EDRG 3520 Teaching Reading In Elementary School

pictapictb

Beverley Taylor Sorenson College of Education
and Human Development

EDRG 3520  Teaching Reading in Elementary Schools
3 Credit hours; revised 8/29/07

Instructor: Dr. David Lund

Phone: 435-865-8134

Office: MC 209B

Fax: 435-586-5434

Office Hours: M-F 10-11 a.m.

E-Mail: lundd@suu.edu

Credit Hours: 3

Course Fee: $10.00

Course Description:

This course focuses on methodology, materials, and techniques for developing systematic instruction and diagnosis appropriate for early childhood and elementary children. Prerequisite: ELED 2020 or equivalent.

COURSE OBJECTIVES/LEARNING OUTCOMES:

  1. Know the theories of the reading process and the major instructional models for teaching children to read.
  2. Recognize the physical, cognitive, emotional, and socio-cultural variables, which influence learning to read.
  3. Analyze teaching strategies related to word recognition, comprehension, study skills, and appreciation of literature.
  4. Know the characteristics of literacy development in children and analyze supporting environments for their emerging abilities.
  5. Know major approaches to reading instruction (Basal, Language-Experience, Literature-Based, Programmed, others) and gain experience in using selected approaches.
  6. Analyze strategies for integrating reading and writing instruction for elementary school learners.
  7. Analyze methods of classroom diagnosis, using various formal and informal procedures for assessing children's reading status and progress in literacy acquisition (including but not limited to Informal Reading Inventory, Miscue Analysis, Portfolio Assessment, and standardized reading tests).
  8. Identify considerations for teaching reading to special learners and learners of varied cultural backgrounds.
  9. Know the scope of the developmental reading program and its interrelationship with the other language arts.

Required Text(s):
The text is an integral part of this class. It can be ordered through the SUU Bookstore by calling 435-586-7995 or through email at bookstore@suu.edu
Cooper, J. D. (2006). Literacy: Helping children construct meaning (6th ed.). Boston, MA: Houghton Mifflin.

RECOMMENDED SOURCES OF ADDITIONAL INFORMATION:
Journals: The Reading Teacher, Journal of Adolescent & Adult Literacy (formerly Journal of Reading), Modern Language Journal, English Journal, Reading Research Quarterly, Journal of Reading Behavior, Language Learning, English Language Teaching Journal, Journal of Verbal Learning/Behavior, System, and American Education Research Journal. (Other journals associated with reading are also useful.)
Professional organizations: National Reading Conference, International Reading Association, Utah Council of International Reading Association, Southern Utah University Student Reading Council, National Council of Teachers of English, American Education Research Association, Association for Supervision and Curriculum Development

 

TENTATIVE SCHEDULE OF ASSIGNMENTS AND ACTIVITIES:


Week in Fall or Spring/
Day in Maymester

Topic

Assignments due

Reading Assignment to be completed prior to class

1

Introduction - Reading Process

 

Text – Chapter 1

2

Literacy/language models/balanced literacy

 

Text – Chapter 2

3

Literacy/language models/balanced literacy

Begin Tradebook reading, c1 assessment

Text – Chapter 2

4

Background Knowledge and Experience

c2 assessment

Text – Chapter 3

5

Beginning Literacy/Language Acquisition

2 methods of assessing background knowledge, c3 assessment

Text – Chapter 4 

6

Vocabulary

Art critique draft, 1 decoding strategy, c4 assessment

Text – Chapter 5

7

Constructing Meaning

Art critique final, dictionary idea, c5 assessment

Text – Chapter 6

8

Writing

1 fluency strategy, c6 assessment

Text – Chapter 7

9

Comprehension Strategies

1 authentic and meaningful writing assignment, c7 assessment

Text – Chapter 8

10

Content Area Comprehension

leveled book list, 2 comprehension strategies, c8 assessment

Text  - Chapter 9

11

Program Organization and Management/Environment/Diversity

book report idea, 2 technology uses, c9 assessment

Text  - Chapter 10

12

Assessment and Evaluation

Sharing venue, One center, 1 manipulative idea, bulletin board, and environmental print, c10 assessment

