Methods of Teaching Reading and Language Arts (Reading Block 3)

Course Details

Course Number: READ 4213  Section Number: 102

Fall 2012

Location: Off-Campus

Classroom Number: 112

Days & Times:

M & W 8:00 – 11:50   

Course Attachments

Methods of Teaching Reading and Language ArtsREAD 4213 Course Syllabus   CurryAzuaSylllabusREAD4213-Fall2012-20120830-125404.docx

Textbooks
MSU Faculty Member
June Azua   
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Course Objectives

 

Course Objectives based upon the State Standards:

The goals of the Reading Block are based on the Frameworks for Teaching by Charlotte Danielson (handout); the Standards for English Language Arts & Reading developed by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) (http://www.reading.org/advocacy/elastandards/standards.html); and the National Council for Accreditation of Teacher Education (NCATE) (http://www.ncate.org/standard/m_stds.htm)

 

Standards/ Objectives:

4.0   Pedagogy for English Language Arts:  Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.  As a result, candidates will:

·        describe how children learn and the implications for teaching the language arts.

·        prepare and use a variety of instructional techniques, materials and resources (including technology) for the integrated teaching of the language arts/content areas.

·        design a literacy environment that promotes students’ learning and self-esteem.

·        plan and organize an integrated thematic unit for presenting in a public school classroom.

·        explain informal and formal assessments used in language arts classrooms.

·        plan strategies for teaching reading and language arts to speakers of other languages.

·        plan strategies for use in each of five approaches to teaching the language arts:  Literature Focus Units; Literature Circles; Reading & Writing Workshop; Theme Cycles; and the Four Block Plan.


Course Expectations

 

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
  • Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
  • Diverse Learners - GWCOE recognize the value and challenges of individual differences:
  • Reflection - GWCOE engage in individual and group reflection to improve practice.
  • Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
  • Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
  • Professional Development - GWCOE actively engage in continuous learning and professional development.
  • Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
  • Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
  • Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
  • Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

 

Reading/Language Arts education professionals:

 

are committed to using research-based instruction.

 

are committed to assessing learner needs to plan appropriate instruction.

 

are aware that the best assessments are conducted over time and compare the child’s past and present abilities.

 

display positive dispositions related to the teaching of the language arts.

 

value students’ interests, reading abilities, and backgrounds as foundations for the reading/language arts program.

 

help parents find ways to support learning begun at school in enjoyable ways.

 

 

Focus of the Course:

1.  Learning and the Language Arts/Scientifically-based instruction

2.  Teaching and Assessing the Language Arts

3.  Emergent Literacy (Early Reading Instruction: Phonological Awareness/Phonemic Awareness/Phonics)

4. Personal Writing

5. Oral Language: Listening and Talking

6.  Written Language: Reading and Writing (Comprehension/Fluency)

7.  Visual Language: Viewing and Visually Representing (Comprehension)

8.  Building Vocabulary (Vocabulary)

9.  Comprehending and Composing Stories (Comprehension/Fluency)

10. Investigating Non-Fiction (Comprehension/Fluency)

11. Exploring Poetry (Comprehension/Fluency)

12. Learning to Spell Conventionally

13. Language Tools: Grammar and Handwriting


Grading Standards

 

Grading Procedures:

 

Examinations (40%):  Forty 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. 

 

Thematic Unit (60%):  Sixty percent of the intern’s final grade will be determined by the preparation and organization of the thematic unit. 

 

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.


Final Exam12/12/2012  10:30 A.M.-12:30 P.M.

Submission Format Policy

Hard copies will be submitted to the instructor and a final electronic form according to TK20 requirements.



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

Late work accepted on a case-by-case basis for excused absences at the discretion of the instructor.


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

 

Attendance Policy:

 

The majority of the class activities will be interactive in nature and difficult to “make up” if you are absent.  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.


Other Policies

 

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.


Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.