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Developmental Reading

TCE 583, Three Credits

Teacher: Ken Winograd

737-5988; winograk@orst.eduOffice hours: ! a""oint#ent

School of Education Mission Statement:

The #ission of $o%%ege of &ducation is to "re"are' ins"ire and

su""ort teachers' counse%ors' educationa% %eaders' researchers' and

(o%unteers to "ro#ote %ife%ong %earning in schoo%s' co%%eges'

uni(ersities' co##unities' and work"%aces. racing an

inno(ati(e s"irit in teaching' research' ser(ice' and know%edgedisse#ination' we are co##itted to the (a%ues of di(ersit! and

socia% )ustice in a g%oa% societ!.

Course Description:

*e(e%o"#ent of "edagog! in teaching of reading to e%e#entar!-

aged students' inc%uding the teaching of (ocau%ar!'

co#"rehension' "honics' f%uenc! and #oti(ation to read. +se of

chi%dren,s %iterature' assess#ent a""roaches' and s"ecia% needs

students are a%so addressed.

This is a T$& course in the e%e#entar! ##ersion /0T

rogra#.

Conceptual rame!or":

This course "ro(ides students with a ackground in reading'

%iterac!' and %anguage de(e%o"#ent fro# socia% constructi(ist as

we%% critica%ist1socia% )ustice "ers"ecti(es. The goa%s and o)ecti(esof the course wi%% ref%ect Oregon state content standards and

assess#ents; state %icensing e2"ectations for teachers of reading;

nternationa% eading 0ssociation 4tandards for eading

rofessiona%s; and 01$T& 4tandards for the &ng%ish 6anguage

0rts. The course %eads students to ana%!e %anguage and %iterac!

mailto:winograk@orst.edumailto:winograk@orst.edu

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de(e%o"#ent issues fro# a critica% "ers"ecti(e ! e2a#ining the

inf%uences of gender' ethnicit!' and socioecono#ic status and

de(e%o" teaching1reading strategies that a""ro"riate%! #atch the

needs of indi(idua% chi%dren. $onsistent with the 4choo% of

&ducation /ission 4tate#ent' the course ai#s to su""ort students%earning of inno(ation in the teaching of reading whi%e "ro#oting

di(ersit! and a socia%%! )ust societ! and wor%d.

Course #oal:

4tudents wi%% de(e%o" an understanding of a a%anced reading

"rogra#' inc%uding its theor! and "edagog!.

$%&ectives 'and related course assignments(:

. *e#onstrate an understanding of the reading "rocess ' 3

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9. *e(e%o" an understanding of structures' in organiing the

%iterac! c%assroo#' that ref%ect "articu%ar cu%tura% "ers"ecti(es 3'

5

. *e(e%o" the ai%it! to "ose higher-%e(e% thinking ?uestions as

we%% as teach e%e#entar!-aged students to "ose their own higher-%e(e% ?uestions 5

. Aeco#e aware of the i#"ortance of se%ecting te2t that ref%ects

students e2"erience and te2t that is "ro(ocati(e and re%e(ant to

students %i(es 5

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Course Schedule:

$%asses wi%% e he%d at the hi%ade%"hia Aa"tist $o##unit! $hurch

in ort%and on the fo%%owing dates: Ban =' Ban

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Mr 0: 9:a#-

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e%iefs. 6ist and rief%! e2"%ain at %east three teaching strategies or

student acti(ities to su""ort this reader,s de(e%o"#ent. The

strategies #ust re%ate' or ref%ect' the descri"tion of the students

eha(iors and e%iefs.

Assessment: Point value for each component of the report islisted above. f students! miscue report needs revision" students

ma# respond to the teacher!s feedback and then revise the report.

2ssignment Three. Students !ill !rite t!o comprehension

lessons' on an! of the se(en strategies descried in the $oo"er

ook. 4uggestion: write %essons that ref%ect co#" strategies in the

Car(e! ook. 4tudents shou%d tr! to use a "iece of chi%drens

%iterature as the te2t in the teaching of the strateg!. 4a#"%e %essonswi%% e de#onstrated in c%ass.Also see $ooper pages %&'(%)'

*)+&(),% in +thedition- for other sample lessons. ample lessons

are contained on /lackboard" E01E23AL L34.

The lesson plan structure should follow, exactly, the form you

are using for the work sample.

4tudents need to write and teach two %esson "%ans. 4tudents canteach their %esson to the who%e c%ass' s#a%% grou"' or indi(idua%

students. 4tudents shou%d turn in a ref%ection "a"er as it re%ates to

their teaching of these %essons: 9hat !ent !ell 9hat did not go

!ell 9hat changes !ould 4 ma"e if 4 taught this lesson again

This ref%ection "a"er shou%d e no #ore than one "age t!"ed'

dou%e s"aced.

Assessment: 1o earn full credit" students need to write and teach

two lessons" include all the lesson components indicated in thesample lessons in the $ooper book5 teach one of the lessons to a

the whole class" small group or individuals5 and generate a

reflection paper on the lessons5 and the reflection should respond

to the prompts listed above.

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2ssignment Three. Readings and Classroom )articipation:

4tudents are e2"ected to "artici"ate in c%assroo# discussions'

acti(ities and ro%e "%a!s. This is a crucia% "art of the c%ass.

Students !ho miss class !ill %e reuired to engage inreadings7!ritten reflections that mirror the topics that !ere

e+amined in class the da* of the a%sence-

0%% "ostings and res"onses to "eers #ust e #ade ! the date

indicated for the reading see AA *iscussion Goru#' which %ists

week ! week what (ideos1readings to do and where these te2ts

are found.

Cow #uch to write in !our "ostsH The teacher wi%% indicate on a

case-!-case asis if students need to ad)ust the ?ua%it! or ?uantit!

of their "osts.

