Brandeis University

ED 107A: Teaching and Learning Reading in Elementary and Pre- Schools

Spring, 2016

Class Meeting: Tuesday 2:00 – 4:50

Location:Golding 107

Deborah Moriarty

Cell: 617-838-0124

Email:

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Texts:

Tompkins, Gail E. Literacy for the 21st Century: A Balanced Approach. 6th Edition. New Jersey, Pearson Education, Inc. (Merrill Prentice Hall), 2013.

Baer, G. Thomas. Self-Paced Phonics. 5th Edition. New Jersey, Pearson Education, Inc. (Merrill Prentice Hall), 2013.

Required Text to be Downloaded:

Armbruster, B. B. & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read (N/A). Washington, DC: U.S. Government Printing Office. 3/documents/PRFbooklet.pdf

Requirements:

Attendance/Class Participation: Attendance is vital. PLEASE contact me prior to class if you are unable to attend. Your thoughtful participation is essential to the class and to your learning.

Weekly Readings and Homework Assignments: Reading assignments are due the following class as assigned. Use sticky notes to “leave tracks of your thinking”. Written assignments must be typed and double-spaced on standard paper. All assignments are due on the date specified. Late assignments will be marked down one grade for each day of lateness unless you have contacted me and we have worked out an alternate arrangement due to extraordinary circumstances. Lesson plan requirements will be provided on a separate handout. It is important that you proofread your papers for typos, grammar and content.

Fieldwork Attendance/Participation and Notebook: As discussed in class.

Fieldwork Observation Reportand Child Study: You will give a written account of how reading operates in the classroom in which you have been assigned. You will observe and track one student in your fieldwork placement. These will be described in separate handouts.

Library Research: You will visit a public library. This assignment will be described in a separate handout.

Word Study Lesson Plan: See lesson plan template.

SYNTHESIS-Literacy Final Project: See SYNTHESIS handout and as discussed in class: to be presented Monday, May 9.

Grading:DUE:

Attendance/Class Participation/”Tracks of your thinking”20%Weekly

Fieldwork Attendance & Performance20%Weekly

Fieldwork Notebook10%Weekly

Library Research Assignment10%February 23

Lesson Plan10%March 22 Fieldwork Observation Report & Child Study 20% April 19

SynthesisFinal Project10%May 9

Success in this 4 credit hour course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, discussion sections, preparation for exams, etc.).

Academic Accommodations

If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately; present your letter of accommodation as soon as possible.

Academic Integrity

You are expected to be honest in all of your academic work. Please consult Brandeis University Rights and Responsibilities for all policies and procedures related to academic integrity. Students may be required to submit work to TurnItIn.com software to verify originality. Allegations of alleged academic dishonesty will be forwarded to the Director of Academic Integrity. Sanctions for academic dishonesty can include failing grades and/or suspension from the university.

In this course, you will work jointly with other students and you will be completing work independently. Within the context of this course, you will also participate in a number of in-class activities. In all cases, I ask that you put forth your best effort to learn with integrity and to support the learning of others.

Academic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person—be it a world-class philosopher or your lab partner—without proper acknowledgment of the source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs, or ideas in published volumes, on the Internet, or created by another student. Citation and research assistance can be found at LTS - Library guides.

Reading to be completed prior to first class:

Armbruster, B. B. & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read (N/A). Washington, DC: U.S. Government Printing Office. 3/documents/PRFbooklet.pdf

Projected Overview of Class Sessions:

Tues., Jan.19Class #1

  • Introductions
  • Course Overview/Assignments
  • Fieldwork: Expectations
  • Reading Attitude Survey“My Life as a Reader”
  • Chapter 1: Becoming an Effective Teacher of Reading
  • 8 Principles of an Effective Reading Program

Assignments:

Read Literacy for the 21st Century (Gail E. Tompkins) chapters 1 and 2.

Read article, “What is this thing called “balance?”” (J. Fitzgerald, Oct. 1999).

Tues., Jan. 26Class #2

  • Fieldwork: Observation Guide & Child Study
  • Components of Balanced Literacy
  • Chapter 2: The Reading and Writing Processes
  • Reading Process (“Real” reading)
  • Writing Process

Assignments:

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 3.

JIGSAW: Read 1 article:

“Building effective practice: Using small discoveries…” (M. Taylor Stewart, Mar. 2003)

”The effective teacher of reading: Considering the “what” and “how” of instruction” (Blair, Rupley & Nichols, Feb. 2007)

“Comprehension at the Core” (Stephanie Harvey & Anne Goudvis, March 2013)

Tues., Feb. 2Class #3

  • Jigsaw: 3 articles
  • Chapter 3: Assessing Literacy Development
  • Comprehension Assessment
  • Just Right Books
  • Leveled Texts
  • Reading Conferences
  • Running Records
  • Portfolios

Assignments:

Read Self-Paced Phonics (G. Thomas Baer) chapters 1 – 4.

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 4.

Read article: “Organizing Literacy Classrooms For Effective Instruction A Survival Guide” (Reutzel, & Clark, Oct. 2011).

