Special Education 430/530 Foundations of Reading & Writing Methods (3 CREDITS) Catalog Description: In this course, candidates will learn pedagogy that supports the development of reading and writing. By knowing and understanding the foundation of literacy instruction, candidates will begin to explore instructional practices, focusing on developing a holistic framework for teaching. Text: Gunning, T.G. (2010). Creating literacy instruction for all students. Boston, MA: Allyn & Bacon. Supplementary: Archer, A. & Hughes, C. (2011). Explicit instruction: effective and efficient teaching. New York: Guilford. (selected chapters will be addressed by instructor) Course Standards: 1
C. A teacher must have knowledge of the foundations of reading processes, development, and instruction including: 1 (a) the relationships among reading, writing, and oral language and the interdependent nature of reading, writing, and speaking to promote reading proficiency 2 (a) the phonemes that make up the English language (b) the ways in which reading achievement is related to phonological and phonemic awareness, including the ability to recognize word boundaries, to rhyme, and to blend, segment, substitute, and delete sounds in words (c) the instructional progression of phonological awareness, for example, words, syllables, onsets and rimes, and phonemes 3 (a) knowledge about how letters, words, and sentences are represented in written English (b) the importance of teaching uppercase and lowercase letter recognition and formation (c) the instructional progression of the alphabetic principle 4 (a) systematic, explicit phonics instruction that is sequenced according to the increasing complexity of linguistic units (b) word identification strategies and common, irregular sight words (c) the stages of spelling development and systematic planning for spelling instruction related to the stages of spelling development (d) how the etymology and morphology of words related to orthographic patterns in English (e) the development of reading fluency 5 (c) how to provide opportunities for students to engage in early and continual language experiences to increase their vocabulary by modeling and explicitly teaching students a variety of strategies for gaining meaning from unfamiliar words 6 (a) knowledge of how proficient readers read, how to facilitate listening comprehension, and how to develop students comprehension of print material 9 (a) basic knowledge of English conventions and the structure of the English language (sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics 2
(c) basic knowledge of English syntax and semantics and the ability to use this knowledge to improve reading competence, including how to help students interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking context D. A teacher of reading must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including: 1 (a) oral language development (b) auditory awareness, discrimination of sounds, phonemic awareness, and word awareness (c) the teaching of phonics, sight words, spelling, and fluency including the selection, design, and use of instructional programs, materials, texts, and activities 2 (a) multisensory techniques, to ensure that students learn concepts about print including how to recognize and write letters E. A teacher of reading must have knowledge of and ability to use a variety of assessments tolls and practices to plan and evaluate effective reading instruction including: 1 (a) oral and written language development (b) auditory awareness, discrimination of sounds, phonological and phonemic awareness (c) understanding of concepts about print and the alphabetic principle (d) knowledge of and skills in applying phonics and other word identification strategies, spelling strategies, and fluency F. A teacher of reading must have the ability to create a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including: 1 Knowledge of how to use students interests, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write; 4 The ability to create and maintain a motivating classroom and school environment and teacher and student interactions that promotes ongoing student engagement and literacy for all students; 7 The use of a variety of strategies to motivate students to read at home; encourage and provide support for parents or guardians to read to their children, 3
