RED 4348 Dr. Uwan Bae

Syllabus

Students' Presentations >>Reading Strategies

by Rafael Mendiola

Instructor:	Dr. Juwan Bae
MDC	School of Education Miami-Dade College
Dept and Number:	RED 4348
Phone	(305) 238-3333
FEAP:	9B
E-mail:	jbae@mdc.edu
Co/Prerequisites:	RED 3309
Credits:	3

COURSE SYLLABUS

RED4348 - Literacy Development K-12

This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances.

I. COURSE DESCRIPTION

This course broadens an understanding of reading process through elementary, middle school, and secondary school levels. It presents learning to read as a continuous process that impacts all academic success. Reading theories, methods, and practices relative to comprehension, synthesis and evaluation are introduced with an emphasis on the needs of students with delayed reading acquisition skills. Addresses Council for Exceptional Children's Content Standards for All Beginning Special Education Teachers. A minimum of 20 clock hours of observation/teaching reading is required. Pre-requisite: RED 3309

II. REQUIRED TEXTBOOK(S)

Farris, Fuhler, and Walther (2004). Teaching Reading: A Balanced Approach for Today’s Classrooms. McGraw-Hill,

Gail Tompkins and Cathy Blanchfield (2004). Teaching Vocabulary: 50 Creative Strategies, Grades K-12. by Prentice-Hall.

III. SUPPLEMENTARY READINGS AND REFERENCES

Beeghly, Dena G. and Catherine M. Prudhoe (2202). Litlinks: Activities for Connected Learnin2 in Elementary Classrooms. New York, N.Y.: McGraw-Hill.

Dahl, K. L., and Scharer, P.L. "Phonics teaching and learning in whole language classrooms: New Evidence from Research." The Reading Teacher, 53 (2000), 584-594.

Friend, M., and Bursuck, W.D. (1999) Includin2 Students with Special Needs: A Practical Guide for Classroom Teachers. 2nd Edition. Boston: Allyn and Bacon.

Harris, V.J. (1997) Usine: Multiethnic Literature in the K-8 Classroom. Norwood, MA: Christopher-Gordon.

Herrell, Adrienne and Michael Jordan. (2004) Fifty Strategies for Teaching: English Language Learners. 2nd Edition. Englewood Cliffs, N.J.: Prentice-Hall.

Lukens, R. (1999) A Critical Handbook of Children's Literature. New York: Longman.

Roget & HarperCollins. (1994) Roget's Children's Thesaurus. New York: HarperCollins.

Stahl, S.A., (1992) "Saying the 'P' Word: Nine Guidelines to Exemplary Phonics Instruction." The Reading Teacher, 45 (8), 618-625.

Sudol, P., & King, C.M. (1996). "Checklist for Choosing Nonfiction Trade Books." The Reading: Teacher. 49 (5), 422-424.

IV. TECHNOLOGY/AUDIO/VIDEO

Video-"Guidelines for Reading Comprehension Instruction. Upper Saddle River, N.J.:Merrill, 2001.

V. SUPPLIES

VIll. COURSE REQUIREMENTS & EXPECTATIONS

A. ATTENDANCE & WITHDRAWAL POLICY

Students are expected to attend class regularly. Three unexcused absences will result in the student being dropped from the course. The college has established a "drop date" by which a student must officially drop in order to receive a grade of W (withdrawal).

B. ASSIGNMENTS

All work is to be of college quality and is to be electronically processed. Pages are to ' be stapled together, and there is to be a cover sheet detailing the student's name, the submission date, the course reference number, the course name, and the instructor's name. Since prospective teachers are to serve as role models for their own students, written work will be evaluated on the basis of content, grammar, spelling, and usage. No credit will be given for work that is submitted past the assigned due date.

C. EXAMS

There will be 2 major exams in the course. These exams will cover material from lectures, the textbooks, and assigned supplementary readings.

D. GRADING SCALE

The grading scale for the course work in the School of Education is:

100 – 90	A
89 – 80	B
79 – 70	C
69 – 60	D (Repeat course)
Below 60	F (Repeat course)

E. REQUIRED ASSESSMENTS

Mid-term Exam	20% of grade
Final Exam	25% of grade
*Observations Checklist/Reflection Journal	30% of grade
** Designing a Classroom	20% of grade

* A journal will be kept to record observations and assignments made for the course. Twenty (20) hours of classroom observation and/or teaching will be required.

**This is an Anchor Assignment. Any student who does not satisfactorily complete an Anchor Assignment must consult with the professor about how to make up the grade.

IX. ALTERNATE INSTRUCTION / LEARNING SUPPORT CENTERS

Students who need help completing assignments or with work in-class are encouraged to get help at ___. The phone for help is:________

X. AMERICANS WITH DISABILITY ACT (ADA) STATEMENT:

Students who have a disability that might affect their performance in this class are encouraged to contact Access Services, in confidence, as soon as possible. Their phone number is:

XI. ACADEMIC INTEGRITY

Please be aware that I support the College's policies about academic integrity and honesty. This includes their policies regarding cheating, plagiarism, and fabrication of information. It is your responsibility to fully understand what those policies are; as such, you are encouraged to get a copy of and read these policies carefully and thoroughly (Student Rights and Responsibilities Handbook).

