RE 3030: Foundations of Literacy

Section 416

Appalachian State University

Fall 2009

Professor: Tom Gill           

Office: 209E Edwin Duncan Hall

Email: [email protected]  Office Hours: Monday 4-5 (Hickory location), Tuesday 1-3, Wednesday 3-5 and 8-9 PM, Thursday 1-3                                               

Telephone:  Office 828-262-2126  Cell 828-406- 7794      

Course Web site: http://www.ltl.appstate.edu/reading_resources/index_RE3030_416_Gill.html

I. Course Description

In this course we will investigate the universalities and idiosyncrasies of how reading and writing are first acquired and develop during the primary (K-3) years.  At each point along this development, we will learn and practice what we can do as teachers to recognize the readiness and needs of all of our students and to differentiate instruction accordingly.    

However, there is more to consider as future teachers since children don't learn to read in a vacuum.   Theories of how reading works and develops, how it should be taught, how it is measured, what materials should be used, what the curriculum should be, how disabilities are defined -- all are affected by social and political factors.  Therefore, we will be examining the processes of learning to read and teaching reading in historical, cultural, and specific school and classroom perspective.  Further, we will be examining our own cultural/experiential lens and reflecting on the particular skew it presents to each of us in our examination of learning and pedagogical practice.

II. Course Objectives

By this course's end, students will be able to:

• Describe universal aspects of literacy development from the acquisition of its precursors to its fruition.
• Describe the range, pace, and variance of literacy development across individuals.
• Explain the patterns of English spelling, how children learn them, and the roles that this knowledge plays in word recognition, reading comprehension, spelling, and written composition.
• Discuss the role that oral language plays in literacy development.
• Assess a child's literacy development and instructional needs across the K-3 years.
• Explain what a teacher can do to help a child at any point in primary literacy development improve in comprehension, fluency, word recognition, and spelling, and design lessons accordingly.
• Explain the sociological, psychological, and cultural influences on literacy development.
• Design literacy lessons which integrate or balance reading with the other language arts.
• Critique curricula, programs, materials, pedagogy, and assessments in terms of their suitability for the full range of children they might teach.
• Design classroom organizations that allow differentiated instruction of the full range of students at the K-3 levels.
• Discuss and critique the major theories of literacy learning and teaching.
• Select reading materials that appropriately challenge any child at any point in his or her literacy development during the K-3 years.
• Discuss the various cultural forces which influence literacy theory, curriculum, and pedagogy.
• Plan and reflect on lessons in light of the North Carolina Standards and Indicators.

III.  Course Requirements/Evaluation/Grades

•  Prompt, full attendance and attention

            Each unexcused absence or three tardies will result in lowering your final grade by 1/3 letter grade

            (e.g., A- to B+).  In order for an absence or lateness to be excused, you must clear it with me

            before the absence if possible and submit a letter of explanation from you for my files the day you

            return from your absence.

• Professional disposition

Please consider this class, including the accompanying field work, not only as an opportunity to gain professional knowledge and skills but as one which will require and assess the same standard of professionalism as the best teachers’ professionalism.

•  In-class exams

There will be an in-class exam at the mid-point and end of the semester.  These exams will cover the class lectures/discussions and assigned readings.  Both of these exams will include a testing of your knowledge of phonices and other literacy-related terminology.

• Midterm Exam  20%
• Final Exam  20%
•  Take-home Assignments
• Word Sort Notebook and cards  10%
• Lesson Plans (3)  25%
• Practicum Assignments
• Lesson  10%
• Assessment  15%

Grading

A = distinguished conceptual grasp and presentation

B = firm conceptual grasp and good presentation

C = minimally acceptable conceptual grasp and/or presentation

D = inadequate conceptual grasp and/or presentation

F = conceptually flawed and/or unacceptable presentation

               A+          A          A-          B+         B          B-         C+          C          C-           D           F

             98%+    93-97     90-92    87-89    83-86   80-82     77-79      73-76    70-72      65-69     64-

Honor   Claiming another’s work as your own or falsely reporting the reason for a missed class will be considered an honor violation.  Please be sure that you have familiarized yourself with the Appalachian State University Academic Integrity Code.

Claiming another’s work as your own or falsely reporting the reason for a missed class will be considered an honor violation.  Please be sure that you have familiarized yourself with the Appalachian State University Academic Integrity Code.

Style  Refer to the APA style manual for proper referencing.

Please feel free to discuss with me any concerns you have regarding class and/or your performance.  I am here to do whatever I can to support your personal and professional growth.  We at Appalachian State University wish to make accommodations for persons with disabilities.  Please make your needs known to me early on so that we can make the accommodations possible.

IV.  Required textbooks and materials

Morris, D. & Slavin, R. E. (2003).  E very Child Reading.  New York: Allyn & Bacon.

Handouts and articles

A required packet of handouts and readings will be available at SOS PRINTING.  Additional handouts or articles may be assigned for purchase and/or access on our class website or e-reserve as the need arises. 

V.  Course Schedule – Assignments, topics, and due dates may be changed during the course as I see the need.

8/25, 27              Week 1  Course Overview

                        Principles of literacy learning and instruction

12/8-16                        Final Exam

Academic Integrity Code

As a community of learners at Appalachian State University, we must create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and respect of each other. Furthermore, we recognize that academic dishonesty detracts from the value of an Appalachian degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form and will oppose any instance of academic dishonesty.  This course will follow the provisions of the Academic Integrity Code, which can be found on the Office of Student Conduct Web Site: www.studentconduct.appstate.edu.

Accommodations for Students with Disabilities

Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.