I. COURSE INFORMATION:
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Course Number and
Title: LART 3005: Introduction to Reading |
Term: Fall 2010 |
Building-Room: Russell 108 |
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Credit Hours: 3 |
Days: MW |
Time: 3:00-4:15 |
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First Class Session: August 16 |
Last Class Session: December 6 |
Final Exam: December 8 |
II. INSTRUCTOR
INFORMATION:
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Professor: Sheryl O’Sullivan |
Office Location: Russell 104 |
Phone: X 5466 |
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Office Hours: MW 12-2; TR 2-4 |
e-mail: sosullivan@gordonstate.edu |
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III. Text (s) and Other Resources
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Textbook: Vacca, et al. Reading and Learning to Read (7th ed.). Allyn & Bacon, 2009. |
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Woods & Moe. Analytical Reading Inventory (9th ed.). Allyn & Bacon, 2011. |
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Cunningham. Phonics They Use (5th ed.). Allyn & Bacon, 2009. |
IV. CATALOG
DESCRIPTION:
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Pre-Requisites: Admission to Candidacy, BSED. |
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Description: This course is an intensive study of reading skills in the areas of emergent literacy, vocabulary development, phonics, word recognition and comprehension. Students will become familiar with research-based practices for the teaching of developmental reading P-5. Strategies for organizing classrooms to support literacy development in diverse school populations will also be included. |
V. CONCEPTUAL FRAMEWORK: Please see separate conceptual framework handout.
VI. GORDON LEARNING OUTCOMES: Please see separate conceptual framework outcomes handout.
VII. TENTATIVE OUTLINE: Please see last page of syllabus.
VIII. OBJECTIVES
The Successful Candidate: (parenthetical statements show ways this objective is assessed)
1. Articulates own philosophy concerning the
teaching of reading. (Reading Strategy
Analysis)
2. Cites developmental milestones and their
influence on emergent literacy. (Midterm)
3. Identifies the components of a balanced, comprehensive reading and language
arts program, including graphophonics, vocabulary development, comprehension
skills and
literature. (Midterm and Final)
4. Explains the development of language and implications for English language
learners. (Midterm and Literary Unit)
5. Describes the three cueing system of reading and demonstrates its use in the context of meaningful reading and writing. (Midterm and Lesson Plan)
6. Identifies a variety of reading and
writing skills and strategies. (Reading
Strategies Analysis)
7. Demonstrates the use of a variety of
instructional techniques and activities. (Literary
Unit)
8. Understands the place of oral language in
emergent literacy development. (Midterm
and Final)
9. Describes the whole language, phonics, basal, language experience, literature based, thematic, grouping and individualized approaches to reading instruction, and identifies benefits of each. (Final)
10. Identifies and describes several strategies for assessing student performance and
progress. (Case Study)
11. Uses appropriate computer-based technology to facilitate the teaching and learning
process. (Literary Unit)
12. Demonstrates ways to use content areas to
further reading instruction. (Literary
Unit)
13. Discusses ways of teaching reading to
children who exhibit special needs. (Case
Study)
14. Demonstrates The
use of a variety of materials for use in reading instruction. (Literary Unit)
IX. REQUIREMENTS:
Course Requirements:
1. Professional behavior and participation are vital to your role as a teacher candidate. Much of the learning in this course is contingent upon in-class participation and cannot be replicated in other ways. As a co-learner and co-teacher, please come to every class prepared to incorporate reflections on the readings, personal experiences, opinions and questions in a responsible and professional manner. 10% of grade
2. Lesson Plan: This requirement demonstrates knowledge of reading skills, strategies and activities. Using your knowledge of reading strategies, you will design a skills-based lesson plan for a P-2 classroom. This plan must follow the format given and must include an accommodation for English language learners or other special needs students. The lesson will be critiqued by your instructor and your classmates, and you should plan to teach this lesson if possible in your fieldwork classroom. 10% of grade
3. Reading Strategy Analysis: This requirement demonstrates your understanding of various philosophical positions on the teaching of reading and your ability to articulate personal, research-based beliefs about literacy instruction. Arrange to observe a phonics or vocabulary lesson in your field placement. Take notes during the observation, noting effective and less effective strategies. The written report of this observation should include a description of the lesson observed, a critique of methods used, an analysis of the philosophical and pedagogical ideas that undergirded the lesson, and a reflection on how this lesson did or did not agree with your own philosophical stance on reading instruction. 10% of grade.
4. Literary Unit: This requirement demonstrates understanding of a balanced literature-based, reading program that includes organized explicit skills instruction integrated around a children’s book. Select a piece of children’s literature. Then, using the guidelines and format provided, develop an integrated, literature-based unit. This unit must include at least one connection to technology and one accommodation for English language learners. 20% of grade.
5. Case Study: This requirement demonstrates your understanding of various literacy assessment tools and the ability to use assessment results to guide planning for instruction. During the time you spend out in the field, write a case study on a selected special needs child (which could be an English language learner) in your class. Each case study should include 2 parts: a complete description of the child and situation with illustrative incidents and assessment data, and an analysis of the case with specific recommendations for resolving concerns about reading. Additional guidelines and a specific format will be provided. 20% of grade.
6. Midterm and Final Exams: These are objective tests over textbook and lecture material. The midterm is 10% of grade, and the final is 20%.
7. Portfolio. (required but ungraded). The following assignments should be revised after you receive your grade and feedback. Once the assignments are in excellent shape, you should upload them into your Live Text portfolio.
