Developmental Reading

Course Details

Course Number: READ4203  Spring 2013

Location: Off-Campus

Classroom Number: John Tower Elem

Days & Times:

M & W 8a.m.- 11:50p.m.



Course Attachments

Textbooks

MSU Faculty Member
Leann Curry   
view Profile »

Course Objectives

 

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

 

 

Standards/Objectives

 

1.  Foundational Knowledge:  Candidates have knowledge of the foundations of reading and writing processes and instruction.  As a result, candidates will:

  • compare and contrast varied approaches to the teaching of reading. (EX, CA)
  • explain the stages of language learning and literacy development (EX, CA)
  • explain how the theoretical roots of reading instruction influence classroom practice (EX, CA)

 

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:

  • explain/demonstrate the major components of reading (phonemic awareness, alphabetic principle, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. (EX, P, LP, CA)
  • plan instruction using a variety of instructional strategies, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds in a public school setting.  (P, LP)
  • analyze materials and programs for literacy instruction (basals and beyond) (CA)
  • describe/plan instructional grouping options as appropriate for accomplishing given purposes. (P, LP)

 

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: 

  • describe a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies.  (CA)
  • plan effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds.  (P)

 

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:

  • describe/design a classroom for balanced literacy instruction to include grouping plans; organization of materials, display areas, learning centers, volunteers, parent involvement, etc. and plans for the beginning of school. (E, P, CA)

 

5.  Professional Development:  Candidates view professional development as a career-long effort and responsibility.  As a result, candidates will:

  • read, analyze, evaluate professional literature related to reading instruction.(P)
  • display positive dispositions related to reading and the teaching of reading (LP,CA)

 

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

 

 

 

 

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.

 


Course Expectations

Assignments:

      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. Dr. Capps will provide additional TK20 training. The contents of the portfolio will include:

  • Portfolio
    • Table of Contents

 

  • Lesson Plans: lesson plans for four lessons (use lesson plan form on WebCt.)
    • Reading Skill-Vocabulary (observed by instructor)
    • Literature Response (observed by mentor)
    • DLTA (observed by instructor)
    • Reading Skill (NO DLTA) (e.g. main idea, summarization, phonological awareness, study skills, questioning, etc…)

 

  • Lesson Reflections: a reflection is required for each lesson (use reflection form available on WebCt.) Be sure to use your own experiences and lesson feedback (from cooperating teacher and university instructor) to guide your reflections.

 

  • Summary of Field Experience: summary of the overall field experience

 

  • Student Artifacts: examples of pupils’ work

 

  • Field Experience Validation: a time log AND a validation slip signed by the classroom teacher

 

  • Mentor Evaluation Form: see mentor letter for instructions (include unopened and signed envelope in portfolio)

Grading Standards

 

Grading Procedures:

 

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.

 

 


Submission Format Policy

Grading Procedures/Submission Format and Policy:

 

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).

 

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, journal, 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.



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

 

Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted.


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:

 

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 noteBy 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.