M & W 8a.m. – 11:50p.m.
Course Objectives based upon the State Standards:
The goals of the Reading Block are based on the Standards for Reading Professionals developed by the Professional Standards and Ethics Committee of the International Reading Association (IRA); The Standards for English Language Arts & Reading developed by the Association of Childhood Education International (ACEI) and the International Reading Association (IRA). See addendum.
Teacher Prep Margin Notes within chapters in Reutzel & Cooter Teaching Children to Read link chapter concepts with national and state standards. Students may link directly to these and all major standards at www.prenhall.com/reutzel
1. Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, candidates will:
2. Instructional Strategies and Curriculum Materials: Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates will:
3. Assessment, Diagnosis and Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates will:
4. Creating a Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates will:
5. Professional Development: Candidates view professional development as a career-long effort and responsibility. As a result, candidates will:
Human Diversity Standards
2. To learn to apply concern for diversity to the learning process
6. To ensure responsiveness to diverse sociological, linguistic, cultural and other factors that may affect students’ development and learning
The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:
Dispositions: The reading faculty expects students to demonstrate the performances essential for meeting the reading instructional needs of all students.
Reading education professionals are committed to using research-based instruction.
Reading education professionals assess learner needs to plan appropriate instruction.
Reading education professionals are aware that best assessments are conducted over time and compare the child’s past and present abilities.
Reading education professionals display positive dispositions related to reading and the teaching of reading.
Reading education professionals value students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
Reading education professionals model reading and writing enthusiastically as valued lifelong activities.
Reading education professionals help parents find ways to support learning begun at school in enjoyable ways.
Examinations (47%): Forty-seven percent of the intern’s final grade will be determined by performance on tests which will cover material covered in class and material in the required text. (3 tests)
Classroom Map (10%): Each intern will analyze the layout of your assigned classroom (see chapter 11 DEV. RDG. of your textbook). Make a layout map of your assigned classroom (use Microsoft Picture It or Inspiration or Microsoft Word – drawing component) AND THEN make a map of how you would organize/set up the classroom for literacy instruction (e.g. critical learning centers, recommended learning centers, furniture arrangement, etc…) AND provide a rationale for your design. ALSO, please submit this electronically along with your portfolio (TK20). THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS!!! One point will be taken off for every misspelled word and every grammatical error in the classroom map.
Field Experiences (43%): Forty-three percent of the intern’s final grade will be determined by the preparation and organization of the portfolio which documents the intern’s experience in the public school classroom (lesson plans, lesson presentations, time log, etc.) THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS!!! One point will be taken off for every misspelled word and every grammatical error in the portfolio. The intern’s teaching will be observed by the instructor and the mentor teacher.
Class Activities/Participation: Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment. Attendance is very important. See attendance policy for points deducted for absences from class.
Be on time and don’t leave early. Students who arrive after class has started or leave before it ends will be counted absent. Class attendance and promptness to class are crucial to successful completion of this course. Points will be deducted for each absence as follows: 1 absence = 2 points from final grade; 2 absences = an additional 3 points from final grade; 3 absences = an additional 5 points from final grade; 4 absences = dropped from the class. For example, if you have two absences, five points will be deducted from your final grade.
The intern will prepare and organize a portfolio (hard copy) which documents the intern’s experience in the public school classroom. The portfolio will also be submitted electronically via TK20. Additional assignments will be submitted as a hard copy unless instructed otherwise by the professor.
Late work will be accepted on a case-by-case basis for excused absences at the discretion of the professor.
Other Class Policies:
Please turn off all communication devices during class (both in the MSU class and in the field assigned classroom). Do not bring lap tops to either setting.
Academic Honesty: MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed. Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other author’s works.
Please note: By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.
The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes.
***In accordance with the law, MSU provides students with documented disabilities academic accommodations. If you are a student with a disability, please contact your instructor as well as Disability Support Services, Clark Student Center, Room 168, Phone: 397-4140.