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Reading
in the Primary Grades
LTCY
420
Fall
2006
Instructor:
Tadayuki Suzuki (Ph.D.)
Office:
Tate Page Hall 355
Office Phone: 270-745-2418
(Be
aware! Subject to change in the first week of the
semester!)
Scheduled Meeting Times: 8:00 am to 9:20 am (TPH 331)
Office Hours: Monday and Wednesday (from
9:30 am to 11:30 am, 1:00 pm to 2:00 pm), Tuesday and Thursday
(from 9:30 am to 11:30 am) or by appointment
Email:
tadayuki.suzuki@wku.edu
Prerequisites:
ELED 250, 340, LTCY 320
IMPORTANT
Requirements for
Field Experience:
Criminal
background check, physical and TB test. These must be on
file with Sheila Raines in Teacher Services, Tate Page Hall 408,
before you can begin your field experience. It is your
responsibility to confirm that all of the documents are on file
in the beginning of the semester.
Course
Description: A second course in reading designed to
offer a detailed view of the principles, materials, and methods
of instruction for primary (K-4) school children. Field
experiences in public schools and/or other appropriate settings
away from campus are required in this course. Students are
responsible for arranging their own transportation to designated
or assigned sites.
Rationale:
This course will provide elementary education majors with the
skills necessary to teach reading and writing concepts in ways
that are developmentally appropriate for elementary
students. The content will expand current understanding of
reading and writing concepts and include a variety of teaching
strategies to meet the needs of all children.
Required
Textbooks:
1.
All Children Read Teaching for Literacy in Today’s Diverse
Classrooms
by
Charles Temple, Donna Ogle, Alan Crawford, & Penny Freppon
ISBN:
0-321-06394-5
Publisher:
Allyn and Bacon
Copyright:
2005
2.
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling
Instruction
by Donald
R. Bear
(Author), Marcia
Invernizzi,
Shane
Templeton,
& Francine
Johnston
ISBN: 0-13-183813-X
Publisher: Prentice Hall
Copyright: 2004
Format: Paper; 120 pp
Published: 06/09/2003
3.
Informal
by Paul
C. Burns
and Betty D. Roe
ISBN:
0395903467
Paperback 5th Sprl edition (October 1998)
4.
Literature-Based
by Ruth
Helen Yopp,
Hallie
Kay Yopp
ISBN:
020544248X
Paperback
- 176 pages 4th edition
Allyn & Bacon
5. Course Readings on reserve in the Educational Resources Center
Course
Objectives and Assessment: Teacher education students
can demonstrate knowledge of reading and writing concepts and
developmentally appropriate instruction by providing evidence for
each of
I.
Designs/plans instruction
II. Creates/maintains learning climates
III. Implements/manages learning climates
IV. Assesses and communicates learning results
V. Reflects/evaluates teaching/learning
VI. Collaborates with colleagues/parents/others
VII. Engages in professional development
VIII. Knowledge of content
Course
Disposition(s) Statement:
The teacher values the development of the
students' critical thinking, independent problem solving, and
performance capabilities.
The teacher values the role of students promoting each
other’s learning and recognizes the importance of peer
relationships in establishing a climate of learning.
The teacher appreciates the cultural dimensions of communication,
responds appropriately, and seeks to foster culturally sensitive
communication by and among all students in the class.
The teacher is committed to using assessment to identify student
strengths and promotes student growth rather than to deny
students access to learning opportunities.
The teacher is committed to reflection, assessment, and learning
as an ongoing process.
Course
Requirements:
1. Professionalism (50 points)
2. Me
Box and Reflection Paper (10 points)
3. Read
Aloud Presentations (40 points)
4.
Field Experiences (50 points)
5.
Field Reflections (50 points)
6.
Literacy Teaching Experiences (50 points)
7.
Spelling Inventory (50 points)
8. Informal Reading
Inventory
(100 points)
9.
