Course

Description:

This course will present issues and strategies in reading for classroom paraprofessionals so that they can provide instructional support services based on the standards and competencies recommended by the International Reading Association.  The learner will receive instruction in methods and materials associated with reading literacy for students ages four to 14 based on the General Standards of the Massachusetts English Language Arts Curriculum Framework.

Prerequisite:

Preparation for College Reading II or waiver by placement testing results or Departmental approval

Required Text:

Literacy for the 21^st Century, Third Edition

Gail E. Tompkins

California State University, Fresno

Upper Saddle River, NJ, Merrill Prentice Hall, 2003

Course Objectives:

Learners will:

1. be able to list and define the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are integrated in fluent reading
2. be prepared to provide individual and small group literacy tutoring under the classroom teacher’s direction
3. create materials to enhance literacy instruction
4. have demonstrable familiarity with developmental reading systems in their schools or districts
5. have the skills to help classroom teachers develop and implement supplementary reading/writing lessons
6. understand the role of metacognition and developmental aspects in reading and writing as well as listening and speaking
7. recognize individual differences in literacy development and understand, respect, and value cultural, linguistic, and ethnic diversity
8. become familiar with the Reading and Literature Language Strands from the General Standards of the Massachusetts Language Arts Curriculum Frameworks

Course Outcomes:

Upon completion of this course, the learner will be able to:

• create a portfolio of literacy materials appropriate to their classroom levels and specific assignments (R,W,CT,OC,TS)
• help teachers evaluate children’s literacy development and progress (R,W,CT,OC,TS)
• demonstrate an understanding of the reading process and how children learn to read and write (R,W,CT,OC)
• develop and demonstrate lessons or activities that support and enhance literacy instruction in grades K-8 (R,W,CT,OC,TS)
• design literacy lessons to meet individual needs of the students (R,W,CT,OC,TS)
• develop an understanding of how readers and writers construct meaning and demonstrate strategies to facilitate comprehension (R,W,CT,OC)
• become familiar with the classroom organization for literacy instruction based on best practices (R,W,CT,OC,TS)
•  demonstrate an understanding of the General Standards of the Massachusetts English Language Arts Curriculum Framework (R,W,CT,OC)

Key to Core competencies: R=reading, W=writing, CT= critical thinking, OC= oral communication, TS= technology skills

Instructional methods:

Lecture, discussion, reading and writing assignments, group and individual activities, demonstrations, hands-on practice, computer-assisted technology

Methods of Evaluation:

Portfolio

Lesson plans and Activities

Student progress evaluation and reports

Tests, quizzes, oral presentations

ADA Statement:

“Students with disabilities who believe that they may need accommodations in the classroom are encouraged to contact the Learning Disabilities Coordinator, Nancy Sullivan, at Ext. 1082, or Disability Counselor, Stan Oliver, at Ext. 1464 as soon as possible in order to ensure that such accommodations are implemented in a timely fashion.”

Topic Instruction Schedule (tentative):

Week 1:   Introduction to a balanced approach to literacy

Week 2:   Teaching the Reading and Writing process

Week 3:   Assessing students’ Literacy development

Week 4:   Working with emergent readers and writers

Week 5:   Teaching phonics and spelling

Week 6:   Developing fluent readers and writers

Week 7:   Vocabulary comprehension

Week 8:   Facilitating students’ comprehension

Week 9:   Becoming familiar with the structure of text

Week 10:  Organizing Literacy instruction with Focus units

Week 11:  Literature circles

Week 12:  Reading and Writing Workshop

Week 13:  Basal Reading textbooks

Week 14:  Reading and Writing in content areas