Goals for EDU 330
The course goals are derived from the needs of initial candidates and the International Reading Association Standards. The basic premises of the national initiative "Reading First" support the course goals.
Knowledge and Beliefs about Reading
Theoretical Base
The initial candidate willGoal 1 recognize reading should be taught as a process. Reading Text Chapter 2
Integrated Goal recognize the importance of literacy for personal and social growth. Children's Literature Text Chapter 3
Integrated Goal recognize that literacy can be a means for transmitting moral and cultural values. Literature TextGoal 2 perceive reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation. Reading Text Chapter 1,7,8,9
Goal 3 understand the major theories of language development, cognition, and learning. Reading Text Chapter 1 Learning Theories
Goal 4 understand the impact of physical, perceptual, emotional, social, cultural, environmental, and Intellectual factors on learning, language development, and reading acquisition. Children's Literature Text Chapter 2
Knowledge Base
The initial candidate will:
Goal 1 understand that the written language is a symbolic system, understand the interrelation of language and literacy acquisition, and understand principles of new language acquisition. Reading Text Chapter 4Goal 2 understand the phonemic, morphemic, semantic, syntactic and pragmatic systems of language and their relation to the reading and writing process. Reading Text Chapter 5
Goal 3 understand the interrelation of reading and writing, and listening and speaking, and performance. Reading Text Chapter 11 & 12, Literature Text & Reflective Journals
Goal 4 understand that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually. Literature Text
Integrated Goal understand emergent literacy and the experiences that support it. Reading Text Chapter 4
Goal 5 understand the role of metacognition in reading and writing, and listening and speaking. Reading Text Chapter 8
Integrated Goal understand how contextual factors in the school can influence student learning and reading (e.g. Grouping procedures, school programs, and assessment). Reading Text Chapter 11 & Literature Circles Activities
Integrated Goal know past and present literacy leaders and their contributions to the knowledge base. Children's Literature Text Chapter 1 and Reading Text Chapter 1
Integrated Goal know relevant reading research from general education and how it has influenced literacy education. Articles from Reading Teacher {Reading First materials} and the Nebraska ReaderGoal 6 know classic and contemporary children’s and young adults’ literature, and easy-reading fiction and non-fiction for adults, at appropriate levels. Children's Literature Text 6-12 Trade Books: information. Jim Trelease Books & Handbook: read-aloud
Goal 7 recognize the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders). Literature Circles & Literature Text
Goal 8 understand that goals, instruction and assessment should be aligned. Lesson Plans & Reading Text Mini-Lessons
Individual Differences
The initial candidate will:
Goal 1 recognize how differences among learners influence their literacy development. Discussion of differentiated instruction.Integrated Goal understand, respect, and value cultural, linguistic, and ethnic diversity. Children's Literature Text Chapter 3 Multicultural Literature, Literature Text , Orphan Train Children
Goal 2 understand that spelling is developmental and is based on students’ knowledge of the phonological system and of the letter names, their judgments of phonetic similarities and differences, and their ability to abstract phonetic information from letter names. Reading Text Chapter 1 & 5
Integrated Goal recognize the importance of creating programs to address the strengths and needs of individual learners. Discussion: Differentiated Instruction
Integrated Goal know federal, state, and local programs designed to help students with reading and writing problems.
Reading Difficulties
The initial candidate will:Integrated Goal know the instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with reading and learning difficulties. Discussion: Bell-Shaped Curve & Reading Teacher articles. Instruction and Assessment
Creating a Literate Environment
The initial candidate will:Goal 1 use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth. Children's Literature Text Chapter 5-12Integrated Goal create a literate environment that fosters interest and growth in all aspects of literacy. Children's Literature Text Chapter 6-12 and Reading Text Chapter 1
Goal 2 understand importance of fluency. Reading Text Chapter 6 pp.199-207 Fluency Three components: reading rate, word recognition, and prosody ∑ Strategies/experiences to promote reading fluency: reread books, choral reading, Repeated reading, Reader’s Theatre, listening centers
Integrated Goal model and discuss reading and writing as valuable lifelong activities. Discussion: Life-Long Learner
Integrated Goal provide opportunities for learners to select from a variety of written materials, to read extended texts and to read and write for authentic purposes. Children's Literature Text Chapter 6-12, Journal Reflections, Film & Books: Debra Frazier
Goal 3 provide opportunities for creative and personal responses to literature including storytelling. Children's Literature Text Chapter 5, Reader’s Theatre, Storytelling Activity
Integrated Goal promote the integration of language arts in all content areas. Application of multiple intelligences
Goal 4 use instructional and information technologies to support literacy learning. Database-children’s
Books and websites analysisGoal 5 implement effective strategies to include parents as partners in the literacy development of their
children. Discussion and Jim Trelease’s materialsWord Identification, Vocabulary, and Spelling
The initial candidate will:Goal 1teach students to monitor their own word identification through the use of syntactic, semantic, and graphophonemic relations Reading Text Chapter 1
Goal 2 use phonics to teach students to pursue their knowledge of letter/sound correspondence in order to identify sounds in the construction of meaning. Reading Text Chapter 5
Goal 3 teach students to use context to identify and define unfamiliar words. Reading Text Chapter 7
Integrated Goal guide students to refine their spelling know through reading and writing. Handout: Zaner-Bloser
Goal 4 teach students to recognize and use various spelling patterns in the English language as an aid to word identification. Reading Text Chapter 5 pp. 161-172
Goal 5 employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition. Word-a-Day Film and activity
Comprehension
The initial candidate will:Goal 1 provide direct instruction and model when and how to use multiple comprehension strategies, including retelling. Reading Text Mini-lessons
Goal 2 model questioning strategies. QTA materials
Goal 3 teach students to connect prior knowledge with new information. Reading Text Chapter 7 & 8
Goal 4 teach students strategies for monitoring their own comprehension. Reading Text Chapter 8
Goal 5 ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language, and intertextual links. Reading Text Chapter 8
Integrated Goal ensure that student gain understanding of the meaning and importance of the conventions of standard written English (e.g. punctuation or usage). Writing Traits Materials
Organizing and Enhancing a Reading ProgramCurriculum Development
The initial candidate will:Goal 1select and evaluate instructional materials for literacy, including those that are technology-based. Reading Text Chapter 13 and basal analysis
Professional Development
The initial candidate will:Goal 1 participate in professional development programs. Northeast Nebraska Reading Council Professionalism
Goal 2 reflect on one’s practice to improve instruction and other services to students. Reflective journals 4
Integrated Goal participate in local, state, national, and international professional organizations whose mission is the improvement of literacy. Northeast Nebraska Reading Council and Nebraska Reading Council.