florida agricultural and mechanical university tallahassee, florida 32307 … · 2012-08-27 ·...

Florida Agricultural and Mechanical University Tallahassee, Florida 32307

COURSE SYLLABUS

Course Number: RED 5116 Prerequisite(s):None

Course Title: Foundations of Reading Required Text Allington, Richard & Patricia Cunningham . Classrooms that Work: They Can All

Read and Write: Allyn & Bacon. 6th.ed.Boston.

Course Credit: 3 credit hours Course Hours: 3 Credit HoursCollege: Education Department: Elementary Education

Other Instructional Materials: Selected articles and columns provided by the professor. Articles from referred journals of reading such as: Reading Research Quarterly, Reading Teacher, Journal of Language Arts, and Journal of Reading Behavior

Faculty Name:

Term and Year: Spring 2011 Place and Time: Core Education Complex, 5:00pm- 8:30pm

Office Location:

Telephone: e-mail:

Office Hours Other times by appointment

Monday

Tuesday 3:00pm-5:00pm 8:30pm-9:00pm

Wednesday 3:00pm-5:00pm 8:30pm-9:00pm

Thursday 3:00pm-5:00pm 8:30pm-9:00pm

Friday

Course Description: RED 5116 Foundations of Reading Instruction (3) This course synchronizes and scaffolds each of the major components of the reading process. It focuses on the psychological, physiological and sociological factors affecting the developmental reading process and identification of the components of reading and familiarization with the trends and issues in reading education. Upon completion of this course, students will understand the principles of scientifically based reading research as the foundation of comprehensive instruction.

Course Purpose:

This course is designed to acquaint in-service teachers with the fundamental concepts and knowledge for teaching reading in the elementary schools. The concepts in this course will develop an awareness, understanding and appreciation of literacy practices that foster reading in the major components of reading: phonemic awareness, phonics, fluency, vocabulary,

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comprehension. Special attention will be given to integrating these major components together. This course is designed to address the Florida A &M University Conceptual Framework. Our goal is to produce teachers who are “Exemplary Professionals” who are: professionally astute, academically astute, confident, analytical/reflective, proactive, and ethical. The theme “Teachers as Exemplary Professionals” is operationalized through the “Integrated Model” that also addresses the following State, National, and Learned Societies’ standards for producing quality reading professionals: Florida Educator Accomplished Practices (FEAPS), and the Florida Subject Area Competencies (FSAC). Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:

DIVERSITY

CF 1 Through this focal area, the FAMU professional education candidate will:

CF: 1.1 (K) Demonstrate understanding of diverse backgrounds of

individuals. F: 5,6,7

I: 3

CF: 1.2 (S,D)

Demonstrate diverse student learning through differentiated instruction.

F: 5,7

I: 3,8

CF: 1.3 (S,D)

Create and foster learning opportunities adapted to diverse learners.

F: 5,6

I: 3,8

CF: 1.5 (K, S)

Establish a climate that values diversity and supports learning for all students.

F: 5, 7, 9, 10

I: 5

TECHNOLOGY

•CF 2 •Through this focal area, the FAMU professional education candidate will:

3

CF: 2.3 (K)

Demonstrate knowledge of fundamental concepts in technology. F: 12 I: 1,6

CF: 2.4 (K)

Demonstrate an understanding of concepts related to software, hardware, and applications

F: 2,12

I: 6

CF: 2.5 (S)

Use technology to prepare and teach lessons and promote creativity among students.

F: 12 I: 6

VALUES •CF3 •Through this focal area, the FAMU professional education candidate will: CF: 3.1 (S)

Work with colleagues in a professional manner. F: 6 I: 2,5

CF: 3.2 (S)

Use clear and accurate communication with students, families and other stakeholders.

F:11,6 I: 9,10

CF: 3.3(S,D)

Promote perspectives, ideas, people, and culture. F:5,6

I:3

CF: 3.4(D)

Demonstrate achievement of goals. F: 3,9 I: 5,9

CF: 3.5(D)

Create learning opportunities that foster cooperation, support, and individual participation among students.

F: 7,2 I: 5,10

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will: CF: 4.1 (K)

Demonstrate an understanding of a variety of instructional / professional strategies to encourage student development of critical thinking and performance.

F:4,7 I: 4

CF: 4.3 (D)

Create and foster opportunities for student learners to demonstrate critical thinking and self-directed learning as habits of mind.

