EDRL 437

Teaching Reading, Grade K-8

Fall 2009

Tuesdays 4:00-6:45

Instructor: Karen Carpenter

Phone: 208-731-8211

Class Location: HTC 137

Email: (THIS IS THE BEST WAY TO CONTACT ME)

Required Books

  • Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction.Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension to enhance understanding.Portland, ME: Stenhouse Publishers.
  • Fountas, I.C., & Pinnell, G.S. (1996). Guided reading. Portsmouth, NH: Heinemann.
  • Nevada English Language Arts Standards. Available at the following site:
  • Optional: Dow, R. S. & Baer, G. T. (2007). Self-paced phonics: A text for educators.Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Optional: Bear, D. R., Invernizzi, M., & Johnston, F. (2006). Words Their Way: Letter and Picture Sorts for Emergent Spellers. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Optional: Johnston, F., Bear, D. R., & Invernizzi, M.(2004). Words Their Way: Word Sorts for Letter Name-Alphabetic Spellers.. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Optional: Invernizzi, M., Johnston, F., Bear, D. R., & Templeton, S. (2009). Words Their Way: Word Sorts for Within Word Pattern Spellers. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Optional: Invernizzi, M., Johnston, F., Bear, D. R., & Templeton, S. (2009). Words Their Way: Word Sorts for Syllables and Affixes Spellers. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Optional: Templeton, S., Johnston, F., Bear, D. R., & Invernizzi, M. (2006). Words Their Way: Word Sorts for Derivational Relations Spellers. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Additional Resources (Not Required but great for a Professional Library)

  • Allington, Richard L. (2001). What really matters for struggling readers: Designing research-based programs.New York: Longman
  • *Barone, D. & Morrow, L. (2003). Literacy and young children. New York: The Guilford Press.
  • Barone, D., Mallette, M.H., & Xu, S.H. (2005). Teaching early literacy: Development, assessment, and instruction. New York: The Guilford Press.
  • *Bear, D., Caserta-Henry, C., & Venner, D. (2004). Personal readers for emergent and beginning readers.San Diego, CA: TeacherResourceLiteracy station.
  • *Bear, D., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words Their Way with English Learners. Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Bear, D., Invernizzi, M., & Johnston, F. (2006). Letter and picture sorts for emergent spellers. Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Bear, D., Invernizzi, M., & Johnston, F. (2006). Word sorts for letter-name-alphabetic spellers. Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Bear, D., Invernizzi, M., & Johnston, F. (2006). Word sorts for within word pattern spellers.. Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Beck, I.L, McKeown, M.G., & Kucan, L. (2002). Bring words to life: Robust vocabulary instruction.New York: The Guilford Press.
  • *Dorn, L.J. & Soffos, C. (2001). Shaping literate minds: Developing self-regulated learners. Portland, ME: Stenhouse Publishers.
  • Dorn, L.J. & Soffos, C. (2001). Scaffolding young writers: A writers’ workshop approach.Portland, ME: Stenhouse Publishers.
  • Duke, N.K. & Bennett-Armistad, V.S. (2003). Reading & writing informational text in the primary grades: Research-based practices.New York: Scholastic.
  • *Fletcher, R. & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. Portland, ME: Stenhouse Publishers.
  • Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential guide.Portsmouth, NH: Heinemann.
  • Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension.Newark, DE: International Reading Association.
  • Pinnell, G.S. & Scharer, P.L. (2003). Teaching for comprehension in reading: Grades K-2.New York: Scholastic.
  • *Raphael, T.E., Florio-Ruane, S., George, M., Hasty, N.L., & Highfield, K. (2004). Book club plus: A literacy framework for the primary grades. Lawrence, MA: Small Planet Communications.
  • *Taberski, S. (2000). On Solid Ground.Portsmouth, NH: Heinemann.
  • *Wilhelm, J.D. (2001). Improving comprehension with think-aloud strategies. New York: Scholastic.
  • *Wood-Ray, K. (1999). Wondrous words: Writers and writing in the elementary classroom. Urbana, IL: NCTE.
  • Wood-Ray, K. & Laminack, L. (2001). The writing workshop: Working through the hard parts (and they’re all hard parts).Urbana, IL: NCTE.

Course Description

A concentration on the developmental aspects of reading and language arts programs from kindergarten to eighth grade. Involves theoretical and research knowledge pertinent to child growth and development and also to fundamental skills appropriate for the teaching of reading and language arts, especially reading skills and phonetic skills. Field based experiences are included for the application of content to teaching practices.

