EDU-309-20, Instruction in Reading (SP15)
INSTRUCTOR: Dawn Jacobs, Ph.D, Email: email@example.com
SCHEDULE/DAY/TIME: Semester 1/Monday/6:00-8:20pm, 01/28/2015-04/15/2015
Sets forth an interdisciplinary view of the foundations of reading development and acquisition of literacy with a targeted focus on systematic phonics instruction. The class addresses theories in such fields as linguistics, cognitive psychology and child development as they are seen in language and literacy development of the emerging elementary reader/writer. Students examine the history of various instructional methodologies and the research documenting their effectiveness. Class participants explore current approaches to all parts of the acquisition of literacy, such as direct instruction of phonics, whole language, and language experience. In addition, candidates explore the teacher role in developing independent learning strategies through the preparation of lesson plans, activities and materials. Topics will include: (a) designing balanced instruction (i.e., including oral language, phonemic awareness, word identification, phonics, fluency, and comprehension) to meet the needs of all students, (b) designing instructional plans to motivate and engage all students in literacy, especially those students with cultural and linguistic diversities.
Traub, N. & Bloom F., Et Al. (2000) Recipe for Reading: Intervention Strategies for Struggling Readers, Edition 4
Supplemental Reading Listed on Syllabus (See Weekly Reading Assignments)
By the end of this course students will be able to:
1. Describe and recognize phases of the reading acquisition process. (InTASC 1,4), (EDO 1, 2) (IRA 1.1, 1.2, 1.3)
2. Phases of reading acquisition (P1.0 A)
3. Alterable and unalterable variables contributing to reading acquisition (P1.0 B)
4. Reading difficulties (P1.0 C)
5. Understanding of how children learn to read (P 1The role of letter name knowledge in reading and spelling (P 2.2)
6. Language organization (P2.5)
7. The role of fluency (P2.8)
8. The role of vocabulary development in comprehension (P 2.9)
The course combines lectures with large and small group discussions, required readings, cooperative learning activities, simulated experiences, and audio-visual aids. Active participation of students is expected. Presentations will be posted on Blackboard, but not all information presented in class will be posted. You are expected to take notes on what is not provided on posted presentations.
RESOURCES USED IN CLASS:
IRIS Website: http://iris.peabody.vanderbilt.edu/index.html
Reading Rockets Website: http://www.readingrockets.org/shows/launching/meaning
Colorín Colorado Website: http://www.colorincolorado.org/
Because communication is a central skill of effective educators, you will be held to high standards in your writing. Correct usage of grammar, spelling and punctuation is expected for all assignments.You are expected to follow the professional writing standards and citation format of the American Psychological Association (APA). Please use APA format, 1 inch margins, and 12 point font for all assignments (See APA Publications Manual, 5th ed).
You will design a literacy lesson plan on Basic Phonics and Advanced Phonics. You will need the following provided rubrics and outlines, which will be reviewed in class, to develop the lesson plans: (1) a description of a small group for which the lesson plan will be written, (2) a format that must be followed for the lesson plan, and (3) a rubric by which the lesson plan will be assessed. You will be provided time
in class to discuss your lesson plan and get feedback on your lesson plan from a partner.
YOUR FINAL GRADE WILL CONSIST OF THE FOLLOWING:
#; Category; Points; Percentage of Grade
1; Participation, Attendance, Preparation (See Rubric); 50; 15% (7.5)
2; Friday Quiz (2); 68; 20% (13.6)
4; Basic Phonics Lesson Plan; 80; 25% (20)
5; Advanced Phonics and Fluency Lesson Plan; 80; 25% (20)
6; Presentations; 30; 15% (4.5)