Course Syllabus

Course Notes: EDU271 requires an approved field experience.

1. Compare American literacy statistics with child reading ability test scores and statistical aggregations of these scores.

5(b)

3.1, 4.2

2. Describe the findings of current research on the methods, modes, pedagogy, and student failure causes in teaching reading and writing.

5(c)

3.1

3. Describe national and state literacy standards that guide the instruction of elementary reading competencies.

4(n)

6.1

4. Identify research based systematic phonics instruction and other current theories and instructional approaches for teaching reading.

5(c)

3.1

5. Trace the history of the methods used for teaching reading.

4(c), 4(d)

3.1

6. Define research based systematic phonics curriculum content and instructional practices.

4(f)

3.1

7. Use research based systematic phonics instruction in teaching a student how to read.

8(a)

1.2, 3.2, 3.3

8. Examine the interconnection between reading and writing in the development of literary skill.

5(e), 5(f)

5.1

9. Analyze instructional techniques that focus upon developing strategies for building comprehension, fluency and independence in reading.

5(h), 5(i), 8(a)

4.1, 4.2

10. Describe the means for including multi-sensory activities in the teaching of reading.

4(a)

5.1

11. Analyze continuous classroom assessment techniques to monitor and improve instruction.

6(L)

4.1, 4.2

12. Analyze instructional reading method materials to determine if they align with research based systematic phonics instructional programs.

5 (c)

3.1, 3.3, 4.2 

13. Develop and implement a tutoring plan.

1(b), 2(a), 2(c), 7(b), 7(c), 7(j), 8(a), 8(b)

14. Summarize the practicum experience.

9(g), 9(k), 9(l), 9(n), 10(n)

Lesson

Assignment Type/Description

Points

1

Syllabus Acknowledgement. Make sure you submit this assignment by the due date. Failure to do so could result in your being automatically withdrawn from this course for non-participation.

Lesson Participation Assignment

In 250 words or less, describe your personal background in reading instruction.

Include the following points in your response:

• What do you remember about reading instruction as a child?
• Was your experience with reading a positive or negative one?
• As an adult experiencing the illiterate activities in the lesson, how did you feel?

Describe three events or movements in the history of reading. Under each event or movement, describe in detail the importance of this event or movement and its importance to the history of reading.

5

2

Lesson Participation Assignment

1. Read the article "Why Johnny's Reading is Getting Even Worse," by Candis McLean. Alberta Report / Newsmagazine, July 6, 1998. Although this article focuses on Canada's issue of illiteracy, many of the same issues of illiteracy are seen in American society. Summarize the article responding to these key points:
   • How does illiteracy affect children and adults in their daily lives?
   • As a parent, how can you become involved in the literacy campaign?
   • As a classroom teacher, what can you suggest to parents to assist them in correcting an illiteracy problem?
2. Using an Internet search engine, such as Yahoo or Excite, locate three resources or programs in your area (Arizona, your state or country) that assist in combating illiteracy. Give the title of the program or resource and explain in detail the services provided. Provide the Internet Site address where the information was located.

5

3

Lesson Participation Assignment

1. Summarize (approximately 250 words) the four methods of reading currently used in today's schools. After describing the four methods, answer the following questions:
   • Explain which method you personally remember from your school experience.
   • Which methods have you seen in action at school sites?
2. Article Assignment: Read the article "Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis," by Linnea C. Ehri, et al., Review of Educational Research, Fall 2001, p 393-447. Wilson Web OmniFile Database.

   Answer the following questions.
   Questions from pages: 393 - 401

   1. What was the purpose for convening of the National Reading panel? Who directed the panel to convene?
   2. What 5 areas of research did the panel review?
   3. What is the purpose of literacy instruction in schools? What skills does this specifically include?
   4. How does phonics and systematic phonics instruction differ?
   5. Describe the instruction used for each of the 2 groups of students used in this study.
   6. True or False: Phonemic awareness if the same as phonics instruction.
   7. Describe the different approaches (Synthetic, Analytic, Analogy, and Phonics through Spelling) used to teach phonics systematically.
   8. What is the preferred presentation of material (i.e. small or large group) for students who are having difficulties with reading? Why?

