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					                                      The American University
                                 College of Arts and Sciences
                            School of Education, Teaching & Health
                                       Syllabus EDU 555
                                            Fall 2009


EDU 555.001 Teaching Reading in Elementary Education
3 semester hours

Instructor: Susan Jaffe
Phone: 301-717-2861
E-mail: jaffe@american.edu
Office hours: By appointment

Course Description:
Teaching Reading in Elementary Education, EDU 555, examines how a child becomes
literate and the role of the teacher in a child’s acquisition of literacy. This course analyzes
current best practices and scientific research in effective reading and writing
instruction. Students will examine the social and political forces that influence the
elementary reading curriculum.


Course Objectives:

By the end of the course, students will be able to:

       • Develop knowledge of the components of a balanced literary program

       •   Analyze criterion to match readers to texts via leveling and/or readability

       •   Understand how to develop phonological awareness skills in students

       •   Identify strategies and techniques to teach phonics skills

       •   Identify strategies and techniques to teach vocabulary

       •   Identify strategies and techniques to enhance fluency instruction

       • Identify strategies for enhancing reading comprehension

       • Identify a variety of formal and informal assessments to assess reading and
         writing strength

       •   Apply knowledge gathered during assessment to formulate teaching goals


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       • Actively participate in discussions on the reading process and factors that
         influence learning to read

       • Identify teaching strategies that work well with ELL students and students with
         special needs

       •   Identify factors influencing motivation in the classroom

       •   Convert reading theories into instructional practices

       •   Understand the influence of current political influences and education policy as
           related to the teaching of reading

       •   Develop knowledge of technology concepts and strategies related to teaching reading


Computer Accounts:
Blackboard will be used for this course to share course content, readings, podcasts, videos, and
to view your grades.

Students may acquire computer accounts providing access to the email system and campus wide
network at AU (Eaglenet) through Computer Accounts in the Office of Information Technology.
All students MUST read their AU email, and are strongly encouraged to forward their AU email
to the account they read most frequently. All AU email accounts are issued free of charge and
will expire when you graduate from AU (or shortly thereafter).


Philosophy of the School of Education, Teaching & Health
The mission of the School (SETH) is the professional development of dedicated and proficient
teachers, educational leaders, health professionals, and researchers. Graduates should be
equipped to accommodate learner needs, to nurture the strengths and talents of those they serve,
and to provide leadership in large and small organizations, classrooms, educational institutions,
and public policy arenas. In partial fulfillment of that mission, SETH offers programs that
prepare teachers, educational leaders and managers, education specialists, health promotion
specialists, and researchers for careers in schools, colleges and universities, federal, state and
local government agencies, business, and community and professional organizations. These
programs provide candidates with opportunities to collaborate with professionals in public
schools, educational organizations, and federal agencies through internships, practica, and
research. Graduates are equipped to meet individual needs, to nurture the strengths and talents of
those individuals, and to initiate and provide leadership in classrooms, educational institutions,
and in the public policy arena. The mission of the SETH is derived from the faculty's shared
conviction that the fundamental task preparing effective professionals who understand and model
a commitment to excellence, equity, community and diversity.




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The School of Education, Teaching & Health faculty and staff are committed to celebrating
diversity and building a community of learners. As we work in collaboration in and out of the
classroom:
    • We believe that respecting each other's differences and opinions leads to a positive and
        open environment,
    • We believe that open discourse promotes reflective and thoughtful educators,
    • We believe that equitable treatment of each other is necessary for a positive, sustained,
        and working community, and
    • We believe that each and every member of the community can make a valuable
        contribution to the community.
These beliefs in action provide for all students, staff, and faculty a safe, productive, and positive
educational community.

Required Readings:

Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource
      State Development, Developed by Interstate New Teacher Assessment and Support
      Consortium. (INTASC)

Required readings will be distributed in class or via blackboard.

Required podcasts and/or videos will be distributed via blackboard.

Suggested Reading:

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Vocabulary
   study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ:
   Pearson Prentice Hall.
Fountas, I. & Pinnell, G.S. (1996). Guided reading, good first teaching for all.
       Portsmouth, New Hampshire: Heinemann.
Fountas, I. & Pinnell, G.S. (2006). The leveled book list, K-8. Portsmouth, New Hampshire:
       Heinemann.
Fry, E.B., Kress, J.E., & Fountoukidis, D.L. (2006). The reading teacher’s book of lists
        (5th ed.). Paramus, NJ: Prentice Hall.
Harvey, S. & Goudvis, A. (2007). Strategies that work, teaching comprehension for
   understanding and engagement (2nd ed.). Portland, Maine: Stenhouse Publishers.
Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:
       Pearson Education, Inc.
Vacca, J.A., et al. (2006). Reading and learning to read (6th ed.). Boston: Pearson
       Education, Inc.




