Term: Summer 2004
Course Number:
10484
Course Title:
Corrective Reading Instructor: Mr.
Bruce Wisowaty Office: Room 300
Office Phone:
219-473-4264 E-mail: bwisowaty@ccsj.edu
Office Hours: Monday and
Wednesday 1 :00 - 4:00 p.m.
Course Time: Monday 4:00-7:00 pm, 2005
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 21 st 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.
Course Description:
The focus of this
course is the diagnosis and remediation of reading problems in elementary
school children. Teacher candidates will develop and administer an IRI reading
test, and plan a remedial program based on the results. Classes will address
causes of reading problems and techniques to premeditate them. Field experience
is required.
Prerequisites: EDU 200, 300, 311, 342, 481.
Learning Outcomes/Competencies:
.Teacher candidates will demonstrate an understanding
of the reading process in relation to total language development.
Teacher candidates
will demonstrate an understanding of emergent literacy and how it relates to
beginning reading instruction.
Teacher candidates
will prepare materials to assess and teach prereading skills. Teacher
candidates will use basic phonetic linguistic concepts in teaching word
identification.
Teacher candidates
willieam and use various methods in teaching vocabulary skills. Teacher
candidates will research and evaluate current methods of reading instruction.
.....H:\Education
Master SyJlabus.doc
.Teacher candidates will be able to facilitate in the
process of creative writing with elementary students.
Given a story, teacher
candidates will be able to write objectives, lesson plans covering word
identification skills and comprehension, and present a reading lesson.
.INT ASC
Principles addressed in this course:
All ten INT ASC 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 45 pts
Vocabulary lesson 60 pts. Due and presented to class on April 11, and
April 18
QRI and Analysis 90 pts. Due April 11
Reading assignment - 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. Discuss these goals and how the
goals relate to your teaching of reading. Your response should be no shorter
than 3 pages and is due Jan. 31. 30 pts.
Blackboard assignment #1- Research and define the
following terms:
A. Literacy
B. Functionalliteracy
C. Reading
comprehension
D. Recreational
reading
E. Corrective reading
F. Remedial reading
Post your responses on
January 17. Each section is worth 5 points, for a total of 30 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
H:\Education Master Syllabus.doc
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
March 28. 25pts.
Vocabulary lesson:
Choose 4 to 6 words from a selection in a children's book, or vocabulary words
from a basal selection which can include all content areas A 20-minute lesson
will be developed in which each student will teach to the class. Be creative,
use flashcards, poster boards, overlays, books, computer programs, etc. The
lesson will be presented April 11 and April 18, 2005. 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.
4 Lesson plans need to be developed for each strategy implemented during the
tutoring sessions using the CCSJ format., Due on April 11.
Grading Scale:
263-280 pts. A
247-262pts. B 230-246
pts. C
0
- 214 pts. F
215-229 pts. D
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 S1. 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
H:\Education Master Syllabus.doc
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 bui19s 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.
Class Assignments:
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:
H:\Education Master Syllabus.doc
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.
TENTATIVE TIMELINE
|
Class Meeting |
Date |
Assignment |
|
1 |
January 10 |
QRI Chapters 1-5 |
|
|
January 17 |
Blackboard Assignment |
|
3 |
January 24 |
QRI Chapters 6-16 (Video) |
|
4 |
January 31 |
Chapters 1-6 Richek |
|
5 |
February 7 |
Tutoring |
|
6 |
February14 |
Tutoring |
|
7 |
February 21 |
Tutoring |
|
8 |
February 28 |
Tutoring |
|
9 |
March 7 |
Tutoring |
|
10 |
March 14 |
Independent research |
|
11 |
March 21 |
Richek text chapters 7-10 |
|
12 |
March 28 |
Blackboard assignment 2and 3 |
|
13 |
April 4 |
Finish Richek text |
|
14 |
April 11 |
QRI due |
|
15 |
April 18 |
Lesson plan presentations |
Interstate New Teacher
Assessment and Support Consortium (INT ASC) 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 INT ASC
standards, contact
Jean Miller, Director of [NT ASC, 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.
H:\Education Master Syllabus.doc
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 ofthe 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
Mission:
Respecting the diverse gifts and culture of each student, the Education
Program of Calumet College of St. Joseph prepares quality teacher candidates
for the 2151 Century through a refining process, which ensures:
.
professional preparation
.
continuous reflection
.
ongoing transformation
H:\Education Master Syllabus.doc
The Education Program helps to create a multicultural community characterized by diversity, integrity, compassion, and commitment.
Vision:
Rooted in the Catholic tradition, the Education
Program of Calumet College of 8t. 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 81. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.
Goals:
As
educators of the 2151 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.