EDUC E339: METHODS OF TEACHING LANGUAGE ARTS & READING I

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1 SCHOOL OF INDIANA UNIVERSITY NORTHWEST EDUC E339: METHODS OF TEACHING LANGUAGE ARTS & READING I HYBRID COURSE SYLLABUS FALL 2010 Mondays 9:00 AM 11:30 AM Room HH 331 Dr. Paul J. Blohm Hawthorn 347: pblohm@iun.edu I. COURSE DESCRIPTION Bulletin Description. Examines the basis of, describes and appraises the methods, materials, and techniques employed in developmental reading programs for children from early childhood through early adolescence. Expanded Description. EDUC E339, Methods of Teaching Reading I, is designed to serve as introductory study and reflection of methods for teaching literacy in grades K through 3. This course will emphasize current code-breaking/comprehension/metacognitive models of reading with a literature-based focus for promoting interest as well as skill. Study of materials (texts, hardware, software) and instructional procedures used in today's schools will comprise an integral part of this course. Particular focus will be on "workshop" approaches to reading, emphasizing mini-lessons over lengthy teacher talk. Thematic teaching will also be explored as a way to integrate reading/writing techniques and practices developed in the course with teaching the other subjects (e.g., mathematics, social studies, science). Integrated reading/writing activities will be developed as both an instructional and assessment activity. Adaptations and modifications to each instructional activity for this course will be explored to meet the needs of struggling readers. Field experiences included in the course are designed to provide a genuine classroom setting for trying out the instructional procedures you learn. All of these activities will be used to prepare you for the next course, E339, where you will learn to use these instructional approaches to monitor children's literacy growth through traditional and authentic assessments. II. SCHOOL OF EDUCATION MODEL This required course in the School of Education s Elementary Education Program reflects the program outcomes and principles of the Reflective Professional Conceptual Framework. The nine program outcomes of the Reflective Professional model are presented in the summary chart below; the course objectives are keyed to the respective outcomes within the chart. Reflective Professional Outcomes Course Objectives Communication Skills Higher Order Thinking Skills* 4, 12 Instructional Media & Technology 5 Learning & Development 1, 2, 3, 4, 5, 6, 7, 8, 9 School Culture & Diversity 9, 10 Instructional Design & Delivery 2, 5, 6, 9, 10

2 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 2 Classroom Management 3, 4, 5, 6, 7 Assessment & Evaluation 1, 2, 3, 4, 5, 6, 7, 8, 11 Professional Responsibility 1, 2, 11 *This program outcome is especially targeted in this course. COURSE OBJECTIVES Complementing the program outcomes of the School s Reflective Professional conceptual framework, EDUC E340 is designed to help you accomplish the following instructional objectives: 1. Examine Indiana state standards for K-3 language arts and plan instruction and assessment to meet those standards; 2. Establish and confirm a multi-method, multilevel framework for teaching reading that reflects what good readers do; 3. Develop and apply a variety of instructional approaches to the teaching of reading which emphasize higher order thinking (e.g., analytical, creative, critical) skills; 4. Develop and apply thoughtful connections questions (i.e., text-to-self, text-to-text, text-toworld) for reading and discussing literature; 5. Explore, select, and apply various resources and technology (e.g., trade books, basals, big books, computer software, audio/videocassette programs, multimedia) for promoting the teaching of reading and writing in the classroom setting; 6. Identify, design, and apply hands-on strategies for promoting children s self-selected reading that accommodate for a variety of genres and literacy levels; 7. Identify, design, and apply hands-on guided reading lessons to teach children how to use reading strategies needed to understand what they read and to meet set purposes; 8. Identify, design, and apply hands-on teaching lessons to help the student learn to read content area textbooks for gathering knowledge and subject-matter concepts; 9. Identify, design, and apply hands-on working with words lessons to develop children s ability to read and spell high frequency words through noted phonic and word family patterns. 10.Identify, design, and apply hands-on teaching methods to promote metacognition (i.e., think-aloud techniques, study strategies, fix-up strategies) which emphasizes monitoring reading success as an act that is controlled by the reader; 11.Make judgments about the ethics of the reading models, approaches, practices, materials and technology for helping students become critical thinkers through the language arts. INITIAL PROGRAM DISPOSITIONS The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your classroom participation, projects, and assessment activities: 1. Attendance, punctuality & professionalism (i.e., actions, appearance) 2. Connect subject to students world 3. Align teaching with state & professional standards 4. Prepare and promote active learning 5. Communicate ideas clearly in speech and writing

