Alabama State University s4

ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

SYLLABUS

COURSE NAME: READING AND LANGUAGE DEVELOPMENT

COURSE NUMBER: REA 373

DESCRIPTION: This course is designed to investigate the overall relationship that exists between reading as a development process and language as an intricate part of that process. Patterns of speech in young children, experiential background, and reading readiness activities will be important issues in this course. The emphases on scientifically-based reading research and its influence on instructional practices for P-3 grade levels will be the focus of this course.

CREDIT HOURS: 3 Semester Hours

INSTRUCTOR: Parichart G. Thornton, Assistant Professor

TELEPHONE: (334) 229-4766 or (334) 229-4485

OFFICE: Councill Hall 209

OFFICE HOURS: As Posted

ATTENDANCE POLICY: See UNIVERSITY UNDERGRADUATE CATALOG

AMERICANS WITH DISABILITY ACT: Any student(s) requiring alternative format for testing and/or handouts for this course, or other type of accommodation due to a handicapping condition, should advise the instructor within the first week of class.

Prepared by: ______Parichart G. Thornton Date

Approved by: ______Department Chair Date

______Dean Date REVISED: 06/2007 PURPOSE OF THE COURSE

This course, Reading and Language Development, provides opportunities to focus on knowledge that prospective teachers must acquire in order to ensure that they develop into effective instructional practitioners who are able to teach young children in various instructional settings. Reading instruction is currently undergoing subtle but definite changes to include the findings from scientifically-based reading research. By examining established practices, approaches and techniques, as well as current research in the field of reading education, this course will provide students the opportunity to develop skills and strategies necessary to enhance and support their students' abilities and desires to read. This course will also examine instructional practices for the English Language Learner. Consistent with the College Of Education

Conceptual Framework Model, "Educator as a Decision Maker, " this course aims to give students both theoretical information and practical experience through working with and observing public school students and teachers and reflecting on these experiences in order to arrive at their educational philosophy.

This course aims to provide each of the candidates with opportunities to develop the knowledge, skills, and dispositions required to grow into an Educator as Decision Maker.

COURSE CONTENT

The content of this course will examine and focus on effective practices to teach the emergent to early readers using language as the vehicle for learning to read. This course will especially emphasize the importance of scientifically-based reading research impact on instructional procedures. Therefore, the goal of this class will be to develop classroom teachers that are highly skilled in employing systematic and explicit instruction in the following areas:

(a) extending and developing the learner's language skills (b) extending and developing phonological and phonemic awareness (c) developing and extending the learner's knowledge of the alphabetic principle and phonics (d) developing and extending the learner's vocabulary (e) developing and improving the learner's fluency and understanding its relationship to comprehension and to the reading process (f) developing and refining the learner's comprehension strategies (g) recognizing and learning how to use assessment to inform instruction for screening, progress, monitoring, and optional reading outcomes (h) learning and managing various instructional format to include small groups, whole groups, mixed ability group, and one-on-one (i) learning and managing effective intervention for the struggling reader (j) learning and managing activities for the diverse language learner

2 OBJECTIVES

As a result of reading peer-reviewed literature, class discussions, demonstration, field experience and active participation in this course with special emphasis on scientifically-based reading research students will: 1. Knowledge of research and theory underpinning effective teaching and learning. 290-3-3- .04(2)(c)4.(i)**

2. Knowledge of a wide range of research-based instructional strategies and the advantages and disadvantages associated with each. 290-3-3-04(2)(c)4.(ii)**

3. Knowledge of standard oral and written communications. 290-3-3-04(3)(c)1.(i)

4. Knowledge of the impact of native language and linguistic background on language acquisition. 290-3-3-04(3)(c)1.(ii)**

5. Knowledge of media communication technologies that enrich learning opportunities. 290-3-3- 04(3)(c)1.(iii)***

6. Ability to model appropriate oral and written communications. 290-3-3-04(3)(c)1.(iii)

7. Knowledge of strategies associated with accelerated, highly specialized, explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension that significantly expands and increases students’ pace of learning and competence in reading, writing, speaking, listening. 290-3-3-04(3)(c)2.(i)**

8. Knowledge of assessment tools to monitor the acquisition of reading strategies, to improve reading instruction, and to identify students who require additional instruction.290-3-3- 04(3)(c)2.(ii)**

9. Ability to integrate reading instruction into all content areas that one teaches. 290-3-3- 04(3)(c)2.(iii)**

10. Ability to stimulate interest in and foster appreciation for the written word, promote reading growth, and increase the motivation of students to read widely and independently for information and pleasure. 290-3-3- 04(3)(c)2.(iv)*