Prerequisite: Admission to the Teacher Education Program, EDU 303, and EDU 304. Corequisite: EDU 302

Credits: 3

Course Requirements

Attendance/Professionalism– Any student missing three class periods will be automatically dropped per policy of Great BasinCommunity College.

You should plan to attend every class for the entire semester. If you anticipate that you will not be able to attend all class sessions, then you should enroll in the course during a semester that you will be able to devote your full attention to it. If you do have a personal or family emergency please contact me ASAP. I expect 100% attendance and quality participationat each class session. Qualities associated with professionalism:

a)Attend entire class from beginning to end.

b)Actively, positively, and constructively participate in the scheduled class activities during the entire session. By active, positive, and constructive participation, you should be able to answer yes to the following questions: Do you come to class having read all required readings? Are you well prepared to assume an active and thoughtful role in the class activities? Do you assume responsibility for the commitments you make to others in the class? Do you work effectively with others to solve potential and/or actual problems/issues/concerns in a positive and productive manner? Is your general demeanor professional, positive, and helpful to others? Do you treat other people with dignity and respect?

Course Objectives

Expected Learner Outcomes / INTASC Principles & Standards / Measurement
Students will be able to explain the foundations and history of literacy development. / Principle 1 – Content and Pedagogy
Principle 2 – Human Development and Learning /
  • Quiz
  • Final

Students will be able to explain and apply the underlying principles of the developmental stages of literacy development to develop and evaluate lesson plans. / Principle 1 – Content and Pedagogy
Principle 2 – Human Development and Learning
Principle 3 – Diverse Learning
Principle 4 – Teaching Strategies
Principle 5 – The Learning Environment
Principle 7 – Instructional Planning
Principle 8 – Assessing Learning-Teaching /
  • Quiz
  • Emergent, Transitional, Intermediate/Advanced Lessons
  • Final

Students will be able to analyze student work samples and explain the synchrony among reading, writing, and spelling development. They will be able to explain the underlying phonetic principles and vocabulary development of each stage of spelling development and apply those principles when planning and developing lesson plans. / Principle 1 – Content and Pedagogy
Principle 2 – Human Development and Learning
Principle 3 – Diverse Learning
Principle 4 – Teaching Strategies
Principle 5 – The Learning Environment
Principle 7 – Instructional Planning /
  • Quiz
  • Emergent, Transitional, Intermediate/Advanced Lessons
  • DLTA & Vocabulary Lesson
  • Final

Students will be able to explain and apply the principles of guided reading in developing lesson plans. / Principle 1 – Content and Pedagogy
Principle 2 – Human Development and Learning
Principle 3 – Diverse Learning
Principle 4 – Teaching Strategies
Principle 5 – The Learning Environment
Principle 7 – Instructional Planning /
  • Quiz
  • Emergent, Transitional, Intermediate/Advanced Lessons
  • Strategy Lesson
  • Final

Students will be able to explain and apply the gradual release of responsibility model for instruction and use this mode to develop and implement lesson plans. / Principle 1 – Content and Pedagogy
Principle 3 – Diverse Learning
Principle 4 – Teaching Strategies
Principle 5 – The Learning Environment
Principle 7 – Instructional Planning /
  • Quiz
  • Emergent, Transitional, Intermediate/Advanced Lessons
  • Strategy Lesson
  • Final

Students will be able to explain and apply the elements of effective instruction (e.g. student engagement activities, differentiation, learning styles) to their development of lesson plans. / Principle 1 – Content and Pedagogy
Principle 3 – Diverse Learning
Principle 4 – Teaching Strategies
Principle 5 – The Learning Environment
Principle 7 – Instructional Planning
Principle 8 – Assessing Learning-Teaching /
  • Quiz
  • Emergent, Transitional, Intermediate/Advanced Lessons
  • Strategy Lesson
  • Final

Students will be able to explain comprehension strategies. They will be able to apply the elements of effective instruction to development lesson plans focusing on a comprehension strategy. / Principle 1 – Content and Pedagogy
Principle 4 – Teaching Strategies
Principle 7 – Instructional Planning /
  • Quiz
  • Strategy Lesson
  • Final

Students will be able to explain how to administer informal assessments. / Principle 1 – Content and Pedagogy
Principle 8 – Assessing Learning-Teaching /
  • Quiz
  • Final

Students will be able to explain how to interpret the results from informal assessments to plan instruction. / Principle 1 – Content and Pedagogy
Principle 2 – Human Development and Learning
Principle 6 – Effective Communication
Principle 7 – Instructional Planning
Principle 8 – Assessing Learning-Teaching /
  • Quiz
  • Final

Assignments

All written assignments completed out-of-class must be typed in Times New Roman and doubled-spaced, using 12 font.

