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科目	English Communication Advanced I	区分	リベラルアーツ学科科目群
授業コード	64070	開設セメスター	4S
曜日・時限	秋　木/34	単位数	2単位
担当者名	バリー・マティアー

授業の概要

Teaching ( real ) Reading: Students Really Reading リーディング・スキルを伸ばして、真の読解力を身につける This course focuses on content that is important for future teachers of English in elementary school, junior high or senior high. The focus is the basic concepts of how reading is taught by teachers in elementary school in the U.S.A. Reading For Pleasure is extremely important but seldom focused on by Japanese junior and senior high English teachers. Research has said the following about the reading habits of non-native speakers and their English ability. a ) Reading outside the class was the most significant predictor of oral communicative ability. b ) Reading for pleasure was the learning strategy most strongly related to general language proficiency. c ) Out of class reading was the most important direct contributor to TOEFL test performance. このコースでは、将来小学校・中学校・高等学校の英語教員を目指す学生にとって重要な内容を扱います。特に、アメリカの小学校でリーディングがいかに教えられているかに関する基礎的な概念に焦点を当てます。 「楽しみながら読む」ことはとても大事なことですが、中学校や高等学校で英語を教える日本人教師は、これをあまり重要視しません。 ある研究によれば、英語がネイティヴでない人の読む習慣と、その人の英語能力には、以下のような関係があるといわれています。 a) 授業以外の時間にリーディングをすることは、オーラル・コミュニケーションの能力を伸ばすのに重要な役割を果たす。 b) 楽しみながらリーディングをすることは、語学の能力全般を上げる効果がある。 c) 授業以外の時間にリーディングをすることは、TOEFLの得点アップにつながる。

到達目標

In this course you will have opportunities, 1.) as a student, to help you improve your own reading skills by a.) reading extensively graded readersand other books and / or b.) reading intensively ( using textbooks / online sites ) to 1 ) increase your reading fluency, 2 ) build a college-level vocabulary, 3 ) increase speed, 4 ) improve comprehension skills 5 ) learn to read more critically . 2.) as a future teacher, to help students or your children by a. ) becoming knowledgeable about basics of teaching reading to children b. ) reflect upon how reading was used in your own English education このコースの受講生は、以下の2つの役割とさまざまな学習機会を持つことになります。 1） 学生として――受講生自身のリーディング・スキルを伸ばす。そのためには・・・ a) 多読をすること b) 精読をすること（教科書やインターネット・サイト等を利用する）。なぜなら・・・ 1) スラスラと読めるようになるため 2) 大学レベルの語彙力を身につけるため 3) 読むスピードを早くするため 4) 理解力を増すため 5) 批判的に読む力をつけるため 2） 将来の先生として――将来あなたが受け持つ生徒や子どもたちを指導する。そのためには・・・ a) 子どもたちに基礎的なリーディングの方法をどう教えるかについて精通しておく。 b) あなたが実践する英語教育において、リーディングがどのように教えられているかを把握しておく。

