THE
SUMMER 2007 Course Syllabus
CRD 510 – Expanding
Department: Curriculum and Instruction Instructor: Dr. Dana Key
Program: Reading Specialist P-12 Office:
Credit Hours: 3 Phone: 256-546-2886
Email: danakey@bama.ua.edu
Class Schedule
May 4,5,18,19 & June
15,16,29,30
Prerequisites for Reading
Specialist Students
Reading
Specialist Prerequisites: (a) At least baccalaureate-level professional educator
certification in any area of education; (b) Two years of successful classroom
teaching experience; (c) Certification in Early Childhood Education, Elementary
Education, or Collaborative Teacher (K-6 or 6-12). Either CRD 510 or CRD 511 must be taken WITH
the practicum CRD 595.
CRD 510 meets requirements for other programs as
well; see program for
Course Catalog Description
A comprehensive study of the major factors involved
in teaching reading at the intermediate grade levels. Techniques for teaching word
recognition and comprehension skills are studied extensively (p. 363).
Conceptual Framework
Preparation
of professionals as reflective practitioners and ethical decision makers: The
University of Alabama's
Knowledge Base
This
course is guided by the National Council of Teachers of English and
International Reading Association document: NCTA/IRA Standards for the English
Language Arts; the Alabama Course of Study for the Language Arts; and effective
instruction identified in the Alabama Reading Initiative publications:
Essential Skills of Teachers of Reading and Essential Skills of the Reading
Coach.
Course Objectives
290-3-3-.45.1
(1)
Admission.
Requirements for admission to the class A Reading Specialist program shall
include:
(a) At least
baccalaureate-level professional educator certification in any area of
education; [RS(1)(a)]
(b) Two years of successful
classroom teaching experience; and [RS(1)(b)]
(c) Certification in Early
Childhood Education, Elementary Education, or Collaborative Teacher (K-6 or
6-12); or [RS(1)(c)]
(d) Completion of two
reading courses including an introduction to reading course. [RS(1)(d)]
(2) Curriculum. The curriculum shall provide the prospective
reading specialist with the following knowledge and abilities:
(b) Knowledge of the
knowledge base for reading
including:
5. Effective instruction
identified in the Alabama Reading Initiative publications: Essential Skills of
Teachers of Reading and Essential Skills of the Reading Coach. [RS(2)(b)(5)]
(c) Knowledge of reading material including:
4. How to evaluate, select, and integrate media
(e.g. software) into the reading program. [RS(2)(c)(4)]
5. How to select, substitute, and/or rewrite
content materials at students’ reading levels. [RS(2)(c)(5)]
(e) Knowledge of comprehension including:
1. The impact of amount of
reading on reading comprehension. [RS(2)(e)1]
2. Teacher-directed,
integrated instruction in comprehension strategies that will increase students’
abilities to gain meaning from printed material. [RS(2)(e)2]
3. Questioning and
discussion strategies that yield literal, interpretive, and evaluative student
responses to printed material. [RS(2)(e)3]
4. The causal relationship
between the size of vocabulary and reading comprehension. [RS(2)(e)4]
5. Strategies that increase
reading comprehension including, but not limited to, summarizing, retelling,
rereading, outlining, note-taking, visualizing, clarifying, and predicting. [RS(2)(e)5]
290-3-3-.42 Fifth-Year
Programs for Teachers.
(4) Curriculum. At the Class A level, the teacher may
complete any of three types of programs. Regardless of the type of program
completed, survey of special education coursework shall be required unless
previously completed. Individuals completing the traditional education program
or the Alternative Class A program must also demonstrate the knowledge and
ability identified in .42(4)(d) below:
(d) With regard to integrating technology into
teaching and learning, individuals enrolled in the traditional teacher
education program or the Alternative Class A program shall demonstrate:
1. Knowledge of:
(i) Strategies to identify and evaluated technology
resources and technical assistance. (i.e. those available on-line and on-site
within a school and district setting); [FY(4)(d)1(i)]
(ii) Methods for assessing advantages and
limitations of current and emerging technologies, on-line resources, software,
electronic content to facilitate teaching and student learning; [FY(4)(d)1(ii)]
(e)
Each fifth-year level program for teachers shall ensure that each completer of
the program has demonstrated the Five Core
Propositions of the National Board for Professional Teaching Standards. The five propositions are:
1. Help teachers become committed to students and
their learning of [FY (4)(e)1]
2. Help teachers know literacy and how to teach
literacy to students [FY(4)(e)2]
3. Help teachers be responsible for managing and monitoring student
learning
[FY(4)(e)3]
4. Help
teachers think systematically about their practice in literacy and learn from experience
[FY(4)(e)4]
5.
Help
teachers become members of learning communities
[FY(4)(e)5]
Course Objectives:
·
Provide
opportunities to develop knowledge about the difference between reading to learn and learning to read.
