Theories & Practices in Teaching Reading: Education 210
Alison Schmidt: aschmidt@wooster.edu, ext. 2303
Spring 2008: MWF, 9-10:50 a.m.; TTH, 9:30-10:50 a.m.
Classroom: Morgan 222
Office: Morgan 224

» Academic Catalogue Description
» Course Schedule
» FAQ's-Hot Topics in Reading

Office hours:  MWF 1:30-4:00 pm.  Anytime by appointment.  I am in the schools quite a bit during the semester, so please let me know if you need to see me and are having difficulty making an appointment. 

Field Experience Schedule: M - February 4- TH – April, 17.  Teacher candidates will be in the field for five weeks leading up to Spring Break.  The College will be on break for two weeks.  When we return, March 24, COW students will be back on campus because the public schools will be on break.  On March 31, teacher candidates return to their field placements for three more weeks, completing the eighth week on April 17.  Fridays during the Field Experience we will meet on campus for class during our scheduled time from 9:00-10:50 am.

COURSE DESCRIPTION:  This is a comprehensive course designed  to introduce students to the theory and practice of acquiring and developing literacy and to help students develop instructional strategies for teaching reading, writing, and related language arts in the early childhood years.  A variety of theoretical and methodological approaches and diagnostic and organizational techniques are presented.  Emphasis is placed on the role of reading, writing, speaking, listening, and viewing on one’s literacy development.  A field placement is required in this course, where the teacher candidate is placed in a reading classroom within an early childhood setting. Approximately fifty hours will be spent in field-related work.

PURPOSE: This course is designed to help prepare the future educator for effective instruction in the English Language Arts/Reading content areas.  It is one of twelve professional education courses required in the Early Childhood Program.  In addition to a phonics and a reading assessment and intervention course, you are required to complete a child and adolescent psychology/ development course, a language development course, three student teaching and seminar courses, and four professional education courses related to early childhood.

RATIONALE:  Reading is a linguistic/cognitive process that is
acquired by most children within the context of learning rather than by a sequential mastery of separate skills.  When readers read, they use all their language learning and past experiences in order to search for and reconstruct the meaning intended by the writer(s).  Reading is viewed, therefore, as a developing process and an integral part of all learning, especially in the language arts.

REQUIRED READING:

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

Powell, R. (2001).  Straight talk:  Growing as multicultural educators.  NY:  Peter
            Lang Publishers.

Temple, C., Ogle, D., Crawford, A., Freppon, P.  (2008).  All children read: 
Teaching for literacy in today’s diverse classrooms.  Boston, MA:  Pearson, Allyn & Bacon.

Tompkins, G.E. (2006).  Language arts essentials.  Upper Saddle, NJ:  Pearson,
            Merrill Prentice-Hall Publishers.

RECOMMENDED READING:

Bean, R. M. etal.  What do reading specialists do”  Results form a national
 survey.  The Reading Teacher, 55,  May 2002, 736-744.

Cowen, J. E. (2003).  A balanced approach to beginning reading instruction.  Newark,
            DE:  International Reading Association.

Cunningham, P. M. and Allington, R. L.  (1999).  Classrooms that work.  New
York, NY:  Longman

Fountas, I. C. and Pinnell, G. S. (1996).  Guided reading:  Good first teaching of
all children. Portsmouth, NH:  Heinemann.

Fox, Mem.  (2001).  Reading magic:  Why reading aloud to our children will change
their lives forever.  San Diego, CA:  Harcourt.

Gambrell, L. B. Creating classroom cultures that foster reading motivation.  The
Reading Teacher, 50, September 1996, 14-25.

Griffin, M. L. Why don’t you use your finger?  Paired reading in first grade.
            The Reading Teacher, 55, May 2002, 766-774.

Griffith, P. L. and Olson, M. W. Phonemic awareness helps beginning readers
break the code.  The Reading Teacher, 45,  March 1992, 516-525.

Harvey, S. and Goudvis, A.  ((2000).  Strategies that work:  Teaching comprehension
            To enhance understanding.  Portland, ME:  Stenhouse Publishers.

International Reading Association.  (2002).  Evidence-Based reading instruction.
            Newark, DE:  International Reading Association.

