CHADRON STATE COLLEGEElementary Block

INTERMEDIATE READING AND WRITINGEDUC 424—79SPRING 2012

Instructor: Dr. Jesse Sealey Office: Old Admin 127Office Phone: (308) 432-6336 E-Mail: jsealey@csc.edu Office Fax: (308) 432-6395Office Hours: M, W, F 9:00-10:00 and T, Th 10:00-11:00 (when not teaching elementary block) or by appointment

Credit Hours: 2

EDUC 424—Intermediate ReadingCurrent methods, materials, and research findings related to the teaching of reading at the intermediate level. Teaching advanced reading skills in reading programs and in content areas will be examined. Strategies to develop higher questioning skills and study skills, laboratory projects and demonstrations of instructional techniques and reading principles, program development, and instructional and organizational procedures. Taken as part of the Professional Year. (Bulletin: Catalog Issue 2009-2011, p.160)

Prerequisites:Admission to Professional Semester Program

Purpose:The purpose of this class is to prepare you to teach reading and writing to intermediate elementary students. It shares basic reading instruction skills. EDUC 423 and EDUC 424 work together to give you a larger picture of methods of reading instruction.

Required Text:1. Roe, B.D., Smith, S.H. & Burns, P.C., (2009). Teaching Reading in Today’s

Elementary Schools (10th ed). Boston: Houghton Mifflin Company.

2. Auman, M., (2002). Step-Up-To-Writing HandiPages

3. Current texts, periodicals, research reports and materials prepared by instructor will be utilized.

COURSE REQUIREMENTS

1. PROFESSIONAL JOURNAL ARTICLES SUMMARIES (3 @ 20 Points Each—60 Total) SUMMARY/APPLICATION…As a professional, you will be expected to read professional journals in order to remain abreast of the newest things in education, you will:

Access, an article concerning the topic from a professional journal,o read the article, and o compose a 1-2 page double spaced, written summary of the

article. Include:

o a reference citation in APA format and o a paragraph addressing how you see this affecting your work with

your students in the classroom. Topics are:

o #1. Poverty and Mobility affecting reading o #2. Instructional Techniques that help SPED< ELL, or At-Risk

Learners be successful with Language Arts Curriculum o #3. Response to Intervention (RTI)

2. JOURNALS—Students will create a journal for extension, application, and reflection of information shared. This is a great time to practice the skill and discover the connection between reading, writing and learning.

3. READING LESSON—Teach a reading (Language Arts) lesson for an Intermediate Elementary reading group. Include strategies for word advanced attack skills, increasing comprehension, study skills, and personal reading time. Include a reading, writing, and skill-based approach.

4. READING LESSON WRITTEN LESSON PLAN

5. PARTICIPATION IN GROUP DISCUSSION

THERE MAY BE OTHER ACTIVITIES THAT WILL BE SCORED THAT ARE NOT LISTED.

CSC Teacher Candidate Learning OutcomesThe six expected student learning outcomes are as follows:

Promote activities that elicit critical thought, beyond recall and comprehension (Thinking Skills)

Develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning that encourages student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development. (Human Relations)

Design and assess learning activities (with sequential goals and objectives), utilizing assessment measures to make instructional and/or curricular decisions. (Assessment)

Demonstrate and promote effective communication skills (with students and adults), while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications. (Communications)

Plan and deliver teaching-learning activities that are consistent with identified learning objectives and ability level of students while using a variety of instructional methodologies/strategies to prescribe for individual differences. (Methodology-Technology)

Demonstrate conduct befitting a professional educator to include the following dispositions: regular self-reflection, positive ethical behavior, respectful and attentive attitude, effective classroom management skills, appropriate knowledge of subject matter, and professional leadership. (Professionalism)

Teacher Candidate Learning OutcomesAs a result of this course, you will: Demonstrate understandings about the nature of the initial and intermediate

reading processes, reading/writing principles and related reading/writing research. (Professionalism, methodology, thinking skills)

Demonstrate understanding of the prerequisites for beginning reading/writing instruction. (Professionalism, thinking skills)

