SUU Course IELE 5640 – Reading Comprehension Instruction

NUES Reading Level I Endorsement Program

Instructor: Amelia Garner

Phone: (435) 722-5550

Email:

Credit hours: 3

Dates: Wednesdays, Oct. 25 – Dec. 6, 2017 (no class November 22), 4:30-8:30 PM

Requirement: Reading Comprehension Instruction

Revision Date: 2015

The intent of this framework is (1) to ensure a level o consistency statewide among all institutions providing courses for the Reading Endorsement, and (2) to provide criteria for reviewing and approving coursework from out-of-state submitted to meet this requirement. This framework should be used as the basis for curricular and instructional planning for the required area named above.

Description of Course:

This course explores the comprehension and retention of expository and narrative text. Methods and strategies that encourage, measure, and teach comprehension will be examined. Strengths of this course are the opportunities it provides students to participate in the presentation of ideas and material. This course will also address vocabulary, fluency, and motivation in reading.

Prerequisite:Level 1, 2, or 3 Teacher Certification

IRA Standards:Standards for Reading Professionals (2010) to be addressed in this course

  1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  1. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  2. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
  3. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
  4. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  5. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Required Texts:

Morrison, T.G., & Wilcox, B. (2013). Developing Literacy: Reading and Writing To, With, and By Children, Boston, MA: Pearson

Parris, S. R. & Headley, K. (2015). Comprehension Instruction, Research Based Best Practices (Third Edition), New York, NY: The Guildford Press

Brown, R. & Dewitz, P. (2014). Building Comprehension in Every Classroom, New York, NY: The Guilford Press

Core Literacy Library, (2008). Assessing Reading Multiple Measures for Kindergarten Through Twelfth Grade (Second Edition), Novato, CA: Arena Press

Course Objectives:

  1. Read, present, and discuss textbook readings. You are expected to read the texts. In turn, you will share a summary of one of the chapters. You should also share connections with your own experience as a reader and teacher.
  2. Read and give presentations/reports on (1) a children’s non-text book and (2) a children’s fiction or nonfiction book in a genre you wouldn’t normally choose.

Include in your presentations/reports:

  1. What strategies were used to comprehend, interpret, evaluate, and appreciate these texts?
  2. How did it build on your prior experiences?
  3. Include your interactions/thought process with the writers.
  4. Share strategies you could give your students to help with knowledge of word meanings, ways they may use word identification strategies, and guides to understanding of textual features; e.g., sound-letter correspondence, sentence structure, context, and graphics.
  1. Share astrategy that you have learned from our textbooks, or have seen or used that has been effective in teaching reading comprehension.
  2. Reflection Paper. Write a one-page typed reflection about your experience in this class. Explain what you learned (procedure), what went well (praise), what didn’t go so well (polish), and what you would like to see changed in the future based on your experience (plan). Times font, size 12, double-spaced.

Course Assignments:

Week 1October 25, 2017Teaching All Learners

  • Developing Literacy,(e.g. Morrison),
  • Ch. 1 pp. 9-12 Historical overview review,
  • Ch. 2 pp. 13-28 Understanding All Learners review
  • Ch. 3 pp. 30-38, 43-46, 51, 60-62 Teaching for Learning

Week 2November 1, 2017Theories

  • Developing Literacy,(e.g. Morrison),
  • Ch. 4 pp. 65-82, Emergent Literacy
  • Ch. 5 pp. 83-96, Beginning Reading
  • Ch. 6 pp. 108-117, Fluency
  • Comprehension Instruction, Research Based Best Practices (e.g. Parris),
  • Ch. 1, Beyond Borders: A Global Perspective on Reading Comprehension
  • Ch. 2, Comprehension Instruction from a Critical Theory Viewpoint
  • Ch. 3, Using Inquiry Dialogue to Promote the Development of Argument Skills: Possibilities, Challenges and New Directions
  • Ch. 4, Reading Comprehension, Embodied Cognition, and Dual Coding Theory
  • Ch. 5, Executive Function and Reading Comprehension: The Critical Role of Cognitive Flexibility
  • Ch. 6, Metacognition in Comprehension Instruction: New Directions
  • Ch. 7, Constructivist Theory as a Framework for Instruction and Assessment of Reading Comprehension

Week 3November 8, 2017Comprehension Instruction

  • Developing Literacy,(e.g. Morrison),
  • Ch. 7 pp. 126-140, Vocabulary
  • Ch. 8 pp. 149-175, Creating Meaning
  • Ch. 9 pp. 187-201, Integrating Literacy with Content Areas
  • Comprehension Instruction, Research Based Best Practices (e.g. Parris),
  • Ch. 8 pp. 105-122, Comprehension Instruction within the Context of CC
  • Ch. 9 pp. 123-135, Using Neuroscience to Inform Reading Comprehension Instruction
  • Ch. 10 pp. 136-146, Comprehension Instruction in Culturally Responsive Classrooms: A Review of Research and Practice
  • Building Comprehension(e.g. Brown),
  • Ch. 1 pp. 1-26, What Does Good Comprehension Look Like?
  • Ch. 3 pp. 50-75, Teaching Comprehension

