EDEE 375
Reading & Learning Strategies, Pre-K - 3rd Grade
Syllabus Spring 2004
3 Credit Hours
Syllabus Spring 2004
3 Credit Hours
Instructor's Name: Dr. Mary E. Blake Jones
Office Hours: *Other times by appointment.
Office Location: 9 College, Room 204
Office phone/Fax/Email: 953-8042 or 953-5613/953-5407 blakem@cofc.edu
Course Prerequisites: Completion of the first semester.
Course Description:
This course provides a study of the fundamentals of reading, writing, and communication in PreK through 3rd grade. It emphasizes the literacy process, factors affecting that process, and the principles and skills involved in the development of reading and writing within young children. (NCATE 1, 2b, 3a-e; NAEYC/EC 1, 4, 4a-c & 3)
Course Text/Materials:
Burns, Roe, & Smith. (2002). Teaching reading in today's elementary schools.
Strickland, D.S. & Morrow, L.M. (2000). Beginning reading and writing. New York: Teacher’s College Press.
Selected readings via handouts and e-reserve
Course Outcomes for Candidates:
1. Model effective use of the English language (NCATE 2b; NAEYC/EC 4b; SOE Standard V).
2. Demonstrate a thorough knowledge of the developmental process of emergent literacy and all the factors involved in it (NCATE 1, 2b & 3a-e; NAEYC/EC 1, 4, 4a-c; SOE Standard II).
3. Demonstrate a thorough knowledge of the lexicon, syntax, history, varieties, literature, and processes of the English language/Language Arts (NCATE 2b & 3a-e; NAEYC/EC 4 & 4a-c; SOE Standard II).
4. Demonstrate knowledge and understanding of first and second language development to design emergent literacy programs and strategies that build on students’ skills and backgrounds and are effective (NCATE 1, 2b & 3a-e; NAEYC/EC 1, 4 &4a-c; SOE Standard I, II, III).
5. Demonstrate an ability to use effective instructional strategies, technologies, and varied language activities (including the use of children’s literature) to help students become strategic beginning readers and respond to what they have read (NCATE 2b & 3a-e; NAEYC/EC 4 & 4a-c; SOE Standard III).
6. Demonstrate knowledge of all major approaches to reading and an ability to teach students using a balanced reading program that includes emphasis on the use of phonemic relationships, context, and text that has meaning for the students (NCATE 2b & 3a-e; NAEYC/EC 4b & 4a-c; SOE Standard III).
7. Demonstrate an understanding of the different preconceptions, miscue patterns, and misconceptions that student may exhibit and how these should be addressed instructionally (NCATE 1, 2b, 4; NAEYC/EC 1, 4b, 3; SOE Standard V).
8. Demonstrate the ability to communicate with, guide, and assist parents in fostering early and continued growth in literacy (NCATE 5b & 5c; NAEYC/EC 5 & 2; SOE Standard V).
9. Design formative and summative assessments to determine the level of students’ competence in their understanding and use of language and use the results of such assessments to design beginning instruction (NCATE 4 & 3a-e; NAEYC/EC 3 & 4a-4b; SOE Standard VI).
10. Demonstrate the ability to organize and manage a classroom climate within which all students have the desire to learn and to engage in emergent and early literacy (NCATE 3a-e & 5b, 5d; NAEYC/EC 4a-c & 5, 2; SOE Standard III & VI).
Description of Projects/Assignments:
Independent Study
Included in this aspect of each week’s work are the following activities:
1. Candidates will read the appropriate textbook chapters for the week’s topic. These are required reading, which constitute the minimum amount for all candidates. The three proficiency tests will cover these basic readings.
2. Candidates will read selected reading as assigned from class.
Class Assignments
All candidates will continue to maintain a portfolio begin in Language and Literacy Development (both hard copy and electronic) which will include documentation from the following activities:
1. Learning Log: This will be a log, which chronicles what candidates have learned in the class. Candidates need to reflect upon the carious strategies demonstrated and how they might work with different groups of students. On days that students have been in the field, they need to relate what happened in the field experiences to relavant aspects of this class. The Log, which should have an entry for every class including tests, will become a part of the candidate’s final grade. Due March 3 and April 28.
2. Children’s Literature File: Candidates will read and prepare a computer database of noteworthy age-appropriate children’s books (minimum of 60). Each entry should include: Title, Author, Publisher’s Data, Summary, Your Opinion, and Classroom Uses. File should include 5 Caldecott books, 5 humorous books, 5 books to promote multicultural awareness, 5 books demonstrating sensitivity to the elderly, 5 book demonstrating sensitivity to the disabled, 5 books sensitive to women, 5 books about careers/occupations, 5 books with a math theme, 5 books related to social studies, 5 books stressing science themes, 5 books related to nutrition, and 5 books related to the visual and performing arts. Due April 19.
Field Experience Assignments
1. Literacy Lesson 1: Each candidate will develop a model literacy/reading lesson. Plans will be developed and submitted to the classroom supervising teacher at least one week prior to the time of the lesson. If there is any concern by the supervising teacher, lessons will be rewritten to correct any deficiency or incorporate any suggestions. Follow-up written reports describing the nature of the lesson, comprehension of the group, and results of the activity (including assessments) will be turned into the EDEE 375 instructor. Candidates will include original lesson guidelines with any comments made by the supervising teacher in the final report. Everything must be word-processed. Due April 12.
2. Literacy Lesson 2: EDEE 375 students will design a second lesson plan based on the feedback from the one implemented in the field experience. This lesson will only involve the planning aspects of the lesson. Due Aril 26.
Evaluation Scale:
Letter Grade Percentage Range Class Points
A 93-100% 544 pts.
B+ 88-92% 484 pts.
B 83-87% 464 pts.
C+ 78-82% 424 pts.
C 74-77% 392 pts.
D 63-73% 304 pts.
F below 63%
Evaluation Criteria:
First Test 100 points
Second Test 100 points
Final 100 points
Learning Log 50 points
Children's Literature 100 points
Literacy Lesson 1 100 points
Literacy Lesson 2 50 points
600 points total
Attendance Policies:
Attendance is vital. Three absences are allowed. Each subsequent absence for any reason at all will result in a WA. If you exceed the allowable absences due to extenuating circumstances, a panel of professors will review the situation.
Honor System:
This class falls under the Honor System and any violation of the Honor System will result in going before the Honor Board.
EDEE 375
Questions and concerns may be addressed to blakem@cofc.edu