•IMON FRASER UNIVERSITY

Intersesssion 2000

EDUC 473 4 ?

KathyEades

Designs for Learning: Reading

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Office: NWTEC

(K-12) ?

Phone: (250) 635-6511

E-mail: keades@sfu.ca

*Do4.00

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*Location: Terrace, BC

PREREQUISITE

Educ 401/402

COURSE DESCRIPTION

This course will examine the connection between the theory and practice necessary to better enable

all learners to increase their level of literacy, appreciation of literature, and their ability to think

critically. The following topics will be addressed:

The Big Picture - English Language Arts

Language Acquisition/Reading/Writing /Listening/ Communicating

Creating a Holistic Learning Environment

Review of Models, Approaches, Programs and Strategies

Intervention Strategies for Students with Learning Differences

Adaptations, Modifications and Ways of Representing Knowledge

Assessment and Evaluation

REQUIREMENTS

• Reading Responses - Reflection log - 30%

• Brief individual class presentation - 15%

• Development of a Literacy Unit - 25%

• Four quizzes - 20%

• Representation of new understandings - 10%

REQUIRED READINGS

May, Frank. Reading as Communication (5th ed.) Toronto: Maxwell Macmillan Canada, 1997.

Province of B.C. Integrated Resource Package: English Language Arts K-7, 8-12. Victoria, B.C.:

Ministry of Education.

Plus choose between the following texts:

Peterson, R. & Eeds, M. Grand Conversations: Literature Groups in Action. Scholastic. ISBN

0-590-73422-9.

(For Early Primary and early Intermediate grades)

Purves, A. Et al., How Porcupines Make Love III. Teaching a Response-Centered Literature

Curriculum. Longman. ISBN 0-8013-1260-4.