   Questions from "Discussion" pages 427 - 433

   • What conclusion did this research come to?
   • Summarize the discussion of phonics used with very young children compared to older children.

5

4

Lesson Participation Assignment

1. What are the four ways reading is taught in America?
2. What is Research Based Systematic Phonics Instruction?
3. What is a balanced approach to the teaching of reading?
4. What are the 7(seven) principles of teaching reading according to NICHD Research?
5. Watch the video, FUNdamentals Instructional Video. Answer the following questions in detail:
   • Describe 3 concepts or facts that were new to you.
   • In your own words, describe the important "hands-on" materials of the Action Reading program that you will be working with.
6. You will need to identify a student to work with during the next few weeks. You can work with your own child, a family member, a friend's child, etc. Be sure to have parental permission prior to working with this child. You will need to use the same child for each exercise over the next few weeks.

   **Try to find a student who is unable to fluently read the passage on page 98 of FUNdamentals workbook. Complete the following information on your student:

   • Male or Female
   • Age
   • Grade
   • Relationship to you - daughter/son, family member, neighbor, referral
   • Parental Permission - Written
   • Reading Background - Has this student had previous reading difficulties?
   • Reading Passage Experience - Have the student attempt to read page 98 in the FUNdamentals Workbook. If the student has difficulties reading the first sentence stop the student in a positive manner. Describe your experience.
   • Environment - Where will you most likely be working with this student?
   • Schedule - Create a schedule for working with your student on a consistent basis. How often? What times? For example- Mondays and Wednesdays from 5 PM - 7 PM.
   • Additional Comments
7. See Modification Suggestions.

5

5

Lesson Participation Assignment

1. Listen to the first audio taped lesson. Complete pages 1 - 15 in the FUNdamentals workbook with your student. You will be arranging the deck of cards in alphabetic order, sliding sounds, playing games (3 First Steps, 11 Sound Prints, and 4 Keys to Reading), singing songs, and writing symbols. It may take several sessions to work through the materials. Complete the following:
   • Give a detailed description of your session(s). (How long? Where at? Any interruptions? Etc. )
   • What went well?
   • What would you do differently next time?
2. What is the difference between phonemic awareness and phonics?
3. What are the benefits of using multi-sensory activities to teach reading?
4. Why should you teach letter sounds before teaching letter names?
5. Provide 2 reasons as to why you should stress correct spelling and handwriting?
6. When should you start teaching comprehension?
7. Write a sentence using only the sounds taught thus far. (short vowels and consonants that say one sound only.)

5

6

Lesson Participation Assignment

Continue working with your student. If your student has successfully mastered the previous lesson, go on to the second tape and workbook pages 16 - 23. If not, continue working on your students' level. You will need to preview the second tape and series of workbook pages on your own. You will need to continue playing the card games 11 and 4 using sounds, add shortcut cards to your deck to make words, play the games "5 Shortcuts for the Super Highway" and "6 Bingo", and sign the songs with the students.

Continue working with your student. If your student has successfully mastered the previous lesson, go on to the second tape and workbook pages 16 - 23. If not, continue working on your students' level. You will need to preview the second tape and series of workbook pages on your own. You will need to continue playing the card games 11 and 4 using sounds, add shortcut cards to your deck to make words, play the games "5 Shortcuts for the Super Highway" and "6 Bingo", and sign the songs with the students. Complete the following:

1. Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next tape and workbook pages? What seems to be easiest for this student to grasp? Most difficult?
2. Why is it necessary to stress correct vowel enunciation?
3. Why should teachers be aware of literacy standards?
4. Why should reading and spelling lessons be coordinated?
5. What are literacy standards?
6. Explain how you feel sight words should be taught.
7. Categorize the following words by vowels, then mark the shortcuts in each word. *Since this program does not allow "underline" as a function, please isolate the shortcut using (), //, spaces, or all caps.

   i.e. p(ack) ... p/ack/....p ack ....pACK.

   plan win end honk

   rock tuck nick tack

   ant skin dent hunt

   peck back buck clock

5

Midterm Exam

Multiple Choice, True/False 60 Points

Essay: 40 Points

100

7

Lesson Participation Assignment

Complete the following:

1. Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next tape and workbook pages? What seems to be easiest for this student to grasp? Most difficult?

