| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Teaching Initial Reading and Writing | SNE 301 | 5 | 4 + 0 | 4 | 6 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Dr.Öğr.Üyesi DURSUN AKSU |
| Course Lecturers | Dr.Öğr.Üyesi DURSUN AKSU, |
| Course Assistants | Res. Assist. Ebru UZUNKOL |
| Course Category | |
| Course Objective | Give information and ability how is taught reading and writing with saund based sentence method to first grade students in primary education. |
| Course Content | Listening, sepeaking, visual reading and visual supply; defined reading - writing learn field and relation of between this proces and learn field, characteristic of Turkish, effect of this characteristic to first reading and writing taught; aim and principle of first reading and reding instruction, base characteristic of first grade teachers and studients, the cause of failura in first reading and readin instruction, used material in first reading and writing instruction (characteristic and effects, material select, constitute and use); practice method in first reading and writing instruction (defines, characteristic, classification, practice, superiority of method and limitations); saund based sentence method (defination, principles, characteristic, stace and practice) practice of reading and writing instruction whit saund based sentence method staces. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Recognize primary educations Turkish lesson program. | Question-Answer, Lecture, | Oral Exam, Testing, |
| 2 | Plan activity preparation in first reading and writing. | Drilland Practice, Group Study, | Performance Task, |
| 3 | Apply constructivism approach to first reading and writing lessons. | Lecture, Question-Answer, Brain Storming, | Testing, Oral Exam, |
| 4 | Apply Sound Based Sentence Method to first reading and writing instruction. | Drilland Practice, | Performance Task, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Assessment of primary education curriculum | |
| 2 | Instruction first reading and writing in primary curriculum | |
| 3 | Start reading (reading principle), base goal of reading and writing | |
| 4 | Reading approach | |
| 5 | Fuctor with ready of reading | |
| 6 | Concept glades in reading and writing ( reading strategy, writing process, wrote product) | |
| 7 | Effect of family in reading, writing and lesson development | |
| 8 | Writing ( Why hand writing instruction), elements affecting writing | |
| 9 | Mid-term exam | |
| 10 | Method of reading and writing, preparations of first reading and writing, start of first reading and writing | |
| 11 | Practice of reading and writing instruction | |
| 12 | Learn word | |
| 13 | Development method and assessment | |
| 14 | Measurement and assessment |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Classroom teachers graduated this program have information and high-level skills about liberal education and fundamental sciences, schoolbook involving actual information, materials and other academic resources. Classroom teachers graduated this program use his/her information and skills. | X | |||||
| 2 | Classroom teachers graduated this program analyze and evaluate concepts, ideas and data about sciences and social sciences by using scientific methods, analyze complex problems and issues, overture about scientific evidence and findings. | X | |||||
| 3 | Classroom teachers graduated this program can characterize and crack problems of education. | X | |||||
| 4 | Classroom teachers graduated this program have skills of learning to learn, self-collocation, critical thinking, creative thinking and can free study in his/her field. | X | |||||
| 5 | Classroom teachers graduated this program know students’ demands, students’ families and student’ atmosphere ; plan, apply and manage learning-teaching process proper to these characteristics, provide students’ active participation to learning process. | X | |||||
| 6 | Classroom teachers graduated this program take responsibilities when he /she encounter with problematic and try to crack. | X | |||||
| 7 | Classroom teachers graduated this program educate students by considering educational problems effect to health, security and environment issues. | X | |||||
| 8 | Classroom teachers graduated this program have a foreign language sufficiently. | X | |||||
| 9 | Classroom teachers graduated this program have abilities of verbal and written communication. | X | |||||
| 10 | Classroom teachers graduated this program have professional and ethical responsibility. | X | |||||
| 11 | Classroom teachers graduated this program have ability of making teamwork of interior the discipline and inter the disciplines in the educational applications. | X | |||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 40 |
| 1. Kısa Sınav | 10 |
| 1. Ödev | 40 |
| 2. Kısa Sınav | 10 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 4 | 64 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 10 | 10 |
| Assignment | 1 | 24 | 24 |
| Final examination | 1 | 10 | 10 |
| Performance Task (Application) | 1 | 20 | 20 |
| Total Workload | 160 | ||
| Total Workload / 25 (Hours) | 6.4 | ||
| dersAKTSKredisi | 6 | ||