ASSIGNMENTS MUST BE COMPLETED BY DUE DATE. I WILL NOT ACCEPT LATE ASSIGNMENTS.

DLTA & Vocabulary Lesson, Emergent, Beginning, Transitional, Intermediate/Advanced Lessons, and Strategy Lesson – 600 pts. All lessons must receive a passing score.

Classroom Observation –100 pts.

Weekly Quizzes – Total 110 pts.

Final – 200 pts. 1035pts

Assessment Scale
932 – 1035 points 90% -100% = A
828 – 931 points 80% - 89% = B
724 – 827 points 70% - 79% = C
620 – 723 points 60% - 69% = D
619 points & below 59% - 0% = F
  1. DLTA & Vocabulary Lesson
  2. You will complete a DLTA & VocabularyLesson and present it to the class. You will present this lesson as if you are teaching the lesson.
    The presentation must include a lesson plan (See Appendix B - lesson plans must provide clear procedures for familiarizing students with the book, providing guided practice, reinforcing vocabulary,and observing and assessing objectives), a rationale for the book selection and vocabulary.This lesson does not need a word study section. PLEASE DO NOT FORGET TO INCLUDE A VOCABULARY FOCUS.
  1. Emergent, Beginning, Transitional, Intermediate/Advanced Lessons
  2. You will complete a detailed guided reading lesson and word study lesson (these are two distinct sections of your lesson) for each stage of development following the lesson format in Appendix A & C.
  1. Classroom Observation
  2. You will observe a teacher and write a detailed 3–5 page narrative of the observation using the classroom observation assignment in Appendix G as a guide.
  1. Strategy Lesson & Presentation
  2. You will complete a detailed strategy lesson (Appendix D) and present this lesson and the experience to the class. Present this lesson as if you are teaching the lesson. This lesson does not need a word study section.

YOU MAY SUBMIT ALL LESSONS TO ME ON THE FRIDAY PRIOR TO THE DUE DATE FOR MY FEEDBACK! ALL LESSONS MAY BE RESUBMITTED ONCE IF YOU WOULD LIKE TO IMPROVE YOUR GRADE.

  1. Quizzes
  2. Weekly quizzes will be administered covering the assigned readings. These quizzes will be open book, but they will also be timed so you will need to have read the material prior to the quiz.
  1. Final Exam
  2. A final exam will be administered to cover the assigned readings and material covered in class.
  1. Phonics Pre- and Post Test
  2. Everyone is expected to pass the phonics assessment with an 85%. If you cannot pass the assessment you will not pass the class.

Accommodations: Any student with a disability needing academic adjustments or accommodations is requested to speak with me, or the counselor at the CareerLiteracy station, Berg Hall, as soon as possible to arrange for appropriate accommodations.

Plagiarism Statement: “Plagiarism is presenting someone else’s word, ideas, or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the sources whenever:

Another person’s actual words are quoted

Another person’s idea, opinion, or theory is used, even if it is completely paraphrased in the student’s own words

Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

Course Calendar

Week Date / Topic / Assigned Readings / Assignment
Week 1
September 1 / Introduction/Overview
CommunityBuilding
Knowledge of Phonics
Theoretical Framework / Nevada English Language Arts Standards
Week 2
September 8 / Developmental Framework
Stages of Literacy Development
Guided Reading
Gradual Release of Responsibility
Lesson Plan Components / WTW– Chap. 1
GR – Chap 1-3
STW - / Quiz 1
Week 3
September 15 / Assessment / WTW – Chap 2
GR – 6 & 9
STW
DLTA & Vocabulary Chapter / Quiz 2
Week 4
September 22 / Emergent Literacy
Oral Language Development
Personal Readers
Strategic Thinking / WTW – Chap 4
GR
STW – Chap 1 / Quiz 3
Week 5
September 29 / Emergent Literacy
Personal Readers
Guided Reading Levels A & B / WTW
GR – Chap 10,11
STW – Chap 2,3 / Quiz 4
DLTA & Vocabulary Lesson & Presentation
Week 6
October 6 / Beginning Reading
Letter Name-Alphabetic
Guided Reading Levels –C – G / WTW – Chap 5
GR
STW – Chap 4, 5 / Quiz 5
Week 7
October 13 / Beginning Reading
Late Letter Name
Guided Reading Levels – H & I
Fluency – Poems, Readers Theater / WTW -
GR – Chap 8, 12
STW – Chap 6 / Quiz 6
Emergent Lesson Plan Due
Week 8
October 20 / Transitional Reading
Within Word Pattern
Guided Reading Levels J - L
Making Connections / WTW – Chap 6
GR
STW – Chap 7 / Quiz 7
Week 9
October27 / Transitional Reading
Questioning
Guided Reading Levels M – P / WTW
GR – Chap13
STW – Chap 8 / Quiz 8
Beginning Lesson Plan Due
Week 10
November 3 / Intermediate Reading
Syllables & Affixes
Guided Reading Levels P - U
Visualizing & Inferring / WTW - Chap 7
GR
STW- Chap 9 / Quiz 9
Week 11
November 10 / Advanced Reading
Derivational Relations
Guided Reading Levels V & Higher
Determining the Importance / WTW – Chap 8
GR
STW – Chap 10 / Quiz 10
Transitional Lesson Plan Due
Week 12
November 17 / Organization & Management / WTW – Chap 3
GR – Chap 4, 5, 8
STW – / Quiz 11
This is a review of quizzes 1 – 10
Week 13
November 24 / Summarizing & Synthesizing
Content Literacy
Topic Studies
Reading to Understand Textbooks
The Genre of Test Reading / WTW -
GR – Chap 7, 14, 15
STW – Chap 11 - 15 / Last day to submit classroom observation
Intermediate/Advanced Lesson Plan Due
Week 14
December 1 / Presentations / WTW
GR –
STW – / Strategy Lesson & Presentation Due
Week 15
December 8 / Presentations & Review / WTW
GR –
STW –
Week 16
December 15 / Final

