SYLLABUS FOR
CORRECTIVE READING
Term: Fall 2004
Course Number: 10484
Course Title: Corrective
Reading
Instructor: Mr. Bruce Wisowaty
Office Phone: 219-473-4264
E-mail: bwisowaty@ccsj.edu
Office Hours: Monday and Wednesday 1:00 – 4:00 p.m.
Course Time: September 13 – September 30, 2004
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.
Learning Outcomes/Competencies:
INTASC Principles addressed
in this course:
All ten INTASC
Principles are addressed in the EDU483 Corrective Reading class.
Textbooks: Reading Problems: Assessment and Teaching Strategies. Richek/Caldwell/Jennings/Lerner, 2002 Allyn and Bacon, Boston.
Qualitative Reading Inventory – 3.
Leslie/Caldwell, Longman Publishing, 2001, New York.
Assessment:
Each
student will be graded using the following percentages:
Attendance/Participation 39 pts
.
Vocabulary
lesson 60 pts. Due and presented to
class on September 29 and 30
QRI
and Analysis 90 pts. Due September 30
Blackboard
Assignment # 1- Read the article on literacy and answer the following question:
Emmett
Betts was particularly interested in the role of the classroom teacher in
encouraging students to see reading as a lifelong experience. Betts suggests several primary goals of an
effective reading program. Based on his
ideas and your own, what would you like your students to accomplish each year
in reading? Name specific ways in which
you might accomplish these goals in reading.
Please answer and post your response prior to September 20 , and discuss your classmates responses. 25 pts.
Blackboard
Assignment # 2 and 3- Read the following student case and answer the following
questions. (Each question is worth 5 points.)
Jessica
is a third grader. She is described by
her teacher as a capable decoder and fluent, expressive oral reader. School records indicated that Jessica had
done well in first and second grades.
However, during the first semester of third grade, she began to
experience difficulties. Her
performance in reading was inconsistent and her achievement in science and
social studies was poor. Jessica was
asked to read a second grade familiar narrative with pictures. She scored at an independent level for word
identification and comprehension. She
was then given a third grade narrative.
Responses to the concept questions revealed that the subject of the
narrative was a very familiar topic to Jessica, and she scored at an
instructional level for word identification and comprehension. She was then asked to read a third grade
expository passage orally. Concept
questions revealed that the topic was unfamiliar. Although her word identification score placed in the
instructional range, she scored at a frustration level for comprehension. Jessica was asked to read a familiar third
grade narrative silently. She did so
with an acceptable rate and scored at an instructional level for comprehension.
a.)
How
accurate is the student in identifying words?
b.)
Which
types of text can the student handle most successfully?
c.)
How
does the student perform on familiar and unfamiliar texts?
d.)
What
word identification and/or comprehension strategies, if any, does the student
employ while reading?
e.)
Given
the information, what strategies would you suggest and why?
Please
answer and post prior to
September 27. 25pts.
Vocabulary
lesson: Choose 3 to 6 words from a selection in a children’s book, or vocabulary
words from a basal selection which can include all content areas Be prepared to present your lesson to your
classmates in a 20minute presentation, so that we have a flavor of the
lesson. Please provide handouts and
materials to the clas, so that we can use implement your great ideas in our own
classrooms. Be creative, use
flashcards, poster boards, overlays, books, computer programs, etc. The lesson
will be presented September 29 and September 30, 2004. Complete a CCSJ
lesson plan and submit on the day of your lesson plan presentation.
QRI: Components of the QRI will be discussed in
class; the analysis must include a parent survey, summary, reader’s strengths
and weaknesses, strategies, success of strategies and sessions,
recommendations. Xerox all vocabulary
lists, comprehension stories, readbacks, comprehension questions, miscue
analysis, and place in your binder. Two
lesson plans need to be developed for
each strategy implemented during the tutoring sessions using the CCSJ
format.. Due on September 30, 2004.
Grading
Scale:
224
– 239 pts. A 210-223 pts. B 198-209 pts.
C 186- 197 pts.
D
0 – 185pts. F
Class Policy on Attendance:
Students
are expected to be present and on time for all classes. Hands-on experience and
class interaction are invaluable – and cannot be “made-up” individually A student missing more than 2 classes will
be in danger of failing the class, more than 2 absences will result in the
final grade being lowered by one grade..
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
Turbine.). 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:
There
are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as
scheduled since one assignment builds on another. Late assignments incur a grade reduction. Please note the timetable for the deadline
for late assignments. Quizzes and assignments are usually announced in advance
and will typically cover readings assigned for class that day.
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.
Interstate New Teacher Assessment and
Support Consortium (INTASC) Principles
The ten INTASC
principles are listed below. Specific
standards for knowledge, dispositions, and performances accompany each
principle, but space does not permit listing them below. For a complete copy of the INTASC standards,
contact
Jean Miller, Director of INTASC, Suite 700,
One Massachusetts Avenue NW, Washington DC 20001-1431.
Principle #1: The teacher
understands the central concepts, tools of inquiry, and the structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
Principle #2: The teacher
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal
development.
Principle #3: The teacher
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Principle #4: The teacher
understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance
skills.
Principle #5: The teacher uses an
understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Principal #6: The teacher uses
knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the
classroom.
Principle #7: The teacher plans
instruction based upon knowledge of subject matter, the community, and
curriculum goals.
Principle #8: The teacher
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the
learner.
Principle #9: The teacher is a
reflective practitioner who continually evaluates the effects of his/her
choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
professionally.
Principle #10: The teacher fosters
relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.
CALUMET
COLLEGE OF SAINT JOSEPH
EDUCATION PROGRAM
EDUCATION PROGRAM MISSION, VISION, AND GOALS
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:
·
professional
preparation
·
continuous
reflection
·
ongoing
transformation
Rooted in the Catholic tradition, the
Education Program of Calumet College of St. Joseph:
·
values the
dignity and worth of each student,
·
shapes attitudes
and values,
·
strives for
social justice,
·
instills a
sensitivity for the poor and the powerless,
·
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.
As educators of the 21st Century, teacher candidates who complete the Education Program at Calumet College of St. Joseph will be prepared to:
1. Demonstrate competency in core knowledge and skills essential to the various disciplines: English, mathematics, theology, philosophy, humanities, sciences, social sciences, and the fine arts.
2. Demonstrate competency as skilled, reflective teaching professionals, cognizant of their role in transforming self, students, and community.
3. Demonstrate knowledge of current standards (INTASC, NCTM, etc.) theories and theorists that establish the framework for educational methodology and pedagogy for a diverse student population.
4. Develop a deep respect for the values inherent in various religions, educational, and cultural traditions.
5. Develop a commitment to life-long spiritual and professional growth with an understanding of one’s own system of values and ethics.
6. Develop personal responsibility to transform society for the common good based on values and principles that insure social justice.
7. Demonstrate integration of reflection, analysis, evaluation, synthesis, and communication skills in problem solving situations.
8. Collaborate with community resources and services to provide quality educational experiences and opportunities to meet the future needs of all students.
9. Incorporate the best media and technology in planning, organizing, and assessing student needs.
10. Demonstrate professional skills and educational leadership to address evolving educational trends.