EDU 3130
Reading Process and
Practice
Meeting
Time
9:40-11:20 T & TH; Phillips Hall 217 (Section 01)
11:30-1:20 T & TH Phillips Hall 113 (Section 02)
150 minutes weekly contact time; 50 minutes weekly in the field
Credit
Instructor
Conceptual
Framework
Texts
Four semester hours
Name:
Office:
Telephone:
Email:
Office Hours: by appointment only
The teacher as leader for learners in a global world reflects an intention to create a
learning environment in which teacher candidates become reflective practitioners
who collaborate and lead in their classrooms and schools for the purpose of preparing
students to meet the challenges of a global society. The teacher education programs
at High Point University seek to prepare teacher candidates in the 21st century who
possess knowledge of the learner which in turn leads to the facilitation of the 21st
century skills needed by P-12 students to critically think, problem solve, utilize
technology, communicate, and collaborate.
Siberson, F., & Szymusiak, K. (2003). Still learning to read: Teaching students in grades
3-6. Portland, ME: Stenhouse.
Taberski, S. (2000). On solid ground: Strategies for teaching reading k-8. Portsmouth,
NH: Heinemann.
Citations for
Assigned
Articles
**Articles on specific course topics: use the Smith Library link - Journal Finder will lead
you to the article quickly.
(These are accessible on line through the Smith Library link.)
Compton-Lilly, C. (2005). “Sounding-out”: A Pervasive cultural model of reading.
Language Arts, 82(6), 441-452.
Ford, M.P., & Opitz, M.F. (2002). Using centers to engage children during guided
reading time: Intensifying learning experiences away from the teacher. Reading
Teacher, 55(8), 710-718.
Gill, S.R. (2000). Reading with Amy: Teaching and learning through reading
conferences. Reading Teacher, 53(6), 500-510.
Gregory, A.E., & Cahill, M.A. (2010). Kindergarteners can do it, too! Comprehension
strategies for early readers. Reading Teacher, 63(6), 515-520.
EDU 3130
Reading Process and
Practice
Miller, D. (2010). Becoming a classroom of readers. Educational Researcher, March,
30-35.
Ray, K.W. (2005). Read-aloud: Important teaching time. School Talk, 10(3), 1-6.
Pre-Requisite
Co-Requisite
Course
Description
Objectives of
Course
Soares, L.B., & Wood, K. (2010). A critical literacy perspective for teaching and learning
social studies. Reading Teacher, 63(6), 486-494.
Admission to Teacher Education
None
This course is designed to support candidates’ understanding of the foundations of
reading, reading as a transactive process, and the integrated practices of
multimodal literacies. Principles, methods and materials for developing effective
reading instruction across content areas to enhance students’ learning in grades K6 are explored. The role of prior knowledge, cultural and linguistic background,
motivation and personal significance on comprehension across a wide range of
print and non-print texts is addressed. Emphasis is on creating literate
environments that foster independent, strategic, motivated readers in 21st Century
classrooms and schools. Field experience required.
1. Compare models of reading instruction.
2. State cue systems and strategies used by efficient readers.
3. State the implications of a process model for reading materials and
instructional strategies.
4. Identify and explain pre-reading instructional strategies
5. Identify and explain during-reading instructional strategies.
6. Identify and explain post-reading instructional strategies
7. Describe classroom organization that facilitates literacy development.
8. Examine the English Language Arts Standard Course of Study goals for reading.
9. Integrate technology to support reading teaching and learning.
10. Identify and explain Cambourne’s conditions of learning
11. Begin to develop a definition of reading that might include the integration of
cue systems, reading strategies and the language arts and the assumption that
all children are learners.
12. Read with/to an elementary grade reader on a weekly basis at a partner
school.