Demonstrate and experience various primary and intermediate reading/writing/phonics methods, materials, and assessment tools. (Professionalism, methodology, thinking skills)

Demonstrate an initial understanding of word analysis and comprehension fundamentals. (Methodology, thinking skills, assessment)

Demonstrate a familiarity with Nebraska Language Arts Standards and the ability to plan lessons, activities, and assessment with reference to state standards. Standards for Nebraska, Wyoming, South Dakota and Colorado are available on my TrackStar site. http://trackstar.4teachers.org/trackstar/mts/showAccount.do (Professionalism, assessment)

Demonstrate the importance of the affective domain as it relates to reading/writing instruction and planning as you practice planning. (Professionalism, methodology, human relations/diversity)

Demonstrate a fundamental understanding of intermediate, developmental, and content reading including advanced word attack skills, levels of comprehension, study skills, and recreational reading. (Professionalism, methodology, thinking skills, communication, human relations/diversity, assessment)

Experience and use instructional strategies that can be used to integrate reading and writing with other core curriculum learning, and enhance reading comprehension. (Professionalism, methodology, thinking skills, communication)

Continue development as Visionary Leaders Awareness of the importance of CRITICAL THINKING for today’s teacher.

Learn through reading, discussing, simulations, viewing videos, etc. how to become more skilled in CRITICAL THINKING and how to help students

develop as critical thinkers Your journal will demonstrate your ability to use your CRITICAL THINKING abilities.

Prepare for working with a diversity of students and selecting appropriate materials, particularly as they pertain to reading and HUMAN RELATIONS AND DIVERSITY.

Study and practice, using observational techniques and a variety of tools, for ASSESSING and evaluating reading ability, attitudes, and skills.

Realize the important role of COMMUNICATIONS play in the success of teaching. Practice and receive feedback on communication skills in working with peers, administrators, students, and parents.

Realize that “what you do speaks more loudly than what you say.” Identify the role model you want to be and prepare to serve ethically in a LEADERSHIP role to attain that goal.

Study, practice, and assess various METHODS of teaching and reading at primary and intermediate levels.

Become clearly aware that teaching reading today requires more than being a “technician” (i.e. following a manual). It requires a thorough understanding of the reading-writing processes, developmental stages, and on-going decision-making (PROFESSIONALISM).

Methods of Instruction Reading-- You will be expected to complete all assigned readings and be prepared to

participate in class and small group discussions. Discussion both in class and small groups, Informal lectures, Committee and individual projects, Role playing, Audio-visual presentations, Simulations, Journal reflections Mini-lessons Self assessment Late work:Points will be deducted from the total points garnered in an assignment as is appropriate for late work. (HINT: Have assignments prepared on time and posted when they are due.)

References:Your text has an excellent list of professional references and children’s books/materials cited at the end of the chapter. Each chapter also has additional readings listed, which are keyed to pertinent research for the major concepts highlighted in the chapter. In addition the instructor has current library reading resources which are available for checkout by students.

TENTATIVE SCHEDULE

(EDUC 423 will be taught before Midterm.)

Mar. 22 Introduce Nebraska StandardsGet to know your textChapter 1Begin Extension JournalsAffective Domain: from Gronlund’s Writing Instructional Objectives -- pg. 78+ and pg. 113+ -- bring this text from your Assessment class

Mar. 23 Step-Up-To-Writing—Power OutlinesProject Success EnrichmentSix Traits Writing MethodScholastic’s: The Reading Bill of RightsArticles:Facts of reading in the summerAudio booksStages of Literacy and Aging needsChapter 2Pg. 35 = word analysis

Mar. 30 Chapter 2—Assessment & InterventionLEA—Language Experience ApproachEmergent Literacy PhilosophiesHandwriting worksheet explanation-fonts demo Handwriting Rubric

Apr. 2 Chapter 3 Word analysis = Pg. 110Introduce additional strategies: Comprehension Study skillsAffective Domain Discussion: (includes feelings, attitudes, and values while a person is learning)