Morrow, L.M., Gambrell, L.B., Pressley, M. (Eds.). (2003).  Best practices in literacy
instruction.  New York:  Guilford Press.

Neuman, S. B. and Dickinson, D. K. (Eds.) (2002).  Handbook of early literacy
            research.  NY:  Guilford Press.

National Research Council. (1998).  Snow, C. E., Burns, M. S., Griffin, P (Eds.)
Preventing reading difficulties ion young children.  Washington, D.C.:  National Academy Press.

Pasa, L.  The influence of instructional supports and teaching practices on first
            grade reading and writing.  Educational Studies in Language and Literature,
1, 2001, 73-86.

Rasinski, T.  (2003).  The fluent reader:  Oral reading strategies for building word
recognition. Fluency, and comprehension.  NY: Scholastic.

Rodgers, A. and Rodgers, E.  (2004).  Scaffolding literacy instruction:  Strategies for
            K-4 classrooms.  Portsmouth, NH:  Heinemann.

Smith, Frank.  (1998).  Reading without nonsense.  New York, NY:  Teacher’s
College Press.

Tabors, P. O. and Snow, C. E.  (2002).  Young bilingual children and early literacy
development, in Neuman, S. B. and Dickinson, D. K. (Eds.). Handbook of
early literacy research.  NY:  Guilford Press.

Wepner, S. B., Valmont, W. J., Thurlow, R. (Eds.).  (2000).  Linking literacy and
technology:  A guide to K-8 classrooms.  Newark, DE:  International Reading Association.

Witherell, N.L. (2007).  The guided reading classroom.  Portsmouth, NH: 
Heinneman.

WEBSITES

Center for Improvement of Early Reading Achievement             www.ciera.org
International Reading Association                        www.reading.org
Ohio Department of Education                                     www.ode.state.oh.us
National Center for Educational Statistics            www.nces.ed.gov
National Council of Teachers of English              www.ncte.org
National Institute of Child Health and Development            www.nichd.nih.gov
National Institute for Literacy                                    www.nifl.org
National Reading Panel                                                www.nationalreadingpanel.org
National Right to Read Foundation                        www.nrrf.org

COURSE OBJECTIVES/DESIRED LEARNING OUTCOMES:  In Education 210, we address and attempt to provide some answers to 2 significant questions:

• What theories influence current reading instruction and literacy development and in what ways does this research shape instructional practice?
• What instructional strategies are most effective and in what ways can

these be implemented in an early childhood setting that promotes children’s literacy development and growth?

With these questions in mind, all discussions, field experiences, assignments, and activities are designed to help you meet the desired learning outcomes of this course.  These learning outcomes are not determined in an arbitrary fashion.  Instead, these are designed with the goals and objectives outlined by the Department of Education’s Teacher Education Program at the College and adhere to the standards set forth by the International Reading Association (IRA), the National Association for the Education of Young Children (NAEYC), and the Ohio Department of Education (ODE). 

THE DEPARTMENT OF EDUCATION MISSION STATEMENT AND EXPECTED LEARNING OUTCOMES:

The Department of education provides opportunities for its students to learn and teach within a liberal arts environments that values independence, leadership, inquiry, and tradition.  The content of this course has also been designed to align with following College of Wooster Department of Education Learning Outcomes:

1. As reflective practitioners, teacher candidates will demonstrate self-evaluation and reflection as they use a variety of curriculum models and instructional approaches.
2. As active researchers and independent thinkers, teacher candidates will develop and apply new understandings related to content and pedagogy as they encourage critical thinking, creativity and problem solving.
3. As knowledgeable instructors, teacher candidates will connect content preparation with pedagogy, and provide instruction based on current knowledge and an understanding of the development of the learner.
4. As autonomous decision makers, teacher candidates will demonstrate clear understanding of professional standards both in the classroom and within the broader professional community.
5. As effective and professional communicators, teacher candidates will write with coherence and clarity, speak clearly and professionally, and make content comprehensible to students.
6. As progressive educators, teacher candidates will use technologies to collect and analyze data and foster appropriate and innovative uses of instructional technologies.
7. As global leaders, teacher candidates will apply understanding of diverse learners to the implementation of effective strategies to meet the needs of students and their families.

