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College of Education Oregon State University Double Degree Elementary
TCE 483 Developmental Reading
3 credits
Course Description Development of pedagogy in teaching of reading to elementary-aged students, including the teaching of vocabulary, comprehension, phonics, fluency and motivation to read. Use of children's literature, assessment approaches, and special needs students are also addressed.
Authorization levels of this class: The class is organized to address literacy teaching from kindergarten to sixth grade. Students are asked to shape course assignments that reflect their first authorization teaching situations.
Conceptual Framework This course provides students with a background in reading, literacy, and language development from social constructivist as well criticalist/social justice perspectives. The goals and objectives of the course will reflect Oregon state content standards and assessments; state licensing expectations for teachers of reading; International Reading Association Standards for Reading Professionals; and IRA/NCTE Standards for the English Language Arts. The course leads students to analyze language and literacy development issues from a critical perspective by examining the influences of gender, ethnicity, and socioeconomic status and develop teaching/reading strategies that appropriately match the needs of individual children. Consistent with the College of Education Mission Statement, the course aims to support students’ learning of innovation in the teaching of reading while promoting diversity and a socially just society and world.
Learning Resources Required Text: Cooper, D. J. (2012). Literacy: Helping students construct meaning. (8th^ Ed). New York: Wadsworth. Supplemental Packet (purchase at bookstore) Other reading materials related to the miscue analysis will be passed out in class.
Other recommended resources: Allington, R. L., (2001). What really matters for struggling readers. Boston: Allyn & Bacon. Cunningham, P. (2000). Phonics they use: Words for reading and writing. New York: Longman. Cunningham, P. M., & Hall, D. P. (1994). Making words. Parsippany, NJ: Good Apple. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse: Portland, Maine. Tierney, R. J., & Readence, J. E. (2005). Reading strategies and practices: A compendium. Pearson: Boston.
Course Goal Students will develop an understanding of a balanced reading program, including its theory and pedagogy.
Learning Outcomes (and related course assignments):
- Demonstrate an understanding of the reading process (1, 2)
- Demonstrate knowledge to assess students’ reading behavior and beliefs (1)
- Demonstrate knowledge to plan instruction based on assessment data (1, 3)
- Demonstrate knowledge to teach comprehension, vocabulary, and phonics (1, 3, 4)
- Demonstrate the knowledge of state and national standards, including IRA recommendations, and how to use these standards and recommendations in developing daily lessons (3)
- Demonstrate ability to create a stimulating classroom literacy environment, including enhancing students' motivation to read (3, 4)
- Plan and design effective literacy learning environments and experiences supported by technology (4)
Course objectives related specifically to social justice and cultural competence:
- Learn to critique children's literature for bias based on race, class, gender, and ideology (4)
- Develop an understanding of structures, in organizing the literacy classroom, that reflect particular cultural perspectives (3, 4)
- Develop the ability to pose higher-level thinking questions as well as teach elementary-aged students to pose their own higher-level questions (4)
- Become aware of the importance of selecting text that reflects students’ experience and text that is provocative and relevant to students’ lives (4)
- Understand the relationship between culture and language, particularly how this relationship may inform our teaching (3, 4)
- Demonstrate knowledge to teach reading to students who are English Language Learners (3, 4)
Link to Conceptual Framework, Knowledge Base, and National and State The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four foundational or core values that are listed below. To find out more about how the knowledge base relates to the National Council for Accreditation of Teacher Education (NCATE) guidelines, review the Conceptual Framework at the website: http://oregonstate.edu/education/accreditation/
- Ethics and Professionalism
- Reflective Practitioner
- Lifelong Learners
- Diversity and Equity
With respect to national standards, this course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit Standards: http://www.ncate.org/public/unitStandardsRubrics.asp?ch=
The Oregon TSPC Standards embedded in this course include the following: Standard 1: Plan Instruction that supports student progress in learning and is appropriate for the developmental level. (assignment 1, 2, 4) Standard 2: Establish a classroom climate conducive to learning (assignment 3, 4, 5) Standard 3: Engage students in planned learning activities (assignment 2) Standard 4: Evaluate, act upon, and report student progress in learning (assignment 1, 2) Standard 5: Exhibits professional behaviors, ethics, and values (assignment 3, 4, 5)
b. The expectation is that presenters become authorities on their topic. The goal of presenters is to teach their audience about the topic. Presentations can be structured like a workshop (in which participants are learning some teaching method or procedure by doing it); presentations can be more didactic (in which the presenter is giving information); presentations can be theoretical (in which presenter poses ideas and questions and engages the group in discussion); or presentations can be some combination of the above. c. Presenters research topics that are new to them. Do not re-present a report that you have done previously for another course. d. Presenters will have a hand out, for their audience and the teacher, that summarizes or contains the important information of the presentation. The hand out may be as brief as a one-page summary of the key ideas with accompanying bibliography. Summaries are typed. Post your hand-out on a forum set up for this on the Discussion Board. Presenters will choose a date for their presentation. Assessment: Presentations that meet the above criteria will earn 10 points. If any of the above criteria are not met, points will be deducted. (Students self-assess this assignment)
Assignment #3 Comprehension Lessons Students will write two comprehension lessons , on any of the seven strategies described in the Cooper book. Students should try to use a piece of children’s literature as the text in the teaching of the strategy. Sample lessons will be demonstrated in class. Also see Cooper for other sample lessons.
