UNCW - Watson School of Education - Department of Curricular Studies

Education 340-02 - Reading Foundations (K-6) - Fall 2000

Instructor - Dr. Noel K. Jones, Wednesday and Friday, 2:00 - 3:15 - King 208

EDN 340 schedule of class sessions, readings, assignments

Course Description

A foundation course for all elementary majors. Emphasis on linguistic and psychological bases of the reading process, stages in the development of reading ability, and sequences of skill acquisition. Students will study models of reading instruction, the role of the classroom teacher of reading and forces influencing that role. Extensive field work required.

Contribution to Educational Program

This required course for majors in both elementary and special education establishes a number of key concepts and understandings, as well as reading methodologies and practices, that serve as groundwork for teacher decision-making in literacy instruction. Course activities and assignments promote student collaboration and reflection upon readings, tutoring experiences, and other assignments.

OBJECTIVES:

1. Understand reading and writing processes, including the relationship of child and language development to these processes..

2. Identify, describe, and critique the principles and practices (derived from research) of meaning-centered reading education.

• Use the North Carolina Communication Skills Curriculum to locate goals and objectives appropriate for an individual learner and for groups of students.
• Describe and critique major approaches to the teaching of reading.
• Develop and carry out plans, procedures, and materials for the teaching of reading, including the use of technology resources, which develop a thorough grounding in phonics skills while providing for children's individual differences and the development of positive attitudes toward reading.
• Develop and carry out plans for informal evaluation of phonics and skills knowledge and reading and writing performance.
• Develop a personal philosophy of literacy education based on the study of beliefs held by other literacy professionals and relate that philosophy to the literacy curriculum of the State of North Carolina.
• Learn how to utilize literature in a balanced program, thereby increasing knowledge of children's literature and incorporating a print-rich environment.
• Facilitate professional growth by developing increased ownership and responsibility and by developing collaborative and collegial relationships with peers.
• Apply and extend technology and media skills by critiquing, selecting, and using technological resources in planning and delivering instruction.
• Adapt plans and instruction to accommodate to needs, such as advanced or limited reading level, second language learners, learning disabilities, physical limitations, and other exceptionalities.

Course expectations and assignments:

1. Attendance and participation is expected at all classes. More than 3 absences may result in an automatic reduction in course grade.

2. Complete all text and other assigned readings.

3. Tutor a child in the Ed Lab (or out of Lab placement). Tutoring a child for 20 hours (15 if in 322) is required. Enrollment in EDN 340L for this requirement is strongly recommended.

4. Develop a skills profile of the tutee; submit sample lesson plans and record of tutoring.

5. Learn procedures for assessing children's reading and writing performance.

6. Participate and collaborate in group projects to develop and present instructional plans and activities. Use of technology must be incorporated into the unit.

7. Analyze and critique instructional materials, including materials employing technology and a variety of media.

8. Mid-term and final exams. Grading Policies:

Student grades will be based upon performance in the areas below. Grades are qualitative reflections of performance, understanding of course concepts, timeliness, and completeness.

• Attendance, participation, and reflective writing 5%
• Exams: Quizzes, Midterm, Final 50
• Skills profile, sample plans, tutoring report 15%
• Analysis of materials; other writing assignments 15%
• Contributions to group project 15%

A necessary requirement for completion of Education 340 with a satisfactory grade ("C" or better) is that the student (a) assess and support a student's literacy learning, (b) develop a teaching portfolio that includes assessment tools used, lesson plans, reflections, sample student products and a copy of the parent letter, (c) conduct a conference with the parent or appropriate person, and (d) conference with the professor on individual and group learning.

Grading Scale: 90 to 100 = A; 80 to 89 = B; 70 to 79 = C; 60 to 69 = D

Texts:

Leu, D. and Kinzer, C. (1999). Effective Literacy Instruction, 4th Edition. Upper Saddle River, NJ: Merrill Required.

Pinnell, G. S. and Fountas, I. (1998). Word Matters. Portsmouth, NH: Heinemann. Optional.

ACADEMIC HONOR CODE

The University of North Carolina at Wilmington is committed to the proposition that the pursuit of truth requires the presence of honesty among all involved. It is therefore this institution's stated policy that no form of dishonesty among its faculty or students will be tolerated. Although all members of the university community are encouraged to report occurrences of dishonesty, honesty is principally the responsibility of each individual.

Academic dishonesty takes many forms, from blatant acts of cheating, stealing, or similar misdeeds to the more subtle forms of plagiarism, all of which are totally out of place in an institution of higher learning. Reporting and adjudication procedures have been developed to enforce the policy of academic integrity, to ensure justice, and to protect individual rights. Complete details may be found in the current Student Handbook Code of Student Life and in the Faculty Handbook.

Instructor:

Dr. Noel Jones, King 201-D Office Hours: Thursdays 1:30 - 4:30 and by appointment

Office Phone: 962-3382 FAX: 962-3988 E-mail: jonesn@uncwil.edu

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