NEW MEXICO JUNIOR COLLEGE

MISSION STATEMENT

Teaching Elementary Reading

SYLLABUS

  1. GENERAL COURSE INFORMATION
  2. A. Course Title: Teaching Elementary Reading
    B. Course Number: ED 243 - 30019
    C. Semester: Fall 2017
    D. Days/Time: Online
    E. Credit Hours: 3
    F. Instructor: Wong, Ruth
    G. Office: Mansur Hall (MH) 129D
    H. Email Address: RWong@nmjc.edu
    I. Office Phone: (575) 492-2839
    J. Office Hours: Monday: 9:00:00 AM-10:00:00 AM (MST);4:00:00 PM-6:00:00 PM (MST);
    Tuesday: 3:00:00 PM-6:00:00 PM (MST);
    Wednesday: 9:00:00 AM-10:00:00 AM (MST);11:00:00 AM-1:00:00 PM (MST);
    Friday: 9:00:00 AM-10:00:00 AM (MST);
    If you are unable to meet during office hours, please contact me through Canvas mail for an appointment.
    K. Time Zone: Mountain Time
    L. Prerequisite(s): Acceptance into the Alternative Licensure Program
    M. Corequisite(s):
    N. Class Location: Virtual
  3. COURSE DESCRIPTION

    This course will emphasize developing methods and activities that promote success in literacy development of children from the intermediate elementary grades to middle school. The course will cover phonemic awareness, phonics instruction, fluency, vocabulary development, and comprehension skills. Additionally, the important correlation between writing experiences and learning to read will be explored. Practicum assignments provide students experiences outside of class and the opportunity to work with children at various levels. This is a three credit hour course.

  4. COURSE RATIONALE / TRANSFERABILITY

    The NMJC Alternative Licensure Program in Elementary Education is designed for individuals who possess a desire to teach in elementary schools, but have a bachelor’s or higher level degree in a field other than education. This course does not meet any requirements for any other teacher education program. If the student is planning to transfer to a four-year college/university, the student should inquire at the receiving institution to see if the course will count toward degree requirements.

  5. REQUIRED / SUGGESTED COURSE MATERIALS

    Required:

    Roe, Betty D. (2012). Teaching Reading in Today’s Elementary Schools, 11th edition. Cengage Learning. (978-1-111-29812-8)

    Suggested:

    Harbrace Essentials(2015) by Cheryl Glenn (978-1337284677). This is an eTextbook.

    You can buy your books online at the NMJC Bookstore.

  6. GRADING POLICY

    Students attending New Mexico Junior College will be evaluated according to the following grading scale:

    						90 - 100%	=	A
    						80 -  89%	=	B
    						70 -  79%	=	C
    						60 -  69%	=	D
    					 	 0 -  59%	=	F
    

    Module Zero - 50
    Multi-media Presentation - 100
    Assessment of Reading - 100
    Vocabulary Lesson Plan - 100
    Comprehension Lesson Plan - 100
    Lesson and Evaluation - 100
    Using Textbooks Effectively - 100
    Test 1 (ch. 1-3) - 100
    Test 2 (ch. 7-9) - 100
    Test 3 (ch. 10-11) - 100
    Final Exam(ch. 12-13) - 100
    Discussion Board - 250

    Total - 1300 points

    1170 - 1300 = A
    1040 - 1169 = B
    910 - 1039 = C
    780 - 909 = D
    Below 779 = F




    Late work policy – All rubrics include a “timeliness” component. Points will be taken off for late work. Online, the assignment is available to you for one week after it is due. After one week, you will need to contact the professor to get information about the assignment. The instructor reserves the right to round up the final grade.

    Grades for the course will be posted by the end of the day on Sundays of each week.

    Retrieving Grades from T-BirdWeb Portal
    Go to the New Mexico Junior College T-BirdWeb Portal login page. Please enter your User Identification Number (ID), which is your Banner ID, and your Personal Identification Number (PIN). When finished, click Login.

    Tips for Success in Online Courses:
    1. Log in to class regularly.
    2. Pay attention.
    3. Take notes.
    4. Keep up with readings and assignments.
    5. Ask questions when you do not understand something.
    6. Utilize your professor’s office hours and e-mail.
    7. Read the text.
    8. Adhere to the deadlines posted in the course outline.

