ELED 420

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ELED 420

Reading in the Primary Grades
Western Kentucky University
Spring 2001

Instructor: Pam Petty	Office: TPH 120
Office Phone: 270-745-2922	Home Phone: 615-735-9198
Campus Email: pamela.petty@wku.edu	Home Email: pam@pampetty.com
WKU Website: http://edtech.tph.wku.edu/~ppetty	Homepage: http://www.pampetty.com
BLOCK Home Page: http://www.pampetty.com/blockhomepage.htm	BLOCK Syllabus: http://www.pampetty.com/blocksyllabus.htm

Prerequisites: ELED 250, 320, & 340

Course Description: A second course in reading designed to offer a detailed view of the principles, materials, and methods of instruction for primary (K-4) school children. Field experiences in public schools and/or other appropriate settings away from campus are required in this course. Students are responsible for arranging their own transportation to designated or assigned sites.

Rationale: This course will provide elementary education majors with the skills necessary to teach reading and writing concepts in ways that are developmentally appropriate for elementary students. The content will expand current understanding of reading and writing concepts and include a variety of teaching strategies to meet the needs of all children.

Required Textbooks (4):

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction
by Donald R. Bear (Author), Marcia Invernizzi, Shane Templeton, Francine Johnston

- 415 pages 2 edition (July 15, 1999)
Prentice Hall; ISBN: 013021339X

Literature-Based Reading Activities
by Ruth Helen Yopp, Hallie Kay Yopp

Paperback - 160 pages 3rd edition (August 23, 2000)
Allyn & Bacon; ISBN: 0205319637

If You're Trying to Teach Kids How to Write, You'Ve Gotta Have This Book (Ip, 62-5)
by Marjorie Frank, Judy Howard (Illustrator), Kathleen Bullock (Illustrator)

Paperback - 255 pages Revised edition (March 1995)
Incentive Pubns; ISBN: 0865303177

Informal Reading Inventory : Preprimer to Twelfth Grade
by Paul C. Burns and Betty D. Roe
Paperback 5th Sprl edition (October 1998)
Houghton Mifflin College; ISBN: 0395903467

Course Objectives and Assessment: Teacher education students can demonstrate knowledge of reading and writing concepts and developmentally appropriate instruction by providing evidence for each of Kentucky's New Teacher Standards (NTS):

        I.        Designs/plans instruction
        II.       Creates/maintains learning climates
        III.     Implements/manages learning climates
        IV.    Assesses and communicates learning results
        V.     Reflects/evaluates teaching/learning
        VI.    Collaborates with colleagues/parents/others
        VII.   Engages in professional development
        VIII. Knowledge of content

This course is designed to enable teacher education students to:

NTS	Core Objectives	Assessment
IV	Gather pertinent information and data during instruction	Field Experience
IV V	Analyze assessment instruments and procedures based on obtained student data	IRI implementation and interpretation
IV V	Interpret results relative to student achievement of objectives and quality/appropriateness of instruction	IRI interpretation Field Experience
IV V	Apply data and information appropriately by modifying assessment instruments/procedures appropriately	Field Experience IRI implementation
I VIII	Design lessons that include materials and activities appropriate to the identified objectives	Lesson Plans Field Experience
I III	Adjust/vary materials, activities, and/or objectives as necessary to meet pertinent individual student differences	Field Experience Lesson Plans Class Presentations
I III	Provide activities that stimulate higher order thinking	Field Experience Lesson Plans
I	Design lessons that reflect integration of curriculum	Field Experience Lesson Plans
III	Initiate instruction appropriately through securing student attention and providing academic focus	Field Experience Observation
III IV V VIII	Present content effectively through stating/defining lesson components, explaining lesson component(s) clearly, using appropriate grammar and vocabulary, demonstrating lesson component(s), checking student comprehension, conducting review/summary lesson component(s), providing appropriate practice, monitoring student progress during classroom practice time	Field Experience Lesson Plans Observation
II III	Utilize communication techniques supportive of instruction through curing students, using emphasis techniques, using challenges/task attraction	Field Experience Observation
III	Utilize effective question/questioning techniques through asking appropriate academic questions, asking questions properly, providing guidance for student response when necessary	Field Experience Lesson Plans Observation
II III	Maintain instructional involvement and enthusiasm	Field Experience Lesson Plans Observation
IV	Administer test effectively	IRI Administration
IV VI	Accurately report student progress	IRI Administration/ interpretation Written report Verbal report to parents
II	Arrange the instructional environment to promote instructional delivery and student assessment	Field Experience Observation
I II III VIII	Organize instructional materials effectively	Lesson Plans Field Experience Classroom Presentation
II III	Handle instructional materials efficiently	Field Experience Observation Classroom Presentation
III	Maintain optimum use of instructional time by beginning instruction properly, maintaining instructional momentum, facilitating student transitions, carry out procedure/routines with dispatch	Field Experience Observation Classroom Presentation
II	Maintain positive classroom climate by commenting positively on student accomplishments/effort; accepting all students regardless of ability, background race, ethnicity, or other individual differences; stopping misconduct positively; responding to students effectively; appropriately praising students	Field Experience Observation

