Dr. Beth Muskopf, Adjunct Professor
(please type PED 360 in the subject line)
Home Phone: 513.398.5124
Office Location: Rine
PED 360 Reading for the Child
Fall 2011
Thursdays 12:30-3:30
(3 semester credit hours)
Required Course Texts
- Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers (with MyEducationLab)(3rd Edition) by Gail Tompkins (Pearson Custom Education)
- Reading with Meaning by Debbie Miller (ISBN: 1571103074)
- CommonCoreState Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
Recommended Text
- Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor
Required Affiliation
Student membership required through the International Reading Association with a subscription to The Reading Teacher.
Course Rationale
Literacy is a fundamental element of life-long learning. Therefore, it is imperative for educators to have a firm understanding of this subject. This course provides an overview of literacy development beginning with emerging literacy.
Course Description
An examination of reading theory and process including emergent literacy, phonics, reading for content, scope and sequence of reading skills, and practical methods and materials for instruction. Five hours of field experience in an early childhood setting is included. Participants must be admitted to the Early Childhood Education licensure program or permission of instructor obtained.
Course Objectives
The student will
- develop skills to foster emerging literacy
- explain the nature of literacy development
- understand the scope and sequence of literacy skills
- internalize practical methods of teaching literacy
- be familiar with literacy materials
- develop an appreciation for the home-school connection in literacy development
Performance Outcomes to be Assessed by the Course
#7 Teacher candidate utilized Common Core Standards to plan and/or implement content curricula.
#8 Teacher candidate displays knowledge of how students learn and of the developmental characteristics of age groups.
#10Teacher candidate differentiates instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
#11 Teacher candidate uses resources effectively, including technology, to enhance all students’ learning.
#12 Teacher candidate knows how to present content in multiple ways, connecting to relevant experiences, and are able to articulate appropriate goals and rationale for instructional choices made.
Course Requirements
Attendance:
In accordance with CCU policy, only 2 days (6 hours) of this class may be missed as this is a three credit hour class. Absences for any reason in excess of this number will result in a drop from the class and receiving a grade of FA (failure due to absences). Please review the CCU Attendance Policy. If you do miss a class session, it is your responsibility to get notes and any other information you missed from a class member. If an assignment is due on the day of your absence, the assignment still must be submitted that day or it will be considered late. A late arrival or early dismissal exceeding 15 minutes will be counted as one hour of absence.
Participation:
Class participation is required. Participation includes:
- Reading the textbook prior to each class period and bringing the text and all other books required on a particular day. Always check the course schedule for books needed on that day.
- Reading and sharing good quality literature related to the genre being studied.
- Having chapter reflections ready prior to class and actively participating in class discussions or group work.
- Completing Moodle assignments thoughtfully, as well as on time.
- Consistently displaying a professional attitude as seen through class presentations, written work, in-class demeanor, as well as being in class on time and staying for the complete class.
Notebook:
A binder (1 ½ inch, 3 ring binder with class material organized using dividers for each of the below sections) is to be kept for the class. The contents of the notebook are to be as follows:
1. All class notes
2. All handouts from the instructor or fellow students
3. All returned assignments
4. Field work experience
5. Copy of the syllabus
Notebooks will be checked in class on a specified date.
Chapter Readings & Reflections
Students are expected to read and reflect on any textbook information assigned. On specific meeting dates, you will need to provide a reflection (5-6 points) on the assigned reading and be able to discuss that particular text in class.
Journal Reviews
Students will read, reflect on, and apply information gained from reading three(3) different journal articles related to the course. Throughout the semester, the professor will provide the articles to be read. Each review should consist of two full pages typed, double spaced. The first page should be a summary of the main topic of the article. The second page should be a reflection and application of how the information relates to you personally. A title page stating the title of the article, your name, and mailbox number should be attached to the front of each review. Reviews are due on the dates listed on the course schedule.
Midterm
A midterm exam will be given approximately half way through the course. A midterm study guide will be provided.
readwritethink.org
Students will use the above website to research a literacy lesson idea. More information about this project will be given in class by the professor.
Field Experience: Observations
Observe reading/language arts lessons in a classroom of your choice, but within your licensure grade level. You will need to observe for a total of five hours, Complete the observation forms provided. Observation forms are due no later than December 6th.
The Reading Teacher
Obtain membership in the International Reading Association (IRA) and subscribe to the publication titled The Reading Teacher. Bring the received membership card to class to verify membership or a receipt of payment for the membership. Proof of membership is due no later than November 17th.