  7. INSTITUTIONAL STUDENT LEARNING OUTCOMES

    New Mexico Junior College’s institutional student learning outcomes represent the knowledge and abilities developed by students attending New Mexico Junior College. Upon completion students should achieve the following learning outcomes along with specific curriculum outcomes for respective areas of study:

    • Communication
      • Comprehend information to summarize, analyze, evaluate, and apply to a specific situation.
      • Communicate in an accurate, correct, and understandable manner.
    • Critical Thinking and Problem Solving
      • Define a problem and arrive at a logical solution.
      • Use appropriate technology and information systems to collect, analyze, and organize information.
      • Apply critical thinking, analysis, and problem solving to data.
    • Self and Community
      • Analyze and reflect on the ethical dimensions of legal, social, and / or scientific issues.
      • Communicate an awareness of a variety of perspectives of ethical issues.
      • Interact with individuals and within groups with integrity and awareness of others’ opinions, feelings and values.

  8. DEPARTMENTAL STUDENT LEARNING OUTCOMES

    The New Mexico Junior College Alternative Licensure Program provides students the opportunity to prepare for certification to teach K-8th grade in the state of New Mexico. The program includes the following courses:
    • Teaching Elementary Reading
    • Elementary Curriculum and Teaching Methods
    • Early Literacy and Young Children
    • Elementary Field Experience

    New Mexico Junior College's Education Department uses the Core Competencies established by the Higher Education Department in the State of New Mexico. By the end of the semester, students should be able to:

    -Analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view.

    -Express a primary purpose in a compelling statement and order supporting points logically and convincingly.

    -Use effective rhetorical strategies to persuade, inform, and engage.

    -Employ writing and/or speaking processes such as planning, collaborating, organizing, composing, revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics.

    -Integrate research correctly and ethically from credible sources to support the primary purpose of a communication.

    -Engage in reasoned civic discourse while recognizing the distinctions among opinions, facts, and inferences.

  9. SPECIFIC COURSE STUDENT LEARNING OUTCOMES

    Teaching Elementary Reading emphasizes the concepts and methods needed to teach reading across the curriculum at the intermediate elementary and middle school levels.

    By the conclusion of this course, the successful student should be able to

    • design instruction based on the following reading components: phonemic awareness, phonics, fluency, vocabulary development, and comprehension J2(c);
    • differentiate methods of instruction based on needs of students, providing success for students with exceptionalities J2(c);
    • design comprehensive reading and writing instruction that result in students becoming proficient in the language arts content standards, benchmarks, and performance standards J2(d);
    • explain the foundations of reading and language arts development J2(a);
    • discuss the use of classroom reading assessment to diagnose students’ instructional needs and modify instruction appropriately J2(b), D5;
    • describe the connection between assessment and instruction of reading to New Mexico language arts content standards, benchmarks, and performance standards J2(b),;
    • identify a variety of assessment tools, including but not limited to portfolios, performance-based assessment, and student writing D11;
    • recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information D10;
    • analyze student responses, explanations, and demonstrations as well as a variety of methods, strategies, and procedures students use in producing the correct answer D12, D13;
    • recognize the importance of technology as a tool for learning and communication as well as demonstrate the use of a variety of technologies into planned activities B7, E3, K14;
    • discuss how to promote higher order thinking skills, creativity, and independent thinking B8;
    • evaluate lesson plans by observing classroom interactions, questioning, and analyzing student work B10;
    • identify current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender F3;
    • evaluate curriculum materials according to stereotypes and biases as well as adapt instruction appropriately F4, F5;
    • identify and develop appropriate responses to differences among language learners being specifically sensitive to New Mexico’s unique linguistic and cultural diversity F6, F7;
    • discuss the central role that community and family play in the learning process of a child and should be able to utilize these experiences to enhance learning G2;
    • explain the importance of communicating with parents and community members as well as the importance of parents’ and community members’ participation in classroom and school curriculum development and the decision making process G6, G7;
    • develop IEPs and design language arts lessons according to IEPs as well as discuss the responsibilities in implementing objectives set in an IEP H3, H4, H5;
    • discuss the social, emotional, physical, and academic needs of students with exceptionalities H9;
    • identify his/her role in the educational decision-making process as an advocate for children, school, district, community, and self A4;
    • demonstrate communication skills both orally and in writing K2;
    • explain communication theories, language development, and the role of language in student learning K3, and;
    • recognize that the conventions and skills of language are connected and need to be taught in meaningful and authentic contexts K5, K6.