** The following additional course objectives are designed to achieve the goals of the
Elementary Education program at High Point University and are based on the North
Carolina Professional Teaching Standards (2008) and the Standards for Elementary
Education Teacher Candidates approved by the SBE (2009):
13. To demonstrate high ethical standards by upholding the School of Education’s
Code of Professional and Ethical Behaviors, The Code of Ethics for North Carolina
Educators and the Standards for Professional Conduct.
EDU 3130
Reading Process and
Practice
Standards
14. To develop and apply lessons based on the North Carolina Standard Course of
Study.
15. To develop the skills to integrate literacy instruction throughout the curriculum
and across content areas.
16. To learn how to integrate 21st Century skills, technologies and content in
instruction.
17. To learn how to provide instruction that reinforces the process strategies for
critical thinking and problem solving.
18. To learn how to incorporate instructional strategies designed to facilitate student
cooperation, collaboration and learning.
19. To develop the skills needed to use both formative and summative assessment
data to monitor, evaluate, and inform instruction.
Standard 1: Elementary grades teacher candidates have the knowledge and
understanding of language and how language is used to develop effective
communication in listening, speaking, viewing, reading, thinking, and writing.
In order to enhance the North Carolina Standard Course of Study, 21st century reading
and language arts teacher candidates know and understand literacy processes to
facilitate continuous growth in language arts. Teacher candidates must understand
that the language arts are transactive processes that include the learner, the text, the
learning goal, and the context in which learning occurs. Teacher candidates
understand that literacy processes are integrative across content areas and
instructional modalities. Teacher candidates must also have a broad knowledge of the
foundations of reading and have the ability to use a wide range of reading
assessments that inform instructional decisions for both individual students and
groups of students. Teacher candidates must have the expertise to create literate
environments that foster reading and writing in the 21st century in their classrooms
and schools.
Attendance
Elementary teacher candidates are knowledgeable in and are able to design and
implement learning tasks that involve:
A. the function, the influence and the diversity of language.
B. integrated practices of multimodal literacies.
C. foundations of reading.
D. reading processes through a wide range of text.
E. best instructional practices and techniques in the language arts for all learners.
You are expected to attend every class. The content of this course is too interrelated
for you to be missing classes. You should let the instructor know as soon as possible
when you will be late or absent from a class. During the first class meeting, find a
partner who will collect notes, handouts, papers, assignments, etc. for you in case you
are absent. Two absences result in class probation, and four absences may result in
removal from the class. You are responsible for all work missed because of class
absences.
EDU 3130
Reading Process and
Practice
Disabilities
Policies
Required
Course
Projects
Students with diagnosed disabilities should contact Mrs. Irene Ingersoll in the
Academic Services Center (Smith Library, Lower Level) to make arrangements for
accommodations. Mrs. Ingersoll can be reached at (336) 841-9037 or
[email protected]. “Accommodations are not retroactive.”
1. Your cell phone should not ring during class – if you must bring your phone
with you to class place cell phone in the off, silent, or vibrate position. DO
NOT send/read text messages during class. Courtesy is a value worth
cultivating!
2. All work should be your own unless you credit other sources. Observe the
Honor Code on all assignments. Plagiarism is a serious offense and will be
addressed as such.
3. Poor work (failing grade) may (and should) be redone with permission; the
first grade and the second grade will be averaged for the final grade. Hand in
the first work with the revised work.
4. Turn in assignments on time. Five percent of the earned grade will be
deducted for each day assignment is late.
5. Treat others with kindness and respect. Model the kind of behavior you will
want from your students. This includes attendance, punctuality, positive
attitude, and cooperation.
6. Please do not hand in papers in plastic covers. All assignments should be
typed (double-space your text and use 12 point font) and where applicable,
formatted using the current (6th Ed.) APA style. NO HANDWRITTEN WORK
WILL BE ACCEPTED. All work will be word-processed, spell-checked, grammarchecked, corrected, proofread, and corrected again. Your work will be
evaluated for content, quality of the writing and mechanics. Teachers must
write well and correctly!