in English and/or in the primary language of English language learners, and/or to use additional strategies to promote literacy in the home. G. A teacher of reading must demonstrate a view of professional development as a career long effort and responsibility including: 1 Exhibiting a particular stance towards professional development. Beginning teachers view learning about reading processes and students reading development and becoming more proficient as a teacher of reading as a careerlong effort and responsibility 2 Displaying positive dispositions toward the act of reading and the teaching of reading, including a belief that all students can learn to read regardless of their cognitive, cultural, or linguistic backgrounds 3 Providing supports for students reading development by communicating regularly with parents/caregivers and eliciting their support in a student s reading development Course Objectives The candidates will demonstrate knowledge of the English language. The candidate will understand how to develop phonemic awareness in readers. The candidate will identify strategies for decoding new words. The candidate will identify evidence based practice from the literature. The candidate will understand the stages of spelling and writing development. The candidate will understand systematic instruction in reading. The candidate will understand the relationship between reading and writing. The candidate will understand the relationship between motivation and reading. The candidate will understand the relationship between vocabulary development, comprehension, and fluency. The candidate will understand how text structure and use of strategies impacts comprehension. 4
The candidate will be able to design curriculum based measures to assess reading skills. The candidate will understand various roles of commercial curriculum based measures. The candidate will design literacy lessons wrapped around essential literacy skills. The candidate will describe an effective literacy rich environment. The candidate will communicate goals for continued professional development as a teacher of reading. All chapter readings are from Gunning unless otherwise specified. Unit One: Foundations C 2(a), 2(b), 2(c); 3(c), 4(a), 4 (c), 4(e) D 1(a), 1(b), 1(c) F1, F4, F7 G2, G3 Instruction, weeks one and two: Chapter 1: The Nature of Literacy (entire chapter) Chapter 2: Literacy for All (entire chapter) Lecture and discussion points: major theories of literacy learning and language development; role of language; importance of student s cultures; highly effective teachers; diversity in the classroom & meeting the needs of all students; students at risk Study guides provided for students per chapter. Overview of key vocabulary and vocabulary related tasks. Guest lecture from ELL teacher from the community. Quick writes will be assigned in class for reflection. 5
Small group discussion on target topics will be facilitated by students and instructor. Overview of a literature-rich environment with targeted lecture on how to integrate the reading and writing process using students interests and abilities in creating this environment; discussion on how to motivate readers will be included. Assessment: Candidates will write an 8-10 page paper linking foundational theory, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments which support students interests, reading abilities, and backgrounds as foundations for an effective reading program which provides authentic reasons to read and write. Paper must address the importance of creating and maintaining a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students, and an overview of the importance of the use of a variety of strategies to motivate students to read at home with emphasis on methods to encourage and provide support for parents or guardians to read to their children in English and/or in the primary language of English language learners, and/or to use additional strategies to promote literacy in the home. Summary paragraph must address the philosophy and belief that all students can learn. Standards addressed: F1, F4, F7; G2, G3 Instruction, weeks three, four, and five: Chapter 4: Fostering Emergent/Early Literacy (entire chapter) Chapter 5: Teaching Phonics, High-Frequency Words, and Syllabic Analysis (entire chapter) Designing Lesson Plans, Chapter 4, Archer and Hughes (supplemental text) Delivering Instruction,Chapter 6, Archer and Hughes (supplemental text) Introduction to lesson plans using template from TPA Study guides provided for students per chapter. Overview of key vocabulary and vocabulary related tasks. Quick writes will be assigned in class for reflection. Small group discussion on target topics will be facilitated by students and instructor. Overview of emergent literacy 6
Overview of the instructional progression of the alphabetic principle Direct instruction on the following: how words are read, stages in reading words, elements of phonics, approaches to teaching phonics, scope and sequence of skills, strategy instruction, progress monitoring, teaching phonics to English language learners, teaching high frequency words, building fluency; stages of spelling Video clips of Anita Archer, PhD: direct instruction followed by discussion Assessment: Candidates will complete each of the following tasks and will submit them as one packet. 