CALIFORNIA BAPTIST UNIVERSITY · Web viewCALIFORNIA BAPTIST UNIVERSITY EDU516 A : Elementary Curriculum and Methods: Reading and Phonics Fall 2013 Syllabus Academically Biblically

CALIFORNIA BAPTIST UNIVERSITYEDU516 A : Elementary Curriculum and Methods: Reading and Phonics

Fall 2013 Syllabus

Academically Biblically Equipped Globally Prepared Rooted To Serve Minded

Dr. Bonnie G. Metcalf School of Education Mission StatementThe mission of the Metcalf School of Education of California Baptist University, a university committed to the Great Commission, is to prepare professional

educators of high moral character and ethical behavior to teach and serve in schools throughout the world.

Our teachers will:

Be well-equipped, highly principled individuals; with high expectations for all students

Understand diversity as a strength; and Provide for individual differences in order to help students prepare for a diverse and

rapidly changing world.

We will maintain high standards and expectations for ourselves and for studentswho wish to serve in building a better world by entering the education profession.

Professor: Dr. Barbara Cockerham Phone: 951-343-4262 (work) Email:[email protected] Tuesday 4:30 – 6:55 p.m. Office # YCB233 Classroom: YCB B251 Office Hours: Tuesday 2:30 - 4:30 pm Wednesday 2:30 – 4:30 pm.

Fall 2013 Cockerham 1

INFORMATION YOU NEED:

You will be required to sign in by your name each time we meet. You are absent (even if I see you), if you do not sign in. If you are late, please indicate the time next to your name. (Being late or leaving early more than 30 minutes will be a reduction in attendance/participation points) Please put your name card on the table in front of you each time we meet.

Please write on only one side of the paper. All work not done in class must be word processed, not handwritten, except for concept sheets.

Please add a header to each page with your last name, course number, date and assignment i.d. (some abbreviation for the assignment.) Also add pagination if it is more than one page long.

Please turn off your cell phone. See me if you have special circumstances.

You will be accountable for discussions, hand-outs, etc. as well as regular assignments. It will be important to be clear about what should be brought to class each week. Bring PostIts! and a highlighter to class. It will help!!

Please select a buddy and exchange telephone numbers. I will not be responsible for remembering to give you handouts, etc. if you are absent or late. Your buddy will have to help you. Have someone collect handouts and write down things you need to know, if you are absent. If you email me, please put your last name and the Course Number in the subject line (EDU 516). Thanks. Any file you send me should have your name, course number, and page number in the header. I prefer hard copies of your work for correcting.

There will be a lot of group work in this class. Just like you don’t pick your family, you don’t usually pick your group in this class. This prepares you for working with a variety of teachers on a regular basis in the workplace!

Live Text. An e-portfolio in Live Text will be used to post reflection and criticalAssignment. A reflective statement concerning meeting SLO(s) will be included in the

face of the class section of the portfolio. The critical assignment and syllabus should

also be attached in the class section. The portfolio will be prepared and submitted via

the Live Text Course Tab. Failure to meet this expectation will significantly affect your

course grade.


CBU policies against plagiarism will be followed. As a teacher, you must be blameless in your moral rectitude. Our students need a positive role model in a world that offers many temptations to do other than what is right!

IMPORTANT NOTE: THERE ARE REGULAR RICA PREP CLASSES FREE TO CBU STUDENTS AND ALUMNI. SIGN UP ON ROOM YC B233. It is important that you take the RICA test as soon as you have completed this course!!

COURSE DESCRIPTION:

The study of current research-based theories and practices in the teaching of the elements of a balanced, comprehensive literacy program in public and private schools will be taught. The elements of phonics and decoding as a base for teaching and learning will be stressed. Cultural and linguistic differences will be examined as they pertain to literacy instruction and communication.

Students will be required to spend one-two hours per week (a total of 20 hours), at an approved elementary school site observing, participating, and tutoring students in reading.

REQUIRED TEXTS: Bear, Invernizzi, Templeton, and Johnson. Words Their Way. (5th ed.) (WTW) Fox, B. J. (2010). Phonics and structural analysis for the teacher of reading (10th

ed.). (Fox) Johns, Reading Inventory. (11th ed.) (Johns) National Reading Panel. Put Reading First (PRF) (Free, on-line) Reading/Language Arts Framework for California Public Schools, (2007) (2nd ed,.).

California State Board of Education Common Core State Standards (On Line) Reutzel, D. R., & Cooter, Jr. , R. B. (2009). The essentials of teaching children to

read. (2nd ed.). (R & C) West Ed A Map for Teaching and Assessing California’s English Language

Development (ELD) and English-Language Arts (ELA) Standards for English Learners (2000).