A. Cheating -

The improper taking or tendering of any information or material which shall be used to determine academic credit. Taking of information includes, but is not limited to, copying graded homework assignments from another student; working together with another individual(s) on a take-home test or homework when not specifically permitted by the instructor; looking or attempting to look at another student's paper during an examination and; looking or attempting to look at text or notes during an examination when not permitted. Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to exam questions either when the exam is being given or after having taken an exam; giving or selling a term paper or other written materials to another student; sharing information on a graded assignment.

B. Plagiarism –

The attempt to represent the work of another as the product of one's own thought, whether the other's work is published or unpublished, or simply the work of a fellow student. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on an exam, term paper, homework, or other written materials or oral presentations for an academic requirement; submitting a paper which was purchased from a term paper service as your own work; submitting anyone else's paper as your own work.

C. Copyright law –

The attempt to represent the work of another as the product of one's own thought, whether the other's work is written or found on the Internet or simply the work of a fellow student, violates the copyright laws. It is not limited to quoting oral or written materials, it includes photographs, clipart and music samples. For an academic requirement; submitting a paper, image, and/or music which was copied from website as your own work; submitting anyone else's paper as your own work is considered a breach of copyright laws unless they fall into the guidelines of the Teach Act http://www.lib.ncsu.edu/scc/leqislative/teachkit/

XII. COURSE CALENDAR: BY WEEK UP

1	Introduction to course, grading policies, and procedures. Assignments: Visit the school where you will be doing your observations and teaching assignments and introduce yourself to some teachers in your field. Write a page or two in your journal describing some experiences from your years as a student (one page) that impacted your learning. Explain how these experiences could aid you in teaching your future students. FEAP 3
2	Chap. 1, "Introduction to Literacy" Assignment: Select three websites from those listed in Figures 1.7 and 1.8 of your textbook. Critique those sites, describe how you think they might be useful in working with students. FEAP 12 Visit the school library at your school site. Talk with a librarian there, and write a page or two about your reaction to the library facilities, including available computers, if any. FEAP 9
3	Chap. 2, "The History of Reading and Writing" Assignment: Write a page or two in your journal discussing the changes that have taken place in the last century of reading and writing instruction.
4	Chap. 3, "An Overview of Instructional Strategies that Support a Balanced Approach" Assignment: In your journal, write a page or two summarizing what you think is meant by a "a balanced approach" to reading instruction. What are the implications of such an approach to you as a prospective teacher? FEAP 8
5	Chap. 4, "Organizing the Classroom Environment" Assignment: Design your dream classroom. Sketch a possible layout. List the materials, supplies, and furniture it would contain. FEAP 9
6	Chap. 5, "Assessing and Evaluating Literacy Development" Assignments: In your journal, respond to the following questions: How could you assist your students in performing better on state and national standardized tests? What types of authentic assessment best fit your own teaching style? What kinds of assessment can help you be most effective and efficient as a teacher in meeting student needs? Compare and contrast shared reading and reading aloud, and explain how you would use each in your own classroom. FEAP 1
7	Chap. 5 continued Assignment: At your school site, interview 1 or more teachers. Ask them about the assessments they regularly use to determine student progress. Discuss your findings in your journal. FEAP 1 Mid-term Exam
8	Chap. 6, "Emergent Literacy: Beginning Reading and Writing" Assignment: In your journal, discuss the following questions: How will you encourage parents to create a literacy rich environment for their children? How do you plan to extend your students' knowledge of oral language into daily reading and writing activities? Compare and contrast shared reading and reading aloud, and explain how you would use each in your own classroom. FEAP 11 Observe a kindergarten or primary classroom at your school site. List activities that are used during a school day to build students' oral language. FEAP 9
9	Chap. 7, "A Balanced Approach to Phonics and Word Study" Assignment: Select a strategy from your textbook Teaching Vocabulary. Modify the lesson as necessary to make it appropriate for the classroom you are observing. Teach the lesson and evaluate its effectiveness. Design a game to teach/reinforce a phonics lesson. Teach the lesson; plan to share the results in class. FEAP 10
10	Chap. 8, "Reading Comprehension" Assignment: In your journal, respond to the following questions: Would you be more comfortable with teacher-directed or student-directed comprehension strategies? Are you willing to use literature circles with students? How could you prepare yourself and the students for their first experiences with these interactive sessions? Observe a classroom at your school site. List, describe, and critique 2 strategies that are used in teaching comprehension. FEAP 4
11	Chap. 9, "Vocabulary Instruction in a Balanced Literacy Program" Assignment: Select one of the websites listed at the end of your chapter. In your journal, respond to these questions: What options are available to users of the site? Do you think that the site would be valuable for integration into a vocabulary lesson in your classroom? Explain why or why not. FEAP 12 Select a strategy from your "Teaching Vocabulary textbook." Modify it as needed to design a lesson. Teach the lesson; then evaluate it. FEAP 10
12	Chap. 10, "Children's Literature in a Balanced Literacy Program" Assignment: Using the library or a local bookstore, browse while looking for multicultural literature titles that might be good additions to your classroom library. List and briefly summarize at least 20 titles in your journal FEAP 5.
13	Chap. 11, "Connecting Reading and Writing: Narrative and Poetry" Assignment: Create a mini-lesson to teach students the conventions of writing. FEAP 2
14	Chap. 12, "Connecting Reading and Writing: Expository Text" Assignment: Select one of the nonfiction titles suggested in the chapter. Look it over and evaluate it by applying "A checklist for evaluating nonfiction trade books." (See Figure 12.4) FEAP 10
15	Topic: Using Basal Readers
16	FINAL EXAM

Strategies' Presentation