1. Contrast the instructional progression of the alphabetic principle. C3(c) 2. Create a visual organizer teaching the ways in which reading achievement is related to phonological and phonemic awareness, including the ability to recognize word boundaries, to rhyme, and to blend, segment, substitute, and delete sounds in words; in a written reflection accompanying this product, completely discuss the relationships among the following: oral language development & auditory awareness, the discrimination of sounds, phonemic awareness, and word awareness C 2(b); D 1(a), 1(b), 1(c) 3. Create a Guide to Teaching presentation which addresses the phonemes that make up the English language and the instructional progression of phonological awareness (words, syllables, onsets & rimes, phonemes) and addresses the teaching of phonics, sight words, spelling, and fluency including the selection, design, and use of instructional programs, materials, texts, and activities; must address systematic, explicit phonics instruction that is sequenced according to the increasing complexity of linguistic units C 2(a), 2(c), 4(a) 4. Write a 2 3 page analysis of methods of building fluency, augmenting with a description of 5 instructional websites which offer curriculum materials and/or assessments for fluency intervention Standard Addressed: C4(e) 7
5. Complete an analysis of the stages of spelling development and systematic planning for spelling instruction related to the stages of spelling development Standard Addressed: C4(c) Instruction, week six: Review; Exam, Unit One C 4(b), 5(c), 6(a) Unit Two: Curriculum & Instruction Instruction, weeks seven, eight, and nine: Chapter 6: Building Vocabulary (entire chapter) Chapter 7: Comprehension (entire chapter) Chapter 8: Comprehension: Text Structure and Teaching Procedures Review of lesson plans using template from TPA Study guides provided for students per chapter. Overview of key vocabulary and vocabulary related tasks. Quick writes will be assigned in class for reflection. Small group discussion on target topics will be facilitated by students and instructor Analysis of text structure using grade level curriculum materials: narrative, expository Overview of cloze procedure Direct instruction on the following: Review of pages within text related to the following comprehension topics: *building with questions (130) *cloze procedure (385 387) *developmental (310 311) *frameworks for fostering 8
comprehension (373 384) *process of comprehension (307 311)*strategies for comprehension (311 345) Assessment: a. Research Paper: Word Identification Strategies : Candidates will locate a minimum of 3 articles from journals describing literacy application methods in practice & will address word identification strategies and common, irregular sight words; candidates may use additional sources as well including the text; required 5 7 page, APA format required. Standard Addressed: C 4(b) b. Presentation: Candidates will research and prepare a presentation teaching the following: how to provide opportunities for students to engage in early and continual language experiences to increase their vocabulary by modeling and explicitly teaching students a variety of strategies for gaining meaning from unfamiliar words; knowledge of how proficient readers read, how to facilitate listening comprehension, and how to develop students comprehension of print material 5(c), 6(a) E 1(a), 1(b), 1(c), 1(d) Unit Three: Assessment Instruction, weeks ten and eleven Chapter 3: Assessing for Learning (entire chapter) Study guides provided for students per chapter. Overview of key vocabulary and vocabulary related tasks. Quick writes will be assigned in class for reflection. Small group discussion on target topics will be facilitated by students and instructor Direct instruction on the following: nature of evaluation, summative and formative assessment, placement information, screening and progress 9
monitoring, standards based assessment, assessment of English language learners, methods of assessment Assessment: Assessment Packet: a. Candidates will research and describe 3 assessments addressing oral and written language development. Standard Addressed: E1(a) b. Candidates will research and describe 3 assessments addressing auditory awareness, discrimination of sounds, phonological and phonemic awareness Standard Addressed: E1(b) c. Candidates will create an assessment for concepts about print and the alphabetic principle. Standard Addressed: E1(c) d. Candidates will research, collect, and analyze assessments local districts use for assessment of skills in applying phonics and other word identification strategies, spelling strategies, and fluency Standard Addressed: E1(d) Assessment activity: Using created and identified tools of validity and reliability, each candidate will assess a student in the following areas and will write a summary of findings: (a) oral and written language development (b) auditory awareness, discrimination of sounds, phonological and phonemic awareness (c) concepts about print and the alphabetic principle (d) applying phonics and other word identification strategies, spelling strategies, and fluency E 1(a), 1(b), 1(c), 1(d) Unit Four: Creating and Maintaining a Literate Environment C 1(a), 3(a), 3(b), 4(d), 9(a), 9(c) D 2(a) Instruction weeks twelve, thirteen, and fourteen: Chapter 9: Reading and Writing in the Content Areas (skim entire chapter) 10
