Using Phonics to Teach Reading & Develop Literacy: Education 110
Alison Schmidt: aschmidt@wooster.edu, ext. 2303
Fall 2007: MW, 2-3:20 p.m.
Classroom: Morgan 222
Office: Morgan 224
Home Phone: 330-264-0584

Office hours are generally from 10-11:30 M-W-F and Tuesday and Thursday afternoons.  These times may vary.  I am in the schools during the semester, so please let me know if you need to see me and we will be sure to set up an appointment.

» Academic Catalogue Description
» Course Schedule

I. REQUIRED READING

Cunningham, P.  (2005).  Phonics they use:  Words for reading and writing. New York:  Longman.

Ohio Department of Education. (2001)  Academic Content Standards:  K-12 English Language Arts.  Columbus, OH:  Ohio Department of Education.

Powell, R. (2005).  Marginalism.  In Straight talk: Growing as multicultural educators.  New York:  Peter Lang Publishers.

Rasinski, T. and Padak, N.  (2001).  From phonics to fluency.  New York: Addison Wesley Longman.

II. REQUIRED READING ON E-RESERVE OR RESERVE AT THE LIBRARY

Baumann, J. F., Hoffman, James V., Moon, J., and Duffy-Hester, A. M. (1998). Where are phonics teachers’ voices in the phonics/whole language debate?  Results from a survey of U.S. elementary classroom teachers.  The Reading Teacher,  51, 8, 636-650.

Clark, K.F. (February, 2004).  What can I say besides “sound it out”? Coaching word recognition in beginning reading.  The Reading Teacher, 57,  pp. 440-449. Cunningham, P. M. and Cunningham, J. W. (2002). What we know about how to teach phonics.  In Alan E. Earstrup and S. Jay Samuels (Ed.),  What research has to say about reading instruction (pp. 87-109).  Newark, Delaware:  International Reading Association.

Gunning, T.G. (March, 1995).  Word building: A strategic approach to the teaching of phonics. The Reading Teacher, 48,  pp. 484-488.

Labbo, L. D. (April 2000).  12 things young children can do with a talking book in a classroom computer center.  The Reading Teacher, 53, 542-546.

McKenna, M.C., Labbo, L. D., Reinking, D.  (2003).  Effective use of technology in literacy instruction. In Lesley Mandel Morrow, Linda B. Gambrell, and Michael Pressley (Eds.), Best practices in literacy instruction, (pp. 307-331).  New York:  Guilford Press.

III. RECOMMENDED READINGS

Bear, D.R., Invernizzi, M., Templeton, S., Johnston, F.  (2204).  Words their Way. Columbus, OH:  Pearson/Merrill Prentice Hall.

Flesch, R.  (1955).   Why Johnny can’t read.  New York, New York:  Harper and Row.

Ganske, K.  (2000).  Word journeys:  Assessment-guided phonics, spelling and vocabulary instruction.  New York, New York:  Guilford Press.

Invernizzi, M., Johnston, F., Bear, D.R.  (2004).  Word sorts for within word pattern spellers.  Columbus, OH:  Pearson/Merrill Prentice Hall.

Johnston, F., Bear, D.R., Invernizzi, M. (2004).  Word sorts for letter name-alphabet spellers.  Columbus, OH:  Pearson/Merrill Prentice Hall.

Partnership for Reading.  (2001).  Put Reading First.  Washington, D.C. : National Institute for Literacy.

Pinnel, G. S. and Fountas, I. C.  (1998).  Word matters:  Teaching phonics and spelling in the reading/writing classroom.  Portsmouth, NH:  Heinneman.

IV. WEBSITES

http://www.ira.org - International Reading Association

http://www.ode.state.oh.us - Ohio Department of Education Academic Content; Standards: K-12 Language Arts

http://www.ncte.org - National Council for Teachers of English

http://www.nifl.org - National Institute for Literacy

V. COURSE DESPCRIPTION

In this course, students explore techniques and strategies used to help teach children match, blend, and translate letters of the alphabet into sounds they represent.  Emphasis is placed on techniques and strategies that help children construct new understandings of the ways in which sounds influence language formation and usage and the development of literacy.  Also examined are the ways that phonics instruction can be systematically integrated and thoroughly practiced in a developmentally appropriate instructional program designed to assist all children learn to read, write, and spell.

