Skip to Main Content

Menu

Master Syllabus

Print this Syllabus « Return to Previous Page

Administrative Unit: Education Department
Course Prefix and Number: EDUC 331
Course Title: Teaching Reading
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

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. Prerequisites: EDUC 300 or EDUC 505; and admission to the Teacher Certification Program. $40 Lab fee. Offered Fall.

 
Prerequisite(s) / Corequisite(s):

EDUC 300 or EDUC 505; and admission to the Teacher Certification Program.

 
Course Rotation for Day Program:

Offered Fall.

 
Text(s): Most current editions of the following:

On Solid Ground
By Taberski, Sharon (Heinemann)
Recommended
Writing as Learning: A Content-Based Approach
By Rothstein, A, Rothstein, E., & Lauber, G. (Corwin Press)
Recommended
 
Course Learning Outcomes
  • Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
  • Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)
  • Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline. (1.3)
  • Can create interdisciplinary lessons that are aligned with content standards. (1.4)
  • Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias. (1.5)
  • Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  • Demonstrates knowledge on how to assist students in setting short- and long-term learning goals and self-reflect on their overall growth. (2.2)
  • Applies knowledge of the theory of learning in all aspects instructional design. (2.3)
  • Recognizes diversity and the impact it has on education. (2.4)
  • Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  • Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
  • Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes. (3.1)
  • Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  • Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  • Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  • Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)
  • Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning. (4.3)
  • Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)
  • Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)
  • Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3)
  • Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  • Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  • Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy. (6.3)
  • Develops skills in using a variety of technology media communication tools. (6.4)
  • Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  • Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)
  • Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  • Understands the importance of collegial activities designed to build a shared mission, vision, values, and goals; participates in collaborative curriculum and staff development meetings and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor to establish relationships in the school, district, and community.(9.1)
  • Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2)
  • Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)
 
Major Topics/Skills to be Covered:
  1. Overview/what is reading?
  2. The reading process
  3. Theories of reading
  4. Emergent literacy
  5. Approaches and models for reading instruction: Basal readers, literature-based, language experience, others
  6. Decoding/word attack and recognition
  7. Meaning vocabulary
  8. Sight words
  9. Study skills
  10. ESL and reading
  11. Creating a classroom environment for literacy
  12. Overview of field experience
  13. Observation participation
  14. Performance based teacher evaluation
  15. Lesson content and resources
  16. Teacher observation review
  17. Management theories and practice
  18. Critical reflection
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: November 29, 2016
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.

Office of Academic Affairs
15/03