessments will ensure that teacher candidates meet the following PATHWISE domains and criteria.
A1, A2, A3, A4, A5, B1, B2, B3, C1, C2, C3, C4, C5, D1, D2, D3, D4
All assignments will be typed and double spaced with a font size of 10 point or larger. Materials will be presented in an organized and professional manner. Points will be deducted for grammatical or other English usage mistakes, and poor organization. Late assignments will automatically lose 20% of the point value for each class meeting that it is late. Any assignment that is resubmitted will lose 10% of the point value.
- Key Disposition and Skills
Attendance and punctuality are very important professional behaviors for teacher licensure. Class attendance is required for successful completion of classes. More than three absences will result in 3 points deducted from the final percentile average for each additional absence. If you are tardy, enter the classroom and sit in the designated area so as not to disturb your classmates. Three tardies will count as one absence. Candidates are also required to attend field experiences. Successful completion of field experiences is required to complete this course. All absences in the field will need to be made up before finals week with the cooperating teacher’s consent.
Excessive absences (more than 3 in class or more than 1 in field) may result in the candidate being administratively dropped from the course.
Candidates are expected to behave professionally during class time. Candidates will not talk while the professor or other classmates have the floor. This is an expected courtesy or respectful behavior. A classroom in which all who participate can learn and enjoy is the desired environment.
If the behavior of a student negatively affects the learning environment of the classroom, the student may be asked to leave. If the behavior continues, the student will arrange an appointment with the professor and will have a remediation plan ready for review. If the behavior still continues, the student may be removed from the class.
Technology Etiquette: The candidate will turn off cell phone and/or lap top (unless used for taking notes) before entering the classroom. Interference of (or) interruption to the learning environment will not be acceptable.
F.STUDENT HANDBOOK POLICIES:
Candidates are expected to follow all policies regarding academic dishonesty, sexual harassment, and academic issues as outlined in the current UCA Student Handbook. Plagiarism is the presentation of another person’s work, ideas, or expressions as your own, whether you do so intentionally or as a result of careless documentation. It is a serious violation and carries severe penalties (failure on the assignment or in the course). Please consult the instructor if you have any questions concerning what constitutes plagiarism. Cheating of all kinds will result in failure of the course. The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this Act, please contact the UCA Office of Disability Services at 450-3135.
G. Candidates must purchase a subscription to Chalk & Wire (web-based portfolio system).
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