INTERNATIONAL READING ASSOCIATION (IRA), NATIONAL ASSOCIATION FOR THE EDUCAITON 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 or all of the courses within the reading/literacy core.  However, it is most effective to have specific standards the primary focus in specific courses.  Therefore, those standards directly addressed in this particular course, Education 210:  Theory & Practice in Teaching Reading, are indicated below in bold print:

IRA               www.reading.org
              # 1 Foundational Knowledge
# 2 Instructional strategies and curriculum methods
# 3 Assessment, diagnosis, and evaluation
# 4 Creating a literate environment
# 5 Professional Development

NAEYC            www.naeyc.org
                        # 1 Child Development and Learning
# 2 Curriculum Development and Implementation
# 3 Family and Community Relationships
# 4 Assessment and Evaluation
# 5 Professionalism

ODE                        www.ode.state.oh.us
                        # 1 Phonemic Awareness                                    # 6 Writing Process
# 2 Acquisition of Vocabulary                        # 7 Writing Applications
# 3 Reading Process                                    # 8 Writing Conventions
# 4 Reading Applications                                    # 9 Research
# 5 Literary Texts                                                # 10 Communications

Lastly, what does this mean? As a result of these desired learning outcomes and local, state, and national standards related to literacy, what will we do and talk about in class?  What will you be expected to do in an assigned field placements?  What assignments will you be expected to complete?  Here are some specifics…you, as a future educator, will know and be able to do the following:

• Recognize and reflect on the importance of teaching reading as a process rather than a discreet series of skills to be taught through unrelated activities/exercises. ASSESSMENT:  Blogging

• Recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks or for pleasure.  ASSESSMENT:  Lesson planning
• Develop foundational knowledge related to key concepts in reading and literacy development (e.g. emergent literacy, listening, speaking, phonics, word knowledge, phonemic awareness, assessment, fluency, vocabulary, spelling, comprehension, conventions of print, and writing). ASSESSMENT:  Paper and presentation
• Argue hot topics in literacy instruction (e.g. second language learners, grouping for instruction, using leveled readers, parents as teachers of readers, readiness vs. emergent literacy, invented spelling, technology in early childhood…) ASSESSMENT: PowerPoint presentation

• Recognize the value of reading aloud to learners. ASSESSMENT:  Read aloud in class
• Understand and accept the importance of reading as a means to learn, access information, and to enhance the quality of life.  ASSESSMENT:  Digital story
• Understand and is sensitive to differences among learners and how these differences influence reading. ASSESSMENT:  Blogging related to field experience
• Understand and respect cultural, linguistic, and ethnic diversity and recognizes the positive contributions of diversity. ASSESSMENT:  Straight Talk assigned reading and discussion
• Recognize the importance of implementing literacy programs designed to meet the needs of readers rather than imposing prescribed, inflexible programs.ASSESSMENT: Field experiences

• Understand how various factors, such as content, purpose, tasks, and setting influence the reading process. ASSESSMENT:  Field experiences and discussions
• Employ strategies to encourage and motivate students to pursue and respond to reading and writing for personal growth and fulfillment. ASSESSMENT:  Author study
• Recognize and understands the importance of aligning assessment with curriculum and instruction. ASSESSMENT:  Field experiences and discussion
• Reflect on one’s own practices, articulates a philosophy and rationale for decisions, and continually self-assesses and evaluates the effects of their choices and actions on others and a basis for program planning and modification and continuing professional development.  ASSESSMENT:  Final self evaluation from field experience
• Actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice. ASSESSMENT:  Attending a school-related function
• Observe and participates under supervision of qualified professionals with children grades P-3. ASSESSMENT:  Field experience
• Analyze and evaluate field experience. ASSESSMENT:  Final self evaluation in field experience
  

CLASS  EXPECTATIONS:

1.            Attendance and participation:  You are expected to adhere to the Department of Education’s attendance policy.  You are to be present for all class sessions.  Each student is expected to participate fully in all class discussions and activities.  If you anticipate an absence, please contact the professor as soon as possible (2303, aschmidt).  If you are expected in a school, you are required to contact the cooperating teacher (by calling the school), then the professor.  Your grade will be negatively affected by unexcused and/or excessive absences.