Tues., Feb. 9 Class #4

  • Chapter 4: The Youngest Readers and Writers
  • Concepts about Print, Words, & Alphabet
  • 3 Stages of Learning: emergent, beginning, fluent
  • Word ID
  • Fluency
  • Morning Message
  • Shared Reading
  • Interactive Writing
  • Guided Reading

Assignments:

Read Self-Paced Phonics (G. Thomas Baer) chapters 5 –9.

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 5.

Read article: “The role of literacy in early childhood education” (The Reading Teacher, Sept. 2004) and “Decisions, decisions: Responding to primary students during guided reading” (Robert M. Schwartz, 2005).

Tues., Feb. 16WINTER RECESS/NO CLASS

Tues., Feb. 23Class #5

  • LIBRARY RESEARCH ASSIGNMENT DUE
  • Chapter 5: Cracking the Alphabetic Code
  • Phonemic Awareness
  • Phonics
  • Spelling
  • Making Words

Assignments:

Read Literacy for the 21st Century(Gail E. Tompkins) chapter 6.

Read “What We Know About How to Teach Phonics” (Chapter 5: What Research Has to Say About Reading Instruction, P. Cunningham & J. Cunningham, International Reading Associaiton, 2002,)

Read article: “Supporting phonemic awareness development in the classroom” (Yopp & Yopp, Oct. 2000).

Tues., Mar. 1 Class #6

  • Chapter 6: Developing Fluent Readers and Writers
  • Word Recognition
  • High Frequency Words
  • Word Wall
  • Word Identification
  • Fry Words (LATTE)
  • Word families
  • Reading Fluency

Assignment:

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 7.

Read articles: “Building walls of words”(Brabham & Villaume, Apr. 2001) and “Invention, convention, and intervention: Invented spelling…” (L. Sipe, Nov. 2001).

Tues., Mar. 8Class #7

  • MIDTERM ASSESSMENT
  • Chapter 7: Expanding Academic Vocabulary
  • Academic Vocabulary
  • 3 Tiers of Words
  • Word-Study Concepts
  • Word Study Activities

Assignments:

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 8.

Read article: “For the Love of Words: Fostering Word Consciousness…” (Graves & Watts-Taffe, Nov. 2008) and “How Can Book Reading Close the Word Gap? Five Key Practices From Research” (Emily K. Snell, Annemarie H. Hindman & Barbara A. Wasik, Apr. 2015).

Tues., Mar. 15Class #8

  • Lesson Plan Format & ASSIGNMENT: PHONICS/WORD STUDY LESSON PLAN
  • Chapter 8: Promoting Comprehension: Reader Factors
  • Comprehension Strategies
  • Strategies vs. Skills
  • Explicit, effective instruction

Assignment:

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 9 and 10.

Read article: “Using the think aloud for reading instruction” (L. Oster, Sept. 2001).

Tues., Mar. 22Class #9

  • PHONICS/WORD STUDY LESSON PLAN DUE
  • BRING STUDENT WORK SAMPLE for FSG
  • Chapter 9: Promoting Comprehension: Text Factors
  • Three Main Types of Literature: stories, informational books, poems

Chapter 10: Organizing for Instruction

  • Basal Reading Programs
  • Literature Focus Units
  • Literature Circles
  • Reading and Writing Workshop

Assignment:

Read Literacy for the 21st Century (Gail E. Tompkins) chapter 11 and 12.

Read article: “Authentic literacy activities for developing comprehension and writing” (Duke, Purcell-Gates, Hall & Tower, Dec. 2006/Jan. 2007).

Tues., Mar. 29Class #10

  • Chapter 11: Differentiating for Success
  • Content, Process & Product
  • Authentic Literacy Centers
  • Chapter 12: Reading and Writing in the Content Areas
  • Writing as a Learning Tool
  • Writing to Demonstrate Learning
  • Thematic Units

Assignment:

Read Amber Brown is Not a Crayon (Paula Danziger). Prep for Literature Circle.

Read article: “MOTIVATION: Approaching an Elusive Concept Through the Factors That Shape It” (Bong Gee Jang, Kristin Conradi, Michael C. McKenna, Jill S. Jones, April 2015).

Tues., Apr. 5Class #11

  • Amber Brown is Not a Crayon Literature Circle

Assignment:

Read Literacy for the 21st Century (Gail E. Tompkins): Part 4:Instructional Procedures pages 426 – 481.

Read article: “Reading Every Single Day A Journey to Authentic Reading” (Alida K. Hudson & Joan A. Williams, April 2015).

Tues., Apr. 12Class #12

  • Effective read aloud and interactive read aloud

Assignment:

Read articles: “Maximizing the effectiveness of reading aloud” (Lane & Wright, Apr. 2007) and “Interactive read-alouds: Is there a common set of implementation practices?” (Fisher, Flood, Lapp & Frey, Sept. 2004).

Select a picture book for read aloud. Practice read aloud.

Tues., Apr. 19Class #13

  • FIELDWORK OBSERVATION REPORTCHILD STUDY DUE: Share in class
  • Share read alouds
  • Instructional procedures
  • MA State “Foundations of Reading” Test

Assignment:

Complete Course Evaluation online.

Tues., Apr. 26SPRING RECESS/NO CLASS

FINAL EXAM: MONDAY, MAY9 6:00 PM – 9:00 PM

Synthesis

  • Present: Final Project