UNIVERSITY OF PUERTO RICO RIO PIEDRAS CAMPUS COLLEGE OF EDUCATION DEPARTMENT OF CURRICULUM AND TEACHING TESS PROGRAM (ELEMENTARY

LEVEL)

EING 4019
3 Credit Hours SEMESTER: SECOND SEMESTER 2009-2010 REVISED JANUARY 2010

Prerequisites EING 4006 EING 4018

PROFESSOR: CRISTINA GUERRA, Ed.D. OFFICE: 527 FFICE HOURS:

OFFICE PHONE #: 764-0000 EXT. 4456 E-MAIL: cristina_guerra2003@yahoo.com

Course description
This is course emphasizes how to teach reading in a second language to beginning readers. It is designed for ESL elementary school teacher candidates. The developmental stages of reading from emergent to independent readers will be studied along with developmentally appropriate practices. Current issues will be explored in the topics of phonics instruction, literature-based approaches, phonemic awareness, and the competing theories of emergent literacy and reading readiness. Best practices in developmental writing are also studied. Teacher candidates will learn how to plan instruction for literacy development. Assessment procedures for diagnosing the students levels of literacy development and achievement are also included. Principles, Competencies, and Dispositions to be Addressed Principles 1,2,3,4,5,6 and 7 Competencies, 1,2,5,7,8 Dispositions: En los Principios y Competencias de la Facultad de Educacin EMH se plantea que, el educador en formacin, respeta y celebra la diversidad en el aprendizaje, la promueve y debe llevar a cabo actividades, tales como: 1. Desarrollo de ambientes de aprendizaje que sean sensibles a la diversidad y en los que se fomente el aprendizaje activo, las interacciones sociales positivas, la colaboracin, la integracin de las tecnologas, el trabajo en equipo y la auto gestin para facilitar el desarrollo intelectual, social y personal de todos. (presente en los Principios y en las Competencias 2 y 5). 2. Planificacin del proceso educativo fundamentndose en las caractersticas de los educandos en sus contextos socioculturales particulares y en sus procesos de cambio (presente en el Principio y Competencia 3). (Taken from University of Puerto Rico, College of Education Alineacin de Principios y Competencias)

TESOL/NCATE Standards to be addressed: 1.b Language Acquisition and Development 2.a Nature and Role of Culture
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Standard 3.a. Planning for Standards-Based ESL and Content Instruction Standard 3.c. Using Resources Effectively in ESL and Content Instruction Standard 4.b. Language Proficiency Assessment

Objectives
Teacher candidates will: 1. Develop an understanding of the role of phonemic awareness in emergent literacy and be able to apply these concepts in planning instruction. 2. Identify reading materials and curriculum content commensurate with literacy development and interests of ESL learners. 3. Develop an understanding of the role of phonics in literacy development and be able to integrate these concepts in a balanced reading approach. 4. Select reading strategies and activities that nurture independent learning and appreciation of literacy. 5. Plan lessons to teach reading and writing to elementary school ESL students, including those with special needs. 6. Explain why writing is important to the development of reading proficiency and, consequently, both concepts should be unified. 7. Connect reading and writing experiences to listening and speaking development in L2 instruction. 8. Connect reading and writing experiences by integrating the Internet and other emergent technologies when planning instruction. 9. Use a variety of method frameworks to make the reading-writing connection possible in the ESL classroom. 10. Develop an understanding of the role of assessment in literacy instruction.

11.Become familiarized with different strategies used to assess literacy development.

Course Outline
TIME: 5 HOURS Unit 1 Review of Basic Concepts of L2 Reading A. Introduction B. Definitions C. Reading in todays society D. Transitions: A model for changing teachers instructional practices E. Traditional approaches F. Whole Language G. Balanced Programs H. Comprehensive reading programs I. Making transitions toward comprehensive reading programs J. Challenges facing pre service teachers K. Challenges facing in service teachers L. Seven principles for supporting literacy development M. Reading Readiness versus emergent literacy TIME: 2 HOURS Unit 2 Language Learning and the Stages of Literacy Development A. Cognitive, Social and Affective aspects of language development B. Understanding language C. Development of reading behaviors TIME : 3 HOURS Unit 3: The Theoretical Roots of Reading Instruction: The Emergent Reader A. B. C. D. The need for understanding how children read Theories of the reading process The of shared reading in the emergent reading stage Applications

TIME 8 HOURS Unit 4: Phonemic Awareness and other avenues to Phonics (Chapters 3 and 4) A. Research on early reading B. Phonemic awareness C. Alphabetic principle D. Phonics instruction in comprehensive reading classrooms

