MCE3052 Basics of Phonics Instruction and Lab - Mount Vernon ...

`School of Education and Professional StudiesMount Vernon Nazarene UniversitySyllabusMCE3052/3051 Basics of Phonics InstructionLinda Pickenpaugh – InstructorRuth Kale – Field SupervisorSpring 2008I. Title: MCE3052 Basics of Phonics InstructionMCE3051 Basics of Phonics Instruction LabII.Credit Hours: 2 Credit Hours (+1 credit hour lab)Wednesday/Friday 12:40-1:40Campus Center 301Lab – To Be ArrangedIII. Instructor: Mrs. Linda PickenpaughOffice: Campus Center 223Phone Extension: 3414Email: lpickenp@mvnu.eduHours: W/F 8:30-12:30IV.Course Description: This course focuses on effective assessment and instruction of phonemicawareness, phonics skills, word recognition skills and word study skills. Teacher educationcandidates will gain knowledge and skills in classroom methods, instruction, materials,individualized strategies, and assessment to facilitate phonics understanding in middle childhoodstudents.V. Position of the Course in the College Curriculum: This course is typically taken during the junioryear following Emergent Literacy (MCE3074). Prerequisite: Admission to Teacher Education orspecial permissionVI. Instructional Objectives: The instructional objectives are aligned with the Department ofEducation’s Conceptual Framework of Compassion, Competence, and Commitment as indicated inthe numbers in parentheses. The table below demonstrates that course objectives are alignedalso with Ohio Standard’s for Teachers as well as MVNU diversity proficiencies and expectedcandidate dispositions as informed by INTASC and Praxis III.1

MCE3052 Basics of Phonics Instruction 2008Instructional ObjectivesEach candidate will be provided the opportunity toacquire, develop, strengthen, and/or apply knowledge,which will enable him/her to:Ohio Standardsfor TeachersDiversityProficienciesDevelop and demonstrate Compassion1. Understands and is sensitive to differencesamong learners. (1A, 1B, 1C)5.35.1 2Develop and demonstrate Competence2. Knowledge of the methods and rationale for theassessment and instruction of phonemicawareness, decoding, spelling, and the applicationof each in reading and writing. (2A, 2B, 2C, 2E,2F)3. Knowledge of the nature and role of wordrecognition in proficient reading. (2A)1.1, 1.2, 3.3, 4.41.52.2, 2.3, 4.1, 4.3,4.63.1, 3.2, 4.24.5, 5.45,67481.1, 1.2, 3.3, 4.4 5, 64. Knowledge of the phonological and morphologicalunderpinnings of English spelling and the historythereof. (2A)1.1, 1.2, 3.3, 4.4 5, 65. Knowledge of the relationship of deficits inphonemic awareness, decoding and spelling withthe reading/writing processes. (2A, 2B,2 C, 2D,2E, 2F)6. Knowledge of assessment and analyzing of astudent’s phonemic awareness and ability todecode and to apply this knowledge in spellingEnglish. (2A,2 B, 2C, 2D, 2E, 2F)Develop and demonstrate Commitment7. Work in collaboration with in-service educators tocreate lessons and understand theories. (3C, 3D)1.1, 1.2, 3.3, 4.41.52.2, 2.3, 4.1, 4.3,4.62.1, 2.43.1, 3.2, 3.5, 4.24.5, 5.41.1, 1.2, 3.3, 4.41.52.2, 2.3, 4.1, 4.3,4.62.1, 2.43.1, 3.2, 3.5, 4.24.5, 5.47.26.35, 67485, 674892

