The study of how to teach reading skills. Students learn to describe, compare, and contrast theories, models, approaches and methods of teaching reading. Phonic methods and whole language methods are taught and studied, as are individualized teaching strategies, unique uses of children's literature, and writing processes. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course. $40 lab fee. Prerequisites: EDUC 300, or EDUC 505; and admission to the Teacher Certification Program. Offered Fall.
Prerequisite(s) / Corequisite(s):
EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.
Course Rotation for Day Program:
Most current editions of the following:
On solid ground
By Taberski, Sharon (Heinemann) Recommended
Writing as learning: a content-based approach
By Rothstein, Andrew; Rothstein, Evelyn; and Lauber, Gerald (Corwin Press) Recommended
Course Learning Outcomes
To understand the central concepts, structures and tools of inquiry of the disciplines.
To create learning experiences that make aspects of subject matter meaningful and engaging for students.
To understand how students learn, develop, and differ in their approaches to learning.
To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students.
To develop long-range planning, based upon student, district and state standards data.
To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills.
To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation.
To model effective verbal. nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
To continually assess the effects of choices and actions on others to become a reflective practitioner.
To grow professionally in order to improve learning for all students.
To develop effective working relationships with students, families, school colleagues and community members.
To describe, compare and contrast various theoretical models and approaches to reading.
To evaluate the most common approaches or methods of teaching reading.
To analyze and evaluate various materials including basal textbooks.
To evaluate methods of meeting individual student needs as related to the management of the reading program.
To investigate the structure of language.
To develop instructional strategies for teaching and facilitating literacy.
To describe the reading process and strategies that facilitate it.
To observe the place of content mastery in competent instruction.
To observe elements of an effective lesson plan and the effects of planning instruction.
To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
Major Topics/Skills to be Covered:
Overview/what is reading?
The reading process
Theories of reading
Approaches and models for reading instruction
Decoding/word attack and recognition
ESL and reading
Creating a classroom environment for literacy
Overview of field experience
Performance based teacher evaluation
Lesson content and resources
Teacher observation review
Management theories and practice
Recommended maximum class size for this course: 20
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.