CRD 510: Expanding Reading in the Elementary Grades

3 Credit Hours

Instructor: Dr. Dana L. Key

Office: Rm. 105 The University of Alabama Gadsden Center

Office Hours: By appointment

Phone: 256-5466-2886 or 1-888-223-4131

E-mail: danakey@bama.ua.edu

Course Catalog Description:

CRD 510 is a comprehensive study of the major factors involved in teaching reading at these levels. Techniques for teaching word recognition and comprehension skills are studied extensively.

Prerequisites for Reading Certification:

Students will have a baccalaureate-level certification in any area of education, two years successful classroom teaching experience, and certification in early childhood, elementary, or collaborative teacher education; OR completion of two reading courses including an introduction to reading course 45.1-(1) a, b, c, d.

Conceptual Framework:

Preparation of Professionals as Reflective practitioners and Ethical Decision Makers: Experiences in academic programs are devoted to developing individuals' understanding of knowledge construction, learning, pedagogy, and responsible professional practice in the contexts of education. The University of Alabama's College of Education seeks to prepare professionals who value and demonstrate reflective practice and ethical decision making through respecting diversity, honoring difference, and promoting social justice.

Course Overview and Methods:

This course is designed for graduate students. An emphasis will be placed on reading to learn in the elementary grades. The major goal of this course is to equip elementary teachers with a wide range of strategy-based approaches so that they can help their students become more efficient and effective readers of their content area materials. The course will be taught in an interactive manner, including discussion of course reading in small and whole class settings, short lectures, and individual/group responses and presentations.

Course Objectives and Student Outcomes:

Students will demonstrate…

Knowledge of the knowledge base for reading including:

45.1-(2) b 5 Knowledge of effective instruction and practices including those identified in the “Expanded Reading Power” section of the Alabama Reading Initiative publication

Knowledge of reading material including:

45.1-(2) c 3. The necessity of providing students with printed material at their independent and instructional levels, avoiding inconsiderate text

45.1-(2) c 4. How to evaluate, select, and integrate media (e.g. software) into the reading program.

45.1-(2) c 5. How to select, substitute, and/or rewrite content materials at students’ reading levels.

Knowledge of comprehension including:

45.1-(2) e 1 The impact of amount of reading on reading comprehension.

45.1-(2) e 2 Teacher-directed, integrated instruction in comprehension strategies that will increase students’ abilities to gain meaning from printed material.

45.1-(2) e 3 Questioning and discussion strategies that yield literal, interpretive, and evaluative student responses to printed material.

45.1-(2) e 4 The causal relationship between the size of vocabulary and reading comprehension.

45.1-(2) e 5 Strategies that increase reading comprehension, including, but not limited to, summarizing, retelling, rereading, outlining, note-taking, visualizing, clarifying, and predicting.

In the area of material, demonstrate the ability to:

45.1-(2) j 3 Use instructional and informational technologies to support literacy.

In the area of comprehension, demonstrate the ability to:

45.1-(2) m 5 Teach effective study skills using a variety of resources.

45.1-(2) m 6 Adjust reading strategies to the purpose of the reading and the nature of the text.

45.1-(2) m 7 Teach vocabulary through multiple encounters with words in a variety of contexts.

45.1-(2) m 8 Teach students to vary their reading rate according to their purpose and the difficulty of the material.

In the area of the reading/writing connection, demonstrate the ability to:

45.1-(2) n 4 Promote the integration of reading and writing in content areas at all grade levels.

In the area of planning for instruction, demonstrate the ability to:

45.1-(2) o 3 Evaluate, select, and use high quality materials and programs for literacy instruction including electronic media.

In the area of assessment, demonstrate the ability to:

45.1-(2) q 1 Administer and use a variety of formal and informal assessments including an informal reading inventory, miscue analysis, portfolios, self-assessments, anecdotal records, norm-referenced and criterion-referenced measures, and other indicators of students’ progress and curriculum effectiveness.

Course Text and Readings:

Vacca, J. A., Vacca, R. T., Gove, M. K., Burkey, L., Lenhart, L. A., McKeon, C. (2003). Reading and learning to read. (5^th ed.). Boston: Allyn & Bacon.

American Psychological Association Manual. (5^th ed)

Additional readings may be assigned throughout the course. The materials for these readings will be provided by the instructor, available in McLure Library, Gadsden State (UA) Library, or found on the Internet.

POLICIES:

Attendance Policy: There will be NO leniency with absences; if you feel you will miss class, you may want to drop and take this course over a regular semester. This is a May (interim) course, and I am aware of all the end-of school activities and responsibilities; however, if you are absent, your grade will be significantly and negatively impacted.

