SHAW UNIVERSITY

Department of Education

 

EDU 477

Teaching Reading in the Elementary School

Spring 2008

Hybrid Course

Adjunct Instructor:  Mrs. Reynolds                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  Phone: (919) 612-6717                                         

Office Hours: By Appointment Only                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                Email Address: Lreynolds@shawu.edu

Class Meeting Time:  Thursdays  4:30 p.m.-7:00 p.m.

 Semester: Spring 2008

 

The Conceptual Framework Theme

The theme/purpose of the conceptual framework undergirding the Education Department’s program is:  To produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional depositions needed to function as  effective teachers in a diverse world.

 

Department of Education Mission Statement

 

The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations.  Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.

 

Departmental majors may choose a specific concentration from four different specialty areas.  Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year.

 

Birth through Kindergarten Education (B-K)

Elementary Education (K-6)

 

Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.

 

[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas.  The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]

 

Department of Education Goals

           

The goals of the Department of Education are:

 

1.      to align the institutional mission and goals with state, regional, national, and departmental  standards and requirements; 

 

2.      to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;

3.      to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;

 

4.      to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;

5.      to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;

 

6.      to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and

 

7.      to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.

 

NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.

 

Required Texts

 

Graves, Michael   (2006) Teaching Reading in the 21st Century (with Assessment and Instruction Booklet), 4th ed.,  Boston: Allyn & Beacon Publishing Company. The book can be ordered online. Go to: http://www.ablongman.com. Cost $114.00 Make sure you order the textbook with MyLabSchool Package. ISBN 13 9780205519446.  A MyLabSchool  Student Access Code should be included.

 

Required for Shaw Education Majors Only

LiveText with United Streaming required   www.Livetext.com    Cost: $109.00

LiveText with United Streaming can be ordered online

 

Blackboard (required)   Check Weekly for Communications

High Speed Internet Access –DSL

Students must be proficient in the use of Blackboard

 

*Students must  have access to a computer that can run video clips, has a multi media player feature and has an Adobe Reader.

 

* Additional readings may be assigned in class.

 

General Course Description

 

The aim of this course is to provide assessment and instruction in the concepts, methods, and materials for teaching literacy skills to diverse populations. It is designed to help candidates integrate critical thinking and problem solving skills into reading instruction.

 

 

 

 

 

Student  Learning Outcomes

 

After successful completion of this course students will be able to:

  1. Demonstrate knowledge of the major components of reading and how they are integrated in fluent reading.

 

  1. Plan for effective instruction in reading.

 

  1. Demonstrate knowledge of the foundations of reading process and instruction.

 

  1. Demonstrate knowledge of the effective practices, approaches, methods, and curriculum materials to support reading instruction.

 

  1. Master NCATE/NCDPI standards and indicators listed in this syllabus.

 

NCATE/North Carolina Department of Public Instruction  Standards and Indicators

 

CORE STANDARDS

Core Standard 1: Teachers know the content they teach.

            Indicator 1:  Teachers have a broad knowledge of content.

 

Indicator 3:  Teachers understand the ways in which their teaching area connects to the broad curriculum.

 

            Indicator 4: Teachers know relevant applications of the content they teach.

 

Core Standard 2: Teachers know how to teach students.

            Indicator 2:  Teachers use a variety of methods to teach students.

 

            Indicator 5: Teachers have strong and current technology skills.

 

Indicator 6: Teachers plan instruction that is appropriate for the students they teach.

 

Indicator 8:  Teachers teach communication, thinking, and problem-solving skills.

 

Indicator 11:  Teachers align their instruction with the required curriculum.

 

Core Standard 3: Teachers are successful in teaching a diverse population of students.

            Indicator 4:  Teachers adapt their teaching for the benefit of students with special needs.

 

Core Standard 5:  Teachers are reflective about their practice.

            Indicator 1:  Teachers analyze the results of teaching.

 

            Indicator 2:  Teachers collaborate with their colleagues

 

TECHNOLOGY STANDARD

Technology Standards:3:  Teachers implement curricular plans that include methods and strategies for applying technology to maximize student learning.

            Indicator 2:  Teachers use technology to support learner-centered strategies that address the

            diverse needs of students.

ELEMENTARY EDUCATION STANDARDS

Elementary Education Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 5:  Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.

 

Indicator 6:  Teachers understand the importance of literacy for personal and social growth

Elementary Education Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Elementary Education Standard 8: Teachers design instructional programs and strategies that build on students' experiences and existing language skills to help students become competent, effective users of language.

.

Indicator 2:  Demonstrate ability to effectively plan and teach a comprehensive series of daily instructional lessons which include explicit instructional procedures, activities and materials for teaching phonemic awareness, letter-sound associations, word identification, spelling, reading fluency, vocabulary, reading comprehension, and monitoring students’ progress in the development of reading skills.

 

Indicator 4:  Demonstrate ability to effectively plan and teach writing using a continuous series of daily instructional lessons, which include explicit, multi-sensory teaching strategies.

 

Assignments

This course is designed to assist students in becoming knowledgeable about  theories, philosophies, instructional approaches and materials in the teaching of Reading grades K-6  The course also helps students apply the theoretical base through cooperative learning group activities.