Literature-based Reading Lesson Plan (100 points)
10. Final Exams (100 points)
One
Critical Student Performance: Your written work must be stored
electronically for portfolios:
Administering and
Interpreting an Informal Reading Inventory
Instructional
Methods and Activities:
Lecture, demonstrations, discussion, group work, reading, written
assignments, Web-supported, field experiences
Special
Instructional Materials:
computer disks, children's literature
Core
Objectives
Supporting Objectives
Course
Topics:
Philosophies of Reading Process
Word Identification
Comprehension
Vocabulary
Literature in the Classroom
Content Area
Writing Process
Technology
Assessment
Interventions
KERA
Elements Addressed:
1.
Curriculum
Learner Goals
Performance Tasks
Integrated Curriculum
2.
Performance Assessment
3.
Expanded use of technology
4.
Primary program (seven attributes)
Evaluation
and Grade Assignments:
Assessments
will include written assignments, cognitive tests, evaluation of
lesson plans, and performance events. The student must
achieve minimum competency, otherwise the course must be
repeated. No grade can be issued until all field hours have
been completed. GUIDELINES FOR EACH ASSIGNMENT WILL BE
EXPLAINED AS IT IS INTRODUCED.
Total
Class Points: 600 total class points:
Grade |
Percentage |
Points |
A |
93
- 100% |
558-600 |
B |
85
- 92% |
510-557 |
C |
77
- 84% |
462-509 |
D |
70
- 76% |
420-461 |
F |
69%
and below |
419
and below |
Note:
Your final grade is not negotiable. Please do not e-mail me
any types of questions regarding grades. I will not be able
to answer your questions through e-mail.
Description
of Assignments
Professionalism
(50 points) (12/11-15)
a.
Professionalism (25 points)
One of
the most important aspects of becoming a teacher is learning
appropriate professional behavior. Professionalism is
expected in both the college classroom and your field experience
classroom.
College
classroom professionalism includes: arriving and departing class
at the appropriate time, coming prepared by having chapters
already reviewed and assignments ready to turn in to the
professor, and treating both classmates and professor in a
respectful manner in both classroom discussions and emails.
Field
experience professionalism includes:
ALWAYS
arriving at the time agreed upon with your field experience
teacher. (If an emergency arises and you cannot be there, BE SURE
TO CONTACT YOUR PLACEMENT TEACHER.)
Dressing
appropriately - This means NO sweat pants, flip-flops, or bellies
showing. You are no longer a student in this setting,
rather a potential teacher. Preferred dress includes
tucked-in shirts with skirt (not too short) or pants for ladies
and collared shirts and slacks for men. Jeans are
borderline for both ladies and men.
Show
initiative in the classroom. Don’t just sit
there. Ask the teacher what you can do. Notice
students that might need additional assistance with an
assignment. Be pro-active!
b.
Class participation (25 points) This course is built upon an
actively engaged community of learners. Central to
your success in this course is your reading of selections before
class so that you can be involved in class discussions.
Several short assignments will involve you teaching
your fellow classmates what you have learned in your own personal
research and study. Establishing and working within small
groups will also be an important component of this class.
NOTE:
The following behaviors engaged in by any student will never be
tolerated and will result in his/her unconditionally receiving
zero (0) point for professionalism:
a) When the student is found to have committed plagiarism on the written assignments.
b) It
is expected all students will engage in professional behaviors
when conversing with classmates and faculty and the instructor of
the course. For example, if you have concerns or questions
related to the course, you will contact me directly.
Professionalism
points will be awarded based on the continuous engagement of the
class, professional demeanor in all areas and graciously
assisting others.
TASK
1: Who am I?
Me
Box and Reflection (10 points) (Reflection Due Date 9/18)
In any field-based experience, we must be prepared to
introduce ourselves to students. To help smooth the process
of introductions, it is helpful to have a plan or strategy that
is fun and helps everyone relax. "Me Boxes"
consist of a decorated box (or a facsimile thereof) in which you
have collected items that tell something about you that might be
appropriate and of interest to your students. You will use
your Me Box to introduce yourself to our college classroom.