授業計画	テーマ	内容	授業を受けるにあたって
第1回目	 What is Reading?	 Introduction & Overview.  Course content and requirements.	* Be ready to participate.
第2回目	 Basic reading and the theoretic models of reading.	Characteristics of effective, balanced reading programs. ( skills-based instruction and whole language instruction) Phonemic Awareness ( decoding ) Phonics ( decoding ) Fluency ( decoding ) Vocabulary Comprehension	* Bring A-4 clear file * Bring photograph / complete card * Finish Extensive Reading. * Fill out Weekly Log
第3回目	Reading Instruction, Motivation and Engagement. Inviting Beginners into the Literacy Club.  Rationale for an emergent reading program.	 Developing linguistic knowledge: concepts of print, phonemic awareness, alphabet knowledge,and literacy-related knowledge and skills.	* Finish Extensive Reading. * Fill out Weekly Log
第4回目	 The language experience approach. Shared reading / Interactive writing.	 literacy rich environments.	* Finish Extensive Reading. * Fill out Weekly Log
第5回目	 Phonemic awareness: what is it?	 Teaching strategies for teaching phonemic awareness.	* Finish Extensive Reading. * Fill out Weekly Log
第6回目	 Decoding Words: Part I  Phonics: what is it and now to teach it?	 Spelling, word recognition & reading development.	* Finish Extensive Reading. * Fill out Weekly Log
第7回目	 Decoding Words: Part II.  Vocabulary Learning and Instruction.	 Vocabulary Knowledge, Word Meanings, Word Recognition  High-frequency words: what they are and how to teach them  Principles, activities and strategies for teaching word recognition and meaning.  Sight Vocabulary vs ‘sounding out’ / word walls to promote word recognition  Other Word-Recognition Skills : Word-structure and context-clue instruction	* Finish Extensive Reading. * Fill out Weekly Log
第8回目	 Reading fluency: what, why, and how?	 Classroom routines, strategies, and reading materials that foster fluency.  Relationship between sustained silent reading and independent reading.	* Finish Extensive Reading. * Fill out Weekly Log
第9回目	 Comprehension, Understanding, Constructing / Making Meaning  Vocabulary and its relationship to comprehension	 Modeling comprehension instructional strategies.  Explain how story structure can aid comprehension.  Comprehension strategy instruction  Describe scaffolding as it relates to comprehension.	* Finish Extensive Reading. * Fill out Weekly Log
第10回目	 Independent Reading and Reader Response	 Reader and text factors - Comprehension processes  Instructional strategies that develop readers’ interactions.	* Finish Extensive Reading. * Fill out Weekly Log
第11回目	 Reading Assessment: tools and uses	 Standardized and informal reading/literacy assessments.  Using authentic assessment for making decisions about instruction.  Miscue analysis, running records, kidwatching, anecdotal notes, checklists, interviews  Portfolios in the classroom	* Finish Extensive Reading. * Fill out Weekly Log
第12回目	 Organizing Literacy Instruction	 Using basal reading textbooks  Using reading/writing workshop  Management  Content Area Literacy	* Finish Extensive Reading. * Fill out Weekly Log
第13回目	 Technology, Reading Instruction and Literacy	 Technology tools and their uses  Technology and new literacies	* Finish Extensive Reading. * Fill out Weekly Log
第14回目	Reading Instruction to EFL students.	 Acknowledging and building on students’ cultural knowledge.  Supporting English learners’ reading development.  Culturally responsive and relevant reading instruction	* Finish Extensive Reading. * Fill out Weekly Log
第15回目	Higher Order Thinking skills	How have you used them in your own reading for this course?	* Finish Extensive Reading. * Fill out Weekly Log

教科書	There are no textbooks. Students will choose Extensive Reading books from the library. Students will do extensive Internet search for Japanese Language sites about the weekly topics.
参考文献	N / A
成績評価方法	If you want an A in this course, you must spend at least 4 hours a week outside of class; reading and improving your own reading ability. If you only wish to learn the content of the lectures that the teacher does in class, then B is the probable evaluation that a student will receive. 評価 このコースでA評価を得るためには、週に最低でも4時間は、授業以外の時間を使ってリーディングをし、リーディング力を上げる必要がある。そうではなく、授業中に教員が説明する内容だけを学ぶだけで十分だという場合は、基本的にB評価がつくことになる。 Students will be assessed continually on their awareness, attitude, behavior, knowledge and skills. This is mainly done through observation by the teacher both in class during lesson activities and out of class through reading and correcting written homework. Students are also asked to evaluate their own attitude, effort, and classroom participation. 成績は、各自の授業に対する意識や態度、言動、知識、スキルなどを総合して評価します。これには授業中の活動だけでなく、日々の宿題の提出状況なども視野に入れる予定です。 Assessment of Process ( 過程 ) 30% Initiating communication in Large Group ( 10 % ) Interacting - with partner ( 10 % ) Volunteering - using homework in class ( 10 % ) Assessment of Product ( 提出物 ) 70 % Extensive Reading outside of class ( 15 % ) Long-term project ( 15 % ) Weekly written assignment ( 25 % ) Tests ( mid-term and final ) ( 15 % )
そのほか受講者への指示／メッセージ	N / A