   If your student is unable to proceed to the workbook pages included in this lesson, preview these materials on your own. Provide a summary of the included materials, the main concepts introduced, and reviewed.

   Teachers are sometimes told to make a word wall and are instructed to place the words in categories such as color words or themes such as travel words, plants, etc. They are told NOT to put them in categories by phonemes or sounds. While this may be a good way to teach new vocabulary to older students who can already read, it is not a logical way to teach words to beginning readers.

   * The following Dolch List includes the 220 words that children are taught to memorize by sight in programs such as Guided Reading, Four Blocks and others.

   Teachers are told to have students memorize five sight words per week. They are told to use the list as it is presented to them. For example, in the following list the words for the first and second week would be: can, and, are, red, I, like, up, go, look, come.

   By having students memorize words in this mixed-up order, students will never see the common patterns (phonograms) and crack the code on their own. “Can,” “and,” “up”, and “red” are the only short vowel-consonant words in these ten words.

   are - has r controlled vowel.
   I - is a long vowel.
   like - has a long vowel with silent e.
   go - has a long vowel.
   look - has the oo sound.
   come - has an irregular vowel sound.

2. According to the lessons for his course, what is the easiest way to teach sight words?
3. Look at the list of words again. Pick out the words from Level 1 that fit phonograms the students learn first in Action Reading. (The aah-buh-cuhs with short vowels only.)
4. Pick out the words in Level 8 that should have been taught to children first because they are simple. They contain only short vowels and consonants that say one sound.
5. Pick out the words in Level 9 that should have been taught in the first level.
6. Which way would be easier for children to learn the 220 words? In the order given, or in the way Action Reading teaches them?

5

8

Lesson Participation Assignment

1. Continue working with your student. If your student has successfully mastered the content in Lesson 7, go on to workbook pages 35 - 44. If not, continue working on your students' level and then preview the series of workbook pages in this lesson on your own. In this lesson, you will add long vowel cards to the deck, complete multi-sensory activities, and play the 8 Buzzin' the Vowels and 14 a e i o u games.

   Complete the following:

   • Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next series of workbook pages and corresponding audiotapes? What seems to be easiest for this student to grasp? Most difficult?
   • If your student is unable to proceed to the workbook pages included in this lesson, preview these materials on your own. Provide a summary of the included materials, the main concepts introduced, and reviewed.
2. According to research, what are the first sounds that should be taught?
3. Why is it harder to teach older students to read than it is to teach first graders to read?
4. What sounds are represented by two beats in "drumming the vowels?"
5. List and describe the 5 steps in the natural sequence of phonics instruction.

5

9

Lesson Participation Assignment

1. Continue working with your student. If your student has successfully mastered the previous lesson, go on to workbook pages 45 - 59 and the corresponding audiotapes. If not, continue working on your students' level. If your student is not ready to progress to the next audiotape and workbook pages 45 - 59, you must to preview these on your own. The activities in this section will have you continue making words with the deck, playing games, and singing songs.

   Complete the following:

   1. Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next tape and workbook pages? What seems to be easiest for this student to grasp? Difficult?
   2. If your student is unable to proceed to the workbook pages included in this lesson, preview these materials on your own. Provide a summary of the included materials, the main concepts introduced, and reviewed.
2. Which words begin with the "c" sound as in cat or cow?

   cat	cycle	cold	candy
   clean	celery	cabinet	connect
   circus	cent	climb	chicken
   cheese	confident	chop	card
   coin	can	catch	cell
   church	come	city

3. Tell which words have another sound(s) for "c" and identify the sound(s).
4. a. Which words should NOT be taught at this point in Action Reading? Refer to 'Scope and Sequence' link at the beginning of Lesson 5.

   b. Why not?

5. According to NICHD Research, is teaching all of these words together an effective way to teach reading? Why?
6. Explain the Five Critical Elements to At-Risk Reading Programs that Felton (1993) identified.

