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Northern Arizona University
College of Education
Elementary Education Courses and Arizona Teacher Standards Correlations
Fall 2003
ECI 308 – sec. 01, # 3552Teacher Aide Practicum (1 credit)
ECI 309 –sect. 01, #3560 Integrated Literacy 1: Developmental Literacy
and Language Arts (3 credits)
ECI 310 – sect. 01 #3566 Integrated Literacy II: Reading Theory, Decoding,
and Language Arts in the Elementary School (5 credits)
Instructor: Sigmund A. Boloz
Office Address: Room 130: College of Education
Room: Room 200: College of Education
Office Phone: 523-9528 Home Phone: 522-0058
Days/Times: Tuesdays and Thursdays
8:00 AM to 9:15 AM and 9:35 PM to 11:40 AM
Office Hours: Tuesdays and Thursdays at 11:45 AM to 12:45
PM
Email: sigmund.boloz@nau.edu
Course Prerequisites: Admission into teacher education
Course Description/Knowledge Base:
These classes focus on language acquisition and literacy development in children
and are designed to provide the undergraduate student with basic knowledge
and competencies necessary to plan, teach, and evaluate a classroom program
in literacy education in the elementary school.
ECI 308 Teacher Aide Practicum (1)
Course Description: This 45-hour practicum within the school setting will provide the student with opportunities to practice significant strategies taught within the 309 and 310 courses.
SPECIAL NOTE: In addition to the ECI 308 Teacher Aide Practicum, ECI 309 and ECI 310 instructional time will be devoted to regularly scheduled Thursday school-site visits during the academic semester.
ECI 309 Integrated Literacy I: Developmental Literacy and Language
Arts in the Elementary School (3)
Course Description: This course focuses on language acquisition and emergent literacy for children, birth through third grade. This course examines appropriate contexts, including cross-cultural contexts that support children’s language and literacy development. Prerequisite: admission to the teacher education program. ECI 310 may be taken concurrently.
Course Objectives Arizona Standards
1. Demonstrate content knowledge and an understanding of the major assumptions
that are central to children’s language and literacy development by
designing and implementing instruction which focuses on the Arizona Academic
Reading, Literature and Writing Standards. 1.1-1.13; 5.1, 5.2, 5.4, 5.5,
6.1, 6.2, 7.1, 7.2, 7.4, 7.5, 8.4
2. Identify concepts, skills and values appropriate for an early childhood
and primary school (k-3) literacy program. 1.1-1.13; 7.1, 7.2
3. Integrate literacy within real-life situations and across other areas of
the curriculum. 7.4, 7.5, 8.1, 8.2
4. Demonstrate knowledge, understanding, and the ability to apply reading strategies,
including print concepts, phonemic awareness, phonics, vocabulary, fluency
and activating prior knowledge, structural analysis and context skills to ensure
comprehension of literary and informational text. 3.1-3.15; 7.2, 7.3, 7.4,
7.5
5. Demonstrate a knowledge of individual and group performance and an understanding
of appropriate strategies used to align and assess children’s literacy
development. 1.3, 1.5; 4.1-4.5; 8.1, 8.10
6. Demonstrate a knowledge and understanding of the nature of reading and writing
and the subsequent teaching of those subjects. 7.1-7.5
7. Demonstrate an understanding of cross-cultural contexts that support children’s
language and literacy development. 1.4, 2.4, 7.5, 8.6
8. Demonstrate knowledge to select appropriate instructional strategies, materials
and resources and sensitivity to the ways that print materials may impact different
groups within our society. 1.7, 1.10, 2.9, 3.12, 8.3, 8.6, 8.11
9. Demonstrates knowledge of effective evaluation of curriculum materials and
resources for their accuracy, comprehensiveness and usefulness. 5.3, 8.8
ECI 310 Integrated Literacy II: Reading Theory, Decoding, and Language
Arts in the Elementary School (5)
Course Description:
This course focuses on language and literacy development, from kindergarten
through eighth grade. This course supports instruction in children’s
language development, reading, writing, and language arts with current and
classical research. 5 hours lecture, 1 hour lab (308). Prerequisite: admission
to teacher education program. ECI 309 may be taken concurrently.
