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Siena Heights University Teacher Education Program

Course #: EDU 334 Fall 2013 Course Title: Strategies for Teaching Reading in the Elementary School Semester Hours: Three (3) Meeting Dates/Times/Location: Tuesday and Thursday, 1:00 pm 2:15 pm, PAC 104 Instructor: Dr. Eleanor Wollett Phone: 517-264-7888 Fax: 517-265-7738 Email(s): ewollett@sienaheights.edu Office: PAC 102 Office Hours: by appointment Program Website: http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/EDU/CampusID/1/De fault.aspx Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Mission and Learning Outcomes for Teacher Education at SHU The Teacher Education Program emphasizes a belief in teaching as both an art and a science. Engagement in the art of teaching flows from pre-service preparation that inspires lifelong learning and the living of a reflective life. It inspires the acquisition of knowledge and love of subject matter, knowledge about learners and a concern for them, deftness in communication, commitment to continuous growth and self-renewal in the profession of teaching, and recognition of the benefits of studying and emulating great teachers (Schubert, 1986). Etymologically, to learn means to follow the traces, tracks or footprints of those who have gone before (Van Manen, 1986). The Teacher Education Programs support the mission of Siena Heights University by fostering the personal and professional living of a purposeful, competent, and ethical life. Following the Adrian Dominican philosophy of meeting individuals at various stages of personal and professional growth, the Teacher Education Programs strive to help students meet their individual educational needs, and encourage them to contemplate and the share the fruits of that contemplation.

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Teacher Education Program Learning Outcomes (revised June 2009) The SHU Teacher Education Program Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. Those listed below are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences.
1. Mission

The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning
2. Theory

into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classrooms
3. Politics,

Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher
4. External

Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK-12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning
5. Diversity,

Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process an ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate.
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Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process an ability to identify his/her personal strengths and limitations the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction
7. Developmentally

6. Teaching/Learning

Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards
8. Leadership

The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning Course Description Students build understanding of the psychological background of the reading process. Emphasis is placed on best practices in reading instruction in the primary grades. Consideration is given to teaching reading through a variety of genre, both fiction and non-fiction. Lessons are designed to meet the needs of all learners. Students will demonstrate their understanding for creating interactive, child-centered classrooms that facilitate the construction of meaning from a literacy perspective. Twenty (20) clock hours tutoring a Kindergarten, First, or Second Grade student in reading is required. Course Objectives (and Corresponding Learning Outcomes) Student teachers will be able to: 1. Discuss the reading process and reflect on personal philosophical stance on the teaching of reading, 2. Comprehend the English Language Arts Common Core State Standards (CCSS) for Grades K 2 3. Understand how to utilize CCSS Appendices A, B, and C as resources, 4. Employ a variety of formal and informal literacy assessment practices, 5. Analyze assessment data and plan lessons based on data,

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6. Discuss factors that influence student learning such as a literacy-rich environment, prior knowledge, and ideas for motivating students to read, parental involvement, 7. Understand, model, and incorporate into learning (lesson) plans best practices in comprehension, vocabulary, fluency, word study (phonics and spelling), oral language, and writing, 8. Utilize higher order thinking skills and text structure characteristics to enhance comprehension, 9. Understand Response to Intervention and scaffold instruction to meet the developmental and diverse needs of all learners, 10. Incorporate activities that develop digital literacy and the use of online resources into lesson plans, 11. Demonstrate the integration of reading, writing, listening, speaking, viewing, and visually representing across the content areas, 12. Design a program for a case study of at least twenty hours of reading instruction in relation to research-based principles. Attendance and Participation Policy The expectation is that students attend every class prepared to discuss the assigned work, and that the instructor attends every class to present materials and facilitate individual and group growth. Two class absences are allowed at no penalty (except loss of participation points). Being more than 10 minutes late to any class, or leaving more than 10 minutes before the conclusion of class, will be recorded as L. Being late twice will be the equivalent of one full absence. Please talk to me if there are extenuating circumstances. Participation points will be given for active participation: Preparation coming to class with o textbooks o learning log o completed assignments o tutee portfolio Discussion o Participate in large group, small group, and I time activities o Use higher order thinking o Ask thoughtful questions o Cell phones set aside and not in use Late Work All assignments are to be submitted at the beginning of the class session on the due date (unless otherwise specified). No late assignments will be accepted unless prior arrangements are made with the instructor. Best Practices: Teaching methodologies that have been proven over time, research, and experience to enhance student learning by developing thinking and problem-solving skills through integration and active learning), including the incorporation of technology, to instruction, assessment, and
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management in preK-12 classrooms. This will be the foundation of teaching methods used in Teacher Education Program courses. Grading Scale A+ 98-100 A 94-97 A91-93

