FOUNDATIONS OF READING – ECSE 4311
Syllabus
FOUNDATIONS OF READING
(ECSE 4311 Spring 2008)
MWF 9:00–9:50 pm (Section I)
MWF 12:00-12:50 pm (Section II)
Mashburn 231
Instructor: Shoudong Feng, Ed.D.
Office: Mashburn 133
Office Hours: Monday/Wednesday 8:00-12:00; 2:00-5:00 or by appointment
Phone: 450-5447
Email: sfeng@uca.edu
Website:
Blackboard:
A. Text
Reutzel, R., & Cooter, R. (2004). Teaching children to read: Putting the pieces together (4th ed.). Englewood Cliffs, NJ: Prentice-Hall. (Required)
Dow, R., & Baer, G. (2007). Self-paced phonics: A text for educators. Columbus, OH: Pearson. (Recommended)
B. COURSE GOALS AND OBJECTIVES:
1. The candidate will distinguish between teachers in transition and the transition that will take place within their environment. (UCA TPOA A3-4, C-4, D-6)
2. The candidates will understand the historical significance the past plays with the changing of the school environment. (UCA TPOA A3-5)
3. The candidates will recognize the development of emergent literacy behavior and its relevance to the development of the readers and writers. (UCA TPOA A1-5, C1-5)
4. The candidates will demonstrate an understanding of the basal reader along with the pros and cons of using it for teaching literacy. (UCA TPOA D1-2, D4-5, A2-5)
5. The candidate will understand how to cross the transition bridge, spring boarding from traditional, basal-only teaching toward innovative practices more closely associated with balanced/comprehensive reading and writing instruction. (UCA TPOA B1-3, D4, B5 )
6. The candidates will have an enhanced understanding of the theory and practice in the study of reading comprehension. (UCA TPOA C1-7, D2)
7. The candidates will be engaged in the development of vocabulary building practices within the classroom and recommend skills and strategies to help children. (UCA TPOA D1, B1-3, C1-8)
Tentative Weekly Schedule
Week Topic Assignments/Activities
Jan 11 Introduction/Syllabus Discuss course requirements
Jan 14 Reading and its linguistic foundations
Jan 21 Ch 1 Major Theories in Reading
Jan 21 MLK Holiday No class
Jan 30 Chalk & Wire/ TPOA Meeting
Jan 28 Ch 1 continues Test 1 (Ch. 1 & Ling. Found.) on 2/1
Feb 4 Ch 2 Phonemic Awareness and Phonics
Feb 11 Ch 2 continues Ch. Activity
Feb 18 Ch 3 Vocabulary Development Ch. Activity
Feb 25 Ch 3 Continues Ch. Activity; Test 2 (Ch. 2 & 3) on 2/29
Mar 3 Ch 4 Reading Comprehension
Mar 10 Ch 4 continues Program description due 3/14
Mar 17 Ch 5 Reading Fluency Ch. Activity
Mar 24 Spring Break No class
Mar 31 Ch 5 continues Test 3-Ch. 4 & 5 on 4/4
Apr 7 Ch 6 Materials and programs Ch. Activity; CD Due on 4/14
Apr 14 Ch 7 Reading Assessments Ch. Activity; Lesson due 4/21;
Apr 21 Ch 7 continues
Apr 23 Portfolio Day
Apr 25 Study Day
Apr 28 Final Exam Week Test 4-Ch. 6 & 7
C. Assignments
Regular assignments and rubrics
|Description |Due date |
|Chapter activities: There will be at least one activity for each |TBD |
|chapter covered in this course. It varies based on the content of each | |
|chapter. | |
|Technology: Burn a CD with a PowerPoint presentation that teaches |4/14 |
|comprehension through the story elements of a children’s book. The | |
|presentation should have audio- (e.g., music as background) and visual | |
|(e.g., pictures and animation) effects. | |
Rubric for Chapter Activities
|Criteria |Points you received |Possible points |
|Will be provided in class | |1@10 x 10=100 |
Rubric for Technology
|Criteria |Points you received |Possible Points |
|CD with 5 PowerPoint slides | |30 |
|All story elements are analyzed | |30 |
|Audio effect (1 piece of music throughout | |20 |
|presentation) | | |
|Visual effect (animation) | |20 |
|Total points | |100 |
Test 1, 2, 3, & 4 1@25 x 4 ___/100
Field assignments for ECSE 4311 Spring 08
|Description |Due date |TPOA |NAEYC |
|1. Field Report: Describe the reading/writing instruction in the|3/14 |D1, D3 |1b; 4b; 5a, 5c, 5d |
|classroom you observe. Be sure to include a description of the | | | |
|literacy block schedule, how reading is taught, how writing is | | | |
|taught, learning centers if any, grouping methods, | | | |
|materials/texts used, and how reading and writing are connected. | | | |
|Please also reflect on your observations by focusing on what you | | | |
|have learned and what you would do differently and why. The | | | |
|report should be typed, double-spaced and have a minimum of three| | | |
|pages. | | | |
|2. Reading Lesson: Teach a reading lesson with a distinct skill |4/21 |A1-5; B3; C1-C8; D1 |1a-b; 4a-c; 5d |
|component (phonemic awareness, phonics, vocabulary, comprehension| | | |
|or fluency) in a small/whole group. Be sure to use the standard | | | |
|Pathwise templates for lesson plan, class profile, and | | | |
|reflection, and address every item in the templates that are | | | |
|available at . Submit the following | | | |
|parts: lesson plan, class profile, reflection and evidence of | | | |
|teaching (3 student work samples and 2 photos that show you in | | | |
|teaching). | | | |
Rubric for Assignment #1: Field Report