Course Objectives Arizona Standards
1. Demonstrate content knowledge and an understanding of the major assumptions
that are central to children’s language and literacy development by
designing and implementing instruction which focuses on the Arizona Academic
Reading, Literature and Writing Standards. 1.1-1.13; 5.1, 5.2, 5.4, 5.5,
6.1, 6.2, 7.1, 7.2, 7.4, 7.5, 8.4
2. Demonstrate a knowledge and understanding of the roles of culture and classroom
environment on literacy development and reading instruction. 1.1, 1.2, 1.4,
1.6, 1.10, 2.4, 2.6, 3.3, 8.6
3. Integrate literacy within real-life situations and across other areas of
the curriculum. 7.4, 7.5, 8.1, 8.2
4. Demonstrate knowledge, understanding, and the ability to apply reading strategies,
including print concepts, phonemic awareness, phonics, vocabulary, fluency
and activating prior knowledge, structural analysis and context skills to ensure
comprehension of literary and informational text. 3.1-3.15; 7.2, 7.3, 7.4,
7.5
5. Demonstrate a knowledge of individual and group performance and an understanding
of appropriate strategies used to align and assess children’s literacy
development. 1.3, 1.5; 4.1-4.5; 8.1, 8.10
6. Demonstrate a knowledge and understanding of the nature of reading and writing
and the subsequent teaching of those subjects. 7.1-7.5
7. Demonstrate a knowledge and understanding for using the reading program
to model, encourage, and celebrate an appreciation for diversity. 7.1-7.5;
8.1-8.13
8. Demonstrate knowledge to select appropriate instructional strategies, materials
and resources and sensitivity to the ways that print materials may impact different
groups within our society. 1.7, 1.10, 2.9, 3.12, 8.3, 8.6, 8.11
9. Demonstrates knowledge of effective evaluation of curriculum materials and
resources for their accuracy, comprehensiveness and usefulness. 5.3, 8.8
10. Demonstrate an understanding of the role technology can play in literacy
instruction and development. 1.10, 2.9, 3.12, 8.11
11. Demonstrate a knowledge of instructional experiences and strategies that
impact literacy development. 8.7, 1.1-1.13
Methods of Attainment: Students in these courses should
possess the content knowledge as delineated in the Course Objectives. The
methods of judging the acquisition of this knowledge will be assessed are
described:
The participants will accurately:
Course Structure /Approach:
Lecture, demonstrations, classroom vignettes, readings, discussions, small
group activities, videos, hands-on literacy experiences and practicum experiences
will be utilizes.
Required Text:
Optional Texts:
Useful Websites:
Reading Quest: http://curry.edschool.virginia.edu/go/readquest/strat/
Strategies for Reading Comprehension
ADE Student Standards: http://www.ade.state.az.us/standards/contentstandards.asp
ADE Teacher Standards: http://www.ade.state.az.us/certification/downloads/Teacherstandards.pdf
Class Calendar:
This class meets on every Tuesday and Thursday during the semester with the
exception of November 11th (veteran’s day) and November 27th (Thanksgiving):
August 26 and 28
September 2, 4, 9, 11, 16, 18, 23, 25, and 30
October 2, 7, 9, 14, 16, 21, 23, 28, and 30
November 4, 6, 13, 18, 20, and 25
December 2, 4, and 9.
Course Policies:
1. As a future teacher, you must check your body posture and body language
as well as oral language to ensure that it reflects a professional attitude.
2. Scheduled class sessions are considered an integral part of the course,
therefore; regular class attendance, punctuality and participation in all scheduled
class sessions is required and will be reflected in the participation grade.
Points may be deducted from your final grade total for late arrivals (1 point),
early departures (1 point), and absences (3 points).
3. Students are expected to submit assignments during the class session on
the date the assignment is due or before the due dates. Late assignments will
lose ten percent (10%) for class period the assignment is late
4. Makeup quizzes and tests for illness will be allowed but these have to be
completed within one week of the actual date given in class.
5. Attendance at all scheduled practicum times is required.
6. A demonstration of professional behavior is expected during class and practicum
times. You must contact the instructor and your cooperating teacher well in
advance if you are going to be absent from practicums.
7. Plagiarism and cheating will not be tolerated.
8. Pagers and cell phones shall be turned off during class unless an emergency
situation exists.
