Instructor: Stanley L. Swartz, Ph.D.
Telephone: 909-335-3089
Fax: 909-335-0826
Email: stanley_swartz@eee.org
Web page: http://www.dcache.net/cell

(STUDENT MUST ENROLL IN ENTIRE SEQUENCE)

DESCRIPTION: School restructuring for the teaching of reading and writing in primary grades. Teams from elementary schools will plan together to reach the goal of literacy for all children. Literacy Coordinators will learn how to become a staff developer for school restructuring.

EXPECTED LEARNING OUTCOMES:

Participants will:

A. Learn to administer assessment tools for reading and writing.

B. Become better reflectors of their own teaching procedures.

C. Become better observers of children’s literacy learning and behaviors.

D. Become better implementors of effective skills, literature, writing and spelling instruction.

E. Plan for school-wide implementation and staff development.

TOPICS:

A. Oral language development.

B. Phonics instruction and correct spelling.

C. Balanced approach to teach reading and writing.

D. Learning to look at print, letter learning, and appropriate visual.

E. School wide implementation and change agentry.

F. State of California Teaching Reading Program Advisory and Competencies mandated by AB3482 and AB1086.

METHODS OF INSTRUCTION:

A. Lecture

B. Group Discussion

C. Professional reading discussion group

D. Video tape and discussion of tapes

E. Observations in designated classrooms

REQUIREMENTS AND EVALUATION:

A. Participation in class

B. Attendance

C. Administering Assessment instruction

D. Final Project

E. Written Case Study

F. Written reflection of classroom observations

PROFESSIONAL READINGS:

Allington, R. L. & Cunningham, P.M. (1995), No Quick Fix, NY, NY: TCP and Newark, DE: IRA

Clay, M. M. (1975). What did I write? Portsmouth, NH: Heinemann.

Clay, M.M. (1991a). Becoming literate: The construction of inner control. Auckland, NZ: Heinemann.

Clay, M.M. (1982). An Observation Survey, Aukland, NZ: Heinemann

Cunningham, P.M. & Allington, R.L. (1994), Classrooms That Work, NY, NY: HarperCollins

Department of Education Wellington , (1996), Dancing With The Pen, Katonah, NY: Richard C. Owen Publishers, Inc.

Department of Education Wellington (1996), Reading For Life, Wellington, NZ: Learning Media Ltd.

Department of Education Wellington (1985), Reading in Junior Classes, Wellington, NZ: V.R. Ward

Fountas, I. & Pinnell, G.S. (1996). Guided Reading. Portsmouth, NH: Heinemann

Karelitz, E.B. (1993), The Author’s Chair and Beyond, Portsmouth, NH: Heinemann

Keen, E.O. & Zimmermann, S. (1997), Mosaic of Thought, Portsmouth, NH: Heinemann

Mooney, M. (1990), Reading To, With, and By Children, Katona, NY: Richard C. Owen Publishers, Inc.

Sharp, P.A. (1993), Sharing Your Good Ideas, Portsmouth, NH: Heinemann

Tharp, R.G & Gallimore, R. (1988), Rousing Minds To Life, NY, NY: Cambridge University

Walker, B.J. (1992), Supporting Struggling Readers, Markham, Ontario: Pippen

Wilson, K.G. & Daviss, B. (1994), Redesigning Education, NY, NY: Henry Holt

Professional Articles

Airasian, P.W., & Walsh, M.E. (1997). Constructivist Cautions. Phi Delta Kappan, 444-449.

Barrentine, S. (1996). Engaging with reading through interactive read alouds. The Reading Teacher, 50(1), 36-43.

Blum, I.H., & Koskinen, P.S. (1991). Repeated Reading: A strategy for enhancing fluency and fostering expertise. Theory into Practice, 30(3), 195-200.

Brooks, J.G. (1990). Teachers and Students: Constructivists forging new connections. Educational Leadership, 47, 68-71.

Butler, A. (1987). Shared Book Experience. Crystal Lake, IL: Rigby Education, Inc.

Button, K., Johnson, M.J., Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446-454.

Clay, M. (1991). Introducing a new storybook to young readers. The Reading Teacher, 45(4), 264-273.

Clymer, T. (1996). The utility of phonic generalizations in the primary grades. The Reading Teacher, 5(3), 182-187.

Cunningham, P., & Cunningham, J. (1992). Making Words: Enhancing the invented spelling - decoding connection. The Reading Teacher, 46(2), 106-114.

Diaz, R.M., Neal, C.J., & Amaya-Williams, M. (1990). The Social Origins of Self-Regulation. In L.C. Moll (Ed.) Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology. Melbourne, Australlia: Cambridge University Press. 5, 127-154.

Fullan, M. (1995). The School as a Learning Organization: Distant Dreams. Theory into Practice, 34(4).

Green, J.L., & Harker, J.O. Reading to Children:A Communicative Process. Reading to Children, 196-221.

Martinez, M., Rosen, N. (1985). Read it Again: The value of repeated readings during story time. The Reading Teacher, 782-787.

McGee, L., & Richgels, D. (1989). "K is Kristen’s": Learning the alphabet from a child’s perspective. The Reading Teacher, 216-225.

McNeill, J.H., & Fowler, S.A. (1996). Using Story Reading to Encourage Children’s Conversations. Teaching Exceptional Children, 43-47.

Morrow, L.M. Designing the Classroom to Promote Literacy Development. Designing the Classroom to Promote Literacy, 121-134.

Park, B. (1982). The Big Book Trend - A discussion with Don Holdaway. Language Arts, 55(8), 815-821.

Pearson, P. D. (1995). Reclaiming the Center. Winter Reading Symposium, Michigan State University.

Peterson, B. Selecting Books for Beginning Readers. (Ed. Rep.#12). Bridges to Literacy. New Hampshire: Heinemann.

Rasinski, T.V. (1989). Fluency fro Everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 690-693.

Rhodes, L.K. (1981). I Can Read! Predictable books as resources for reading and writing instruction. The Reading Teacher, 511-517.

Rogoff, B., Matusov, E., & White, C. (1996). Models of teaching and Learning: Participation in a Community of Learners. The Handbook of Education and Human Development. Oxford, UK: Blackwell.

Schickendanz, J. (1978). "Please Read That Story Again!" Exploring relationships between story reading and learning to read. Young Children, 33(5), 48-56.

Strickalnd, D.S., & Mandell-Morrow, L. (1989). Young Children Learn to Read and Write. Emerging Literacy, 10, 121-134. Newark, Deleware: International Reading Association.

Teaching Spelling: A practical resource. The teaching of spelling before and now. The Basis for Teaching Spelling, 4-9.

Thomas G., & Sullivan, N. (1995). Whatever happened to spelling? Thrust for Educational Leadership, 12-13

Yopp, H.K. (1995). A Test for assessing phonemic awareness in young children. The Reading Teacher, 49(1), 20-29.

Zutell, J. (1996). The Directed Spelling Thinking Activity (DSTA): Providing an effective balance in world study instruction. The Reading Teacher, 50(2), 98-108.