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Introduction to the Foundations of Reading

I.     Course Prefix/Number: EDN 260

       Course Name: Introduction to the Foundations of Reading

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

EDN 101 and either PSY 211 or PSY 201

III.   Course (Catalog) Description

Course builds repertoire of methods encompassing balanced, insightful approach to reading program. Content includes learning needs and learning styles of all students, theoretical frameworks, and practical applications for teaching and improving reading. Five hours tutoring children included.

IV.   Learning Objectives

Standards and indicators are addressed at an introductory knowledge level as
they relate to Reading/Language Arts.

A.    Illinois Professional Teaching Standards (IPTS)

Knowledge Objectives:
1.    Understand major concepts, assumptions, debates, principles, and theories that are central to the discipline. (IPTS:1A)
2.    Understand how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. (IPTS:3C)
3.    Understand assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Academic Standards, and what kinds of experiences will support their further growth and development. (IPTS:8A)

B.    Illinois Core Language Arts Standards (CLAS) for All Teachers

Knowledge Objectives:
1.    Understand and articulate the needs for literacy development in general and in specific disciplines or at specific grade levels. (CLAS:1A)
2.    Know and understand the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts. (CLAS:2A)
3.    Understand how to communicate ideas in writing to accomplish a variety of purposes. (CLAS:2B)

Performance Objectives:
1.    Model the rules of English grammar, spelling, punctuation, capitalization, and    syntax in both written and oral contexts. (CLAS:2C)
2.    Read, understand, and clearly convey ideas from texts or other supplementary    materials. (CLAS:2D)
3.    Write and speak in a well-organized and coherent manner that adapts to the    individual needs of readers/listeners. (CLAS:2E)
4.    Express ideas orally with explanations, examples, and support in a clear, succinct    style. (CLAS:2F)
5.    Listen well. (CLAS:2H)

C.    Council for Exceptional Children (CEC) Common Core Standards for Special Educators

Knowledge:
1.    Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. (CEC6K2)
2.    National, state or provincial, and local curricula standards. (CEC7K3)

D.    General Curricular Standards for Special Education Teachers – Reading

The competent special education teacher has a general understanding of reading and reading instruction and knows how to assess, teach, and support the education of students with disabilities.

Knowledge Indicators – The competent special education teacher:
1.    Knows theoretical models and philosophies of reading education and their relevance to instruction.
2.    Understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read.
3.    Understands the differences between reading skills and strategies and the role each plays in reading development.
4.    Knows a wide range of high-quality literature for students.
5.    Is aware of a variety of individualized and group instructional interventions or programs for students with reading problems.
6.    Plans and models the use of comprehension strategies across content areas.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

Course topics should minimally include:

A. Research About Reading Competency: Who Reads and Who Doesn’t?
• What is reading?
• What is literacy?
• What is reading competency?
• Purposes of reading
• Influence of diversity: cultural, linguistic, and ethnic
• Family structure
• Poverty
B. Examining Our Own Literacy Experiences, Knowledge and Beliefs
C. Reading Instruction
• Theoretical Models and Philosophies
• What works for whom?

D. Assessment of Literacy
• Illinois Learning Standards: scope and sequence
• Reading skills: word recognition, vocabulary, fluency, comprehension, self-monitoring, motivation
• Models of reading assessment: formal and informal
E. Basic Components of Reading Instruction
• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension
• Individual and Group Instruction Models
F. General Strategies
• Vocabulary Development
• Word Identification
• Fluency
• Comprehension
G. A Literacy Framework: Reading & Writing To, With, and By Learners
• Quality literature for all learners
• Reading and writing aloud with learners
• Reading and writing with learners
• Independent reading and writing
H. Basic Components of Language Arts Instruction
• Vocabulary Development
• Oral Language
• Written Expression
• Spelling
• Grammar
• Writing Processes
I. Importance of Encouraging Literacy
J. Encouraging Literacy Across the Curriculum

VII.  Methods of Instruction

The course will include lecture when necessary to clarify initial content; however, more generally this course will consist of hands-on experience, student presentations, class discussions, and group work.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Students are expected to have completed the assigned readings and/or other assignments BEFORE coming to class.  In addition, students are expected to participate in the group work and writing assignments assigned as part of the class session.  All work is due on time.

This course relies on the student’s ability to read and understand college-level text material.  Students will be required to write for this class the equivalent of 12-15 typed pages of material that will be graded.  This writing may take the form of a research paper, Power Point presentation, and reflective journal entries.  Students are expected to submit college-level writing that is free from typographical, spelling, and grammatical errors.

In order to create a safe and healthy learning environment for all students in the class, it is important that you treat your fellow students and your instructor with respect and consideration.  Disruptive and/or disrespectful behavior can result in removal from the class and possible dismissal from the college.

Cell phones, beepers, and other disruptive communication devices are not allowed to be on during class.  Please remember to turn them off when entering the room.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

A. Class Participation
All students are expected to attend scheduled classes. Students are allowed three excused absences for two-day-a week classes and two excused absences for one-day-a-week classes. Each additional absence will result in a loss of fifty points from your grade. Students must contact the instructor prior to the absence (or call in / e-mail if ill) in order to be excused.

B. Grammar / Language Assessment Quizzes
Students will be given periodic quizzes to assess their use of language.

C. Case Study Analyses
Students will be given case studies to analyze based on course materials. Guided questions will be provided. These case studies will be given in the place of examinations.