  10. REQUIRED TECHNICAL COMPETENCIES AND EQUIPMENT

    Student Requirements
    If you have not already received login information for Canvas/T-BirdWeb Portal/E-mail, you will need to contact the Enrollment Management office at (575) 492-2546.

    Check first-time login page for instructions at www.nmjc.edu/distancelearning/coursescourseschedules/canvasinstructions.aspx.

    Canvas Assistance

    You must have access, on a regular basis, to a computer that supports the Canvas minimum specifications and has an active connection to the Internet. See the minimum computer specification requirements at www.nmjc.edu/distancelearning/coursescourseschedules/Canvasinstructions.aspx.

  11. ADDITIONAL INFORMATION

    The instructor will respond to student e-mail within 48 hours.

  12. GENERAL/MISCELLANEOUS

    Students will be held responsible for the information on these pages.

    Academic Honesty
    Each student is expected to maintain the highest standards of honesty and integrity in online academic and professional matters. The College reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; and nondisclosure or misrepresentation in filling out applications or other College records. Cheating or gaining illegal information for any type of graded work is considered dishonest and will be dealt with accordingly.

    Americans with Disabilities Act (ADA) Information
    Any student requiring special accommodations should contact the Special Needs Student Services Coordinator at (575) 492-2576 or by e-mail at krueda@nmjc.edu.

    Attendance Policy and Participation Expectations
    It is expected that you regularly log into class at least three times weekly and check your Canvas mail to ensure you have not missed any changes/updates. Students are expected to complete discussions/quizzes/tests/ assignments before deadlines expire.

    Canvas Help
    If you experience difficulty with Canvas you may reach the Canvas Helpdesk at canvashelpdesk@nmjc.edu, or by calling the 24 hour helpdesk phone at (575) 399-2199.

    Netiquette
    The professor is responsible for monitoring and evaluating student conduct and student behavior within the Canvas course. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to log into the class regularly and to behave in an appropriate manner at all times. Disruptive behavior may result in the student being removed from the class and dropped for the semester. For comprehensive information on the common rules of netiquette and other online issues, please review the NMJC Online Student Handbook.

    Online Learning Environment
    By participating in an online class, you undertake responsibility for your own progress and time management.

    • Pay attention to deadlines and do not forget them (keep a calendar if it helps).
    • Carefully read and understand all assignments.
    • Complete assignments according to posted instructions and notes. Do not just glance at an assignment before attempting to complete it (this is likely to result in a poor grade).
    • Questions may be posed for clarification in the class discussion area or by sending an e-mail to your instructor.

    Plagiarism
    Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. Plagiarism violates the academic honesty policy and is considered cheating.

    Tutoring Assistance
    Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center located in Mansur Hall room 123 and 124.

    Withdrawal Policy
    The instructor has the right to drop any student who has failed to log on to Canvas for two weeks or more, but it is not guaranteed that the instructor will drop you. If the student chooses to stop attending a class, he/she should withdraw from the class by accessing your student account in the T-Bird Web Portal at www.nmjc.edu, or submitting the required paperwork to the Registrar’s Office by 5:00 p.m. on Tuesday, November 21, 2017. Failure to withdraw yourself from a course by this date may result in your receiving an “F” in the course. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.

  13. ACADEMIC CALENDAR
  14. FINALS SCHEDULE
  15. COURSE OUTLINE

    Weekly Schedule

    All assignments are due on Sunday nights at midnight, except for the initial discussion board post. It is due on Friday nights at midnight.

    Week 1,
    Read Chapter 1
    Introductions and Module Zero due
    2 discussion board questions

    Based on the following competencies:
    • explain the foundations of reading and language arts development J2(a);
    • explain communication theories, language development, and the role of language in student learning K3.