How does this effect learning? How would this influence reading,

reading selection, and strategies?Model Intermediate Elementary Rdg. Lesson Plan (also model examples available on Sakai under “Resources”)

Apr. 9 Chapter 4Response JournalDiscuss strategies: Personal reading time Vocabulary Fluency (ex: Reader’s Theatre)Introduce and begin reading lesson AND written lesson plan assignment

Apr. 16 Chapter 5 & 6Pg. 230 = word analysis

Writing6 Traits of Writing

Begin Teaching Reading Lesson for Intermediate ElementaryContinue WritingExtension Journal

Apr. 17 Chapter 7Pg. 260 & 282 = comprehension

Response JournalTeach Reading Lesson for Intermediate Elementary

Apr. 23 Team Handwriting Packets DueChapter 7—Comprehension—Part 1Basal Series ReadersLiterature Based Approach

#2—Hand in JournalsContinue ComprehensionResponse JournalCollected 2 Response Journals yet?Introduce Book Share for Intermediate (decide who will share Dec. 7, 8 & 13)

Apr. 24 Chapter 9Pg. 378 = content areas

Chapter 10 Pg. 437 = content areas

Hand in Extension Journal

Apr. 27 Chapter 9Pg. 378 = content areas

Chapter 10

Pg. 437 = content areasResponse JournalArticle, “13 for Thirteen-year-olds”Begin Chapter 12Collect 2 Response Journals yet?

Grading Procedures:Grade Scale

A 100 – 94B 93 – 86C 85 – 75

Student Behavior: Academic Honesty – Students and teacher candidates are expected to conduct themselves in conformity with the highest standards with regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students and teacher candidates violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. Please request a copy of the Student Handbook from the Dean of Students (Crites, Rm. 336, 432-6231 ).

Attendance Policy – The College assumes that students and teacher candidates will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences and for arranging potential make-up rests with the candidates. Attendance is mandatory during the Professional Semester. Should a candidate need to be absent or late, the instructors must be notified. Missing class for a job is not allowed. Recommendations for the credential file are based upon professional behavior during this semester.

Civility – Civil behavior enhances the academic setting, and is expected at all times. Courtesy and respect for others are essential elements of the academic culture. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed to an affirmative action program to encourage admission of minority and female students and to provide procedures which will assure equal treatment of all students. The College is committed to creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable accommodations based upon documented disabilities should be presented within the first two weeks of the semester or within two weeks of the diagnosis, to the Disabilities Counselor (432-6461; CRITES 108).

Diversity:

Chadron State College aspires to create a safe and diversity sensitive learning environment that respects the rights, dignity, and welfare of students, faculty, and staff. Diversity includes the fair representation of all groups of individuals, the inclusion of minority perspectives and voices, and appreciation of different cultural and socioeconomic group practices. We aspire to foster and maintain an atmosphere that is free from discrimination, harassment, exploitation, or intimidation. Courses will strive to provide opportunity for all students to discuss issues of diversity including, but not limited to, ethnicity, gender, disability, and sexual orientation.

Intellectual Real Estate / Copyright Notice: Reproduction of copyrighted material is governed by Copyright Law of the United States (Title 17, United States Code). Under conditions of this law, students may copy materials for research or scholarship purposes as long as the copyright holder is cited. In teaching situations, parts of copyrighted material may be used under the ‘fair use’ guidelines, but only once, and the copyright holder must be cited. Unauthorized use may be liable for copyright infringement.

Use of Technology:Students are encouraged to use the technical resources provided in Chadron State College facilities to support, enhance, and expand their learning activities. Chadron State College recognizes that learning is a unique human endeavor best achieved through the interactions of instructors and students. Technology is best used when it supports and enhances teacher - student as well as student - student interactions.

Disclaimer: This syllabus and schedule are articulated as an expectation of class topics, learning activities, and expected student learning. However, the instructor reserves the right to make changes in this schedule that, within his/her professional judgment would result in enhanced or more effective learning on the part of the students. These modifications will not substantially change the intent or objectives of this course and will be done within the policies and procedures of Chadron State College.