11. Knowledge of a range of professional literature, particularly resources that relate to one’s own teaching field(s). 290-3-3- 04(5)(c)2.(i)***

12. Knowledge of current and emerging state initiatives and programs including, but not limited to, the Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI); Alabama Learning Exchange (ALEX); and Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS) and their relationship to student achievement. 290-3-3- 04(5)(c)3.(i)***

13. Ability to participate in school improvement planning by working collaboratively with teams focused on specific improvement initiatives. 290-3-3- 04(5)(c)4.(iii)**

14. Ability to assume increased leadership responsibility in school, district, and state improvement initiatives over the course of one’s professional career. 290-3-3- 04(5)(c)4.(iv)**

NOTE: The following symbols are used to indicate what characteristics of Educator as a Decision Maker are emphasized in each content or objective statements: *= change agent * * = reflective practitioner * * * = lifelong learner

3 EVALUATION AND MINIMUM STANDARDS

Objectives 1-5 and 7-8 will be evaluated on the basis of topic tests, a mid-term examination, and a final examination. The topic tests covering specific chapters from the textbook and supplementary materials will be worth 100 points. The mid- term and final examination will each be with 100 points. The topic tests, mid- term examination and final examination will be comprised of objective and essay questions. To pass Objectives 1-5 and 7-8, a student must score at least 70% for each of the objectives. Objective 9 will be evaluated on the completion of a ten-hour field experience in an actual school setting, and a written experience log. To pass this objective, a candidate must score 35 points out of a possible 50 points (see format) as well as a passing grade from the cooperating teacher. Objective 10 will be met upon the completion of 5 literacy learning activities. Each literacy learning activity will be worth 20 points each. To pass this objective, students must score at least 70% for each of the objectives. Objectives 11 and 12 will be evaluated upon the submission of a Literacy Binder which includes the Alabama Reading Initiative’s (ARI) guide to explicit and systematic reading instruction, Put Reading First, and reflections regarding Scientifically Based Reading Research articles . To pass these objectives, a student must score at least 70 points out of a possible 100. Objectives 13 and 14 will be evaluated on the completion of 3 Web Quest tasks. To pass this objective, a candidate must score 170 points out of a possible 200 points.

GRADING For a grade of "A", a student must pass all objectives with a composite score of 800-900 points.

For a grade of "B", a student must pass all objectives, with a composite score of 700-799 points.

For a grade of "C", a student must pass all objectives, with a composite score of 600-699 points.

A grade of "D" will be assigned with a composite score of 500-599 points.

A grade of "F" will be assigned with a composite score of 499 or less.

EVALUATION SCALE

2 topic tests @100 points 200 points 1 mid-semester exam 100 points 1 final exam 100 points 5 literacy learning activities @ 20 points 100 points Literacy Binder 100 points Web Quest 200 points Pre-Clinical Experience Evaluation 50 points Classroom participation and effort 50 points 900 points

4 METHODS AND MATERIALS

A. METHODS

1. Lectures and demonstrations by professor 2. Class discussions 3. Web Quest 4. Literacy Learning Activities 5. Pre-Clinical Experience

B. MATERIALS

1. Course Textbook 2. Selected readings from course bibliography 3. Audio-visual materials

MAKE-UP OUIZ OR EXAMINATION There will be no make-up quizzes or examinations under normal circumstances.

ABSENCES Each student is expected to attend all lectures, seminars, laboratories, and fieldwork for this course, including the first class session, in order to verify registration with the instructor, and to complete all work assigned for the course.

The Office of Student Affairs grants official excuses or authorizes for university activities, verified personal illnesses or deaths in the immediate family. Candidates should understand that absences might jeopardize their grades. For more information refer to the Alabama State University’s undergraduate handbook.

COURSE REOUIREMENTS PROJECTS/ASSIGNMENTS For any project or assignment listed in the course syllabus that is turned in past the stipulated due date, there will be ten points deducted per day from the total points earned for the project or assignment.

TEXTBOOK Nettles, Diane Hood (2005). Comprehensive Literacy Instruction in Today’s Classrooms:The Whole, the Parts, and the Heart. Boston. Allyn and Bacon.

Supplemental Resources: Activities to Implement the Pre-Kindergarten Curriculum Guidelines. (2002). University of Texas Center for Reading and Language Arts. University of Texas System/Texas Education Agency.

Newman, Susan. (2001). National Reading Panel. Put reading first: the research building blocks for teaching students to read.

The University of Texas Center for Reading and Language Arts Resources, Austin, Texas: 3 Tier Reading Model.