WELCOME TO MISSOURI WESTERN TEACHER EDUCATION: The following graphic is offered to help clarify where you are in the program:

CATALOG DESCRIPTION:An application level course focused on investigating children’s literacy development in the context of a balanced literacy program. Students will plan, teach and evaluate a sequence of reading and language arts lessons, managing both small and large groups of children. To be taken concurrently with EDU 303 and EDU 304.

COURSE OBJECTIVES LINKED TO STANDARDS: This course will aid in preparing you for your career in teaching reading by providing you with opportunities to:

  1. Demonstrate an understanding of balanced literacy across the curriculum through the teaching of literacy components in field experiences: read alouds, shared reading/writing, interactive writing, guided reading/writing (writer’s workshop), independent reading/writing. (INTASC 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4, 3.4, 4.1, 4.2, 4.3, 5.2, 6.2, 7.1, 7.2, 7.3, 8.1, 8.3, 8.4, 9.1) (NCATE 2b)
  2. Assess, observe, diagnose, plan lessons and teach based upon: student background and prior knowledge, motivation, comprehension, use or neglect of cue systems, reading/writing strategies, fluency, decoding; keeping student learning within the zone of proximal development. (INTASC 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 4.1, 4.2, 4.3, 5.2, 8.1, 8.2, 8.3, 8.4, 9.1) (NCATE 2b, 3a)
  3. Demonstrate an understanding that reading and writing are reciprocal processes by gathering, analyzing and interpreting data gathered from running records, journal writings and/or responses to literacy lessons. (INTASC 1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 3.2, 5.2, 8.1, 8.2, 8.3, 8.4, 9.1) (NCATE 2b)
  4. Create short-range and long-range lesson plans based on the strengths and needs of a homogeneous small group of students. (INTASC 1.1, 1.3, 3.1, 4.1, 4.2, 4.3, 8.3, 9.1) (NCATE 2b, 3b)
  1. Demonstrate an understanding of whole group lesson planning by considering the following factors: 1) curricular guides, 2) students’ background knowledge, diversity, interests and needs, 3) basal texts and teacher's guides, 4) student reading/writing development, 5) the understanding of reading/writing process.(INTASC 1.1, 1.3, 1.4, 2.1, 4.1, 4.2, 4.3, 8.3, 9.1) (NCATE 2b)
  1. Present and effectively communicate with peers pedagogical evidence of teaching ability using performance based literacy tasks in the field experience. Peers will evaluate the pre-service teachers performance level and through the evaluation process develop and apply their own pedagogical knowledge. (INTASC1.1,1.2,1.3,1.4,2.1,2.2,2.3,2.4,3.1,3.2,3.3,3.4,4.1,4.25.1,5.2,6.3,7.1,7.2,7.3,7.4,8.1,8.2,8.3,8.49.1,9.2,9.3) (NCATE 1,2,3,4,5,6,11,12)
  1. Write a balanced literacy synthesis paper using the 6 Write Traits: ideas, voice, organization, word choice, sentence fluency and conventions in writing which addresses the INTASC standards 1.1, 1.4, 2.1, 2.4, 3.1, 4.1, 4.3, 5.2, 6:1, 7.3, 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 10.3, 10.4, 11.2. (NCATE 2b)
  1. Engage in community service learning experiences and develop relational skills with a certified teacher/mentor asking pedagogical questions regarding service teaching. Co-teaching with the cooperating teacher will be emphasized. (NCATE 5.d)
  2. Demonstrate an awareness of diversity in the elementary classroom by engaging in university classroom discussions related to individual students’ diverse reading strengths and needs as well as cultural differences in the classroom and their influence on student learning. (NCATE 4a, 4d)
  3. Participate in a research project to promote reflective practice (metacognition) and inquiry through self-analysis of the preservice teacher’s work, to intrinsically cause students to understand the value of reflective practice and metacognitive thinking.