F: 4 I: 1,4

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8 I: 4

PROFESSIONALISM

CF 5

4

Through this focal area, the FAMU professional education candidate will: CF: 5.1 (K)

Know the content F: 8 I: 1

CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F:7,9 I: 7

CF: 5.3 (D)

Demonstrate commitment to personal growth & development. F:3,7 I: 9

CF: 5.4 (K,S)

Use major concepts, principles, theories & research related to the development and acquisition of knowledge and motivation.

F: 7 I: 2

CF: 5.5 (S)

Construct learning opportunities that support student development & acquisition of knowledge & motivation.

F: 7 I: 5

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2 I: 6

URBAN/RURAL EDUCATION

•CF6 •Through this focal area, the FAMU professional education candidate will: CF: 6.1 (S)

Demonstrate the ability to work in school settings with varied levels of human and material resources.

F: 9,10,11

I: 10

CF: 6.2 (S,D)

Demonstrate the ability to work in school settings that focus on rural/urban context with opportunities and challenges that these opportunities provide.

F: 11 I: 3

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

F: 5, 11 I: 2,3

CF: 6.4(S)

Communicate effectively with students’ parents and the community. F: 5,11 I: 6

Behavioral Objectives:

1. Students will be able to show knowledge of the reading process. This includes defining the reading process and identifying its components. Additionally, they will be able to apply knowledge of models and theories to instructional practices.

2. Students will show knowledge of the factors that contribute to readiness for beginning reading. ‐Analyze student language and determine appropriate instructional strategies, us‐ing knowledge of phonology, morphology, syntax, semantics, and discourse.

3. Students will show knowledge of word identification/word recognition including phonics

and structural analysis.

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4. Students will show knowledge of meaning vocabulary including the use of syntax and se‐mantics.

5. Students will show knowledge of comprehension including use of syntax and semantics. 6. Students will show knowledge of oral and silent reading.

7. Students will show knowledge of various approaches to reading.

8. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes.

9. Evaluate, design, and employ instructional methods and techniques appropriate to learn‐

ers' socialization and communication needs, based on knowledge of language as a social phenomenon.

10. Students will show knowledge of attitudes and interests in the broad aspects of reading education.

11. Students will be able to show knowledge of the reading process. This includes defining the reading process and identifying its components. Additionally, they will be able to apply knowledge of models and theories to instructional practices.

12. Students will show knowledge of the factors that contribute to readiness for beginning reading. ‐Analyze student language and determine appropriate instructional strategies, us‐ing knowledge of phonology, morphology, syntax, semantics, and discourse.

13. Students will show knowledge of word identification/word recognition including phonics and structural analysis.

14. Students will show knowledge of meaning vocabulary including the use of syntax and se‐mantics.

15. Students will show knowledge of comprehension including use of syntax and semantics.

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Florida Reading Endorsement Competencies 1 & 2

2.c. Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevant details, prediction; “thinking –aloud” strategies, sentence manipulation, paraphrasing, etc.. 2.f.4. Identify research- based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency. 2.f.1. Identify comprehensive instructional plans that synchronize the major reading components (e.g., lesson plans; structural analysis, Morphemic analysis, reciprocal teaching, rereading, etc.) 2.f.2. Identify explicit, systematic instructional plan for scaffolding content are vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.)

Florida Educator Accomplished Practices AP#1. Assessment: The professional teacher continually reviews and assesses data gathered from a variety of sources. AP#2. Communication: The professional teacher constantly seeks to create a classroom that is accepting, yet business-like, on task and produces results. AP#3. Continuous Improvement: The professional teacher recognizes the need to strengthen his/her teaching through self reflection and commitment to lifelong learning. AP#4. Critical Thinking: The professional teacher uses a variety of performance assessment techniques and strategies that measure higher order thinking skills in students and provide realistic projects and problem solving activities that will enable all students to demonstrate their ability to think creatively. AP#5. Diversity: The professional teacher establishes a “risk-taking” environment which accepts and fosters diversity. AP#6. Ethics: The professional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession of Florida. AP#7. Human Development and Learning: The professional teacher draws upon well established human development/learning theories and concepts and a variety of information about students, the professional teacher provides learning opportunities appropriate to student learning style, linguistic and cultural heritage, experiential background and developmental level. AP#8. Knowledge of Subject Matter: The professional teacher has a basic understanding of the subject him /her teachers and is beginning to understand that her/his subject is linked to other disciplines and can be applied in real-world “integrated settings. AP#9. Learning Environments: The professional teacher understands the importance of setting up effective learning environments and begins to experiment with a variety of them, seeking to identify those which work best in a particular situation. AP#10. Planning: The professional teacher sets high expectations for all students and uses concepts from a variety of concept areas. AP#11. Role of the Teacher: The professional teacher establishes open lines of communication and works cooperatively with families, educational professionals and other members of the student’s support system to promote continuous improvement of the educational experience.