You will also use it to introduce yourself to your field
experience classroom. After your first visit to your field
experience classroom, you will write a 1-2 page reflection on
your Me Box and how it was received by your elementary students.
TASK 2: Learning
the basics of literacy
a.
Read Aloud (40 points 20 points in class and 20 points at field
school)
1. All students are required to share their favorite (also most useful) multicultural picture book (for their elementary students) with their college classmates. They are required to prepare a one-page single-spaced typed handout, briefly describe the book based on their handout and read aloud in class. They MUST prepare the copies of the handout for their classmates.
Note: You cannot read aloud the same book to class. That means that if your choice is taken by someone, you have to find something else for this requirement.
The
following should be clearly included in their handouts:
1. Bibliographic
information of the picture book. (Refer to the APA
Publication Manual 5th
ed.)
2. One-paragraph
description of the author of the book.
3. One-paragraph
summary of the story.
4. Rationales
why the book is useful for elementary students (e.g., connections
with content-areas and meaningful themes or topic for the
learning of their children).
5. Pedagogical
suggestions. (Describe what and how to teach with the
book).
Pre-reading, during reading, and post reading activities.
6. A
list of the titles of other books written by the same author or
with the same or
similar topics or
themes
All
students MUST have a read-aloud presentation in class. We will
discuss this on the first day of our class meeting! I will
not use the rubric in order to assess the performance on this
assignment. That means everyone is expected to receive 10
points. However, I will provide no point if students do not
fully prepare for their read aloud (including the handout) on the
designated dates. I will also deduct all of their
professionalism points at the end of the semester in cases where
students choose not to complete this assignment during the
semester.
2. Read aloud a picture book (Your choice! Any type of picture book is fine) to your elementary students on the second day of your fiend experience. Make sure to include one each pre-reading, during reading activity, and post reading activity when you do read aloud.
b.
Final Exams (100 points) TBA (12/11-15)
Specific
guidelines will be provided in class. Students are not
allowed to open their texts and notes during the tests.
Task
3 Field Experiences (100 points)
a)
Service Learning (50 points)
Students
are required to complete an additional 6 hours of service
in their assigned elementary school other than the allocated 10
class periods of field time. Those hours may be
completed at any time agreed upon by them and their field
teacher. During these hours, they must be involved in at
least 3 different activities from the list below. Once
all hours are completed, please turn in verification (with
classroom teacher’s signature) and a brief reflection on the
activities in which you participated.
Possible
activities: 1) assist individual student, 2) plan/organize field
trip, 3) supervise field trip, 4) involve students in reflection
activity after field trip, 5) assist in after school activities
such as fall festival or book fair, 6) attend faculty meeting,
and/or 7) attend
PTO
meeting, 8) other activities as approved by professor.
b)
Field Journal (50 points) (Check the Course Calendar)
Students
MUST submit their journals on Monday (the following Monday after
the field visit on Wednesday). When they miss the class
meeting, they MUST ask a classmate to submit them to me on the
day of class. It is each student's responsibility to make
this arrangement. I will not read the journals that they
wrote a few weeks ago.
I will
not use the rubric in order to evaluate this assignment.
That means that everyone is expected to receive 50 out of 50
points at the end of the semester. However, I WILL deduct
all 50 points when any of the following situations occurs at
least three times during the semester:
a)
When I have difficulty understanding the journal entry because of
numerous mechanical and contextual errors such as spellings,
grammar, punctuations and transitions.
b)
When a student does not submit his/her journal by the designated
dates.
NOTE:
Students
MUST keep all of their journal entries at least until they
receive their final grades. Each submission
proves their attendance and participation in the field
experiences. Students MUST be able to show them to
me whenever requested. If they cannot find and
resubmit some of their journal entries when I request, they
MUST go back to their field site and make the work up.