TIME: 2 HOURS FOR EACH OF THE FOLLOWING UNITS Unit 5: The Recognition and Spelling of the Most Frequent Words (Chapter 5) A. What are sight words? B. Which sight words to teach first C. How to help students master sight words D. Sight words and Spanish words in diverse classrooms Unit 6 : Creating Vocabulary with Concept-Laden Words (Chapter 6) A. Abstract words and hidden concepts B. Teaching difficult words C. Knowing words in context D. Scaffolding E. Moving on to Direct Instruction F. Using effective strategies to build vocabulary G. Research on vocabulary learning

Unit 7: Reading Comprehension: Focusing on Instruction (Chapter 7) A. Reading strategies and how they can be learned 1. Creating mental images 2. Using Poetry to foster reading comprehension 3. Using open-ended questions 4. Using the KWL strategy 5. Using a variety of individual comprehension techniques 6. Repeated reading and reading comprehension 7. Reciprocal Teaching 8. Using story grammar to foster reading comprehension 9. Inferential thinking and reading 10. Searching for main idea 11. Comprehension monitoring
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Unit 8: Developing Reading Fluency (Chapter 8) A. Definitions B. Key concepts C. Organizing for instruction Unit 9: Teaching Reading through childrens literature (Chapter 9) A. Advantages of using literature in the ESL classroom B. Experiencing literature C. Responding to literature Unit 10: Basal Readers and Literacy Instruction A. B. C. D. Understanding basal readers Anatomy of the basal reader approach Production and organization of basal programs Helping students with special needs succeed with basal reader instruction

Unit 11: Writing as a Critical Connection to Literacy (Chapter 10) A. Stages and levels of writing development B. Introducing the art of writing with the wonder of poetry C. The writing/reading connection D. How teach writing creatively E. Modeling and teaching good writing F. Spelling G. Developing literacy through journal writing H. How to inspire writing through activities I. Using technology to develop ESL studentswriting skills Unit 12: Assessment: Determining Students Progress in Literacy (Chapter 11) A. B. C. D. E. F. G. H. Principles of classroom assessment Traditional reading assessment Comprehensive reading assessment Methods for assessing reading development Evaluating your program Reporting progress to families Potential pitfalls in comprehensive reading assessment Other issues in reading assessment
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Unit 13: The Nature of Motivation for Reading and Writing (Chapter 12) A. Research on motivation to read B. Provide a variety of models C. Inspire motivation through the use of learning and teaching principles D. Differentiate between intrinsic and extrinsic motivation TIME: 9 HOURS Unit 14: Planning the Literacy lesson A. Definitions B. Principles C. Piecing the lesson together

Textbook
May, F. (2006). Teach Reading Creatively. (7th ed.). New Jersey: Pearson.

Instructional strategies
Lectures Discussions Demonstrations Oral reports

Requirements
Class attendance and participation are a requirement by the University of Puerto Rico, as well as a course requirement. The institution allows only 3 absences. Having more than 3 unexcused absences endangers your evaluation and your right to remain in the course. After 3 unexcused absences your grade could be lowered to the next letter grade. The textbook is a required resource. It will be very difficult to progress academically without reading it. Other readings are also required. Small-group demonstrations Mini projects and short-term assignments
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Oral presentations The teacher candidates must have access to the Internet. The computer center located on the third floor of our building can be used to comply with this requirement. It is the teacher candidates responsibility to enroll in the online version of the course and to log In regularly.

Assessment strategies
1. Attendance 10%

2. Tests (2)

30%

3. Oral presentation/ demonstrations

20%

4. Annotated bibliography (5 articles minimum)

15%

5. Literacy development lesson plans

25%

Grade System
100-90 89-80 79-70 A B C
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69-60 59-50

D F

DIFFERENTIATED EVALUATION This course provides for the differentiated evaluation of students with special needs. The student that requires this type of evaluation should talk to the professor about it. Those students that receive services from Vocational Rehabilitation Program should talk to the professor at the beginning of the semester to plan reasonable accommodation strategies and the necessary assistive equipment according to the recommendations of the OAPI Office. Besides, those students with special needs that require of some type of assistance or accommodation should talk to the professor.