MCE3052 Basics of Phonics Instruction 2008VII.Institutional Goals promoted by this course:The educational programming and community life of Mount Vernon Nazarene University strive tofoster and strengthen the persons’ intellectual and moral virtues in serving society. Specifically,the Mount Vernon Nazarene University experience equips persons:A. To think and act in a Christian manner by:1. Integrating faith and learning.2. Reasoning logically and thinking critically.3. Solving problems creatively and imaginatively.4. Communicating effectively.5. Viewing learning as a sacred and life-long calling.6. Respecting the viewpoints of others.7. Suspending judgment when truths appear to be ambiguous or discrepant.B. To affirm a Wesleyan world view by1. Committing oneself to Christ and His teachings as found in the Scriptures.2. Making moral commitments, discriminations and judgments from a Wesleyan worldview.3. Appreciating variety and beauty in creation and culture.4. Valuing all truth as God’s Truth.5. Striving for integrity in thought and action.C. To assume their rights and responsibilities by1. Living a life of stewardship and servant hood in community.2. Providing leadership in the Church of the Nazarene and the greater evangelicalchurch.3. Seeking physical, psychological, social, and spiritual wholeness.4. Working redemptively within diverse institutions and communities.VIII. Course Policies:A. Attendance and Participation—Class attendance and participation are critical to the TeacherEducation candidate’s success in this course, and will be reflected in the candidate’s grade.When absence is unavoidable, the instructor must be contacted prior to the class session. Itis the responsibility of the candidate to get notes, assignments, etc. for the class time missed.The candidate is expected to arrive on time, participate in a professional manner, anddemonstrate thoughtful reading and comprehension of assigned material. Each candidate mustcome prepared to discuss topics orally and/or in writing.B. APA Style—The APA style is the one to be used in appropriate written work---papers,bibliographies or other listings of sources, etc. APA Reference is on Blackboard underExternal LinksC. All assignments must be word-processed.D. Assignments and late work—Assignments are due in class the day specified. Many assignmentswill be part of our class discussion. Therefore late assignments are not appropriate. No latework will be accepted. If an emergency or difficult situation arises, causing you to havedifficulty completing an assignment on time, come talk with me about it. Be honest and I willbe reasonable in my expectations.E. Academic Integrity—My sincere hope is that all MVNU students will be guided by strongstandards of integrity when making academic and other life decisions. In the unfortunateevent that academic integrity is violated, such as in cases of cheating and/or plagiarism,MVNU’s "Academic Integrity" policy in College Community Life Handbook on MVNC websitewill be enforced.3

MCE3052 Basics of Phonics Instruction 2008F. Portfolio—The MVNU Teacher Education faculty encourages each student to systematicallycollect materials which could be included in an interview portfolio to highlight strengths andcapabilities. Assignments for this class and the accompanying field experience would beappropriate to include in a portfolio.G. Accommodations—Students who qualify for and desire accommodations in this course due to adisability, as defined by the Americans with Disabilities Act of 1990, must follow theDisability Services Policies and Procedures as put forth by the office of Academic Support.The guidelines can be accessed in electronic form at the web addresshttp://www.mvnu.edu/academics/services/dservices.html and in a hard copy at theAcademic Support office. Call extension 4540 for further information.H. MVNU Initial Field and Clinical Experience Candidate Action Plan. If at any time acandidate is struggling with the exhibition of vital knowledge, skills, or dispositions, he or shewill meet with the assigned university supervisor and the Director of Field and ClinicalExperiences to discuss the concerns, a plan of action, a date for one follow up meeting withthe university supervisor and Director of Field and Clinical Experiences, and outcomes ifconcerns regarding the candidate persist. The university supervisor will communicate with thecooperating teacher assigned to the candidate any information necessary to promoteappropriate progress. If it is deemed that appropriate progress has not or cannot be made bythe candidate, the candidate’s potential dismissal from the program will be discussed byappropriate Education Department faculty (Dean of the School of Education and ProfessionalStudies, Department Chair, Director of Field and Clinical Experiences, Director of TeacherEducation, assigned field or clinical experience university supervisor, and assigned academicadvisor).IX.Required Texts:Rycik, M.T. & Rycik, J. A. (2007). Phonics and word identification: Instruction and intervention, K-8. Upper Saddle River, New Jersey: Pearson Education, Inc.Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland,Maine: Stenhouse Publishers.Various ArticlesPoetry Notebook (Your choice I prefer at least an 8 ½” x 11” notebook with unlined paper andblank cover)4

