AUBURN UNIVERSITY
COURSE SYLLABUS
1. Course Number: CTRD 6700
Course Title: Developmental Reading, K-12
Credit Hours: 3 hours
Prerequisites: Admission to Teacher Education
Corequisite: None
2. Date Syllabus Prepared: July 1998
3. Text :
Tompkins, Gail. (1997). Literacy for the 21st century: A balanced
approach. Upper Saddle River, NJ: Merrill.
4. Course Description:
Theoretical and research foundations for a balanced approach to reading
assessment and instruction, K-12. Intended for allied professionals who have
had no other coursework in reading.
5. Course Objectives:
Upon completion of this course, students will be able to:
A. demonstrate a basic understanding of the relationships among different theories and models of oral and written communication, of learning and teaching, and of langauge and literacy development. [290-3-3-.04: 2(a)1(iv)]
B. demonstrate a basic understanding of and appreciation for the complexity and diversity of language and communication learning processes in a pluralistic setting and with children of varying types of learning needs. [290-3-3-.04: 2(b)1(ii)]
C. demonstrate a basic understanding of instruction and assessment issues related to the development of word recognition and spelling, vocabulary, and comprehension. [290-3-3-.04: 2(c)1(iii) and 2(e)1(ii)]
D. demonstrate a basic knowledge of and ability to select materials and adjust instruction that address the diverse instructional needs of children. [290-3-3-.04: 2(c)1(iv)
E. communicate with children and colleagues in responsive and productive ways. [290-3-3-.04: 2(a)1(vii)
F. plan a literature unit that demonstrates knowledge of state reading and language arts standards and varied techniques to address these standards in an interdisciplinary way. [290-3-3-.04: 2(c)1(ii); 290-3-3-.35: 1(a)5; 290-3-3-.36: 1(a)5]
G. demonstrate a basic understanding of how to create and organize classroom
environments that include opportunities for cooperative learning and various
other grouping strategies and that promote necessary reading skills and
strategies as well as an appreciation for and enjoyment of reading and writing.
[290-3-3.04: (2)(c)2(iii, vii, and xi)]
6. Course Content:
Weeks1-2 What Teachers of Reading Need to Know about Theory
Week 3 Stages of Reading
Week 4 Breaking the Code
Week 5 Identifying and Understandings Words
Weeks 6-7 Comprehension
Week 8 MIDTERM, Reading Workshop
Week 9 Literature Focus Units
Week 10 Reading Across the Curriculum
Week 11 Interdisciplinary Studies
Week 12 Diversity in the Classroom
Weeks 13-14 Assessment and Evaluation
Week 15 Organizing and Managing a Balanced Program
Week 16 FINAL EXAM
7. Course Requirements:
A. Attend all class sessions as well as participate in all class discussions and exercises.
B. Complete all learning log entries (may include announced or unannounced quizzes).
C. Complete a midterm examination.
D. Complete a final examination.
E. Present a teachers-as-researchers project. (Detailed guidelines will be
provided in class.)
Learning Log:
You will be expected to respond to the assigned chapters in the textbook,
class discussions, and lab experiences in a variety of ways (e.g., outline the
main points, list the five most important things that you've learned, list five
additional questions that you have, draw a semantic map showing the
relationship of the major ideas). Most assignments will be completed as
homework; however, some will be completed in class. Learning log entries will
be graded on the degree to which you demonstrate that you have interacted with
the content in careful and thoughtful ways.
Teacher-as-Researcher Project:
You will be expected to select one instructional technique to explore with
children or to utilize as a self-learning strategy. You will identify and study
related literature, keep a journal of your observations, and prepare a short
presentation with a hand-out that summarizes your insights. Further guidelines
and grading criteria will be provided in class.
Midterm and Final Exam:
A comprehensive midterm and final will be given.
8. Grading and Evaluation Procedures:
The final grade for the course will be based on the following:
Learning log entries 25%
Teachers-as-researchers project 25%
Midterm examination 25%
Final examination 25%
Total 100%
Any assignment turned in late will result in a 5% grade deduction per
calendar day.
The following grading scale will be used:
90-100% A
80-89.99% B
70-79.99% C
60-69.99% D
Below 60% F
9. Class Policy Statements:
A. Students are expected to attend all class meetings, and they are expected to participate in all classroom discussions and exercises (Tiger Cub, p. 73). Students are expected to contact the course instructor before missing a class meeting if possible.
B. Students are responsible for initiating arrangements for missed work due to excused absences (Tiger Cub, p. 74).
C. Make-up quizzes and exams will be given only for University-approved excuses as outlined in the Tiger Cub (p. 74). Arrangements to take the make-up quizzes or exams must be made in advance. Students who miss a quiz or an exam because of illness need a doctor's statement for verification of sickness and should clear the absence with the instructor the day they return to class. Other unavoidable absences from campus must be documented and cleared with the instructor in advance.
D. Students who need special accommodations should make an appointment to discuss the Accommodation Memo during office hours as soon as possible. If you do not have an Accommodation Memo, contact Dr. Kelly Haynes, Director, Program for Students with Disabilities, in 1244 Haley Center as soon as possible. Telephone: 3340844-5943 (Voice T/O)
E. All portions of the Auburn University Honesty Code found in the Tiger Cub
(Title 1208) will apply in this class.
______________________________________________________________________________
Justification for CTRD 6700
CTRD 6700 provides comprehensive coverage of the theoretical and research
foundations for a balanced approach to reading assessment and instruction,
K-12. The course is designed for allied professionals (e.g., special education
teachers, administrators, media specialists) who have had no other coursework
in reading. It will be offered as a service course for undergraduate and
graduate programs outside of C&T.
Additional information regarding course objectives for CTEC and CTEE
faculty:
Upon completion of this course, students will be able to:
A. demonstrate a basic understanding of the structure and development of oral and written language. [phonology, morphology, syntax, semantics, and pragmatics]
B. demonstrate a basic understanding of the relationships among different theories of oral and written communication [transmission and transactional], theories of learning and teaching [behaviorist, constructivist, and social contructivist], and different theories of language development [behaviorist, linguistic nativist, social-interactionist] and literacy development [behaviorist and emergent]
C. demonstrate a basic understanding of and appreciation for the complexity and diversity of language and communication learning processes in a pluralistic setting and with children of varying types of learning needs.
D. demonstrate a basic understanding of skills and strategies related to the development of word recognition and spelling, vocabulary, and comprehension [including play as well as student-centered and teacher-directed activities].
E. demonstrate a basic knowledge of and ability to select materials and adjust instruction that address the diverse instructional needs of children.
F. communicate with children and colleagues in responsive and productive ways.
G. plan, implement, and reflect on a literature focus unit that demonstrates knowledge of district and state reading and language arts standards and varied techniques to address these standards in an interdisciplinary way.
H. demonstrate a basic understanding of how to create classroom environments
that promote necessary reading skills and strategies as well as an appreciation
for and enjoyment of reading and writing.