ED-301b Reading Methods

Course Description: This course provides students with methods for teaching reading to elementary children including students for whom learning presents challenges.  Students become familiar with a variety of approaches to the teaching of reading, learn how to use local reading standards and benchmarks in lesson planning, analyze reading curriculum, demonstrate strategies for teaching specific decoding and comprehension skills in both English and their heritage language, develop lessons to teach decoding and comprehension skills in their heritage language, and demonstrate strategies for assessing reading skills and reading levels. 

  • Prerequisite Course(s): Acceptance into third-year program

A.  PROGRAM LEARNING OUTCOMES (PLOSs):
The student will be able to:
      1.  Demonstrate comprehension and application of the FSM elementary school
      curriculum standards.
 2.  Apply a variety of teaching approaches to meet learning needs of FSM elementary
      school students.
 3.  Assess and evaluate learning of the elementary student at both the formative and
      summative levels.
 4.  Organize and manage an elementary classroom environment for learning.
 5.  Demonstrate comprehension and application of learning theories and principles,
      human development, language development, educational foundations, socio cultural
      issues, technology, and strategies for teaching students with special needs.
 6.  Demonstrate professionalism.

 B.  STUDENT LEARNING OUTCOMES (SLOs) – GENERAL:
The student will be able to:
1.  Demonstrate understanding of basic foundation skills important to the teaching of reading by
defining reading, differentiating among various philosophical approaches to the teaching of reading, and writing lesson objectives based on the FSM and State reading standards and benchmarks.
2. Demonstrate strategies for teaching decoding/word recognition skills at all elementary levels
in both English and his/her heritage language.          
3. Demonstrate strategies for teaching reading comprehension skills at all elementary levels in
both English and his/her heritage language.
4. Demonstrate strategies for teaching guided story/passage reading at all elementary levels in
both English and his/her heritage language.
5. Demonstrate strategies for assessing reading skills strengths and weaknesses, placing
students in appropriate reading levels, and grouping students for instruction.

SLO

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

1

DM

 

 

 

 

 

2

 

M

 

 

 

 

3

 

M

 

 

 

 

4

 

M

 

 

 

 

5

 

 

DM

 

 

 

I = Introduced
D = Demonstrated
M = Mastered

 C.  STUDENT LEARNING OUTCOMES (SLOs) – SPECIFIC:
The student will be able to:
General SLO 1.  Demonstrate understanding of basic foundation skills    
important to the teaching of reading by defining reading, differentiating among various
philosophical approaches to the teaching of reading, and writing lesson objectives based on the FSM  
and State reading standards and benchmarks.

Student Learning Outcomes

Assessment Strategies

1.1 Define reading.

Student writes definition of reading as part of an exam.

1.2 Analyze reading materials by labeling them as one of the following: phonic, linguistic, basal/look-say/sight, or whole language and provide rationale for the label.

Instructor sets up display of 10 reading programs, including samples of phonic, linguistic, basal/look-say/sight, and whole language approaches. Student labels each set of materials and provides written rationale for each label.

1.3 Write measurable reading instructional objectives for FSM and State reading benchmarks.

Student writes six instructional objectives based on FSM and State reading benchmarks and strategies presented in class on a series of three quizzes. A scoring rubric is used to ensure each objective has a learner, a measurable behavior, clear conditions, and a criterion for performance.

 
General SLO 2.   Demonstrate strategies for teaching decoding/word
recognition skills at all elementary levels in both English and his/her heritage language.

Student Learning Outcomes

Assessment Strategies

2.1  Say the sounds of most frequently used English sounds/letters and sound/letter combinations.

Student points to set of 60 written letters and letter combinations and says sound of each individually to the instructor with 100% accuracy.

2.2 Demonstrate strategies for teaching the following phonemic awareness skills in English:  rhyming, segmenting, and blending.

Student role plays lesson with peer group for each of the following phonemic awareness skills in English:  rhyming, segmenting, and blending.  Peers evaluate student’s performance using a rubric.

2.3 Demonstrate strategies for teaching the following phonemic awareness skills in the heritage language:  rhyming, segmenting, and blending.

Student submits lesson activity for teaching rhyming, segmenting, and blending in his/her heritage language. Each activity is reviewed by the instructor for accuracy, completeness, and choice of examples using a rubric.

Student role plays lessons on rhyming, segmenting, and blending in heritage language with peers. Peers evaluate student’s performance using a rubric.