|Description of reading instruction (20 points) |How is it taught: 10 ; Grouping: 5; Skills taught: 5 |
|Description of writing instruction (20 points) |How is it taught: 10 ; Grouping: 5; Skills taught: 5 |
|Description of reading and writing connection (15 points) |Are they connected: 5 ; How: 10 |
|Description of centers (15 points) |How many: 5 ; What: 5; How are they used: 5 |
|Reflection on each component (20 points) |What have you learned: 10; What would you do differently and why:|
| |10 |
|Grammar and mechanics (10 points) |2 points for every three errors |
Rubric for Assignment #2: Reading Lesson
|Lesson plan (address every item in the template) (30 points) | Set: 5 points; Objectives: 10 points; Procedures: 10 points; |
| |Evaluation: 5 points |
|Class profile (address every item in the template and include a |Items 1-5, & 7: 2 points each; Item 6: 3 points; Item 8: 5 |
|computer-generated room sketch) (20 points) |points |
|Reflection (address every question in the template) (30 points) |Items 1-6: 4 points each; Item 7: 6 points |
|Grammar and mechanics (10 points) |2 points for every three errors |
|Evidence of teaching (2 photos, 3 student work samples) (10 |Photos: 5 points; Work samples: 5 points |
|points) | |
TOTAL _____/200
COMMENTS__________________________________________________________________
D. COURSE OUTCOMES AND EVALUATIONS:
Students will be evaluated using a variety of assessment procedures including written exams, reflective journal entries, self-evaluation and peer evaluation, rubrics to guide assignments and assessment of activities. Grades will be assigned in the following:
Activities (10x10) 100 Grading Scale: 470 -- 500 = A
Field Assignments (2x100) 200 420 -- 469 = B
Technology 100 370 – 419 = D
Written Exams (4x25) 100 369 and below = F
Total 500
(A grade of “C” or higher is required for successful completion of professional block courses.)
Evaluation components and assessments will ensure that teacher candidates meet the following PATHWISE domains and criteria.
A1, A2, A3, A4, A5, B1, B2, B3, C1, C2, C3, C4, C5, D1, D2, D3, D4
All assignments will be typed and double spaced with a font size of 10 point or larger. Materials will be presented in an organized and professional manner. Points will be deducted for grammatical or other English usage mistakes, and poor organization. Late assignments will automatically lose 20% of the point value for each class meeting that it is late. Any assignment that is resubmitted will lose 10% of the point value.
E. Key Disposition and Skills
Attendance and punctuality are very important professional behaviors for teacher licensure. Class attendance is required for successful completion of classes. More than three absences will result in 3 points deducted from the final percentile average for each additional absence. If you are tardy, enter the classroom and sit in the designated area so as not to disturb your classmates. Three tardies will count as one absence. Candidates are also required to attend field experiences. Successful completion of field experiences is required to complete this course. All absences in the field will need to be made up before finals week with the cooperating teacher’s consent.
Excessive absences (more than 3 in class or more than 1 in field) may result in the candidate being administratively dropped from the course.
Candidates are expected to behave professionally during class time. Candidates will not talk while the professor or other classmates have the floor. This is an expected courtesy or respectful behavior. A classroom in which all who participate can learn and enjoy is the desired environment.
If the behavior of a student negatively affects the learning environment of the classroom, the student may be asked to leave. If the behavior continues, the student will arrange an appointment with the professor and will have a remediation plan ready for review. If the behavior still continues, the student may be removed from the class.
Technology Etiquette: The candidate will turn off cell phone and/or lap top (unless used for taking notes) before entering the classroom. Interference of (or) interruption to the learning environment will not be acceptable.
F. STUDENT HANDBOOK POLICIES:
Candidates are expected to follow all policies regarding academic dishonesty, sexual harassment, and academic issues as outlined in the current UCA Student Handbook. Plagiarism is the presentation of another person’s work, ideas, or expressions as your own, whether you do so intentionally or as a result of careless documentation. It is a serious violation and carries severe penalties (failure on the assignment or in the course). Please consult the instructor if you have any questions concerning what constitutes plagiarism. Cheating of all kinds will result in failure of the course. The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this Act, please contact the UCA Office of Disability Services at 450-3135.
G. Candidates must purchase a subscription to Chalk & Wire (web-based portfolio system).
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