COURSE METHODOLOGY:

The constructivist’s theory guides our classroom community which promotes metacognition through apartner dialogue journal (Lassonde & Blake, 2006). You willself-select a partner and then throughout the course, journal from the text reading assignments, discussyour thinking in class (small to whole group), and then trade your journal with your partner and respond to his/her dialogue. This process of “triangular discourse” (p. 3) is cyclical throughout the semester and culminates in the self-analysis of the partner dialogue journal where the teacher candidate self-assesses his/her use of the comprehension strategies and evaluates what they have learned about themselves as a reader, and the teaching of reading. This metacognitive practice is for the purpose of developing literacy pedagogy in an authentic way. This course is taken concurrently with EDU 304, the junior experience. Literacy across the curriculum will be stressed. During the service learning experiences, teacher candidates will assess, observe, plan and teach for reflection on student literacy learning. Student data will be collected and analyzed for teaching decisions & evaluation of student learning.The course culminates with a synthesis paper about how and why to teach literacy (final exam).

  1. Partner dialogue journaling for metacognitive practice will occur.
  2. Preservice teachers will peer evaluate performance based lesson executions and reflections for literacy pedagogy related to lesson quality, teaching strategies and authenticity of student learning.
  3. Students will participate in a comprehension project using a “partner dialogue journal” (Lassonde & Blake, 2006) to reveal metacognition.
  4. Various instructional strategies will be modeled during class time.

MEETING TIMES:375-01: MW 1:30-3:20 Spratt 201; 375-20 TR 8:00-9:50 Northland campus. Class meets the first 6 weeks and the last week of the semester.

TEXTS:Guiding Readers and Writers, Irene Fountas and Gay Su Pinnell;Strategies That Work, 2nd ed. Stephanie Harvey & Anne Goudvis; Supplemental Writer’s Workshop Packet $20.00 (Covers the cost of printing. It will be distributed later.) You will also need a spiral notebook for partner journaling the text reading assignments.

GENERAL INFORMATION:

Attendance: Reading is a complex process and because this is an applications course, most of the learning will occur when we meet together for reflection (metacognitive practice). In the classroom your contribution to discussion will help you as well as your peers. It is imperative for you to be in class and 160 points of your grade will be from class participation, journal entries and discussion during class. This is 35% of your grade. Please be respectful by being on time and having your cell phone turned off. If you miss class due to circumstances beyond your control, it will be your responsibility to check with a classmate regarding notes and assignments missed. I would appreciate being made aware of the reason for your absence.

Assignments:Teaching reading is complex, but also fun and rewarding. Your assignments are not busywork but will prepare you for your own classroom and students. It is my hope that your love of reading will grow as you engage in this course and that you will better understand how to use balanced literacy learning in your classroom. Remember that when you are the classroom teacher, you will be accountable to support the reading development of your students. Your grade will be derived from 1) how well you demonstrate an understanding of the reading/writing process through the application of observation, assessment, and reflection upon student reading behaviors, and on the teaching decisions you make for your students regarding their reading development, 2) classroom participation involving attendance, punctuality, journal responses, thoughtful contributions to class discussions and participation in group activities, 3) spelling and/or grammatical errors in writing assignments will result in lowered grades. In all ways, teachers should be professionals. 4) quizzesanda comprehensive final exam.(Summary of assignments will be distributed in class.) NOTE: Late assignments or quizzes taken late will cause a reduction of 10% per day in your grade on the assignment/quiz. One day late = 10% reduction, 2 days late = 20% reduction etc. This is true for excused and unexcused absences.

E-mail communication: Please use your MWSU e-mail account to e-mail me. I will not open other types of e-mail messages via yahoo, hotmail, gmail, etc. This is a protective measure and allows me to recognize you are currently a student at the university.

A Caution: Please read and listen to the particulars of each assignment very carefully. Ask questions if you are unsure of what is required. Note that when an assignment outlines points that must be included you will lose credit if ANY of the required parts of the assignment are missing or have not been given appropriate attention.

Center for Academic Support: Located in the Northeast corner of the library building (LRC 213), the Center for Academic Support is a free service of the college. The Center offers help primarily for writing and math. Should you need help, you may wish to call the Center for an appointment at 271-4524 or drop by to make an appointment.

Special Needs: If you have a special need, e.g. hearing loss, learning disability, etc. that requires special arrangements, please inform the instructor after the first class meeting so that proper arrangements can be made.

Cell phone policy: Cell phones should be turned off and are not to be visible in the classroom. Please keep them in your pocket or purse. Further, they are not to be used for talking or texting during class. If you have a potential medical emergency please discuss this with me before class for permission to have your cell phone turned on during class.