Again, it is each student's responsibility.
c) Literacy Teaching Experiences (50
points) (Check the Course
Calendar)
Students
will teach reading in the classroom using a variety of methods
focusing on strategies (word recognition, comprehension) that
students need to be successful readers and writers.
Students will teach four (4) reading lessons. 12.5 * 4 = 50
points
1)
Word Sorts/vocabulary lesson
2)
DRTA Guided
3)
Comprehension
4) Writing Lesson
You are
required to describe each session in your journal: things worked
well and things needed to be improved in the future, etc.
Task
4 Assessments tools (150 points)
a.
Analytic Spelling Inventory and Word
Sort
(50 points) (Due Date 10/2)
Use Words Their Way to administer a spelling
inventory, interpret results, plan instruction, and teach a word
sort lesson.
b. Informal
Reading Inventory (100 points) (Due Date 11/27)
Teachers in primary classrooms are predominantly responsible
for helping their students acquire good literacy skills. Both in
Click Here
for the Formal Report Form
Click Here for Some Good Examples
Task
5 Connecting literacy and literature
Literature-Based
The
purpose of this assignment is to provide students in this course
with an opportunity to plan and teach a multicultural literature
focus unit lesson. Students will develop one complete
literature unit lesson plan based on the guidelines provided by
Tompkins’ Literacy for the 21st Century: A
Balanced Approach (2006). The following are general
guidelines spelled out in Tompkins’ book (2006, pp.
364-372):
Step 1
Select the Literature (Trade book)
Step 2
Set Goals
Step 3
Develop a Unit Plan (4 weeks)
Step 4
Coordinate Grouping Patterns with Activities
Step 5
Create a Time Schedule
Step 6
Managing Record Keeping and Assessment
Specific guidelines and instruction will be provided in class, and students are required to have an in-class presentation in the end of the semester.
Plagiarism
Policy:
To
represent ideas or interpretations taken from another source as
one's own is plagiarism. Plagiarism is a serious offense. The
academic work of students must be their own. Students must give
the author(s) credit for any source material used. To lift
content directly from a source without giving credit is a
flagrant act. To present a borrowed passage after having changed
a few words, even if the source is cited, is also
plagiarism.
In
PLAIN ENGLISH: Do not (NOT) turn in work to us that you
copied from someone else, that belongs to someone else, or that
you did not personally write every word of yourself. With
past literature units and other materials from LTCY 420 posted on
the Internet the temptation might be for you to
"borrow" some of the writing and present it as your
own. I urge you to resist that temptation. No
plagiarism or cheating will be tolerated.
For
information about plagiarism: what it is and how to recognize it
and avoid it, see
http://www.indiana.edu/~wts/wts/plagiarism.html
http://www.pampetty.com/plagiarism.htm
The following statements should be noted carefully:
1.
You are required to attend all field experience days.
Any absence may impact your final grade. IF you miss any
time in the field, you must make that time up by planning an
alternative time with me and your field teacher. I have to
receive written notification by you (email is fine) that you have
made up the time. Any falsification of field time will
endanger your continuance in this course and possibly your
program of study at WKU.
2.
All full-day activities must be attended IN FULL.
3. All
assignment will be graded for content and mechanics.
4.
Please keep a copy of all assignments handed in. In the
highly unlikely event that an assignment is lost, you will need
to provide another copy in a timely manner.
5.
Remember that you MUST keep the due dates. Late
assignments will be deducted 10% of the total possible
score. An additional 10% will be deducted if the
late assignment is not turned in within the following week.
6.
My expectations are high, but my goal is for you to be successful
and to leave this university with the skills you need to be the
best reading teacher possible.
7. Please
turn off all cell phones before you attend the regular class
meetings! I will warn you once. If it happens again
after that, I will deduct all of your professionalism points in
the end of the semester.