The course includes the following topics: technology-related resources for instruction and application of phonics; phonological and morphological underpinnings of English spelling and history; content area reading; nature and role of word recognition; methods and rationale for the instruction of phonemic awareness, decoding, and spelling; instructional strategies for using children’s literature; recognition of reading disabilities; educational technology; and the awareness of sounds that make up spoken words and the ability to use this awareness of the sounds of reading.  Observations of reading instruction in appropriate classroom settings are an integral component of the class.  The class is designed for students earning Ohio teaching licensure in Early Childhood Education.

VI. RATIONALE

Helping children learn to read and develop literacy is a challenging and exciting task for classroom teachers.  This job requires knowledge of the research and methods that influences teaching reading as well as an understanding of the ways in which children learn and develop literacy. Using and developing language is a linguistic/cognitive process that is acquired by most children within the context of learning rather than by the sequential mastery of separate skills.  Therefore, the integration of phonics as a teaching tool is stressed in this course.

VII. COURSE OBJECTIVES (Taken from IRA, NAEYC, ODE, Curriculum standards)

Reading and literacy preparation programs in the state of Ohio adhere to the standards set forth by the college offering the program (COW), the International Reading Association (IRA), the National Association for the Education of Young Children (NAEYC), and the Ohio Department of Education (ODE).  The following standards are addressed in each of the courses required in the reading/literacy core.  Members of the Department of Education acknowledge that all standards are addressed in many of the classes within the reading/literacy core.  However, it is most effective to have explicit standards with primary focus in specific courses.  Therefore, those standards directly addressed in this particular course, Education 110:  Using Phonics to Teach Reading and Develop Literacy are indicated in bold print below:

COW            Learning Outcomes                                                www.wooster.edu/education

                        #1.  Reflective practitioner

                        #2  Active researchers/independent thinkers

                        #3  Knowledgeable instructors

                         #4  Autonomous decision-makers

                        #5  Effective and professional communicators

#6  Progressive educators

                        #7  Global leaders

IRA  Professional Standards                                    www.ira.org

                        #1  Foundational Knowledge

                        #2  Instructional strategies and curriculum materials

                        #3  Assessment, diagnosis, and evaluation

                        #4  Creating a Literate Environment

                        #5  Professional Development

NAEYC  Professional Standards                                    www.naeyc.org

                        #1  Child Development and Learning

                        #2  Family and Community

                        #3  Observing, Documenting, and Assessing

                        #4  Teaching and Learning

                        #5  Becoming a Professional

ODE  Content Standards                                                www.ode.state.oh.us

                        #1  Phonemic Awareness

                        #2  Acquisition of vocabulary

                        #3  Reading Process

                        #4  Reading Applications

                        #5  Literary Texts

                        #6  Writing Process

                        #7  Writing Applications

                        #8  Writing Conventions

                        #9  Research

                        #10  Communications

Upon completion of Education 110 teacher education candidates should know and be able to:

Understand the child as a reader

• Explain the value of repetition in using phonics as an instructional method
• Understand the role of concept of print and directionality in teaching and learning with phonics

Define the term phonics as a method of teaching reading that outlines the relationship between letters, speech sounds, patterns, and meaning units in written language

Gain an understanding of the knowledge and skills of the phonemic curing system

Understand the relationship of phonemic, morphemic, and syntactic systems of the language to the reading process

• Define vocabulary and concept areas such as silent and oral reading, comprehension, word attack skills, phonics, instructional analysis, vocabulary, context clues, and sight words
• Describe ways to adapt instruction and curriculum when considering the special needs of children gaining literacy and learning to read
• Summarize children’s stories and activities to accompany these
• Obtain and correctly operate proper audio-visual, technology-related, and multi-media tools
• Reflect upon one’s own experience with learning to read and how this relates to one’s own approach to using phonics to teach reading
• Recognize the importance of teaching reading as a process rather than a discreet series of skills to be taught through unrelated activities/exercises
• Recognize the value of reading aloud to readers
• Understand and become sensitive to difference among learners and how these differences influence reading
• Understand and respect cultural, linguistic, and ethnic diversity and recognize the positive contributions of diversity 
• Observe and evaluate the need for individual remedial programs such as Chapter 1, Reading Recovery and LD tutoring
• Recognize assessment as an ongoing and indispensable part of reflective teaching and learning

VIII. CLASS PROCEDURES

1. Class sessions will consist of discussion, lectures, group activities, demonstrations, and simulated teaching experiences.
2. You will acquire approximately 8 field hours as a result of observations of reading/literacy programs in an early childhood settings.
3. You will acquire approximately 20 additional support hours in activities and assignments in the college classroom.
4. No student may record or tape or photograph any classroom activity without the express written consent of Professor Schmidt.  If a student believes that he/she is disabled and needs to record or tape classroom activities, he/she should contact the Office of the Secretary to request an appropriate accommodation.

