The student will learn about reading instruction from birth to secondary levels. The student will learn theory and current research-based approaches. All




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SCHOOL OF EDUCATION
RED3013 Foundations of Reading Instruction

Credit Hours: Three (3)

Prerequisites: EDG 3321
Course Description

The student will learn about reading instruction from birth to secondary levels. The student will learn theory and current research-based approaches. All aspects of the reading process are explored: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Fifteen hours of field experience are required.
Instructor Information


Instructor: Dr. Sherwin Jose

Term: 2011-1

Office Hours:

Office Location: IAC

Class Location:

Campus: 600

Phone: (786) 393-1197

Class Time:

E-mail: drsherwinpjose@gmail.com

Class Days:


National, State, and College Standards

Florida Subject Matter Competencies - ESE, ESOLC&S, Social Sciences, Biology, Chemistry, Earth/Space, Science, Physics, Middle Grades Science, Math

Florida Performance Standards for ESOL Teachers - ESOL

Florida Educators Accomplished Practices - FEAP

Florida Reading Competencies K-12 - RE

Next Generation Sunshine State Standards - SSS

Miami Dade College Learning Outcomes
Miami Dade College Learning Outcomes:




  1. Communicate effectively using listening, speaking, reading, and writing skills.



  1. Use quantitative analytical skills to evaluate and process numerical data.



  1. Solve problems using critical and creative thinking and scientific reasoning.



  1. Formulate strategies to locate, evaluate, and apply information.



  1. Demonstrate knowledge of diverse cultures, including global and historical perspectives.



  1. Create strategies that can be used to fulfill personal, civic, and social responsibilities.



  1. Demonstrate knowledge of ethical thinking and its application to issues in society.



  1. Use computer and emerging technologies effectively.



  1. Demonstrate an appreciation for aesthetics and creative activities.






  1. Describe how natural systems function and recognize the impact of humans on the environment.



Florida Educator Accomplished Practices:



1. Assessment



2. Communication



3. Continuous improvement



4. Critical thinking



5. Diversity



6. Ethics



7. Human development and learning



8. Knowledge of subject matter



9. Learning environments



10. Planning



11. Role of the teacher



12. Technology


COURSE COMPETENCIES:

Competency 1: Foundations in Language & Cognition has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process.

  1. Phonemic Awareness: The student will:

  1. Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological processing, inventory of phonemes, phonemic awareness skills, phonemic analysis).

  2. Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences).

  1. Phonics: The student will:

  1. Identify structural patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes).

  2. Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advanced phonics skills).

  1. Fluency: The student will:

  1. Identify the principles of reading fluency as they relate to reading development.

  2. Understand the role of reading fluency in development of the reading process.

  1. Vocabulary: The student will:

  1. Identify and apply principles of English morphology as they relate to language acquisition (e.g., Identifying meanings of morphemes, inflectional and derivational morphemes, morphemic analysis).

  2. Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.).

  1. Comprehension: The student will:

  1. Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations).

  2. Understand the impact of variations in written language of different text structures on the construction of meaning.

  3. Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation).

  4. Understand the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world).

  5. Implement systematic instruction in teaching reading comprehension and monitoring strategies.

  6. Use instructional methods to strengthen and compensate for deficits in perception comprehension, memory and retrieval.

  1. Integration of the major reading components: The student will:

  1. Identify language characteristics related to informal language and cognitive academic language.

  2. Identify phonemic, semantic, and syntactic variability between English and other languages.

  3. Understand the interdependence among each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning).

  4. Understand the interdependence among each of the major reading components and their affect upon comprehension (e.g., construction of meaning: vocabulary, fluency).

  5. Understand the impact of dialogue, writing to learn, and print environment upon reading development.


Competency 2: Foundations of Research-Based Practices Understands the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery.


  1. Phonemic Awareness: The student will:

  1. Restate the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery by identifying explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.).

  1. Phonics: The student will:

  1. Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations).

  1. Fluency: The student will:

  1. Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader’s theater, etc.

  1. Vocabulary: The student will:

  1. Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies, etc.) across the curriculum.

  1. Comprehension: The student will:

  1. Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, prediction; “think-aloud” strategies, sentence manipulation, paraphrasing, etc.).

  1. Integration of the major reading components: The student will:

  1. Identify comprehensive instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.).

  2. Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.).

  3. Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.).

  4. Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency.


REQUIRED TEXTBOOKS:

Tompkins, Gail (2010) Literacy for the 21st century: a balanced approach. (Miami Dade College Custom Edition). Englewood Cliffs, NJ: Prentice Hall.

Savage, John, F (2007). Sound it out. New York, NY: McGraw Hill.
ELECTRONIC RESOURCES:

Live Text www.livetext.com ISBN 0-9718331-6-8
Live Text

All students enrolled in the MDC School of Education bachelor degree program will be required to purchase Live Text and use it throughout the program. All work is to be submitted via Live Text. 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.

