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

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.

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. Assist in planning 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 information.

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

REQUIREMENTS AND EVALUATION:

A. Participation in class

B. Attendance

C. Administering Assessment instruction

D. Final Project

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., (1991). 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

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

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

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

Professional Articles

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.

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.

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

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.

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.

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

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.