ED-301b Reading Methods

GENERAL INFORMATION:

Course title : ED 301b Reading Methods

Campus : National, Chuuk, Kosrae, Yap

Initiator: Susan Moses and Jovita Masiwemai

Date: February 2018

Course description: This course provides the student with methods for teaching reading in both English and vernacular to elementary age students. The course requires the student to apply a variety of approaches appropriate to teaching word recognition, fluency, vocabulary, and text comprehension; teach lesson tasks to peers; assess student learning progress; and self-reflect. Each course outcome is linked to one or more of the FSM reading benchmarks and is taught to peers. Student professionalism is measured .

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

4

X

16

=

64/16

=

4

Laboratory

X

=

/48

=

Lecture/Lab

X

=

/16

=

Workshop

X

=

/32

=

Total Semester Credits

4

PURPOSE OF COURSE:

[X ] Degree requirement

[ ] Degree elective

[X ] Certificate

[ ] Other

PREREQUISITES: Admission to the Third-year Certificate of Achievement in Teacher

Preparation – Elementary

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[X]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[ ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Task analyze FSM and State curriculum standards and benchmarks and develop lesson

plans that align with the benchmarks, include strategies for differentiation of learning,

integrate two or more subject areas, and link the concepts to the students' environment;

2. Deliver lessons using a variety of teaching approaches, including development of materials

and application of technology, to meet the differentiated needs of FSM elementary school

students including students with special needs;

3. Assess and evaluate student learning at both the formative and summative levels;

4. Organize and manage an elementary classroom environment for learning; and

5. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

1. Differentiate among various philosophical approaches to the teaching of reading in the

elementary classroom;

2. Demonstrate strategies for teaching decoding/word recognition skills, including guided

story reading and fluency, aligned with the FSM English Reading benchmarks for the

elementary grades;

3. Develop strategies for teaching decoding/word recognition skills, including guided story

reading and fluency, aligned with the FSM Vernacular (heritage language) Reading

benchmarks for the elementary grades;

4. Demonstrate strategies for teaching reading comprehension skills, including vocabulary,

text comprehension, guided story reading, and fluency, aligned with the FSM English

Reading benchmarks for the elementary grades;

5. Develop strategies for teaching reading comprehension skills, including vocabulary, text

comprehension, guided story reading, and fluency, aligned with the FSM Vernacular

(heritage language) Reading benchmarks for the elementary grades;

6. Develop lesson plans to teach reading in both English and the heritage language that are

aligned with the FSM Reading benchmarks; and

7. Demonstrate strategies for assessing reading skills, placing student in appropriate reading

levels, and grouping students for instruction.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Differentiate among various philosophical approaches to the teaching of reading in the elementary classroom

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

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

2,3

2

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

CSLO (General) 2: Demonstrate strategies for teaching decoding/word recognition skills, including guided story reading and fluency, aligned with the FSM English Reading benchmarks for the elementary grades

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Demonstrate strategies for teaching decoding/word recognition skills in English that are aligned with FSM English Reading benchmarks for the elementary grades

1

2

2.1 Student demonstrates strategies for teaching decoding/word recognition skills in English with peers. Demonstrations are scored with a rubric which includes self-reflection.

2.2 Demonstrate strategies for teaching guided oral story reading and fluency that are aligned with the FSM English Reading benchmarks for the elementary grades

1*

2

2.2 Student demonstrates strategies for teaching guided oral story reading and fluency in English with peers. Demonstrations are scored with a rubric which includes self-reflection.

CSLO (General) 3: Develop strategies for teaching decoding/word recognition skills, including guided story reading and fluency, aligned with the FSM Vernacular (heritage language) Reading benchmarks for the elementary grades;

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Develop strategies for teaching decoding/word recognition skills that are aligned with the FSM Vernacular Reading benchmarks for the elementary grades

2,5,6

1

3.1 Student develops strategies in writing for teaching decoding/word recognition skills in an FSM vernacular language. Assignments are scored with a rubric.

3.2 Develop strategies for teaching guided oral story reading and fluency that are aligned with the FSM Vernacular Reading benchmarks for the elementary grades

2,5,6

1

3.2 Student develops strategies in writing for teaching guided oral story reading and fluency in an FSM vernacular language. Assignments are scored with a rubric.

CSLO (General) 4: Demonstrate strategies for teaching reading comprehension skills, including vocabulary, text comprehension, guided story reading, and fluency, aligned with the FSM English Reading benchmarks for the elementary grades;

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Demonstrate strategies for teaching comprehension skills including vocabulary and text comprehension that are aligned with the FSM English Reading benchmarks for the elementary grades

1

2

4.1 Student demonstrates strategies for teaching comprehension skills including vocabulary and text comprehension in English. Demonstrations are scored with a rubric which includes self-reflection.