2.            Field placement:  You are expected to complete approximately 50 hours of field experiences in an early childhood setting.  Attendance and active participation in these field experiences is expected.  Please be sure to arrive at your field experience on time and to let your teacher know if any sessions must be missed.  You are expected to document these hours using the electronic weekly time sheets available at www.wooster.edu/education.  This documentation will occur at the end of week 3 and include weeks 1-3, at the end of week 11 and include weeks 4-11, and at the end of week 16 and include weeks 12-16.Weekly blogging will take the place of reflection on the time sheets.

3.            Professionalism:  You are expected to demonstrate professional attributes including initiative, motivation, appropriate language and dress, punctuality, confidentiality, planning, etc.  You are also expected to be familiar with the Praxis III performance assessment criteria.

4.            Completion of assignments:  All assignments are expected to be submitted on time.  Any assignment can be handed in ahead of time.  If you have any concerns or questions about the assignments, please ask the professor.  Your grade will be negatively affected by late or incomplete assignments.  All written assignments must be typed in 12 point font and double-spaced.

5.            Academic support: If you are a student with a documented learning disability, please register with Pam Rose, Director of the Learning Center.  The Learning Center is located in the Rubbermaid Student Services Building (ext. 2595) and is the office that will assist you in developing a plan to address your academic needs.  If you do not have a documented learning disability but need assistance, please consult with someone in the Writing Center, located on the lower level of the Andrews Library or with tutors within the individual academic departments.

6.            Academic integrity:  Students are expected to follow the Code of Academic Integrity as outlined in the Scot’s key.  Cheating is unprofessional and unacceptable behavior.  Such activity will result in failure of the specific assignments, or in some cases, the entire course.

FIELD AND SUPPORT EXPERIENCES

A requirement for successful completion of Education 210 is participation in class activities and upon completion  of a field placement in an early childhood classroom.  You will complete approximately 50 hours in the field experience and approximately 20 hours in support activities in the college classroom.

Support experience is defined as observation, training, and direct experiences in  the college classroom related to the course itself.  You will complete approximately 20 support hours in the college classroom. You are expected to keep track of the time you spend completing support activities in and out of class.   Support experiences are those that demand hands-on, active participation.  These are experiences outside of the public school classroom but usually occur in the college classroom.  Examples of support experiences might be:
            Presentations
            Preparation for presentations
            Viewing and critiquing a video
            Working on a group project
            Visiting a site for a report or presentation
            Interviewing an individual for an assignment

Field experiences are defined as a scene of practical work or observation outside of the more formal college classroom settings.  You will be expected to observe, plan and teach lessons, work with individual students and/or small groups, read aloud, and a variety of other activities related to reading/literacy instruction.  You will be supervised and evaluated by a college supervisor. The eight weeks of field will occur between February 4- April 17, with 2 weeks for the College of Wooster spring break (March 10-21 ) and 1 week for the area schools’ spring break (March 24-28).  Every Friday during the Field experiences we will meet on campus for class during our scheduled time of 9-00-10:50 am.  Examples of field activities might be: 1) planning and teaching lessons, 2) evaluating student progress, 3) tutoring; 4) reading aloud to students, 5) participating in meetings…

Professional conduct and appearance: Students are expected to conform to standards of professional conduct as specified by the school’s teacher handbook or by the administrator.  In addition, student appearance is expected to conform to the standards et by the school and not to detract from the learning environment.  If you have any questions, it is best to ask.  Students  who do not dress professionally in the field will be asked to leave the school and the department faculty will determine if students may return.

Attendance:  Prompt and regular attendance are important in the teaching profession.  Students are expected to arrive on time, prepared and ready to work during the assigned hours.  Students will follow the school calendar and are not to miss class or field experience except in an emergency (personal illness or illness of an immediate family member, death in the immediate family, religious holiday).  Leaving school during the assigned time, except for emergencies is the same as an absence.  Students must notify their mentor and college supervisor in advance in the event of an absence.

