Rowan University

College of Education

Department of Reading

0830.30105 Foundations of Reading 

Spring 2001 Instructor: Stacey Leftwich, Ph.D.

T & R 9:30-10:45 Telephone: Ext. 3821

ROB 305 E-mail: leftwich@rowan.edu

Webpage: users@rowan.edu/~leftwich

Office Hours: T 12:30-1:30

W 2:30-3:30

R 12:30-1:30

Required Text

Cooper, J. D. (2000). Literacy: Helping children construct meaning. Fourth Edition, Boston: Houghton Mifflin.

Recommended Text

Wilson, R. & Hall, M, Leu, D. J. & Kinzer, C. K.. (2001). Phonics, phonemic awareness, and word analysis for teachers: An interactive tutorial. Seventh Edition, Columbus: Merrill.

Focus of Course

The focus of this course is to acquire a basic understanding of the reading process and its relationship to the other language arts. Topics pertaining to reading instruction in the elementary school, ranging from emergent literacy to comprehension of narrative and expository discourse are covered. There is an emphasis on strategies for teaching word recognition skills, vocabulary and guided reading lessons. The importance of literature enrichment activities and making curricular connections is highlighted.

Tentative Course Schedule

1/16 Course Overview

1/18 Cooper Chapter 1

1/23 Cooper Chapter 1 (Con’t)

1/25 Cooper Chapter 3 (pp. 93-144)

1/30 Cooper Chapter 3 (con’t)

Due: Literacy Autobiography

2/1 Cooper Chapter 2

2/6 Cooper Chapter 2 (con’t)

2/8 Cooper Chapter 4

2/13 Cooper Chapter 4 (Con't)

2/15 WebCT Seminar

2/20 Midterm

2/22 Teacher Interview

2/27 Cooper Chapter 10

Classroom Observation

3/1 Cooper Chapter 5

Observation of Vocabulary Instruction

Due: Teacher Interview Write-up

3/6 Group Chat

Due: 1st Classroom Observation Write-up

3/8 Cooper Chapter 6

Observation of Responding to Literature

3/13 Group Chat

Due: 2nd Classroom Observation Write-up

3/15 Cooper Chapter 7

Observation of the Writing Instruction

3/20 SPRING BREAK

3/22 SPRING BREAK

3/27 Group Chat

Due: 3rd Classroom Observation Write-up

3/29 Cooper Chapter 11

Observation of Assessment

4/3 Group Chat

Due: 4th Classroom Observation Write-up

4/5 Cooper Chapter 6

4/10 Cooper Chapter 6 (con’t)

Due: 5th Classroom Observation Write-up

4/12 Cooper Chapter 7

4/17 Cooper Chapter 11 (pp. 522-553)

4/19 Cooper Chapter 11 (pp.554-562)

4/24 Catch-up

4/26 Final Exam Review

5/1 Final Exam

 

Course Assignments and Evaluations

Literacy Autobiography (10 points)

You will be required to write a three to five page autobiography of yourself as a reader and writer, with or without artifacts (e.g., photos, drawings, illustrations, tapes, earlier writings, report cards, letters) that represent important events or insights. If you choose to use artifacts, be sure that they have a purpose. In other words, be sure that they are discussed in your paper. Also, if using artifacts, be sure to attach or store them conveniently for me to carry. You must answer the following questions, although you need not limit your autobiography to only these ideas:

    1. What do you remember about your early literacy experiences?
    2. What do you remember about your literacy experiences in school?
    3. What influence did these experiences have on your current reading and writing?
    4. What do you think about your own or potential teaching philosophy and practice in light of these experiences?
    5. What relationships do you see between your literacy experiences and your decision to become a teacher? 

Due: 1/30

Read Aloud (5 points)

At least once during the session, you will be required to read a children’s book aloud to the class. The read aloud should take no more then 10 minutes. At least two-page summary should accompany the read aloud. The summary should be written in paragraph form and should contain the following information:

    1. Title and author and illustrator of the book.
    2. Approximate grade level of the book (independently and as a read aloud)
    3. Brief synopsis of the book
    4. How do you think you would use this book in a classroom?
    5. What about this book appealed to you as a reader?