X. Course OutlineCalendar for Basics of Phonics InstructionDAY/DATE TOPIC READINGS DUE ASSIGNMENT/DUEWeek 1 IntroductionsJanuary 30 Course and Field Introduction Article – Phonics for NewTeachers (In-Class)February 1 Phonics InventoryMrs. KaleThe Role of Phonics inReading Instruction –International ReadingAssociationWeek 2 Historical ContextFebruary 6 Phonics: What, Why, and How? Rycik – Chapter 1February 8 What Teachers Need to Know Rycik – Chapter 2 Research Paper #1Week 3 AssessmentFebruary 13 Using Assessment to InformInstructionArticleFebruary 15Week 4February 20February 22Week 5February 27February 29Using Assessment to InformInstructionLinguistics/Phonics RulesWhat Students Need to Learn toRead and Spell?Word Study ContinuumsTeaching for Word-Solving,Phonics, Spelling and VocabularyWord Study for IntermediateReaders and WritersWord Study for IntermediateReaders and Writers - LessonFormatRycik – Chapter 3 & 4Article on BlackboardBringing Word Study toIntermediate ClassroomsRycik – Chapter 7Week 6 Teaching for Word-Solving,Phonics, Spelling and VocabularyMarch 5 Word Meaning/Vocabulary Article on BlackboardMarch 7 Word Structure Assessment and AnalysisPaperWeek 7 Teaching for Word-Solving,Phonics, Spelling and VocabularyMarch 12 Word Solving Actions Article Inquiry Project ProposalDueMarch 14 Word Solving Actions Phonics/Word StudyLesson PlanWeek 8 Spring Break March 15-24 NO CLASS5

MCE3052 Basics of Phonics Instruction 2008DAY/DATE TOPIC READINGS DUE ASSIGNMENT/DUEWeek 9 Inside WordsMarch 26March 28Week 10April 2Tools for Teaching ContentVocabularyTools for Teaching ContentVocabularySpelling/VocabularyUnderstanding and SupportingChallenged Spellers in Middle andHigh SchoolInside Words by JanetAllenInside Words by JanetAllenArticle #11 on Blackboard- Time to change how wespell wurdz? –Vocabulary StrategyDemonstrationsVocabulary StrategyDemonstrationsApril 4Week 11Understanding and SupportingChallenged Spellers in Middle andHigh School Presentations of Mini-LessonsSpelling/VocabularyRycik – Chapter 6April 9 Understanding and Supporting ArticlesChallenged Spellers in Middle andHigh School Presentations of Mini-LessonsApril 11 Understanding and SupportingChallenged Spellers in Middle andHigh School Presentations of Mini-LessonsWeek 12 PoetryApril 16 Why Poetry? Article #12 & 13 onBlackboardApril 18 Creating a Culture of Poetry Poetry Archive Website –External Links onBlackboardWeek 13 WritingApril 22Diversity SeminarSpeaker: Kristie LentLocation: ChapelApril 23 Writer’s Workshop ArticlesApril 25 Writer’s WorkshopTheme: InternationalTeaching Opportunitiesand ExperiencesGuided Reading Lessonwith Word StudyReflection DueWord Study LessonReflection DueAttendance RequiredWeek 14 Content ConnectionsApril 30 Content Lessons Lesson PresentationsMay 2 Content Lessons Lesson PresentationsPoetry Notebook DueWeek 15 Content ConnectionsMay 7 Content Lessons Lesson PresentationsMay 9 Content Lessons Lesson PresentationsFinals WeekMay 15Tuesday1:00-2:50 Final – Inquiry Paper6