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Course Requirements:

Readings/Podcasts/Videos
The course schedule includes assigned articles, podcasts, and videos to be completed prior to
class. Additional readings, podcasts, and videos may be assigned and made available on
Blackboard or will be distributed in class.

Attendance/Participation – 20% - 30 points

Students are expected to conduct themselves as professionals in the field of education. As such
students are expected to:
    • Attend class punctually
    • Inform the instructor of lateness or absence due to illness or extenuating circumstances
       prior to class via email, text, or phone
    • Be prepared for each class
    • Arrange to obtain handouts and notes from another student when absent
    • Participate in class discussions and activities
    • Submit assignments on time
    • Submit original work.

   Students who miss more than 2 unexcused class sessions will receive a “one-half letter
   grade” (i.e. A- > B+) deduction from the final grade in the course. Students who miss more
   than 4 unexcused class sessions will receive a “one letter grade” (i.e. A > B) deduction from
   the final grade in the course.

   IF YOU ARE ABSENT, YOU NEED TO NOTIFY ME PRIOR TO CLASS VIA
   EMAIL, PHONE, OR TEXT.

Assignments:

Analyzing Your Practicum Classroom – 5% - 10 points
There are four components to this assignment:
   1. Complete “A Checklist for Analyzing the Classroom Environment”
   2. Complete “Managing the Classroom”
   3. Complete “What’s In Your Classroom?”
   4. Complete “Interviewing Your Cooperating Teacher”

Reading/Podcast/Video Reflections- 15% - 120 points
Each week students will be required to submit a written journal in response to one of the articles,
podcasts, or videos assigned for the topic. Detailed information will be provided in a separate
handout.




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Observation/Working With a Child Study – 25% - 100 points
A major part of this course will provide for opportunity to interact with a young child (or small
group) in your practicum. Your goal as a student is to learn something about how the reading
process works. You are not expected to teach the child to read. A separate handout for each
component of the assignment will be provided to guide you through the process.

Porfolio Entries – 25% - 80 points
Students will use the completed Observation of a Child Study to complete two ePortfolio
entries. These entries will satisfy the requirement for The Impact on Student Learning and one
of the following: INTASC #’s #3, #4, #7, #8 ( or any two of the previously mentioned INTASC
standards) Students will upload their entries on their ePortfolio.

Resource Portfolio – 10% - 60 points
Students will create a portfolio to use as a resource for teaching reading.
The portfolio will comprised of the following components, but not limited to:

   •   Assessment
   •   Phonemic Awareness
   •   Phonics
   •   Comprehension- Narrative and Expository)
   •   Vocabulary
   •   Fluency
   •   Diverse Learners (ELL, Gifted/Talented, Learning Challenges)
   •   Children’s Book Lists/Annotations

For each section include the following:
   • Relevant information/handouts from class(es)
   • Articles relevant to topic

For the five key areas of reading instruction include the following:
   • A minimum of 3 lessons
   • A minimum of 3 annotated resources (books to reference for information and ideas)

It is recommended that students create a resource portfolio with emphasis on practical
application/materials for use in teaching. Please keep this goal in mind as you create your
portfolio.

*** Please be advised that the Methods course instructors are in contact with one another.
Work may be submitted for credit in one course only; resubmission of work is considered a
violation of the University Academic Code. Violations of this code will be dealt with
according to University policy.***

Percent of Total Points available will be used to determine the class grade as follows:
 100 - 94%            A            86 - 82%             B           74 - 71%             C
  93 - 90%            A-          81 - 78%              B-           70 - 67%            D
  89 - 87%            B+           77 - 75%             C+           66% and below       F



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                                 EDU 555 Class Schedule
                                     Fall, 2009

DATE             TOPIC                  REQUIRED READING/           ASSIGNMENTS
                                        PODCAST/VIDEOS              DUE
Aug. 24     INTRODUCTION AND            Read: NCLB: Is there life
            OVERVIEW                    beyond testing?
                                        Read: Response to
Aug. 27     HISTORICAL                  Intervention (RTI): What    Log into Blackboard
            PERSPECTIVE AND             teachers of reading need
            RECENT POLITICAL            to know.
            INFLUENCES
               • NCLB                   Podcast: Allington on RTI
               • RTI                    Podcast: Afflerbach on
                                        Assessment
Aug. 31 -   NO CLASS - PRACTICUM                                    Response Journal #1
Sept. 3                                                             via email by 9/3
Sept. 7     NO CLASS – LABOR DAY        Read: Student involved      A Checklist for
                                        classroom libraries.        Analyzing Your
Sept. 10    CLASSROOM                   Read: Matching books        Practicum Classroom
            ORGANIZATION                and readers: Selecting
              • Creating a library      literature for English      What’s In Your
              • Text gradients          learners.                   Classroom?
              • Matching readers to     Read: Readability versus
                 texts                  leveling.                   Managing the
                                                                    Classroom