7. Regularly check your HPU EMAIL ACCOUNT.
IMPORTANT NOTE: Attach the corresponding grading criteria to the Read Aloud and
the ELA Goals and Objectives Project when you turn them in.
1. Read Aloud:
You are to read one story in a Big Book format and one poem to a Primary grade (K, 1,
or 2) classroom. Your selections for each text should be appropriate for the specific
interests, background knowledge, and attention span of the children. To enhance the
read-aloud experience for you and the children, the Big Book and poem should have
some connection since you will read both at the same session. Reading aloud to
young children is an important instructional strategy that should be done on a daily
basis! To impress upon you just how valuable this instructional practice truly is, you
are asked to highlight ALL of the NCSCOS objectives that can be met with your one
read-aloud session. Remember, depending upon the content addressed in the Big
Book and poem, additional objectives beyond the ELA objectives will likely be met.
You will evaluate each read-aloud performance according to the criteria given out in
EDU 3130
Reading Process and
Practice
class.
2. Classroom Observations:
The purpose of this assignment is for you to observe two classrooms which model the
belief that children construct an understanding of literacy through a variety of
meaningful and authentic literacy experiences. Questions to guide your observations
and specific assignment expectations will be explained in class.
3. Comprehension Strategy Lessons:
Candidate will purposefully plan five comprehension strategy lessons and explicitly
teach one comprehension strategy lesson to 3rd, 4th, or 5th grade students utilizing the
gradual release of responsibility framework. Candidate is required to videotape the
lesson in order to reflect upon, and assess/evaluate performance.
4. Multimodal Literacies Project:
You will learn how individuals use multimodal literacies (drama, art, text, music,
speech, sound, physical movement, animation/gaming, etc.) in learning, work, and
daily life and how it shapes the way people make meaning by keeping a week-long
observational log on your multimodal use and conduct interviews on multimodality
with two people you know. You will submit a paper of your findings and implications
for teaching and create a multimodal autobiography (using PowerPoint, Animoto, etc.)
to be presented to a group of peers.
5. FIELDWORK COMPONENT (Fourth Hour): Reading Buddy
You will be assigned one elementary grade student to read with/read to/listen to on a
weekly basis at Montlieu Elementary. It will be your responsibility to get to know the
student in order to select texts that match the interests and attention span of the
reader. You will keep a signed (by the cooperating teacher) log of your weekly
(approximately 50 minutes) Reading Buddy sessions and type a (minimum) 1 page
reflection after each visit. All reflections will be kept in a folder to submit at the end of
the semester along with the signed documentation of the weekly Reading Buddy
sessions.
IMPORTANT NOTE: You are to attach the corresponding grading criteria/rubric to all
projects when you turn them in.
EDU 3130
Reading Process and
Practice
Schedule
AUGUST
Tuesday, 24
#1
Definition of Reading & Introduction to the
course. Models of Reading Instruction.
Thursday, 26
#2
Non Visual and Visual Information. Role of Prior
Knowledge, Cultural and Linguistic
Backgrounds. Cue Systems.
T Ch.1 (2-6). Reading as a transactive process.
Tuesday, 31
#3
Conditions of Learning. Immersion.T Ch.1 (6-8)
& Cambourne (45-47). Defining our role and
goals: Developing independent, strategic, and
motivated readers T Ch. 1 (6-8)
T Ch. 2 (9-13). Word and text level strategies.
Teaching Reading in the Upper Elementary
Grades. S&S Ch. 1; (Read: Gregory Article)
SEPTEMBER
Thursday, 2
#4
Setting Goals. Children’s Stages of Development
in Reading. T Ch.2 (13-18). Expectations.
Cambourne (57-60).
Tuesday, 7
#5
Basic components of a Reading Workshop.
Creating a Purposeful Literate Environment and
Organizing Trade Books T Ch 3 (19-25);
Organizing the classroom library. S&SChs. 2& 3
EDU 3130
Reading Process and
Practice
Demonstrations. Cambourne (47-50).
