SYLLABUS FOR CORRECTIVE READING
Term: Summer 2006
Course Number: te484
Course Title: Corrective Reading
Instructor: Mr. Bruce Wisowaty
Office Phone: 219-473-4264
E-mail: bwisowaty@ccsj.edu
Office Hours: Monday 1:00 – 4:00 p.m., Tuesday 9:00am – 7:00pm
Course Time: April 22, April 29, May 6
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:
.
Vocabulary lesson 60 pts. Due and presented to class on May 6
QRI and Analysis 90 pts. Due May 13
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 April 29. 30 pts.
Blackboard assignment #1- Research and define the following terms:
Post your responses prior to April 27. 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 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 May 4. 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 May 6. 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 May 13.
Grading Scale:
218-235pts. A 200-217pts. B 185-199 pts. C 170-184 pts. D
0 – 169. 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.