BLUEFIELD STATE COLLEGE Course Syllabus

School: Course: Term: Instructor: Name: Dr. Shelia Sargent-Martin Email Address: ssmartin@bluefieldstate.edu Phone Number: (304) 324-4175 Office Hours: M 9:00 am-11 am; T,W, and R 9:00 am-12:00; additional days by appointment Course Description: Attention will be given to reading skills and concepts and current practices in reading instruction in the early-middle grades. This course is required as the first course in the reading sequence. Students must complete 10 of clinical experience in a public school setting. EDUC 200 READ 270 The Reading Process Spring Semester 2013

Catalog Description:

Prerequisites

Course Level Learning Outcomes:

Objectives: Teacher candidates will demonstrate an understanding of: 1) curriculum and planning through knowledge of core content, pedagogy, setting goals and objectives for learning, designing instruction, and student assessment. Understands the relationship between word recognition and comprehension, and uses a variety of strategies to teach both. Can distinguish between different genres. Understand the comprehension process, and uses a variety of strategies when teaching reading. Understands A variety of word analysis strategies required to meet the needs of individual learners. Understands the differences in procedures for teaching word analysis. Identify strategies and lessons to develop and extend vocabulary. Understands language as a symbolic system (the system represents concepts and feelings; it includes phonemic, morphemic, syntactic, and semantic systems; it respects dialects and linguistic differences). Identifies phonemic structure, morphemic structure, semantics, syntax, and intonation patterns. Understands the importance of oral language development as a foundation for beginning reading instruction. Participating in field experience activities focused on reading instruction
and planning. 2) the learner and the learning environment through knowledge of intellectual/cognitive, social, and emotional development, the creation of

environments of respect and rapport, establishing cultures for learning, implementing classroom procedures, managing student behaviors, and organizing the learning environment. Can distinguish between different genres. Understands A variety of word analysis strategies required to meet the needs of individual learners. Understands the differences in procedures for teaching word analysis. Understands language as a symbolic system (the system represents concepts and feelings; it includes phonemic, morphemic, syntactic, and semantic systems; it respects dialects and linguistic differences). Identifies phonemic structure, morphemic structure, semantics, syntax, and intonation patterns. Understands the importance of oral language development as a foundation for beginning reading instruction. Understands the principles and stages of physical, social, emotional, and intellectual development. Takes a multicultural and global perspective in reading instruction and in childrens literature Participating in field experience activities focused on reading instruction and planning.

3) the art of teaching focused on the importance of content, communication with students, questioning and discussion techniques, student engagement, the use of assessments in instruction, and the importance of flexibility and responsiveness. Can Understands the relationship between word recognition and comprehension, and uses a variety of strategies to teach both. Can distinguish between different genres. Understand the comprehension process, and uses a variety of strategies when teaching reading. Understands A variety of word analysis strategies required to meet the needs of individual learners. Understands the differences in procedures for teaching word analysis. Identify strategies to develop and extend vocabulary. Understands language as a symbolic system (the system represents concepts and feelings; it includes phonemic, morphemic, syntactic, and semantic systems; it respects dialects and linguistic differences). Identifies phonemic structure, morphemic structure, semantics, syntax, and intonation patterns. Understands the importance of oral language development as a foundation for beginning reading instruction. Understands the principles and stages of physical, social, emotional, and intellectual development. Takes a multicultural and global perspective in reading instruction in childrens literature. Participating in field experience activities focused on reading instruction 2

and planning.

4) the professional responsibility for self- renewal by engaging in professional learning, professional collaborative practice, reflection on practice and professional contribution. Uses a variety of professional resources in seeking solutions to instructional problems in reading instruction. Participating in field experience activities focused on reading instruction
and planning.

5) their professional responsibilities for school and community by participating in opportunities to support the larger school context including the school mission process, school-wide activities, a learner-centered culture, student support and management systems, school, family, and community connections, strategic planning/continuous improvement, teacher leadership, and ethical standards. Describes an discuss professional responsibilities for school and community as it relates to reading instruction
Participating in field experience activities focused on reading instruction and planning.

Materials:

Text: Teaching Children to Read, 5th Edition, Pearson Merrill, Prentice Hall (2008) ISBN-13: 978-0-13-613806-8

Grading:

Grading Scale: 1000-900 = A 899-800 = B 799-700 = C 699-600 = D 599 =F Grading scale is subject to change by instructor.

A students proficiency in course work is measured in terms of the following Alphabetical symbols. Minuses and pluses are not accepted. A: Excellent B: Good C: Satisfactory (Grade C or better required in major courses). D: Poor (passing, except in major courses). F: Earned Failure. (Removed only by repeating the course). Upon successfully passing the course, the 3

first grade is excluded from grade point average. The second grade is included in the recalculation of the grade point average. I: Incomplete (student performing satisfactorily, but unable to complete coursework due to valid reason).