5

10

Lesson Participation Assignment

1. Continue working with your student. If your student has successfully mastered the content in Lesson 9, go on to workbook pages 60 - 85 and the accompanying audiotapes. If not, continue working on your students' level and then preview the series of workbook pages and audiotapes in this lesson on your own. In this lesson, you will continue playing games and practicing phonograms. "The Surprise Ship" and "Ringing Sounds" games will be introduced.

   Complete the following:

   • Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next series of workbook pages and corresponding audiotapes? What seems to be easiest for this student to grasp? Difficult?
   • If your student is unable to proceed to the workbook pages included in this lesson, preview these materials on your own. Provide a summary of the included materials, the main concepts introduced, and reviewed.
2. If you have taught only the aah, buh, cuhs, (first 25 sounds) which sentence is decodable text?
   1. Chuck can run and play.
   2. Bob is fantastic at tennis.
   3. Sam laughs at this dog.
3. If you have taught all sounds in Action Reading FUNdamentals up to this point, which sentence is NOT decodable? (aah-buh-cuhs, 2 for 1's, long vowels, surprise sounds, and deviations)

   Betty liked the clowns at the circus.

   1. March is quite often the coldest month of the year.
   2. My grandmother is old, but she still likes to work in her garden.
4. Refer to Dr. Patrick Groff's Decodability Protocol and determine the percentage of decodable words in the following stories, assuming that you have taught all sounds of Action Reading FUNdamentals up to this point, including this lesson (aah-buh-cuhs, 2 for 1's, long vowels, surprise sounds, and deviations). Refer to the Scope & Sequence.

   Story A --
   There are many different kinds of lights. Most of us have electric lights in our homes. But before electric lights were put in, you might have had a gas lamp. Before the gas lamps were invented, people used candles for light. A flame, like the flame on a match, burned the candle or gas. That is what made the light. Electric lights are safer than gas lamps and candles. They are brighter, besides.

   % of decodable words:

   Story B --
   We went to the circus to celebrate my birthday. I had lots of fun. We saw a man who looked like a giant. He was seven feet tall, I think. He did magic tricks. I saw a giraffe, a tiger, and other animals. A giraffe is an animal with a long neck.
   We also saw people in fancy clothes walk across ropes high in the air. One person even rode a bicycle across the rope. I cannot imagine how they keep their balance. Can you?

   % of decodable words:

5. List some questions that teachers can ask students to ensure that they comprehend what they read.
6. What other activities can teachers have students do to help with comprehension skills?

5

11

Lesson Participation Assignment

1. Continue working with your student. If your student has successfully mastered the previous lesson, go on to workbook pages 86 - 98 and the corresponding audiotapes. If not, continue working on your students' level. If your student is not ready to progress to the next audiotape and workbook pages 86 - 98, you must to preview these on your own. The activities in this section will have you continue with multi-sensory activities, selecting appropriate "real" books for your to read, and marking code that the student is reading.

   Complete the following:

   • Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next tape and workbook pages? What seems to be easiest for this student to grasp? Most difficult?
   • If your student is unable to proceed to the workbook pages included in this lesson, preview these materials on your own. Provide a summary of the included materials, the main concepts introduced, and reviewed.
2. Define encoding.
3. When should encoding be taught?
4. Define decoding.
5. Name the two most important factors that make the teaching of decoding most successful.
6. Name the 7 principles for reading success as designated by the NICHD Research.
7. In what order should these principles be taught?
8. Take the words from Level 1 and 2 and put them in the correct teaching order from simplest to most complex (i/e/, regular words with short vowels, short cuts, 2 for 1's, long vowels, etc.) Refer to your scope and sequence and categorize in order listed there.
9. Look at the words in Levels 3-9. Pick out all regular short vowel words that should have been taught first. (1st - 25 sounds)
10. List and describe the four key factors that should be included in reading instruction, as outlined by the Action Reading model.

High Frequency Sight Word List

5

12

Lesson Participation Assignment

1. Continue working with your student. If your student has successfully mastered the previous lesson, go on to workbook pages 99 - 102 and the corresponding audiotapes. If not, continue working on your students' level. If your student is not ready to progress to the next audiotape and workbook pages 99 - 102, you must to preview these on your own. The activities in this section will have you continue with multi-sensory activities, review and test all sounds, and play the game "Treasure Hunt".

