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Simon
Fraser University EDUC 473-4 DESIGNS FOR LEARNING: READING (E 02.00) Summer Session 2006 (June 27 – Aug. 3) |
Instructor: Susan Barber Class: WMC (West Mall Complex) 2532
Tuesdays & Thursdays 17:30 - 21:20
Class website: http://www.sfu.ca/~smbarber/473b2006.htm
e-mail: Susan_Barber@sfu.ca Office: EDB 9500 Tel. 604-291-3395
Office hours: Best after class or by appointment
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SYLLABUS
CLASS ONE (June 27): "Where are we now? The Big Picture"
Overview: In this class we will take a brief historical tour of how reading has changed us, as individuals and as a society. We will also begin to look at some of the current ideas in teaching literacy.
Introduction: Getting to know you. I will ask each student to say a few words, mainly to find out what interests you have and whether you are in PDP, have finished your practicum or have been teaching for a while. Also, I'd like to know what grades you plan to teach so I can adjust the focus of the class. I will pass an e-mail list around so we may contact one another (optional to share with class). We will briefly go over the course description, requirements and our goals for the course.
Brief lecture: I would like to present in a general way some of the key points that we will gradually be covering in the field of literacy during our semester. The goal of this course is to introduce the teaching of reading and to begin to understand some of the areas and issues and how they will play a dynamic role in your future teaching. In general then, this course will present the major ideas in literacy theory, new research in the teaching of reading, and demonstrate how reading and writing go hand in hand. Other points that will be mentioned today:
- Early literacy
- Reader's tools (prior knowledge, cueing systems, word analysis strategies, fluency, vocabulary, text structures)
- Comprehension strategies
- Reading materials - the role of literature
- Assessment
- Growth and development of written languages skills
- Balanced literacy
- Technology
- The purpose of literacy - some philosophical views
Group Reading: I will ask you to quietly read a short article (hand outs) and then get into groups to discuss some of the ideas. Brainstorm some of the things that appeal to you, what you agree or disagree with, or feel are not within your expectations. Jot down a few ideas and we will get back together for a large group discussion.
**At 4 pm we will move as a class to the CET technology lab and I will go over this website and the course requirements.
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COURSE REQUIREMENTS:
1. Reading Lesson Presentation (middle weeks of the semester – 20% of final grade.) In pairs or a group, create a lesson using children’s literature that demonstrates to the class some reading strategies. Each person will present her own part; for example, one person may introduce the lesson, another might do the actual lesson and another might discuss the rationale behind the lesson. Assume your audience knows little about teaching reading. Approximate time for total presentation: 20 minutes. Questions from the class to follow.
Early in the semester I will ask each of you to recall a book that you feel is particularly effective with children. Perhaps it is something you or another teacher has read aloud to a class or a relative, or even a book that you remember as a favorite when you were young. In the first four classes we will read about and discuss appropriate reading strategies for different phases of literacy. Starting in Class Two we will begin to discuss the numerous ways to teach reading, both as the main subject as well as how to teach reading skills in conjunction with almost any other topic. We will emphasize how teachers can be creative with using children’s literature, how certain books work well in reinforcing particular skills, how teachers can hook their students’ interest and plan for smooth transitions into extended studies. In Class Four I will pass around a sign up sheet for dates to present lessons to the class. I hope you have fun with this -- there is such a wealth of high quality books out there.
2. Course Reading Assignments (on going through the semester – included in participation grade – 20% of final grade.) Chapters from our two textbooks, Reading and Writing in Elementary Classrooms by Cunningham, Moore, Cunningham and Moore (from now on abbreviated as “CMCM”), From Phonics to Fluency by Rasinski and Padak (abbreviated as “R&D”), and articles posted online or handed out in class will be assigned. Today, I will ask you to read Chapter 1 and 2 of CMCM for Class Two, where we will discuss key points in class. (You will at this time also start a Reading Log in response to these chapters. See next entry.
