Calumet College of St.
Joseph
SYLLABUS FOR
DEVELOPMENTAL
READING AND
INSTRUCTION
Term: Spring (03-2)
January 7 – April 12, 2002
Course #: EDU 481X
Instructor: Ms. Kiwana
Chatman
Phone:
Ed. Office: Secretary: Angie
Cuevas
Room 529
(219) 473- 4385
Office Hours: By Appointment
Course Time: ARR
Mission of the Education
Program:
Respecting
the diverse gifts and culture of each student, the Education Program of Calumet
College of St. Joseph prepares quality teacher candidates for the 21st
Century through a refining process, which ensures: (1) professional
preparation; (2) continuous reflection; and (3) ongoing transformation. The Education Program promotes a
multicultural community characterized by diversity, integrity, compassion and
commitment.
Vision of the Education
Program:
Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph: (1) values the dignity and worth of each teacher candidate; (2) shapes attitudes and values; (3) strives for social justice; (4) instills a sensitivity for the poor and the powerless; and (5) refines professional competency and scholarship in every teacher candidate. At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.
EDU
100, 200, 300, 311, and 342
Textbooks:
Richek/Caldwell/Jennings/Lerner
Learning Outcomes:
1.
Teacher
candidates will demonstrate an understanding of the reading process in relation
to total language development.
2.
Teacher
candidates will demonstrate understanding of emergent literacy and how it
relates to beginning reading instruction.
3.
Teacher
candidates will prepare materials to assess and teach prereading skills.
4.
Teacher
candidates will use basic phonetic linguistic concepts in teaching word
identification.
5.
Teacher
candidates will learn and use various methods in teaching vocabulary skills.
6.
Teacher
candidates will demonstrate an understanding of using techniques and materials
appropriate to the age and ability of elementary students.
7.
Teacher
candidates will research and evaluate current methods of reading instruction.
8.
Teacher
candidates will be able to facilitate in the process of creative writing with
elementary students.
9.
Given
a story, teacher candidates will be able to write objectives, lesson plans
covering word identification skills and comprehension, and present a reading
lesson.
Assessment:
Each
student will be graded using the following system:
Lab Lessons Plan
2 Exams
Individual Reading Inventory
and Analysis
Class Assignments and
Participation
Grading Scale:
A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-:
80-81 C+: 78-79
C: 72-77
C-: 70-71 D+: 68-69
D: 62-67 D-: 60-61
F: 59 & below
Class Policy on Attendance:
Students
are expected to be present and on time for all classes. Hands-on experience and
class interactions are invaluable – and cannot be “made-up” individually.
This
class begins promptly at 4:00 on Tuesday evenings. During the lab sessions, tutoring will take place from 4:15 –
5:45pm., there is a break, and the lecture session is held from 5:50 to
7:00. On days when there is no lab,
classes are held from 4:00 – 7:00pm.
Class attendance is extremely important and attendance is taken at each
session. Because this is a methods
class, many classes will involve reports, discussions, and demonstrations that
are not found in the text. Therefore,
it is difficult to make up a missed class.
Ten points will be taken off for every class missed after the first
time. Students who do not attend more
than four classes will receive a final grade of “F”.
Format for Written
Assignments:
The professional Education community has adopted the
standards in the Publication Manual of the American Psychological
Association, 4th Edition, Washington, 1994. The professional
standards described therein are those expected in the professional education
community; as future professional educators, students of education also need to
demonstrate in their writing the standards adopted by the professional
education community. This publication
is available in the bookstore and in the reference section of the Specker
Library.
Statement of Plagiarism:
If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.
Calumet
College of St. Joseph adheres to citation guidelines as prescribed by the
particular discipline (i.e., MLA, APA, Chicago Manual of Style or
Turabian.). All of these guidelines are
available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references
from a variety of sources, including electronic media.
Withdrawal from Classes Policy:
After
the last day for class changes has passed (see College calendar), students may
withdraw from a course in which they are registered with permission from the
faculty member conducting the course. A
written request detailing the reason(s) for the withdrawal must be filed with
the Registrar. Written request for
withdrawal must be received by the Registrar by the last day of classes prior
to the final examination dates specified in the catalogue. Written requests may be mailed to the
Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund
schedule when withdrawing from courses.