COURSE OUTLINE:

The professor reserves the right to make changes in the order of topic presentation and assignments.

SESSION

DATE

TOPIC(S)

ASSIGNMENT(S)

1

___/___/_____

Introduction

Syllabus

Assignments

Overview

A Balanced Literacy Approach




2

___/___/_____

Becoming an Effective Teacher of Reading

Teaching the Reading and Writing Processes

The Place of Phonics in Learning to Read and Write




3

___/___/_____

Working With Young Readers and Writers




4

___/___/_____

Cracking the Alphabetic Code

Getting Started: Phonemic Awareness and Alphabet Knowledge




5

___/___/_____

Developing Fluent Readers and Writers

Discrete Phonic Elements




6

___/___/_____

Expanding Students Knowledge of Words




7

___/___/_____

Facilitating Comprehension




8

___/___/_____

Approaches to Teaching Phonics





9

___/___/_____

Phonics and learning to Spell




10

___/___/_____

Phonics in A Comprehensive Reading Program




11

___/___/_____

Organizing for Instruction




12

___/___/_____

Differentiating Reading and Writing Instruction




13

___/___/_____

Reading and Writing in the Content Areas




14

___/___/_____

Differentiating Reading and Writing Instruction




15

___/___/_____

Presentations




16

___/___/_____

Final Examination





REQUIRED ASSIGNMENTS:
Assignment #1: Comprehensive Resource File (FEAP 3.2E, 4.1E, 4.2E, 5.2E, 7.2E, 8.3E, 9.1E, 9.2E, 12.1E, 12.2E) (RE 4.6,4.9,5.11) (ESOL 3.3, 4.2) (ESOL C&S 4, 7) (ESE 3.10)

Description: Having a resource file is very important for the teacher to use in the classroom.

Directions: You will create and organize a resource file of current research based materials and strategies that you have evaluated for utilization in developing realistic projects and problem-solving activities to promote creative thinking in K-12 settings of diverse students. You should do the following:

  1. Create an electronic file housed in Live Text in which to store the materials.

  2. Collect materials from multiple sources that are current and research based. Be sure to include a minimum of four examples from five different types of categories. The categories include:

  • Computer software

  • Instructional games

  • Internet activities, web sites

  • Field Trips-Outside of school grounds

  • In-house Field Trips-On school grounds

  • DVDs

  • Organizations

  • Conferences

  1. Describe your intended future use of each resource by developing an abridged lesson plan including, student objectives, strategies, activities, and extension activities. Describe the intended use of the materials and how they are suited to the interests, needs, and aptitudes of a diverse K-12 student population.

  2. Be sure to include some materials available in your community.


Assignment #2: Mini-Lesson/Group Presentation (FEAP 2.1M, 2.2M, 4.1M, 4.2M, 5.1M, 5.2M, 7.2M,

8.1M, 8.2M, 10.1M, 10.3M, 10.4D, 10.4M) (RE 1.4, 5.2, 5.5, 5.6-5.10, 6.1-6.5, 6.8, 6.12)

Description: Engaging students in an effective lesson is necessary to communicate information properly.

Directions: In groups of two, you will teach a mini-lesson to the rest of the class that engages the group in observing a particular strategy for reading. The mini-lesson should be appropriate for children K-12. You will need to let your audience know which level of student would most benefit from the lesson and how it contributes to the development of proficient readers/writers. Please bring a copy of your mini-lesson for me and for the other students in the course.

1. Identify a research based pre-reading strategy or a reading comprehension strategy that you will

teach.

2. Create a mini-lesson (15-20 minutes) to teach to the class.

3. Prepare a lesson plan using the MDC SOE Lesson Plan Framework.

4. Prepare a PowerPoint presentation explaining the intended impact of your lesson (expected

outcomes) and the other possible applications of the strategy you used.
Assignment #3: Article Review (FEAP3.2E)

Description: Keeping current by evaluating resources such as journals and articles enhances you as a professional.

Directions: Select a peer reviewed journal article published within the last five years that discusses an issue of interest in the fields of emergent literacy or reading difficulties. The article should consist of a minimum of three pages. The article must be approved by your instructor.

  1. Write a summary of the article.

  2. Write your opinion of the author’s viewpoint. Include how the article relates to our readings and discussions in RED3013. All citations must be written in APA format.

  3. Provide complete bibliographic information on the article written in APA format.

  4. Attach a copy of the article with your review.



Assignment #4: Original Big Book (FEAP 2.1M, 2.2M, 4.1M, 4.2M, 5.1M, 5.2M, 7.2M, 8.1M, 8.2M, 10.1M, 10.3M, 10.4D, 10.4M) (RE 1.4, 5.2, 5.5, 5.6-5.10, 6.1-6.5, 6.8, 6.12) (ESOL 1.1, 2.3, 3.2) (ESOLC&S 3,4,6,8) (ESE 3.8, 3.9)

Description: Every teacher is a reading teacher and should use research based strategies to develop

literacy in the K-12 setting.