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AP#12. Technology: The professional teacher uses technology to establish an atmosphere of active learning with existing and emerging technologies available to the school site.

Cross Walk of Applicable Standards

Assignments FSAC-Reading

INTASC FTCE-Reading

FEAPS PEU Conceptual Framework

Reading Endorsement

Journal Article Critique

1.1,1.2,1.3, 1.4,1.5,1.6

3(3.11,3.14,) 2,4,7,8, 4.1,4.2,5.1, 5.7

2.f.3

Research Paper

1.1,1.2,1.3, 1.4,1.5,1.6

2,4,7,8 3.1,3.3,4.1, 4.5

2.f.3

Completion of Chapter Study Guide

1.1,1.2,1.3, 1.4,1.5,1.6

2,3,4,8 3.1,3.3,4.1, 4.5

Lesson Plans And Simulated Teaching

1.1,1.2,1.3, 1.4,1.5,1.6

3(3.11,3.14,3.25) 6.1,6.2,6.3,6.4,6.5

1,2,3,4,5,7,8,9,10,11, 12

5.1,5.3,5.4,5.6, 5.7,1.2,1.5 .

2.a,2.b,2.c, 2.f.4,2.f.1, 2.f.2,2.f.3

Development of Teaching Aids: KWL Charts, Reading Guides, Graphic Organizers, Venn Diagrams

1.1,1.2,1.3, 1.4,1.5,1.6

3(3.11,3.14,3.25) 6.1,6.3,6.5 5,1,4,8,9,2,3,10,11

5.1,5.3,5.4, 5.6,5.7

2.a,2.b,2.c, 2.f.4,2.f.1, 2.f.2,2.f.3

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Reading

Competency

Indicator

Code

Specific

Indicator

Description of

Activity

Assessment

Instrument

Competency 1: Foundations in Language & Cognition

Has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process.

1.A.1

Specific Indicator A: Phonemic Awareness

Identify and ap-ply basic con-cepts of phonol-ogy as they re-late to language development and reading per-formance (e.g., phonological process, invento-ry of phonemes, phonemic awareness skills, phonemic analy-sis)*

Have students develop and administer a phonemic awareness inventory to determine their Students’ instructional level for phonics lessons.

Professor

Observation

assessment

of protocol.

9

1.A.2

Distinguish both phonological and phonemic differences in language and their applica-tions in written and oral dis-course patterns (e.g., language & dialect differ-ences)*

Have students administer the Wepman Auditory Discrimination Test to a student who speaks Standard English, and one who speak a non- standard dialect and compare the differences in their performance.

Professor

Observation

and

assessment

of protocol

12

1.B.1

Specific Indicator B: Phonics

Identify struc-tural patterns of words as they relate to reading development and reading per-formance (e.g., inventory of or-thographic re-presentations, syllable conven-tions; spellings of prefixes, root words, affixes)

Apply structural analysis to words (e.g., or-thographic anal-ysis, spelling morphologies, advance phonics skills)

Review the Clymer study on phonic generalizations, and have students divide a group of words into syllables following the generalizations reviewed.

Quiz

13

1.B.2

After a review of phonics generalizations related to orthographic analysis, and morphologies, administer a spelling test in which these elements are used.

Quiz

14

1.C.1

Specific Indicator C: Fluency

Identify the principles of reading fluency as they relate to reading devel-opment

After viewing a

video of a teacher

administering a

running record to a

reader, have

students administer

an oral reading

fluency inventory to

a reader.

Professor

Observation

And

assessment

of protocol.

15

1.C.2

*Understands the role of reading fluency in development of the reading process

After students have

administered a

reading fluency

inventory to a

reader, have them

to write a 250 word

reflection on the

importance of

fluency.

