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Master Syllabus

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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. 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: Offered Fall.
Text(s): Most current editions of the following:

Most current editions of the following:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Principles and Practices of Teaching Reading
By Heilman, Arthur W., Blair, T. R., & Rupley, W. H. (Prentice Hall)
The Teacher's Guide to the Four Blocks
By Cunningham, D. (Carson-Dellarosa)
Course Objectives

• To understand the central concepts, structures and tools of inquiry of the disciplines. ( MoSPE 1)
• To create learning experiences that make aspects of subject matter meaningful and engaging for students. (MoSPE 1)
• To understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
• 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. (MoSPE 3)
• To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
• To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
• 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. (MoSPE 6)
• To continually assess the effects of choices and actions on others to become a reflective practitioner. (MoSPE 8)
• To grow professionally in order to improve learning for all students. (MoSPE 8)
• To develop effective working relationships with students, families, school colleagues and community members. (MoSPE 9)
• 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.

Measurable Learning

• 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.
• Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
• Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
• Can create and implement interdisciplinary lessons
that are aligned with standards.
• Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias.
• Knows and identifies child/adolescent developmental stages and can apply them to students.
• Demonstrates knowledge on how to assist students in setting short- and long-term learning goals and self-reflect on their overall growth.
• Applies knowledge of learning theory in all aspects of instructional design. 
• Recognizes diversity and the impact it has on education.
• Is able to plan lessons and learning activities to address a student's prior experiences, multiple intelligences, strengths and needs in order to
positively impact learning.
• Demonstrates an understanding that instruction should be connected to students' prior experiences and family, culture, and community.
• 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.
• Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
• Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
• Can demonstrate 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
• Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
• Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
• 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.
• Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
• Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
• Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
• Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
• Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
• Develops skills in using a variety of technology media communication tools. 
• Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
• 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. 
• Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
• Understands the importance of collegial activities in building 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.
• 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.
• Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to
support students' learning and well-being.

Topical Outline:

• Overview/what is reading?
• The reading process
• Theories of reading
• Emergent literacy
• Approaches and models for reading instruction - Basal readers - Literature-based - Language experience - Others
• Decoding/word attack and recognition
• Meaning vocabulary
• Phonics
• Sight words
• Comprehension
• Study skills

• Assessment
• ESL and reading
• Creating a classroom environment for literacy
• Overview of field experience
• Observation participation
• Performance based teacher evaluation
• Lesson content and resources
• Observation/reflection
• Teacher observation review
• Management theories and practice
• Critical reflection


Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: August 30, 2013
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 objectives and cover the subjects listed in the topical outline. 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.

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