TE 842 Advanced Methods of Elementary School Reading

Summer 1997

Readings

• Required course packet available at MSU Bookstore in the International Center next to Erickson Hall or at Paper Image in Hannah Plaza.

• Required texts available at MSU bookstore, Student Bookstore or College Bookstore:

Raphael, T. E. & Hiebert, E. H. (1996). Creating an integrated approach to literacy instruction. New York: Harcourt Brace College Publishers.

Cunningham, Patricia M. (1995). Phonics they use: Words for reading and writing. New York: HarperCollins.

Creech, Sharon. (1994). Walk Two Moons. New York: Harper Trophy.

Knight, Margy Burns. (1992). Talking Walls. Gardiner, Maine: Tilbury House Publishers.

• You will also need:

One Macintosh formatted computer disk

An MSU pilot account address

Access to the MSU Literacy Homepage at http://ed-web3.educ.msu.edu/literacy/

Course Overview

Welcome to Advanced Methods of Elementary School Reading, an intensive five week master's course that is intended to challenge you to examine your beliefs and practices regarding your language and literacy interactions with elementary school children. Through our discussions, readings, writing, and workshop activities we will be examining the tensions between 'convention and invention" in the teaching of reading in our schools. Gordon Wells (1997) describes working within this tension as the central task of educators:

...the principal goals of education remain the same: first to induct each new generation into the values and practices of the wider culture and to equip them with the dispositions, knowledge and skills to participate as productive and responsible citizens; and second, by recognizing and valuing the diversity of talents, interests, and experiences among them, to enable all students to realize their full potential as unique creative individuals... (p.115)

I've tried to work within the tensions of convention and invention in designing this course. As you will note in the course schedule, I've organized the class around "images" of literacy, with the intention that you will walk away having clarified your own point of view and having created new visions for your own practice. I hope that you will find the course useful; I also hope that it will encourage you to continue to explore inventive ways of inviting children to be full participants in literate communities.

Major themes and issues to be addressed in the course include:

(1) The roles that history, theory, and our definitions of literacy and literate practices play in establishing a context for literacy learning in our classrooms,

(2) The ways in which classroom discourse shapes literacy learning opportunities for all of our students,

(3) The roles that narrative and expository texts can play in our literacy programs,

(4) The roles that comprehension, vocabulary and phonics instruction can play in facilitating literacy development and creating an integrated approach to literacy instruction,

(5) Examination of how our conceptions of reading/writing connections and assessment influence the ways in which we create literacy programs for our students and facilitate their literacy development.

This is a diverse class made up of practicing teachers, aspiring teachers, and people from related fields such as audiology and speech and music education. Participants in this course range widely in their experiences teaching and learning, learning in a discussion-based format, and working with technology. We have much to offer each other. To create contexts for us to be in conversation, it will be crucial that you keep up with the readings and be an active participant in class activities.

Course Assignments

I have designed the following course assignments to provide opportunities for you to engage in the theories and practices of reading methodology in ways that are both thoughtful and creative. You will note that several of the activities below will depend on your active involvement with small groups in class. Other assignments will be completed individually. All written work should be typed, double-spaced with dark print. Please keep a copy of all assignments. Specific instructions for each assignment and criteria for assessment will be handed out in class. Please note that due to the intensity and short duration of this class: ASSIGNMENTS WILL NOT BE ACCEPTED AFTER THE DUE DATES.

• Response paper: We will briefly look at the history of the teaching of reading and current tensions regarding convention and invention in reading theory and practice. You will write a 3 - 4 page response paper on this topic. (Due Tues., July 1)
• Explorer Project: We will use a newly designed computer program (Pearson, Hughes, Packard), "Reading Classroom Explorer", to closely examine and critique conventions and inventions in elementary classrooms. You will design an inquiry question, explore it in a small group, and present your findings to colleagues. You will also examine your own language interactions throughout this process. (Due Thur., July 10)
• Book Club Reader/Teacher Reading Log: We will participate in a Book Club group and learn the theoretical basis and practical methodology for implementing this literature-based instruction with a wide range of students. You will keep a Reading Log written from your two perspectives as reader and teacher as we read Walk Two Moons. (Completed Reading Log Due Tues., July 15)
• Methods Jigsaw: We will focus on how children learn to read by learning specific instructional methodology that teaches the conventions of the English language through interactive phonics activities (Cunningham, 1995). You will teach your colleagues these instructional activities in jigsaw groups. (Due Thur., July 17)
• Final project: We will design individual or pair projects that apply concepts and methods learned in the course so that this class will facilitate your own inventive teaching practice. You will teach your colleagues about what you have learned. (Proposal Due Thur., July 3. Final Project Due Thur., July 24)

*You will be assigned 5 points for your active participation in each class session. This includes giving evidence that you have read the assigned readings through your thoughtful written work in class and active participation in discussion and workshop activities. If you are absent from class, you will need to write a 3 page response paper on the readings for that day to receive the 5 points. This response paper is due on the day following your absence. Students assume complete responsibility for completing response papers on time.

Course Schedule

Bibliography

Cunningham, Patricia. (1995). Phonics they use: Words for reading and writing (Second Ed.). New York: HarperCollins College Publishers.

Highfield, Kathy & Folkert, Julie. (1977). Book club: The content area connection. In S.I. MacMahon, and T.E. Raphael, (Eds). The book club connection: Literacy learning and classroom talk. New York: Teachers College Press.

MacMahon, S.I. & Raphael, T.E. (1997) The book club connection. New York: Teachers College Press.

Scherer, Pam. (1977). Book club through a fishbowl: Extensions to early elementary classrooms. In S.I. MacMahon, and T.E. Raphael, (Eds). The book club connection: Literacy learning and classroom talk. New York: Teachers College Press.

Raphael, T. E. & Hiebert, E.H. (1996) Creating an integrated approach to literacy instruction. Orlando, Florida: Harcourt Brace College Publishers.

Raphael, T.E., Pardo, L.S., Highfleid, K. & MacMahon, S.I. (1977). Book club: A literature-based curriculum. Littleton, MA: Small Planet Communications.

Resnick, Daniel & Resnick, Lauren. (1977). The nature of literacy: An historical exploration. Harvard Educational Review. Vol 47, No.3.

Samway, Katharine Davies & Whang, Gail. (1996). Literature study circles in a multicultural classroom. York, Maine: Stenhouse Publishing.

Wells, Gordon. (1997). Learning to be literate: Reconciling convention and invention. In S.I. MacMahon, and T.E. Raphael, (Eds). The book club connection: Literacy learning and classroom talk. New York: Teachers College Press.