3 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 3 6. Use of multiple approaches & technology to teach 7. Student-centered management of class time & student behavior 8. Respects students from diverse backgrounds 9. Promote cooperation in class, school, community 10. Track student progress & adjust teaching to meet needs 11. Willing to receive constructive criticism & suggestions 12. Committed to becoming an effective teacher TEACHING STYLES The following teaching styles, approaches and management techniques that I will employ in this course are designed to model for you the very methods of assessment and teaching identified for inclusion in this course: Guided discovery Reflective simulation/problem-solving Across-content integrated instruction Multimedia/hypermedia presentations Multicultural literature/media Cooperative learning/grouping In every setting, I will use the strategies and techniques of this course in simulation to provide you with the experience of being the student with the approach before turning over responsibility to you for taking the role of the teacher in preparation and delivery. III. COURSE MATERIALS The texts listed below are required and should be brought to each class session. These texts are available at the Union Bookstore. Cunningham, P.M., Hall, D.P., & Sigmon, C.M. (1999). The teacher s guide to the four blocks: A multimethod, multilevel framework for grades 1-3. Portsmouth, NH: Heinemann. Rowling, J. K. (1998). Harry Potter and the Sorcerer s Stone. New York: Scholastic Press. IV. COURSE ASSIGNMENTS AND ACTIVITIES The first and by far most important requirement of this course is your regular attendance, punctuality, and participation in the series of class activities, discussions, presentations, demonstrations and field experiences. "Five" unannounced participation activities (i.e., assignments or quizzes each worth 20 points) will be administered (NO MAKE-UPS) to monitor your attention to course discussions and assigned readings. These participation activities total 100 POINTS toward your "Participation Grade" in this course. In addition, the course requirements include: 1. LANGUAGE EXPERIENCE TEACHING ACTIVITY. Select a topic of interest to your students particularly struggling readers and design ONE language experience lesson/activity script. Follow the guidelines provided in class. This activity is worth FIFTY POINTS of credit toward your course grade.

4 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 4 2. WORKING WITH WORDS ACTIVITY: RHYMING. Design and construct ONE direct instruction mini-lesson script and activity sheets that teaches children to recognize or produce words that rhyme (Guidelines and directions will be provided in class.) Prepare the teaching materials needed and deliver one of these guided reading activities in your field experience classroom. This activity is worth FIFTY POINTS of credit toward your course grade. 3. WORKING WITH WORDS ACTIVITY: SEGMENTING. Design and construct ONE direct instruction mini-lesson script and activity sheets that teaches children to break words into their component (phonological) speech parts (Guidelines and directions will be provided in class.) Prepare the teaching materials needed and deliver one of these guided reading activities in your field experience classroom. This activity is worth FIFTY POINTS of credit toward your course grade. 4. WORKING WITH WORDS ACTIVITY: BLENDING. Design and construct ONE direct instruction mini-lesson script and activity sheets that teaches children to identify a word on the basis of hearing the discrete phonemes (sounds) that make up the word (Guidelines and directions will be provided in class.) Prepare the teaching materials needed and deliver one of these guided reading activities in your field experience classroom. This activity is FIFTY POINTS of credit. 5. GUIDED READING COMPREHENSION ACTIVITY. Select a children's reading selection (leveled reader) that is appropriate for the children in your classroom. Design TWO guided reading activity plans (e.g., picture walking, predicting, vocabulary building, choral reading, ERTing, acting out the story) to prepare, guide, or reinforce children s comprehension of what they read. One of these must be multilevel and modified to accommodate struggling readers. (Guidelines and procedures will be provided in class.) Prepare the teaching materials needed and deliver one of these guided reading activities in your field experience classroom. Each activity is worth 25 points, for a total of FIFTY POINTS of credit. ALL PROJECTS ARE TO BE SUBMITTED AND REVISED (IF NECESSARY) THROUGH ON-COURSE ASSIGNMENTS. NOTE: If you are a student with a verified disability, please give to your professor, the letter of accommodation provided by the Disability Services Coordinator. Students who have a disability, or think they have a disability (e.g. psychiatric, attention, learning, vision, hearing, physical, or systemic), are invited to contact the disability services coordinator for a confidential discussion at ATTENDANCE AND REQUIREMENTS POLICY 1. Regular and punctual attendance is expected and will be monitored. Failing to attend class or arriving late sends the worst possible message about your commitment to teaching. Three missed classes will result in a one-grade drop from your highest possible grade score. More than three absences may result in your being dropped from the class roster.