IX. COURSE EXPECTATIONS

1. ATTENDANCE AND PARTICIPATION:  Your prompt and regular attendance in class is required.  Attendance is kept.   Participation is expected. You will be asked to read, sign, and adhere to the Department’s attendance policy.  Since Teacher Education is a professional program licensed b the State of Ohio, three or more unexcused absences will result in provisional acceptance/status in the program and will negatively affect your final grade.  For any excuse to be considered excused, notification must be given to me before class.  If you have several excused absences, this may lead to the need for written explanation of the absence.
2. DUE DATES:  Dues dates are listed on the course calendar.  Assignments are due by the end of the class on the day it is due.  All late work will be penalized.
3. ACADEMIC HONESTY: The College’s understanding and expectations in regard to issues of academic honesty are fully articulated in the Code of Academic Integrity as published in the Scot’s Key and form an essential part of the implicit contract between the student and the College. The Code provides a framework at Wooster to help students develop their own personal integrity.
   
   While you are a student at this college, you will be treated as an adult.  You are expected to know and abide by the rules of the institution as described in the Scot’s Key and The Handbook of Selected College Policies (http://www.wooster.edu/home/Academic_Policies.php). You should cite your sources to avoid plagiarizing ideas and text.  Particular attention should be directed to the appropriate use of materials available on-line through the Internet. It is important that you read and understand the ethical use of information (http://library.wooster.edu/services/instruction/ethics/ethics.php). Whether intentional or not, improper use of materials can be considered a violation of academic honesty. 
   
   Cheating in any of your academic work is a serious breach of the Code of Academic Integrity and is grounds for an F for the entire course.  Such violations include turning in another person’s work as your own, copying or paraphrasing from any source without proper citation, going beyond what is allowed in a group project, fabricating excuses and lying in connection with your academic work. You will be held responsible for your actions. If you are unsure as to what is permissible, always consult your course instructor.
4. ACADEMIC DIFFICULTIES:   The Learning Center offers a variety of services and accommodations to students with learning disabilities based on appropriate documentation, nature of disability, and academic need. In order to initiate services, students should meet with Pam Rose, Director of the Learning Center at the start of the semester to discuss reasonable accommodations. If a student does not request accommodations or does not provide documentation, the faculty member is under no obligation to provide accommodations. You may contact the Learning Center at ext 2595 or through email at prose@wooster.edu.
5.  WEEKLY TIME SHEET:  You are required to complete a weekly time sheet available online at www.wooster.edu/education.
6. COUNSELING:  The College provides professional and confidential counseling at The Student Wellness Center.  This center is located on Wayne Avenue across from Compton and is open 24 hours.  The extension is 2319.
7. ACADEMIC ADVISING:  You have an academic advisor either assigned to you through First-Year Seminar or because of your chosen major.  Please seek advice from this individual.  However, members of the Department of Education also strongly encourage that you meet with a member of the Department each semester in order to discuss and plan for the specific requirements in the teacher education program that leads to teacher licensure.
8. THE E-PORTFOLIO:  The e-portfolio is a tool developed throughout the teacher education program at Wooster.  You will have an opportunity to create a home page and link three artifacts in ED 100.  You will then add to the e-portfolio in ED 231, 260, 210, 310, and Student Teaching.  In preparation for creating an e-portfolio, for this course you are expected to complete and turn in a portfolio assignment sheet with each assignment.  If you already have an e-portfolio, you can link assignments to the appropriate standards listed on your e-portfolio.  If you have not yet created a  portfolio, save these assignment sheets so that you can easily link artifacts when you create your own e-portfolio.

X. COURSE REQUIREMENTS

1. Article presentation	10%	September 10
2. Journal article review	10%	September 26
3. Class visitation reflection paper Rubric	10%	October 3
4. Technology lesson	5%	October 10
5. Group Presentations	10%	October 22 & 24
6. Straight Talk- Marginalization paper and presentation	5%	October 31
7. Children’s book project	10%	Throughout the semester- no later than November 28
8. Microteaching	10%	Weeks 11 & 12 Nov. 5, 7, 12, & 14
9. Resource project & presentation	10%	November 28 or December 3
10. Class work: attendance, participation journal, weekly reports, read alouds, portfolio forms	10%	December 5
11. Final Exam	10%	December 12, 2:00 pm

XI. EVALUATION

GOOD LUCK. PLEASE LET ME KNOW WHEN YOU HAVE
QUESTIONS OR NEED HELP!