Chapter 10: Reading Literature (focus on pages 461-470) Chapter 12: Writing and Reading (entire chapter) Chapter 13: Creating and Managing a Literacy Program (skim entire chapter) Study guides provided for students per chapter. Overview of key vocabulary and vocabulary related tasks. Quick writes will be assigned in class for reflection. Small group discussion on target topics will be facilitated by students and instructor Direct instruction on the following: instructional methods, writing to learn, sheltered English, reading to remember, responding in writing, self-selected reading and motivation, roots of writing, how writing helps reading, constructing a balanced literacy program, management of literacy programs View of select teacher-tube videos addressing literacy programs Overview of standards-based literacy programs Overview of best practices in writing and reading Discussion on methods for intervention including multisensory techniques Mini-lesson on helping students who are English language learners with writing Lecture on the following topics: how letters, words, and sentences are represented in written English, the importance of teaching uppercase and lowercase letter recognition and formation, the instructional progression of the alphabetic principle, how the etymology and morphology of words related to orthographic patterns in English, English syntax and how to help students interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking context 1. Locate several sources (personal interview with a teacher, professional journals, course text chapter 13, etc.) and explore the relationship between reading, writing, and oral language. Create a presentation or handout from what you have learned. Standard Addressed: C1(a) 11
2. Create a document for a mock in-service for pre-service teachers addressing the following: how letters, words, and sentences are represented in written English and the importance of teaching uppercase and lowercase letter recognition and formation; address multisensory instruction as a strategy for learning how to recognize and write letters. Standard Assessed: C3(a), 3(b); D2(a) 3. In a written reflection, describe how the etymology and morphology of words is related to orthographic patterns in English and discuss how this impacts writing and reading for the following: average students, at risk students, students identified as English language learners, students identified as having a reading disorder Standard Addressed: C4(d) 4. Candidates will correctly edit an assortment of writing selections for the following: sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics. Candidates will then write a set of suggestions based upon the edits which will help improve writing and reading including teaching students how to interpret and apply grammar and language conventions from the English language in authentic contexts C 9(a), 9(c) Unit Five: Professional Development G,1 Instruction, Week Fifteen Candidates will reflect upon course standards and assignments, and will participate in small focus groups concentrating on professionalism in education and professionalism in literacy instruction. Following this: 1. Each candidate will create a professional development statement which documents the responsibilities associated with being a teacher of reading, including the importance of seeing the teaching of reading as a career-long effort and responsibility, a belief that all students can be readers, and the importance of ongoing communication with peers, parents, and caregivers. Standard Addressed: G,1 12
Graduate Assignment: Web Site Research Visit the following web sites and others as related to topic: 1. National Center for Family Literacy - http://www.famlit.org/ncfl-family-literacy/ 2. National Institute of Mental Health- The Brain s Inner Working http://www.nimh.nih.gov/index.shtml 3. Minnesota Literacy Council- http://www.themlc.org/ Visit one educational/professional web site dealing with brain research and the development of literacy skills, and 3 or more reputable sites related to emergent literacy overall for young children. Explore the sites from the perspective of a literacy teacher. Create an outline of your findings, and write a 5 7 page typed paper of your findings including a personal reflection and at least one brain-based learning activity appropriate to emergent literacy. Suggested websites are included (see above). Grades: 92-100 A 83-91 B 74-82 C 65-73 D below 65 failing HELP WITH WRITING REMINDER: When you become a teacher, parents and your peers will expect you to create well-written worksheets, newsletters, and other correspondence free of grammatical and mechanical errors. To help you learn to attend to these issues, I evaluate all work assigned in my class for both content and language conventions. If you need help with your writing, please go to the Write Site center located in LO 95. Their hours are: SPECIAL ACCOMMODATIONS (FROM THE DISABILITIES SERVICE OFFICE) 13
Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 (phone) or 1-800-627-3529 (TTY), CMU 114 as soon as possible to ensure that accommodations are implemented in a timely fashion. ACADEMIC HONESTY The University expects all students to represent themselves in an honest fashion. In academic work, students are expected to present original ideas and give credit for the ideas of others. The value of a college degree depends on the integrity of the work completed by the student. When an instructor has convincing evidence of cheating or plagiarism, the following actions may be taken: assign a failing grade for the course in which the student cheated or instructors may choose to report the offense, the evidence, and their action to the Dean of their college or the Vice President for Academic Affairs. If the instructor (or any other person) feels the seriousness of the offense warrants additional action, the incident may be reported to the Student Conduct Committee through the Student Support Services Office. The Student Conduct Committee will follow procedures set out in the Student Conduct Code. After its review of the case and a fair, unbiased hearing, the Student Conduct Committee may take disciplinary action if the student is found responsible (see Student Conduct Code for details). A student who has a course grade reduced by an instructor because of cheating or plagiarism, and who disputes the instructor s finding, may appeal the grade, but only by using the Grade Appeal Policy, which states that the student must prove the grade was arbitrary, prejudicial, or in error. 14
CONCEPTUAL FRAMEWORK OF THE EDUCATION UNIT MSUM candidates are professionals who are knowledgeable, reflective, humanistic, and creative. Knowledgeable: MSUM candidates display competence in their subject matter, built upon a strong grounding in liberal studies. MSUM candidates understand the principles of learning, assessment and technology. They understand and apply legal and ethical considerations in all aspects of their work. MSUM candidates are able to integrate theory and practice, and view learning as an active process. MSUM candidates demonstrate the ability to model connections between philosophical foundations and best practices in the field. As life-long learners, MSUM candidates engage in research and complex thinking. They design opportunities for others to seek knowledge and to understand themselves as members of the world community. Reflective: MSUM candidates engage in thoughtful analysis of the meaning and significance of their actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding principle. It is through this reflective process that instruction is improved, new ideas are implemented, ineffective methodologies are abandoned, and learning outcomes for students are enhanced. MSUM candidates are skilled at analyzing their teaching from a variety of perspectives and identifying connections between teaching strategies and student learning. In addition, candidates utilize a variety of techniques to question their procedures and consider alternatives for instruction and student growth. MSUM candidates are able to recognize learning, motivational, and developmental variables in their instructional practice and relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to received wisdom and conventional practice when needed. Humanistic: MSUM candidates value the personal worth of each individual. This is based on a belief in people's potential and their innate ability to develop to their fullest. MSUM candidates' actions are grounded in knowledge of different cultural and ethnic groups within the world community, and in knowledge of the influence of culture and history, ethnicity, language, gender and socio-economics on one's life. This knowledge base informs candidates' decision-making as they create environments that promote freedom, compassion, and success for all learners. MSUM candidates are fair-minded in their interactions with others, as well as sensitive to and accepting of individual differences. Further, MSUM candidates have an understanding of aesthetics and the diversity that is part of the human experience and will incorporate this 15
knowledge into their work. MSUM candidates recognize and accommodate a variety of linguistic and nonlinguistic interpersonal skills in their actions with others. MSUM candidates foster resiliency in the students with whom they work, and model these qualities in their own work. Creative: MSUM candidates understand the powerful resources of the arts and sciences, and use their knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. MSUM candidates recognize the important role creativity plays in the design of instruction and classroom environment They will, for themselves and for their students, meet new situations with resourcefulness, excitement and curiosity, with an investigative attitude, and with the ability to pose, seek and design solutions to problems. MSUM candidates are cognizant of the aesthetic elements of the world and draw on that knowledge to make curricular decisions designed to help students not only learn about aesthetics, but to also learn how to think about the world at large. 16