Thursday, 9
#6
Materials & Daily Schedule T Ch 3 (25-33).
Slowing Down During the First Six Weeks.
S&S Ch. 4; Multimodal literacies
Tuesday, 14
#7
Reading Conferences T Ch. 4 (36-44). Creating a
context for assessment and evaluation.
Engagement. Cambourne (50-57).
Thursday, 16
#8
Taking records of oral reading; retellings and
reading discussions T Ch. 5 (45-63). Retellings
and Reading Discussions T Ch. 6 (64-77)
Tuesday, 21
#9
NO CLASS – FIELDWORK (Observation)
Thursday, 23
#10
Demonstrating Strategies in Whole Class Settings:
Read Aloud. T Ch 7 (80-90). D.L.T.A. (Directed
Listening Thinking Activity).
(Read: Ray article)
Tuesday, 28
#11
Demonstrating Strategies in Whole Class Settings:
Shared Reading. T Ch 7 (90-95). Picture Walks
and Think Alouds. Cloze procedures.
Thursday, 30
#12
Demonstrating Strategies in Small Group Settings:
Vocabulary instruction; word study groups –
analyzing words for phonetic, structural, and
morphemic features; T Ch 9 (115-124).
EDU 3130
Reading Process and
Practice
OCTOBER
Tuesday, 5
#13
NO CLASS TODAY – FIELDWORK (3-5
Comprehension Strategy Lesson)
Thursday, 7
#14
Phonics Terminology. Sampling Graphic Cues.
Responsibility. Cambourne (151-165).
Tuesday, 12
#15
Aesthetic and Efferent Responses to Text.
Motivation and Personal Significance on
Comprehension
Question Answer Response (QAR). Demonstrating
Strategies in Small Group Settings: Guided
Reading T Ch 8 (107-114). Grouping beyond
levels S&S Ch. 5
Thursday, 14
#16
TEST ONE
Tuesday, 19
NO CLASS – FALL BREAK
Thursday, 21
NO CLASS – FALL BREAK
Tuesday, 26
#17
NO CLASS TODAY – FIELDWORK
(Observation)
Thursday, 28
#18
Guided Reading. T Ch 8 (96-106). Literacy
Centers; options for organizing time and activities
during reading workshop. (Read: Ford Article)
**COMPREHENSION STRATEGY LESSON DUE
EDU 3130
Reading Process and
Practice
NOVEMBER
Tuesday, 2
#19
Matching Children with Texts for Independent
Reading T Ch 11 (136-151). Independent
Reading Time. T Ch 12 (152-162). USE
Cambourne, (70-75). (Read: Miller Article)
Thursday, 4
#20
Responding to Story T Ch 13 (163-181).
Response Cambourne (75-80). Conversations
and Writing to Clarify Thinking S&S Ch. 6
Tuesday, 9
#21
Feedback to Oral Reading T Ch 10 (125-132)
Approximation. Cambourne (66-70). (Read:
Compton article);
Thursday, 11
#22
Using assessment to inform instruction (Read:
Gill article)
**CLASSROOM OBSERVATIONS DUE
Tuesday, 16
#23
NO CLASS – FIELDWORK (K-2 Read Aloud)
Thursday, 18
#24
Literature discussion groups; book projects;
written responses; drama. Supporting Thinking
with Evidence from the Text. S&S Ch. 9
Tuesday, 23
#25
Reading across the content areas; graphic and
semantic organizers; Reading Difficult Text with
Persistence and Stamina. S&S Ch. 8. Critical
literacy and multiple perspectives (Read: Soares
EDU 3130
Reading Process and
Practice
Article)
**READ ALOUDS DUE
Thursday, 25
Tuesday, 30
NO CLASS - THANKSGIVING
#26
Engaging reluctant readers; Browsing and Text
(Print and Non-Print) Choice All Year Long. S&S
Ch. 7; Integrating technology to support readers’
meaning making processes
DECEMBER
Thursday, 2
#27 **READING BUDDY PORTFOLIO DUE
PRESENTATIONS – Multimodal Literacies
Tuesday, 7
TBA
Honor Code
Plagiarism
and Cheating
Evaluation
and Grading
#28
PRESENTATIONS – Multimodal Literacies
FINAL EXAM
***See Exam Schedule for date/time
Every student is honor-bound to refrain from conduct which is unbecoming of a
High Point University student and which brings discredit to the student and/or the
University. All students are expected to know and follow the University Honor
Code and Uniform Conduct Code. The Codes of Conduct can be found on the High
Point University website as well as in the Undergraduate and Graduate
Handbooks.