                                                                    Interview with your
                                                                    cooperating teacher

                                                                    Response journal #2
Sept. 14 - ASSESSMENT                   Read: Focused anecdotal     Response journal #3
Sept. 17     • Exploring various        records for assessment: A
                assessments &           tool for standards-based,   Portfolio check
                inventories             authentic assessment.
             • Grouping for             Read: RUNNING
                instruction             RECORDS Every day.
                                        Read: Revisiting the role
                                        of miscue analysis in
                                        effective teaching.
Sept. 21-   EMERGENT LITERACY           Read: Phonological          Log # 1 –
Sept. 24      • Concepts of Print       awareness intervention:     History/Observation
              • Phonological            Beyond the basics.          of a Reader
                Awareness               Read: Supporting
                                        phonemic awareness          Response journal # 4


                                                                                           6
                         development in the
                         classroom.
                         Read: Phonemes in use:
                         Multiple activities for a
                         critical process.
                         Read: Using sound boxes
                         systematically to develop
                         phonemic awareness.
Sept. 28    NO CLASS     Read: Everybody’s selling        Response journal # 5
                         it- But just what is explicit,
Oct. 1      PHONICS      systematic phonics
                         instruction?
                         Read: Phonics instruction
                         for older students? Just
                         say no.
                         Read: Spelling in parts: A
                         strategy for spelling and
                         decoding polysyllabic
                         words.
                         Read: Word study
                         instruction in the K-2
                         classroom.

                         Podcast: “Phonics through
                         shared reading”
Oct. 5 –    FLUENCY      Read: Creating fluent            Log # 2 –
Oct. 8                   readers.                         Assessment/Obs. of a
                         Read: A focus on fluency:        Reader
                         How one teacher
                         incorporated fluency with        Response Journal # 6
                         her reading curriculum.
                         Read: Two essential
                         ingredients: phonics and
                         fluency getting to know
                         each other.
                         Read: Laughing through
                         rereadings: Using joke
                         books to build fluency.

                         Podcast: “Phrasing for
                         fluency”
Oct. 12 –   VOCABULARY   Read: Strategies for             Portfolio check –
Oct. 15                  effective vocabulary             Sharing observations
                         instruction.                     of students
                         Read: Words are                  Response Journal #7
                         wonderful: Interactive


                                                                                 7
                                  time-efficient strategies to
                                  teach meaning vocabulary.
                                  Read: Breaking down
                                  words to build meaning:
                                  Morphology, vocabulary,
                                  and reading
                                  comprehension in the
                                  urban classroom.
                                  Read: “Bumping into
                                  spicy tasty words that
                                  catch your tongue”: A
                                  formative experiment on
                                  vocabulary instruction.

                                  Podcast: “Teaching Key
                                  Vocabulary”
Oct. 19 –   COMPREHENSION         Read: “She’s my best           Lesson Plan
Oct. 22                           reader; She just can’t
                                  comprehend”: Studying          Response Journal #8
                                  the relationship between
                                  fluency and
                                  comprehension.
                                  Read: Comprehension
                                  strategy instruction:
                                  Teaching narrative text
                                  structure.
                                  Read: The comprehension
                                  matrix: A tool for
                                  designing comprehension
                                  instruction.

                                  Podcast: “Understanding
                                  the Big Idea”
Oct. 26 –   COMPREHENSION         Read: Teaching                 Lesson Plan
Oct. 29                           expository text structure      Reflection & Follow-
                                  awareness.                     up Plan
            CONTENT READING       Read: Developing               Response Journal # 9
                                  academic language: Got
                                  words?
Nov. 2 –    READING AND WRITING   Read: Interactive writing      Portfolio Check
Nov. 5                            beyond the primary
            ENGLISH LANGUAGE      grades.                        Response Journal #10
            LEARNERS              Read: Students learning
                                  English and their literacy
                                  instruction in urban
                                  schools.