Appendix A

LESSON PLAN FORMAT – BEGINNING, TRANSITIONAL, & INTERMEDIATE/ADVANCED READERS

Subject:

Nevada Content Standards and Indicators: Include the content standard, indicator, and number. Available at the following website:

Objectives: What outcome(s) should students be able to demonstrate upon completion of the lesson? Use an action verb in a description of a measurable outcome.

Rationale: (Brief justification- Why do you feel the students need to learn this topic? How could this lesson be integrated, or connected with other instructional areas or with real world activities?)

Content: What will be taught?

Background Knowledge: (What has already been taught? What do they already know how to do? What will be review rather than new information?)

Materials: What will you need to implement the lesson?

Evaluation Procedures: How will you measure outcomes to determine if the material has been learned? Describe how you will assess which students have reached your objectives.

Formative Checks:These occur prior to or during the learning.

Guided ReadingInstructional Procedures:

*Focusing event--What will you use to get the students’ attention? With what prior knowledge will you try to connect? How will you introduce key vocabulary?

*Teaching procedures--What method(s) will you use?

  • Teacher Modeling
  • The teacher explains the strategy or learning objective.
  • The teacher models how to effectively use the strategy to understand the text or the teacher models the desired learning behavior.
  • The teacher thinks aloud to show thinking.
  • Guided Practice
  • The teacher purposefully guides a large/small-group conversation that engages students in a focused discussion that follows a line of thinking.
  • The teacher and students practice the targeted learning behavior together.
  • The teacher scaffolds the students’ attempts and supports their thinking, giving specific feedback and making sure students understand the task.
  • Collaborative Practice
  • Students share their thinking processes with each other using
  • Think-Pair-Share
  • Cooperative Groups
  • Partners
  • Independent Practice
  • The students practice the targeted learning behavior on their own.
  • The students receive regular feedback from the teacher and other students.
  • Application of the Targeted Learning Behavior
  • Students use the targeted learning behavior in literacy situations
  • Students use the targeted learning behavior in a variety of contexts
  • Closure-- How will you end the lesson?

Word Study Instructional Procedures:

*Focusing event--What will you use to get the students’ attention? With what prior knowledge will you try to connect?

*Teaching procedures--What method(s) will you use?

  • Teacher Modeling
  • The teacher explains the strategy or learning objective.
  • The teacher models how to effectively use the strategy to understand the text or the teacher models the desired learning behavior.
  • The teacher thinks aloud to show thinking.
  • Guided Practice
  • The teacher purposefully guides a large/small-group conversation that engages students in a focused discussion that follows a line of thinking.
  • The teacher and students practice the targeted learning behavior together.
  • The teacher scaffolds the students’ attempts and supports their thinking, giving specific feedback and making sure students understand the task.
  • Collaborative Practice
  • Students share their thinking processes with each other using
  • Think-Pair-Share
  • Cooperative Groups
  • Partners
  • Independent Practice
  • The students practice the targeted learning behavior on their own.
  • The students receive regular feedback from the teacher and other students.
  • Application of the Targeted Learning Behavior
  • Students use the targeted learning behavior in literacy situations
  • Students use the targeted learning behavior in a variety of contexts
  • Closure-- How will you end the lesson?

Accommodation for Individual Student Needs