Text  - Chapter 11

13

Finish up as necessary

One authentic assessment, Basal/content text evaluation, c11 assessment

 

14

Finish up as necessary

Trade book reading list due, Reading Lesson Plan

 

15

 

Final Exam

 

COURSE REQUIREMENTS AND GRADING –  Assignments (those with INTASC Principles listed are suitable as Portfolio items representing the Principle/s listed; and bracketed notation is WebCT designation for the assignment):

  1. Personal tradebook reading and book list [PTBL] (100 pts - Portfolio item; INTASC principle 7 - knowledge): Read a minimum of 10 books including a minimum of 500 pages, all to be included on an annotated book list. Each student should contribute a list of 10 books. The books you read must include at least the following: 1 chapter book over 100 pages, 1 Caldecott award/honor book, 1 Newberry award/honor book, 1 African American book, 1 Hispanic American book, 1 Oriental American book, 1 poetry book, 1 non-fiction book, one wordless picture book, and 1 Native American book. The list is to be turned in to the instructor on a computer disc (a 3.5" floppy, a ZIP Disc, a CD, or (BEST) as an attachment to email; you will be able to access the full book list after the conclusion of the class.) The file on the disc or sent in email should be input in table format, using the landscape page set up, and including the following column headings in this exact order: Author (last name, first name, etc.), Illustrator (if applicable; also in last name, first name, etc. form), Title, Reading level, Award earned/type of book (Native American, African American, etc.), short annotation, and # of pages. Please use the MSWord template by clicking here. If you are using any software other than Microsoft Word, such as Corel WordPerfect or any works program, execute a save as command and save the file as a MSWord 6.0/7.0 file. This will make it easy to compile the final list. Name this file: LastNameFirstInitialTradebooklist.doc. If you use the MSWord template document, execute a save as command using the name above. This assignment will be scored as follows:

    500 pages at .1 pts @ = 50 pts. (Extra credit for reading additional pages is .01 per page, or 1 point per 100 pages.)

    10 types of books: 1 Newberry winner, 1 Caldecott winner, 1 book written for Native Americans, 1 for African Americans, 1 for Hispanic Americans, 1 for Oriental Americans, one non-fiction book, 1 chapter book over 100 pages, and one wordless picture book, and one book of poetry (it is possible that a single book may fill more than one type; but you must still read 500 pages and 10 books), 2 pts. @ = 20 pts.