4.2 Demonstrate strategies for teaching comprehension through oral guided story reading including a variety of grade appropriate texts and materials that are aligned with the FSM English Reading benchmarks for the elementary grades

1

2

4.2 Student demonstrates strategies for teaching comprehension through oral guided story reading including a variety of grade appropriate texts and materials in English. Demonstrations are scored with a rubric which includes self-reflection.

CSLO (General) 5: Develop strategies for teaching reading comprehension skills, including vocabulary, text comprehension, guided story reading, and fluency, aligned with the FSM Vernacular (heritage language) Reading benchmarks for the elementary grades

5.1 Develop strategies for teaching comprehension skills including vocabulary and text comprehension that are aligned with the FSM Vernacular (heritage language) Reading benchmarks for the elementary grades

2,5,6

1

5.1 Student develops strategies in writing for teaching comprehension skills including vocabulary and text comprehension in an FSM vernacular language. Assignments are scored with a rubric.

5.2 Develop strategies for teaching comprehension through oral guided story reading that are aligned with the FSM Vernacular (heritage language) Reading benchmarks for the elementary grades

2,5,6

1

5.2 Student develops strategies in writing for teaching comprehension through oral guided story reading in an FSM vernacular language. Assignments are scored with a rubric.

CSLO (General) 6: Develop lesson plans to teach reading in both English and the heritage language that are aligned with the FSM Reading benchmarks

6.1 Develop elementary level lesson plans aligned with the FSM English Reading benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment

2,3

1

6.1 Student develops lesson plans in writing for teaching reading in English. Lesson plans are scored with a rubric.

6.2 Develop elementary level lesson plans aligned with the FSM Vernacular (heritage language) Reading benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment

2,3,5,6

1

6.2 Student develops lesson plans in writing for teaching reading in an FSM vernacular language. Lesson plans are scored with a rubric.

CSLO 7 (General): Demonstrate strategies for assessing reading skills, placing student in appropriate reading levels, and grouping students for instruction.

7.1 Assess student reading skills in English and an FSM Vernacular language

1,2,3

3

7.1 Demonstrate strategies to assess student reading skills in English and an FSM vernacular language. Demonstrations are scored with a rubric which includes self-reflection.

7.2 Place elementary students in appropriate reading levels

3,4

3

7.2 Given assessment data from CSLO 7.1, the student determines the appropriate reading level. Placement is scored with a rubric.

7.3 Group students for reading instruction

3,4

3,4

7.3 Given assessment and placement data from CSLO 7.1 and CSLO 7.2, organize instructional groups in writing. Assignment is scored for accuracy of grouping.

5) COURSE CONTENT:

1. Identifying various philosophical approaches to the teaching of reading

2. Demonstrating strategies for teaching decoding/word recognition skills in English

3. Demonstrating strategies for teaching guided story reading with fluency in English

4. Developing strategies for teaching decoding/word recognition skills in an FSM vernacular

language

5. Developing strategies for teaching guided story reading with fluency in an FSM vernacular

language

6. Demonstrating strategies for teaching reading comprehension skills, including

vocabulary, text comprehension, guided story reading, and fluency in English

7. Developing strategies for teaching reading comprehension skills, including vocabulary,

text comprehension, guided story reading, and fluency in an FSM vernacular language

8. Developing lesson plans to teach reading in both English and an FSM vernacular language

9. Demonstrating strategies for assessing reading skills, placing students in appropriate

levels, and grouping students for instruction

6) METHOD(S) OF INSTRUCTION:

[X ] Lecture [X ] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[ ] Audio visual [X] Demonstrations

[ ] Other

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Carnine, D, Silbert, J, Kameenui, E., and Tarver, S. (2010). Direct instruction reading. Upper

Saddle River, New Jersey: Prentice Hall (or most recent edition) ISBN-13: 978-0135020852

or

Other appropriate text selected by the instructor and approved by the Curriculum Committee subcommittee on textbooks.

8) REFERENCE MATERIALS:

FSM curriculum standards and benchmarks

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION:

Summative evaluation is accomplished by having the student write a reflection paper and submit a portfolio of all lessons developed. Both the reflection paper and the portfolio are scored with rubrics. The Professionalism Rubric is completed twice during the semester.

11) CREDIT BY EXAMINATION:

None

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