5 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 5 2. Required projects/assignments must be submitted ON or before the established duedates. Any assignment submitted more than four days late will be deducted one full grade score lower than the highest possible score that might have been earned. 3. TWO project/assignment revisions may be submitted for a possible improved score on each written course project IF and only if you have turned in your activity on or before the due date. No late projects will be accepted for revisions. Each revised assignment MUST be done on the scored mark-up assignment you received from me through OnCourse Assignments. Make each revision in BLUE font color. The highest possible revision score is set at 93%. V. GRADING/EVALUATION SYSTEM The course participation activities (many designed around Harry Potter) and the five course project assignments add up to a total potential of 380 POINTS. These scores will then be summed and averaged to determine your overall course grade in terms of the scale below: 100 = A+ 83 to 87 = B 65 to 69 = D 96 to 99 = A 80 to 82 = B- 60 to 64 = D- 93 to 95 = A- 75 to 79 = C+ 59 to < = F 88 to 92 = B+ 70 to 74 = C VI. COURSE BIBLIOGRAPHY Adams, M.J. (Author), Stahl, S.A., Osborn, J., Lehr, F. (Summary Preparers, 1990). Beginning to read: Thinking and learning about print. A summary. Newark, DE: International Reading Association. Alvermann, D.E., Moore, D.W., Conley, M.W. (Eds., 1987). Research within reach: Secondary school reading. Newark, DE: International Reading Association. Anders, G., & Beech, L.W. (1990). Reading: Mapping for meaning (Book 3: Grades 5 6). New York: Sniffen Court Books. Beech, L.W. (1990). Reading: Mapping for meaning (Book 1: Grades 2 3). New York: Sniffen Court Books. Chew, C.R. (Ed.) (1991). Whole language in urban classrooms: Encounters with literacy. Roslyn, NY: Berrent Publications. Cooper, J.D. (1993). Literacy: Helping children construct meaning (2nd. ed.). Boston: Houghton-Mifflin. Davis, F.B. (Ed., 1974). The literature of research in reading with emphasis on models. East Brunswick, NJ: IRIS Corp. Ellis, S.S., & Whalen, S.F. (1990). Cooperative learning: Getting started. New York: Scholastic Professional Books. Glazer, S.M. (1992). Reading comprehension: Self-monitoring strategies to develop independent readers. New York: Scholastic Professional Books. Glazer, S.M., & Burke, E.M. (1994). An integrated approach to early literacy: Literature to language. Boston: Allyn & Bacon.

6 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 6 Greaney, V., & Neuman, S.B. (1990). The functions of reading: A cross-cultural perspective. Reading Research Quarterly, 25, Hagerty, P. (1992). Readers' workshop: Real reading. Richmond Hill, Ontario: Scholastic Canada Ltd. Heibert, E.H., & Taylor, B.M. (1994). Getting reading right from the start: Effective early literacy interventions. Boston: Allyn & Bacon. Hoffman, J.V. (Ed., 1986). Effective teaching of reading: Research and practice. Newark, DE: International Reading Association. Hornsby, D., Parry, J., & Sukarna, D. (1992). Teach on: Teaching strategies for reading and writing workshops. Portsmouth, NH: Heinemann. Lynch, P. (1986). Using big books and predictable books. New York: Scholastic Professional Books. Mills, H., & Clyde, J.A. (1990). Portraits of whole language classrooms: Learning for all ages. Portsmouth, NH: Heinemann. Monahan, J., & Hinson, B. (1988). New directions in reading instruction. Newark, DE: International Reading Association. Muth, K.D. (1989). Children's comprehension of text: Research into practice. Newark, DE: International Reading Association. Noyce, R.M. & Christie, J.F. (1989). Integrating reading and writing instruction in grades K-8. Boston: Allyn & Bacon. Pearson, P.D., Barr, R., Kamil, M.L., & Mosenthal, P. (Eds.) (1984). Handbook of reading research. New York: Longman. Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. Richmond Hill, Ontario: Scholastic Canada Ltd. Sallinger, T. (1993). Models of literacy instruction. New York: Macmillan. Searfoss, L. W., & Readence, J.E. (1994). Helping children learn to read (3rd ed.). Boston: Allyn & Bacon. Shearer, A.P., & Homan, S.P. (1994). Linking reading assessment to intruction: An application worktext for elementary classroom teachers. New York: St. Martin's Press. Thompson, G. (1991). Teaching through themes. New York: Scholastic Professional Books. Tompkins, G. E. (1997). Literacy for the 21st Century. Columbus, Ohio: Merrill/Prince-Hall. Wendler, D., Samuels, S.J., & Moore, V.K. (1992). The comprehension instruction of awardwinning teachers, teachers with master's degrees, and other teachers. Reading Research Quarterly, 24, VII. PRINCIPLES OF INTASC The INTASC principals are addressed by the Conceptual Model that underlies all of the initial programs of the School of Education at IUN. The 10 principles are listed below followed by a table that shows how the objectives of this course relate to the principles. 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