Evaluate

protocol and

grade

reflection

1.D.1

Specific Indicator D: Vocabulary

Identify and apply prin-ciples of English morphology as they re-

After introducing some examples of word knowledge rating scales in

Professor

Assessment

16

1.D.2

late to lan-guage acquisition(e.g.. identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis).

Identify principles of seman-tics as they relate to vo-cabulary ddevelop-ment (e,g,, antonyms, synonyms, figurative language, etc.)

which morphology, inflectional endings are taught, have students develop a lesson in which these elements are taught.

Have students to develop a Semantic Feature Analysis for a group of words from their own content field.

Professor

Assessment

17

Specific Indicator E:

Professor

Observation

18

1.E.1

Comprehension

Identify prin-ciples of syntac-tic function as they relate to language acqui-sition and read-ing development (e.g., phrase structure, types of sentences, sentence mani-pulations)*

Understands the impact of varia-tions in written language of dif-ferent text struc-tures on the con-struction of meaning

Identify cogni-tive task levels and the role of cognitive devel-opment in the construction of meaning of a va-riety of texts (e.g., know-ledge, compre-hension, applica-tion, analysis, synthesis, evalu-

After covering a lesson on syntactic functions, provide students with a text in which the cloze procedure has been employed, and have them to provide the missing words.

Professor

Assessment

Professor

Assessment

19

1.E.2

1.E.3

ation)

Understands the transactive na-ture of the read-ing process in constructing meaning from a wide variety of texts and for a variety of pur-poses (e.g., text connections: within texts, across texts, from text to self, from text to world)

Provide students with text written in standard English and text written in a non-standard dialect and have them compare the different meanings derived from them.

Have students to read two paragraphs to a speaker of a non-standard dialect, assess their comprehension of the text, and reflect on how the non-standard dialect affected these readers comprehension of Standard English.

Have students to write a 250 word essay describing how having or not

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1.E.4

having prior experience with a topic affected their understanding of that topic

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Professor Assessment

1.F.1

Specific Indicator F: Integration of the major reading components

Identify lan-guage characte-ristics related to informal lan-guage and cog-nitive academic language.*

Review Table 5.1 Syntactic and Semantic

Professor Observation

22

1.F.2

1.F.3

Identify pho-nemic, semantic, and syntactic va-riability between English and oth-er languages.*

Understands the interdependence between each of the major read-ing components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning)

Understands the interdependence between each of the major read-ing components and their effect upon fluency in the reading process (e.g.,

Contextual Clues with class and assist them in identifying Clues, and coming up with examples and explanations.

Have students to interview a student who speaks English as a second Language, and make note of phonemic, semantic, and syntactic differences between it and English.

Review Figure 1.2 on Reading, and describe how fluency involves the use of decoding, fluency, vocabulary, and comprehension strategies.

.



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1.F.4

reading rate: phonological processing and construction of meaning) Un-derstands the in-terdependence between each of the major read-ing components and their affect upon compre-hension (e.g., construction of meaning: voca-bulary, fluency)

Understands the impact of dialo-gue, writing to learn, and print environment upon reading development

Review Figure 1.2 on Reading, and describe how fluency involves the use of decoding, fluency, vocabulary, and comprehension strategies.


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1.F.5

Consider the role that environmental print played in your learning to read. Describe to the class how it affected your learning to read.


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Competency 2

Understands the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery.

2.A

Specific Indicator A: Phonemic Awareness

Identify explicit, systematic in-structional plans for scaffold-ing development of phonemic analysis of the sounds of words (e.g., phonemic blending, seg-mentation, etc.)

Discuss scaffolding word recognition skills with class giving them opportunities to suggest sample activities that they would scaffold to enhance their students’ knowledge of word recognition strategies.


2.B

Specific Indicator B: Phonics

Identify explicit, systematic in-structional plans for scaffolding development from emergent through ad-vanced phonics

Identify and critique an article on the advantages and disadvantages of teaching phonics explicitly or

Journal Article Rubric

26

with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and ge-neralizations)

indirectly on student’s development of reading skills.

2.C

Specific Indicator C: Fluency

Identify explicit, systematic in-structional plans for scaffolding fluency devel-opment and reading endur-ance (e.g., re-reading, self-timing, indepen-dent reading ma-terial, reader’s theater, etc.)

Prepare a lesson designed to teach phonics to students in your class. Emphasize what teachers can do to scaffold phonics instruction for them.

