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Developmental Reading TCE 583, Three Credits Teacher: Ken Winograd 737-5988; [email protected] Office hours: ! a""oint#ent School of Education Mission Statement: The #ission of $o%%ege of &ducation is to "re"are' ins"ire and su""ort teachers' counse%ors' educationa% %eaders' researchers' and (o%unteers to "ro#ote %ife%ong %earning in schoo%s' co%%eges' uni(ersities' co##unities' and work"%aces. &# racing an inno(ati(e s"irit in teaching' research' ser(ice' and know%edge disse#ination' we are co##itted to the (a%ues of di(ersit! and socia% )ustice in a g%o a% societ!. Course Description: *e(e%o"#ent of "edagog! in teaching of reading to e%e#entar!aged students' inc%uding the teaching of (oca u%ar!' co#"rehension' "honics' f%uenc! and #oti(ation to read. +se of chi%dren,s %iterature' assess#ent a""roaches' and s"ecia% needs students are a%so addressed. This is a -T$& course in the e%e#entar! .##ersion /0T -rogra#. Conceptual rame!or": This course "ro(ides students with a ackground in reading' %iterac!' and %anguage de(e%o"#ent fro# socia% constructi(ist as we%% critica%ist1socia% )ustice "ers"ecti(es. The goa%s and o )ecti(es of the course wi%% ref%ect Oregon state content standards and assess#ents; state %icensing e2"ectations for teachers of reading; .nternationa% 3eading 0ssociation 4tandards for 3eading -rofessiona%s; and .3015$T& 4tandards for the &ng%ish 6anguage 0rts. The course %eads students to ana%!7e %anguage and %iterac!

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de(e%o"#ent issues fro# a critica% "ers"ecti(e ! e2a#ining the inf%uences of gender' ethnicit!' and socioecono#ic status and de(e%o" teaching1reading strategies that a""ro"riate%! #atch the needs of indi(idua% chi%dren. $onsistent with the 4choo% of &ducation /ission 4tate#ent' the course ai#s to su""ort students9 %earning of inno(ation in the teaching of reading whi%e "ro#oting di(ersit! and a socia%%! )ust societ! and wor%d. Course #oal: 4tudents wi%% de(e%o" an understanding of a a%anced reading "rogra#' inc%uding its theor! and "edagog!. $%&ectives 'and related course assignments(: 8. *e#onstrate an understanding of the reading "rocess :8' 3; <. *e#onstrate know%edge to assess students9 reading eha(ior and e%iefs :8' 3; 3. *e#onstrate know%edge to "%an instruction ased on assess#ent data :8' 3; =. *e#onstrate know%edge to teach co#"rehension' (oca u%ar!' and "honics :<' 3; 5. *e#onstrate the know%edge of state and nationa% standards' inc%uding .30 reco##endations' and how to use these standards and reco##endations in de(e%o"ing dai%! %essons :3; >. *e#onstrate a i%it! to create a sti#u%ating c%assroo# %iterac! en(iron#ent' inc%uding enhancing students, #oti(ation to read :3 7. )lan and design effective literac* learning environments and e+periences supported %* technolog* '3( Course objectives related specifically to social justice and cultural competence: 8. 6earn to criti?ue chi%drens %iterature for ias ased on race' c%ass' gender' and ideo%og! :5;