7 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 7 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem-solving, and performance skills. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals. 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10.The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students learning and wellbeing. Interstate New Teacher Assessment and Support Consortium (INTASC) PRINCIPLES BY COURSE OBJECTIVES INTASC Principles Course Objectives Knowledge of Subject Matter 1, 2 Knowledge of Human Development & Learning 3, 4, 5, 6, 7, 9 Adapting Instruction for Individual Needs 3, 4, 5, 6, 7, 9, 10 Multiple Instructional Strategies 10 Classroom Motivation & Management Skills 3, 4, 5, 6, 7, 10 Communication Skills Instructional Planning Skills 3, 4, 5, 6, 7, 9 Assessment of Student Learning 2, 3, 4, 5, 6, 7, 8, 9 Professional Commitment & Responsibility 11 School & Community Partnerships VIII. INDIANA PROFESSIONAL STANDARDS The Indiana Professional Standards Board has established developmental standards for Teachers of Early childhood, Teachers of Middle childhood, Early Adolescence Generalist Teachers, and Teachers of Adolescence & Yong Adults. The first two categories are relevant to the outcomes of this course. A complete listing and discussion of these is found at the following website: The following table indicates how the objectives of this course are keyed to those developmental standards.

8 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 8 Indiana Standards by Course Objectives Early Childhood (EC) Standard Course Objectives Core Knowledge 1,2,3,4,5,6,7,9 Child Growth/Devpt 3,4,5,6,7,8,9 Foundation of Education Curriculum & Instruction 2,5,6,9,10 Family Culture Community Observation/Assessment 2,3,4,5,6,7,8,9 Professionalism 1, 11 Learning Environment 1,2,3,4,5 Middle Childhood (MC) Standard Course Objectives Child Development 3,4,5,6,7,8,9 Curriculum 2,5,6,9,10 Instruction 2,5,6,9,10 Assessment 2,3,4,5,6,7,8,9 Professional Role 1,11 Student Learning 3,4,5,6,7,8 Family & Community Professional Development 11 IX. COURSE SCHEDULE The following major topics for this course are presented below along with assigned readings from the CUNNINGHAM (C) text. File documents from Resources (R) in OnCourse will also be used. WEEK READINGS TOPICS 1 1/11 2 1/18 3 1/25 C: pp Course Overview: Reflective Professional Conceptual Framework, Four-Resources Model, Four Blocks Approach Grade-Level Reading Behaviors & the Big FIVE Reading/Literacy Skills [Class meets on Wednesday morning this week only because of Labor Day holiday] C: pp Developing and Using Word Walls for Reading, Spelling, and Writing Teaching Reading and Writing Through Language Experience 4 2/1 C: pp Code-Breaking Resource: Working with Words Block: Designing a Word Rhyming Mini-Lesson Share Drafts of Language Experience Scripts

9 EDUC E339 COURSE SYLLABUS DR. PAUL J. BLOHM 9 Mini-Lessons for Promoting Word Identification: Word Rhyming 5 2/8 6 2/15 7 2/22 8 3/1 C: pp C: pp C: pp C: pp Share Drafts of Word Rhyming Mini-Lesson Scripts Code-Breaking Resource: Working with Words Block: Designing a Word Segmenting Mini-Lesson Language Experience Mini-Lesson Due Share Drafts of Word Segmenting Mini-Lesson Scripts Text Meaning Resource: Working with Words Block: Designing a Word Blending Mini-Lesson Word Rhyming Mini-Lesson Due Share Drafts of Word Blending Mini-Lesson Scripts Word Segmenting Mini-Lesson Due Text Meaning Resource: Guided Reading Block: Designing a Guided Reading Comprehension Activity Share Drafts of Guided Reading Comprehension Activity Text Meaning Resource: Writing Block: Designing a Guided Reading-Writing Activity I Word Blending Mini-Lesson Due