Professor Assessment.

2.D

Specific Indicator D: Vocabulary

Identify explicit, systematic in-structional plans for scaffolding

Read, critique and present your journal article on teaching

Professor Evaluation

27

vocabulary and concept devel-opment (e.g., common mor-phological roots, morphemic analysis, system of word relation-ships, semantic mapping, se-mantic analysis, analogies, etc.)

vocabulary, and demonstrate sample activities to scaffold vocabulary instruction for them.

2.E

Specific Indicator E: Comprehension

Identify explicit, systematic in-structional plans for scaffolding development comprehension skills and cogni-tion (e.g., key questioning strategies such as reciprocal teaching, analy-sis of relevance of details, pre-diction, “think-aloud” strate-gies, sentence manipulation, paraphrasing, etc.)

Write a research paper on one of the topics below: activating Prior Knowledge, Creating Interests, Making Predictions, Question Generation,

Developing the three level guides, structured overviews, advanced organizers, anticipation guides, previews, or graphic


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organizers, etc.

2.F.1

Specific Indicator F: Integration of the major reading components

Identify com-prehensive in-structional plans that synchronize the major read-ing components (e.g., a lesson plan: structural analysis, mor-phemic analysis, reciprocal teach-ing, rereading, etc.)

Identify explicit, systematic in-structional plan for scaffolding

Develop lesson plans designed to teach one of the major components of reading such as structural analysis, vocabulary, comprehension, writing to learn, etc.

Review a series of video reading lessons by expert teachers, and write personal reflections on them.

Teaching Aid Rubric

Professor Evaluation

29

2.F.2

content area vo-cabulary devel-opment and reading skills (e.g., morphemic analysis, seman-tic analysis, re-ciprocal teach-ing, writing to learn, etc.)

Identify re-sources and re-search-based practices that create both lan-guage-rich and print-rich envi-ronments (e.g., large and diverse classroom libra-ries; questioning the author; inter-active response to authentic reading and writing tasks, etc.)

Identify re-search-based guidelines and selection tools for choosing li-terature and ex-pository text ap-

Develop a study aid for a vocabulary lesson in your own content area

Visit the local Leon County Teachers Resource Center, to learn of the resources that are

Professor

Evaluation

30

2.F.3

propriate to stu-dents’ interests and independent reading profi-ciency

available to Leon County teachers.

Visit the Leon County School Supply Warehouse, and the Florida Department of Education Website to read the guidelines and specifications for

Professor checks sign roster.

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2.F.4

selecting and purchasing instructional materials for Florida’s public school students. Write a reflection of your impressions of this assignment.

5.7

Each candidate will

develop a SBRR

lesson plan to help

pupils develop

generalized and

specialized

vocabulary using

expository text

Lesson plan

rubric

Note: Because of the overlapping nature of many of the indicators, some of the activities are repeated as they are useful in teaching more than one skill.

Teaching Methods Structure of the Class and the Delivery of Instruction

This class will be delivered in a cooperative learning format. Everyone in the class is responsible for everyone else’s learning. The Professor will serve as the instructional leader and facilitator.

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Much of your work in class will be done in small groups. You will be randomly assigned to a group. After three chapters have been covered, groups will be reformed. You will be given study guides before each chapter. You will be required to complete each guide outside the class. Upon arrival to class, you should immediately get into your groups and begin working. Work in the group should consist of comparing responses to the study guide, helping each other with problems that they may have had if any, making sure that each individual in the group understands each item on the study guide, deciding who will represent the group for each item during the whole group discussions. At the beginning of each class period, the professor will lead a short discussion on topics related to literacy, children, their families, schools, teachers and learning. You will be expected to take an active role in the discussions by contributing when appropriate. There are five broad topics that you will be required to prepare a critique from one of the major literacy journals. You may consult journals from the list provided earlier. The critiques should be done in the American Psychological Association format. After you detailed summary of the articles contents, provide a thoughtful personal reaction. Give your overall impressions of the article, give the strengths and weaknesses, how does this information conform with what you knew before, tell how you would use its contents, and finally, would you recommend this article to your colleagues? presentation.

