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Robert T. Ackland |
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Spring 2004 Plattsburgh State University of New York
Tuesdays, 1:00-3:50 p.m.
Please feel free to contact me during class, in my office, by e-mail, or by phone if you need clarification or if you have questions or comments.
We are working together in the reciprocal process of teaching/learning. If you are a person who finds it easy to speak up in class, make sure you give room for comments by other students. On the other hand, if you are usually quiet and reserved, challenge yourself to step forward and share your ideas. We all benefit from healthy classroom discourse.
Course Description
Understanding theories of reading development, individual differences, the
nature of reading difficulties, and principles of assessment. Instruction of
word identification; phonemic awareness; letter-sound correspondence;
vocabulary, comprehension, and study strategies; and assessment of student
performance and progress. Communicating information about literacy, developing
curricula, participating in professional activities.
Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (2000). The reading teacher's book of lists. Paramus, NJ: Prentice Hall.
May, F. B., & Rizzardi, L. (2002). Reading as communication (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Corequisite
Concurrent enrollment in EDU 394 unless you are an elem. ed./ special ed. major.
(On the first day of class, see me if you are not enrolled in EDU394.)
Objectives
The candidates will:
1. build an understanding of the reading process and learning to read.
2. develop a concept of reading as an active, meaning-seeking process.
3. develop an understanding of the reading process as an interaction between
reader and text.
4. learn the predominant methodologies, current organizational procedures, skill
development, and comprehension activities used in teaching children to read.
5. learn strategies for adapting instruction and materials to fit the needs of
individual pupils--understand, respect, and value cultural, linguistic, and
ethnic diversity.
6. develop an increased awareness of factors influencing motivation and success
in reading including the value of storytelling and reading aloud to children of
all ages.
7. appreciate the importance of literature to young people's lives--as a
mechanism for personal and social growth.
8. learn to integrate the creative arts, reading, writing, listening, speaking,
viewing, and visual representation strategies across all content areas.
Course Content
Current and Emerging Research
Knowledge Base
A. The Learning Environment
B. Emergent Literacy
C. Alphabet Recognition
D. Phonemic Awareness
E. Word Recognition
F. Vocabulary
G. Comprehension
H. Phonics, Sight Words, Contextual Analysis
III. Approaches to Teaching Reading
A. Writing and Reading Connections
B. Literature Based and Skills Based Instructional Strategies
C. Study Strategies
D. Diversity and Multiculturalism
E. Children with Special Needs
F. English as a Second Language
IV. Authentic Assessment
A. Multiple Assessment Measures
B. Formal and Informal Assessment
V. Organization of Reading Programs
A. Communicating Literacy Information
B. Initiation of and Participation in Curriculum Development
COURSE REQUIREMENTS
We are all busy individuals. Turn in assignments when they are due. If
extraordinary circumstances arise, contact the instructor well before the due
date to see if accommodations are possible. Otherwise, late work will only be
accepted if you are absent from a class. In case of absence, it is your
responsibility to find a way to submit your work to the instructor's mailbox in
Sibley Hall, Room 302 (department secretary: 564-5149, fax: 564-2149) on or
before the day of the class you miss or before 4:00 on the day following that
class in order to receive full credit. A 20% reduction in points will be taken
from your work, if it is submitted during or before the class following the
class for which you were absent.
Written work may not be resubmitted for more points, so make sure that you put your best effort into communicating through print. Keep in mind that as a teacher you will be responsible for clarity and mechanics in your notes home and in your communications with students, colleagues, and administrators. Points will be deducted from written work that is submitted with spelling, punctuation, or sentence-construction errors that detract from the meaning of your text. Seek help from the PSU Student Support Services Office, or elsewhere, if you need assistance. On anything that you produce in print (handouts, activities, papers) cite your sources (using 5th edition APA guidelines). Label as "source unknown" if you need to. Label your original work with your own name and date (as in an activity sheet or interest inventory that you compose yourself). In your weekly reflections and discussion prompts, you don't have to cite the author and date if you're referring to May and Rizzardi (2002), just give the page (p. 30) or pages (pp. 30-31) where quotations originate or where you'd like to draw a reader's attention. As indicated in the Student Conduct Manual and elsewhere, plagiarism will not be tolerated.
Basis for Grading:
1. Discussion Prompts (10 @ 2 points each = 20 points 10% of total grade)
2. Weekly Reflection Sheets (10 @ 3 points each = 30 points 15%)
3. Technology Resources List (16 points 8%)
4. Basal Analysis (14 points 7%)
5. Choice Project with a Presentation (48 points 24%)
a) Facilitate a reading lesson, such as a DRTA, with several children.
b) Conduct a one-on-one reading activity, such as an LEA, with two different
children.
c) Create a take-home book activity bag for your future students and their
families.
