Instructor:  Pam Petty                                              Office:  TPH 118
Office Phone:  270-745-2922                                     Email:  pam@pampetty.com
Home Phone:  615-735-9198                                     Campus Email:  pamela.petty@wku.edu

Rationale:  This course will provide elementary education majors with an introduction to reading and writing concepts appropriate for primary and middle grade children.  The content will include exposure to teaching methods, materials, and resources necessary to effectively teach reading and writing to all students.

Prerequisites:  ELED 250, PSY 310

Textbooks:
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 appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.

The teacher believes that all children can learn at high levels and persists in helping all children achieve success.

The teacher recognizes the power of language for fostering self-expression, identity development, and learning.

The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

Critical Student Performances:

Designing and Implementing Literacy Instruction
Shared Book Experience
Examining Contextual Factors in Literacy Development

This course is designed to enable teacher education students to:

Teacher education students will:

Course Topics:

        Overview of Reading Process
        Writing Process
        Vocabulary
        Word Identification
        Literature Response Activities
        Assessment
        Technology

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

        Field Experience (10 hours)
                DRTA
                Shared Book Experience
        Handwriting Pass-Off
        Library Assignment
        Development of an Illustrated Book
        Technology Assignment
        Phonics Test
        Midterm
        Final

KERA Elements Addressed:

    Curriculum Outcomes
                Goals and Valued Outcomes
                Performance Tasks
                Integrated Curriculum
    Expanded Use of Technology
    Primary Program (Seven Attributes)

Attendance:
       Class attendance and active participation is expected.  If you miss a class you are responsible for all work missed.  More than two unexcused absences may result in the lowering of the final grade.  Two unexcused tardies amount to one unexcused absence.  A formal doctor's excuse must be presented to the instructor for excused absences from class.  Students are required to complete all field experience hours and assignments for ELED 320 in order to receive a final grade in the course.

Evaluation and Grade Assignment:
       Assessment will include written assignments, cognitive tests, performance events, and evaluation of student plans for reading instruction.  The student must achieve minimum competency, otherwise the course must be repeated.  All assignments will be graded on spelling and grammar, as well as content.  Specific guidelines for each assignment will be given as the assignments are introduced.

                    Final grades for ELED 320 will be based on a 440 point scale:

                            A =    391 - 440    =    90 - 100%
                            B =    348 - 390    =    80 -   89%
                            C =    305 - 347    =    70 -   79%
                            D =    262 - 304    =    60 -   69%
                            F =     304 or less  =    59% or below

Assignments:
         Late assignments will be penalized 10% of their possible point value if submitted within one week of their due date.  Further penalties will be assessed for assignments turned in beyond that point.  This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.
        It is expected that you will read and reflect on required readings prior to each specified class session.  Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners in a reading/language arts classroom.
        Keep a copy of all assignments in your portfolio (and backed up on your electronic portfolio).  If an assignment is lost, the burden to replace it in a timely manner rests with you.

Course Requirements and Evaluation:

1.  Article Critiques (10 points each; 20 points total)
        Students will engage in self-selected readings from professional educational journals within the last seven years (1993-2000) and write critiques of two articles.  You must select an article that is not listed for the required course readings.  A photocopy of the article MUST be ATTACHED to each article.  The critiques are to be typed, double-spaced, cited (using APA style), and should be limited to no more than 2 pages.  A list of suggested journals is provided in this syllabus.

          TOPICS:      Article critique # 1 topic:  Emergent Literacy
                              Article critique # 2 topic:  Multicultural education/cultural diversity and reading instruction
 
 

          Critiques should include:
              1.  A summary of the article synthesizing the contents
              2.  Your reaction to the reading as well as what you have learned
             3.  A well developed explanation or description of how you will use what you have learned as
                   a classroom teacher working with elementary students

              Evaluation criteria for article critique:

2.  Field Experience (20 points total)
        A minimum of ten (10) hours of school-based practical field experiences is required for the course.  Class time will be provided for 5 of the 10 required hours.  You are required to be in your assigned classroom under the assigned teacher's supervision for at least seven different sessions which total at least seven of the ten hours.  The remaining three hours can be divided in the assigned classroom under the assigned teacher as desired by you and the teacher.  You are required to complete the time schedule/log documenting your work and time in the classroom.  This form is to be signed by the teacher at the conclusion of each session.  In addition the teacher must submit a written evaluation (form will be provided by university instructor) assessing your work and performance in the elementary classroom.  In addition, you will have two (2) required assignments to complete during the classroom field experiences.  Each assignment is worth ten (10) points.  Specific directions, requirements, and assessment procedures for each of the two assignments will be provided by the instructor.  Due dates are listed on the syllabus for Field Assignment # 1 and Field Assignment # 2.