2.4 Demonstrate strategies for teaching letter sounds in English, including correction of student errors.

Student role plays teaching a letter sounds activity in English, including correction of student errors, with peers. Peers evaluate student’s performance using a rubric.

 

2.5 Sequence heritage language letter sounds in an appropriate order for teaching and provide written rationale for the order.

Student submits written sequence of sounds in heritage language. The list is evaluated according to the following criteria: completeness; most commonly used sounds listed first; letters that are visually and/or auditorily similar are separated; and lower-case introduced before upper-case. Written rationale supporting the sequence is also evaluated by the instructor using a rubric.

2.6 Develop a lesson activity for teaching letter sounds, including correction of student errors, in the heritage language.

Student submits lesson activity for teaching letter sounds, including correction of student errors. Activity is reviewed by the instructor for accuracy, completeness, and choice of examples using a rubric.

2.7  Demonstrate strategies for teaching decoding/word recognition skills in English including:  sounding out phonetically regular words; sight reading; reading phonetically irregular words; reading words with sound combinations; reading words with the silent-e rule; reading words with soft c/soft g; and reading words containing CVCe derivatives

Student role plays teaching the following decoding/word recognition skills with peers:  sounding out phonetically regular words; sight reading; reading phonetically irregular words; reading words with sound combinations; reading words with the silent-e rule; reading words with soft c/soft g; and reading words with CVCe derivatives. Peers evaluate student’s performance using a rubric.

2.8 Develops lesson activities for teaching sounding out phonetically regular words, sight reading, and reading words with sound combinations in the heritage language.

Student submits lesson activities for teaching sounding out regular words, sight reading, and reading words with sound combinations. Lessons are reviewed by the instructor for accuracy, completeness, and choice of examples using a rubric.

2.9 Select an appropriate list of words for teaching sound combinations in English and provide a rationale for the selection.

Student completes five multiple-choice questions in which he/she selects the most appropriate list of words for teaching a particular sound combination and provides a rationale for each selection.

2.10  List prefixes and suffixes of heritage language, including a sample word and the meaning of each affix

Student submits written list of 10 commonly used prefixes and/or suffixes in his/her heritage language with a sample word and the meaning of each affix.

 General SLO 3.  Demonstrate strategies for teaching reading 
comprehension skills at all elementary levels in both English and the heritage language.

Student Learning Outcomes

Assessment Strategies

 3.1 Demonstrate strategies for teaching reading comprehension skills in English including:  synonyms; definitions; contextual analysis; morphemic analysis; sequence of events; locating main idea;
summarization; and predicting outcomes.

Student role plays teaching the following skills in English with peer group: synonyms; definitions; contextual analysis; morphemic analysis; sequence of events; locating main idea;  summarization; and predicting outcomes.  Peers evaluate student performance using a rubric.

3.2 Develop lesson activities for each of the following comprehension skills in the heritage language:  synonyms; definitions;  morphemic analysis; sequence of events; and locating main idea.

Student submits lesson activities to teach each of the following skills in the heritage language:  synonyms, definitions, morphemic analysis, sequence of events, and locating main idea. Lessons are reviewed by the instructor for accuracy, completeness, and choice of examples using a rubric.

 General SLO 4.  Demonstrate strategies for teaching story/passage
reading with comprehension questions at all elementary levels in both English and the heritage 
language.

Student Learning Outcomes

Assessment Strategies

4.1 Demonstrate strategies for teaching guided story/passage reading using a sound-out procedure in English, relating the story to the elementary students’ personal experience.

Student role plays lesson activity on guided story/passage reading using a sound-out procedure, relating the story to the elementary students’ personal experience. Peers evaluate student performance using a rubric.

4.2 Demonstrate strategies for teaching guided story/passage reading using a sight-reading procedure in English, relating the story to the elementary students’ personal experience.

Student role plays lesson activity on guided story/passage reading to a peer group using a sight-reading procedure in English, relating the story to the elementary students’ personal experience. Peers evaluate student performance using a rubric.

4.3 Demonstrate strategies for teaching guided story/passage reading using a sentence-reading procedure in English, relating the story to the elementary students’ personal experience.

Student role plays lesson activity on guided story/passage reading using a sentence-reading procedure, relating the story to the elementary students’ personal experience. Peers evaluate student performance using a rubric.