    Book list 3pts. @ = 30 pts

    Deductions: Book type not indicated - 2.5; Missing column in list - 5; Columns out of order -5; Short chapter book -2.
  2. Create, as a group, a set of content area curriculum activities including the following (200 pts - Possible portfolio item/s; INTASC Principle 4 - knowledge and skills): This is a group assignment which will be done in class as a general rule. When done outside class, these assignments are best turned in as single pages in MSWord format as indicated by the name to be given each file below. In some cases, the assignments will be turned into web pages. In all cases, the assignments will be graded using the rubric found at: http://www/suu/edu/faculty/lundd/3520web/3520websiterubric.doc . To name a file to be turned in, use the beginning given below as the name and add the grade you are working on and the content group you are in--a=arts, la=language arts/writing; m=math, r=reading/literature, s=science, and ss=social studies. Thus, the bulletin board for the 5th grade science group would be labeled "bb5s.htm" Don't forget to add the .htm at the end if you turn in a web page rather than a MicrosoftWord document.) {Independent Study students must create enough of the items below to recieve 70 points on this assignment on their own-since groups are usually 3-4 people and 70 points would be 1/3 of the work, after choosing a content area.} Sometime after the end of the semester, any electronic versions of this assignment will be included in the Reading Teacher Resource page. Using the assigned state core, choose an objective or objectives as appropriate and create/design the following:
    1. 2 methods of assessing background knowledge (name=assessbk) [BKA]; one should assess general interest/knowledge of the entire core [BKA], the other should assess specific knowledge/interst of a specific topic (name=specinv) [SPINV], 10 pts. @ = 20 pts.
    2. A student dictionary (name=dictionary) [DICT] 10 pts.
    3. A leveled book list (name=levelbooks) [LBL], 2 pts. per book = 20 pts., 10 books total, 6 at grade level, 2 1 grade below level and 2 one grade above grade level. Use the same template used for the personal Trade Book List.
    4. One innovative book report (name=bookreportr) [BR] method 10 pts.
    5. An environmental print use idea (name=envprintuse) [ENVP] 10 pts.
    6. Interactive bulletin board (name=bulbrd) [IBB] 20 pts.
    7. A decoding strategy (name=decodesrt) [DEC], 10 pts.
    8. A fluency strategy (name=fluencystr) [FLU], 10 pts.
    9. 2 comprehension strategies (name=compstr) [COMP],10 pts. @ = 20 pts.
    10. An authentic and meaningful writing assignment (name=authwriting) [AW], 10 pts.
    11. One idea for a learning center (name=center) [CEN] for your area 10 pts.
    12. One idea for a venue for students to share their work (name=sharevenue) [SHARE], 10 pts.
    13. Two technology uses (name=tech) [TECH] for students in your content area--one shoudl be a site students can explore for information on your theme, the other should be a specific way technology can be used to enhance the literacy experience in the classroom--@ 10 pts. = 20 pts.
    14. An idea for some type of manipulative/hands-on/literacy enhancing materials (name=manipmats) [MAT] and their specific use described, at 10 pts.
    15. An authentic method of assessment (name=authassess; it should be appropriate for a student portfolio) [AA] at 10 pts.
  3. Basal reader/content area text evaluation; this will be done by using the provided text evaluation form in class - the MSWord form can be downloaded by clicking here (30 pts - Protfolio item; INTASC principle 7 - knowledge) [BRE].
  4. Article critique (50 pts--10 pts for writing the draft, 15 points for reviewing a peer's draft, and 25 points based on the guidelines below. Portfolio item; INTASC principle 7 - knowledge) [AC]. Choose an article of interest to you regarding education and critique (2 page maximum, typed, double spaced) it in terms of literacy, which will be graded using a modified version of the writing process following these guidelines:

    Give the full bibliographical citation (any acceptable writing style is acceptable, although APA is preferred in most education circles) 5 pts.

    Write a brief summary of the article 5 pts.

    Discuss the article in terms of clarity and validity; i.e., Did the author clearly state his/her purpose? Were the points the author made clear and were they adequately supported by the information give? 5 pts.

    Do you agree or disagree with the author? 5 pts.

    How will what you learned about reading from this article affect your future teaching? 5 pts.