2ssignment our. 0na%!sis of ias in te2ts and teaching of

%iterac!.

4tudents wi%% turn in a "a"er on their criti?ue of ias in te2tsused in their c%assroo# as it re%ates to c%ass' gender' race' %anguage'

a%eis#' (a%ues or ideo%og!. Ae war! of iases that #ight e

"ro%e#atic or dangerous' in the sense that the iases ref%ect the

do#inant wor%d(iew. The te2ts that !ou consider for ias can e

chi%drens %iterature' te2ts used for s#a%% grou" instruction'

te2tooks' (ideos' e(en en(iron#enta% "rint %ike "osters.

What "ers"ecti(e do the te2ts used in the teaching of

reading "ro#ote or ref%ectH What (a%ues do the te2ts

ref%ectHWhose "ers"ecti(es are not eing re"resented in the te2t'

what grou"s are eing %eft outH

Critiue %ias as it relates to the follo!ing:

4ocia% c%ass

7

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6anguage1dia%ect

ace

&thnicit!1cu%ture

Fender "atriarch!

Ia%ues1wor%d (iew1ideo%og!

4e2ua% orientation

0geis#' 0%eis#

What e%seH

Te+tscan e traditiona% %inguistic1(era% writing' on the "age or

(isua%1(era% fi%#' (isua%1non (era% "aintings' "ictures' "osters'

inter"ersona%1organiationa% grou"ing "ractices' or "edagogica%1teaching

techni?ues .

2ll te+ts reflect %iases. othing is ias neutra%. The cha%%enge here is to

detect and namete2ts that ha(e iases that #a! tend to e2c%ude students

fro# historica%%! o""ressed grou"s' grou"s that continue to e2"eriencee2c%usion and o""ression. 0%so' %ook for iases that ref%ect the do#inant

discourse: #ateria%is#' consu#eris#' indi(idua%is#' "atriarch!' whiteness'

ageis#' a%is#' #idd%e c%assness' heterose2ua%it!. 1herefore" be on the look(

out for biases embedded in the teaching of literac# that are dangerous"

exclusionar#" problematic.

Bias critiue paper:

$onsider a%% te2ts used with students in !our c%ass. &2a#ine te2ts used in

guided reading' who%e c%ass read a%ouds' en(iron#enta% "rint1"osters1wa%%

dis"%a!s' antho%og! te2ts' science and socia% studies te2ts' teacher

ta%k1stories1directions.

*escrie the kinds of iases !ou notice in the dai%! discourse in !our

c%assroo#.

/ake )udg#ents aout these iases. 0re the! educati(e and %ead students to

e%ie(e in a #ore ega%itarian societ!' a fairer societ!' a societ! that structures

the distriution of resources #ore fair%!.

What changes wou%d !ou #ake to reduce the Jhar#fu% iases oser(edH

Cow wou%d !ou go aout teaching students to criti?ue te2ts for hidden

iasesH Tr! to do this' e(en with a s#a%% grou" or indi(idua%s and re"ort!our efforts here.

a"er %ength: t!"ed' dou%e s"aced' < "t font' one inch #argins: three to

four "ages #ini#u#.

2ssignment ive: Critiue of State Standards

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4tudents wi%% e2a#ine the state standards for %anguage arts fourth grade;

"assed out in c%ass and criti?ue this docu#ent for what is #issing. 0%so

known as the Jnu%% curricu%u#' what is #issing fro# the standards shou%d

ref%ect socia% )ustice conce"ts re%ated to education and teaching. 4tudents

wi%% identif! know%edge or conce"ts students shou%d know or e a%e to

useLthat is not now inc%uded in this fra#ework.

4tudents wi%% ring a co"! of the standards to c%ass on Banuar! = read! to

share their criti?ue in s#a%% grou" and %arge grou". *uring s#a%% grou"

work' students #a! re(ise their origina% #arkings and co##entar!.

4tudents wi%% turn in criti?ue at end of c%ass on Ban =.

MMMMMMMMMMMMMMMMMMMMMMMMMM

)oint ;alues for 2ssignments:

. /iscue ana%!sisLL......LL.L

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eadings: see AA *iscussion Aoard for due dates

2uthori6ation levels of this class: The c%ass is organied to

address %iterac! teaching fro# kindergarten to si2th grade.

4tudents are asked to sha"e course assign#ents that ref%ect theirfirst authoriation teaching situations.

Students !ith Disa%ilities

4tudents with docu#ented disai%ities who #a! need

acco##odations' who ha(e an! e#ergenc! #edica% infor#ation

the instructor shou%d e aware of' or who needs s"ecia%

arrange#ents in the e(ent of e(acuation' shou%d #ake an

a""oint#ent with the instructor as ear%! as "ossi%e' and no %aterthan the first week of the ter#. $%ass #ateria%s wi%% e #ade

a(ai%a%e in accessi%e for#at u"on re?uest.

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as "ersistent and unreasona%e de#ands for ti#e and attention oth

in and out of the c%assroo# is unacce"ta%e and can resu%t in

sanctions as defined ! Oregon 0d#inistrati(e u%es *i(ision 5

4tudent $onduct egu%ations.

ase, and

ational and State

The rofessiona% Teacher and $ounse%or &ducation T$& unit

$once"tua% Gra#ework is ased on four foundationa% or core

(a%ues that are %isted e%ow. To find out #ore aout how the

know%edge ase re%ates to the ationa% $ounci% for 0ccreditation

of Teacher &ducation $0T& guide%ines' re(iew the $once"tua%

Gra#ework at the wesite:htt":11oregonstate.edu1education1accreditation1

. &thics and rofessiona%is#

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4tandard 3: &ngage students in "%anned %earning acti(ities

assign#ent