Teacher education students will:

NTS	Supporting Objectives	Assessment
III VIII	Exhibit enthusiasm for the learning and teaching of reading	Field Experience Observation Classroom discussions/ activities
III VIII	Understand and implement strategies needed to develop word identification, vocabulary, activating prior knowledge, setting purposes, reading silently, comprehending, reinforcement, and enrichment activities in the process of reading	Field Experience Lesson Plans Observation Classroom Presentations
III VIII	Understand the place of oral reading in a reading program	Field Experience Lesson Plans
I III V	Demonstrate the importance of wise decision-making when planning effective lessons	Field Experience Lesson Plans Observation
I III VIII	Demonstrate the ability to develop whole language integrated curriculum	Field Experience Lesson Plans
VIII	Understand the writing process	Field Experience Lesson Plans Cognitive Test
I III VIII	Demonstrate the mechanics of written and expression journals	Field Experience Personal Journals
II VI VIII	Recognize the need for communication with parents concerning the language arts program	Field Experience IRI administration, interpretation, and report

Course Topics:

        Philosophies of Reading Process
        Word Identification
        Comprehension
        Vocabulary
        Literature in the Classroom
        Content Area Reading
        Writing Process
         Technology
        Assessment
        Interventions

Required Components (Written work must be stored electronically for portfolios):

        Field Experience
            Writing Process Lesson
            Various other reading strategies (i.e., read aloud, DRTA, LEA)
        Administration of Assessment Measures
            Informal Reading Inventory (IRI) - implementation, interpretation, and report
        Cognitive Tests

KERA Elements Addressed:

        1. Curriculum
                    Learner Goals
                    Performance Tasks
                    Integrated Curriculum
        2. Performance Assessment
        3. Expanded use of technology
        4. Primary program (seven attributes)

Evaluation and Grade Assignments: Assessment will include written assignments, cognitive tests, evaluation of lesson plans, and performance events. The student must achieve minimum competency, otherwise the course must be repeated. GUIDELINES FOR EACH ASSIGNMENT WILL BE EXPLAINED AS IT IS INTRODUCED.

TENTATIVE ASSIGNMENTS:

1. Professionalism (25 points) - As you are entering the teaching profession, I will expect the same professional behavior your administrators will expect of you. The areas I will be evaluating are:
        a) Consistent Class Attendance
        b) Class Participation
        c) Positive Attitude (including conflict resolution and consensus building)
        d) Punctuality
        e) Best Effort at all times

2. Book Exams (2 - 50 points each) = 100 points

3. Technology Assignment - Literacy Website = 50 points

The purpose of this assignment is to allow ELED 420 students to demonstrate technological literacy and to share literary experiences, resources, and links to other educational websites. Students will design a web page that includes a literacy vignette, a bibliography of favorite or recommended children’s literature, educational/professional links to resources for reading and writing. You may add other dimensions to your website, such as photographs, personal interests, etc. See this site for examples of websites former ELED 420 students developed: http://www.pampetty.com/techtraining.htm. (Scroll down to find a list of student names - if you find one you really like, email them and congratulate them on a job well done.)