XI. Course Requirements/Methods of Evaluation: (Coding with each assignment tells whichinstructional/course objective(s) is/are being evaluated.)A. Assignments1. Research Paper – What Is Phonics? (2A,B)• APA Style – available on Blackboard• 2-3 pages• Bibliography should include at least 4 resources – Your syllabus includes an extensivebibliography as well as websites. Other websites are on blackboard under external links.• Guiding questions (Not to be written in a question and answer format, but to be used in areflective manner to expand your own learning):o What is phonics? The study of phonics? Phonemic awareness?o What is important to know?o What do the “Standards” say about teaching phonics?o What and When?o How is all the political hype of our day an influence?2. Assessment and Analysis (2E)• Use assessments provided in class (i.e. Names test, Qwik, writing smaples)• Give to students• Analyze your findings based on our work in class.• Include a written analysis reflection piece.3. Phonics/Word Study Lesson Plan (2A,G) – Develop a Phonics/Word Study Lesson plan based onyour assessments. Develop in great detail. Guidelines and a rubric will be on Blackboard.4. Vocabulary Strategy Demonstrations (2A,F) – Using the text – Inside Words by Janet Allen, ingroups of 2, demonstrate vocabulary strategy for the entire class. Use the idea from thetext, but demonstrate with vocabulary from your preferred content area. Guidelines and arubric will be on Blackboard.5. Group Content Lesson — (2A,B,C,D,F) Candidates will plan together and present in pairs a WordStudy Mini-Lesson appropriate for a content area. A rubric will be on blackboard. This is aChalk and Wire assignment6. Diversity Seminar – Kristie Lent - International Teaching Opportunities – Attendance Required7. Poetry Notebook – Keep a poetry notebook. You will add 15 to 20 poems during the semester as away to think about words and language.8. Inquiry Project/Paper – Conduct an independent/small group project based on your inquiries intoa phonics/word study topic. Project Proposal Due March 12.B. Evaluation:Class Assignment Points ScaleResearch Paper #1 What is Phonics? 50 95 – 100 (945 – 1000) = ABlackboard Responses & Diversity 50 93 – 94 (925 – 944) = A-Assessment and Analysis 100 90 – 92 (895 – 924) = B+Phonics/Word Study Lesson Plan 100 87 - 89 (865 – 894) = BVocabulary Strategy Demonstration 100 85 – 86 (845 – 864) = B-Guided Reading Lesson with Word75 82 - 84 (815 – 844) = C+Study Reflection (Field)Word Study Lesson Reflection (Field) 75 76 - 81 (755 – 814) = CGroup Content Lesson 150 70 - 75 (705 – 754) = C-Poetry Notebook 150 66 - 69 (665 – 694) = D+Inquiry Paper 150 60 – 65 (605 – 664) = DTotal Points: 1000 0 - 59 (0 – 604) = F7