  5. Reading Lesson Plan - Individual Assignment (100 pts - Portfolio item; INTASC principles 5, 6, & 7 - knowledge) [LP]: Create one comprehension/response lesson type plan based around a trade book (fiction of non-fiction). The lesson plan should help children learn about a topic or respond to literature in some appropriate way. This lesson plan should not be designed to teach phonics, phonemic awareness, the alphabet, spelling, speed, accuracy, or expression. Use the Microsoft Word or html template currently listed under Teacher Work Sample at the following website: http://www.suu.edu/ed/peu/aa/archives/candidates.html c. Learning Goal/s 5 pts.; Objectives 10 pts.; Materials/Resources 5 pts.; Procedure section 30 pts. (in the procedures section, be sure to include a pre-reading activity, a reading activity, a post-reading activity, and a vocabulary activity); Plans for integrating technology 5 pts.; plans for involving parents 5 pts.; and in the reflection paragraph (20 pts.) include a rationale for the literacy enhancing expectations of the lesson. (This should be turned into a pdf file which includes your name as it will also be added to the teacher resource page--make it exciting!)
  6. Read one trade book in class (Individual assignment - 25pts.) [TBR]: You will be peer graded on fluency, intonation, enthusiasm, eye contact, and feeling.
  7. Chapter Assessments (200 pts) [CA]. Assessments for each chapter which model various literacy techniques. Click on the links below to download and assessment template or to go directly to the assessment.
    1. Chapter 1 assessment template 12 pts.
    2. Chapter 2 assessment template 12 pts.
    3. Chapter 3 assessment template 24 pts.
    4. Chapter 4 assessment template 12 pts.
    5. Chapter 5 assessment template 12 pts.
    6. Chapter 6 assessment template 18 pts.
    7. Chapter 7 assessment template 12 pts.
    8. Chapter 8 assessment template 24 pts. 6 + 1 Traits (pdf file) This document has concise information on the traits of writingand how to assess them. The + 1 trait is "presentation" or how the written document or artifact will look when it is published.
    9. Chapter 9 assessment template 24 pts.
    10. Chapter 10 assessment template 20 pts.
    11. Chapter 11 assessment template 30 pts.
  8. Class participation 100 pts. [Part] Based on attendance and participation in class discussions. (Indenpendent study students must complete a 1 to 1.5 page chapter summary; including a description of the part of the chapter that will have the most influence on them and why, and the part of the chapter which will have the least influence on them and why). NOTE: The nature of this class requires active participation. Therefore, attendance in class is necessary.  Missing class for some reason other than a circumstance beyond your control or an authorized off-campus function will result in loss of the participation points allocated for the day (5 per day to a maximum of 100 pts.). For excused absences (written evidence of the excuse is required) 1/2 the day's points will be deducted, these points may be made up by completing the day's in-class assignment or submitting a 1/2 to 1 page summary of what was discussed by getting notes from a peer and summarizing them. For unexcused absences the same action of a summary of class will earn back 1/2 the points, or 2.5 points of the 5 lost. It is the responsibility of the student to contact the instructor and make the arrangements no later than the next attended class period following the absence. There has been an increasing occurrence of tardiness in courses. This is disturbing to the instructor and to the other students in the class. Any student who is more than 5 minutes tardy will lose 2 participation points (these cannot be made up), unless circumstances are beyond the control of the student (as determined by the instructor). Students arriving more than 1/2 way through the class will be counted as absent.
  9. Electronic portfolio 50 pts. Include the balanced/comprehensive literacy and lesson plan in your e-portfolio.
  10. Final Examination (150 pts.) [FEx]: Each individual must take the final examination. It will be online and accessible via WebCT during the Final Examination scheduled time for the class only! It is open book!

Late Work Policy: Late work will be accepted with a 10% penalty up to one week past the due date.  50% maximum credit will be given for work turned in after that time. In these instances, arrangements to accommodate field-based difficulties can be made on an individual basis.

Note on Instructional Strategies: The course will include lecture, small group activities, simulations, demonstrations, and hands-on application of content and will concentrate on these areas in grades 4-8.

GRADING POLICY:


Class Participation

100 pts.

Tradebook Reading in Class

25 pts.

1 Article Critique

50 pts.

Literacy Curriculum Design (group project)

270 pts.

Reading Lesson Plan

100 pts.

Tradebook Reading and List

100 pts.

Basal Evaluation

30 pts.

1 item to e-portfolio

50 pts.

Chapter Assessments

200 pts.

Final Examination

150 pts.

Total points

1075 pts.


 
Grades will be assigned as follows: 93% & Up, A; 90-92.99%, A-; 87-89.99%, B+; 83-86.99%, B; 80-82.99%, B-; 77-79.99%, C+; 73-76.99%, C; 70%, C-; 67-69.99%, D+; 63-66.66%, D; 60-62.99%, D-; Below 60%, TRY AGAIN! (Personal scale may vary.)

TO EARN A GRADE FOR THE COURSE, ALL ASSIGNMENTS MUST BE COMPLETED WITH A SCORE OF 50 PER CENT OR ABOVE. IF ANY ASSIGNMENTS REMAIN INCOMPLETE, A GRADE OF INCOMPLETE WILL BE ISSUED FOR THE COURSE. IT WILL BE CHANGED WHEN ALL COURSE WORK IS SATISFACTORALLY COMPLETED; OR TO AN F AFTER ONE YEAR. THE BEST TEACHERS ARE FINISHERS.

Academic Integrity:

Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, and the intellectual property policy, for information about procedures and about what constitutes acceptable on-campus behavior.

ADA Statement:

Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.

Course Fees:
Fees charged for this course are designed to maintain high quality programming, equipment, materials, supplies, and services for students in the College of Education and at Southern Utah University.  A detailed list of expenditures is available in the Dean’s Office.  For information on course-specific fees please see your instructor.