Rubric for the Evaluation of Written Assignments

Evaluation Criteria for Written Assignments

Evaluation

Criteria for

Written

Assignments

Favorable

100‐90

4(20‐18)

Acceptable

89‐80

3(17‐15)

Marginal

79‐70

2(14‐12)

Unacceptable

69‐0

1(11‐0)

Followed

Directions

All of the required

directions for

completing the

assignment were

adhered to. 4

Most of the required

directions for

completing the

assignment were

adhered to. 3

Some of the required

directions for

completing the

assignment were

adhered to 2

Few of the required

directions for

completing the

assignment were

adhered to 1

Articulated the

information and

used syntactical

structure.

All of the materials

or attendant data

were included in

completing the

assignment. 4

Most of the

materials or

attendant data were

included in

completing the

assignment. 3

Some of the materials

or attendant data

were included in

completing the

assignment. 2

Few of the materials

or attendant data

were included in

completing the

assignment. 1

Supplies &

Materials

All of the materials

or attendant data

Most of the

materials or

Some of the materials

or attendant data

Few of the materials

or attendant data

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Accountability were included in

completing the

assignment. 4

attendant data were

included in

completing the

assignment. 3

were included in

completing the

assignment. 2

were included in

completing the

assignment. 1

Format Evidence The whole

assignment was

typed, sequenced,

numbered and

labeled accurately. 4

Most of the

assignment was

typed, sequenced,

numbered, and


Some of the

assignment was

typed, sequenced,

numbered and


Little of the

assignment was

typed, sequenced,

numbered, and


Promptness The whole

assignment was

submitted on time.

4

A large portion of

the assignment was

submitted on time.

3

A small amount of

the assignment was

submitted on time. 3

The assignment was

not submitted. 1

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Evaluation Criteria for Oral Presentations

Evaluation

Criteria for Oral

Presentations

100‐90

Excellent

89‐80

Good

79‐70

Fair

59‐0

Unacceptable

Knowledge of

Subject Matter

The student has a wide

range of knowledge

about the subject. Text

book reading and

supplemental materials

reading is very evident.

The student shows a

large amount of linkage

between old information

and new information.

4

The student has a nice

range of knowledge

about the subject. Text

book reading and

supplemental materials

reading is evident. The

student shows a nice

amount of linkage


and new information. 3

The student has a

small range of

knowledge about the

subject. Text book

reading and

supplemental

materials reading is

somewhat evident.

The student shows

some linkage between

old information and

new information. 2

The student has a little

range of knowledge about

the subject. Text book

reading and supplemental

materials reading is not

evident. The student

shows a little linkage


and new information. 1

Professional

Attire and

Manner

The student

demonstrates

excellent skill at

dressing for success. 4

The student

demonstrates a lot of

skill at dressing for

success. 3

The student

demonstrates some

skill at dressing for

success. 2

The student

demonstrates little skill

at dressing for success.1

Visual Aids The student displays

professional looking

visuals. Technology is

beautifully utilized. 4

The student displays

great looking visuals.

Technology is

adequately utilized.3


average looking

visuals. Technology

is decently utilized.2


below average looking

visuals. Technology is

insufficiently utilized. 1

Classroom

Management

The student does an

excellent job of

maintaining focus in

the audience and

handling disruptions.4

The student does a

good job of


the audience and


The student does a

sufficient job of


the audience and


The student does a poor

job of maintaining focus

in the audience and


Communication

Skills


excellent syntactical

discourse. 4


good syntactical

discourse. 3


average syntactical

discourse. 2


poor syntactical

discourse. 1

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Course Calendar and Assignments

Answer each question on the study guides. Answers that hit each of the major points of the ques-tion receives 70% of the credit, answers that provide a personal reflection, receives 80% of the credit, answers that also tie the information to some concrete or real experiences, and indicate how they intend to use the information receives up to 100% of the credit. Answers that do not treat all of the major points of an issue receive less than 70% of the credit.

Journal Article Critiques

In addition to answering all chapter questions and viewing chapter videos, you are also required to perform the following tasks:

1. Prepare four journal article critiques and present them in the following areas:

Teaching reading in the elementary school. The first article will be due during the fourth class period.

2. The second journal article critique should be done on developing vocabulary/ comprehension. This critique in due the 6th week of class.

3. The third article critique is due on the eighth week of class on developing fluency. 4. The fourth article should be prepared on teaching reading to the exceptional child, and is due on the tenth week of class.