 

1.      Unit Plans.  A unit plan must be developed. It must be aligned with the NCDPI/NCATE Standards and Indicators for a particular 3-6 grade level. Unit plans must contain at least 4 lesson plans.

 

Unit plans must contain lists of concepts to show scope and sequence, behavioral objectives, content for the teacher, ideas for beginning units and lessons, lists of related children's books and websites, list of materials needed, lesson enrichment ideas, bulletin board ideas, field trip ideas, use of instructional technology, strategies necessary for working with diverse populations, critical thinking, problem solving, computer software and audiovisual aids, and 4 lesson plans.  Be sure to document all sources used

Core Standard 1, Core Standard 2, Technology Standards 3, Elementary Standards 1, 7, 8

INTASC Standard 1, 4,

 

2.      Quizzes and Exams.  There will be two scheduled quizzes and a final exam  based on the readings, lectures, and discussions.

            Core Standard 1, Core Standard 2, Technology Standards 3, Elementary Standards 1,     

             7, 8

             INTASC Standard 1

 

3.      Demonstration Teaching and Microteaching. 

Demonstration Teaching: There will be discussions on and/or use of the evaluation instruments used in North Carolina public schools. Each student will be given the opportunity to teach one lesson.  Demonstration teaching is the presentation of a lesson to the entire class in which the teacher uses the six-point lesson plan. Students will use the criteria that North Carolina public school teachers use in their classroom. NCDPI standards and indicators must be included with the presentation.

 

Microteaching: Each student will be given an opportunity to plan and teach two brief lessons to his/her peers. This activity will provide an invaluable experiential opportunity to learn how to teach, as well as to consolidate teaching knowledge and skills. The six-point lesson plan format will be used in developing the lesson. Microteaching is a scaled down teaching situation in which a 10-15 minute mini-lesson is taught to a few students. NCDPI standards and indicators must be included with the presentation.     

 

Core Standard 1, Core Standard 2, Core Standard  3, Technology Standards 3,

Elementary Standards 1, 7, 8, INTASC Standard 1, 4, 5, 7, 9

 

Directions:

  1. Select topics from your discipline for the two lessons you will teach.
  2. Prepare lesson plans for the lessons you plan to present to the class. Use the Lesson Plan Format presented in class as a guide for preparing the microteaching and demonstration-teaching lessons.
  3. Make sure you incorporate instructional technology into your presentations.
  4. Turn in details of how you plan to teach each lesson, such as lesson plans, questions, materials, etc., at least one week prior to the scheduled teaching.
  5. An evaluation instrument based on a set of criteria established to judge mastery of the desired skills or behaviors will be used. This analysis will help to identify specific teaching skills that need improvement, as well as to develop the skills needed to study teaching behavior for purposes of self-improvement. The microteaching activities will be videotaped. You are expected to view the videotapes and evaluate your teaching. A self-analysis sheet  is required for each microteaching  activity.

 

ALL STUDENTS WILL BE REQUIRED TO COME TO SHAW’S CAMPUS TO DO THEIR MICRO-TEACHING AND DEMONSTRATION TEACHING LESSONS. STUDENTS ARE REQUIRED TO PURCHASE 2 DIGITAL CASSETTES. (Mini DV Digital Video Cassette 60 –LP:90)

 

4.     Journal Article Reviews:         POST ON BLACKBOARD

 

Read and report on two current journal articles using the following Shaw University Department of Education format:

             A.  Title of Article:

B.     Author(s):

C.     Journal:

D.     Synopsis:  (summarize in your own words; at least ½ page in length)

E.      Subjects: (people involved in the study; ex. (50) ten year old boys)

F.      Instrument: (kind of test, survey, etc. used to collect data)

G.     Findings: (outcome)

H.     Implication/Application: (how will or can the information be used)

I.        Reaction: (your personal reaction to the article)

J.       NCDPI Standards/Goals and Indicators/Objectives  (NCDPI standards and indicators that align with the article)

 

All journal articles must be submitted with the article review.  Each part in the format for article reviews (A-J) should be addressed.

Resource Site  Research Navigator   http://www.researchnavigator.com

 

           Core Standard 1, Core Standard 2, Core Standard  3, Technology  

            Standards 3,  Elementary Standards 1, 7, 8,  INTASC Standard 1, 4

 

Suggested Topics

Developing a Balanced Literacy Program

Teaching Phonics

The Nature of Reading and Writing in Today's Schools

Emergent Literacy

Developing Vocabulary

Comprehension: Theory and Strategies

Comprehension: Text Structures and Teaching Procedures

Provide Literacy Instruction for Special Learners and Other Diverse Populations

The Assessment and Instruction Cycle

Using Technology in Literacy Instruction

Approaches to Teaching Reading

Teaching Reading as a Language Experience

Intervention Programs for “At Risk” Readers

Assessment Strategies for Classrooms, Teachers, and Students

Scaffolding Students’ Comprehension of Text

Fostering Higher-Order Thinking and Deep Understanding in Content Areas

Literacy Instruction for English Language Learners

 

5.    Library Component

A presentation will be present on the following topics:

·        How to search the WEB to locate reading  sources

·        How to locate reading  sources in the Curriculum Materials Center

·        (Resource-MyLabSchool, Course, Foundation/Intro to Teaching (CD),