9. *e(e%o" an understanding of structures' in organi7ing the %iterac! c%assroo#' that ref%ect "articu%ar cu%tura% "ers"ecti(es :3' 5; 8@. *e(e%o" the a i%it! to "ose higher-%e(e% thinking ?uestions as we%% as teach e%e#entar!-aged students to "ose their own higher%e(e% ?uestions :5; 88. Aeco#e aware of the i#"ortance of se%ecting te2t that ref%ects students9 e2"erience and te2t that is "ro(ocati(e and re%e(ant to students9 %i(es :5; 8<. +nderstand the re%ationshi" etween cu%ture and %anguage' "articu%ar%! how this re%ationshi" #a! infor# our teaching :3' 5; 83. *e#onstrate know%edge to teach reading to students who are &ng%ish 6anguage 6earners :3' 5; Re,uired Te+ts: $oo"er' *. B. 6iterac!: Ce%"ing chi%dren construct #eaning. 5ew Dork: Coughton /iff%in. Car(e!' 4.' E Foud(is' 0. 4trategies that work: Teaching co#"rehension for understanding and engage#ent. $ther reading materials related to the miscue anal*sis !ill %e passed out in class$ther recommended resources: $unningha#' -. :<@@@;. -honics the! use: Words for reading and writing. 5ew Dork: 6ong#an. $unningha#' -. /.' E Ca%%' *. -. :899=;. /aking words. -arsi""an!' 5B: Food 0""%e. 0%%ington' 3. 6.' :<@@8;. What rea%%! #atters for strugg%ing readers. Aoston: 0%%!n E Aacon.

Course Schedule: $%asses wi%% e he%d at the -hi%ade%"hia Aa"tist $o##unit! $hurch in -ort%and on the fo%%owing dates: Ban 8=' Ban <8' Ge 88' /r = :9a#-="#;. :The c%ass wi%% a%so #eet in 4a%e#' Ban <8' 9:@@a#-noon.; 5otes: each c%ass wi%% egin with read a%oud and discussion of ias in curricu%u# and teaching. *uring each c%ass session' we wi%% ana%!7e chi%drens %iterature for ias' deter#ine how to se%ect re%e(ant te2t for students9 reading' and work on the de(e%o"#ent of higher-%e(e% thinking ?uestions. .an /0: :9:@@a#-<:85"#;; re(iew s!%%a us; KW6; what rea%%! #atters in the teaching of reading; teaching reading fro# (ar!ing theoretica% "ers"ecti(es; co#"onents of a%anced reading "rogra#; the read a%oud; res"onse acti(it!; higher %e(e% ?uestioning in reading; sche#a theor! and cueing s!ste#s in reading; "hases of reading "rocess :"re reading' during reading' "ost reading;; co#"rehension teaching %esson; cueing s!ste#s1#iscue ana%!sis; reading inter(iew; .an 1/: :9:@@a#-noon; in 4a%e#;; #iscue ana%!sis "ro)ect; guided reading .an 18: :9:@@a#-noon;; #ore on #iscue ana%!sis "ro)ect; reci"roca% teaching; teaching (oca u%ar!; te2t structure and gra"hic organi7ers; teaching ski%%s; guided reading e% /8: :9:@@a#-noon;; si%ent ( ora% reading; guided reading1s#a%% grou" instruction; teaching ear%! %iterac! :inc%uding "honics;; the dai%! fi(e; the reading conference

Mr 0: :9:@@a#-<:@@"#;; f%uenc!; %iterature discussion1%iterature circ%es; *3T0; teaching %iterar! e%e#ents Course 2ssignments and Evaluation Criteria: 2ssignment $ne. Students !ill conduct a miscue anal*sis of a student who is reading at the inde"endent %e(e%. .n the ana%!sis' the student wi%% e2a#ine the eha(ior and e%iefs of the reader. 4tudents wi%% #ake instructiona% reco##endations and "%ans to su""ort the reader ased on his or her ana%!sis. 3se the handout in class on the miscue anal*sis procedure- 4 repeat: follo! this handout ver* carefull* and use its suggestions for ho! to interpret the data- 5our final report must include ever* section contained in the model miscue report passed out in class on .anuar* /04f an* section is missing or if an* section is incomplete, the paper !ill earn 6ero points- Students ma* revise initial drafts, resu%mit and earn full credit !hen7if all sections are complete8ote on the reading %eliefs intervie!. 4u##ari7e and interpret student,s answers to ?uestions. :*o not "ro(ide a transcri"t' or a (er ati# re"orting' of the inter(iew.; When inter"reting student,s res"onses' the re"ort shou%d #ake )udg#ents a out the student showing road :or narrow; conce"tions of the reading "rocess' or functiona% :or d!sfunctiona%; eha(iors as a reader :fi(e "oints; You should go to the External Links to find the interview questions as well the explanation for conducting the interview and how to interpret this data. 5ote: 4u##ari7e the eha(iors and e%iefs of the reader. .n what wa!s does this reader e2hi it effecti(e eha(iors and e%iefs. .n what wa!s does this reader e2hi it ineffecti(e eha(iors and