6. Unit Using Materials You Create along with Multiple Books and Resources (56
points 28%)
(This can be done with a partner if you choose. The unit can focus on a theme, a
particular text set, or a group of skills.)
7. Attendance/Participation: 9 points (4.5%) for each absence are removed from
total
8. Completion of In-Class Assignments
9. Reflection on Learning (16 points 8%)
Total points possible: 200
Grades
A 96-100% C+ 77-80 D- 61-63
A- 91-95 C 74-76 E below 61
B+ 87-90 C- 71-73
B 84-86 D+ 67-70
B- 81-83 D 64-66
Format for papers-each formal paper (this does not include the weekly reflection sheets) must be typed double-spaced, in 10-12 font, on white paper with margins no greater than 1.25 inches. Indent the first line of paragraphs. Revise and proofread your work several times to ensure that it communicates your message in the best possible manner. Mechanical errors will detract from your message (and your grade). Cover sheets and thesis covers are optional.
1. Discussion Prompts-due at each class session, weeks 2 through 11.
To aid your memory, to prompt class discussion, and to enable your access to
information after the completion of this course, select five pages from your
weekly reading that have a phrase or section you find particularly interesting
or useful. Write the page numbers (p. or pp.) and a few key words to jog your
memory on a piece of paper that you will turn during class. Unless you indicate
otherwise, it will be assumed that the pages are from the May and Rizzardi text.
2. Weekly Reflection Sheets-due at each class session, weeks 2 through 11.
In order to develop your skills as a "reflective practitioner," write
a reflection before coming to class that will help to focus your ideas about
literacy instruction. Aim toward creating an ongoing record of thoughts,
concerns, and musings related to issues that surface in your reading and
experiences. Although you are the primary audience, these reflections may also
be read by other members of this class during our common exploration of reading
instruction. These reflections can be handwritten or typed. Skip lines so that
additional musings can be scribbled as we go along. In order to do a thorough
job, you'll find that these will be at least one page long when writing on loose
leaf notebook paper (writing on every other line) or one-half page long if
typing (double-spaced). Give this task adequate time and thought, and you will
receive the maximum points (and benefit the most from this professional
endeavor).
3. Technology Resources List
-bring 24 copies so everyone (including the instructor and other interested
individuals) can have one
Assemble a typed list of five reading-related web sites and/or software products
that you have examined, reviewed, and/or used. Include the following for each:
-Clearly-typed (and carefully-proofed) website address or software title.
-Date you accessed the site or used the program.
-Brief notes about what you found and how it might be used by teachers or
students
Type this information for the five sites on one side of a single sheet.
(10 points for web sites + 6 points for bringing copies = 16 points)
4. Basal Analysis (See intro material in "Toolbox" after p. 240 in
May and Rizzardi.)
Complete a Basal Reader Analysis form (handed out in class).
5. Choice Project with a Presentation-you will sign up for a presentation
date
a) Facilitate a reading lesson, such as a DR-TA (p. 235), with several children
Design and facilitate a lesson incorporating at least one of the strategies
presented in our textbook. Put your plans and list of materials on paper. After
you have conducted the lesson with children, write a description explaining any
variations you made from your original lesson plan. Also describe the context
and setting where you conducted the lesson, but (to protect privacy) do not
indicate details about the location or individuals. Then write a paper (at least
two pages long) reflecting on your experience and what you may do the same or
differently in the future. What have you learned from this experience? Tell us
about your experience during your presentation. (18 points for plans and list of
materials + 12 points for description + 18 points for paper = 48 points)
b) Conduct a one-on-one reading activity, such as an LEA (p. 130), with two
different children.
Design a one-on-one reading activity incorporating at least one of the
strategies presented in our textbook, and then and facilitate the activity with
two different children. Put your plans and list of materials on paper. After you
have conducted each one-on-one activity, write a description explaining any
variations you made from your original plan, where you conducted the activity,
and with whom (use pseudonyms to protect privacy). Then write a paper (at least
two pages long) reflecting on your experience, how things differed with
different children, and what you may do the same or differently in the future.