The purpose of this read aloud is for you to receive constructive feedback about your oral reading as well as articulate your reason for selecting the particular book.

The Summary is due on the day of the selected read aloud.

Due: TBA 

Observation Project (45 points)

  1. Teacher Interview (10 points)

    2. You will be assigned a teacher to observe for five weeks. Before you begin your observations, you will interview this teacher. During the interview, you will want to learn as much as you can about the teacher's philosophy towards literacy instruction. You will then compare this instruction to your text readings. In other words, how does this teacher's instruction compare to what your textbook states? Do you see similarities or do you see differences? Be sure to discuss this information in a detailed 5 to 7 page paper and emailed to me by the assigned due date. Include a list of questions you plan to ask before the interview takes place. If there are no objections by your teacher, I would highly recommend that you tape record the interview.

    Due: 3/1

  2. Classroom Observations (25 points)

You will do a series of classroom observations. Each of the observations will be written up in a separate observation summary paper. This paper will range in length, but should be at least 3 pages. Summary papers should be emailed to me by 10:45 a.m. of the assigned due date. Papers will be considered late if emailed after the assigned date and time.

The first observation will be a general observation of the teacher's classroom you have been assigned. You should be looking for not only how literacy instruction is implemented but also the organization and management of the classroom. Chapter 2 and Chapter 10 should be helpful in assisting you with your observation. Compare the teacher's instruction to the information discussed in these two chapters.

Due: 3/6

The second classroom observation will be to observe vocabulary instruction. Look for ways in which the teacher teaches vocabulary. Chapter 5 should be helpful in assisting you with your observation. Compare the teacher's instruction to the vocabulary activities suggested in the text.

Due: 3/13

The third classroom observation will be to observe how students respond to what they have read. Look for the types of responses the teacher allows in the classroom. Look for the various procedures that teacher uses to promote response to what the students have read. Chapter 6 should be helpful in assisting you with your observation.

Due: 3/27

The fourth classroom observation will be to observe how writing is implemented in the classroom. Are reading and writing instruction implemented separately or combined together? How does the teacher use the writing process? Is the classroom environment conducive to writing instruction? Chapter 7 should be helpful in assisting you with your observation.

Due: 4/3

The fifth classroom observation will be to observe how assessment is conducted in the classroom. Look for the various ways in which the students' literacy is assessed. What types of techniques are used to assess the students? Chapter 11 should be helpful in assisting you with your observation.

Due: 4/10 

Group Chats (5 points)

You and five of your classmates will have an opportunity to discuss your observation experiences online. You will use the assigned class time to compare what you are observing in your classroom to what your classmates are observing. The discussions should last for at least 1 hour. However, you may use the entire 75 minutes of class time to hold your discussion.

Mid Term & Final (20 points each)

Exams will cover discussions (either in the classroom or online) and information found in the textbook. The format will be essays.

Midterm: 2/20 & Final: 5/1

Participation and Attendance (5 points)

You are to approach this course as a teacher in training. Think of this class as your own classroom. Your participation is critical not only for your own learning, but also for the learning of your peers. You are expected to prepare for each session so that you might participate fully and critically. Class discussion will center on the readings,

group activities, instructional activities, and so forth. Each student is expected to be a co-participant in all activities and assignments. Hence, attendance in class and online are a must and participation is depended upon attendance. Calling me does not excuse you from class. Doctor’s appointments, funerals, etc., must be accompanied by a note, program, etc. Lateness is part of participation. You are expected to come to class on time.

Expectations for Papers

Hard copies of papers should be grammatically correct and typed (double space with a type size no larger than 12) or points will be deducted.

Papers are due on the due dates (this means emailed on time or in my hand, not under my door or in my mailbox). If you do not hand a paper in ON or BEFORE the due date you will receive a full point deduction for each day late (this includes the weekend). Papers are not accepted after the third day, which will result in receiving a 0 for the assignment.

Grading

Grading is done on a points system. The following is the breakdown for points and letter grade equivalent. All grades are rounded at .5 and above tenths decimal place.

A= 94-100 A-= 93-90

B+= 87-89 B= 84-86 B-=80-83

C+= 77-79 C= 74-76 C-=70-73

D+= 67-69 D= 64-66 D-=60-63

F=59 and below