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e%iefs. 6ist and rief%! e2"%ain at %east three teaching strategies or student acti(ities to su""ort this reader,s de(e%o"#ent. The strategies #ust re%ate' or ref%ect' the descri"tion of the student9s eha(iors and e%iefs. Assessment: Point value for each component of the report is listed above. f students! miscue report needs revision" students ma# respond to the teacher!s feedback and then revise the report. 2ssignment Three. Students !ill !rite t!o comprehension lessons' on an! of the se(en strategies descri ed in the $oo"er ook. :4uggestion: write %essons that ref%ect co#" strategies in the Car(e! ook.; 4tudents shou%d tr! to use a "iece of chi%dren9s %iterature as the te2t in the teaching of the strateg!. 4a#"%e %essons wi%% e de#onstrated in c%ass. Also see $ooper pages %&'(%)' *)+&(),% in +th edition- for other sample lessons. .ample lessons are contained on /lackboard" E01E23AL L 34.. The lesson plan structure should follow, exactly, the form you are using for the work sample. 4tudents need to write and teach two %esson "%ans. 4tudents can teach their %esson to the who%e c%ass' s#a%% grou"' or indi(idua% students. 4tudents shou%d turn in a ref%ection "a"er as it re%ates to their teaching of these %essons: 9hat !ent !ell: 9hat did not go !ell: 9hat changes !ould 4 ma"e if 4 taught this lesson again: This ref%ection "a"er shou%d e no #ore than one "age t!"ed' dou %e s"aced. Assessment: 1o earn full credit" students need to write and teach two lessons" include all the lesson components indicated in the sample lessons in the $ooper book5 teach one of the lessons to a the whole class" small group or individuals5 and generate a reflection paper on the lessons5 and the reflection should respond to the prompts listed above.

2ssignment Three. Readings and Classroom )articipation: 4tudents are e2"ected to "artici"ate in c%assroo# discussions' acti(ities and ro%e "%a!s. This is a crucia% "art of the c%ass. Students !ho miss class !ill %e re,uired to engage in readings7!ritten reflections that mirror the topics that !ere e+amined in class the da* of the a%sence0%% "ostings and res"onses to "eers #ust e #ade ! the date indicated for the reading :see AA *iscussion Goru#' which %ists week ! week what (ideos1readings to do and where these te2ts are found;. Cow #uch to write in !our "ostsH The teacher wi%% indicate on a case- !-case asis if students need to ad)ust the ?ua%it! or ?uantit! of their "osts. 2ssignment our. 0na%!sis of ias in te2ts and teaching of %iterac!. 4tudents wi%% turn in a "a"er on their criti?ue of ias in te2ts used in their c%assroo# as it re%ates to c%ass' gender' race' %anguage' a %eis#' (a%ues or ideo%og!. Ae war! of iases that #ight e "ro %e#atic or dangerous' in the sense that the iases ref%ect the do#inant wor%d(iew. The te2ts that !ou consider for ias can e chi%dren9s %iterature' te2ts used for s#a%% grou" instruction' te2t ooks' (ideos' e(en en(iron#enta% "rint %ike "osters. What "ers"ecti(e do the te2ts used in the teaching of reading "ro#ote or ref%ectH What (a%ues do the te2ts ref%ectH Whose "ers"ecti(es are not eing re"resented in the te2t' what grou":s; are eing %eft outH
Criti,ue %ias as it relates to the follo!ing: 4ocia% c%ass