Assignments: (NOTE: All reports and papers must be typed)
1a. Personal Reflection (Writing Process) (35)
In this assignment, you will explore experiences in learning and teaching as
well as the writing process. You are expected to write a 2 to 3 page composition
recounting one experience of teaching and learning that was particularly
powerful for you or the learner who is the subject of the piece. This experience
may be one that was instrumental in nurturing you or the learner or an experience
that was detrimental to development. You may write about an experience that
you have had in the classroom or outside. You may choose a written format
that you feel is most effective in portraying the experience, for example,
poem, newspaper article, essay, personal narrative, and persuasive piece.
Each piece will be scored by the course participants using a 6-trait model.
An exemplary paper will demonstrate use of the writing process and of peer
editing and revision. As completion of this assignment, students will submit
the following:
0 Work-in-Progress Portfolio (5) 0 Leads (5)
0 Revision Page (5) 0 Editing Checklist (5)
0 Six-Traits Scoring (5)
0 Satisfying ending (5) 0 Final Draft (5)
1b. Story Narrative (Group Project) (5) IN CLASS PROJECT
In this assignment, you will explore the writing of a children’s story,
as well as the collaborative writing process. Working in large groups, you
are expected to write a story narrative using your group’s creativity
and a format provided and practiced within this course.
2. Children’s Literature Project (25)
A. Read 25 student’s books from the list of the 100 Best Books of the
Last Century note the book and date. (5)
B. Read four (5) chapter books each from another character series (The Magic Tree House, The Boxcar Kids, etc.) and note the book and date. (5)
C. Develop a book project for one children’s trade book of your choice.
(10)
1. This project must be no more than 5 minutes in presentation length and contain
the following:
a. Present background information on the author, illustrator or theme of the
book as a classroom teacher might would to children.
b. Read the book or a part of it to the class as you.
c. Prepare a brown bag book display for the book as demonstrated in class.
D. Read appropriate materials and participate in five (5) Literature Circle group (25)
3. Put Reading First Jigsaw and Whole Language vs. Phonics Venn Diagram
(10)
Participants will be assigned to read Put Reading First and will participate
in a jigsaw activity within the classroom.
Participants will work in groups outside of class to complete a Venn diagram contrasting the similiarities and differences of Whole Lanuage and Phonics classroom approaches to teaching reading. These will be presented and discussed in class.
4. Content Journal/ Admit Tickets/Participation (45)
Each participant is expected to maintain a content journal/log which will be
used to capture quickwrites, reflections and/or questions related to the
classroom discussions, topics and practicums. Entries should reflect professional
thoughtfulness. Participants will be given time during class time and at
the end of practicum visits to produce entries. This journal will be turned
in to the instructor at least once and possibly twice weekly.
Admit Tickets are submitted the day a reading task has been assigned is to have been completed. An Admit Ticket generally takes the form of a 3 x 5 card on which the assigned reading’s main points, interesting insights and/or questions are written.
Content journals and admit tickets are due on the day designated and participants will lose points for late submissions.
You will be expected to participate in a number of discussions and to complete
a number of class instructional activities during class time. Your participation
and completion of these activities will be noted. Attendance will be reflected
in this score.
5. Language Resource File (25)
Create a language resource file by selecting 10 poems, songs, chants, jump
rope rhymes, and/or hand jives that are appropriate for the children with whom
you anticipate working. Your choice should reflect thoughtfulness and not simply
be a list of simple rhymes. Five sources should be used. The resource file
must be typewritten or photocopied. (10)
Prepare one of the language pieces to be shared with the class and have a copy made of this poem for each student in the class. (5)
Groups of 5 participants will work together outside of class time to design and implement a Poetry Slam Group Presentation for in class production in which each participant contributes one literary piece (5 total) to a performance. The grading emphasis will be on creativity and performance.
6. Assigned Reading Group Presentation (20)
Read assigned chapters in Literacy for the 21st century: A Balanced Approach
and/or Words Their Way and present along with assigned group’s one
(1) chapter review emphasizing the multiple intelligences and/or activities
from Part V: Compendium of Instructional Procedures. 491-531. In this group
you are expected to present a theme or topic from the chapter to the rest
of the class that as a group
Your presentation will include:
A. Last about 40 to 45 minutes (but no longer).
B. Utilize an effective lesson format (Five Finger Model) that requires active
participation on the part of the class – completing the instructional
event.
C. Involves all group members as an active part in the presentation.
D. Use of the chalkboard, overhead projector, charts, computer, and/or other
audiovisual resources in conducting your presentation.