All critiques should be done in APA style, and taken from professional refereed journals such as the: Reading Teacher, Reading Research Quarterly, Journal of Language Arts, Journal of Ado-lescent and Adult Literacy, Journal of Reading Behavior, Florida Reading Quarterly, Phi Delta Kappan, etc.

The critiques should contain a detailed summary of the article’s content, and a thoughtful per-sonal reaction in which you indicate the strengths and weaknesses of the article, how this infor-mation compares with what you already knew about the topic, how the information can be used, and if you would recommend that your colleagues read this article.

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Simulated Teaching Exercises

Nearing the end of the semester, we will begin our simulated teaching exercises. You are to plan a thirty minute lesson on a topic agreed upon by both of us. Develop a lesson plan in the format shown on the attached sheet. You may volunteer for a scheduled time to teach your lesson. If there are no volunteers, then we will proceed down the role in alphabetical order. Before begin-ning a lesson, read your objectives to the class, and provide any orientation to your lesson as you feel appropriate. At the end of your lesson, you will be asked to read each of your behavioral ob-jectives to the class again, one by one. The class will be asked if the objectives have been achieved. They will provide explanations of why they think the objectives were achieved or not. Next the students will be asked to tell you what the strengths of the lessons were. Next they will tell you what the weaknesses were and how the lesson could have been improved. Next, the class will be asked if they would like for you to teach their child this lesson. Finally, the Professor will provide an oral evaluation of the lesson. Your grade for this activity will con-sist of a combination of the quality of your lesson plan and the quality of your teaching presenta-tion. What your classmates say about the quality of your lesson will have no bearing on the grade that your receive for the lesson. The professor’s opinion is the one counted toward your grade for this activity.

Develop a Unit of Study

Select a topic upon which you would like to develop a five day unit of study. Secure the professor’s ap‐proval before getting started. Be sure to research the topic and your access to resources before seeking professor’s approval. Once approval has been granted, no further changes in topic or approach to pre‐paring Unit will be accepted.

Course Evaluation How Credit Is Earned

Regular Class attendance, participation in class activities and completion of chapter Study guides are required. It is expected that students who perform satisfactorily will successfully achieve the followings competencies listed below: (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25) 20%

(FEAPs#1,2,3,4,5,8,9,10,11) Students are required to read, critique, and present Journal articles on: teaching reading in content areas, developing vocabulary/ comprehension activities, develop teaching aids, and teaching the exceptional student. Satisfactory performance of these activities will enable the student to achieve the competencies below:(FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25)

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20%

Develop and teach a simulated lesson on an aspect of teaching reading in the elementary school. : (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25) 20% Develop a five day unit on an aspect of teaching reading in the elementary school. : (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25)

20%

Students are required to take quizzes and examinations that cover the pertinent concepts related to teaching reading in the content areas. Mastery of these concepts will ensure the achievement of the following competencies: (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25)

20%

100%

Grading How Grades Are Earned

90 100 A 80 89 B 70 79 C 60 69 D 9 & below F

Course Policies

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56.

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ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advice instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180. Taskstream Requirement: The Florida A&M University PEU has adopted Taskstream as one component of its assessment system. Consequently, all teacher education majors are required to have active Taskstream accounts. No grades will be awarded to students until they post their artifacts on Taskstream. Taskstream Code: 2HMUMM

Disposition statements and Instruments are located in Taskstream.

References

Allington, R.., & Johnson, P. H. (ED.) (2002) Reading to learn: Lessons from exemplary fourth-grade classrooms. New York: Guilford. Alvermann, D.E. (2008). Why both theorizing adolescents’online literacies for classroom practice and research? Journal of Adolescent & Adult Literacy, 52 (1), 8-19. Doi:101598/JAAL.52.1.2 Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2008). The critical reading inventory: Assessing student’s reading and thinking. Upper Saddle River, NJ: Pearson Education, Inc. Block, C. C. (2003). Literacy difficulties: Diagnosis and instruction for reading specialists and classroom teachers. Boston, MA: Allyn & Bacon. Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford. Biemiller, A. (2010). Words worth teaching: Closing the vocabulary gap. Columbus, OH: SRA/McGraw‐Hill. Blachowicz, C.I.Z., & Fisher, P.J. (2010) Teaching vocabulary in all classrooms (4th ed.). Boston: Allyn & Bacon.