                                                                                       8
                                 Read: A framework for
                                 robust literacy instruction
                                 for English learners.
                                 Read: What does oral
                                 language have to do with
                                 it: Helping young English
                                 language learners acquire
                                 a sight word vocabulary.
Nov. 9 –    APPROACHES/MATERIALS Read: Decisions,                 Response Journal #11
Nov. 12     STRUGGLING READERS   decisions: Responding to
                                 primary students during
                                 guided reading.
                                 Read: The benefits of
                                 sustained silent reading:
                                 Scientific research and
                                 common sense converge.
Nov. 16 -   TECHNOLOGY           Read: Collaborative              Post Assessment
Nov. 19                          literacy: Blogs and
            MOTIVATION           internet projects.
                                 Read: Reader response
                                 meets new literacies:
                                 Empowering readers in
                                 online learning
                                 communities.
                                 Read: Creating classroom
                                 cultures that foster
                                 motivation.
                                 Read: What teachers can
                                 learn about reading
                                 motivation through
                                 conversations with
                                 children.
Nov. 23     SHARING OBSERVATIONS                                  Response Journal #12
                                                                  Portfolios Due
Nov. 26     THANKSGIVING – NO
            CLASS                                                 Rough draft for
                                                                  artifacts.

Nov. 30 -   NO CLASS - PRACTICUM
Dec. 3
Dec. 7 –                                                          2 Artifacts or 1
Dec. 10                                                           Artifact and Impact
                                                                  on Student Learning

                    Please note: This schedule may be adjusted.



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                    General Information for School of Education Courses
Information about the University
There are three University publications you will need to refer to for various academic issues:

                       The University Catalog, 2009-2010
                       The Academic Regulations, 2009(Nineteenth Edition)
                       The Student Handbook, 2009-2010
Incomplete Grades[Regulations, p. 21]
       Faculty members may approve student requests for an incomplete grade in rare and
       extreme classes, and must do so before the end of the semester. Only students who are
       passing a course (with a C or better) are eligible for a grade of incomplete. Students must
       complete and submit an Incomplete Contract Form to the faculty member.
Academic Integrity Code[Regulations, pp. 93-96]
       Students are expected to conform to the regulations of the University in regard to academic
       integrity, especially in regard to plagiarism, inappropriate collaboration, dishonesty in
       examinations, dishonesty in papers, work for one course and submitted to another,
       deliberate falsification of data, interference with other students' work, and copyright
       violation.
Services for Students with Disabilities[Handbook, pp. 81-88]
       Appropriate modifications to academic requirements may be necessary on a case-by-case
       basis to ensure educational opportunity for students with disabilities, and individual faculty
       members may need to modify specific course requirements to permit equal participation by
       students with disabilities.
Protection of Human SubjectsCatalog, pp. 34-35
       Any research involving interviewing, surveying, or observing human beings is subject to
       review and approval by the University Institutional Review Board (IRB) and information
       about he university’s IRB process is outlined at http://american.edu/provost/osp/IRB.cfm.
       The university IRB liaison is Matthew Zembrzuski and his email is
       zembrzus@american.edu
Using Appropriate Documentation Formats
       The School of Education, Teaching & Health permits the use of two formats for research
       citations, footnotes, list of references, and layout, and all written work must adhere to those
       guidelines:



                                                                                                   10
       Publication Manual of the American Psychological Association, Sixth Edition,
       Washington, D.C.: American Psychological Association, 2009. Online guide at
       http://www.apastyle.org/manual/index.aspx

                                                    OR
       The MLA Handbook for Writers of Research Papers (7th edition)Modern Language
       Association of America (2009). Online guide at
       http://www.mlahandbook.org/fragment/public_index
       Failure to use the format selected appropriately and accurately will result in a grade
       penalty.

                      Attention students in all graduate degree programs
Comprehensive Examinations [Regulations, p. 72]
All students in masters programs must satisfactorily complete one or more comprehensive
examinations. In the School of Education, Teaching & Health written comprehensive exams
consist of oral comprehensives (for Health Promotion) or a series of one or two-hour essay
responses completed in a 4 hour testing session each semester. Comprehensive examinations are
based on the contents of the entire program, with the content of specific courses included in the
comprehensive exam cumulatively.



                               EMERGENCY PREPAREDNESS

In the event of a declared pandemic (influenza or other communicable disease), American
University will implement a plan for meeting the needs of all members of the university community.
 Should the university be required to close for a period of time, we are committed to ensuring that
all aspects of our educational programs will be delivered to our students. These may include altering
and extending the duration of the traditional term schedule to complete essential instruction in the
traditional format and/or use of distance instructional methods. Specific strategies will vary from
class to class, depending on the format of the course and the timing of the emergency. Faculty will
communicate class-specific information to students via AU e-mail and Blackboard, while students
must inform their faculty immediately of any absence due to illness. Students are responsible for
checking their AU e-mail regularly and keeping themselves informed of emergencies. In the event
of a declared pandemic or other emergency, students should refer to the AU Web site (www.
prepared. american.edu) and the AU information line at (202) 885-1100 for general university-wide
information, as well as contact their faculty and/or respective dean’s office for course and school/
college-specific information.




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