Students need to write and teach two lesson plans. Students can teach their lesson to the whole class, small group, or individual students. Students should turn in a reflection paper as it relates to their teaching of these lessons: What parts of the lessons went well? What did not go well? What adjustments to my teaching would I make if I taught this lesson again? This reflection paper should be approximately one-page typed, double spaced for each lesson.
To earn full credit, students need to write and teach two lessons , include all the lesson components indicated in the sample lessons in the Cooper book; teach both lessons to a the whole class, small group or individuals; and generate a reflection paper on the lessons; and the reflection should respond to the prompts listed above.
Assignment #4 Readings and Classroom Participation Students are expected to participate in classroom discussions, activities and role plays. This is a crucial part of the class. Students who miss class will be required to engage in readings/written reflections that mirror the topics that were examined in class the day of the absence.
All postings and responses to peers must be made by the date indicated for the reading (see BB Discussion Forum, which lists week by week what videos/readings to do and where these texts are found).
How much to write in your posts? The teacher will indicate on a case-by-case basis if students need to adjust the quality or quantity of their posts.
Point Values for Assignments:
- Miscue analysis……......……. 20
- Small group presentation……
- Comprehension lessons…… 20
- Readings/participation...…… 35
- Final exam…………………..
Grading scale: 94-100..........A 90-93............A- 87-89............B+ 80-86............B 77-79............C+ 70-76………C 60-69………D under 60……F
Students with Disabilities Students with documented disabilities who may need accommodations, who have any emergency medical information the instructor should be aware of, or who needs special arrangements in the event of evacuation, should make an appointment with the instructor as early as possible, and no later than the first week of the term. Class materials will be made available in accessible format upon request.
Link to Statement of Expectations for Student Conduct http://oregonstate.edu/admin/stucon/achon.htm
Academic Integrity Students are expected to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. For further information, visit Avoiding Academic Dishonesty, or contact the office of Student Conduct and Mediation at 541-737-3656.
Conduct in this online classroom Students are expected to conduct themselves in the course (e.g., on discussion boards, email postings) in compliance with the university's regulations regarding civility. Students will be expected to treat all others with the same respect as they would want afforded themselves. Disrespectful behavior to others (such as harassing behavior, personal insults, inappropriate language) or disruptive behaviors in the course (such as persistent and unreasonable demands for time and attention both in and out of the classroom) is unacceptable and can result in sanctions as defined by Oregon Administrative Rules Division 015 Student Conduct Regulations.
Course Schedule
Notes: each class will begin with read aloud and its critical analysis.
Week One : review syllabus; KWL; what really matters in the teaching of reading; teaching reading from varying theoretical perspectives; components of balanced reading program; the read aloud; response activity; higher level questioning in reading; schema theory
Week Two : miscue analysis project; phases of reading process (pre reading, during reading, post reading); comprehension teaching lesson (Hoyt video); cueing systems/miscue analysis; reading interview *have read Cooper Chapter Three (prior knowledge) *have read ‘fairy tales’ article, found on ‘course documents’
Week Three : more on miscue analysis project/analysis of miscues; text structure and graphic organizers; teaching skills; guided comprehension (Hoyt video) *have read Cooper Chapter Four (How to teach strategies for constructing meaning)