3. Reading Log/ Blog (on going – 20% of final grade.) This will become an excellent record of your development as reading teachers. When you read for this course, take a few minutes to type up your first impressions in a couple of paragraphs. Then after class discussions, go back and elaborate on the ideas and add any new ones. (This ends up being two entries per class: Before and After.) I will evaluate your Reading log twice: halfway through the semester (Class Six – July 13) and in the second to last week (Class Ten – July 27). These log entries are not reworded excerpts from the reading; they are your own ideas in response to the readings. You are encouraged to critique the ideas and compare them to your personal experiences. Tell me what was interesting to you about the material.
** Note on technology: Ideally, this Reading Log (and the Portfolio --see next entry) could be kept as a file on your computer and you could cut and paste to the Blog. If it were done this way, you could also go back and add to it through the semester (and if you wanted to, include parts of these in your Portfolio). We will discuss this possibility in the first class.
Another option is to do the Log and Portfolio partially electronically, partially on paper. Some students may want to make artwork or include books, objects and so on, especially to bring to the Literacy Fair (below). Another significant advantage to submitting work electronically is that I can put your ideas on our class website. I would very much like you to submit your Reading Lesson Presentations so I can post them. This could be a great resource for future teaching.
You can see the dates and chapter headings where you should post your Before and After entries. Feel free to comment on other people’s postings as well. This is the place to have further discussions. Welcome to the 21st century classroom!
4. Portfolio (due second to last class, Class 11 – Aug. 1st – 40% of final grade). There are two parts to the portfolio:
First, fairly early in the semester, I would like you to begin
to gather items for your portfolio that consist of ideas for teaching reading. I
invite you to think about what would be most useful to you in your future teaching and
include writings, lesson plans, activities, artifacts and so on. You will
include the item (or a description of it if it is too large or distant) and write up a
brief explanation (two paragraphs) of why this item is important to your knowledge of
teaching reading. There should be 4-6 items
in this part of your portfolio. These same
items could be used when we share ideas at our Literacy Fair.
Second, in addition to your personal choices, I would like you
to select three of the following:
- Write a two week reading unit, showing how daily lessons connect and build towards mastery of specific skills. You should include a variety of activities and specify how your objectives meet IRP requirements. (3-4 double-spaced pages.)
- Write a children's story of your own. Either: 1) write a complete story of your own, 2) write another ending of a story that you like, or 3) write the beginning of a story that the students will complete in your class. Stories can be from 3-4 typed pages for any age group. Include the role your story will play in the classroom and what skills you hope your students will learn from it. Feel free to illustrate your masterpiece!
- Create a reading activity which would include other means of learning; for example, find a way to combine reading with art, music, dance, etc. to appeal to the multiple intelligences. Show how the activity would facilitate learning in both forms. (3-4 pages.)
- Read two journal articles of your choice and write a 3- 4 page response.
- Do a literature analysis of 5 books of your choice. Rate the books based on what is personally meaningful to you, how they would appeal to students, what skills they address and your general concept of children's literature. Write a 3-4 page essay.
- Design a reading program or unit for a special needs child or group of children. Show how you would incorporate these lessons in the regular classroom. 3-4 pages.
- Design a reading program or unit for a class with several ESL students. Discuss how you would balance their needs without neglecting the rest of the class. (3-4 pages.)
- Do a survey of culture-specific children's literature. Discuss in an essay how you could use these books in a reading unit and what some of the special considerations might be for a multicultural classroom. (3-4 pages.)
- Outline a general year-long instructional plan for a grade of your choice. Track the phases of a typical class and cover the general strategies required. (3-4 pages.)
-Your choice: come up with a detailed idea you would like to explore and get my okay. It could be a combination of the above or one large 9-12 page project. Just clear your idea with me first. Make it work for you.
