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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 331
Course Title: Teaching of 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 102 and EDUC 300, or EDUC 505;  and admission to the Teacher Certification Program.
 

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and 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:

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

MoSTEP Quality Indicators: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4, 9.1, 9.3, 10.1, 10.2, 10.3, 10.4, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6.

  • To describe, compare and contrast various theoretical models and approaches to reading.
  • To evaluate the most common approaches or methods of teaching reading.
  • To plan and utilize teaching strategies as organized through directed reading activity.
  • To analyze and evaluate various materials including basal textbooks.
  • To evaluate, modify and supplement lesson plans in basal readers.
  • To apply appropriate techniques for evaluating the reader.
  • To evaluate methods of meeting individual student needs as related to the management of the reading program.
  • To investigate the structure of language.
  • To evaluate the learner as relevant to reading-including physiological and intellectual differences.
  • To interpret the relationship of reading to writing and analyze children and their writing and reading.
  • To develop instructional strategies for teaching and facilitating literacy.
  • To describe the reading process and strategies that facilitate it.
  • To analyze possible contributing and negative effects of basal readers as instructional tools.
  • 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 observe various methods, strategies, and techniques employed in meeting the needs of the content and the students.
  • To observe the use of theory of learning and child development to the evaluation of instruction planning.
  • 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.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.
 
Measurable Learning Outcomes:
  • An educational technology application is required.
  • Compare and contrast balanced reading programs with whole language and skills-based programs.
  • Evaluate basal reading texts and literature-related activities.
  • Examine state assessments of reading (MAP).
  • Choose appropriate reading instructional strategies to fit the needs of the learner.
  • Create activities which connect home and school environments.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of 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.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.
 
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
  • 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
  • MoSTEP standards and portfolio construction
 

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 from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2010
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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12/04