D. Teacher Interviews
Each student will interview two teachers about teaching reading. The teachers must work with different ages of children.

E. Reading Aloud Exercises
Each student will have opportunities to read aloud in class. Their oral use of language will be assessed.
F. Annotated Bibliography
Each student will compile a bibliography of at least 15 articles and webpages on the foundations of reading. Each entry must be accompanied by a short paragraph about its contents.

G. Reflective Journal
Each student will write one-page reflective journal entries on six questions posed by the instructor periodically throughout the course. At least two entries will relate to the student’s tutoring experience. Each entry is due one week after the question is assigned. Students are allowed to revise entries based on instructor comments and include the edited versions in the compiled journal, which is due at the end of the course.

H. Tutoring Hours
Each student will be required to complete five hours of tutoring in reading in a setting arranged by the instructor. Failure to complete all five hours as scheduled will result in an “F” for this portion of the course grade. Students will write a reflection paper on this service learning assignment.

I. Group Presentation
Students will be placed in small groups. Each group will present a Power Point presentation on an aspect of teaching reading to children with special needs. Each power point should consist of at least six and not more than ten slides. Details regarding the stylistic requirements of the presentation will be given out in class.

J. Portfolio
Students will compile all products of the course into an electronic portfolio. This portfolio will include an overall reflection on course learning.

K. Evaluation
Case Study Analyses (3) 300 points
Annotated Bibliography 100 points
Reflective Journal 100 points
Tutoring Hours 100 points
Group Presentation 100 points
Grammar / Language Quizzes 80 points
Reading Aloud 80 points
Portfolio 50 points
Teacher Interviews 40 points
950 points
L. Final Grade
90% - 100% = A
80% - 90% = B
70% - 80% = C
60% - 70% = D
Below 60% = F

XI.   Other Course Information

The required courses in this degree program are constructed in agreement with the Illinois Professional Teaching Standards, the Core Language Arts Standards, the Council for Exceptional Children Common Core Standards for Special Educators, and the General Curriculum Standards for Reading.


IPTS CLAS CEC Core General Curriculum Standard - Reading
Introduced

Knowledge:
1A, 3C, 8A

Assessment/ Artifacts

• Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Teacher Interviews Introduced

Knowledge:
1A, 2A, 2B

Performance:
2C, 2D, 2E, 2F, 2H

Assessment/ Artifacts

• Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Grammar / Language Quizzes
• Reading Aloud
• Portfolio
• Teacher Interviews Introduced

Knowledge:
6K2
7K3

Assessment/ Artifact

• Case Study Analyses
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Reading Aloud
• Teacher Interviews Introduced

Knowledge:
• Knows theoretical models and philosophies of reading education and their relevance to instruction.
• Understands, respects, and values cultural, linguistic, and ethnic diversity and knows how these differences can influence learning to read.
• Understands the differences between reading skills and strategies and the role each plays in reading development.
• Knows a wide range of high-quality literature for students.
• Is aware of a variety of individualized and group instructional interventions or programs for students with reading problems.
• Plans and models the use of comprehension strategies across content areas.

Assessment/ Artifacts
• Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Teacher Interviews




This course contributes to the fulfillment of the following skill standards for Paraprofessionals working in general education established by the Education and Training Voluntary Partnership and recognized by the Illinois State Board of Education.



ETVP Standard Assignment
Standard 1
Assist teacher with classroom instruction • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Reading Aloud
• Teacher Interviews
Standard 2
Assist teacher with classroom planning and administration • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Group Presentation
• Teacher Interviews
Standard 15
Assist teacher in the implementation of I.E.P. goals and objectives • Case Study Analyses
• Annotated Bibliography
• Group Presentation




This course also contributes to the fulfillment of the following AFT
Paraprofessional standards recognized by the Illinois State Board of Education.


Standard I: A - Reading • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Grammar / Language Quizzes
• Reading Aloud
• Portfolio
• Teacher Interviews
Standard I: B - Writing • Case Study Analyses
• Reflective Journal
• Grammar / Language Quizzes
Standard II: A – Creative Thinking • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
Standard II: C – Problem Solving • Case Study Analyses
• Reflective Journal
• Tutoring Hours
Standard II: D - Integrating New Knowledge • Case Study Analyses
• Tutoring Hours
• Group Presentation
Standard II: E -- Reasoning • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
Standard III: A - Listening • Tutoring Hours
• Group Presentation
• Reading Aloud
• Teacher Interviews
Standard III: B - Speaking • Tutoring Hours
• Group Presentation
• Reading Aloud
Standard III: D - Respect for Cultural Diversity • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
Standard III: F - Ability to Work as a Team Member • Group Presentation
• Tutoring Hours
Standard IV: A - Responsibility • Group Presentation
• Tutoring Hours
Standard IV: C - Sociability • Tutoring Hours
• Group Presentation
• Course Interactions
Standard IV: D - Self-Management • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
Standard V: B – Human Growth and Development • Case Study Analyses
• Reflective Journal
• Tutoring Hours
• Group Presentation
Standard V: C – Instructional Strategies • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Teacher Interviews
Standard V: D - Laws, Policies and Procedures • Case Study Analyses
• Annotated Bibliography
• Reflective Journal
• Tutoring Hours
• Group Presentation
• Teacher Interviews

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.