4.4 Demonstrate strategies for teaching guided story/passage reading with comprehension questions in English, relating the story to the elementary students’ personal experience.

Student role plays lesson activity on guided story/passage reading with comprehension questions in English.  Peers evaluate student performance using a rubric.

4.5 Develop lesson activities for teaching guided story/passage reading using a sound-out procedure, a sight-reading procedure, and a sentence-reading procedure in the heritage language.

Student develops lesson activities for teaching guided story/passage reading using a sound-out procedure, a sight-reading procedure, and a sentence-reading procedure in the heritage language. Activities are evaluated by the instructor for completeness and accuracy using a rubric.

4.6 Develop stories appropriate for teaching story/passage reading in the heritage language at each of four different grade levels with comprehension questions for each story.

Student submits one story/passage in heritage language for each of four different grade levels with comprehension questions for each story and a summary of readability statistics as measured by the Flesch-Kincaid Readability Index.  Stories are evaluated with a rubric for appropriateness as to overall story length and word length according to Story Writing Guidelines provided by the instructor. Comprehension questions are evaluated for appropriateness to the stories.

 General SLO 5.  Demonstrate strategies for assessing reading skills
strengths and weaknesses, placing students in appropriate reading levels, and grouping students for
instruction.


Student Learning Outcomes

Assessment Strategies

5.1 Administer a reading skills placement test and interpret the results.

Student administers a reading skills placement test to a peer. The student’s performance will be rated by the peer using the following criteria:  seating arrangement; rapport with elementary student; clarity of directions; test administration techniques; recording of errors; and scoring.

5.2 Describe an Informal Reading Inventory (IRI) and its primary purpose, list and define the Functional Levels of Reading, record errors as the instructor reads passages, and interpret the results of the IRI.

Student describes an Informal Reading Inventory and its purpose in writing, lists and defines the three Functional Levels of Reading in writing, records errors as the instructor reads an elementary level reading passage, and interprets the results of the IRI on an exam.

 

5.3 Group students for reading instruction based on results of skills placement test and informal reading inventory results.

 Given a summary of skills placement and informal reading inventory results for an elementary classroom of students, the student groups students for instruction, specifies the reading skills to be taught each group, and specifies the appropriate reading level on an in-class exercise.

D.  COURSE CONTENT
Definition of reading 
      Types of reading programs
      Writing instructional objectives based on FSM and State reading standards and benchmarks
Sounds of the letters and letter combinations in English
Phonemic awareness skills (rhyming, segmenting, blending) in English and in heritage
languages
Techniques for teaching letter sounds in English and in the heritage languages
Sequence for teaching sounds in English and in the heritage languages
Strategies for teaching decoding of phonetically regular words, sight word reading, words with
sound combinations, words with the silent-e rule, words with the soft g/soft c sounds, and   
words containing CVCe derivatives
Development of lessons for teaching decoding of phonetically regular words, sight words, and                 
words with sound combinations
Selection of words for teaching sound combinations
Prefixes and suffixes in the heritage languages        
Techniques for teaching vocabulary through the use of synonyms, definitions,
contextual analysis, and morphemic analysis both in English and the heritage languages
Techniques for teaching main idea, sequence of events, summarization, and predicting
outcomes in English and the heritage languages
Techniques for teaching guided story reading using a sound-out procedure, a sight-reading
procedure, and a sentence-reading procedure
Development of stories appropriate for teaching story reading in the heritage languages
Strategies for assessing reading skills and placement of elementary students in appropriate levels
of reading materials
Grouping students for instruction

 E.  METHODS OF INSTRUCTION
       Lecture/discussion
Demonstration
Cooperative learning groups
Peer teaching
In-class exercises/activities
Required reading
Translation assignments
DVDs

 F.  REQUIRED TEXT(S)  AND COURSE MATERIALS
      Carnine, D.W., Silbert, J., Kameenui, E.J., and Tarver, S.G. (2010). Direct instruction
      reading. Upper Saddle River, NJ: Prentice Hall, Inc. (or most recent edition)
Samples of elementary reading programs

G.  REFERENCE MATERIALS
FSM and State reading curriculum frameworks
Dictionaries and grammar books of the local heritage languages

 H.  INSTRUCTIONAL COSTS

       None

 

 I.   EVALUATION
None

 J.  CREDIT BY EXAMINATION
       None

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