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EDRD 6952 Syllabus for Winter 2002 Mission
Statement “The
Mission of the Seattle Pacific University School of Education is to prepare
educators for service and leadership in schools and communities by developing
their professional competence and character within a framework of Christian
faith and values.” |
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GRADUATE PROGRAM OUTCOME DOMAINS I. FOUNDATIONAL
II. LEADERSHIP III. COMMUNICATION IV. ANALYSIS & V. PROFESSIONALISM VI. IMPACT ON
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Dr. William
Nagy Office
hours by appointment – Peterson 409 Office
phone: (206) 281-2253 E-mail: wnagy@spu.edu
Meeting time/place: Wednesdays, 4:30-7:05 pm, Demaray Hall Room 355 Course objectives:
The purpose of this course is to examine what is currently known
about effective instructional practices in Language Arts, focusing on word
study, spelling, the development of meaning vocabulary, and other topics
to be selected by the instructor and students.
The goals of the Graduate Programs of the SPU School of Education
include Foundational Knowledge and Skills, Analysis and Problem Solving,
Communication, Leadership, Professionalism, and Impact on Student
Learning. This course most directly addresses the first two of
these goals: The content of the course covers foundational knowledge and
skills for instruction in Language Arts, and the activities, discussion,
and written assignments are intended to offer opportunities to analyze
specific problems and to apply this knowledge to classroom practice. The course is likewise intended to help teachers exercise
leadership as advocates for effective instructional practice, and to
improve the learning of their students. Required
text: Bear, D.,
Invernizzi, M., Templeton, S., & Johnston, F. (2000).
Words Their Way: Word Study for Phonics, Vocabulary, and Selling Instruction
(2nd edition). Upper
Saddle River, NJ: Prentice-Hall. |
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Course
Requirements: Attendance and participation. Success in this class depends on your active participation in class discussion, informed by having studied the assigned readings for each class meeting. Responses to assigned readings. Each week you are to submit by e-mail a short (1-2 paragraph) response to the assigned readings for that week, which will be shared with other students in the class. To receive full credit for a week’s response, it must be submitted no later than 24 hours before the start of the class for that week, that is, by Tuesday afternoon, 4:30 pm. One purpose of this response is to initiate discussion of the assigned readings; responses might take the form of a question, an insight, a disagreement with the author, or a possible application of some point in the readings to your teaching. Paper. The main written assignment for this class is a paper in which you explore in greater depth a topic related to the content of the course. This paper will be evaluated on clarity and effectiveness of presentation as well as content; it should be typed, and follow APA guidelines for citations and references. Grading. Grades will be based on attendance and participation (15%), weekly written responses to readings (25%), and the paper (60%).
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Proposed Course
Schedule |
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| Week | Date | Topic |
Reading Assignments completed before this class session |
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1 |
1/9/02 |
Introductions/Overview of Course |
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2
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1/16/02 |
Vocabulary instruction / Issues in vocabulary research |
Stahl & Nagy (2000) |
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3
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1/23/02 |
Word consciousness /language awareness for students |
Graves (2002) Fletcher (1993)
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4
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1/30/02 |
Teachers’ knowledge about language |
Wong-Fillmore & Snow(2000) Bredekamp (2000)
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5 |
2/6/02 |
The development of orthographic knowledge |
Words Their Way, Chapters 1-2
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6 |
2/13/02 |
Assessing orthographic development |
Words Their Way, Chapter 3
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7 |
2/20/02 |
Principles of word study instruction |
Words Their Way, Chapters 4-9
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8 |
2/27/02 |
Topics
and Readings to be Selected |
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9 |
3/6/02 |
Topics
and Readings to be Selected |
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| 10 | 3/13/02 | Topics and Readings to be Selected | |
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