SYLLABUS
FOR DEVELOPMENTAL
Term:
Spring 2006
Course #: EDU 481
Instructor:
Phone: 219-473-4264
Ed. Office: Room 300
Office Hours: Monday and Tuesday 1:00- 3:00 pm,
Course Time: Transition to Teaching Saturdays March 11, March 18, and
March 25
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,
Building Words: A Resource Manual for Teaching Word Analysisis
and Spelling Strategies. Thomas Gunning, Allyn and Bacon ,
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 10 pts. , due prior to March 17
Blackboard Assignment #2 10 pts, due March 24
Article Review and Reflection 15
pts. due March
18
Story map 20 pts. due March 25
Anticipation Guide 15 pts. due March 25
Phonics lesson 60 pts. presented in class
on March 25
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.
.
PHONICS
LESSON- Each student
will be assigned a phonics flash card, displaying a
phoneme-grapheme correspondence. A 15
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 March 25
BLACKBOARD
ASSIGNMENT #2- As posted in the discussion format.
Grading Scale
150-160 pts. A
140- 149 pts. B
130- 139 pts. C
120- 129 pts. D
0 –
119 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. Missing more than 1 class may result in a
student failing the class.
Format for Written
Assignments:
The professional Education community has adopted the
standards in the Publication Manual of the American Psychological
Association, 4th Edition,
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
March
11 Introduction to class
What is reading?
Teaching
Chapter 2 yellow text
Chapter 3 yellow text
Explanation of story map/anticipation guide
Green text Chapters 1-5
March
18 Chapters 4, 5
yellow text
Chapters 6,7
yellow text
Anticipation guides,
story maps
March
25 Chapters 8,9, 10 yellow text
Phonics lesson plans