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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 or concurrent enrollment in EDN 101.

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. English language arts standards as part of the New Illinois State Learning Standards Incorporating the Common Core are included. Ten hours tutoring children in a local, K-12 school setting are required.

IV.   Learning Objectives

Courses within the Education Program contribute to the fulfillment of multiple professional teaching standards.  In most cases the courses at Oakton will introduce the skill/concept covered in the standard; however, some standards are fully met at this level.  Each course will have assignments linked to particular learning standards.  These assignments, or “artifacts,” serve as evidence that the student has either been introduced to or met the concept/skill described in the standard.  The artifacts will be saved in an electronic learning portfolio within each Education course so that at the time of transfer each student will have standards-based evidence of accomplishment in all Education courses completed prior to transfer to a College of Education.  

It is crucial that students understand the linkage of assignments in all Education courses to particular standards.  Assignments are not only a part of a certain course, but begin to build the body of knowledge each student will continue to develop during the remainder of her/his academic life and throughout her/his professional career.  Each student, while in an Education major program at a four-year college or university, will be asked to collect and look back over all artifacts created, create linkages among the artifacts, and reflect upon the learning that has occurred during the course of his/her entire sequence of Education classes.  Each student will develop a complete electronic learning portfolio that addresses all professional teaching standards prior to graduation with a Bachelors degree.  Even though graduation with a BA may seem many semesters away, Education students at Oakton must begin to plan and develop their electronic learning portfolios while completing Education courses offered at Oakton.

For a full listing of professional teaching standards met at Oakton and more detailed information on where this course fits into the entire Education program and individual portfolio development, go to the Education Program website: www.oakton.edu/educationprogram.

Illinois Professional Teaching Standards (IPTS - 2013)
Standard 1: Teaching Diverse Students
The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Standard 2: Content Area & Pedagogical Knowledge
The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge and evidence-based practice.
Standard 6: Reading, Writing & Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Standard 9: Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

There are three levels that indicate the level to which the standards / indicators identified are addressed:
Partially Introduced: Concepts are partially covered at a beginning level of knowledge and/or skill.
Introduced: Concepts are covered at a beginning level of knowledge and/or skill.
    Met: Concepts are covered at a proficient level of knowledge and/or skill.

Partially Introduced
Knowledge Indicators:
The competent teacher
1B. Understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities.
1C. Understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community.
1D. Understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300; 2006), Article 14 of the School Code (105 ILCS 5/Art. 14) and 23 Ill. Adm. Code 226 (Special Education).
1E. Understands the impact of linguistic and cultural diversity on learning and communication.
1G. Understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs.
6G. understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student.
6H. Understands how to use a variety of formal and informal assessments to recognize ad address the reading, writing, and oral communication needs of each student.

Introduced
Knowledge Indicators:
The competent teacher
1L. Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.
2G. Understands the theory behind and the process for providing support to promote learning when concepts and skills are first being introduced.
2H. Understands the relationship among language acquisition (first and second), literacy development, and acquisition of academic content and skills.
6C. Understands communication theory, language development, and the role of language in learning.
6F. Recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning.
6I. Knows appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.

Performance Indicators:
The competent teacher
2I. Evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs.
6J. Selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers).
6L. Facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content.
6M. Teaches fluency strategies to facilitate comprehension of content.
6O. Teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources.
9I. Models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect.
9K. Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.
9O. Participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development.

Met
Knowledge Indicators:
The competent teacher
6A. Understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.
6B. Understands that the reading process involves the construction of meaning through the interactions of the reader’s background knowledge and experiences, the information in the text, and the purpose of the reading situation.

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

Topics are not listed in chronological order; students should refer to the course calendar for the sequence of topics in a specific section. Individual instructors may add additional topics.

1.  The Cognitive-Constructivist View of Reading
2.  History of Reading Instruction in the United States
3.  Creating a Literate Environment
4.  Motivating Students
5.  Making Connections to Students’ Cultures and Lives Outside of School
6.  Contemporary Assessment Methods
7.  Interpretation of Assessment Results
8.  Differentiating Instruction in the General Education Classroom
9.  Emergent Literacy
10. Approaches to Building Fluency
11. Vocabulary Development
12. Scaffolding Students’ Comprehension of Text
13. Teaching Comprehension Strategies
14. Higher-Order Thinking and Deep Understanding
15. Encouraging Independent Reading and Reader Response
16. The Reading-Writing Connection
17. Reading Instruction for English-Language Learners
18. Reading Instruction for Children Living in Poverty
19. The Reading Proficiency of U.S. Students
20. Approaches to Studying and Interpreting Literature    
21. Elements of Fiction     
22. Elements of Non-Fiction
23. Evaluation and Selection of Diverse Genres
24. Evaluation and Selection of Multicultural and International Literature    
25. Planning a Literature Curriculum
26. Literacy Across the Curriculum
27. Literacy and the Common Core Standards
28. Preparing Students for Standardized Tests
29.    Literacy in the Digital World

VII.  Methods of Instruction

Individual instructors will use an array of methods, which could include lectures, demonstrations, guest speakers, small group or full class discussions, student presentations, student debates, and/or multi-media presentations.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

This course may be taught as a face-to-face, hybrid or online course.

