PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing proactive educators to improve
the lives of all children.
1. COURSE INFORMATION:
EDUC 631.1:
READING METHODS
Co-requisite: EDUC 632
Credit: Three
Period: 445
II. INSTRUCTOR INFORMATION:
Name: Dr. Charles Lucado
Office Location: L-124, Demorest Campus
Phone Numbers: (706-778-8500 x-1231 (office)
E-mail: clucado@piedmont.edu
Fax number: (706) 776-0135
Office Hours: Mon. & Tues. 3:30-5:00
Wed. & Thurs. 3:30-4:30
Others by appointment
III. TIME AND PLACE
CAMPUS: Demorest SEMESTER: Fall YEAR: 2006
Dates: October 12 – December 7
Time: 5:00 p.m. – 9:30 p.m., Thursday
Place: L-122
IV. TEXT AND SUPPLEMENTARY READINGS:
Reutzel, D. R., & Cooter, Jr.., R. B. (2004). Teaching children to read: Putting the pieces together (4th ed.).
Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
American Psychological
Association. (2001). Publication manual of the American
Psychological
Association (5th ed.). Washington, DC: Author.
Supplemental readings will be required as needed throughout the course. These readings will include research and professional documents, personal reading, and children’s literature. Also, copying some materials to share with the class may be required.
V. PIEDMONT MISSION:
Piedmont College Mission:
Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.
To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs. Instructional opportunities are also provided at distant locations to meet student needs.
School of Education Mission:
The
theme of the
Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).
Graduate MA and MAT Program Goals:
The goal of the Master of Arts in Teaching (MAT) and Master of Arts (MA) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:
¨ provide the candidate with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;
¨ use and facilitate critical thinking skills;
¨ enhance candidates’ content knowledge, integrating it with instructional technology;
¨ enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to
¨ provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.
MAT Program Goals
Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:
¨ build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interests, approaches to learning, special needs, and cultural heritage;
¨ prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;
¨ build the candidate’s knowledge and understanding of content, pedagogy, record keeping, and a wide variety of diagnostic and assessment techniques and strategies;
¨ develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;
¨ build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;
¨ inform candidates of resources available for teachers and students to support and enhance student learning;
¨ develop the candidate’s repertoire of strategies for effective teaching;
¨ enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;
¨ provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;
¨ develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;
¨ develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;
¨ help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and life long learners who improve the lives of children.
VI. COURSE DESCRIPTION AND PURPOSE:
Proficient reading contributes to learning in every academic discipline and in life. Therefore, it is essential
that beginning teachers develop a thorough knowledge about methods and materials appropriate for
teaching children to read for comprehension and enjoyment.In this course candidates study the major approaches to reading instruction incorporating current theories and research practices. Candidates will explore procedures and materials for developing, conducting, managing, and evaluating effective developmental reading programs: whole language, basal reading, language experience approach (LEA), emergent literacy, reading readiness, and literature based. Specific attention will be placed on developing teaching strategies to enable the prospective teacher to become proactive in planning and implementing effective reading programs. Topics include: the cognitive-constructivist view of reading, emergent literacy, knowledge about print, phonemic awareness and phonics, word recognition, word-study instruction, vocabulary development, comprehending narrative and expository texts, content area reading, analysis and development of multimedia reading materials, literacy instruction for non-native speakers of English, needs of exceptional learners, and appropriate diagnostic procedures.
VII. SCHOOL OF EDUCATION OUTCOMES:
Core
Candidate Learning Outcomes:
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration.
The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. CO: 1, 2, 3, 4, 8, 9, 12, 15
2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. CO: 1, 3, 5, 6, 7, 10, 11, 13, 14
3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling.
CO: 1, 2, 3, 4, 8, 9, 12, 15
4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO: 1, 2, 3, 4, 8, 9, 12, 15
5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO: 1, 3, 6, 7, 10, 11, 13, 14
6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO: 1, 3, 6, 7, 10, 11, 13, 14
7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO: 1, 3, 16
8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals.