8. Any revision is not accepted for the written assignments in this course.
9. Remember that your final grade is not negotiable.
The
previously-stated policy on late work applies even in
circumstances when the student is given an incomplete
("X") for failure to upload an assignment to the
Electronic Portfolio System. Students requesting an incomplete
for another reason must contact the instructor to ask for an
incomplete, which may or may not be granted, depending on the
instructor's judgment regarding the circumstances of the
student's request. According to the catalog on Undergraduate
Catalog p.28/Graduate Catalog, p.13, a grade of X (incomplete) is
given only when a relatively small amount of work is not
completed because of illness or other reason satisfactory to the
instructor. An Iˇreceived by a student will automatically become
an Fˇunless removed within twelve (12) weeks of the next full
term (summer excluded). The grade of X will continue to appear as
the initial grade on the student's transcript, along with the
revised grade.
Disability
Accommodations Statement:
"Students with disabilities who require accommodations
(academic adjustments and/or auxiliary aids or services) for this
course must contact the Office for Student Disability Services,
Room 445, Potter Hall. The OFSDS telephone number is (270)
745-5004 V/TDD. Please DO NOT request accommodations directly
from the professor or instructor without a letter of
accommodation from the Office for Student Disability
Services."
Smoking
Policy:
Kentucky
Administrative Regulations prohibit smoking on school property
other than in designated areas and only by faculty and staff.
Parking lots are school property. Violation of this policy may
result in termination of the field-based teaching experience.
Supplementary
Resources
Allington,
R.L., &
Atwell,
N. (987). In the middle: Writing, reading, and learning with
adolescents.
Calkins,
L. (1994). The art of teaching writing.
Clay,
M.M. (1979). The early detection of reading difficulties.
Cunningham,
P.M. (1991). Phonics they use: Words for reading and writing.
NY: Harper-Collins
Delpit,
L. (1995). Other people's children: Cultural conflict in the
classroom. NY: New Press.
Henderson,
E. (1990). Teaching spelling (2nd Ed.).
Kobrin,
B. (1988). Eyeopeners! NY: Penguin Books
Routman,
R. (1991). Invitations: Changing as teachers and learners.
Morrow,
L.M. (1997). Literacy development in the early years: Helping
children read and write.
McMahon,
S.I., & Raphael, T.E. (1997). The book club connection:
Literacy learning and classroom talk. NY:
Teachers' College Press.
Journals:
Elementary
School Journal Reading Research Quarterly
Language
Arts The Journal for Adolescent & Adult Literacy
Reading
Improvement The Journal for Literacy Research
Reading
Psychology The
Reading
Research & Instruction Reading Horizons
Website
Addresses:
Children?
Literature Web Guidehttp://www.ucalgary.ca/~dkbrown
Booklist
(reviews) http://www.ala.org/booklist/
Summary
of Essential Practices: http://www.sasked.gov.sk.ca/docs/ela/e_literacy/summary.html#chart1
Literary Calendar
Reference Portal
Reading
and Language Arts Resources on the Internet
Ride the
Reading Roller Coaster
Good
Teaching: The Top Ten Requirements
Kids
on the Web http://www.zen.org/~brendan/kids.html
International
Reading Association http://www.reading.org/
ERIC
Clearinghouse on Reading English & Communication http://www.indiana.edu/~eric_rec/index.html
Sites
of Interest to LTCY 420 Students: http://www.pampetty.com/420links.htm
Education
World ? - Curriculum Reading Aloud -- Are Students Ever Too Old
Literacy -
Online Literacy Resources
NNCC
Better Kid Care Reading Aloud
Phonics -
Spelling Reading - Reading Spelling - Writing Speaking
Reading
Comprehension -
APA
Citation Machine - http://landmark-project.com/citation_machine/cm_book.php3
(only as good as what you enter ... remember: don't enter
FULL first names - initials only)
Jan
Brett's Home Page http://www.janbrett.com/