Week 4November 15, 2017Reading Assessments

  • Developing Literacy,(e.g. Morrison),
  • Ch. 10 pp. 219-234, Assessing for Learning
  • Assessing Reading Multiple Measures for Kindergarten Through Twelfth Grade, Novato ,
  • pp. 5-14, Intro
  • CORE Phoneme Deletion Test (K-3) pp. 19-24,
  • CORE Phonological Segmentation Test (K-1) pp. 25-29,
  • CORE Phoneme Segmentation Test (K-12) pp. 30-33,
  • CORE Phonics Surveys (K-12) pp. 41-62,
  • CORE Graded High-Frequency Word Survey (K-4) pp. 63-67,
  • San Diego Quick Assessment of Reading Ability (K-11) pp. 68-72,
  • MASI-R Oral Reading Fluency Measures (1-6) pp. 77-119,
  • CORE Vocabulary Screening (1-8) pp. 120-146,
  • CORE Reading Maze Comprehension Test (2-10) pp. 150-180,
  • CORE Reading Assessment Profile Forms pp. A2-A7,
  • CORE Reading Assessment Class Records pp. A8-A17,
  • Performance Criteria, Assessment Instructions, Resources pp. A18-A31.

No class on November 22, 2017

Week 5November 29, 2017Instruction in Action

  • Developing Literacy,(e.g. Morrison),
  • Ch. 11 pp. 242-252, Reading to Children
  • Ch. 12 pp. 261-271, Reading With Children
  • Ch. 13 pp. 290-302, Reading With Children, Small Groups
  • Ch. 14 pp. 315-325, Reading By Children
  • Comprehension Instruction, Research Based Best Practices (e.g. Parris),
  • Ch. 15 pp. 211-223, Best Practices in Comprehension Instruction in the Elementary Classroom
  • Ch. 16 pp. 224-237, Fiction Comprehension Instruction
  • Ch. 17 pp. 238-252, Improving Comprehension of Informational Texts
  • Ch. 18 pp. 253-265, Best Practices for Comprehension Instruction in the Secondary Classroom
  • Ch. 19 pp. 266-277, Improving Comprehension of Fictional Texts
  • Ch. 20 pp. 278-292, Improving Comprehension of Informational Texts
  • Building Comprehension(e.g. Brown),
  • Ch. 5 pp. 101-125, Planning Comprehension Instruction in a Literature-Based Framework
  • Ch. 7 pp. 151-181, Planning Comprehension Instruction in an Inquiry Framework
  • Ch. 8 pp. 182-211, Teaching Reading Comprehension with Informational Texts

Week 6December 6, 2017Motivation, RTI, ELL

  • Comprehension Instruction, Research Based Best Practices (e.g. Parris),
  • Ch. 12 pp. 162-174, Research on Response-to-Intervention Supplemental Interventions: Where’s the Comprehension Instruction?
  • Ch. 13 pp. 175-192, Comprehension Instruction for At-Risk Students
  • Ch. 14 pp. 193-210, Comprehension Instruction for English Language Learners: New Perspectives, New Challenges
  • Ch. 21 pp. 293-310, Multimodal Literacy: Bes Practices for Comprehension Instruction
  • Ch. 22 pp. 311-323, Beyond Differentiation: Multimodal Literacy Learning
  • Ch. 27 pp. 381-386, Summing Up: Putting Comprehension Instruction in Context
  • Building Comprehension(e.g. Brown),
  • Ch. 11 pp. 261-265, Conclusion: What We Hope You Have Learned

Grading

All assignments must be submitted in order to receive a grade. Attendance and group participation are essential components of the course. Points for grades are as follows:

  • One paragraph telling how you have

learned to comprehend hard texts100 points

  • Attendance/participation

6 classes @ 50 each 300 points

  • Textbook Share 100 points
  • Book presentation/report on children’s

non-text book100 points

  • Book presentation/report on children’s

fiction/nonfiction book100 points

  • Comprehension strategy shared100 points
  • Final Reflection Paper 100 points

Total points 900 points

ADA STATEMENT

Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.

ACADEMIC INTEGRITY

Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and abide by the student responsibilities and rights, the intellectual property policy, information about procedures and regarding what constitutes acceptable on campus behavior in the current issue of the student handbook (published by Student Services).

EMERGENCY MANAGEMENTSTATEMENT:

In case of emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of themySUUportal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at

To qualify for credit, Southern Utah University requires that learners must complete 15 hours of contact time per credit hour in any given course. A 3-credit class from SUU must have 45 hours of participation.