Directions: You will create an original Big Book to utilize in a lesson which you will plan, create, and present in a K-12 setting. In this assignment you will also teach using your handmade original Big Book.

  1. Identify a research based pre-reading strategy or a reading comprehension strategy that you will teach.

  2. Prepare a lesson plan using the MDC SOE Lesson Plan Framework.

  3. Identify appropriate modifications for the English Language Learner.

  4. You will be observed practice teaching in your field experience setting and receive feedback from your professor.

  5. Select a fiction or nonfiction topic that relates to the Next Generation Sunshine State Standards for a specific grade level.

  6. Create a Big Book utilizing appropriate readability.

  7. Your Big Book should apply knowledge of cultural values of English Language Learners.

  8. Your Big Book should demonstrate accommodations for the variety of learning modalities evident in the K-12 setting.

  9. Your Big Book should measure approximately between 15-17 inches by 12-14 inches.

  10. Your book should contain a minimum of ten (10) pages front and back.


Assignment #5: Bulletin Board (FEAP 2.1D, 2.1M, 2.2M) (RE 6.12)

Description: Bulletin boards are an important part of the learning environment.

Directions: As part of your field experience you are to plan and implement a bulletin board at your field experience school. This bulletin board must relate to reading and be content driven, not merely decorative! Be sure your plan is approved by your cooperating teacher and professor. Photograph your bulletin board and provide a brief description of its purpose and importance as a form of communication in the K-12 setting.
Assignment #6: Integrating Literacy Skills into Instruction (FEAP 2.1M, 2.2M, 4.1M, 4.2M, 5.1M, 5.2M

Description: Every teacher is a reading teacher and should use research based strategies to develop literacy in the K-12 setting.

Directions: In this assignment you will teach a lesson using your handmade original Big Book.

  1. Identify a research based pre-reading strategy or a reading comprehension strategy that you will teach.

  2. Prepare a lesson plan using the MDC SOE Lesson Plan Framework.

  3. Identify appropriate modifications for the English Language Learner.

  4. You will be observed teaching in your field experience setting and receive feedback from your professor.



Assignment #7: Field Experience Journal (FEAP 9.1E, 9.2E, 10.1E, 10.2E, 10.3E, 10.4E, 11.2E, 12.3E)

Description: The journal is the place where you will record your observations from visits to the field experience site(s) and reflect on these experiences. The entries in your journal will be based on observations of what occurs in the classroom and reflections on your experiences in teaching roles.

Directions:

For each day spent in the field experience, pre-service teachers will keep a journal addressing what they learned by describing an observation related to literacy (reading, writing, listening, speaking) and its connection to the textbook or class discussion. Fifteen hours are required. These hours should be appropriated so that you are at the school for a minimum of ten visits.
Week 1

Initial Visit and Teacher Interviews. Visit the school where you will be doing your observations and teaching assignments and meet the reading teacher, teachers in the kindergarten and primary grades. Write a page or two in your journal about these teachers’ comments and the teachers’ attitudes toward working with young children. Attend the school orientation for field students.
Week 2

Getting to know the classroom, and students. Write about your first impressions regarding the classroom, and one student in particular who made an impression on you.
Week 3

Write about the physical environment of the classroom. Does the layout appear to encourage or discourage student learning? Explain. What the prominent tone of the classroom is as indicated in displays and bulletin boards? Are they appropriate for the age, social development, and physical needs of the students?
Week 4

How student-centered does the classroom appear to be? What evidence did you observe that supports your answer? Do students seem happily engaged and productive in their work? Why or why not? How are students’ reading needs being accommodated?
Week 5

What learning theory is evident in this classroom? (i.e. behaviorism, constructivism, cognitive information processing, and learning schema theories). Provide examples of the role of the students, the role of the teacher, the type of curriculum and activities used in the classroom. Comment on the goodness-of-fit between the students and the learning environment
Week 6

Examine a set of readers used at your school site. Evaluate the series using the questions contained in your textbook. In your journal, make a list of the reading skills in the suggested sequence. Then write a brief evaluation of the series in your journal, and be prepared to share your findings with your classmates.
Week 7

Observe a kindergarten or 1st grade classroom for 1 hour. Try to determine if this classroom is based on the older more traditional reading readiness model or the more contemporary emergent literacy model. Give examples that help you to arrive at your conclusion.


Week 8

Observe a second or third grade classroom. Describe how phonics and spelling instruction is implemented in the classroom. What books, materials, or strategies do you see in use? Which ones seem to work best with students?
Week 9

Evaluate a software program designed to teach word recognition or phonics skills to student with reading deficiencies that is used at your school site. Evaluate the usefulness of each.
Week 10

As part of your field experience you are to plan and implement a bulletin board at your field experience school. This bulletin board must relate to reading and be content driven, not merely decorative! Be sure your plan is approved by your cooperating teacher and professor. Be sure to take pictures for your portfolio.

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