Live Text


Concepts RICA Required Reading

Tests/Quizzes In Class Work

Assignment Due

9/3Overview;

Textbook Walk;

Frameworks; Common CoreRICA Specifications

D1 None -Read & understand D1

-Textbook walk

-Framework Scavenger Hunt

Bring all your textbooks

9/10 Classroom Management

Standards; Big Picture

Language Learning Overview

D1R & C Chapter 1 & 7

RLA Framework Ch. 1 & 2

Fox Preface & Parts 1 & 2

NoneRICA Specs

Bloom’s Taxonomy Questions

Concept Organizer 1

Bring a children’s book that you love!

9/17 Emergent Literacy

Predictors of Learning to Read

The joy of Reading

D2D2 Specifications

R & C Ch 2

Fox Parts 3-6

PRF p. 1-10

Emergent Assessments

Predictors of Learning to Read

Websites to support reading and literacy

Concept Sheets 1-2

9/24Phonics and Spelling

D2WTW Ch 1-2

PRF p. 11-18

R & C Ch 3

D 2 Constructed Response./Multiple ChoicePhonics Test 1

Phonics & Spelling Assessments

You Tube Video summary – ½ page # 1

10/1Word StudyLesson Planning

D2WTW Ch. 3

Fox 7

R & C Ch 8

Lesson PlanDraftAdministering the John’s. RI

Writing K-6Common Core

Concepts Sheets 3-4

10/8Word StudyEnglish LearnersDiversityIntegrating Curriculum

D 1-5 Read and Prepare EL Article as assigned

Phonics Test 2SOLOM

Writing with EL Students

EL Article Reviews/PresentationsTyped Lesson Plan Draft


10/15 EL continuedPhonics Test 3

10/22Fluency D3 Phonics Test 3

Domain 3 Multiple Choice and Con. Response

Individual Conferences Lesson Plans

10/29 Midterm Midterm

11/5Book Center Book Center Presentation

11/12 Vocabulary: Background Knowledge; Academic Language; Vocabulary

D4 Specifications

R & C Ch. 5

11/19 Vocabulary: Background Knowledge; Academic Language; VocabularyShare Assessment Kits

D4 D4 Specifications

PRF p. 29-40

D 4 Constructed. Response/ Multiple Choice

Vocabulary Apps for EL Assessment Kit

Concept Sheets 7-8

11/26 Holiday week

12/3 ComprehensionD5

-D5 Specs.-R & C Ch 6-PRF p. 41-48

Concept Sheets 9-10Fieldwork due

12/10 Comprehension

Review for Final ExamReceive Take Home Case Study for Final

D5 D5 Constructed Response/ Multiple Choice

UTube Video summary # 3Notebook Review in class


12/17Final Exam

D 1-5 Final Exam & Case Study

Livetext due by Midnight


Name __________________ Scoring Grid: I will enter each grade each week in your folder. It is your responsibility to make sure I haven’t left anything off and to keep track of how you are doing.

Assignment Points Possible Points Earned

Quizzes/Constructed Response/Multiple Choice D 2: 9/24___ D 3: 10/22___; D 4: 11/19___ D 5: 12/10 ___

200

EL Project 10/15 50YouTube Reflections 9/24 ___ 10/15___ 12/10___

75

Annotated Websites 9/17 50Bloom’s Taxonomy 9/10 25Phonics Tests 1:9/24 ____ 2: 10/8 ____ 3:10/22____

150

Midterm Exam 10/29 100Book Center 11/5 250Concept Sheets 1-2 (9/17)____ 3 & 4 (10/1) ___ 5 & 6 (10/15) ___ 7 & 8 (11/19) ___ 9 & 10 (12/3) ____

100

Reading Assessment Kit 11/19 100Fieldwork 12/3 Livetext 12/17 400Notebook 12/10 50Final Exam 12/17 100Attendance Absences: ___ ___ ___ 150

TOTAL POINTS 1800

IF YOU HAVE QUESTIONS ABOUT YOUR POINTS OR ASSIGNMENTS, ASK ME. ASSIGNMENTS SHOULD BE ON TIME. IF YOU HAVE AN EMERGENCY, LET ME KNOW ASAP. ANY LATE

ASSIGNMENTS, NO MATTER THE REASON, LOSE 10% A WEEK!

Grading Percentages:

A 95 - 100% A- 90 – 94 %

B+ 87 - 89% B 83 - 86% B- 80 - 82%

C+ 77 - 79% C 73 - 76% C- 70 - 72 %


Student Learning Outcomes (SLOs) for the Multiple/Single Subjects Credential Program aligned with the California Teacher Performance Expectations (TPEs) and the CBU University Student Outcomes (USOs).

Multiple Subjects - Student Learning Outcomes - SLOs

CA/State - TPEs – Teacher Performance Expectations CBU /USOs See

full USO Text at End of Chart.

