Course Descriptions

L545 - Advanced Study of the Teaching of Reading in the Elementary School

Debbie Murzyn
Language Education, School of Education
Indiana University
Bloomington , IN 47405
Home : (812) 331-0342
Email: dmurzyn@indiana.edu

In this course you will be examining a variety of reading models, theories, and methods as they relate to elementary classrooms. The focus of the course is to gain an understanding of the various models and methods, and to create a working knowledge of how these models are implemented in the classroom settings.

• Theme #1 Literacy Beliefs

Before reaching a decision about how to teach reading, a teacher should understand and evaluate different theories and definitions related to the nature of the reading process. This first theme addresses competing (or what is perceived as competing) instructional frameworks, and how these frameworks impact decisions about literacy education to meet students' needs. 

• Theme #2 Reading Materials, Frameworks and Assessment: The Stuff to Get Started

Understanding the variety of published reading programs and instructional frameworks is critical to establishing effective literacy learning classrooms. This theme presents strategies for implementing and revising reading strategies to meet individual needs.Included in this theme is a discussion of assessments from which teachers may choose to make effective decisions.

• Theme #3 Emergent Literacy

Children enter school settings with a variety of literacy experiences. This theme examines how emergent literacy perspectives differ from traditional readiness theories. Various methods to enhance literacy learning in young children are delineated.

• Theme #4   Word Analysis: The Details of Decoding, Phonemic Awareness, Phonics, and Vocabulary

This theme discusses what is involved as readers begin to decode text and what cueing systems they use to make meaning of letters and sounds. Discussions related to vocabulary will also occur. 

• Theme #5 Comprehension, Stance, and Reader Response: Is This What Reading Is? Critical Literacy Issues.

Hidden in classroom reading and writing activities are issues of stance and motivation. The purposes teachers establish for reading events will influence the ways in which children respond and react to the activity. This theme explores what stance is and strategies for enhancing children's motivation towards engagement and ways to facilitate comprehension

• Theme #6 Children's Literature in the Classroom and Content Area Reading : Moving Beyond the Details

Effective teachers make literacy learning come alive for their students in a variety of ways, such as: providing a rich environment of literature, reading aloud to the class, allowing time for literature circles and integrating writing.

L530/541 - Writing for ESL/EFL Teachers

Jean Yoo
Language Education, School of Education
Indiana University
Bloomington , 47405
812 856-8722
E-mail: jkyoo@indiana.edu

This class will examine the current trends and issues in the teaching and learning of ESL/EFL writing. We will focus on the development and evaluation of techniques and materials for classroom instruction, emphasizing the analysis of student writing and troubleshooting common problems second language learners encounter.

The overall goals for the course are:

• To examine current research in writing and learning to write in a second language.
• To develop a framework for teaching second language writing
• To provide the opportunity for class participants to develop and evaluate writing materials for a particular teaching context of their choice
• To develop a case study report on an individual learner

Topics

Some of the topics covered:

• Theoretical and practical issues in L2 writing
• Moving students from experiential to academic writing
• Contrastive rhetoric
• The role of grammar in L2 writing
• Academic writing for an L2
• Readers' backgrounds and their evaluation of L2 writing
• Evaluation and feedback (teacher and peer)

L535 - Teaching Reading to Adolescents/Teaching Adolescent Literature

Catherine Gray
Language Education, School of Education
Indiana University
Bloomington , Indiana 47405
812 856-848
catgray@indiana.edu

Course Description

This course provides an introduction to the genre of texts targeted for adolescent/young adult readers. Surveying the field, the course highlights and analyzes recent tradebooks publications as well as acknowledging significant, earlier texts and their distinguishing features. The course considers curricular and pedagogical issues salient to the adoption of young adult literature, particularly as teachers attempt to develop reader-centered approaches and multi-cultural curricula for teaching and learning in our diverse society.

Course Goals

1. To read and develop a familiarity with a wide range of adolescent/young adult literature from the classic to the current.  
2. To become familiar with and examine scholarly work and research on a variety of teaching approaches which employ adolescent/young adult literature.  
3. To develop a variety of curricular units which employ adolescent/young adult literacy and approaches studied as part of this course.  
4. Students taking this course as part of a Master's degree which emphasizes distance technology will be expected take advantage of assignments and assignment options which draw upon Internet resources.  

This course is structured around six core units and a selection of four additional units from a menu of genre, topical, thematic, and research units. Most units follow a pattern of:

1. Unit overview  
2. Reading and responding to 2-4 articles related to unit topic.  
3. Reading 1-3 examples of Adolescent/Young Adult Literature related to unit topic.  

Required Core Units (1-6)

1. What is Adolescent/Young Adult Literature (Definitions and a history of classic works)  
2. Adolescent Development and Adolescent/Young Adult Literature (How adolescent literature relates to issues of adolescent development)  
3. Adolescent/Young Adult Literature and Issues of Diversity (An examination of issues of culture, gender, ethnicity, and social values as they are reflected in adolescent literature)  
4. Issues of Censorship and Privacy (How to teach adolescent literature in a manner which recognizes free access to information, respects the differing values of parents and communities, and allows you to keep your job.)  
5. The Teaching of Literary Aspects Using Adolescent/Young Adult Literature (Teaching adolescent literature using traditional literary elements such as plot, theme, character, point of view, style, etc.)  
6. Alternative Approaches to Teaching Adolescent/Young Adult Literature (Interdisciplinary approaches, thematic and topical approaches, genre approaches, learner-centered approach.)  

Selection Units

You must choose 3 Genre/Topical Units to explore.

1. Genre/Topical Unit: Mysteries  
2. Genre/Topical Unit: Science Fiction/Fantasy  
3. Genre/Topical Unit: Romances  
4. Genre/Topical Unit: Adventure  
5. Genre/Topical Unit: History  
6. Genre/Topical Unit: Drama  
7. Genre/Topical Unit: Non-fiction  
8. Genre/Topical Unit: Poetry and Short Stories