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Course Name: Reading Instruction in Elementary Schools 
Course Prefix: MEDUC
Course Number: 6314
             Submitted by (Name & E-Mail):  Louise Moulding, lmoulding@weber.edu

Current Date:  3/31/2009
College: Education
Department:   Teacher Education                              
From Term: Fall  2010 

Substantive

new 

Current Course Subject N/A
Current Course Number

New/Revised Course Information:

Subject:  MEDUC            

Course Number: 6314

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  SI  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: Reading Instruction in Elementary Schools

Abbreviated Course Title: Reading Instruction in Elem

Course Type:  LEC

Credit Hours:  2  or if variable hours:    to

Contact Hours: Lecture 30  Lab    Other

Repeat Information:  Limit 0   Max Hrs 0 

Grading Mode:  standard

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

Course description (exactly as it will appear in the catalog, including prerequisites):

MEDUC 6314 Reading Instruction in Elementary Schools (2) An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, fluency, phonics, phonemic awareness in elementary school classrooms. This course is required for MED candidates in the Elementary Education Licensure track.

Justification: The current MEDUC program offers reading instruction courses specifically approved by the Utah State Office of Education and designed to meet the needs of in-service teachers who are seeking a reading endorsement. The courses, however, are not appropriate for pre-service teachers who do not have experience teaching reading. This proposed course is appropriate for pre-service teacher candidates, focusing on reading instruction and assessment. The new course helps maintain the integrity of the existing courses that meet the specific requirements for a reading endorsement while meeting the need of pre-service teachers.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

March 17, 2009

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

There are no existing courses at the graduate level that would fulfill the outcomes of this course.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

This course is specific to the teaching of language arts in the elementary setting and not included in other department offerings.

4. Is this course required for certification/accreditation of a program?

no

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

 

Reading Instruction in Elementary Schools

MED 6314 (2 credit hours)

Instructor:

Dates/Times:

Catalogue Description:

An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, fluency, phonics, phonemic awareness in elementary school classrooms. This course is required for MED candidates in the Elementary Education Licensure track.

Course Description:

The purpose of the class is to provide a summary of current theories and models that impact reading instruction in elementary schools, and to provide practical experience with planning and teaching lessons with core programs used in the schools. Knowledge of the State Core Curriculum and its role in instruction will also be investigated.

Required Text and Materials:

Utah State Core Curriculum: Literacy, Elementary School

Textbook: Reutzel, D. R., & Cooter, R. B., Jr. (2009). The essentials of teaching children to read, 2nd ed. Boston, MA: Allyn & Bacon.

Reports Available on Line

Writing Style:

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Course Objectives/Outcomes

All WSU masters of education courses are articulated with Weber's teacher education conceptual framework: "Student Achievement: Students, Teachers, and Communities Working Together." This framework (represented by a stylized easel) acknowledges that courses are: (a) based on national and state standards where they exist and grounded in current best theory and practice, (b) structured to foster reflecting, engaging, and collaborating; and (c) geared toward increasing student achievement

The outcomes for this course are based on the standards of the International Reading Association. Therefore, the candidate will:

 

IRA Standards (2003):

1. Review published reports of the last 20 years on reading comprehension: Becoming a Nation of Readers, Rand Report , National Reading Panel, etc.

2. Demonstrate knowledge of reading research and histories of reading.

 

 

1.2

3. Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instructions.

4. Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.

5. Demonstrate knowledge of the major components of reading and how they are integrated in fluent reading.

1.1

 

1.3

1.4

6. Demonstrate knowledge of a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.

7. Demonstrate knowledge of a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

2.2

 

 

2.3

8. Articulate to colleagues strategies for the improvement of reading.

2.1, 2.2, 2.3, 5.3

9. Self-evaluate your ability to integrate and transform previous beliefs and practices in teaching reading.

5.1

 

University Ethics Policy:

Failure to maintain academic ethics/academic honesty including the avoidance of cheating, plagiarism, collusion and falsification will result in an E in the course and may result in charges being issued, hearings being held, and /or sanctions being imposed. Any violation of the WSU student code of conduct may result in a failing grade in the course and /or withdrawal of the student's admission to the Master's of Education Program.

 

ADA Statement:

Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Students Service Center. SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary.

 

Course Requirements:

1. Class Participation.

Regular, punctual attendance is critical. Class member input is an essential element of a successful community of learners. Thus, students should be prepared to reflect, engage, and collaborate regularly in the classroom. In order to fully benefit from this class, each student should:

Attend consistently and be on time.

Listen and contribute to class discussions.

Read material before the topic is discussed.

Participate fully in cooperative activities.

Take notes on your reading so that you are prepared to take part in the discussions.

2. Critical Summaries/Reflective Learning Journal. (Outcomes 1-7, 9)

For each week you must write a critical summary about the chapter or articles read and the learning you experienced in class. Be sure to include the chapter number/article title at the top of your paper.