Students in all EDN 260 sections must:
• Attend an Education Program orientation session during this course if they have not done so beforehand.
• Complete 10 hours of tutoring reading or English language learning for this course. Students cannot pass this course without completing the required hours, most, if not all, of which will take place during normal school hours.
• Submit a criminal background check in order to begin the tutoring hours. Students will be provided detailed instructions for the background check by the Education Program Coordinator. There will be a fee associated with the background check.
• Submit results from a tuberculosis (TB) skin test (also known as the tuberculin or PPD test) in order to begin the tutoring hours. TB tests are given at the Oakton nurse’s office on either campus. A small fee is associated with the test.
• Attend class, participate in class discussions, and fully engage in group work and individual assignments given as part of the class session.
• Purchase the required textbooks and bring the textbook to every class session.
• Complete the assigned readings before coming to class.  
• Complete work on time. Late work will not be accepted without consultation with the instructor.
• Possess the ability to read and understand college-level text material.  
• Write at least the equivalent of 12-15 typed pages of material that will be graded.  This writing may take many forms. Writing should be free from typographical, spelling, and grammatical errors; and be typed, doubled-spaced, using 10 or 12 point normal fonts (Arial, Times New Roman), with 1-inch margins. When applicable, all citations should use APA format.
• Possess the ability to use basic technology, such as Desire2Learn (the on-line course management system used for all EDN courses), e-mail, Internet search engines, library research databases and presentation software.  Students should regularly check the D2L course site, at least once before each class session.  Class announcements are made via D2L. Students should e-mail the instructor within the D2L class shell. Students need regular access to the Internet, which is available in the computer labs at both campuses. Students should schedule a technology instruction session with the instructor during office hours if extra technological help is needed.
• Help the instructor create and maintain a safe and healthy learning environment for all students in the class. All students and the instructor should be treated respect and consideration.  Bullying, discriminatory, disruptive and/or disrespectful behavior can result in removal from the class and possible suspension or dismissal from the college.

Instructors of specific EDN 101 sections may create additional requirements of students, related to things such as:
• Specific attendance policies
• Specific policies regarding use of technology in the classroom
• Specific classrooms rules
• Specific academic requirements

IX.   Instructional Materials

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

• All Children Read: Teaching for Literacy in Today's Diverse Classrooms, 3rd ed., Charles A. Temple, et al., Pearson, 2011.
• Teaching Reading in the 21st Century, 5th ed., Michael F. Graves, et. al., Pearson, 2011.
• Charlotte Huck's Children's Literature: A Brief Guide, 2nd ed., Barbara Kiefer & Cynthia Tyson, McGraw-Hill, 2013.
• Elementary Children's Literature: Infancy through Age 13, 4th ed., Nancy A. Anderson, Pearson, 2013.
• Essentials of Children's Literature, 8th ed., Kathy G. Short, et.al., Pearson, 2014.
• Be Core Ready: Powerful, Effective Steps to Implementing and Achieving the Common Core State Standards, Pam Allyn, Pearson, 2012.
• The Common Core: Teaching K-5 Students to Meet the Reading Standards, Maureen McLaughlin &  Brenda J. Overturf, International Reading Association, 2012.
• On-line articles and readings

X.    Methods of Evaluating Student Progress

Instructors of EDN 260 sections will create specific assignments based on the suggested assignments below. At least one assignment must be linked to each of the learning objectives of this course, which are based on the Illinois Professional Teaching Standards (IPTS) 2013. Assignments may apply to more than one IPTS. There may be some assignments or elements of the course that are specific to that section and do not align with one specific IPTS. Individual instructors must fill out the grid below and include brief descriptions of each assignment below the grid. Each assignment should also have a detailed assignment sheet and grading rubric that is available to students in addition to the syllabus.

IPTS

Assignment / Artifact (suggested)

1B

D2L discussions, teaching demonstrations, lesson plans, case study analyses, teacher interview, school librarian interview, tutoring hours reflection, reading in the subject areas paper / presentation, exam / quiz

1C

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, teacher interview, school librarian interview, tutoring hours reflection, cultural diversity / gender / poverty and reading paper / presentation, exam / quiz

1D

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, tutoring hours reflection, students with special needs and reading project, exam / quiz

1E

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, tutoring hours reflection, cultural diversity / gender / poverty and reading paper / presentation, exam / quiz

1G

Class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, tutoring hours reflection, website analysis, internet research, reading in the digital world paper / presentation, students with special needs and reading project, exam / quiz

1L

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, tutoring hours reflection, cultural diversity / gender / poverty and reading paper / presentation, exam / quiz