Activities:

Class introductions/syllabus Chapter 1: Effective Reading Instruction January 28 Chapter 2: Developing Childrens Oral Language February 4 Chapter 3:Early Reading Instruction: Teaching and Essentials February 11 Chapter 4: Phonics and Word Identification February 18 Chapter 5: Developing Childrens Reading Fluency February 25 Chapter 6: Increasing Reading Vocabulary March 4 Mid-term exam March 11 Chapter 7: Teaching Reading Comprehension March 18 Chapter 8: Writing March 25 Chapter 9: Assessment April 1 Chapter 10: Programs and Standards for Reading Instruction April 8 Effective Reading Instruction and Organization in Grades K-3 April 15 Chapter 12: Effective Reading Instruction & Organization in Grades 4-8 April 22 Literacy Work Stations April 29 Final Exam May 6

BSC Teacher Education Model

The Bluefield State College Teacher Education Model is The Cooperative Reflective Manager of the learning environment. This model is assessed through the WV Professional Teaching Standards and aligned with INTASC Standards. Faculty believe that students should engage in cooperative learning activities and model these activities in field, clinical, and teaching experiences and that reflection and feedback on these experiences increases learning. Teacher candidates are also assessed on their ability to manage the learning environment through effective teaching, planning, and assessment Bluefield State College and its Teacher Education Program are committed to providing a climate that embraces diversity in course offerings, faculty, students, activities, and experiences. The Standards and Dispositions incorporated in the Conceptual Framework reflect the programs commitment to providing candidates with the knowledge, skills, and dispositions needed to support the learning of all students, regardless of race, ethnicity, exceptionality, or socio-economic status. The School of Education believes that diversity must be broadly defined to include race, ethnicity, socioeconomic status, gender, and special populations. This definition also includes interactions with diverse higher education faculty, candidates, and students and faculty in P-12 schools and is found throughout the program. Broad experiences with diversity help candidates acquire and apply knowledge, skills, and dispositions to help all students learn.

Commitment to Diversity

Commitment to Technology / ISTE Standards

Faculty and school partners of Bluefield State Colleges Teacher Education Program believe that teacher candidates must model and apply the National Educational Technology Standards for students in the design, implementation and assessment of learning experiences, which both engage students and improve learning. Through required courses and professional development, candidates are afforded training and opportunities to become proficient with current technologies used in P12 public schools.

University Policies:

Statement on Academic Honesty and Academic Honesty Procedures The value of a Bluefield State College education is only as good as the integrity of its students' work. Therefore academic honesty is a key pillar upon which Bluefield State College rests. Bluefield State College believes academic dishonesty includes but is not limited to cheating, falsifying records, plagiarism, giving or receiving aid during an exam, misrepresenting academic work, submitting the same work to more than one class with a willful intent to mislead. All new students at Bluefield State College will be required to complete an Academic Honesty education session and sign the Colleges Honor Code statement at that session. All Bluefield State students are subject to serious disciplinary measures if they are caught engaging in such behavior. All students found guilty of violating the academic honesty procedures will be reported to the Dean of their School and the Provost who will maintain records of all incidents. Your career at Bluefield State is cumulative. The penalty for the first offense will be decided upon by the instructor and can include such penalties as a reduced grade on the assignment or a grade of F for the course. A second offense of the statement in a students career at Bluefield State will result in a mandatory grade of F for the course and academic probation for one semester. A third offense of the statement in a students career at Bluefield State will result in mandatory grade of F for the course and expulsion from the Institution. Some programs may have additional penalties for violating the academic honesty procedures. All F grades given to students caught violating the academic honesty procedures may have a *NR designation on their transcript. The *NR designation means that grade may not be changed by repeating the course unless the student receives approval from the Provost. Instructors must complete and submit an Academic Honesty Violation Report form for all incidents to the Provost and appropriate line Deans and Directors with the penalty assessed. Instructors should make every effort to meet with the student to discuss the incident and explain the instructors findings. Instructors must provide official notice to the student, the appropriate line Dean, the Director of the students program, and the Provost within three school days. Students have the right to appeal the instructors finding, and must be informed of this right in the official notice. Students must indicate their desire to appeal the instructors finding within 3 school days of receiving the official notice. All appeals will be heard by the Academic Appeals Committee. The full committee need not be present to hold an appeals hearing. An appeals hearing must consist of at least three people (two faculty members and one student representative). Plagiarism includes but is not limited to: 7