    Week 2,
    Read Chapter 2
    Assignment - Multi-Media Presentation
    2 discussion board questions

    Based on the following competency:
    • recognize the importance of technology as a tool for learning and communication as well as demonstrate the use of a variety of technologies into planned activities B7, E3, K14;

    Week 3,
    Read Chapter 3
    1 test (ch. 1-3)
    2 discussion board questions

    All based on the following competencies:
    • design comprehensive reading and writing instruction that result in students becoming proficient in the language arts content standards, benchmarks, and performance standards J2(d);
    • discuss the use of classroom reading assessment to diagnose students’ instructional needs and modify instruction appropriately J2(b), D5;
    • describe the connection between assessment and instruction of reading to New Mexico language arts content standards, benchmarks, and performance standards J2(b),;
    • identify a variety of assessment tools, including but not limited to portfolios, performance-based assessment, and student writing D11;
    • recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information D10;
    • analyze student responses, explanations, and demonstrations as well as a variety of methods, strategies, and procedures students use in producing the correct answer D12, D13;

    Week 4,
    Read information on the role of community and family as well as teacher advocacy
    Assignment - Assessment of Reading
    2 discussion board questions

    Based on the following competencies:
    • discuss the central role that community and family play in the learning process of a child and should be able to utilize these experiences to enhance learning G2;
    • explain the importance of communicating with parents and community members as well as the importance of parents’ and community members’ participation in classroom and school curriculum development and the decision making process G6, G7;
    • identify his/her role in the educational decision-making process as an advocate for children, school, district, community, and self A4.


    Week 5,
    Chapters 4-6 are covered in the Early Literacy class
    Read Chapter 7
    1 discussion board question

    Based on the following competency:
    • design instruction based on the following reading components: phonemic awareness, phonics, fluency, vocabulary development, and comprehension J2(c).

    Week 6,
    Information about linguistic and cultural diversity
    Assignment - Vocabulary Lesson Plan
    2 discussion board questions

    All based on the following competencies:
    • design instruction based on the following reading components: phonemic awareness, phonics, fluency, vocabulary development, and comprehension J2(c);
    • identify current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender F3;
    • evaluate curriculum materials according to stereotypes and biases as well as adapt instruction appropriately F4, F5;
    • identify and develop appropriate responses to differences among language learners being specifically sensitive to New Mexico’s unique linguistic and cultural diversity F6, F7.

    Week 7,
    Read Chapter 8
    2 discussion board questions

    Based on the following competency:
    • discuss how to promote higher order thinking skills, creativity, and independent thinking B8

    Week 8,
    Read Chapter 9
    Assignment - Comprehension Lesson Plan
    2 discussion board questions

    Based on the following competency:
    • design instruction based on the following reading components: phonemic awareness, phonics, fluency, vocabulary development, and comprehension J2(c);

    Week 9,
    Information on exceptionalities and IEPs
    Test - chapters 7-9
    2 discussion board questions

    All based on the following competencies:
    • differentiate methods of instruction based on needs of students, providing success for students with exceptionalities J2(c);
    • develop IEPs and design language arts lessons according to IEPs as well as discuss the responsibilities in implementing objectives set in an IEP H3, H4, H5;
    • discuss the social, emotional, physical, and academic needs of students with exceptionalities H9.

    Week 10,
    Information on higher order thinking and gifted readers
    2 discussion board questions

    Based on the following competency:
    • discuss how to promote higher order thinking skills, creativity, and independent thinking B8

    Week 11,
    Read chapter 10 and information on evaluating lesson plans
    Assignment: Lesson and Evaluation
    1 discussion board question

    Based on the following competency:
    • evaluate lesson plans by observing classroom interactions, questioning, and analyzing student work B10;

    Week 12,
    Read Chapter 11 and information on oral language
    Test - chapters 10-11
    1 discussion board question

    Based on the following competencies:
    • design comprehensive reading and writing instruction that result in students becoming proficient in the language arts content standards, benchmarks, and performance standards J2(d);
    • demonstrate communication skills both orally and in writing K2;

    Week 13,
    Read Chapter 12
    2 discussion board questions

    Based on the following competency:
    • recognize that the conventions and skills of language are connected and need to be taught in meaningful and authentic contexts K5, K6

    Week 14,
    No assignment
    Happy Thanksgiving

    Week 15,
    Read Chapter 13
    Assignment - Using Textbooks Effectively

    Based on the following competency:
    • recognize that the conventions and skills of language are connected and need to be taught in meaningful and authentic contexts K5, K6

    Week 16,
    Review chapter 13
    2 discussion board questions

    Based on the following competency:
    • recognize that the conventions and skills of language are connected and need to be taught in meaningful and authentic contexts K5, K6

    Final Exam
    1 test (ch. 12-13)
    due Tuesday, Dec. 12th at midnight

    Updated: 10/3/2017
    **Note: The preceding information may be changed at the discretion of the instructor as needed or warranted.**