B+ B B-

88-90 84-87 81-83

C+ C C-

78-80 74-77 71-73

D+ D D-

68-70 64-67 61-63

E <60

Technology Computer access at home or from a school/university lab Ability to reprint copies for the class when requested In this course we will be using eCollege (http://www.sienaonline.org/). Each student registered for the course automatically has a Siena heights University email account. This is the account I will be using to correspond with you through eCollege. However, if you want to use your preferred email account, just go to the Siena Heights University home page. Click on the link How do I forward my Siena Heights email to another email address? This will enable email correspondence to be forwarded to your preferred email account. Set this up way ahead of time and make sure it is working. NOTE: The eCollege Helpdesk is available 24 hours a day, 7 days a week, toll free at: 1-888-748-1932 or use the Technical Support button on the eCollege screen. If you are having technical problems, please inform your instructor. Library Link: http://www.sienaheights.edu/library.aspx Teacher Education Student Expectations The Teacher Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively (in live and online discussions), complete assignments on time, communicate special circumstances (lateness, absence, etc.) to the instructor in a timely and professional manner, and be professional in his/her conduct toward instructors and peers. ACADEMIC DISHONESTY: Academic dishonesty is unethical behavior which in any way violates the standards of scholarly conduct. It includes such behaviors as cheating on assignments or examinations, plagiarizing, submitting the same or essentially the same papers for more than one course without the consent of all instructors concerned, misappropriating library materials, or the destroying of or tampering with computer files. Also included in academic dishonesty is knowingly or intentionally helping another violate any part of this policy. Plagiarism is the failure to give credit for the use of any materials from outside sources, including the internet. It includes, but is not limited to: verbatim use of a quote without quotation marks and adequate documentation; submission of a paper, prepared by another person, as ones own
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work; using the ideas, facts, words, photographs, pictures, graphics, or data of someone else and claiming them as your own; or not documenting ideas, facts, words or data gathered during research. Carefully read and know all the elements of the Academic Dishonesty Policy above. Students are not excused from adherence to the policy even if they have not read it. The penalty for plagiarism is a failing grade assigned to the student paper. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: In accordance with University policy and the equal access laws, I am available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please contact me for an appointment to discuss possible accommodations. Students must register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. Classroom Emergency Preparedness and Response Information To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same: If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors. Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering. Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517-2647900. If possible, turn on a radio or television and listen for further instructions. If your e-mail address or mobile device is registered with SHU Alerts, check for alert notifications. Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.
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Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit (off rear parking lot or off front lobby. Once we have evacuated the building, proceed to our primary rendezvous location (baseball field). SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately. Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517-263-0731. Student Assessment: Required Course Assignments and Course Schedule Except for in-class activities and assessments, all written work is typewritten, double spaced, size 12 font, follows the suggested format and shows evidence of being proofread. Assignments Workshop Attendance Workshop Preparation Workshop Participation Bio Common Question Online Discussions Teaching Opportunities Quizzes Portfolio Case Study Completion of 20 hours of tutoring Teachers Final Evaluation Sheet Initial Tutee Information Form Permission Letter Tutoring Log Weekly Journal Assessments and Analysis Sheet Phonemic Awareness Concepts of Print Running Record # 1
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Points per session 30

25 25 25 - 50 25 - 50 25 - 50 500 50 50 50 300

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Running Record # 2 Running Record # 3 Writing Sample # 1 Writing Sample # 2 Spelling Assessment Final Portfolio Walkthrough
COURSE CONTENT AND SCHEDULE (Subject to Change)

400 150

All Assignments are Due at the Beginning of Class on Date Listed Assessments, interventions, and reflections with Tutee are ongoing throughout the semester! Week Date Topics Assignments Due Session 1 August 27 Syllabus Bio Session 2 August 29 The Right to Literacy D & J Chapter 1 A Cognitive Apprenticeship Approach D & J Chapter 2 Session 3 Sept. 3 to Literacy A Balanced Literacy Curriculum D & J Chapter 3 Session 4 Sept. 5 Phonemic Awareness Assessment Shared Reading Presentations Session 5 Sept. 10 Concepts of Print Assessment Shared Reading Presentations Session 6 Sept. 12 Session 7 Sept. 17 Common Dialogue Day Running Record Administration Packet Session 8 Sept. 19 Case Study Information Sheet Running Record Analysis Packet Session 9 Sept. 24 Guided Reading D & J Chapter 4, pp. 49 56 Session 10 Sept. 26 Permission Letter Emergent Guided Reading and Writing Guided Reading Lessons Session 11 Oct. 1 Emergent Guided Reading and Writing Guided Reading Lessons Session 12 Oct. 3 D & J Chapter 5, pp. 68 - 73 Developmental Word Knowledge WTW Chapter 1 Session 13 Oct. 8 Assessment of Orthographic WTW Chapter 2 Session 14 Oct. 10 Development Reflective Journal # 1 Organizing for Word Study WTW Chapter 3 Session 15 Oct. 15 Word Study Emergent Stage WTW Chapter 4 Session 16 Oct. 17 Reflective Journal # 2 Supplementary Support for Struggling D & J Chapter 10 Session 17 Oct. 22 Readers Early Guided Reading and Writing D & J Chapter 4, pp. 56 59 Session 18 Oct. 24 Reflective Journal # 3 Early Guided Reading and Writing Guided Reading Lessons Session 19 Oct. 29 D & J Chapter 5, pp. 73 80 Word Study Letter Name WTW Chapter 5 Session 20 Oct. 31 Alphabetic Stage Reflective Journal # 4
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Session 21 Nov. 5 Session 22 Nov. 7 Session 23 Nov. 12 Session 24 Nov. 14 Session 25 Nov. 19 Session 26 Nov. 21 Session 27 Session 28 Session 29 Session 30 FINAL Nov. 26 Nov. 28 Dec. 3 Dec. 5 Dec. 10

Transitional Guided Reading and Writing Word Study Transitional Within Word Stage High-Quality Literacy Classrooms Fluent Guided Reading and Writing Intermediate Syllables and Affixes Stage Organizing for Independence and Transfer Advanced - Derivational Stage Thanksgiving Break Portfolio Walkthroughs Portfolio Walkthroughs Portfolio Walkthroughs

D & J Chapter 4, pp. 60 62 WTW Chapter 6 Reflective Journal # 5 D & J Chapter 9 D & J Chapter 4, pp. 62 65 Reflective Journal # 6 WTW Chapter 7 D & J Chapter 8 Reflective Journal # 7 WTW Chapter 8 Case Study Requirements

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