TENNESSEE WESLEYAN COLLEGE

I.  Course Number:  ED 340; Teaching Reading in Grades K-6; 2 credit hours

II.  Term/Year:          Spring 2009

      Instructor:            Dr. Patricia L. Jones

      Telephone:           746-5219 office

      E-mail:                  pjones@twcnet.edu

      Office Hours:       Monday/Wednesday/Friday 1:00-3:00

                                    Tuesday & Thursday 12:00-2:00

                                    (Or by appointment)

College-Wide Learning Outcomes

• use effectively the communication skills of reading, writing, speaking, and listening
• be knowledgeable of religious beliefs and issues, the religious positions of others, and the choices with which religion confronts them
• recognize the issues that affect social and political behavior in their historical and cultural perspective
• demonstrate mathematical and basic computer skills, and discover the impact of science and technology
• appreciate the contributions of the arts and literature to life enrichment
• choose physical activities which will enhance wellness.

III. Course Description:  The purpose of Education 340 is to provide students with

       various strategies, techniques and methods for teaching reading.  Emphasis on the  

       International Reading Association Standards and the State of Tennessee Curriculum

       Standards for reading in Grades K-6 provide the core of this course.  Utilization of a

       variety of materials to meet the needs of all learners is also stressed.  Field

       experience, including proficiency with computer technology, is required.

      Prerequisites:  Students enrolling in Education 340 must be admitted to the Teacher  

      Education Program, have completed Ed 100, 101, 201, and 230.  A 2.5 GPA overall

      is also required.

IV. Course Goals and Objective/ Competencies

       Upon completion of this course, the student will be able to:

1. Demonstrate knowledge of the developmental processes of language acquisition.
2. Provide meaningful and relevant educational experiences in reading (as well as writing, speaking, and listening) to enhance vocabulary development in grades

K-6.

      3.  Develop and implement a program of functional and creative skills in reading,

           writing speaking, and listening.

3. Select teaching strategies and instructional materials based upon relevant language research and learning theory (Analytical Reading Competency).
4. Respect and provide for linguistic differences as they relate to socio-cultural and economic environments.
5. Distinguish between divergent patterns of language in the early stages of transition to the language of instruction.  (Critical analysis Competency)
6. Assess and differentiate instruction based upon students’ individual backgrounds, interests, aptitudes, and preferred learning styles for at-risk and culturally diverse school populations.
7. Demonstrate proficiency in the utilization of technology to deliver instruction and disseminate information.  (Computer Literacy Competency)
8. Research current literature related to reading instruction and present findings to peers. (Writing, Public Speaking Competency)
9. See also attached learning outcomes.

Course Relationship to Content Area Knowledge and Skills from the Education Matrices/Professional Education Matrix:

1. Discipline Taught: 
   1. Understand the major concepts, assumptions, and processes of inquiry for the discipline being taught.
   2. Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several related areas.
2. Student Learning and Development:
   1. Understand how learning occurs-how students construct knowledge and acquire skills and know-how to provide opportunities that support their intellectual, social, and personal development.
   2. Understand developmental progressions in students’ physical, social, emotional, moral, and cognitive domains.
3. Diverse Learners:
   1. Understand and identify differences in student approaches to learning and performance.
   2. Adapt instructional techniques to students of diverse cultural and language backgrounds and to students who have exceptional learning needs.
   3. Create an inclusive learning community in which individual differences are respected.

4. Teaching Strategies:
   1. Understand the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study, and interdisciplinary instruction) and to foster high expectations for all students.
   2. Use multiple teaching and learning strategies and engage students in active learning opportunities to develop critical thinking and problem solving skills.
   3. Organize instruction to connect subject matter to real-life experiences.  Create learning experiences that students can apply in the future to careers.
   4. Develop clear, accurate presentations of concepts, using appropriate and varied methods to assist students’ understanding.
   5. Vary the teacher role in the instructional process, such as alternating among instructor, facilitator, coach, and member of the audience.
5. Learning Environment:
   1. Create an inclusive learning environment that supports positive social interaction, active engagement in learning and self-motivation.
   2. Organize the resources of time, space, facilities, activities, and instructional assistants and volunteers to engage students in productive tasks and to maximize the amount of class time spent in learning.
   3. Develop shared expectations of all students that include a classroom climate of mutual respect, support, and inquiry.
6. Communication:
   1. Understand effective verbal and nonverbal communication techniques and use them to support student learning.
   2. Model effective communication strategies in asking questions, listening, giving directions, probing for student understanding, and helping students to express their ideas.
   3. Understand how culture and gender differences can affect communication in the classroom.
   4. Support and expand student expression in speaking, writing, and technical media.
7. Planning:
   1. Use knowledge of learning theory, subject matter, curriculum, and student development, and assess students’ needs while planning instruction.
   2. Evaluate, select, and create learning experiences that are developmentally appropriate, relevant to students, and are based upon principles of effective instruction.
   3. Create learning experiences that connect learning to real-life and future careers.
   4. Identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives.
   5. Integrate effectively a variety of resources, such as teacher-created materials, textbooks, technology, community, and business resources.