Claims, Standards, Objectives, & Assessments Alignment – EDRG 3520 Teaching Reading in Elementary School

TEAC Claims & Threads

INTASC

International Reading Association Standards

Major Course Objectives

Assessment

1.1 Demonstrate knowledge and competency in the subject(s) they will teach.

1. Subject matter knowledge
7. Planning & pedagogical content knowledge

1. Foundational knowledge

Know the theories of the reading process and the major instructional models for teaching children to read.
Know the scope of the developmental reading program and its interrelationship with the other language arts.

  • Chapter 1 Assessment
  • Chapter 2 Assessment
  • Assignment A Tradebook List

 

  • Chapter 4 Assessment

1.2 Demonstrate pedagogical competency and exhibit effective elements of teaching in the area they have chosen.

2. Learning & development
3. Individual differences
4. Variety of instruction
6. Communication
7. Planning & pedagogical content knowledge
8.  Assessment

2. Instructional strategies and curriculum materials
3. Assessment, diagnosis, and evaluation
4. Creating a literate environment

Analyze teaching strategies related to word recognition, comprehension, study skills, and appreciation of literature.
Know major approaches to reading instruction (Basal, Language-Experience, Literature-Based, Programmed, others) and gain experience in using selected approaches.
Analyze strategies for integrating reading and writing instruction for elementary school learners.
Analyze methods of classroom diagnosis, using various formal and informal procedures for assessing children's reading status and progress in literacy acquisition (including but not limited to Informal Reading Inventory, Miscue Analysis, Portfolio Assessment, and standardized reading tests).

  • Assignment B Curriculum Design
  • Assignment F Tradebook Reading
  • Chapter 5, 6, 8, & 9 Assessments

 

  • Chapter 2 Assessment
  • Assignment C Basal Reader Evaluation
  • Assignment E Lesson Plan

 

  • Chapter 7 Assessment and Assignment B part j

 

  • Chapter 11 Assessment and Assignment B part o

1.3 Demonstrate professional and caring teaching dispositions that promote effective teaching and learning.

4. Variety of instruction
5. Learning environment
6. Communication
8.  Assessment
10. Learning community

4. Creating a literate environment

Know the characteristics of literacy development in children and analyze supporting environments for their emerging abilities.
  • Chapter 3 assessment
  • Chapter 10 assessment and Assignment B parts d, e, k, & l

 

TEAC Crosscutting theme: Learning to learn.

1. Subject matter knowledge
2. Learning & development
5. Learning environment
6. Communication
9. Reflective practice & inquiry

5. Professional development

 

  • Assignment D Article Critique

TEAC Crosscutting theme: Multicultural perspectives.

1. Subject matter knowledge
2. Learning & development
3. Individual differences
5. Learning environment
6. Communication

3. Assessment, diagnosis, and evaluation
4. Creating a literate environment

Recognize the physical, cognitive, emotional, and socio-cultural variables, which influence learning to read.

Identify considerations for teaching reading to special learners and learners of varied cultural backgrounds.

  • Chapter Assessments for chapters 3 and 9

 

  • Chapter 3 Assessment
  • Chapter 11 Assessment

TEAC Crosscutting theme: Technology.

1. Subject matter knowledge
2. Learning & development
5. Learning environment
6. Communication

1. Foundational knowledge
2. Instructional strategies and curriculum materials

 

  • Assignment I e-portfolio piece
  • Assignment B part m

 

 

 Other information for this course (Use your browser's back button to return to this page except class notes) 

WEBCT (Grades)

Syllabus (MSWord version)

Presentation Notes

Information regarding the Praxis Content Test (including sample questions)

Assignments and schedule/handout

Theoretical Orientation to Reading Profile

Teachers as Researchers

Reading Resources for Teachers

On-line Journals, Articles, and Reports

Reading Online

Education Week on the Web

From Now On (Educational Technoloy Journal)

National Reading Panel

University Sites

Southern Utah University Home Page

SUU Student Reading Council

Alpha Upsilon Alpha (IRA Honor Society)

College of Education Home Page

Department of Teacher Education

Reading at SUU

Dr. Lund's Home Page