Northeastern State
University
College of Education
Department of Teacher
Education
Course Syllabus
Reading 4043, Content Literacy K-8
Admission to Teacher Education
An introduction to classroom techniques for helping children K-8 use reading and writing to gain knowledge in a subject area.
The Northeastern State University Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs, which prepare professional educators to work in public school settings. These philosophical assumptions are stated in terms of the responsibilities and obligations of professional educators as stated in the theme of the program. It is assumed that it is the responsibility of the professional educators to:
1. develop thinking/learning skills in their students through the use of
appropriate pedagogical strategies, emphasizing reflection;
2. serve all students under their charge, regardless of ability, with a sense of
efficacy;
3. instill self-respect, dignity, and respect for others in their students;
4. be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities and talents; and
5. know, understand, and communicate the content of the specialty area(s) in which they are teaching.
These assumptions represent a philosophical approach to teaching and learning that is present throughout the coursework and field experiences.
The
Teacher Education Program at Northeastern State University prepares
professional educators to be teaching scholars, educational leaders, and
developers of human potential.
Educators as Teaching Scholars
Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills, they know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers, with the ability to be lifelong learners.
Educators as Educational Leaders
Educational leaders believe that all P-12 students are capable of learning and of making educational progress. Educational leaders serve as advocates for children/adolescents and families, they understand the political nature of teaching, and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor and attitudes.
Educators as Developers of Human
Potential
Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.
The major goals for student enrolled in READ 4043 are:
1. to understand the reading process as it relates to conceptual learning in
content areas.
3. to understand the thinking process, and learn strategies to involve students in evaluating and making decisions.
4. to become familiar with the latest research and multimedia technology as related to reading in content areas.
|
OUTCOMES |
GENERAL COMPETENCIES |
ELEM. ED. COMPETENCIES |
SUB-THEMES |
|
Discuss
reading and writing as they relate to content learning |
1, 7 |
3, 12 |
A |
|
Demonstrate
a knowledge of varied effective teaching strategies |
3, 4 |
8, 13 |
B |
|
Develop
questioning techniques and activities which encourage critical thinking |
4 |
6 |
D |
|
Use
current research to create an environment conductive to learning in a
changing society |
5 |
4, 7, 11 |
E |
|
Understanding
the advantages of a multimedia approach to teaching content subjects |
2, 6 |
2, 10, 14 |
E |
|
Acknowledge
multicultural diversity and global perspectives in societies, and demonstrate
their place in content learning |
2 |
2 |
A |
|
Discuss
various classroom organizations which contribute to effective learning |
2, 3, 5, 12 |
1, 9 |
C |
|
Understanding
the advantages and limitations of assessment and evaluation techniques |
7, 8 |
5, 8 |
B |
|
Study
various State regulations, and make instructional decisions based on these
regulations |
7, 13, 14, 15 |
15 |
B |
All teacher education majors are required to participate in three field-based experiences. Pre-Internship I is offered concurrently with education 3313, Clinical teaching/Pre-Internship I. Pre-Internship II is offered concurrently with the elementary and early childhood methods courses. Students participate in Mentoring Program Internship after completing a minimum of 90 credit hours and normally during their final semester of course work at the University.
One of the goals of education is to provide an equal opportunity for all children to learn. Multicultural education is an approach to teaching and learning that is based upon democratic values and beliefs, and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world (Bennet, 1994, P. 13). One of the goals of this course is to provide the teacher education candidate with those skills and strategies that are necessary to teach the culturally diverse child in the classroom.
Textbook: Several chapters of textbooks from the library will be assigned and handouts will be given from the instructor.
The procedures will include lectures, demonstrations, and discussion. There will also be activities done in class; missing these activities will result in a loss of class points.
4 library assignments 100 points
Writing an original story 100 points
Lecture tests 100 points
In class assignments 100 points
4 book reviews 100 points
Mid-Term Exam 100 points
Final Exam 100 points
Week 1: Principles of Memory, Steps to learning, Study methods
Week 2: Approaches to teaching beginning reading, Balanced reading programs/ Language and its systems/the fluent reader
Week 3: Book 1 due with reports, writing your story, lib 1 due
Week 4: Understanding reading, Testing and the reasons it is done
Week 5: Lib 2 due, discussion on basal reading series, Understanding the concepts of readability.
Week 6: Group work on books, reading to students, dear, etc.
Week 7: Writing directions, competency testing, questioning, Lib 3 due
Week 8: Writing styles, Holistic grading
Week 9: Mid-term exam, Listening skills
Week 10: Multicultural assignment due, Sample curriculum, Newspapers
Week 11: What about learning styles? Using trade books, skimming, scanning, study.
Week 12: Vocabulary, assessment
Week 13: More culture, book review 3
Week 14: Groups on books, finish text review, groups, individuals, etc.
Week 15: Original stories due, creative methods, etc.
Week 16: Finals Week
95 - 100% A
85 – 94 B
75 – 84 C
60 – 74 D
An original story
At the conclusion of the semester, the students will have an opportunity to evaluate their instructor and the course READ 4043. This will be done anonymously and will be used as a means to improve instruction, course content, and the NSU professional education program. The suggestions, comments and/or criticisms from students will be taken seriously and hopefully will contribute to the improvement of the course and NSU’s education program.
Office in the Literacy Center
College of Education web site: nsuok.edu/colleges/education.html
If any member of the class feels he/she had a disability and needs special accommodations, please advise the instructor of such disability at the first class attended.