Appeals: If at any time you feel that I have treated you or your work unfairly, first make an appointment with me to discuss the issue or provide me with a written description of your perceptions and position. If discussions with me fail to resolve the matter, please make an appointment with the chairperson of the Education Department.

Academic Honesty:Academichonestyisrequiredinallacademicendeavors.Violationsofacademichonestyincludeanyinstanceofplagiarism,cheating,seekingcreditforanother’swork,falsifyingdocumentsoracademicrecords,oranyotherfraudulentactivity.Violationsofacademichonestymayresultinafailinggradeontheassignment,failureinthecourse,orexpulsionfromtheUniversity.Whenastudent’sgradehasbeenaffected,violationsofacademichonestywillbereportedtotheProvostordesignatedrepresentativeontheAcademicHonestyViolationReportforms.
Pleaseseethe200607StudentHandbookandCalendaronpage21forspecificactivitiesidentifiedasviolationsofthispolicyandthestudentdueprocessprocedureThishandbookisalsoavailableonlineat

Diversity: Every effort will be made to see that cultural diversity, as well as special needs, is met within my classroom by providing a wide range of literacy experiences and assignments that provide opportunity for student individuality to be expressed.

GRADES: The following percentages will be used to determine grades:

97-100%-A+

92-96%-A

84-91%-B

76-83%-C

66-75%-D

0-65%-F

Grades can alert you to areas of strength and areas of weakness and can indicate the degree of professional effort you are investing into the development of teacher skills, knowledge, and strategies. This is a professional course and professional performance is expected. Keep in mind that prospective employers will look at grades in order to forecast future success. The following descriptors are examples of performance indicators commensurate with each assignment grade and with the overall course grade:

Criteria for the above letter grades

ADVANCED Extended Abstract performance level(Mirrors an experienced teacher): The pre-service teacher: 1) administers and interprets formal/informal reading/writing assessments, 2) understands the interconnectedness of the reading/writing process: motivators, cue systems, process & comprehension strategies that good readers use related to the “self-extending” system 3) consistently makes powerful strategy teaching decisions based on all interrelated facts regarding observed student reading/writing behaviors, observations and running records which are used to detect cue systems and strategies used and neglected keeping the student/s within their zone of proximal development thereby promoting student/s independence based upon the descriptors of the “self-extending system” and comprehension strategies for deeper comprehension. 4) lesson plans and reflections evidence the above pedagogy. (97-100%)

PROFICIENTRelational performance level: The pre-service teacher is able to: 1) administer and interpret formal/informal reading assessments, 2) understand the reading/writing process: motivators, cue systems, process & comprehension strategies that good readers use and is able to detect cue systems, process and comprehension strategies used and neglected, 3) makes strategy related teaching decisions based on observed student reading/writing behaviors regarding the “self-extending” system and comprehension strategies for deeper comprehension, keeping the student/s within their zone of proximal development thereby promoting student/s independence. 4) lesson plans and reflections evidence the above pedagogy. (92-96%)

BASIC Multistructural performance level: The pre-service teacher is able to: 1) administer and interpret formal/informal reading assessments, 2) understand the reading/writing process: motivators, cue systems, process & comprehension strategies that good readers use and is able to detect cue systems and strategies used and neglected related to the “self-extending” system, 3) understand the descriptors of a “self-extending system and the comprehension strategies but makes teaching decisions that are isolated items rather than strategy related.4) lesson plans and reflections evidence the above pedagogy (84% to 91%)

LOW BASIC Unistructural performance level: The pre-service teacher: 1) is able to administer formal/informal reading assessments but may or may not properly interpret the assessments, 2) understands some of the basics of reading development, reading/writing process strategies, cue systems and comprehension strategies, 3) makes teaching decisions based on theory rather than observation and/or teaches items rather than strategies. 4) lesson plans and reflections evidence a basic understanding of how reading develops, but does not consider the relationship of reading and writing and is unable to support teaching decisions with pedagogy. (76% to 83%) `

Prestructural performance level: The pre-service teacher does not perform at a level that exhibits preparedness for teaching but does demonstrate some basic understanding of reading pedagogy. (below 75%)