8. Assessment and Evaluation:
   1. Select, construct, and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated and make instructional decisions based upon this information.
   2. Solicit and use information about students’ learning needs and progress collected from parents, other colleagues, and the students themselves.
   3. Maintain useful records of student work, progress, and communicate student progress to students, parents, and other colleagues.

9. Reflective Practitioner:
   1. Reflect on teaching practice by evaluating continually the effects of instruction.
   2. Modify teaching strategies and behavior in relation to student success, modifying plans and instruction accordingly.
   3. Seek out professional literature, colleagues, professional organizations, and other resources to support continuing professional development.
   4. Use knowledge of legal and ethical responsibilities, organizational, historical, and philosophical dimensions of classrooms and schools, and educational policy to guide professional behavior.

10. Colleagues, Parents, and Community:
    1. Consult with parents, teachers, and other professionals within the schools and other community agencies to foster student learning.
    2. Participate in collegial activities designed to make the entire school a productive learning environment.
    3. Serve as an advisor or advocate for students, recognize student problems, and seek additional help as needed and appropriate.
    4. Communicate school goals and accomplishments to the community and general public.

11. Technology
    1. Apply computers and related technologies to support instruction in appropriate grade-levels and subject areas.

Apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research, and solving problems; promote equitable, ethical, and legal use of technology.

V.  Course Relationship to Major Program, Departmental or institutional 

      Purposes:

The Education Department of Tennessee Wesleyan is dedicated to the preparation of competent professionals, reflective practitioners and servic3e-oriented individuals whose knowledge, skills, and values will enable them to create academic programs that will meet the needs of their students and the communities they serve.  The mission statement of the college revolves around providing a quality, liberal arts education, and to promote integrity and responsibility in a Christian environment where students can mature intellectually and socially, and acquire the confidence to serve in an ever-changing global community.  Further, the stated purpose of the college has, at its core, the assertion that graduates will have demonstrated competence in reading, writing, speaking, and computer literacy as well as preparedness for a life of leadership and service in an ever changing community.  This course is designed to assess these foundational competencies and to promote educational leadership.

      VI.     Text:

Vacca, J.A., Vacca, R.T., Burkey, L., kGove, M.K., Lenhart, L.A, Mckeon, C. (2003).  Reading and Learning to Read. (6^th Ed). New York:  Allyn & Bacon

   VII. Topics of Instruction:

A.    Components of a Balanced Approach to Reading

B.     How ability grouping can be used in the classroom

C.     Reviews of children’s literature

D.    Four Square Writing vs. Six Traits of Effective Writing

E.     Teaching Strategies for Reading

F.      Developing a Classroom Reading Program

G.    Teaching Comprehension Strategies

H.    Evaluation of Reading Assessments

I.       Strategies for Reaching At-Risk Students

VIII.       Additional Readings:

Current periodicals in the areas of reading, writing, and language arts will be used as supplemental materials in this course.  Supplemental materials will be provided by the instructor or may be found in the Merner-Pfeiffer Library.  Additionally, an examination of children’s literature may be accessed in the children’s reading room located in the library as well.

IX.             Method of Instruction:

Lecture, large and small group discussion and hands-on learning will be utilized in this course.  Additionally, cooperative learning, demonstrations, and presentations will also comprise the bulk of this course.

X.                Attendance Policy:

Attendance and participation are ESSENTIAL, and I consider both to be professional obligations.  If you have been absent it is your responsibility to obtain lecture notes, handouts, any assignments, etc.  If you miss a test or presentation due to personal illness or illness/death in your family, you must make arrangements with me to make up all work within one week of your return. 

If you miss a test or presentation because of an official school function, you must complete the test or presentation BEFORE the scheduled date of your absence.  Please be courteous and inform me of rehearsals, games, etc. that are official school functions well in advance.  Please e-mail or call my office to let me know why you will be (or were) absent. If I don’t hear anything I will deduct 2 points from your attendance grade for every absence.

XI.             Grading:

The following grading scale will be used:

                  Grade                                      Percent

                    A                                           93.5-100

                    A-                                          92.5-93.4

                    B+                                         90.5-92.4

                    B                                           85.5-90.4

                    B-                                          84.5-85.4

                    C+                                         82.5-84.4

                    C                                           75.5-82.4

                    C-                                          74.5-74.4

                    D                                           67.5-74.4

                    F                                            Below 67.4

All courses on campus abide fully by the TWC Honor Code, which reads:

I pledge, on my honor, to conduct myself with the foremost level of academic integrity.  From the Honor Code document:  Each examination, quiz or other paper which is to be graded will carry the student’s written pledge and signature:  “I hereby certify that I have neither given nor received unauthorized aid on this paper.”  The abbreviation “pledged” followed by the student’s signature holds the same meaning and may be acceptable on papers other than final examinations. 