Critical summaries should:

Have the main ideas or important information listed in bullet form

Have a reflection (in paragraph form) of how this information will affect your teaching

2 to 3 pages in length

Be turned in the week AFTER the class discussion on the topic

3. Class Presentation. (Outcomes 2-8)

Select one of the topics listed below for a class presentation. The instructor will arrange the topics so that our learning is cohesive. Each member of the class must be a major contributor. Pick something you are interested in and want to know more about. (Please do not pick a topic that you already know the world about or strategies that you regularly use in your classroom.) We will discuss your topics so that we have a balanced list.

Possible Topics:

Explicit/implicit instruction

Single strategy instruction

Multiple strategy instruction

Vocabulary (nichd.nih.gov/publications/nrp/report.htm)

Fluency (nichd.nih.gov/publications/nrp/report.htm)

Meta-cognition/Mental imagery

Text Structure

Questioning: Generation and Answering

Prior knowledge/schema theory

Study strategies and fix-up strategies

Motivating and engaging learners

Graphic organizers

Please use the following framework for your presentation:

Lead discussion on the assigned part in the chapter(s) on your topic. Your classmates will have read the chapter(s), material, so they are prepared to take part in the discussion.

Present additional materials you have found in your research

Present strategies that grow out of the topic

Application: Strategy Lesson (1 teaching/learning strategy that fits the topic)

a. Context

b. Lesson description as you presented it in a class

c. Results

d. Changes you would make the next time

Prepare a handout for each class member and the instructor

Grading Standard:

MED 6314 follows the University grading system: A, A-, B+, etc. In keeping with University policy as outlined in the Weber State University Catalogue, Incomplete grades will only be given for legitimate reasons such as severe illness or family crisis.

Course grades will be determined on a 200-point system.

Grades:

200-190 A

189-180 A-

179-170 B+

169-160 B

159-150 B-

149-140 C+

139-130 C

129-120 C-

Points will be allocated as follows:

Participation in class discussions and activities 50

Preparation for discussion (Readings from text and

assigned articles.)

Critical Summaries 50

Quality of class presentation on your selected topic:

Discussion leadership on readings 10

Additional information beyond the textbook 10

Materials you prepare and share 10

Application Strategy Lesson 20

General presentation 10

Phonics Quiz 10

Strategy Jigsaw 10

Core Reading Lessons (2) 20

TOTAL: 200

 

Class Schedule (Each class is 3 hours. Classes are held in the evening.)

Session 1. (Outcomes 1, 2)

Overview of the Class

Six processes of developmental reading.

Reading models (bottom up and top down)

Historical background of reading research

Becoming a National of Readers

http://my.execpc.com/~presswis/nation.html

Rand Report on Reading (available on the web) (print off executive report and read.)

http://www.rand.org/pubs/monograph_reports/MR1465/MR1465.pdf

For next session read Chapters 1 and 2, and

Report of the National Reading Panel: Teaching children to read. (2001).

http://www.nichd.nih.gov/publications/nrp/findings.cfm

(Print off ) We will refer to this report throughout the course.

Session 2.

Discussion of Chapter 1 and selected portions of the Report of the National Reading Panel

Discussion of oral language, alphabetics, phonemic awareness and examination of State Core Standards and core reading programs.

For session 3, read the phonics review in the National Reading Panel Report and review the phonics portions in Chapter 2. Note the Phonics Quick Test on p. 60, and be prepared to take a short quiz that will demonstrate your knowledge of phonics principles.

Session 3

Discussion of phonics and the role they play in learning to read.

Quiz on your own phonics knowledge

Discussion of assessment of word and letter identification knowledge of children

Examination of Utah State Core Curriculum

Examination of Core Reading programs (K, 1st grade)

For session 4, read Chapter 3 and the National Reading Panel sections on fluency and comprehension

Session 4

Student presentation(s). Your time frame is not more than 20 minutes

Discussion of fluency and demonstration of measurement of fluency

Discussion of comprehension, and demonstration of selected strategies

Planning reading lessons: 1 Narrative, 1 Informational

For session 5 read Chapter 4 and the National Reading Panel sections on vocabulary.

Session 5

Student presentation(s). Your time frame is not more than 20 minutes

Lecture on vocabulary development and instruction. Work with core reading program.

For Session 6 read Chapter 5 on comprehension

Submit Core reading lessons next week.

Session 6

Student presentation(s). Your time frame is not more than 20 minutes

Examination of Core reading lessons

Use of basals in planning reading program

For session 7 read Chapter 5 and the National Reading Panel sections on comprehension. Pick one comprehension strategy to demonstrate and teach. We will use a jigsaw strategy to share what we have learned.

Session 7

Student presentation(s). Your time frame is not more than 20 minutes

Comprehension and demonstration of strategies.

Explicit teaching vs implicit teaching of comprehension

For Session 8 - continuation of comprehension and vocabulary teaching

Session 8

Student presentation(s). Your time frame is not more than 20 minutes

Discussion of comprehension and the relationship of vocabulary. Text frameworks and story grammars

For Session 9, read Chapter 7 on assessment.

Session 9

Student presentation(s). Your time frame is not more than 20 minutes

Discussion and examination of materials for student assessment.

For Session 10, read Chapter 7.

Session 10

Wrap-up. Discussion of effective practice. Scheduling time blocks and integrating literacy and content.

Sharing of Core reading lessons