NOTE:  To receive a final grade in ELED 320 you must complete all components of the field experience and related assignments required for the course.

3.  Dialogue Journals (10 points each; 30 points total)
        To facilitate preservice students ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships of listening, speaking, reading, writing, thinking and observing from a variety of messages, students will complete three journal entries responding to prompts assigned.  Students are not limited to writing only on these issues.  In addition, you may comment or address assigned readings, discussions with classmates, life experiences, field assignments, or personal thoughts.  Students are expected to respond to written questions or comments from the instructor within the previous journal entry.  The method of sharing these journals with the instructor will be discussed in class.

        Each entry should address the following:

      Entry # 1 (10 points)  Introduce yourself by describing the following:

• Who are you (classification, specialization, prior experiences related to teaching, early learners, family, etc).
• Share your future goals, aspirations, and your personal philosophy of education as it relates to the teaching of reading/literacy.
• Assess and describe your past impressions about reading and writing based on your own experiences in school.  BE SPECIFIC!
• Do you view the use of dialogue journals in reading instruction as an important tool for teachers and students?  Why or why not?
• How has your understanding of reading instruction changed or developed based on your course readings for ELED 320 and class discussions?

• Describe the classroom setting/environment, the teacher, and the students.
• Describe the impressions of the reading and writing instruction which is occurring in the classroom you are currently observing for your field experiences.
• Describe your emerging view of literacy/reading instruction based on your course readings, class discussions, and field experiences.
• Identify and describe ways the teacher makes reading instruction effective and meaningful for students.
• How will your own literacy experiences effect you as a reading teacher?
• Does the teacher's instructional practices (you are observing) reflect a constructivist model or a transmission model of literacy instruction? Be specific in supporting your opinion with concrete observations and examples.

• What is the nature of the reading instruction that is occurring in this classroom?
• What changes have occurred in the reading instruction provided in the classroom?  Why have these changes occurred?  or Why have changes not occurred?
• What is your personal view of the reading instruction you have observed in this classroom throughout your field experience?
• How does the teacher promote literacy/reading for all children regardless of age, class, gender, race, or developmental stage?
• How does the teacher provide reading instruction which is designed to meet the needs of diverse learners in the classroom (i.e., special needs children, children from culturally and racially diverse backgrounds)?  Be specific and provide support for your analysis.
• How will this field experience impact your reading instruction as a classroom teacher?  Why?

5.  Handwriting - Manuscript and Cursive (Pass/fail)
         All students are required to pass the handwriting exercises assigned by the instructor.

6.  Midterm and Final Examinations (100 points each; 200 points total)
        The midterm and final examinations will be used to evaluate the mastery of course objectives and academic expectations.  Each exam will focus on students' ability to apply higher level thinking and problem-solving in the literacy instructional process.

7.  Phonics Assessment/Examination (50 points)
        Students will complete the phonics examination until mastery is achieved.  The score on the first examination will be recorded.  Students not scoring at the set mastery level will retake the exam until mastery level is achieved.  To receive a final grade in ELED 320 students must score at a mastery level on the phonics exam.

8.  Bookmaking Project (50 points)
        Specific directions, requirements, and evaluation will be provided along with the syllabus.

9.  Basal Reading Program Evaluation (10 points)
        You will be asked to review a basal reading program.  A form to guide your review will be provided by the instructor.

10.  Daily Reading Log (25 points)
        You will be required to read children's literature on a daily basis and keep a log of your reading.  The minimum time required for the full points is 15 minutes, five days a week, except holidays and breaks from school.  It is expected that you will read picture books, novels, fiction, and non-fiction.  There are no set amounts, but should all be represented.  In your log, you will need to indicate the amount of time you read each day.  Do not give weekly totals; give daily totals.  Also include the title, author, and type of book you read each day.  You will be required to hand in your weekly log each Monday.

11.  Professionalism (20 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.  Points will be awarded by the instructor based on student attendance, effort, active participation in class discussions, in-class assignments, and individual participation during in-class group work.  It is expected that students will keep current in their reading of assigned course materials, and remain actively engaged and involved during ALL class activities.  Class learning experiences and performances will be closely connected to course readings and content in order for students to engage in constructing an understanding of educational theory as linked to instructional practice relative to reading instruction.  I expect your very best work.