Bibliography
Candlin, Ch. Et al. (2000). English Language Teaching in Its Social Context: A Reader. UK: Routledge, an imprint of Taylor & Francis Book Ltd. Chapelle, C.A. (2002). Computer Applications in Second Language Acquisition. Cambridge, UK: Cambridge University Press. Cloud, N.; Genesee, F.; & Hamayan, E. (2000). Dual Language Instruction: A Handbook for Enriched Education. Heinle & Heinle Publishers. Combs, M. (1996). Developing Competent Readers and Writers in the Primary Grades. New Jersey: Merrill. Content Standards and Grade Level Expectations. (2007). San Juan, Puerto Rico: Commonwealth of Puerto Rico, Department of Education. Cooper, D.J. (1999). Literacy. Boston: Houghton Mifllin. Cooper, D. J; Kiger, D.; de Ville, J. (2002). Literacy: Helping Children Construct Meaning. Boston: Houghton Mifflin, Co.

Fiderer, A. (1995). Practical Assessments for Literature-Based Reading Classrooms. New York: Scholastic professional books. Freeman, D. & Freeman,Y. (2006). Teaching Reading and Writing in English and Spanish in Bilingual and Dual Language Classrooms. (2nd ed.). Heinemann. Heilman, A.W.; Blair, T.R., & Rupley, W.H. (1998). Principles and Practices of Teaching Reading (10th ed.). New Jersey: Merrill. Honig, B.; Diamong, L. & Gutlohn, L. (2008). Teaching Reading Sourcebook. California: Arena Press. Leu, D.J. & Kinzer, Ch. K. (1999). Effective Literacy Instruction. (4th ed.) New Jersey: Merrill. Leu, D.. & Kinzer, Ch. K. (2003). Effective Literacy Instruction. (5th ed.) New Jersey: Merrill. Machado, J. (2003). Early Childhood Experiences in Language Arts: Emerging Literacy. Delmar Publishers. Mandel, L. (2005). Literacy Development in the Early Years. (6th ed.) Boston: Pearson. May, F. (2006). Teach Reading Creatively. (7th ed.). New Jersey: Pearson. May, F.B. (1998). Reading as Communication. (5th ed.) New Jersey: Merrill. Owens, R. (2005). Language Development. (6th ed.). Boston: Pearson. Peregoy, S. & Boyle, O. (2005). Reading, Writing and Learning in ESL.Boston: Pearson. Perez, B. & Torres, M.E. (2001). Learning in Two Worlds: An Integrated Spanish/English Biliteracy Approach. (3rd. ed.). Boston: Allyn and Bacon. Reutzel,R.D., & Cooter, R.B. (2000). Teaching Children to Read: Putting the pieces together. 3rd. Edition. New York: Macmillan. Reutzel,R.D., & Cooter, R.B. (2004). Teaching Children to Read: Putting the Pieces Together. 4th Edition. New Jersey: Pearson. Reutzel,R.D., & Cooter, R.B. (1996). Teaching Children to Read: From Basals to Books. Englewood Cliffs, NJ: Prentice Hall. Reutzel,R.D. & Cooter, R.B. (2006). Strategies for Reading Assessment and Instruction: Helping Every Child Succeed. New Jersey: Prentice Hall.
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Reutzel, R.D. & Cooter, R.B. (2008). The Essentials of Teaching Children to Read: The Teachers Makes the Difference. New Jersey: Prentice Hall. Ruiz, D. (1998). La Alfabetizacin Temprana en el Ambiente Preescolar. San Juan, Puerto Rico: Universidad de Puerto Rico. Shanahan, T. (2006). The National Reading Panel Report: Practical Advice for Teachers. IL: Learning Point Associates. Shannon, P. & Goodman, K. (eds.). (1994). Basal Readers: A Second Look. New York: Richard Owen Press. Tompkins, G. (2001). Literacy for the 21st Century: A Balanced Approach. New Jersey: Merrill. Tompkins, G. (2005). Language Arts: Pattern of Practice. (6th ed.) Boston: Pearson. Vacca, R. & Vacca, J.A. (2005). Content Area Reading: Literacy and Learning Across the Curriculum. Boston: Pearson. Walker, B. (2007). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment. New Jersey: Prentice Hall. Young, T. & Hadaway,N. (2005). Supporting the Literacy Development of English Learners: Increasing Success in All Classrooms. IRA.

Online Resources: International Reading Association: http://www.reading.org/General/Default.aspx

Early Literacy: http://www.multcolib.org/birthtosix/earlyliteracy.html http://www.bankstreet.edu/literacyguide/early.html

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http://www.sasked.gov.sk.ca/docs/ela/e_literacy/ http://www.cell-exll.com/

National Reading Panel: http://www.nationalreadingpanel.org/ http://www.nichd.nih.gov/publications/nrp/smallbook.cfm http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf http://www.learningpt.org/pdfs/literacy/nationalreading.pdf

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