You will receive the training and support you need for this assignment.
If you are absolutely unable to do the site, I will do it for you . . . with you sitting there. Don't wait until the last minute if this is your plan.
Students will be expected to use CourseInfo and related web sites designed to support the learning in this course. Included in this will be on-line discussions, email projects, on-line searches, and other activities that relate to the topics in this course.

4. Experiences in Teaching Reading (25 points for each of 4 methods) = 100 points

Students will teach reading in the classroom using a variety of methods focusing on strategies (word recognition, comprehension) that students need to be successful readers and writers. Students and teachers will discuss appropriate methods and decide on a plan that best suits the needs of the elementary students and any time constraints. Reading methods may include: Basal reading lessons, Individualized Reading programs, Language Experience Approach, Directed-Reading-Thinking Activities, Guided Reading lessons, Literature-based reading, Literature circles, Readers Theater, etc. Specific instructions will be given during lectures.

5. Informal Assessments (25 points x 2 assessments) = 50 points

Informal Reading Inventory (25 points)

Administer an IRI (Informal Reading Inventory) to two children individually. Be sure you are using all the forms required for this assignment and a one page summary for each child of your findings and recommendations. Check your notes from our class discussion on this assignment. READ (R..E..A..D) the manual for administering this inventory.

You need to make a direct connection between the results of the inventory and the impact on instruction.

Analytic Spelling Inventory and Word Sort (25 points)

Do a word sort with one, two, or three students in a group (of course, it is hard to group one child, but you know what I mean). To prepare for this, you must use the WORDS THEIR WAY book. Give the "spelling assessment" and determine "level." Your guidebook will be VERY useful in preparation and execution of this assignment. After you determine the level, you look in the back part of the book to find the appropriate word sort to do. Do the word sort with the child (children). This would probably be easier to do the first time with just one child. It works GREAT with whole class. That is what I did last year with my first graders and it was amazing!
Do a one-page write up of the experience. Tell about the child (boy, girl, other, age, grade, etc). Show words given for spelling assessment and copy of student work (again ask permission from student). Describe word sort activity, which words, what you did, how well child did, etc. Finish with one paragraph about your impressions of this means of assessment and diagnosis.

6. Me Box (25 points)

Make a "me box" (like the one I shared in class) that includes tangible items that reflect some aspects of your life. Use the box to introduce yourself to your elementary class. You may be asked to BRING the "me box" to our class with you. These should be creative and attractive. They are a reflection of your personality.

7. Read Aloud (10 x 5 read alouds) = 50 points

Demonstrate your ability to read aloud as a means of modeling, motivating, and sharing your LOVE of good literature. You will plan and expertly execute five (5) interactive read alouds from a variety of types of children's books: historical fiction, information books, fiction, poetry, etc. Examples and exact instructions will be share in class.

8. Literature Based Instruction (Use Literature-Based Reading Activities) 50 points

The purpose of this assignment is to provide ELED 420 students with experience in using quality children’s literature to plan literacy instruction.
Using the specifications in the Block Syllabus for the Teacher Work Sample, you will develop a 5 day literature-based lesson sequence. You will receive BLOCK points for this assignment and you will also receive credit in this class according to the following specifications:.