CO: 1, 3, 6, 7, 10, 11, 13, 14
9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO: 1, 3, 17
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO: 1, 3, 6, 7
Early Childhood Graduate Candidate Learning Outcomes:
11) Constructivist Practices: The scholarly, reflectiv, and proactive teacher models and provides opportunities for constructivist practices. CO: 11, 13, 17
12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional.
CO: 1, 2, 3, 4, 5, 6, 7, 8, 12, 14
13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work.
CO: 1, 3, 11, 14, 16
14) Action Research: The scholarly, reflective, proactive teacher participates in action research.
CO: 2, 13, 15
Dispositions
for All Candidates:
In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do
so.
VIII. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the student will be able to:
1. Explore, compare, and contrast the major approaches to reading instruction incorporating current
theories and research practices.
2. Establish an understanding of what occurs during reading by observing and collecting relevant
instructional data on student performance during reading lessons.
3. Describe, discuss, and synthesize the elements that are involved in a total reading program.
4. State the conditions that are most conducive to the development of competent readers.
5. Define phonemic awareness and provide examples.
6. Discuss the content of phonics and how phonics can contribute to reading ability.
7. Discuss theory and research on emergent literacy.
8. Describe techniques for working with children who are learning a second language.
9. Demonstrate knowledge and skills of effective ways to organize and manage reading instruction in the
classroom environment for all students including diverse learners and children from different cultural backgrounds.
10. Demonstrate methods for teaching narrative and expository texts.
11. Develop and implement several strategies for teaching vocabulary, word identification, and
comprehension.
12. Describe various grouping strategies for reading and their particular usefulness.
13. Help children become more proficient at efferent reading.
14. Explore and analyze the QCC objectives and the IRA/NCTE standards.
15. Demonstrate knowledge of strategies for collecting information on learners’ literacy development and
the various environments in which
literacy takes place.
16. Question and select materials including technology and multi-media appropriate to the instructional
level
and needs of the students, with emphasis upon the implications of the learning
process.
17. Identify his/her own conceptual framework for reading and explain how it is reflected in the
instructional practices s/he prefers.
IX.
COURSE
POLICIES & PROCEDURES:
1. Class Attendance & Participation:
Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. The allotted number of excused absences for this course is one. Only those absences due to emergencies, illness, or extenuating circumstances will be excused. Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade. Work missed due to an excused absence may be made up. Please contact me prior to the absence when possible. It is your responsibility to inform me in writing how you make up the work. Make-up work must be submitted within two weeks of the absence. If you are absent on class #7 or #8, you need to immediately to discuss arrangements for make-up work with me. Your writing should be professional and include: the date you were absent; a statement about why you were absent; a detailed quality description of the process you undertook to make up the work; and a comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up satisfactorily, the highest grade a teacher candidate can receive for the course is a B. Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester. However, if make-up work is approved by the professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.
INCOMPLETES--A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and dean. An incomplete is not granted just to extend time to complete the work that should have been done in a timely manner. (See Piedmont College catalog for additional information).
If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a candidate may receive a “W” for the course.
INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive. Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home. Candidates who miss class should consult their instructors for assignments and make-up work. Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor. When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
PARTICIPATION - Active participation means:
Ø prepare for classes by reading the text and/or other assigned readings;
Ø attend all classes for the duration of alloted class time;
Ø take active part and contribute significantly during class discussions and activities;
Ø be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;
Ø submit all assignments on time.
2. Written Work:
Use APA style (5th ed.). All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. Each paper should have a cover page with your name, course number and name, assignment, and date clearly typed on the front. For example (double spaced and centered), Your name; EDUC 631.1: Reading Methods, Field Experience #1: Reading Group Observation, Date.
Quality is important! All work submitted should reflect professional, scholarly, graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity and accuracy they convey. (10% Assignment Parts; 20% APA Format / Citation and Standard Edited English; and 70% Qualtiy)
Be sure to keep a duplicate copy or back-up disk of all submitted work for your own records. It is also wise to periodically save your work on the hard drive as well as the disk.
3. Academic Integrity:
By accepting admission to
Some suggestions for helping you abide by the policy include:
Ø All work submitted must be your original work created in and for this course.