·
Provide
opportunities to develop knowledge about and the ability to assess intermediate
grade students’ literacy abilities and to plan and provide appropriate
instruction.
·
Provide
opportunities to develop knowledge of the role of content literacy skills in
the gaining of content area knowledge.
Student Objectives:
·
Locate,
read, and discuss pertinent research.
·
Participate
in a small group project and professional presentation related to a selected
area of professional interest.
·
Know
about and be able to plan, teach, and critique comprehension strategy
instruction, fluency strategy instruction, and word reading instruction for
children expanding their reading power in the intermediate grades (2nd-6th).
·
Know
about and be able to implement appropriate assessments for children in the
intermediate grades.
·
Be
able to create an appropriate plan of instruction based on assessments of a
struggling intermediate grade reader.
The class will be conducted in an interactive
manner, including: Discussion of readings, viewing relevant videos, guest
speakers, lectures, and related in-class activities. Course assignments are designed to provide
experience engaging in the practice of reading assessment and instruction for
children in the intermediate grades.
Work with children currently in the intermediate
grades (2nd through 6th) is required.
Course Policies
University Policies
· Academic Misconduct. Academic misconduct by
students includes all acts of dishonesty in any academically related matter and
any knowing or intentional help or attempt to help, or conspiracy to help,
another student commit an act of academic dishonesty. The Academic Misconduct Disciplinary Policy
will be followed in the event of academic misconduct. Please refer to
http://registrar.ua.edu/policies/ for the revised Codes of Conduct.
· Equal Treatment. The instructor and
students in this course will act with integrity and strive to engage in
equitable verbal and non-verbal behavior with respect to differences arising
from age, gender, race, physical ability, and religious preferences.
· Accommodations. If you need assistance,
please see the instructor.
· Plagiarism. Plagiarism is the act of
representing words, data, works, ideas, computer program or output, or anything
not generated by the student as his or her own.
Plagiarism may be inadvertent or purposeful; however, plagiarism is not
a question of intent. All suspected
incidences of plagiarism must be reported by the course instructor to the
Assistant Dean of the
Additional Policies
·
Cell Phone Policy. Upon entering class, turn cell phones to
“silent.” If a student must take or make a call, the student is to excuse self
from class. The student is responsible for any work/discussion/project missed
while taking/placing call.
·
Attendance Policy. Your attendance for every class is expected;
however, from time to time students elect to miss a class to attend various
“previous commitments.” The class dates
were set when you registered, and your grade will be lowered significantly if
you are absent.
·
Course Work Policy. All assignments are to be turned in on time. As a
general rule, there is no make-up policy for missed work. Quizzes may NOT be
made-up.
Required Course Texts and
·
Rasinski,T.
V. (2003). The fluent reader.
·
·
Cunningham,
P., & Allington, R. (2007) Classrooms that work: They all can read and
write.
·
Alabama
Reading Initiative publications:
Essential Skills of the Reading Coach at http://www.alsde.edu/html/sections/doc_download.asp?section=50&id=3335&sort=70
Essential Skills of Teachers of Reading at http://www.alsde.edu/html/sections/doc_download.asp?section=50&id=3336&sort=70
·
Additional
readings will be assigned throughout the course. The materials for these
readings will be provided by the
instructor, available in
McLure Library, or found on the Internet via Alabama Virtual Library. If you do not have a card for home access,
you should see your librarian immediately.
Evaluation
Your final grade will be based on
Assignments
Class Participation, Course
DUE ongoing
throughout course 200 POINTS
Case Study. You
will use three reading assessment instruments, a spelling assessment, and an
attitude survey to assess one intermediate grade struggling reader (reading 1-2
levels below grade level). Additionally,
you will need to write a summary of the child’s background and academic history,
the results of your assessment, your proposed plan for instruction, and what
you have learned from your case study.
Due June 15 100
POINTS
Professional Literature Study Group Project.
You will participate in a small study group on a topic related to intermediate
grade reading assessment and instruction.
You will read, review, and use one professional text (must be published
within the past three years) as a basis for a group project. You will also
include 3 additional articles PER person in the group (e.g., 5 group members =
15 additional citations; 3 group members=9 additional citations).
These articles must be different from any others
studied/reviewed in class. The project
will culminate with a 30-minute professional development presentation to the
class as a final project; this should include handouts for the class and
instructor, and should involve technology in the presentation. [RS(2)(b)5]
[RS(2)(c)4] [RS(2)(c)5] [RS(2)(e)1] [RS(2)(e)2] [RS(2)(e)3] [RS(2)(e)4]
[RS(2)(e)5] [FY(4)(d)1(i)] [FY(4)(d)1(ii)]
Due June 29 100
POINTS
Exams
Midterm Exam. A midterm exam will be
given: Friday, May 18. This exam will consist of comprehensive-exam type questions. 100
points
Final Exam. A final exam will be given: June 29. The exam will
consist of comprehensive exam-type questions. 100 points
Grading Procedure and Scale
Each assignment will be evaluated by the instructor
and assigned a letter grade determined by the total number of earned points
using the following scale: 90-100% A, 80-89% B, 70-79% C. To successfully
complete this course, at least a 70% on
each assignment must be attained.