Clay, M. (2002). An observation survey of early literacy achievement. New York: Heinemann. Florida Department of Education. (2003). Cool tools: Informal reading assessments. Tallahassee, FL: Bureau of Exceptional Education and Student Services. Ehlers-Zavala, F.P. (2008). Teaching adolescent English language learners. In S. Lenski & J. Lewis (Eds.), Reading success for struggling adolescent learners (pp. 74-89). New York: Guilford. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularuy. Portsmouth, NH: Heinemann. Flynt, E. S., & Cooter, R. B., Jr. (2004). Reading inventory for the classroom. Upper Saddle River, NJ: Pearson Education, Inc. Genishi, C., & Dyson, A.H. (2009). Children, language and literacy: Diverse learners in diverse times. New York: Teachers College Press; Washington, DC: National Association for the Education of Young Children.

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Gillet, J. W., & Temple, C. (2007). Understanding reading problems (7th ed.). New York: Longman. Graves, M.F. (2009). Teaching individual words: One size does not fit all. New York: Teachers College Press; Newark, DE: International Reading Association. Graves, M.F., Sales, G.C., & Ruda, M. (2008). The first 4,000 words. Retrieved May 19, 2010, from www.thefirst4000words.com

Gutierrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148‐164. Doi:10.1598/RRQ.43.2.3 Harmon, J.M., Wood, K.D., & Hedrick, W.B. (2008). Vocabulary learning in the content areas: Research‐based practices for middle and secondary school classrooms. In K.D. Wood & W.E.Blanton (Eds.l), Literacy instruction for adolescents: Research=based practice (pp. 344‐367). New York: Guilford. Hiebert, E.H., & Lubliner, S. (2008). The nature, learning, and instruction of general academic vocabulary. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 106‐129). Newark, DE: International Reading Association. Janzen, J. (2008). Teaching English language learners in the content areas. Review of Educational Research, 78 (4), 1010‐1038. Doi:10.3102/0034654308325580 Leslie, L., & Jett-Simpson, M. (1997). Authentic literacy assessment: An ecological approach. New York: Longman. Lenihan, G. (2003). Reading with adolescents: Constructing meaning together. Journal of Adolescent & Adult Literacy, 47(1), 8-12. Leu, D.J., Leu, D.D., & Coiro, J. (2006) , Teaching with the internet K-12: New literacies for new times (4th ed.). Norwood, MA.: Christopher- Gordon. Lewis, J., & Reader, T. (2009). How can we help adolescent readers meet the challenges of academic text? In J. Lewis (Ed.), Essential questions in adolescent literacy: Teachers and researchers describe what works in classrooms (pp. 101-131). New York: Guilford. McKenna, M., & Stahl, S. (2003). Assessment for reading instruction. New York: The Guilford Press. Manzo, A. V., & Manzo, U. C. (1993). Literacy disorders: Holistic diagnosis and remediation. Fort Worth: Harcourt Brace Jovanovich College Publishers. Moje, E.B. (2008). Youth literacies, identities, and cultures in and out of school. In J. Flood, S.B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (Vol. 2, pp. 207-219). New York: Routledge. Moje, E.B., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In C. Lewis, P. Enciso, & E.B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 15-48). Mahwah, NJ: Erlbaum. Scott, J.A., Nagy, W.E., & Flinspach, S.L. (2008). More than merely words: Redefining vocabulary learning in a culturally and linguistically diverse society. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 182 – 210). Newark, DE: International Reading Association. Snow, C.E., & Uccelli, P. (2009). The challenge of academic language. In D.R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112 – 133). New York: Cambridge University Press. Taylor, B., Harris, L. A., Pearson, P. D., & Garcia, G. (1995). Reading difficulties: Assessment and instruction (2nd ed.). New York: McGraw-Hill, Inc.

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Townsent, D. (2009). Building academic vocabulary in after-school settings: Games for growth with middle school English-language learners. Journal of Adolescent & Adult Literacy, 53 (3), 242-251. Doi:10.1598/JAAL.53.3.5 Vacca,J.L., Vacca, R.T., Gove, M.K., Burkey, L. Lenhart, L., & McKenon, C.(2002) . Reading and learning to read (5th ed.). Boston: Allyn & Bacon. Walker, B., J. (2008). Diagnostic teaching of reading (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Yi, Y. (2008). Relay writing in an adolescent online community. Journal of Adolescent & Adult Literacy, 51(8), 670-680. doi:10.1598/JAAL.51.8.6

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