Turnerwebpage1

Instructor: Dr. Jesse P. Turner, HB Room # 234
Telephone Office (860) 832-2178
e-mail: turnerj.mail@ccsu.edu
Office hours: By Appointment

Required Texts:
Allen. (1995). It's Never Too Late/Leading Adolescents to Lifelong Literacy. Portland, NH: Heinemann.
Schoenbach. (2000). Reading for Understanding. San Francisco, CA: Jossey-Bass

Catalog Description:
The basic skills development program in reading in elementary school reviewed. A study of the need for continuing systematic instruction in reading for pupils throughout grades 7-12. Organization of such a program, materials, and methods currently in use, and means of evaluation are considered.

Course Objectives:
1. Given information about test administration and evaluation, students will be able to administer an informal Reading Test to at least one secondary school student and to evaluate the results.
2. Given a list of reading skill and definition of terms, students will be able to indicate in writing mastery of at least 80% of skills and definitions.
3. Given an assignment to teach a selected reading skill, a student will prepare in writing material for teaching the lesson and give a demonstration in class.
4. Students will be able to list at five resource materials designed for developing reading skills in secondary school classroom.
5. Given a class list of students' reading scores, intelligence quotient, age and sex, students will be able to demonstrate in writing a rationale for grouping and to list specific published materials that may be used for improving reading skills for disabled readers.
6. Given information about the directed reading activity, students will present a written lesson using the DRA in selected content areas.
7. Using the format presented in a class, students will be able to write a lesson in a selected content area that develops specific reading skills.
Methods: Lectures, discussions, demonstrations, and focused free writes

Topical Outline

Part I: Informal Reading Inventories.
a) Word list
b) Oral reading
c) Silent reading
d) Individual reading level

Part II: Confronting the problem of middle and high school reading.
a) Rethinking the Problem: Crisis and Opportunity
b) The Reading Apprenticeship Framework

Part III: Reading Apprenticeship in the classroom.
a) Developing academic literacy
b) Motivating students to take control of their reading
c) Acquiring cognitive tools for reading
d) Building context, Text, and disciplinary knowledge
e) Embedding apprenticeship strategies in subject area classrooms
f) Overcoming obstacles in implementation

Part IV: Beyond The Classroom
a) Professional Development: Creating Communities of Master Readers
b) Developing school-wide Reading Apprenticeship Programs

Assignments: 1. Administration and interpretations of oral and silent reading tests for at least one secondary school student. Points [15] 2. Lesson plans for teaching a specific reading skill, e.g. a lesson on selecting the main ideas. Points [10] 3. Mid-term. Points [15] 4. A written description of a flexible grouping plan for a secondary school classroom. Points [10] 5. Lesson plan using the Directed Reading Activity for a secondary school classroom. Points [10] 6. Construction of an instructional framework involving a lesson in the short story, essay or textbook chapter. Points [15] 7. Literature Circles[Allen] Points [10] 8. Final Points [15]

All papers are expected to meet the guidelines of the Reading Language Arts Department (typed and handed in on the due date). Papers may be redone - but points will be deducted for late assignments.

Last Revised Summer 2000 Turnerwebpage1