Class Schedule of Assignments

Fall 2008

Dr. Patti Jones

(Quizzes will check understanding of reading assignments and class notes)

                              Homework:  Explore any whole language website/

                              www.ncte.org/wlu/ Be prepared with

                              a summary page of what you found most interesting—Place in

                              your reading notebook.

                              Complete Question #2 on p 54, place in your reading notebook.

 Complete Question #3 P. 88 and place in

                              your reading notebook.

 Question #6 p. 217 and place in your

                              reading notebook.

Prepare a phonics lesson plan in class and place in reading

notebook.

                              Question #2 on page 248.  Place in reading notebook

                                    Begin Chapter 11/ Action Research #6 p.402/ Place in

                              Reading notebook after class sharing and discussion.

Assignment Review for Education 340

1. Reading/Literacy Center

Each student in Reading 340 will design a center for diverse learners on one of the following topics:

·         Literature Center

·         Writing Center

·         Bookmaking Center

·         Poetry Center

·         Word-Collecting Center

·         Book Talk Center

·         Reading with a Friend Center

·         Library enter

·         Creative Dramatics Center

·         Storytelling Center

·         Other center

        The center should be creative and provide for individual differences in students. 

        .

      1.  Big Book Assignment -   Each student will prepare a big book from another big

           book or a smaller book.  Each student will be required to make the book from

           suggested materials, copy in a true font, and illustrate the book.  Your grade will

           be based on your presentation of the story and how well you illustrated the book.

           Grades will also be based on student interest in the story etc.

2. Lesson Plan and Reading Notebook

After field assignments have been made, students in Education 340 will prepare five lesson plans.  The lesson plans should be made in concert with the classroom teacher’s assessment of the children’s reading levels and preferred styles of learning. Two of these plans will be turned into formal reading lessons during your field experience A copy of each lesson plan should be submitted to me and the classroom teacher prior to working with the children.  Copies of the lesson plans should also be placed in chronological order in the reading notebook as well.  Throughout the semester, you need to collect various age-appropriate reading activities or strategies which will also be placed in your notebook.  These activities will be shared with classmates at the end of the semester.

3.  Academic Success Center Assignments: 

Each student will be required to write 3 reflective papers concerning teaching strategies they utilized in the Academic Success Center for the current semester.  A 2-3 page paper outlining the specific strategy or strategies used and how effective they were with the students.

4. Clinical/Laboratory/ Field-Based Experiences

Field placements will be made early in the semester.  Students will be expected to complete a minimum of ten (10) hours with a veteran teacher of reading.  Additionally, students will complete a minimum of two formal reading lessons with the children. Lesson plans should be submitted to the cooperating teacher and me prior to teaching the lessons.  The lesson plans should follow the prescribed format and demonstrate short and long-term planning for all learners.  The cooperating teacher will evaluate each lesson.  I will also evaluate lessons as well through direct observation and/or videotaping.  The After Teaching Feedback Form will be completed by the supervising teacher and the TWC faculty member after the formal lesson has been taught.  Students will provide the cooperating teacher these forms prior to the approved lesson plan and teaching opportunity.  Students should seize every opportunity to work with children, thereby practicing teaching skills regularly.  Students will have the opportunity to formally reflect upon the learning throughout the semester and at its conclusion as well.

Points Available:

Quizzes                                   100 points

Reading Notebook                300 points

Big Book                                200 points

Mid-Term                              100 points

Final                                       100 points

Literacy Center                     200 points

3 ASC Reflective Papers      300 points

                                                TOTAL:  1300 points

Name_______________________________

Grade Sheet

ED 340

Assignment                                                    Points Possible           Your Score

Reading Notebook                                                    300                  ______

Big Book                                                                    200                  ______

Mid-Term Test                                                          100                  ______

Literacy Center                                                         200                  ______

ASC Reflective Papers                                             100                  ______

                                                                                    100                  ______

                                                                                    100                  ______

Final Test                                                                   100                  ______

Quizzes (3-5)                                                              100                  ______

CURRICULUM AND ASSESSMENT MATRIX

DEPARTMENT OF EDUCATION & PSYCHOLOGY

TENNESSEE WESLEYAN COLLEGE

CURRICULUM AND ASSESSMENT MATRIX

DEPARTMENT OF EDUCATION & PSYCHOLOGY

TENNESSEE WESLEYAN COLLEGE