MCE3052 Basics of Phonics Instruction 2008XII.MCE3051 Field Experience Requirements/Methods of Evaluation—The following activities will be apart of your field experience and evaluation. (All documents are on Blackboard/CourseDocuments/Field Experience)A. AssignmentsThe following assignments are due as specified on the calendar and will be a part of our classdiscussion and work.1. Journal ReflectionsJournal entries should detail what you have observed in relationship to literacy,particularly in relationship to word study in the classroom where you are observing.Journal entries should be detailed, explaining your learning and thinking. Email yourentries to Mrs. Kale at rkale@mvnu.edu. Email a copy to me as well atlpickenp@mvnu.eduA. Journal Entry #1 – Week 31. List as fully as possible all of the materials in your observation classroom thatsupport the literacy development of students.2. Describe what you observe your cooperating teacher doing in literacy developmentwith her/his students in the time you’ve been in the classroom.3. Reflect on your response to the teaching, materials, and/or organization of theliteracy block of time that is occurring in your classroom. Focus your reflection onliteracy aspects of the room.B. Journal Entry #2 – Week 61. Observe a word study/vocabulary/spelling lesson.2. How does the teacher introduce the lesson?3. What does she/he do that makes it interesting and what does she/he do toinvolve the students?4. What kinds of interactions take place?5. What kind of learning do you observe? Describe anything else that stands out toyou.C. Journal Entry #3 – Week 9Your ChoiceD. Journal Entry #4 – Week 121. What kinds of interventions are provided for students in this classroom who maybe struggling with words/vocabulary/phonics/reading?2. Describe what you observe your cooperating teacher doing in literacydevelopment with her/his students in the time you’ve been in the classroom.3. Reflect on your response to the teaching, materials, and/or organization of theliteracy block of time that is occurring in your classroom. Focus your reflectionon literacy aspects of the room.2. AttendanceWeekly—Each week you should observe students as they are involved in literacy activities,whether they are working with the teacher, yourself, or independently. Notice how theyapproach literacy while working in a whole group, small group, independently, orconferencing with the teacher or yourself.• Keep a record of your attendance3. Mid-Term Evaluation filled out by CT and yourself4. Guided Reading Lesson with Word Study Component — Plan and teach a guided readinglesson incorporating a phonics/word study component. Include your lesson plan and a writtenreflection. You will also turn in the Lesson Reflection Form for Mrs. Kale. Your CT will8

MCE3052 Basics of Phonics Instruction 2008fill out a Lesson Evaluation form for one lesson, either the Guided Reading Lesson or theWord Study Lesson.5. Word Study Lesson — Plan and teach a word study lesson with a large or small groupof students. Include your lesson plan and a written reflection. You will also turn in thePhonics Lesson Self-Assessment for Mrs. Kale6. Classroom Teacher Evaluation – Chalk and WireThe following paperwork for chalk and wire must be turned in: Due by May 7Paper copy of candidate profileComplete by May 2 ndPaper copy of CT assessment & signed cover page Complete by May 7 thB. EvaluationMrs. Kale will be evaluating your work in your field experience.Lab Grade Due Date Points1. 4 Journal ReflectionsEmail to Mrs. Kalerkale@mvnu.eduAfter: 3 rd , 6 th , 9 th , 12 th week 402. Attendance Weekly 103. Mid-Term Evaluation March 12 204. Guided ReadingLesson with WordStudy ComponentApril 4 205. Word Study Lesson April 18 206. Classroom TeacherEvaluation –May 720• Chalk and Wire Self-Assessment Due• CT Assessment DueMay 2May 7Total 1309

