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.

Objectives

• 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
• Organize literacy classrooms for optimum literacy growth and achievement

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.

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

Objective:

• Define reading by current and traditional research studies and theorists
• Support 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
• Identify 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:

• Define early reading instruction essentials
• Identify developmentally appropriate methods for assessing early literacy learners
• Identify the characteristics of effective early reading instruction
• Examine ways to adapt early reading instruction for diverse learners

 

Module Four: Phonics and other Word Identification Strategies

Objective:

• Define phonics and identify the "reliable" generalizations
• Identify developmentally appropriate methods for teaching phonic generalizations
• Define word identification strategies and identify developmentally appropriate teaching methods
• Examining evidence based assessment techniques for phonics and other word identification strategies
• Identify methods for differentiating instruction for diverse learners

 

Module Five: Developing Reading Fluency

Objective:

• Define reading fluency
• Identify the relationship of fluency on reading achievement
• Identify developmentally appropriate methods for assessing fluency
• Identify 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:

• Define the types of vocabulary and their relationship to reading
• Identify the way vocabulary is developed
• Identify effective methods for increasing word knowledge
• Explore methods of assessing vocabulary knowledge
• Identify 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
• Identify methods for developing comprehension
• Identify methods for assessing comprehension
• Examine methods for adapting instruction for diverse learners

Module Eight: Revisiting Comprehension

Objective:

• Expand knowledge of comprehension strategies by viewing model lesson in progress
• Provide time for course participants to explore new concepts introduced in Module Seven
• Identify 3 reading comprehension strategies for further researching and developing for classroom use
• Construct a written plan for comprehension instruction in course participants educational setting

Module Nine: Writing in the Literacy Program

Objective:

• Define writing and its relationship to speaking and reading
• Examine how writing develops in elementary literacy learners
• Identify the stages of writing development
• Identify developmentally appropriate instructional practices for writing
• Examine appropriate assessment of elementary learners writing
• Identify writing characteristics and traits

 

Module Ten: Assessment in the Elementary Literacy Program

Objective:

• Identify evidence based best practices in reading assessment
• List the principles of effective literacy assessment
• List and define the variety of assessment tools, strategies and instruments available for comprehensive classroom literacy assessment
• Identify appropriate methods for interpreting, using and reporting collected assessment data

Module Eleven: Reading Instruction Programs and Standards

Objective:

• Define what is meant by standards
• Identify literacy standards set by professional organizations, local, state and Federal governments
• Define what is meant by "core" literacy program
• Identify supplemental literacy programs

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

Objective:

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

 

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

Objective:

• Identify the special challenges of reading content reading and learning
• Exploring concept density and readability levels of grade level content texts
• Define the importance of vocabulary and background knowledge in understanding content reading texts
• Identify effective management and organization strategies to help learners recognize and make the necessary transition from narrative to expository print

 

Final Module: Catch up and Review

Objective:

• To provide time for students to gather information on all topics
• Give students time to complete course requirements
• Complete final evaluations of course

Course Requirements:

Requirements	Points
Forum Discussions	50
Weekly Assignments	130
Position Paper	10
Content Paper	10
Total	200

Grades
200-186 - A
185-170 - B
169-154 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

 

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.