Course Work Policy: Late assignments will be reduced by one letter grade. Work is due at the beginning of class the date the work is due. All work is to word processed in APA style 5^th Edition.

The University of Alabama Policy on Academic Conduct: All acts of dishonesty in any work constitute academic misconduct. The Academic Disciplinary Policy is followed in the event of academic misconduct.

Disabilities Act Statement Policy: Students with disabilities are encouraged to register with the University of Alabama Office of Disability Services, 348-4285 or the Gadsden Center, 546-2886. After registering, please notify the course instructor to discuss needed accommodations.

E-mail Account: All students are required to have an e-mail account. If you do not have an e-mail address, you may obtain one form BAMA, located in the Seebeck Computer Center on campus or see the instructor.

Cell Phone and Pager Policy: You must turn off the sound of your cell phone or pager during class. If you have an emergency requiring the use of either, you will be expected to leave the class for that use.

Evaluation:

Your final grade will be based on informal and formal evaluation procedures. Ongoing assessments will occur throughout the course. It is your responsibility to make sure all coursework is complete and turned in on time. I will not remind you of missed coursework. In addition, it is advisable to keep a back-up copy of all turned in work.

Assignments

Class Participation, Miscellaneous Assignments, and Course Readings. You are responsible for class readings. I will not lecture from the information we have all read; rather, we will discuss the information in terms of its validity, feasibility, and value for teaching. You are expected to participate in order to earn these points. (50 points ongoing)

Group Project. You will participate in a small group project related to your selected professional literature group; the topic must be approved before work is begun. You will read, review, and use this text and outside sources as a basis for a group project. You may wish to meet in your group outside class or by email to assign roles in the group and to discuss, design, and prepare your presentation. The project will be presented to the class and include a powerpoint, handouts, and any other props or resources you see applicable to get the point across. (100 points, due 5/22)

Individual project: formal research paper . You will read five research articles from professional journals (if you have any doubt about your sources for this assignment, please ask the instructor) related to literacy and reading instruction that focuses on a particular topic that you select. Topics must be approved by the instructor. You will write a synthesis of your reading in a formal paper due 5/21. (100 points possible)

Midterm Exam. A midterm exam will be given on 5/17. (50 points possible)

Final Exam. A final exam will be given 5/24. (50 points possible)

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. 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%)

RELEVANT NBPTS PROPOSITIONS:

1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.

Please read the first two chapters before the first class on 5/3.

COURSE BIBLIOGRAPHY

Tentative

Class Schedule: Spring 2004

Date	Topic	Assignment	Due Date
5/3/2004	Intro. To Course and Syllabus Overview of Assignments Discuss chapters 1, 2. History of reading, current research, Principles effective curriculum and reading programs, intervention constructing knowledge, and balanced instruction and varied methods for teaching reading..	Participation, Lecture, Discussion Read chapters 3-4 for Friday, Reflect on the relevant application of these materials to your own class.	Continuous
5/7,8,/2004	Discuss chapters 3-4. Theories of Learning and Learning styles, development and nurturing literacy and teaching styles. Reading and writing connections, Literacy Literacy and learning with all genres of literature. The development of a print rich environment	Read chapters 5-9 Video Alabama Reading Initiative handouts. Group work
5/10/04	Ch 5-9 Review drafts, Decoding Skills, The Alphabetic code, Spelling, Vocabulary, Reading and Writing Connection, Comprehension, text structure, directed reading, independent reading Assessment and Evaluation, Fluency and comprehension, Graphic Organizers, Grouping, Collaboration, Creating a community of learners and literacy,	Lecture, Discussion Read chapters 9-10 Handouts
5/17/04	Diversity Instructional models and practices for teaching K-8. Reading programs, Literacy environments, Multicultural literature, choices in children’s literature,	Read chapters 11-13 handouts Final group project work: preparation for presentation. Handouts	MIDTERM EXAM covers all class discussion materials and chapters 1-8 in text
5/21,5/22/04	Literature groups, Reading Reading and Writing Workshops, genres in literature, children’s literature and genres of great literature sources, teacher belief systems, selecting reading materials for the classroom. Computer lab, technology, Textbook and reading choices, Reading Activities, Literacy Minilessons, Graphic organizers, Instructional Procedures, Video. Diversity in learners, and ESL issues in learning.	Chapter 14-15 Readings from journals and ARI materials, continue individual projects	Group project due with presentations on Saturday the 22 and your paper is due on Friday night.
5/24/04	Assessment and Evaluation Grouping, Collaboration, Creating a community of learners and literacy, WRAP UP!	Final exam	FINAL EXAM covers Ch 9-15 and all classwork, discussions and handouts.

NOTES