6anguage1dia%ect 3ace &thnicit!1cu%ture Fender :"atriarch!; Ia%ues1wor%d (iew1ideo%og! 4e2ua% orientation 0geis#' 0 %eis# What e%seH Te+ts can e traditiona% %inguistic1(er a% :writing' on the "age; or (isua%1(er a% :fi%#;' (isua%1non (er a% :"aintings' "ictures' "osters;' inter"ersona%1organi7ationa% :grou"ing "ractices;' or "edagogica%1teaching techni?ues . 2ll te+ts reflect %iases. 5othing is ias neutra%. The cha%%enge here is to detect and name te2ts that ha(e iases that #a! tend to e2c%ude students fro# historica%%! o""ressed grou"s' grou"s that continue to e2"erience e2c%usion and o""ression. 0%so' %ook for iases that ref%ect the do#inant discourse: #ateria%is#' consu#eris#' indi(idua%is#' "atriarch!' whiteness' ageis#' a %is#' #idd%e c%assness' heterose2ua%it!. 1herefore" be on the look( out for biases embedded in the teaching of literac# that are dangerous" exclusionar#" problematic. Bias criti ue paper: $onsider a%% te2ts used with students in !our c%ass. &2a#ine te2ts used in guided reading' who%e c%ass read a%ouds' en(iron#enta% "rint1"osters1wa%% dis"%a!s' antho%og! te2ts' science and socia% studies te2ts' teacher ta%k1stories1directions. *escri e the kinds of iases !ou notice in the dai%! discourse in !our c%assroo#. /ake )udg#ents a out these iases. 0re the! educati(e and %ead students to e%ie(e in a #ore ega%itarian societ!' a fairer societ!' a societ! that structures the distri ution of resources #ore fair%!. What changes wou%d !ou #ake to reduce the Jhar#fu%K iases o ser(edH Cow wou%d !ou go a out teaching students to criti?ue te2ts for hidden iasesH Tr! to do this' e(en with a s#a%% grou" or indi(idua%s and re"ort !our efforts here. -a"er %ength: t!"ed' dou %e s"aced' 8< "t font' one inch #argins: three to four "ages #ini#u#. 2ssignment ive: Criti,ue of State Standards

4tudents wi%% e2a#ine the state standards for %anguage arts :fourth grade; "assed out in c%ass; and criti?ue this docu#ent for what is #issing. 0%so known as the Jnu%% curricu%u#K' what is #issing fro# the standards shou%d ref%ect socia% )ustice conce"ts re%ated to education and teaching. 4tudents wi%% identif! know%edge or conce"ts students shou%d know or e a %e to useLthat is not now inc%uded in this fra#ework. 4tudents wi%% ring a co"! of the standards to c%ass on Banuar! 8= read! to share their criti?ue in s#a%% grou" and %arge grou". *uring s#a%% grou" work' students #a! re(ise their origina% #arkings and co##entar!. 4tudents wi%% turn in criti?ue at end of c%ass on Ban 8=.

MMMMMMMMMMMMMMMMMMMMMMMMMM )oint ;alues for 2ssignments: 8. <. 3. =. 5. /iscue ana%!sisLL......LL.L<5 $o#"rehension %essonsLLL..85 3eadings1"artici"ation...LLL3@ $riti?ue of iasLLLLLL..85 $riti?ue of standardsL.LLL..5

Frading:
9=-8@@..........0 [email protected] 8@-8>............A 77-79............A7=-7>...........$N 7@-73LLL$ >@->9LLL* under >@LLG

!ue !ates: 0na%!sis of inter(iew: Banuar! <7 $o#"%ete #iscue ana%!sis: /arch = $o#"rehension %essons: Ge ruar! 88 $riti?ue of ias: Ge ruar! <8