MCE3052 Basics of Phonics Instruction 2008XIV.Bibliography:Allen, J. (1999) Words, words, words: Teaching vocabulary in grades 4-12. Portland, Maine: StenhousePublishers.Armbruster, B.B., Lehr, F. & Osborn, J. (2001). Put reading first: The research building blocks forteaching children to read. National Institute for Literacy.Atwell, N. (1998). In the middle. 2 nd edition. Portsmouth, NH: Boynton Cook/Heinemann.Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2004). Words their way: Word study forphonics, vocabulary, and spelling instruction. Upper Saddle River, New Jersey: PearsonEducation, Inc.Beers, K. (2003). When kids can’t read, what teacher can do: A guide for teachers. Portsmouth, NH:Heinemann.Blachowicz, C. & Fisher, P.J. (2002). Teaching vocabulary in all classrooms. Upper Saddle River, NewJersey: Pearson Education, Inc.Blevins, W. (1998). Phonics from A to Z: A practical guide. New York: Scholastic, Inc.Blevins, W. (2001). Teaching phonics & word study in the intermediate grades: A complete sourcebook.New York: Scholastic, Inc.Booth, D. & Moore, B. (2003). Poems please!: Sharing poetry with children. Markham, Ontario, Canada:Pembroke Publishers.Brand, Max. (2004). Word Savvy: Integrated vocabulary, spelling, & word study, grades 3-6. Portland,Maine: Stenhouse Publishers.Cooper, J. D., Chard, D.J. & Kiger, N.D. (2006). The struggling reader: Interventions that work. NewYork: Scholastic, Inc.Cunningham, P. M. (2000). Phonics they use: Words for reading and writing. New YorK: Addison-Wesley Educational Publishers Inc.Fischer, P.E> (1993). The sounds and spelling patterns of English. Morrill, MA: Oxton House Publishers.Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehending and fluency: Thinking, talking andwriting about reading, K-8. Portsmouth, NH: Heinemann.Fountas, I.C. &Pinnell, G. S. (2004). Word study lessons: Phonics, spelling, and vocabulary (Grade 3).Portsmouth, NH, Heinemann.Fox, B.J. (2005). Phonics for the teacher of reading: programmed for self-instruction. Upper SaddleRiver, New Jersey: Pearson Education, Inc.Fox, B.J. (2004). Word identification strategies: Phonics from a new perspective. Upper Saddle River,New Jersey: Pearson Education, Inc.Fresch, M.J. & Wheaton, A. F. (2002). Teaching and assessing spelling: A practical approach thatstrikes the balance between whole-group and individualized instruction. New York: Scholastic,Inc.Fresch, M.J. & Wheaton, A. F. (2004). The spelling list and word study resource book. New York:Scholastic, Inc.Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction.New York: The Guilford Press.Gentry, J.R. (1997). My kid can’t spell! : Understanding and assisting your child’s literacy development.Portsmouth, NH: Heinemann.Heilman, A.W. (2006). Phonics in proper perspective. Upper Saddle River, New Jersey: PearsonEducation, Inc.Holbrook, S. (2005). Practical poetry: A nonstandard approach to meeting content-area standards.Portsmouth, NH: Heinemann.Israel, S. E., Ed. (2006). Poetic possibilities: Using poetry to enhance literacy learning. Newark, DE:International Reading Association10

MCE3052 Basics of Phonics Instruction 2008Rasinski, R.V. & Padak, N. (2001). From phonics to fluency: Effective teaching of decoding and readingfluency in the elementary school. New York: Addison Wesley Longman.Reutzel, D. R. & Cooter, R. B. (2003). Strategies for reading assessment and instruction: Helping everychild succeed. .Columbus, Ohio: Merrill Prentice HallRycik, M.T. & Rycik, J.A. (2007). Phonics and word identification: Instruction and intervention, K-8.Upper Saddle River, New Jersey: Pearson Education, Inc.Savage, J.F. (2007). Sound it out! : Phonics in a comprehensive reading program. New York, NY:McGraw-Hill Companies, Inc.Sipe, R.B. (2003). They still can’t spell? : Understanding and supporting challenged spellers in middleand high school. Portsmouth, NH: Heinemann.Strickland, D.S., Ganske K. & Monroe, J.K. (2002). Supporting struggling readers and writers:Strategies for classroom intervention 3-6. Portland, Maine: Stenhouse Publishers.Vaughn, S. & Linan-Thompson, S. (2004). Research-based methods of reading instruction, grades K-3.Alexandria, VA: Association for Supervision and Curriculum Development.Wheatley, J.P. (2005). Strategic spelling: Moving beyond word memorization in the middle grades.Newark, DE: International Reading AssociationWood, K. D. & Dickinson, T. S. (2000). Promoting literacy in grads 4 - 9: A handbook for teachers andadministrators. Boston: Allyn & Bacon.Important websites:www.ohiorc.org (This is a juried site; all contents have been screened for best practice.)www.reading.org (International Reading Association)www.ncte.org (National Council of Teachers of English)https://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1 ODE site with lesson plans that meetAcademic Content Standardswww.readingonline.org (This is an online journal for reading research.)http://www.nrrf.org/aboutphonics.htm This Web site introduces science-based phonic instruction andcontains links to several papers, as well as a list of phonics product companies.Journals:The Reading TeacherThe Journal of Adolescent and Adult LiteracyReading Research Quarterly11