Ø Cite and reference work properly using the current APA guidelines.
o Cite all quotes or paraphrased material. It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project.
§ Any time you use the exact words of researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block omitting quotation marks. (See the APA Manual for specific guidelines).
§ You must also give credit to an author or source when you paraphrase.
§ When referring to information from your course text, be sure you cite and reference the source and/or authors.
§ Follow the protocol in the current APA manual for citing and referencing all electronic sources.
Ø Double dipping is not permitted. For example:
o You may not use an assignment created in one course to meet the requirements in another.
o Visiting a classroom for one field experience may not be used to meet a field experience requirement for another course.
4. Special
Considerations:
5. Cell Phone Usage:
Cell phones should not be used during class time. Use only prior to the beginning of class or during break. If you need to be contacted due to a crisis, critical, or emergency situation, you should leave your phone on vibrate and respond appropriately and professionally. Notify the professor in advance when possible.
X. STUDENT EXPECTATIONS AND COURSE OUTLINE:
1. Instructional Methods:
This class will operate as a democratic classroom. Students will engage in shared decision making and in taking responsibility for making the classroom the best it can be. Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected. Various approaches will be utilized by the students and professor including: lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field-based experiences, readings, writings, listening, questioning, and formative and summative evaluations.
2. Assignments:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate/could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and candidate. To meet the deadline, assignments may be mailed (postmarked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting. Make-up tests will be considered if a reason for missing the original test is justified. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.
Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
3. Description of Assignments
10% A. Journal Critiques: CO: 1, 3, 7, & 12
Select three current journal articles (2001 - 2006) reflecting research in the teaching of reading in the
elementary school. Use the following criteria to select the articles: 1) you have not read the article, 2) the
article is of interest to you, 3) it broadens your perspective/learning, and 4) the article is in a professional
research journal. The first article should relate to Approaches to Reading, the second to Instructional
Strategies, and the third to Learning Environments.
(Some suggested professional research journals):
Journal
of Reading Journal
of Reading Education
Georgia
Journal of Reading Reading
Horizons
Reading
Improvement Reading
Research Quarterly
The
Reading Teacher Reading
Research and Instruction
Educational
Leadership Language
Arts
Harvard
Educational Review Reading Today
Primary
Voices Voices
from the Middle
Journal
of Educational Issues for Language Minority Students
Guidelines: 1) select and read the article, 2) make a copy of the article and highlight key points, 3) write
your reactions and reflections to the key points in the margins by connecting to personal experience and
implications for your teaching (you may write your reactions/reflections on separate paper if you wish), 4)
be prepared to discuss the article in class, and 5) make a title page and turn in the article on the due date
noted on the schedule for the semester.
10% B. Resource File: CO: 3, 9, 11, 12, 16, & 17
Develop a resource file of games, bulletin board ideas, learning center ideas, and other activities that
may be used for teaching reading, incorporating technology, using various assessments, and including students with special needs. Material may be gleaned from current teachers, journals, class handouts, the Internet, or may be original ideas. No more than five entries for each category can be from the Internet. Each entry should contain sufficient information for immediate implementation.
Using tabs, categorize the file into the following areas: Trade Books; Emergent Literacy; Word Identification/Phonemic Awareness/Phonics; Vocabulary; and Comprehension. Sub-divide the file according to grade level [Lower Elementary (K-2 - required) ; Upper Elementary (3-5 - required); and Across Grade Levels (K-5 - optional)] for each category. When appropriate, include a fair representation for each sub-division. This is a beginning collection that will be valuable during student teaching and beyond.
The file will be graded according to the completeness of activities, usability and practicality, representation of various grade levels, the variety of items and sources selected, overall quality, and professionalism. In addition to these guidelines, other criteria for assessment are as follows: 10 entries for each category = C; 15 = B; 20 = A. A rubric will be distributed to use as a guide in creating the file. You should also submit a completed self-evalutation at the front of the file using the rubric.
Select one favorite item from the file and copy for all class members, including the professor, to share at the last class. Try to select something that you think is unique and that your peers would not likely find.
20% C. Checkpoints: CO: All