Grading: In all of the graded assignments above, I am looking for the quality of your ideas. I would like for you to show me how well you have understood the material we have covered and to demonstrate what you have learned. There is much flexibility in what you do but it must relate directly back to the material we have read and discussed in this class. By expressing your own thoughts clearly you will reveal the effort you have put into grappling with the ideas. I encourage you to do what is most personally useful to your teaching and to be creative in the way you handle your assignments. If at any time you have specific questions about the criteria for assignments, please do not hesitate to contact me.
**Due dates are firm. Late assignments cannot be accepted. Assignments must be handed in at the end of class on the due date. I will give you feedback on your work and my goal is to facilitate your learning in both depth and greater complexity in the area of teaching reading.
Literacy Fair (last class – part of participation grade – 20%). Time to celebrate your achievement and show off your work! We will bring our very best ideas to class – reading activities, games, books, posters, resources, etc. – and share our knowledge. These ideas may be from our Portfolio, Reading Log or teaching experiences. Each student will have a few minutes to explain his or her work to the class as a whole, and then we will have time to walk around and examine the work in detail.
I'm greatly looking forward to going on this journey with you! Enjoy!
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HERE IS AN OVERVIEW OF EACH CLASS:
June 2006
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CLASS TWO (June 29): "Process Not Product"
Class comes together. We discuss any business, questions about the course.
Lecture: Reading as developmental, emergent process. Methods, key ideas, vocabulary.
Children’s literature – some uses.
Course Reading Discussions. Chapters One and Two (CMCM)
July 2006
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Lecture: From word identification to comprehension: Fluency, Phonics and Spelling. Hand outs for teaching older students.
Charts – fill in activities with strategies. Magazines: My Big Backyard/Ranger Rick – practice lessons.
Course Reading Discussions. Chapters Three and Four (CMCM), Chap. 14 (R&P)
CLASS FOUR (July 6) : “Reading Strategies – Part Two”
Lecture: Phonemic awareness, beginning sounds and word patterns.
Video: What Children Need in Order to Read – Marilyn Adams. Cover R&P chapters. Charts – fill in more strategies.
Course Reading Discussions. Chapters 4, 5, and 6 (R&P)
Sign up for presentations. Time in second half of class to meet in groups. Criteria. Assign presentation dates.
CLASS
FIVE (July 11):
Lecture: Prior Knowledge and Meaning Vocabulary
Course Reading Discussions. Chapter Five (CMCM)
Reading Lesson Presentations begin – First group
CLASS SIX
(July 13):
Hypothetical questions. Review activity – Round robin.
Lecture: The wonderful world of Children’s Literature
Course Reading Discussions. Chapter Six (CMCM)
Reading Lesson Presentations
**Reading Log due.
CLASS
SEVEN (July 18):
Game: Survivor – Case studies
Lecture: Comprehension
Highlights magazine
Course Reading Discussions. Chapter Seven (CMCM)
Reading Lesson Presentations
CLASS
EIGHT (July 20):
Writing workshop
Lecture: How writing reinforces reading
Course Reading Discussions. Chapter Eight (CMCM) and Chapter Thirteen (R&P)
Writing a story
Reading Lesson Presentations
CLASS
NINE (July 25):
Lecture: Assessment and Instructional Planning, Balanced Literacy.
Course Reading Discussions. Chapters Nine and Ten (CMCM)
Reading Lesson Presentations – Last group
CLASS TEN
(July 27):
Lecture: Formal and Informal learning. ESL, Multiculturalism, Special needs students. Hand out photocopies.
Looking at multicultural literature, working into reading lessons, activities
**Reading Log due
August 2006
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CLASS
ELEVEN (Aug.1):
Lecture: Technology, class websites, IRPs.
CET
**Portfolio due. If not submitting electronically, please provide self-addressed stamped envelope for return.
CLASS TWELVE – Last Class (Aug. 3) "The Aims of Literacy"
Lecture: Social development, identity, and individual well-being. Middle school and beyond. Critical literacy: finding bias, propaganda and reading between the lines.
Revisit first article, “Myth of the Perfect Teaching Method” – compare, discuss.
Literacy Fair, sharing our ideas. Farewell.