SYLLABUS FOR DEVELOPMENTAL READING

Term: Fall, 1999 (991) August 30 – December 11, 1999

Course Number: ED 481X

Instructor: Ms. Mary Beth Tabaczynski

Office: Room #525

Office Phone: 219-473-4286

Office Hours: By Appointment

Course Time: Tuesday 4:00-6:45 p.m.

Course Description: This course develops an understanding of the theories and concepts involved in the process of reading. It includes factors involved in the concept of emergent literacy, prereading assessment, and beginning reading instruction. It covers both the theory and practice of teaching basic reading skills such as word identification and comprehension, reading in the content areas, and writing skills. Students will also evaluate the different types of reading instruction to meet the needs of a diverse student population. The course will touch on different means of assessment and evaluation for both monitoring student's progress and remedial instruction.

Prerequisites: EDU 100, 200, 300, 311, and 342

Textbooks: Principles and Practices of Teaching Reading, Heilman/Blair/Rupley Merrill, 9^th education and Ekwall/Shanker Reading Inventory, Ally and Bacon, 3^rd edition.

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 written in the Publication Manual of the American Psychological Association, Fourth Edition. A copy is available from the Calumet College of St. Joseph bookstore. This text outlines how to cite references from a variety of sources, including electronic media.

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).

This class begins promptly at 4:00 on Tuesday evenings. During the lab sessions, tutoring will take place from 4:00-5:30 p.m. There is a break, and the lecture session is held from 5:40 to 7:00. On days when there is no lab, classes are held from 4:00-7:00. Class attendance is extremely important and attendance is taken at each session. Because this is a methods class, many classes will involve reports, discussions and demonstrations that are not found in the text. Therefore, it is difficult to make up a missed class. Ten points will be taken off for every class missed after the first time. Students who do not attend more than four classes will receive a final grade of "F."

 Class Policy For Assignments:

Students in this course will:

1. Demonstrate an understanding of the reading process in relation to total language development.
2. Demonstrate understanding of emergent literacy and how it relates to beginning reading instruction.
3. Prepare materials to assess and teach prereading skills
4. Use basic phonetic linguistic concepts in teaching work identification
5. Learn and use various methods in teaching vocabulary skills
6. Demonstrate an understanding of using techniques and materials appropriate to the age and ability of elementary students
7. Demonstrate an understanding of using techniques and materials appropriate to the age and ability of elementary students
8. Research and evaluate current methods of reading instruction
9. Be able to facilitate in the process of creative writing with elementary students.
10. Given a story, students will be able to write objectives, lesson plans covering word identification skills and comprehension, and present a reading lesson.

Lab Lesson Plans (six plans, 10 points each) 60 points

Literacy Lesson Plan (40 points for plan, 40 points presentation) 80 points

Mid-Term Exam 50 points

Final Exam 60 points

Class Participation 10 points

Total 260 points

A = 249-260; A-= 234-248; B+ = 228-233; B=223-227; B-= 208-222; C+ = 202-207; C = 197-201; C-=182-196; D+ = 176-181; D= 171-175; D-= 156-170

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. Grades earned in this course will be assessed using alternate and authentic methods. This will give you some insight into using alternate assessment techniques. Besides written assignments, you will be evaluated on your ability to work with the children in the reading lab program.

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 date. Failure to take either the mid-term exam or the final exam will result in an automatic grade of "F."

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 in to the registrar, it will not be changed. Extra credit will not be given unless all other assignments have been turned in on time.

August 31 Chapters 1 and 2 Introduction and Teacher Effectiveness

September 7 Chapters 3 and 4 The Key to Literacy and Emergent Literacy

September 14 Chapter 5 Word Identification

• Introduce assessment

September 21 Chapter 6 Meaning Vocabulary

• Assessment

September 28 Chapter 7 Comprehension

October 5 Chapter 8 Teaching Literacy

October 12 Chapter 9 Literature-based Reading Programs

• First Day for Lab 4:14-5:45

October 19 Mid Term Exam Lab 2

October 26 Chapter 10 Content area reading

Lab 3

• Rough draft due of literature lesson plan

November 2 Chapter 11 Literacy Assessment

Lab 4

November 9 Chapter 12 Classroom Management

Lab 5

November 16 Chapter 13 Focus on all learners

Lab 6

November 23 Parent Teacher Conferences

November 30 Presentations

December 7 FINAL EXAMS

The lab experience will provide an opportunity to gain practical experience and see educational theory in practice. It will help you to form your own personal teaching style and the opportunity to experiment with different approaches and share your experiences with your classmates. This will give you insight and confidence as you prepare for your student teaching experience and ultimately, a teaching position.

Please be sure that you present a professional attitude in both your observations and especially in the reading lab. Your dress, manner, language and performance should always be professional, you will be viewed as a teacher. You will need to maintain order and provide a learning environment for your group. Your example will set the tone for your group. Remember that you are the adult. Always have the children address you in a formal manner. Do not have the children call you by your first name or nickname. Be courteous and pleasant to parents.

Promptness is imperative. The children in your group are your responsibility. Both the children and parents become anxious when the teacher is late. If you will be late, or if you cannot come, please call the Education Office. If you know that you must miss a class, you can arrange for a fellow student or the instructor to take your class.

The lab sessions begin at 4:00 and end at 6:00. You can use an empty classroom to work with your children. You will have approximately two hours with the children each week. You must supervise your children if they need a drink or bathroom visit. You may bring a treat if you wish, but snacks and the lounge area are off limits to students during the lab sessions.

Each week you must present a lesson plan for the following week. You are responsible for completing lesson plans and to make sure you follow those plans.