1. Content Pedagogy: The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.

Making subject matter comprehensible to studentsTPE 1. Specific pedagogical skills for subject matter instruction (reading/language arts, math, science, history/social science)

Academically Prepared

Globally Minded

Equipped to Serve

2. Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.

Engaging and supporting students in learningTPE 4. Making content accessibleTPE 5. Student engagementTPE 6. Developmentally-appropriate teaching practicesTPE 7. Teaching English learners


Globally Minded

Biblically Rooted

Equipped to Serve

3. Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education



Globally Minded

Biblically Rooted

Equipped to Serve

4. Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Planning instruction and designing learning experiences for students

TPE 8. Learning about studentsTPE 9. Instructional planning


Equipped to Serve

5. Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.

Creating and maintaining effective environments for student learningTPE 10. Instructional time

TPE 11. Social environment


Equipped to Serve

6.Communication and Technology: The candidate uses knowledge of effective cross cultural verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction with diverse student populations



Equipped to Serve

7. Planning: The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.

Planning instruction and designing learning experiences for studentsTPE 8. Learning about studentsTPE 9. Instructional planning


Equipped to Serve


Multiple Subjects - Student Learning Outcomes - SLOs

CA/State - TPEs – Teacher Performance Expectations CBU /USOs See

full USO Text at End of Chart.

8. Assessment: The candidate monitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement

Assessing student learningTPE 2. Monitoring student learning during instructionTPE 3. Interpretation and use of assessments


Biblically Rooted

Equipped to Serve

9. Professional Growth: The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Developing as a professional educator

TPE 12. Professional, legal and ethical obligations

TPE 13. Professional growth


Biblically Rooted

Equipped to Serve

10. School and Community: The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being

Developing as a professional educator

TPE 12. Professional, legal and ethical obligationsTPE 13. Professional growth

Globally Minded

Biblically Rooted

Equipped to Serve11. Faith Integration: The candidate integrates the principles of the Christian faith and philosophy in all aspects of education with students, families, and communities.

Biblically RootedEquipped to Serve

12. Ethical Practice: The candidate applies an understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services to practice

Equipped to Serve

Biblically Rooted

13. Research: The candidate is a proficient consumer and disseminator of research and demonstrates competence in evaluating research.


Equipped to Serve14. Critical thinking: The candidate uses critical thinking, reasoning, and problem solving skills (i.e., analysis, synthesis, application, and evaluation of various forms of data) and presents the results in appropriate oral and written format using academic writing and APA guidelines.


Equipped to Serve

15. Technology: The candidate uses technology to enhance their productivity and professional practice. Academically Prepared

Equipped to Serve

California Baptist University Student Outcomes (USOs) Full Text

1. Biblically Rooted: Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christian’s role in fulfilling the Great Commission

2. Globally Minded: Respect diverse religious, cultural, philosophical, and aesthetic experiences.3. Academically Prepared: Use critical thinking skills to demonstrate literacy: listening, speaking, writing, reading, viewing, and visual

representing.4. Academically Prepared: Demonstrate Competence in mathematical, scientific and technological skills.5. Equipped to Serve: Transfer academic studies to a profession and the workplace. 6. Equipped to Serve: Implement a personal and social ethic that results in informed participation in multiple levels of community.

COURSE OBJECTIVES:For more information regarding Teacher Performance Expectations (TPE), go to:http://www.ctc.ca.gov/educator-standards/AdoptedPreparationStandards.pdf

1. Define reading and explain the act of reading. (TPE 1)o Compare and contrast emergent literacy and reading readinesso Explain three theories of reading and be prepared to discuss how

these theories relate to the Report of the National Reading Panel o Know the stages of reading development (Chall)


o Know the basic components of literacy instruction and how they are linked together

o Describe various approaches and strategies used to teach reading and evaluate each strategy’s effectiveness according to the current and past research and student achievement data.

o Compare and contrast what it means to teach children to learn to read and read to learn

2. Understand the components of literacy instruction as defined in the California Reading/Language Arts Framewor.k (TPE 1, TPE 3)

o Know the four domains of the English-Language Arts standards and plan lessons based on the standards for a grade level of your choice

o Utilize the sequence of assessment as a guide for planning lessonso Examine state adopted text book materials which are used in

elementary classroomso 3. Focus on issues in reading and the history of reading pedagogy

and processes in California, including the NAEP Report, standardized assessment, and the Academic Performance Index. (TPE 3, TPE 12)

4. Read, react, and report the findings from current articles and websites in reading research in the areas of emergent literacy, fluency, spelling, vocabulary, comprehension, English learner issues in reading, and special needs in reading.

