SYLLABUS
FOR DEVELOPMENTAL
READING AND
INSTRUCTION
Term: Summer
2004
Course #: EDU 481
Instructor: Bruce Wisowaty
Phone: 219-473-4264
Ed. Office: Room 300
Office Hours: Monday thru Thursday 10:00 am – 2:00 pm,
Course Time: July 19 –August 5, 2004 Day Cohort
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:
Teaching
Reading in Today’s Elementary Schools. Burns/Roe/Smith, Houghton Mifflin,
Boston, 2002.
Building
Words: A Resource Manual for Teaching Word Analysisis and Spelling Strategies.
Thomas Gunning, Allyn and Bacon , New York, 2002.
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:
Position Paper due on blackboard 15 pts. , due July 22
Blackboard Assignment #2 5pts, due July 29
Article Review and Reflection 15 pts.
due July 26
Story map 20
pts. due July 29
Anticipation Guide 15 pts. due July 29
Field Experience- Interview 25 pts. due August 3
Phonics lesson 60 pts. presented in class on August 4 and August 5
Case Study 20
pts. due August 5
Attendance 36 pts.
ALL
ASSIGNMENTS ARE DUE ON THE ASSIGNED DATE OR BEFOREHAND; NO LATE ASSIGNMENTS
WILL BE ACCEPTED.
POSITION
PAPER- The statement “It’s the teacher who is the single most significant
factor in determining whether or not children will be successful in learning to
read,” is a popular pronouncement repeated by many educators. With this in mind, write a 1 page response
to one of the following:
Reflecting on your past teachers, do you remember having a teacher a who
particularly motivated you to read and learn on your own? If so, discuss the qualities of this person
and the influence this teacher had on your life.
“Good
reading teachers are born teachers.” Do
you agree /disagree with this statement?
Why?
ARTICLE
REVIEW- Summarize the concepts of the article in 2-3 pages. Reflect upon each student discussed in the
article.
STORY
MAP- Develop a story map to a piece of children’s literature that you would use in class. Examples will be provided in class. The story map will be shared with the class
as well an explanation of the story/book.
Please provide a blank copy for all students to complete as well as a
completed version for myself. You will
be asked to read your book selection to the class as well.
ANTICIPATION
GUIDE- Develop an anticipation guide to go along with the above mentioned
book. This guide will be provided to
class before the book and story map are shared with the class. Again, a blank
anticipation guide needs to be provided to each student in the class.
FIELD
EXPERIENCE- Successful reading teachers work hard for their success and know
where to put their time and effort to
make a difference. As you are studying
what effective reading teachers do, interview a cooperating teacher to find
out what the teacher thinks
constitutes effective
techniques/strategies in teaching literacy. Use the following questions as a guide in interviewing:
What
do you think are the characteristics of effective reading teachers?
How
do you plan for teaching an entire class (How do you handle the differences
among the students in reading abilities?)
What
types of assessments do you make/develop/use?
What
teaching methods do you use in teaching reading?
Add
at least one question on your own to ask of your cooperating teacher.
CASE
STUDY- Work individually with a student experiencing difficulties in
decoding. Read a short story with the
student, taking turns reading out loud.
Note how the student decodes words. Complete the reading interest survey
with the student. Prepare a short
summary of your (2 pages) student’s academic
achievement/ability level. Describe the
student’s behavior/social interaction skills.
Reflect upon the positive and negative factors that may impact upon the
student’s success; therefore you really need to get to know your student, their
background, and academic abilities. Try
to use the same student in Corrective Reading.
.
PHONICS
LESSON- Each student will be assigned a
phonics flash card, displaying a phoneme-grapheme correspondence. A 15 –20 minute lesson will be developed in
which each student will teach that phonetic principle to the class. Be creative, use flashcards, poster boards,
overlays, books, computer programs, etc.
The lesson will be presented on August 4, 5 2004
BLACKBOARD
ASSIGNMENT #2- As posted in the discussion format. Due July 29.
Grading Scale:
198-211
pts. A
185-197
pts. B
170-184 pts. C
155-169
pts. D
0 –
154 pts. F
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.
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.
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.
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.
Date of Class Scheduled
Activities
July
19 , Introduction to class
Burns
text Chapters 1,2
July
20
Comprehension strategies
Explanation of story maps, anticipation guides
July
21 Burns text
Chapters 3,4
July
22
Independent research, field experience
July
26 Burns
text, Chapters 5,6
July
27 Burns text
Chapters 7,8
July
28 Discussion
of spelling
July
29
Presentation of story maps, anticipation guides
August
2 Burns text
Chapters 9,10
August
3 Finish
discussion of Burns text
Discussion of reading specialist
exam
August
4 Presentation of phonics lessons
August
5 Presentation of
phonics lessons