Monday and Wednesday 8am-12:00p.m.
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
Focus of the Course:
1. Learning and the Language Arts/Scientifically-based instruction
2. Teaching and Assessing the Language Arts
3. The Reading and Writing Processes (Comprehension/Fluency)
4. Emerging Into Literacy (Early Reading Instruction: Phonological Awareness/Phonemic Awareness/Phonics)
5. Looking Closely at Words (Vocabulary)
6. Personal Writing
7. Listening to Learn
8. Sustaining Talk in the Classroom
9. Reading and Writing Stories (Comprehension/Fluency)
10. Reading and Writing Information (Comprehension/Fluency)
11. Reading and Writing Poetry (Comprehension/Fluency)
Assignments (see handout):
Thematic Unit (Modified Teacher Work Sample (TWS): The intern will plan and organize an integrated thematic unit with lessons (including technology integration); activities for learning centers, diversity in the classroom assignment, and related children’s literature. TEKS are to be included for each lesson. THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS IN THE THEMATIC UNIT!!! One point will be taken off for every misspelled word and every grammatical error in the thematic unit. Specific instructions for the thematic unit will be posted on Web Ct. Please turn in a hard copy and submit an electronic copy via TK20. Dr. Capps will explain TK20 at a later date.
There will be other in-class assignments as dictated by the course.
Field Experience Validation: Time log and validation slip signed by the mentor teacher will be placed in the READ 4203 Developmental Reading portfolio.
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.
Grading Procedures/Submission Format and 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 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.