This course follows the High Point University Honor Code Preamble found in the
Bulletin. Students are required to read this policy.
Evaluation:
Task
Percentage of Grade
Test One
10%
Read Aloud
15%
Classroom Observations
15%
Comprehension Strategy Lessons
15%
Multimodal Literacies Project
10%
Reading Buddy (fieldwork portion of course)
20%
Comprehensive Exam
15%
EDU 3130
Reading Process and
Practice
Grading:
100-97=A+; 96-94=A; 93-90=A79-77=C+; 76-73=C; 72-70=C-
89-87=B+; 86-83=B; 82-80=B69-60=D; below 60=F
Evaluation will be based upon successful completion of the assignments listed above in accordance with
the University grading scale. In addition, class attendance and participation are essential for students
hoping to achieve a high average.
Students must maintain a cumulative GPA of 2.50 to continue in the Teacher Education Program. A
grade of C- or lower in any education course will require the student to repeat that course if he/she
plans to continue in teacher education.
A final word on grading…
Incompletes as a grade are reserved for extraordinarily extenuating circumstances such as extended
hospitalization or documented illness. Incompletes are not granted simply because a student has not
been able to complete work in the time frame of the course.
BIBLIOGRAPHY
Adams, M.J. (1990). Beginning to Read. Cambridge, MA: Bradford Book.
Allington, R.L. and Wallmsley, S.A. (1995). No Quick Fix. New York, NY: Teachers
College Press.
Cambourne,B. (1988). The Whole Story. N.Y.: Scholastic.
Coles, G. (2000). Misreading Reading. Portsmouth, NH: Heinemann.
Cordeiro, P. (1992). Whole Learning. Katonah, NY: Richard C. Owen.
Fountas, I. & Pinnell, G. (1999). Matching Books to Readers. Portsmouth, NH.: Heinemann.
EDU 3130
Reading Process and
Practice
Goodman, K.S. (2000). On Reading. NH: Heinemann.
Guthrie, J.T., & Alvermann (1999). Engaged Reading. New York: Teachers College Press.
Harp, B., & Brewer, J. (2005). The Informed Reading Teacher. Ohio: Pearson.
Hiebert, E.H., (1991). Literacy For Diverse Society. New York, NY: Teachers College Press.
Jensen, E., (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision
and Curriculum Development.
Krashen, S., (1999). Three Arguments Against Whole Language and Why They Are Wrong.
Portsmouth, NH: Heinemann.
Keene, E. & Zimmermann, S. (2007). Mosaic of Thought: The power of comprehension strategy
instruction (2nd ed.). Portsmouth, NH: Heinemann.
Moustafa, M. (1997). Beyond Traditional Phonics. Portsmouth, NH: Heinemann.
Rigg, P. & Allen, V.G. (1989). When They Don’t Speak English. Urbana, IL: National Council of
Teachers of English.
Routman, R. (2003). Reading Essentials. N.H.: Heinemann.
Siu-Runyan, Y. & Faircloth, C.V. (1995). Beyond Separate Subjects: Integrative Learning at the
Middle Level. Norwood, MA: Christopher Gordon.
EDU 3130
Reading Process and
Practice
Snow, C., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children.
Washington, D: National Academies Press.
Weaver, C. (2002). Reading Process and Practice. Portsmouth, NH: Heinemann.