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:

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

Writers' Workshop: Reflections of Elementary and Middle School Teachers

Paperback - 144 pages 1 edition (October 19, 1999)
Allyn & Bacon; ISBN: 0205290159

  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

Alternate Text from LTCY 320:

Teaching Reading in Today's Elementary Schools, 8th ed
Burns, Paul C.
Roe, Betty
Smith, Sandra
ISBN: 0618169814 © 2002

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

Course Disposition(s) Statement:

The teacher values the development of the students' critical thinking, independent problem solving, and performance capabilities.

The teacher values the role of students promoting each others learning and recognizes the importance of peer relationships in establishing a climate of learning.

The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.

The teacher is committed to using assessment to identify student strengths and promotes student growth rather than to deny students access to learning opportunities.

The teacher is committed to reflection, assessment, and learning as an ongoing process.

Critical Student Performances:

Technological Literacy
Literature Based Instruction
Administering and Interpreting an Informal Reading Inventory

Instructional Methods and Activities:

Lecture, demonstrations, discussion, group work, reading, written assignments, Web-supported, field experiences

Special Instructional Materials:

computer disks, children's literature 

Core Objectives
Supporting Objectives

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 (in Literature Based Instruction 5-day sequence)
            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 (click on each of the following for specific explanations and instruction regarding the assignments):

1.  Technological Literacy (50 points) 
The purpose of this assignment is to allow LTCY 420 students to demonstrate technology literacy and to share literary experiences, resources, and links to other educational websites.

2.  Literature Based Instruction (50 points) 
The purpose of this assignment is to provide LTCY 420 students with an opportunity to plan units of instruction based on trade books encompassing a variety of genre of literature. 

3.  Administering and Interpreting an Informal Reading Inventory (100 points) 
Teachers in primary classrooms are predominantly responsible for helping their students acquire good literacy skills.  Both in Kentucky and nationwide, the goal is for students to read on grade level by the third grade.  Therefore, teachers need to be able to determine which areas of literacy are areas of strength and which are areas for improvement.  The informal reading inventory is an assessment tool which can aid the primary teacher in determining word knowledge, listening abilities, and independent, instructional, and frustration levels of reading ability.

4.  Exam 1 (25 points) 
Exam 1 will cover approximately 1/2 of the text.  Chapters included on this exam and the date of the exam will be determined by how quickly we proceed through the materials and will be announced in class.  

5.  Experiences in Teaching Reading (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. 

6.  Analytic Spelling Inventory and Word Sort (75 points) 
Use Words Their Way to administer a spelling inventory, interpret results, plan instruction, and teach a word sort lesson.  

7.  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

8.  Exam 2 (25 points) 
Exam 2 will cover approximately 1/2 of the text.  Chapters included on this exam and the date of the exam will be determined by how quickly we proceed through the materials and will be announced in class.  

9.  Professionalism (25 points)
Professionalism is an important requirement for all teachers.  It is usually demonstrated by a set of behaviors which indicate your commitment to your profession.  Those behaviors will be expected during this class.  

** Note concerning ALL lesson plans and teaching experiences: You must submit your complete and typed lesson plan one week prior to the time in which you will teach the lesson.  You must receive feedback and approval to teach the lesson from the professor PRIOR to the scheduled teaching date.  If necessary you may be asked to schedule an appointment to discuss your lesson plan with the instructor. These procedures are non-negotiable!  Before teaching the lesson you must give the classroom teacher a copy of your lesson plan.  The professor will provide further information concerning lesson plan format in class.  Failure to follow these guidelines could result in delayed scheduling of your teaching experience.

Total Class Points:                    500

Total Block Points:                    500

Total Course Points:                 1000

Plagiarism Policy:

To represent ideas or interpretations taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. 

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 full-day activities 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.

Disability Accommodations Statement:
"Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall.  The OFSDS telephone number is (270) 745-5004 V/TDD.  Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services."
 

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, 118
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

09/04/2001 07:37:25 AM