TCE583
Transcript of TCE583
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Developmental Reading
TCE 583, Three Credits
Teacher: Ken Winograd
737-5988; [email protected] hours: ! a""oint#ent
School of Education Mission Statement:
The #ission of $o%%ege of &ducation is to "re"are' ins"ire and
su""ort teachers' counse%ors' educationa% %eaders' researchers' and
(o%unteers to "ro#ote %ife%ong %earning in schoo%s' co%%eges'
uni(ersities' co##unities' and work"%aces. racing an
inno(ati(e s"irit in teaching' research' ser(ice' and know%edgedisse#ination' we are co##itted to the (a%ues of di(ersit! and
socia% )ustice in a g%oa% societ!.
Course Description:
*e(e%o"#ent of "edagog! in teaching of reading to e%e#entar!-
aged students' inc%uding the teaching of (ocau%ar!'
co#"rehension' "honics' f%uenc! and #oti(ation to read. +se of
chi%dren,s %iterature' assess#ent a""roaches' and s"ecia% needs
students are a%so addressed.
This is a T$& course in the e%e#entar! ##ersion /0T
rogra#.
Conceptual rame!or":
This course "ro(ides students with a ackground in reading'
%iterac!' and %anguage de(e%o"#ent fro# socia% constructi(ist as
we%% critica%ist1socia% )ustice "ers"ecti(es. The goa%s and o)ecti(esof the course wi%% ref%ect Oregon state content standards and
assess#ents; state %icensing e2"ectations for teachers of reading;
nternationa% eading 0ssociation 4tandards for eading
rofessiona%s; and 01$T& 4tandards for the &ng%ish 6anguage
0rts. The course %eads students to ana%!e %anguage and %iterac!
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de(e%o"#ent issues fro# a critica% "ers"ecti(e ! e2a#ining the
inf%uences of gender' ethnicit!' and socioecono#ic status and
de(e%o" teaching1reading strategies that a""ro"riate%! #atch the
needs of indi(idua% chi%dren. $onsistent with the 4choo% of
&ducation /ission 4tate#ent' the course ai#s to su""ort students%earning of inno(ation in the teaching of reading whi%e "ro#oting
di(ersit! and a socia%%! )ust societ! and wor%d.
Course #oal:
4tudents wi%% de(e%o" an understanding of a a%anced reading
"rogra#' inc%uding its theor! and "edagog!.
$%&ectives 'and related course assignments(:
. *e#onstrate an understanding of the reading "rocess ' 3
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9. *e(e%o" an understanding of structures' in organiing the
%iterac! c%assroo#' that ref%ect "articu%ar cu%tura% "ers"ecti(es 3'
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. *e(e%o" the ai%it! to "ose higher-%e(e% thinking ?uestions as
we%% as teach e%e#entar!-aged students to "ose their own higher-%e(e% ?uestions 5
. Aeco#e aware of the i#"ortance of se%ecting te2t that ref%ects
students e2"erience and te2t that is "ro(ocati(e and re%e(ant to
students %i(es 5
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Course Schedule:
$%asses wi%% e he%d at the hi%ade%"hia Aa"tist $o##unit! $hurch
in ort%and on the fo%%owing dates: Ban =' Ban
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Mr 0: 9:a#-
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e%iefs. 6ist and rief%! e2"%ain at %east three teaching strategies or
student acti(ities to su""ort this reader,s de(e%o"#ent. The
strategies #ust re%ate' or ref%ect' the descri"tion of the students
eha(iors and e%iefs.
Assessment: Point value for each component of the report islisted above. f students! miscue report needs revision" students
ma# respond to the teacher!s feedback and then revise the report.
2ssignment Three. Students !ill !rite t!o comprehension
lessons' on an! of the se(en strategies descried in the $oo"er
ook. 4uggestion: write %essons that ref%ect co#" strategies in the
Car(e! ook. 4tudents shou%d tr! to use a "iece of chi%drens
%iterature as the te2t in the teaching of the strateg!. 4a#"%e %essonswi%% e de#onstrated in c%ass.Also see $ooper pages %&'(%)'
*)+&(),% in +thedition- for other sample lessons. ample lessons
are contained on /lackboard" E01E23AL L34.
The lesson plan structure should follow, exactly, the form you
are using for the work sample.
4tudents need to write and teach two %esson "%ans. 4tudents canteach their %esson to the who%e c%ass' s#a%% grou"' or indi(idua%
students. 4tudents shou%d turn in a ref%ection "a"er as it re%ates to
their teaching of these %essons: 9hat !ent !ell 9hat did not go
!ell 9hat changes !ould 4 ma"e if 4 taught this lesson again
This ref%ection "a"er shou%d e no #ore than one "age t!"ed'
dou%e s"aced.
Assessment: 1o earn full credit" students need to write and teach
two lessons" include all the lesson components indicated in thesample lessons in the $ooper book5 teach one of the lessons to a
the whole class" small group or individuals5 and generate a
reflection paper on the lessons5 and the reflection should respond
to the prompts listed above.
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2ssignment Three. Readings and Classroom )articipation:
4tudents are e2"ected to "artici"ate in c%assroo# discussions'
acti(ities and ro%e "%a!s. This is a crucia% "art of the c%ass.
Students !ho miss class !ill %e reuired to engage inreadings7!ritten reflections that mirror the topics that !ere
e+amined in class the da* of the a%sence-
0%% "ostings and res"onses to "eers #ust e #ade ! the date
indicated for the reading see AA *iscussion Goru#' which %ists
week ! week what (ideos1readings to do and where these te2ts
are found.
Cow #uch to write in !our "ostsH The teacher wi%% indicate on a
case-!-case asis if students need to ad)ust the ?ua%it! or ?uantit!
of their "osts.