It is the Department of Education’s policy that students are permitted no more than two un excused absences within the given course.  After this point, students will receive a reduction of one percentage point of the final grade for each unexcused absence.  Excessive unexcused absences may also lead to your removal from the field experiences and/or be reflected in the final grade and will result in formal communication with the Dean of Faculty in the form of an interim report.

Sign in:  COW students will sign in upon arrival and departure from the school.  You are to remain in the school for the entire block of time.  COW students will wear appropriate visitor badge at all times when in a school setting.

Copying:  Most times a teacher asks a student to make copies for the class, the school copier can be used.  Please clarify this with your assigned teacher.  At no times can a school copier be used for personal use.

Parking:  COW students will park in the designated area and always allow parents and school staff to have parking spaces closest to the school building.  For carpooling, students are required to have a transportation background check completed by the department before they can drive another student.  You may do this by giving Mary Spencer, the administrative coordinator in Morgan, a copy of your insurance card and driver’s license.  She’ll process the paperwork.  This must be done at least three weeks before the field experience begins, since the background checks can take a while.  Student cannot drive someone else until they have passed the check, but the can drive alone without having had a check.

ASSESSMENT/ASSIGNMENTS:

IN CLASS ASSIGNMENTS:

1. Digital Story: Learning to Read a. Storyboard/Final draft b. Digital story & presentation	15% 5% 10%	May 6 Jan. 18, Jan. 25, & Feb 15 May 6
2. Read Aloud Reading Aloud Rubrics	5%	Throughout the semester
3. Hot topics presentations	5%	Throughout the semester
4. Author study and report Author study rubric	5%	January 31
5. E-portfolio artifacts & presentation Artifact 1- Feb. 8, Artifact 2- Feb. 22, Artifact 3- Mar. 7, Artifact 4- Apr. 11, Artifact 5- Apr. 18	10%	April 23
6. Technology-based microteaching	10%	March 27 & 28
7. Expert reports	10%	Weeks 15 & 16
8. Class participation, attendance	5%	May 6
FIELD BASED ASSIGNMENTS:
9. Lesson plans	15%	Feb. 29, Mar. 27 & Apr. 11
10. Semester long blog	5%	Throughout the semester
11. Impact on student learning report	5%	April 18
12. Field evaluation a. Attendance b. Attendance at one school function c. Participation d. Final self-evaluation	10%	Throughout the semester

BRIEF EXPLANAITON OF ASSESSMENTS/ASSIGNMENTS (assignment sheets provided by clicking on specific assignments outlined in syllabus on website)

1.  Digital Story:  15%  of your final grade. Due January 18, January 25, February 15, & May 6 (9:00 am).
You are expected to work throughout the semester on designing and completing a digital story that address the question, “How I learned to read?”  This project is to be completed in four phases:

Phase 1:  Bring to class on January 18th a draft of a completed storyboard,
outlining the basic organization of your story. You must include at least five slides about how you have developed literacy, at least three slides about what kind of reader you are, and at least three slides about how your story impacts your life as a teacher.
Phase 2:  Bring to class on January 25th a written draft and/or a more detailed storyboard outline of your story.  This will be peer edited by at least three members of the class. 
Phase 3:  Bring to class February 15th an almost final copy of your story with digital images to align with the story. 
Phase 4:  As your final in this course, show your digital story to your classmates, as it is linked to your e-portfolio.  Discuss your story as well as the process of making the digital story.  In addition, turn in a one-two page reflection on completing what might be a typical written paper assignment compared to completing a digital story used to tell your story. show your digital story as it is linked to your e-portfolio.

2.  Read Aloud:  5% of your final grade. Due throughout the semester.
You are expected to read a picture book to the class.  Emphasis will be placed on the book introduction.  You are to provide a bibliographical citation, a summary of the story, a detailed book introduction, and a list of one or two key concepts covered in this particular picture book.  Sign up for dates in class.