The request is forwarded to the faculty member, who makes the final
determination to accept or deny the
request. If the request is honored, the
student will receive notification of official withdrawal; if denied, the
notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD)
students should consult the DCD Student Handbook for information on DCD
withdrawals.
An
official withdrawal is recorded as a "W" grade on the student's
transcript. Dropping a
course
without written permission automatically incurs an "F" grade for the
course (see
Refund
Schedule).
Class Policy For
Assignments:
Assignments
given in this course reflect and are relevant to actual teaching. Many assignments are designed to be used
when you are in an actual teaching position.
Doing your assignments well will not only enhance your pedagogical
knowledge, but also allow you to show your creativity and find your teaching
style. Grades earned in this course
will be assessed using alternate and authentic methods. This will give you some insight into using
alternate assessment techniques.
Besides written assignments, you will be evaluated on your ability to
work with the children in the reading lab program.
Please
type all papers. Always remember to
list any references used in a bibliography.
Lesson plans, teaching materials and demonstrations must be done in a
serious and professional manner. Some
of these materials may become part of your portfolio.
Grades
are given on a point system. Each
assignment is given a number point value.
Late assignments will not be
accepted. Exams must be taken
on the assigned days. No exam will be
given after the assigned day. Failure to take either the mid-term exam
or the final exam will result in an automatic grade of “F”.
If
you know that you are going to have a problem with attending a class or doing
an assignment, please discuss this with the instructor. Legitimate problems will be handled on an
individual basis. Assignments will be
returned as soon as possible. If you
have a question about the grading of an assignment, please bring it to the
attention of the instructor at that
time. Once the final grade is
calculated and turned into the registrar, it will not be changed.
Extra
credit will not be given unless all other assignments have been turned in on
time.
A
number of assignments will be made during the course. It will be your task to do the assignment in a professional
manner. Each assignment will be graded on content, style, reflection,
and a demonstrated understanding, application, or evaluation of the material.
Assignments will also be graded on clear writing (unity, coherence, sound
writing mechanics) and adherence to APA format.
Class Participation:
Class Participation can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if the students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Class interaction is invaluable – and cannot be “made-up” individually.
Class Cancellation:
I will make every effort to contact you if a class is cancelled due to the unexpected absence of the instructor. In addition, an announcement will be posted on the Education Bulletin Board and the classroom door.
Portfolio:
As
of the 1996 – 1997 academic year, the Education Program of Calumet College of
St. Joseph requires student teachers to develop a professional portfolio as
part of the student teaching course.
This portfolio, however, should contain examples of professional
development from various courses and activities. Projects connected with this course would make appropriate
additions to such a portfolio.
Chapter Date
Appendix A
Chapters
14 and 5 January
21st
Chapter
4 January
28th
Practice
IRI
Interpret
and Discuss IRI
Mid-term Exam February
18th
Lab
Chapters
8 and 9 February 25th
Chapters
15 and 16 March
11th
Lab
Chapter
13 March
18th
Lab
Mini-Lesson March
25th
Lab
Parent
Teacher Conferences April 1st
Final
Project April 8th
The lab experience will provide an opportunity to gain practical experience and see educational theory in practice. It will help you to form your own personal teaching style and the opportunity to experiment with different approaches and share your experiences with your classmates. This will give you insight and confidence as you prepare for your student teaching experience and ultimately, a teaching position.
Please
be sure that you present a professional attitude in both your observations and
especially in your reading lab. Your
dress, manner, language and performance should always be professional; you will
be viewed as a teacher. You will need
to maintain order and provide a learning environment for your group. Your example will set the tone for your
group. Remember that you are the
adult. Always have the children address
you in a formal manner. Do not have the
children call you by your first name or your nickname. Be courteous and pleasant to parents.
Promptness
is imperative! The children in your
group are your responsibility. Both the
children and parents become anxious when the teacher is late. If you will be late, or if you cannot come,
please call the Education Office. If
you know that you must miss a class, you can arrange for a fellow student or
the instructor to take your class.
The
lab sessions begin at 4:15 and end at 5:45.
You can use an empty classroom to work with your children. You will have approximately 90 minutes with
the children each week. You must supervise
your children if they need a drink or bathroom visit. You may bring a treat if you wish, but snacks and the lounge area
are off limits to students during the lab sessions.
Each
week you must present a lesson plan for the following week. You are responsible for completing lesson
plans and to make sure you follow these plans.