2ssignment our. 0na%!sis of ias in te2ts and teaching of
%iterac!.
4tudents wi%% turn in a "a"er on their criti?ue of ias in te2tsused in their c%assroo# as it re%ates to c%ass' gender' race' %anguage'
a%eis#' (a%ues or ideo%og!. Ae war! of iases that #ight e
"ro%e#atic or dangerous' in the sense that the iases ref%ect the
do#inant wor%d(iew. The te2ts that !ou consider for ias can e
chi%drens %iterature' te2ts used for s#a%% grou" instruction'
te2tooks' (ideos' e(en en(iron#enta% "rint %ike "osters.
What "ers"ecti(e do the te2ts used in the teaching of
reading "ro#ote or ref%ectH What (a%ues do the te2ts
ref%ectHWhose "ers"ecti(es are not eing re"resented in the te2t'
what grou"s are eing %eft outH
Critiue %ias as it relates to the follo!ing:
4ocia% c%ass
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6anguage1dia%ect
ace
&thnicit!1cu%ture
Fender "atriarch!
Ia%ues1wor%d (iew1ideo%og!
4e2ua% orientation
0geis#' 0%eis#
What e%seH
Te+tscan e traditiona% %inguistic1(era% writing' on the "age or
(isua%1(era% fi%#' (isua%1non (era% "aintings' "ictures' "osters'
inter"ersona%1organiationa% grou"ing "ractices' or "edagogica%1teaching
techni?ues .
2ll te+ts reflect %iases. othing is ias neutra%. The cha%%enge here is to
detect and namete2ts that ha(e iases that #a! tend to e2c%ude students
fro# historica%%! o""ressed grou"s' grou"s that continue to e2"eriencee2c%usion and o""ression. 0%so' %ook for iases that ref%ect the do#inant
discourse: #ateria%is#' consu#eris#' indi(idua%is#' "atriarch!' whiteness'
ageis#' a%is#' #idd%e c%assness' heterose2ua%it!. 1herefore" be on the look(
out for biases embedded in the teaching of literac# that are dangerous"
exclusionar#" problematic.
Bias critiue paper:
$onsider a%% te2ts used with students in !our c%ass. &2a#ine te2ts used in
guided reading' who%e c%ass read a%ouds' en(iron#enta% "rint1"osters1wa%%
dis"%a!s' antho%og! te2ts' science and socia% studies te2ts' teacher
ta%k1stories1directions.
*escrie the kinds of iases !ou notice in the dai%! discourse in !our
c%assroo#.
/ake )udg#ents aout these iases. 0re the! educati(e and %ead students to
e%ie(e in a #ore ega%itarian societ!' a fairer societ!' a societ! that structures
the distriution of resources #ore fair%!.
What changes wou%d !ou #ake to reduce the Jhar#fu% iases oser(edH
Cow wou%d !ou go aout teaching students to criti?ue te2ts for hidden
iasesH Tr! to do this' e(en with a s#a%% grou" or indi(idua%s and re"ort!our efforts here.
a"er %ength: t!"ed' dou%e s"aced' < "t font' one inch #argins: three to
four "ages #ini#u#.
2ssignment ive: Critiue of State Standards
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4tudents wi%% e2a#ine the state standards for %anguage arts fourth grade;
"assed out in c%ass and criti?ue this docu#ent for what is #issing. 0%so
known as the Jnu%% curricu%u#' what is #issing fro# the standards shou%d
ref%ect socia% )ustice conce"ts re%ated to education and teaching. 4tudents
wi%% identif! know%edge or conce"ts students shou%d know or e a%e to
useLthat is not now inc%uded in this fra#ework.
4tudents wi%% ring a co"! of the standards to c%ass on Banuar! = read! to
share their criti?ue in s#a%% grou" and %arge grou". *uring s#a%% grou"
work' students #a! re(ise their origina% #arkings and co##entar!.
4tudents wi%% turn in criti?ue at end of c%ass on Ban =.
MMMMMMMMMMMMMMMMMMMMMMMMMM
)oint ;alues for 2ssignments:
. /iscue ana%!sisLL......LL.L
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eadings: see AA *iscussion Aoard for due dates
2uthori6ation levels of this class: The c%ass is organied to
address %iterac! teaching fro# kindergarten to si2th grade.
4tudents are asked to sha"e course assign#ents that ref%ect theirfirst authoriation teaching situations.
Students !ith Disa%ilities
4tudents with docu#ented disai%ities who #a! need
acco##odations' who ha(e an! e#ergenc! #edica% infor#ation
the instructor shou%d e aware of' or who needs s"ecia%
arrange#ents in the e(ent of e(acuation' shou%d #ake an
a""oint#ent with the instructor as ear%! as "ossi%e' and no %aterthan the first week of the ter#. $%ass #ateria%s wi%% e #ade
a(ai%a%e in accessi%e for#at u"on re?uest.
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as "ersistent and unreasona%e de#ands for ti#e and attention oth
in and out of the c%assroo# is unacce"ta%e and can resu%t in
sanctions as defined ! Oregon 0d#inistrati(e u%es *i(ision 5
4tudent $onduct egu%ations.
ase, and
ational and State
The rofessiona% Teacher and $ounse%or &ducation T$& unit
$once"tua% Gra#ework is ased on four foundationa% or core
(a%ues that are %isted e%ow. To find out #ore aout how the
know%edge ase re%ates to the ationa% $ounci% for 0ccreditation
of Teacher &ducation $0T& guide%ines' re(iew the $once"tua%
Gra#ework at the wesite:htt":11oregonstate.edu1education1accreditation1
. &thics and rofessiona%is#
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4tandard 3: &ngage students in "%anned %earning acti(ities
assign#ent