3.  Hot topics presentations:  5% Due throughout the semester.
You are expected to complete a FAQ fact sheet addressing one hot topic in teaching reading.  This must include at least 12 questions, two of which must be the definition of your term/topic and an useful internet resource.  You will be asked to sign up for a presentation time in class and choose from one of the following topics:  teaching second language learners; using leveled readers, grouping for reading, helping parents as teachers of readers, readiness vs. emergent literacy, invented spelling, technology in early childhood

4.  Author study and report:  5%   Due January 31.             
You are expected to complete a poster on a children’s author. You must include a picture of the author, biographical information about an author, an annotated bibliography of at least five of the author’s books, a colorful and organized display, a critique of the author’s work, an example of any web support (an author’s website), and at least four completed activities to accompany the books (one for each book).
You may decide to include others examples of the author’s work and impact on children’s literature

5.  E-portfolio artifacts & presentation:  10%   Due April 23
This assignment is completed in two phases:

Phase 1:  On Fridays throughout the semester you will be expected to show one artifact being linked to one of the IRA standards.  By the end of this period, you will need to have at least one artifact for each of the five IRA standards.  These dates are February 8 & 22, March 7, April 11 & 18.
Phase 2:  One April 23rd you will be expected to demonstrate your e-portfolio in class and respond to feedback.  At this point you will show your reading-related links to all five IRA standards, to two Praxis standards, and to two NAEYC standards.  You will highlight one of these artifacts in your presentation.

6.  Technology-based microteaching:  10%   Due  March 27 & 28
You are expected to teach a technology-based lesson in class in front of your peers.  This is to be a 20 minute lesson, treating us as your students.  You must include a lesson plan, active participation of your classmates, and a 1time for feedback and discussion of the lesson.  A reflection on the lesson must follow the microteaching experience no later than three days after the lesson is taught.

7.  Expert reports:            10%            Completed weeks 15 & 16
You will be expected to become an expert in a field closely related to reading, literacy, and the language arts.  You will be assigned a topic early in the semester and may pick from the following: emergent literacy; listening & speaking; phonics, words knowledge & phonemic awareness; fluency; vocabulary; spelling; vocabulary; spelling; comprehension; conventions of print (grammar, handwriting); and writing.

8.  Class participation, attendance:  5%            Final computation- May 6
You are expected to be in class and to participate.  Attendance is kept each day and notation of participation is noted at the end of each week of class.

9.  Lesson plans:            15%            One due each date (three in all): Mar. 7 & 27 & Apr. 11
You are expected to plan and teach at least three reading/language arts lessons in your field placement.  Your lesson plans can be turned in at anytime throughout the field placement but are due no later than the above due dates.  Each must include a reflection on the lesson, following the instruction.  One lesson must include enhancement with use of technology. All must include clear accommodations/ differentiation for children with special needs.

10.  Semester long blog & timesheets:  5%            Due throughout the semester
As a departure from the traditional “timesheets” of the past, we are attempting to move our class reflections into a more authentic medium.  This semester we will be exploring the use of individual blogs as the vehicle for reflection and out-of-class professional interaction.  This type of medium moves us beyond using the Internet to merely use information and into a place where we can use the Internet as a means for back and forth interaction.  By Friday evening of each week, each student will be required to have posted at least one entry to his or her blog site.  By Sunday evening each week, each student will then be required to have responded to an individual’s blog.  You will also be expected to complete a time sheet only three times throughout the semester:  At the end of weeks 1-3, before you enter the field; at the end of week 11 as you finish the field; and at the end of week 16 as you end the semester.

11.  Impact on student learning report:  5%                        April 17
You are expected to write a brief report on the progress you see working with one student or a small group of students.  You need to include some information about the student(s) prior to your entry into the equation, a summary of the work you do with the student(s), and some information about performance after your intervention.

12.  Field evaluation;   10%         due throughout the semester           
This requirement is fulfilled in four phases:

Phase 1:  You are expected to attend class regularly and promptly.  If you have to miss a class, you must inform the professor and classroom teacher (when in the field) before the class session is to begin.  Details about attendance are apparent throughout the syllabus and field-related paperwork.
Phase 2: You are expected to attend at least one school function and record this in your blog.  You might attend a school meeting, a reading meeting, w school-sponsored speaker or workshop, a school party, a school board meeting, an IEP meeting, etc. 
Phase 3: You are expected to participate in class.  Participation will be noted and figured in to your final grade. 
Phase 4:  You are expected to turn in a final self-evaluation of your performance in the field and discuss this in a final field conference with your professor.