5. Describe the development of language and the acquisition of literacy and reading (TPE 4, TPE 5, TPE 6, TPE 7) Compare and contrast learning to read in a first and a second languageo Define phonemic awareness and explain its importance in beginning

reading instruction and early literacy. o Understand and develop a series of lessons to illustrate the logical

sequence of phonics instruction and word study in an alphabetic system (decoding)

o Describe the stages of word analysis development in the classroomo List the stages of spelling development (encoding) and explain the

importance explicit, developmental spelling instruction in the elementary classroom

o List and explain the research in writing and how the knowledge of this research can improve student achievement in reading

o Discuss each step of the writing process and the use of writers’ workshop in the classroom. Be prepared to analyze a sample of a child’s writing as presented in class in relation to decoding, spelling, and stages of writing development. Describe a series of follow-up activities to promote academic growth.. Be prepared to use writing as an assessment tool to measure progress in spelling, grammar, syntax, thinking, and organization.

o Develop an understanding of the role of vocabulary instruction in literacy instruction

o Explain the issues of fluency related to reading comprehensiono Describe the strategies used by a good reader for comprehension

before, during, and after reading Explain what happens when


comprehension breaks down and what tools and strategies should be used to help the reader.

6. Explore the cultural and language diversity of students in elementary school settings (TPE 7, TPE 11) Understand historical, legal, cultural, and language acquisition factors

which need to be considered Explore the use of the California English Language Development Test to

guide instruction Learn how to move students through ELD language levels while getting

them to English Language Arts standard mastery for their grade. Promote family involvement and interaction

7 Analyze and use a wide variety of print material to enhance the instructional program

Write questions to encourage higher order thinking (Bloom’s Taxonomy) using children’s literature selections

Evaluate several samples of text to determine text structure and explain how knowledge of text structure can facilitate learning from text

Examine a series of books designed for early literacy and determine their value for literacy instruction

Explain and illustrate the value of using a wide variety of children’s literature in the classroom

Create and present a classroom book center (K-3) that focuses around a theme and includes multicultural literature and learning activities

Sample items from a classroom library and determine how the materials could be used and for which students

8. Assess and accommodate the reading and language abilities and needs of culturally, linguistically, and academically diverse students (TPE 2, TPE 3, TPE 6. TPE 7. TPE 9)

Study the needs of language diverse students and how to accommodate individual student differences cognitively and affectively.

Understand the levels of language acquisition and how it relates to reading instruction

Administer a series of emergent literacy assessments in phonemic awareness, phonics, spelling, comprehension, etc. during tutoring sessions

9. Demonstrate the ability to plan reading instruction for a diverse group of learners within the context of a self-contained classroom. TPE 8, TPE 9. TPE 10)

Explore daily ELD lessons and how to incorporate them into the schedule.

Design a series of lessons incorporating strategies of Specially Designed Academic Instruction in English (SDAIE)

10. Complete a Fieldwork Notebook that describes all components of balanced, comprehensive literacy as required through the 15 hours of fieldwork in an elementary classroom (K-6). (TPE 3, TPE 6, TPE 13)

11. Write and use APA guide at graduate student level in work presented


Domain I Domain II Domain III Domain IVDomain V

PLANNING, ORGANIZING, AND

MANAGING READING INSTRUCTION BASED

ON ONGOING ASSESSMENT

WORD ANALYSIS FLUENCY

VOCABULARY, ACADEMIC

LANGUAGE, AND BACKGROUND KNOWLEDGE

COMPREHENSION

001: Understand how to plan, organize, and manage standards–based reading instruction.

002: Understand the purposes of reading assessment and best practices related to standards–based entry–level assessment, monitoring of student progress, and summative assessment.

003: Understand the role of phonological and phonemic awareness in reading development and how to develop students' phonological and phonemic awareness skills.

004: Understand the role of concepts about print, letter recognition, and the alphabetic principle in reading development and how to develop students' knowledge and skills in these areas.

005: Understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading

008: Understand the role of fluency in reading development and factors that affect students' development of fluency.

009: Understand how to promote students' fluency development.

010: Understand the role of vocabulary, academic language, and background knowledge in reading development and factors that affect students' development of vocabulary, academic language, and background knowledge.

011: Understand how to promote students' development of vocabulary, academic language, and background knowledge.

012: Understand literal, inferential, and evaluative comprehension and factors affecting reading comprehension.

013: Understand how to facilitate reading comprehension by providing instruction that prepares students for the reading task, scaffolds them as needed through the reading process, and prepares them to respond to what they have read.

014: Understand how to promote students' comprehension and


development.

006: Understand how to develop students' phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development.

007: Understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development.

analysis of narrative/literary texts and their development of literary response skills.

015: Understand how to promote students' comprehension of expository/informational texts and their development of study skills and research skills.



Documents

CALIFORNIA BAPTIST UNIVERSITY · Web viewCALIFORNIA BAPTIST UNIVERSITY EDU516 A : Elementary Curriculum and Methods: Reading and Phonics Fall 2013 Syllabus Academically Biblically