2. Unit Plan
XI. ASSESSMENT
Scholarship
Assessment:
A Excellent preparation for and attendance in class sessions; curious and retentive mind;
unusual ability to analyze and synthesize material; positive attitude making productive contributions to the learning community; outstanding mastery of the subject. (94-100%)
A- Thorough competence in knowledge and skills; excellent preparation and attendance; strong
classroom contributions. (90-93%)
B+ Above average in terms of attendance, preparation, time management; mostly consistent in test
taking and attitude. More than adequate knowledge of the subject. (87-89%)
B Average or typical student in terms of attendance, preparation, time management; somewhat
inconsistent test taking and attitude. Basic knowledge of major principles, central terms, etc. (84-86%)
B- Slightly below acceptable level in attendance, preparation, and knowledge. (80-83%)
C+ Significantly below acceptable level in attendance, knowledge or assignments (77-79%)
C Lowest passing grade in Education courses (70-76%)
Basis of Evaluation and Grade:
Lesson Plan 10%
Unit Plan 20%
Case Study 20%
Midterm 10%
Final 20%
Participation 10%
Portfolio ------
XII. RESOURCES:
Bibliography and Resources:
Clay, M. (1993). An Observation Survey. Heinemann
Cohen, V. & Cohen, J. (2011). Literacy for Children in an Information Age:
Teaching Reading, Writing,
and Thinking. Wadsworth.
Cooper, J. & Kiger, N. (2009). Literacy: Helping Students Construct Meaning. Houghton-Mifflin.
Cunningham, P. & Allington, R. (2011). Classrooms That Work: They Can All Read and Write. Allyn &
Bacon.
Fountas, I. And Pinnell, G. (1996). Guided Reading. Heinemann.
Huck, Hepler, Hickman and Kiefer. (1997). Children’s Literature in the Elementary School.
Brown and Benchmark.
May, F. (1998). Reading as Communication, 5th ed. Merrill.
Nodelman, P. (1996). The Pleasures of Children’s Literature. Longman.
Pinnell, G. and Fountas, I. (1998). Word Matters. Heinemann.
Sampson, Sampson, and Allen. (1995). Pathways to Literacy, 2nd ed. Harcourt.
Simmons, J. (2000). You Never Asked Me to Read. Allyn & Bacon.
Tompkins, G. (2011). Literacy in the Early Grades. Pearson.
Tompkins, G. (2001). Literacy for the 21st Century. Merrill-Prentice Hall.
Walter, T. (1996). Amazing English. Longman.
Websites:
www.literacynetwork.verizon.org
XIII. ACADEMIC INTEGRITY AND ATTENDANCE:
Academic Integrity: It is very important that a teacher adheres to the highest standard of academic honesty. You must do your own work in this course, and you must be very careful to cite any sources you use. I follow the Academic Honesty procedures listed in the college catalog on pages 59-60. Please familiarize yourself with this policy. If you have any questions about whether an activity you are planning to engage in for class would be considered ethical, please ask me before you move forward, possibly making the wrong choices.
Attendance Policy:
Attendance is a vital part of this experiential-based learning environment. Absences will affect your grade, and more than three absences may necessitate your withdrawal from the course; tardiness and early departures may also affect your grade. Please see your professor immediately if you anticipate any difficulties in fulfilling your attendance requirement.
Late assignments may be handed in one class session after the due date, but one grade level (above) will be deducted from the final grade. No assignments will be accepted more than one class session after the due date without prior arrangement from the professor.
XIV. RELATED
STANDARDS:
Georgia Performance Standards: Pre-K – Grade 5:
INTASC
IRA
TENTATIVE OUTLINE (MW)
DATE TOPIC RDGS
AND ASSIGNS DUE
8/16 Intro to course
8/18 Balanced Reading Programs
8/23 Theories of Reading Vacca, Ch. 1
8/25 Psycholinguistics and Reading Vacca, Ch. 1
8/30 Approaches to Reading Vacca, Ch. 2
9/1 Child Development/Language Acquisition Rdg Strat Analysis Due
9/8 Emergent Literacy Vacca, Ch. 4
9/13 Emergent Literacy Vacca, Ch. 5
9/15 Concepts of Print/ LEA
9/20 Word Identification—phonics Vacca, Ch. 7
9/22 Phonics continued Cunningham—all
9/27 Structural Analysis, etc.
9/29 Vocabulary Development Vacca, Ch. 9
10/4 Vocabulary
Development continued Lesson Plan Due
10/6 (GATE) Midterm
10/11 Comprehension Vacca, Ch. 10
10/13 Comprehension continued
10/18 Directed Reading/Thinking
10/20 Fluency Vacca, Ch. 8
10/25 Assessment Vacca, Ch. 6
10/27 Assessment—ARI Woods & Moe—all
11/1 Assessment—ARI Woods & Moe
11/3 Assessment—Case Study
11/8 Diverse Readers—Special Needs Vacca, Ch. 3
11/10 Second Language Learners Vacca, Ch. 3
11/15 Reading/Writing Connections Vacca, Ch. 11
11/17 Reading/
Writing continued Case Due
11/22 Materials for Instruction of Reading Vacca, Ch. 12 & 13
11/29 Environment and Organization Vacca, Ch. 15
12/1 Content Area Reading Vacca, Ch. 14
12/6 Review Unit Due
12/8 Final Exam