1. Presenting someone else's ideas as your own without attribution. 2. Copying someone's words without providing quotation marks and citation. 3. Paraphrasing someone's words without providing a citation. 4. Submitting the same paper for more than one class without instructor permission. Cheating includes but is not limited to: 1. Purchasing a term paper or assignment and presenting it as your own. 2. Selling or giving any term paper, assignment, or aid so that a student may present that material as his or her own. 3. Receiving aid or providing aid to another student during an exam or on a non-cooperative assignment. 4. Stealing a copy of a test or receiving a copy of a test before taking it. 5. Using books, notes, or any other aid during an exam or assignment unless permitted by the instructor. 6. Using a mobile device, computer, or cell phone to give or receive aid on an exam or assignment or in any way not permitted by the instructor. Bluefield State College has taken measures to help students avoid engaging in willful or unintentional academic dishonesty. All students must successfully complete an academic integrity workshop within their first semester of beginning classes at Bluefield State College.

Student Honor Code Bluefield State has also implemented a student honor code which all students will sign during the Academic Honesty education session. I have read and understand the BSC academic honesty statement. I am responsible for the work that I submit and my conduct as a student at BSC. It is also the students responsibility to read the BSC catalog, and students will be informed of this statement at orientation. Attendance Policy: From the College Catalog: Students are expected to attend all classes for 8

which they are enrolled. Regular attendance for satisfactory completion of a course is an important part of the students educational experience. The college recognizes three kinds of absences: 1) an institutional absence resulting from participation in an activity in which the student is officially representing the college; 2) an unavoidable absence resulting from illness, death in the immediate family or unnatural cause beyond the control of the student; 3) all other absences are considered willful. See page 59-60 in the College Catalog for additional information about student responsibilities concerning attendance.

Drops and Withdrawals: Found on pages 55-56 of the 2010-2012 Academic Catalog Dropping Courses: In the event a student drops or withdraws from the class he/she must make sure to complete a drop slip otherwise the student will remain on the instructors rooster and may result in an F for the class.

Classroom Conduct: State your requirements about cell phone use, text messaging and other related technology in your class. Include your expectations about class interruption, disruption and inconsiderate behavior. Contact Hours: Specify all classes meet for the fulltime stated on schedule. Course Policies :

No Cell Phones in the Classroom: (Emergency Use Only) and No Text Messaging Students are required to keep cell phones, pagers, and alarms turned off while class is in session. If because of an urgent medical or safety matter, it is necessary that a student receive a cell-phone call while class is in session, he/she may leave the cell phone on vibration mode and leave the classroom to receive the call. Please use cell phones in classroom as an emergency phone only. Cell phones are a classroom disruption. Late Submissions: Students are expected to turn all assignments in on due dates. Late assignments will not be accepted. The instructor may change course requirements or class points at any time. The instructor will notify students when such a change is made. Blackboard and regularly scheduled seminars. None at this time.

Weekly Schedules: See weekly activities. This class will be conducted through Blackboard and regularly scheduled seminars.

Advising & Tutorial Support:

Information about Student Support Services can be found on page 30 of the 2010-2012 Academic Catalog.

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Assignments
Description Point Value Due Date Participation is an important part of this course. Class 300 Weekly attendance is expected. Students will use the BSC lesson plan format and using 100 April 15, 22, or CSO/Common Core Standards write a grade appropriate 29 lesson plan. Students will teach the lesson in a 10-15 min. session in class. The lesson should revolve around one or more areas of reading. The rubric will be posted on Blackboard Concept of Print Students will complete a concept of print screening with an 50 February 18 age appropriate child. Students will submit the assessment, analysis, instructional plan and reflection. Additional information will be provided in class. Letter Sound Students will complete a letter sound recognition screening 50 February 25 Recognition with an age appropriate child. Students will submit the screening results, analysis, instructional plan and reflection. Additional information will be provided in class. Concept of Word Students will complete a concept of word screening with 50 March 4 an age appropriate child. Students will submit the assessment, analysis, instructional plan and reflection. Additional information will be provided in class. Read Aloud Students will select books to read aloud to an elementary 100 March 18 classroom. Students will prepare questions in advance. A description of the event, books read, classroom response and reflection will be submitted. Digital Literacy Students will work in cooperative groups to complete a 50 April 8 digital literacy assignment to be discussed in class. Reading Students will complete a reading inventory with a child 200 May 6 Inventory using graded word list, spelling inventory and running records. The student will submit a write up to include screening results, analysis, instructional plan, and reflection. Additional information and rubric will be discussed in class. 10 hours of Students will observe reading instruction in elementary 100 May 10 observation with classroom(s). The student will submit the signed time log, log and daily observation notes and reflection. reflection
*Assignments may be changed as needed

Assignment Attendance and Participation Lesson plan and presentation

Grading Scale: 900-1000= A 800-899= B 700-799=C A grade of C or better is required in this course.

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