What have you learned from this experience? Tell us about your experience during
your presentation. (18 points for plans and list of materials + 12 points for
description + 18 points for paper = 48 points)
c) Create a take-home book activity bag for your future students and their
families
In any creative, durable, easily-transportable container, assemble the following
items: a formal letter for parents which describes this idea, at least two
quality children's books, related reading materials (poems, news articles,
teacher-made materials), an instruction card for the child, activity accessories
and supplies, and a list of contents. Bring enough photocopies of your parent
letter and of a detailed list of contents (with bibliographic information for
printed materials) to give to each of us in the class. Write a paper (at least
two pages long) reflecting on this experience of trying to create a link between
school and home. (24 points for items + 8 points for photocopies + 16 points for
paper = 48 points)
6. Unit Using Materials You Create along with Multiple Books and Resources
(This can be done with a partner if you choose-if so, the unit should be twice
as detailed as it would be if done by one person. The unit can focus on a theme,
a particular text set, or a group of skills.)
Prepare classroom materials that you will actually be able to put to use in the
future. You could design a unit with a theme (e.g., Learning about Insects;
Valuing Cultural Diversity), or it could be a study of several books by one
author (e.g., Roald Dahl, Chris Van Allsburg, or Katherine Paterson), or it
could be geared toward other instructional objectives (e.g., helping students
learn how to pick books at their independent reading levels). Select an age
group or grade level and develop something that you really think will be helpful
to you. Put your unit description on paper (tentative schedule, overall
objectives, ways you'll assess what the students are learning, etc.). Write at
least six lesson plans (other lessons can be described, but don't have to be
written up formally). Units by two people need twelve lesson plans. We will
examine several acceptable ways to write lesson plans. Create original materials
to go along with the activities you have planned. (You can also collect
ready-made materials for students to use, but focus on composing your own
questions, worksheets, games, and activities to accompany novels, information
books, and poetry that fit the unit.) Write up a list of books and resources
(full bibliographic citations for books; ways people can access other resources
like web sites, museums, etc.) and bring photocopies of the list to class. When
you describe your unit to our class, bring in the materials you have created and
collected. Be as thorough as possible. If you do this with a partner, it will be
expected that the unit will be twice as detailed and complete. (10 points for
unit description + 12 points for lesson plans + 22 points for materials + 12
points for your resources list = 56 points)
7. Attendance & Participation
Due to the dynamic exchange of information and the high degree of interaction
each week, it is vital that you make every effort to attend each class. You are
responsible for contacting someone in the class to find out what we did when you
were not with us and if an additional assignment was given. (9 points are
removed from your total points for each absence)
8. Completion of In-Class Assignments
Additional assignments will be done during class or as homework. These may be
evaluated on a "check minus," "check," or "check
plus-excellent effort" basis. If you are on the borderline between grades,
these marks may be a determining factor.
9. Reflection on Learning
Type a reflection (at least two full pages using the format guidelines and
expectations for formal papers) about what you learned about teaching as a
result of this class. Turn in your paper during finals week (this will not be
returned to you, so keep a copy that you may peruse in years to come). (8 points
for following the format guidelines + 8 points for depth and degree of effort
evident in the reflection = 16 points)
Projected Outline
Discussion prompts and weekly reflection sheets are due each session (weeks 2
through 11).
Read the assigned chapters from May and Rizzardi before class. When you have
selected dates to present your choice project and your unit, write a reminder to
yourself.
1 Jan. 27 Introduction, overview Study Buddy__________________________________
2 Feb. 3 1 / The Teacher
2 / The Child
3 Feb. 10 3 / The Process View of Literacy Cultivation
4 Feb. 17 4 / Writing Development Turn in first draft of unit description
(can be sketchy; won't be graded)
5 Feb. 24 5 / Reading Fluency and Guided Reading
6 Mar. 2 6 / Developing Reading Vocabulary Basal Analysis due
7 Mar. 9 7 / Teaching Decoding Skills: Phonemic Awareness, Alphabetic
Principle, and Phonics
[no class Mar. 16, Spring Break]
8 Mar. 23 8 / A Constructivist Approach to Concept and Vocabulary Growth
Technology Resources List due
9 Mar. 30 9 / Developing Reading Comprehension
10 April. 6 10 / Using Literature and Informational Text
11 April. 13 11 / Assessing Reading and Literacy Abilities last discussion
prompts and
weekly reflections due
12 April. 20 12 / Motivating Young Readers:
The Affective Domain
13 April. 27 What have we learned so far?
14 May 4 Planning for the future last day to present choice projects or units
15 Finals Wk. May 10-14. Date TBA. Attendance is mandatory. Reflections on Learning paper due
This site is maintained by Robert Ackland.
For further information, contact him at
robert.ackland@plattsburgh.edu