Your choice of quality literature from one of the following genre of literature (fiction, non-fiction, biographies, autobiographies, poetry, traditional literature – tall tales, fairy tales, folk tales, myths, legends, etc.,), an author study, or a single piece of children's literature. I will score this from the bibliography included in your 5-day instructional sequence. (10 points)
Appropriateness of reading and language arts activities based on age, student needs, modifications for diverse learners, cultural considerations, etc. (10 points)
The Unit must include all aspects of literacy: reading, writing, listening, speaking, thinking, and technology. The writing component must be strong. You will work with your classroom teacher to prepare and execute a writing exercise with students based on the selected literature for your 5-day instructional sequence. Remember, writing can be much more than just "story writing." Be creative . . . make this writing exciting for students, not routine or boring. You have complete artistic design of this assignment. Impress me. INCLUDE a sample of student work (ask permission from the child to copy their story/writing). Do not keep the child's original - no good author gives their work away! (Use If You're Trying to Teach Kids how to Write ...). (30 points)

9. Daily Reading Log (50 points) - This is a reading class. I want you to enjoy some children's literature throughout the class. You will need to read a minimum of 15 minutes per day, five days a week. You can read anything that is children's literature - picture books, novels, information books. Write down the title and author and the time spend EACH DAY. The format for this assignment will be explained in class.

Total Class Points: 500

Total Block Points: 500

Total Course Points: 1000

GRADING SCALE

POINTS GRADE PERCENTAGES

              930-1000                                                A                                               93-100
              850-929                                                  B                                               85-92
              770-849                                                  C                                               77-84
              700-769                                                  D                                               70-76
              699- or less                                             F                                                69 or less

NOTE: The following statements should be noted carefully.

1. You are required to attend all field experience days. Any absence may impact your block grade.

2. All BIG days must be attended IN FULL.

3. ALL ASSIGNMENTS WILL BE GRADED FOR CONTENT AND MECHANICS.

4. Please keep a copy of all assignments handed in. In the highly unlikely event that an assignment is lost, you will need to provide another copy in a timely manner.

5. Late assignments will be deducted 10% of the total possible score. An additional 10% will be deducted if the late assignment is not turned in within the following week.

6. My expectations are high, but my goal is for you to be successful and to leave this university with the skills you need to be the best reading teacher possible.

Supplementary Resources

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York, NY: Teacher’s College Press.

Atwell, N. (987). In the middle: Writing, reading, and learning with adolescents. Montclair, NJ: Boynton/Cook.

Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Clay, M.M. (1979). The early detection of reading difficulties. Portsmouth, NH: Heinemann.

Cunningham, P.M. (1991). Phonics they use: Words for reading and writing. NY: Harper-Collins.

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. NY: New Press.

Henderson, E. (1990). Teaching spelling (2^nd Ed.). Boston: Houghton-Mifflin.

Kobrin, B. (1988). Eyeopeners! NY: Penguin Books.

Morrow, L.M. (1997). Literacy development in the early years: Helping children read and write. Boston, MA: Allyn & Bacon.

McMahon, S.I., & Raphael, T.E. (1997). The book club connection: Literacy learning and classroom talk. NY: Teacher’s College Press.

Routman, R. (1991). Invitations: Changing as teachers and learners. Portsmouth, NH: Heinemann.

Journals:

Elementary School Journal Reading Research Quarterly

Language Arts The Journal for Adolescent & Adult Literacy

Reading Improvement The Journal for Literacy Research

Reading Psychology The Reading Teacher

Reading Research & Instruction Reading Horizons

Website Addresses:

Teacher-oriented sites:

Kentucky Department of Education http://www.kde.state.ky.us

International Reading Association http://www.reading.org

Children’s Literature Web Guide http://www.ucalgary.ca/~dkbrown

ERIC Clearinghouse on Reading English & Communication http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews) http://www.ala.org/booklist/

Pam Petty's Educational Website http://www.pampetty.com

Child-oriented sites:

Kids on the Web http://www.zen.org/~brendan/kids.html

Jan Brett’s Home Page http://www.janbrett.com

Ann Arbor District Library Kid’s Page http://www.annarbor.lib.mi.us/kidspg/kidspg2.html

Pam Petty
Special Instructional Programs, Division of Literacy
Western Kentucky University
Tate Page Hall, 120
Campus Telephone: 290-745-2922
Home Telephone: 615-735-9198
Campus Email: pamela.petty@wku.edu
Home Email: pam@pampetty.com
Personal Homepage: http://www.pampetty.com
Campus Homepage: http://edtech.tph.wku.edu/~ppetty

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