Final grades are determined using the following scale:
A: (90-100%) B: (80-89%) C:
(70-79%)
Professional Journals: You will find these good
sources for research articles.
Reading Teacher, Language Arts, Reading Psychology, Journal of Literacy Research,
Course Outline CRD 510 Summer 2006
All topics and assignments are tentative!
Date
|
Topics to Be Covered |
Readings/Assignments |
|
Class 1 May 4/5 |
Introduction to
the course and the syllabus Professional
Literature Groups—introduce and choose topic/texts History
and Rationale of Oral Reading
Attitudes and Foundations for reading success Assessing
the intermediate grade reader The
Importance of Read Alouds for intermediate grade readers Effective
teaching, learning What
is Expanding Reading? An Overview of
Reading Development The
role of Attitude, Motivation, and Engagement in expanding children’s reading
development Administering
and Interpreting the QRI Assessing
Fluency and Word Recognition |
Fluent Reader: Forward, Introduction,
and Ch 1,2, 7 Classrooms that Work Ch: 1-4 Strategies that Work: 1-5 |
|
Class 2 May 18/19 |
Readability
Formulas and Determining Text Levels Scaffolding;
Strategies for Research
and the support of struggling readers Guided
reading Assessments Writing
the results of Assessments Creating
a Community of Thinking Strategic
Literature
Study / Literature Circles / Book Clubs Struggling
Reader Profiles Teaching
Strategies and providing practice Making
Connections to increase comprehension Text
Selection for comprehension strategy instruction Creating
Texts for children’s use Questioning
to increase comprehension Supporting
developing and struggling readers MID
TERM EXAM the last activity on Saturday! |
QRI section 1: Introduction
to the QRI Fluent Reader chs 3-5 Classrooms that Work ch: 5-9 Strategies that Work ch: 6-11 |
|
Class 3 June
15/16 |
Supporting
reading across the curriculum 1 Teaching
across the curriculum with Biography Teaching
and learning new vocabulary Supporting
reading across the curriculum 2 Science
Texts: Considerations and confusions ARI
in Word
study instruction to supporting reading and learning K-12
: Making it all work! Assessment
and Synergy |
Fluent Reader ch: 6-8 Classrooms that Work ch: 10-13 Strategies that work ch 12-15 BRING
A BOOK FOR THE BOOK AUCTION ON FRIDAY EVENING!!! |
|
|
|
|
|
Class 4 June 29/30 |
Wrap
up any unfinished discussion and text materials FINAL EXAM the last activity on Saturday Group
Presentations given to the class: Begin on Friday evening and continue into
Saturday Integrating
media use into the intermediate grade reading curriculum Identifying
and assessing technology resources |
Any
materials and text chapters that have not yet been discussed in class;
questions and answers on all materials and articles from previous classes. |
|
|
|
|
Course
Bibliography
Au, K. (1993). Literacy instruction in multicultural
settings.
Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in
education: Other people’s children. Harvard
Educational Review, 58, 280-298.
Dillon, D. R. (2000). Kids Insight: Reconsidering how to meet
the literacy needs of all students.
Guthrie, J., Schafer, W.,
Wang, Y., & Afflerbach, P. (1995).
Relationships of instruction to amount of reading: An exploration of
social, cognitive, and instructional connections. Reading Research Quarterly, 30, 8-25.
Guthrie, J. T. &
Wigfield, A. (Eds.). (1997). Reading engagement: Motivating readers
through integrated instruction.
Mervar, K., & Hiebert,
E. H. (1989). Literature-selection
strategies and amount of reading in two literacy approaches. In S. McCormick & J. Zutell (Eds.), Cognitive
and social perspectives for literacy research and instruction, Thirty-eighth
yearbook of the National
Pearson, P. D., Roehler, L.
R., Dole, J. A., & Duffy, G. G. (1992).
Developing expertise in reading comprehension (pp. 145-199). In S. J. Samuels & A. E. Farstrup (eds), What
research has to say about reading instruction,
Peterson, R. & Eeds, M.
(1990). Grand conversations:
Literature groups in actions.
Raphael, T. (1986). Teaching question-answer relationships,
revisited. The
Reutzel, D. R. &
Hollingsworth, P. M. (1988).
Highlighting key vocabulary: A generative-reciprocal procedure for
teaching selected inference types. Reading
Research Quarterly, 23, 358-378.
Ruddell, M. R. (1997). Teaching content reading and writing
(2nd ed.).
Zemelman, S., Daniels, H.,
& Hyde, A. (1998). Best practice: New standards for teaching
and learning in
RS = Reading Specialist
(P-12) 290-3-3-.45.1
FY = Fifth-Year Programs
for Teachers 290-3-3-.42