Final Project
A final integrated unit project will be created using new ideas and information gained throughout the course. Completed projects will be shared in class. More information regarding the final project requirements will be discussed in class by the professor.
Final Grade Evaluation:
Participation5%
Notebook5%
Chapter Reflections10%
Journal Reviews15% (5% each)
Midterm15%
Observations10%
Readwritethink.org10%
IRA Membership5%
Final Project +25%
100% Total
- All assignments must be typed in Times New Roman font, size 12 point font, and have 1 inch page margins.
- An assignment will be considered late if it is not submitted by the start of the class session on which it is due. A 10% penalty per day will be given for each late paper/ assignment. Late workwill not be accepted after December 8th.
- Americans with Disabilities Act Statement
Students who require academic accommodations due to any documented physical, psychological, or learning disability should request assistance from the Academic Support Director within the first two weeks of class. The Academic Support Office is located in the lower level of the Worship and MinistryBuilding, room 153. You may also contact the office by phone at 244-8420.
- Disabilities: The student has the responsibility of informing the professor of any medically documented disabling condition that will require modifications to avoid discrimination. Reasonable accommodations will be jointly developed between the student, the professor, and the Academic Support department. It is the student’s responsibility to initiate any request for accommodations. Documentation may be required.
- Students need to have cell phones either turned off or set to vibrate during class sessions. Please only read text messages and use cell phones during class if it is an unusual or emergency situation. It is your responsibility to make the professor aware of these circumstances.
- Please refer to the Cincinnati Christian University Academic Catalog for general academic information, including the university’s grading scale used to determine the final letter grade for the course.
- Please review CincinnatiChristianUniversity’s policies on cheating and plagiarism.
- Laptop computers are permitted in class, however, should be used for class related purposes only. If it is used for other purposes, you will be asked not to bring the computer to class sessions.
The professor reserves the right to change anything in the course: including curriculum, schedule, assignments, and grading procedures at any time throughout the semester.
Please feel free to contact me whenever you have a question or concern.
Course Schedule for PED 360 Reading for the Child
Fall 2011
Date / Topic / Assignment Due / LocationAugust 25 / Introduction to the Course
Walking with Rosie: A Cautionary Tale of Early Reading Instruction / Read the syllabus
Discuss article / Rine
September 1 / Emergent Readers
Phonemic Awareness / Tompkins ch. 2 and reflection
Tompkins ch. 4 pgs. 92-107 and reflection / Rine
September 8 / Phonics Instruction
Basals and Anthologies
Fluency / Tompkins ch. 4 pgs. 107-119 and reflection
Tompkins ch. 10 pgs. 273-280 and reflection
Tompkins ch. 6 pgs. 150-169 and reflection / Rine
September 15 / Guided Reading
Literature Circles / Tompkins ch. 10 pgs. 261-273, 348-349 and reflection
Tompkins ch. 10 pgs. 281-284 and reflection
Journal review 1 due / Rine
September 22 / Running Records
Write Traits
Lucy Calkins / Tompkins ch. 3 pgs. 64-66,78-79, 224 and 362-363
and reflection
Tompkins ch. 11 pgs. 301-319 / Rine
September 29 / Before, During, and After Reading
ReadWriteThink project explanation
Midterm exam review / Journal review 2 due / Rine
October 6 / No Class-Fall Break
October 13 / Midterm exam
Metacognition / Miller ch. 2 in class (bring book)
October 20 / Practical Classroom Techniques
Writing Instruction / Posted on Moodle / Online
October 27 / Schema/Making Connections
Questioning / Miller chs. 4, 5 and 9 and reflection / Rine
November 3 / ReadWriteThink Presentations
Explain Final Project / ReadWriteThink project due / Rine
November 10 / Standards Review
Visualizing
Inferring / Bring standards document
Miller chs. 6 and 8
Journal review 3 due / Rine
November 17 / Determining Importance
Synthesizing / Miller chs. 10 and 11 and reflection
IRA membership due / Rine
November 24 / No Class-Thanksgiving
December 1 / Reader’s Workshop Review
Assessment Ideas / Tompkins ch. 10 pgs. 280-282, 305-306 and reflection
Tompkins ch. 3 pgs. 72-88 and reflection / Rine
December 8 / Big Books
Strategies in the Upper Grades
Out of the Box Thinking / Observation forms due
Notebook checks in class / Rine
December 15 / Final Project Presentations / Final Project Due / Rine