Syllabus

Course Description

Recognizing that the teacher makes the difference in effective reading instruction this course is designed to enable teachers to make appropriate instructional and curriculum decisions within their classrooms while acting as advocates for developmentally sound literacy instruction within their schools, districts and regions. The course explores how children learn language and how that translates into reading achievement. Learning activities, assessment techniques and classroom management conducive to exemplary literacy programs are introduced and explored.

Course Outcomes

• State the seven characteristics of effective reading teachers
• Identify the sequence of oral language development and relate how that applies to learning reading and writing
• Describe effective early grade literacy components and instructional programs
• Provide adequate phonic and other word attack instruction to literacy learners from grades K- 6
• Identify the components necessary for exemplary literacy programs for grades 4-8
• Design developmentally appropriate activities that relate to Common Core Standards
• Organize literacy classrooms for optimum literacy growth and achievement
• Assess resources to be incorporated into early literacy instruction
• Examine reading theories and evaluate how reading ability develops
• Create a lesson plan with adaptations for diverse students
• Examine ways to modify instruction to support diverse learners as they develop fluency

Curriculum Design

Elementary Reading Grades 1 thru 6 is a forty five-hour, 3 graduate credit course taught online. Modules 13-15 are hands on modules during which students will demonstrate their level of competency with course content by completing their preplanned final projects of designing an exemplary literacy program for a grade level of their choosing from 2nd grade to 6th grade.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

One semester credit equals fifteen (15) hours of online class time. Each course is equivalent to three (3) semester credit hours.

A minimum of one hundred thirty five (135) hours should be anticipated for completion of the course. This includes forty five (45) hours of direct contact and ninety (90) hours in preparation and study; three (3) and six (6) per week respectively.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required text for this course is: Reutzel, D. R. and Cooter, R. B. (2008) Teaching children to read: The teacher makes the difference, (5th ed.) Merrill Lynch Pub. Upper Saddle River, NJ. Course web page and Internet resources as assigned during the course.

Course Outline

Introduction: Introduction & Overview

Objective: In this beginning exercise, the instructor will confirm the accuracy of e-mail addresses for all students. The instructor will then send a welcome message to the class. The students have this first week to acquaint themselves with the format of the course, the textbook, and the methods of communication.

Module One: Effective Reading Instruction: The Teacher Makes the Difference

Objectives:

• Create a definition of reading by synthesizing current and traditional research studies and theorists
• Argue the concept of the teacher as the active curriculum designer and instructional delivery specialist
• Examine characteristics of highly effective teachers
• Review the concepts of language acquisition
• Compare and contrast the five "pillars" of effective reading instruction

 

Module Two: Oral Language Development:  Implications for Literacy Development

Objective:

• Identify what teachers need to know about language
• Define expressive and receptive language and language structures
• Identify how children acquire language and use generative language
• Enumerate the stages of language development
• Examine theories of language development
• Explore the research on the relationship of oral language and reading

 

Module Three: Early Literacy Instruction

Objective:

• Assess resources to be incorporated into early literacy instruction
• Examine reading theories and evaluate how reading ability develops
• Create a lesson plan with adaptations for diverse students

 

Module Four: Phonics and other Word Identification Strategies

Objective:

• Create a lesson plan focusing on phonics instruction
• Design an at home activity students and parents can complete to reinforce phonics topics

 

Module Five: Developing Reading Fluency

Objective:

• Define reading fluency
• Analyze the relationship of fluency on reading achievement
• Compare and contrast developmentally appropriate methods for assessing fluency
• Compare and contrast developmentally appropriate methods for helping literacy learners develop fluency
• Examine ways to modify instruction to support diverse learners as they develop fluency

 

Module Six: Vocabulary Development

Objective:

• Analyze the types of vocabulary and their relationship to reading
• Identify the way vocabulary is developed
• Create activities that illustrate effective methods for increasing word knowledge
• Evaluate methods of assessing vocabulary knowledge
• Design activities incorporating research proven methods for vocabulary instruction

 

Module Seven: Reading Comprehension

Objective:

• Examine current research on reading comprehension
• Define reading comprehension and the skills that lead to understanding what is read
• Compare and contrast methods for developing comprehension
• Compare and contrast methods for assessing comprehension
• Examine methods for adapting instruction for diverse learners

Module Eight: Revisiting Comprehension

Objective:

• Asses comprehension strategies by viewing model lesson in progress
• Compare and contrast 3 reading comprehension strategies for further researching and developing for classroom use
• Construct a written Comprehension Instructional Plan in course participants educational setting

Module Nine: Writing in the Literacy Program

Objectives:

• Describe writing and its relationship to speaking and reading
• Examine how writing develops in elementary literacy learners
• Compare and contrast the stages of writing development
• Create activities that incorporate developmentally appropriate instructional practices for writing

 

Module Ten: Assessment in the Elementary Literacy Program

Objective:

• Create activities that demonstrate evidence based best practices in reading assessment
• Assess the principles of effective literacy assessment
• Evaluate the variety of assessment tools, strategies and instruments available for comprehensive classroom literacy assessment
• Compare appropriate methods for interpreting, using and reporting collected assessment data

Module Eleven: Reading Instruction Programs and Standards

Objective:

• Evaluate basal reading programs

Module Twelve: Classroom Organization for Effective Reading Instruction in Primary Grades

Objectives:

• Design evidence based appropriate instruction for primary grade literacy learners
• Analyze the relationship between instruction and achievement
• Distinguish the characteristics of effective K-3 literacy instruction

 

Module Thirteen: Classroom Organization for Effective Literacy Instruction Grades 4-8

Objective:

• Analyze the special challenges of reading content reading and learning
• Examine concept density and readability levels of grade level content texts
• Appraise the importance of vocabulary and background knowledge in understanding content reading texts
• Design activities that demonstrate effective management and organization strategies to help learners recognize and make the necessary transition from narrative to expository print

 

 

Course Requirements:

Requirements	Points
Forum Discussions	50
Weekly Assignments	130
Position Paper	10
Content Paper	10
Research Paper	32
Total	232

Grades
232-216 - A
215-200 - B
199-181 - C

 

Student Academic Integrity

Principles of academic integrity refer to cheating and plagiarism. Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism is a violation of student academic behavior standards and are subject to disciplinary action. Plagiarism is defined as taking ideas, writings, etc. from another and offering them as one’s own. Academic dishonesty is defined as practicing dishonesty or misrepresentation of facts. All forms of dishonesty and intent to defraud through falsification are considered cheating. Violation of these principles will merit a failing grade in the course in which the violation is documented.

 

Privacy Rights and Confidentiality

In accordance with the provisions of the Family Educational Rights and Privacy Act of 1974 (Buckley Amendment), Teacher Education University honors student privacy and protects the confidentiality of educational records and the rights of students to inspect and review these records. Only upon the written request of the student may information collected by the University be released. Specific transcript information is not available for general statistical purposes.

 

Bibliography

Adams, M. (1990) Beginning to read: Thinking and learning about print-a summary. Urbana, IL: Center for the Study of Reading.

Barone, D. M. (2006) Narrowing the gap: What works in high-poverty schools. New York: New Guilford Press.

Fry, E. B., Kress, J. & Fountoukidis, D. L. (1993) The reading teacher's book of lists (3rd ed.) Paramis, NJ: Prentice Hall.

Jancola, L. (1999) Six trait writing, http://www.kent.k12.wa.us/staff/LindaJancola/6Trait/6-trait.html Retrieved August 12, 2007.

Kroth, R. L. & Edge, D. (2007) Communicating with parents and families of exceptional children, (4th ed.). Denver: Love Publications.

Simmons, D. C. & Kane'enui, E. J. (2003) Consumer's guide to evaluating a core reading program, Grades K-3: A critical elements analysis. Eugene, OR: University of Oregon.

Trelease, J. (2001) The read-aloud handbook (5th ed.). New York: Penquin.

Vaughn, S. & Linan-Thompson, S. (2004) Research-based methods of reading instruction, grades K-3. Alexandria, VA: Association for Supervision and Curriculum Development.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.