   Complete the following:

   1. Describe your tutoring sessions. How is it going? Is your student progressing? Are you able to continue to the next tape and workbook pages? What seems to be easiest for this student to grasp? Most difficult?
   2. If your student is unable to proceed to the workbook pages included in this lesson, preview these materials on your own. Provide a summary of the included materials, the main concepts introduced, and reviewed.
      1. How many symbols are there in the English alphabet?
      2. What is the origin of the English alphabet?
      3. How many different sounds are there in all of the languages in the world?
      4. How many of these sounds are used in the English language?
      5. Identify these sounds.
      6. How many common spellings are there for these sounds?
      7. What impact did the invention of the printing press have on written languages?
      8. What impact did the invention of the dictionary have on languages?
      9. According to the most recent research from the National Center on Education and the Economy (NCEE) and Learning Research and Development Center, what are the three primary literacy standards in reading?
      10. According to the $1 Billion Project Follow Through Study and the $200 Million NICHD Study, what are the seven principles of teaching reading that are critical to reading illiteracy in America?
      11. Which of these seven principles is considered to be non-negotiable by all researchers from every philosophy of teaching reading?
      12. According to the NICHD research, how long should the skill of reading be taught?
      13. Which letter is the most used? What unique ability does it have?
      14. First Lady Laura Bush prepared a guide for parents called “How Do I Know A Good Early Reading Program When I See One?” Describe six good traits of a good early reading program.
2. Research in Action: Using the Internet, gain information to prepare you for working with your tutoring student for the Signature Assignment. Your Signature Assignment requires the identification and tutoring of a struggling reader. Once you have identified your struggling reader, have a conversation with the struggling reader, parent, and/or teacher about the student, discuss the 5 steps for action research in the classroom:
   1. Identifying the problem that the struggling reader has based on the conversations with the struggling reader, parent and/or teacher.
   2. Speaking with others, reading current literature on the problem, and identifying solutions to the problem.
   3. Implementing solutions to the problems.
   4. Gather data…was the implementation of the solution successful in solving the problem?
   5. Revise based on what the data shows and continue the process.

   Use the information learned in steps 1 and 2 to develop your tutoring plan. As you implement the solution to your problem during the tutoring sessions, gather data and revise your tutoring sessions based on your research. Create a tri-fold brochure clearly describing your 5 steps. Reference the research articles within your brochure in American Psychological Association (APA) style. Provide a “References” section listing your articles in APA format.

100

50

Final Exam

Multiple Choice, True/False: 60 Points

Essay: 40 Points

100

Field Experience Signature Assignment

2A. Field Experience One-on-one Tutoring Sessions (InTASC 1(c), 1(k), 6(a), 6(b), 6(c), 6(d), 6(g), 6(j), 7(j))

• Create a report of one-on-one tutoring sessions using the Action Reading program. (InTASC 6(a), 6(d))
• Creates a tutoring pre/post assessment of the students learning outcomes. (InTASC 6(b))
• Describe student strengths/weaknesses along with review, reinforcement, and remedial activities used throughout the tutoring sessions. (InTASC 6(c), 7(j))
• Identify the various assessments, both formal and informal, used throughout the tutoring sessions. (InTASC 6(g), 6(j))

Compile a final report to present to parents and/or the classroom teacher. Write a follow-up reflection of the presentation to parents and/or classroom teacher. (InTASC 1(c), 1 (k))

100

Field Experience Signature Assignment

2B. Field Experience Observation Critical Thinking Questions (InTASC 8(a), 8(l). 8(j), 8(e), 8(m). 9(l), 9(m), 9(n))

100

Total

510

Grade

Percent

Total Points

A

90% - 100%

459 - 510

B

80% - 89%

408 - 458

C

70% - 79%

357 - 407

D

60% - 69%

306 - 356

F

0% - 59%

0 – 305

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Student Teach in Fall (August, September or October)

Formally admitted by January 1st of that year

Student Teach in Spring (January or Feb)

Formally admitted by August 1st of the prior year