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3eadings: see AA *iscussion Aoard for due dates 2uthori6ation levels of this class: The c%ass is organi7ed to address %iterac! teaching fro# kindergarten to si2th grade. 4tudents are asked to sha"e course assign#ents that ref%ect their first authori7ation teaching situations. Students !ith Disa%ilities 4tudents with docu#ented disa i%ities who #a! need acco##odations' who ha(e an! e#ergenc! #edica% infor#ation the instructor shou%d e aware of' or who needs s"ecia% arrange#ents in the e(ent of e(acuation' shou%d #ake an a""oint#ent with the instructor as ear%! as "ossi %e' and no %ater than the first week of the ter#. $%ass #ateria%s wi%% e #ade a(ai%a %e in accessi %e for#at u"on re?uest. <in" to Statement of E+pectations for Student Conduct htt":11oregonstate.edu1ad#in1stucon1achon.ht# 2cademic 4ntegrit* O 4tudents are e2"ected to co#"%! with a%% regu%ations "ertaining to acade#ic honest!' defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthori6ed materials or fabricated information in an# academic work. Gor further infor#ation' (isit 0(oiding 0cade#ic *ishonest!' or contact the office of 4tudent $onduct and /ediation at 5=8-737-3>5>. Conduct in this online classroom O 4tudents are e2"ected to conduct the#se%(es in the course :e.g.' on discussion oards' e#ai% "ostings; in co#"%iance with the uni(ersit!,s regu%ations regarding ci(i%it!. 4tudents wi%% e e2"ected to treat a%% others with the sa#e res"ect as the! wou%d want afforded the#se%(es. *isres"ectfu% eha(ior to others :such as harassing eha(ior' "ersona% insu%ts' ina""ro"riate %anguage; or disru"ti(e eha(iors in the course :such

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as "ersistent and unreasona %e de#ands for ti#e and attention oth in and out of the c%assroo#; is unacce"ta %e and can resu%t in sanctions as defined ! Oregon 0d#inistrati(e 3u%es *i(ision @85 4tudent $onduct 3egu%ations. <in" to Conceptual rame!or", =no!ledge >ase, and 8ational and State The -rofessiona% Teacher and $ounse%or &ducation :-T$&; unit $once"tua% Gra#ework is ased on four foundationa% or core (a%ues that are %isted e%ow. To find out #ore a out how the know%edge ase re%ates to the 5ationa% $ounci% for 0ccreditation of Teacher &ducation :5$0T&; guide%ines' re(iew the $once"tua% Gra#ework at the we site: htt":11oregonstate.edu1education1accreditation1 8. &thics and -rofessiona%is# <. 3ef%ecti(e -ractitioner 3. 6ife%ong 6earners =. *i(ersit! and &?uit! With res"ect to nationa% standards' this course inc%udes a""%ication of 5$0T& content know%edge' "rofessiona% and "edagogica% know%edge and ski%%s' dis"ositions' and student %earning. 5$0T& +nit 4tandards: htt":11www.ncate.org1"u %ic1unit4tandards3u rics.as"HchP= The Oregon T4-$ 4tandards e# edded in this course inc%ude the fo%%owing: 4tandard 8: -%an .nstruction that su""orts student "rogress in %earning and is a""ro"riate for the de(e%o"#enta% %e(e%. :assign#ent 8' <' =; 4tandard <: &sta %ish a c%assroo# c%i#ate conduci(e to %earning :assign#ent 3' =' 5;

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4tandard 3: &ngage students in "%anned %earning acti(ities :assign#ent <; 4tandard =: &(a%uate' act u"on' and re"ort student "rogress in %earning :assign#ent 8' <; 4tandard 5: &2hi its "rofessiona% eha(iors' ethics' and (a%ues :assign#ent 3' =' 5;