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Reading
Reading
4093 100
Implementation of Classroom Reading Instruction
Reading
Dr.
Deborah Jinkins
Office:
Tarleton Center-124
Phone:
254-519-5474
e-mail:
jinkins@tarleton.edu
Office
Hours:
Varies
by semester
Program Goal:
Course Catalog
Description:
RDG 4093 – Theory and instructional strategies for
teaching the writing process in elementary and middle schools. Includes stages of the writing process,
issues at the different grade levels, teaching with mini-lessons, early
literacy, spelling handwriting, developing listening skills, TAAS writing, and
the use of children’s literature to teach writing.
RDG 4103 – A survey
of approaches to teaching reading, procedures for organizing the elementary
classroom for reading instruction, research on effective reading-writing
instruction, and roles of school personnel and parents in the school reading
program.
These two 3-hour
courses are being taught as a six hour block using the reading/writing workshop
approach. The approach is slightly
modified to accommodate the few students who have previously taken RDG 4093.
Textbooks:
Learning Media.
(1992). Dancing with the Pen.
Fountas and
Pinnell, (1996). Guided
Learning Media.
(1997).
Owen,
Publ.
Atwell, N.
(1998). In the Middle.
Allington, R.
& Cunningham, P. (****). Classrooms That Work. Harper-Collins.
Other Required
Materials:
Wren, S. (2000). Cognitive Framework of Learning to
Read.
TEA. (2000). Red
Book Series.
Grade Level TEKS
(TEA website) and Teacher Competencies (SBEC website)
Recommended
Texts:
Calkins, L. (1994).
The Art of Teaching Writing.
Gentry, R. (1987). Spel…is
a Four-Letter Word.
Course Goals: Students will:
- demonstrate an understanding for the
implementation of a writing process program for grades one through junior
high.
- demonstrate an ability to teach language
arts skills with mini-lessons.
- demonstrate a knowledge of the spelling
stages as young children learn to write.
- exhibit a knowledge base for the
teaching of spelling.
- demonstrate an understanding of the
writing portion of the TAAS and strategies to prepare children to
successfully pass the test.
- investigate the TEKS as they relate to
components of this course.
- investigate the use of children’s
literature for teaching writing and writing skills.
- apply principles and strategies learned
in RDG 3113, 3513, 3843 and ENGL 3503 to the content of this course.
- identify current national and state
initiatives in reading and develop strategies for addressing the
- characterize, analyze, and apply a
variety of approaches to teaching reading including basal readers, reading
workshop, and guided reading.
- apply strategies for teaching decoding
skills, reading strategies, and phonemic awareness.
- develop a plan for implementing reading
instruction (approaches, materials, classroom organization, schedule,
assessment, integration of current reading “programs”).
- define instructional adaptations to
meet the needs of ESL students.
- explore internet resources for teachers
of reading and use technology to develop instructional materials and
strategies.
Examination for
the Certification of Educators in
Upon
completion of this course student will be expected to successfully demonstrate
an understanding of competencies:
ECE-4 4-8
Standard 2.
Phonological/Phonemic Awareness Standard
2. Foundations of
Standard 3.
Alphabetic Principle Standard
3. Word Analysis Skills and
Standard 4.
Literacy Development and Practice Reading
Fluency
Standard 5. Word
Analysis and Decoding Standard
4. Reading Comprehension
Standard 6. Reading
Fluency Standard
5. Written Language
Standard 7. Reading
Comprehension Standard
6. Study and Inquiry Skills
Standard 8. Development
of Written Language Standard
7. Viewing and Representing
Standard 9. Writing
Conventions Standard
8. Assessment of Developing
Standard 10.
Assessment and Instruction of Developing Literacy Literacy
Technology: Content and assignments for this course reflect
ISTE Standards including using terminology, operating computer systems, using
productivity tools, collecting data and information, and practice of ethical
and legal use of technology.
Course
Expectations:
Students are
expected to turn in assignments on time.
Failure to turn in an assignment on time results in receiving half
credit if submitted by
All written
components for assignments (summaries, transparencies, etc.) must be generated
with computer technology such as word processing or desktop publishing. All assignments should be edited for correct
punctuation, spelling, and grammar.
Failure to demonstrate the ability to communicate effectively may result
in lowering the final grade.
Regular attendance,
promptness, preparedness, and participation are essential to success in this
class. It is your responsibility to
request handouts, etc. when you miss class. Attendance is a percentage of your
grade. More than three absences (10%),
whether excused or unexcused, will result in loss of professionalism points.
Contact me by e-mail (or writing) prior to an anticipated absence or
immediately after an emergency.