E. Includes an end of the chapter quiz. The presenters score will reflect the
average score of the class on your chapter quiz but points will be taken off
for directly revealing the quiz items.
F. There is a requirement to hand in a written presentation lesson plan for
this activity. Your in-class presentation will demonstrate the quality of your
presentation and will be evaluated by the instructor with the aid of class
members.
7. Article Review: One (1) Required (5)
Maintaining an understanding of current research relating to teaching and learning
is an integral component of the teaching profession. This assignment is directed
at developing your ability to critically read and synthesize research material
relating to literacy and language learning. Your article 3-10 pages) must come
from a hard copy journal The Reading Teacher, Childhood Education, Young Children,
Language Arts, Learning, Instructor, or Teaching K-8 or from Reading On Line
You will complete this aspect by:
A. select one (1) journal article that address areas or issues relating to
early childhood literacy instruction, language development or emergent literacy
(a photocopy of the article must be submitted with your review).
B. Record the reference for the article you have selected at the beginning
of your review.
C. In one (1) page, create a bulleted review of the most important concepts
of the article summarize the main points of the article.
8. Student Assessment Portfolio: (35)
Assess the literacy development of one primary-aged or struggling upper-level
child and then develop a work portfolio for the child which analyzes the
results. A paragraph or two analysis of each subtest is required. Choose
the areas appropriate to our target child to total 35 points.
A. Introduction (4)
a. Introduce your child in a brief paragraph. Do not use child’s last
name.
b. Explain why you choose this child.
b. Address Interest and reading interest surveys.
c. Anecdotal records – describe informal reading observations.
B. Reading Assessments (10)
a. Concepts of Print (1)
b. Letter Identification (1-3)
c. Running Records, three desired with instructional level identified) (1-6)
d. Retelling (1)
e. High Frequency Word List(s) (one minimum, others as appropriate(1-3).
f. comprehension information from Mosaic of Thought (1)
C. Writing Assessments (5)
a. Writing Vocabulary Assessment (1)
b. Sentence Dictation (1)
c. Writing Sample (1-3)
D. Spelling Assessments (5)
a. Spelling assessments from Words Their Way (3)
b. McGuffey Spelling assessment results credited extra (2).
E. Other Assessments (5)
a. Choose an assessment that is not required for this class and administer
this assessment to the child
b. Tell where you obtained this assessment and why you used it.
F. Conclusions/Recommendations (6)
a. What can you say about this child’s literacy development?
b. What can you recommend?
9. Literacy Activity (15)
Select an activity that you feel is an excellent activity to encourage literacy
growth and present the activity to the class.
Prepare a one page summary of the activity using the format provided by the
instructor.
10. Other Class Assessments
The following assessments and projects will also be completed within the class
and will contribute to your grade:
0 Syllabus Quiz (5): During the second class session, participants will be
asked to complete a quiz over the areas of the class syllabus. (Open Book quiz).
0The Deford Theoretical Orientation to Reading (TORP) (10): A Pre- and Post
Test will be completed within the class. (group project)
0Beliefs About Reading and Learning to Read Survey A Pre- and Post Test will
be completed within the class. (group project)
0 Lesson Plan for Reading Lesson (5) Participants will complete and submit
at least one lesson plan for a lesson taught during a practicum session. (Will
be submitted to the Live text portfolio)
0 Teacher Reading Interview (10): Participants will complete and submit at
least one interview of a teacher of reading.
0 Final “Teaching Reading” Paper (10): Participants will complete
and submit a “How TO Teach Reading Paper. We will work discuss this paper
in class and you will be provided with opportunities to discuss this piece
with others. (Will be submitted to the Live text portfolio)
11. Midterm/Quizzes (35)
Quizzes and a mid-term will be developed from a survey of the information presented
in the class during the appropriate frame of time.
12. Final/Quizzes (35)
Quizzes and a final will be developed from a survey of the information presented
in the class during the appropriate frame of time.
Grading Scale:
324 or above points (90% or higher) = A
288-323 points (80-89%) = B
252-287 points ( 70-79%) = C
216-251 points (60-69%) = D
00-215 points (59% or less) = Fail
Grade for ECI 308 is pass or fail. Missing two scheduled practicums may result in loss of credit.
Special Penalty Notice:
During the semester, our class will be going to a school where you will be working with children. You are expected to conduct yourself in a professional manner as you deal with the school staff, teachers and children.
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