2G

Teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, teacher interview, school librarian interview, reading aloud exercises, assessment on the Common Core Standards, tutoring hours reflection, exam / quiz

2H

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, assessment on the Common Core Standards, reading in the subject areas paper / presentation, working with ELLs paper / presentation, exam / quiz

2I

Class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, assessment on the Common Core Standards, tutoring hours reflection, exam / quiz

6A

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, reading aloud exercises, assessment on the Common Core Standards, tutoring hours reflection, website analysis, internet research, reading in the subject areas paper / presentation, reading in the digital world paper / presentation, electronic learning portfolio, exam / quiz

6B

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, reading aloud exercises, assessment on the Common Core Standards, tutoring hours reflection, reading in the subject areas paper / presentation, reading in the digital world paper / presentation, cultural diversity / gender / poverty and reading paper / presentation, exam / quiz

6C

Teaching demonstrations, lesson plans, class presentations, case study analyses, teacher interview, school librarian interview, assessment on the Common Core Standards, tutoring hours reflection, reading in the subject areas paper / presentation, reading in the digital world paper / presentation, exam / quiz

6F

D2L discussions, reflection paper or journal, teaching demonstrations, lesson plans, class presentations, case study analyses, teacher interview, school librarian interview, reading aloud exercises, assessment on the Common Core Standards, tutoring hours reflection, reading in the subject areas paper / presentation, reading in the digital world paper / presentation, exam / quiz

6G

D2L discussions, reflection paper or journal, class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, assessment on the Common Core Standards, reading in the subject areas paper / presentation, exam / quiz

6H

Class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, teacher interview, school librarian interview, assessment on the Common Core Standards, exam / quiz

6I

Class discussions / debates, teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, reading aloud exercises, assessment on the Common Core Standards, tutoring hours reflection, reading in the subject areas paper / presentation, reading in the digital world paper / presentation, exam / quiz

6J

Teaching demonstrations, lesson plans, class presentations, case study analyses, book / reading reviews, annotated bibliography, teacher interview, school librarian interview, reading aloud exercises, assessment on the Common Core Standards, tutoring hours reflection, website analysis, internet research, reading in the subject areas paper / presentation, reading in the digital world paper / presentation, cultural diversity / gender / poverty and reading paper / presentation, working with ELLs paper / presentation, students with special needs and reading project, exam / quiz

6L

Teaching demonstrations, lesson plans, case study analyses, tutoring hours reflection, exam / quiz

6M

Teaching demonstrations, lesson plans, case study analyses, tutoring hours reflection, exam / quiz

6O

Teaching demonstrations, lesson plans, case study analyses, tutoring hours reflection, website analysis, reading in the digital world paper / presentation, exam / quiz

9I

D2L discussions, reflection paper or journal, class discussions / debates, case study analyses, tutoring hours reflection, cultural diversity / gender / poverty and reading paper / presentation, students with special needs and reading project, instructor interview, attitudinal survey

9K

Electronic learning portfolio, D2L discussions, reflection paper or journal, case study analyses, instructor interview, attitudinal survey, portfolio progress report

9O

Attend professional conference or workshop, join professional organization, student club, electronic learning portfolio, reflection paper or journal, D2L discussions

All sections of EDN 260 must include the following elements of evaluation:
 
A.  Education Orientation
Students must attend an Education Program orientation session during this course if they have not done so beforehand. Instructors may give points or extra credit for completion of this requirement.

B.  Tutoring Experience
Students are required to complete 10 hours of tutoring in reading or English language learning for this course. Students cannot pass this course without completing the required hours. Specific instructors will determine the tasks to be completed during the 10 hours. Students must track the hours completed on the official Oakton log sheet, as well as write a reflection based on the experience.

C.  Teacher and Librarian Interview
Students must interview at least one teacher and one school librarian. Instructors will provide specific guided questions for the interviews. Students must track the hours spent on the interviews on the official Oakton log sheet, as well as write a reflection based on the experiences.

D.  Common Core Assessment
Students must pass an assessment on the Common Core Standards for English Language Arts (70% or better).

E.  Learning Portfolio
Students must organize all their completed work for this course in an electronic portfolio. The portfolio should include the assignments / “artifacts,” a document that clearly links each artifact with one or more IPTSs, and a reflection by the student on the linkages among artifacts and the extent of their learning in the course.

F.  Examinations
Student learning must be assessed by at least two examinations or multiple quizzes. At least fifty percent of the assessments should be in class or in a proctored testing center and be closed book, closed notes.

G.  Evaluation Scheme
Individual instructors must include a detailed breakdown of the possible points awarded for each assignment, as well as a tally of the total number of points available in the course.

H.  Final Grade

90% - 100%   = A
80% - 90%     = B
70% - 80%     = C
60% - 70%     = D
Below 60%      = F


XI.   Other Course Information

A.  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.

B.  Important dates
Instructors will insert the current college calendar of important dates.

C.  Instructor Contact Information
Instructors will provide their contact information and office hours.



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.