You are expected to
demonstrate professionalism in all interactions with public school
personnel. This includes conferring with
teachers, being prepared to teach, being punctual, and exhibiting a
professional appearance and manner. Professionalism is an important
component of this program. Your
demonstrated ability to accept feedback and make improvements in your
performance, to engage fully in the processes required in the learning tasks,
and to prepare quality products and responses to all tasks. Problems in this area will result in
significant reduction in the final grade.
Professional Standards for the Department of Curriculum and Instruction:
Candidates for
teacher certification at
Communication
Communicate appropriately and effectively with
colleagues, supervisors, students, parents, and members of the community. Uses
good oral and written communication skills.
Collaboration
Work collaboratively with colleagues, mentors, and
supervisors to achieve the local, state, and national goals of education. Shows
courtesy to peers, public school students, cooperating teacher and the
professor.
Commitment
Demonstrate commitment to the teaching profession
and exercise leadership for the advancement of the profession and public
education. Shows enthusiasm for learning in and out of class. Be responsible, punctual, regular in
attendance and prepared to participate in all aspects of professional
development.
Professional
Conduct
Assume responsibility for utilizing professional
teaching practices and constantly strive to improve through professional
growth. Accepts constructive feedback
and demonstrates a willingness to make improvements in attitude and performance
if needed.
Ethical
Conduct
Uphold the code
of Ethics for Educators and abide by local, state, and federal rules,
regulations, and policies. Demonstrate respect and maintain ethical conduct in
relations with community. Exhibits honesty and personal integrity. Violations of ethics code, including
cheating and/or plagiarism, will result in automatic failure of this course.
Americans with
Disabilities Act: If you
have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to
the office of the Academic Dean of the
Academic
Dean Director
of Disabilities Services
(254) 519 – 5494
Course
Requirements:
Students must have
a Tarleton e-mail address and internet access to complete this course. All
written components of assignments (summaries, transparencies, etc.) must be
generated with computer technology such as word processing and desktop
publishing.
- Preparation/Participation:
(10 pts- Points may be deducted or awarded.
Either may occur but neither should be expected.)
Read
material and actively participate in discussions and class activities covering
all sections of all texts/materials.
- Writing Process:
(200 points)
Complete
one piece of reflexive writing with drafts. It is essential that parts of this
assignment be brought to each class meeting.
- Handwriting: (50 points X 2)
Demonstrate
mastery of form through ‘consistent application’ of manuscript and cursive
script in all journal entries or hand-written work. Demonstration must include on paper, chalkboards,
and whiteboard.
- Writing
Mini-lesson: (100 points)
Present a five to ten minute mini-lesson on one
aspect or rule of English language, grammar, or writing. Examples: nouns, verbs, adjectives, commas,
periods, question marks, homonyms, phonics, adding –ing, descriptive writing,
etc.
- Book Buddy
Reading: (200 points)
This project is ‘under construction’ each semester. Depending on our partnership school and their student needs, this work will be adapted to facilitate not only your understanding and practice of the reading/writing processes but also student achievement.
- Literature
Response Project: (100
points)
Work with your literature discussion group to
develop a group response to the text.
This project often starts with a question. It should focus on a key theme or address a
critical issue in the book. After approval from the professor, complete your
project and be prepared to share it with the class. Products from past classes
have been songs, charts, letters, booklets, skits, timelines, graphs, etc.
- Book
Analysis Project: (100 points)
Choose 3 pieces of children’s literature (1 must be
a story from a basal reader). Level it using your knowledge of supports and
challenges. Summarize you decision-making in a one-page report.
- Read Aloud
and Book Publishing: (100
points)
Develop and present a read-aloud activity to a
group of children. Then move into a
writing project that will culminate with a published book (for the group or
individuals). To be submitted: Lesson plan, copy of book, facsimile of
published work, reflection summary.
- Test/Quizzes: (2/100 pts.
each)
Complete tests on material covered in the texts,
lectures, handouts, and presentations.
409/410 Grading
Procedures
The following
tasks assess mastery of the 409 content:
Reflexive
Writing Piece (200 Points)
Handwriting (100
points)
Writing
Mini-Lesson (100
points)
(400 points/ 4) = Assignment average
(Assignment Average + Test Average +
Read Aloud) ÷ 3 = Final Grade
The following
tasks assess mastery of the 410 content:
Book
Analysis Project (100
points)
Literature
Response Group Project (100
points)
Reading
Mini-Lesson (Book Buddy) (200
points)
(400 /4) = Assignment average
(Assignment Average + Test Average + Read Aloud) ÷ 3 = Final Grade