course syllabus red 3309 early and emergent .... cher gauweiler red 3309 1 of 13 fall 2016 st....

Dr. Cher Gauweiler RED 3309 1 of 13 Fall 2016

ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS

RED 3309

Early and Emergent Literacy K-2

This syllabus course calendar and other attending documents are subject to change during the semester in the

event of extenuating circumstances.

Course Prefix: RED 3309

Section #: 4083

Credit Hours: 3 Credit Hours

Co-requisites: None

Pre-requisites: Admission to Educational Studies BS, or Elementary Education with Infused ESOL

and Reading BS, or Exceptional Student Education with Infused ESOL and Reading

BS, or Initial Certification

Day, Time and

Campus:

Thursday 6:00-8:40 p.m., ES 307 Clearwater

Modality: Face to Face

Professor: Cher N. Gauweiler, Ph.D.

Office Hours: Listed on this website:

http://web.spcollege.edu/instructors/id/gauweiler.cher

Other times available by appointment

Office

Location:

Tarpon Springs BB 106

Office Phone: (727) 712-5420

Email

Address:

[email protected] or through MyCourses (preferred)

ACADEMIC DEPARTMENT: College of Education

Dean: Kimberly Hartman, Ph.D.

Office Location & Number: Tarpon Springs BB 101

Note from Instructor: Welcome to the course! I am looking forward to working with you this semester. Please read

through the information in this document carefully. We will also discuss the course expectations in detail the first

class meeting.

I. COURSE DESCRIPTION

This course is designed to increase understanding of early literacy development and the conditions which

promote total literacy for children birth to second grade. Language theory and current research are used to shape

informed practices regarding literacy development. Connections are made among all aspects of literacy learning

including reading, writing, listening, and speaking. The course explores research-based best practices in

teaching literacy to young children. It includes a minimum of 15 school-based hours of

participation/observation of reading in educational setting(s).

mailto:[email protected]


II. MAJOR LEARNING OUTCOMES

1. The student will explain the components of reading as a process by:

a. examining the impact of oral language, phonological awareness alphabetic principle, phonics and

comprehension in reading development.

b. comparing characteristics of learning theories, cueing systems and models of the reading process

that influence teaching practices.

c. identifying factors that affect literacy development for all students, including English Language

Learners, students from poverty and students with special needs.

d. applying strategies to promote vocabulary acquisition, reading fluency, and reading

comprehension, for all students including appropriate strategies for English Language Learners,

students of poverty and students with special needs.

e. defining terms specific to systematic phonics instruction, including phonemes, graphemes, onsets,

rimes, etc.

2. The student will analyze the importance of oral language, comprehension and writing development and its

connection to developing reading and writing proficiency by:

a. classifying the stages of reading development from Pre-emergent, emergent, early and fluent.

b. creating activities that develop oral language skills, including social and academic language.

c. examining the impact of schema and background knowledge on reading development.

3. The student will examine the importance of writing and spelling to enhance literacy development by:

a. analyzing the connection between spelling (orthography) and the structure of language

(phonology).

b. investigating the connection between the processes of reading and writing.

c. comparing different approaches to teaching handwriting.

4. The student will summarize how to effectively teach reading and writing in the primary grades through a

balanced literacy approach by:

a. describing various components and characteristics of balanced literacy (listening, presenting,

writing, reading, viewing, speaking).

b. practicing instructional strategies which reflect explicit and indirect teaching.

c. designing lessons reflecting knowledge of the modes of instruction incorporated in balanced

literacy environments.

d. organizing and managing the classroom to provide an environment conducive to effective

grouping, individualization, and instruction in reading.

e. participating in school-based experiences to apply campus-based learning.

5. The student will administer and analyze assessments to inform and differentiate instruction by:

a. administering informal assessments appropriate to respective grade and developmental levels.

b. interpreting informal assessments to determine appropriate instructional strategies for individual

students.

c. identifying ways to assess the literacy development of t readers and writers in the primary classroom,

including the use of alternative forms of assessment.

d. categorizing a variety of texts, printed materials and digital technology in the classroom.


III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) Required :

Reutzel, D.R., & Jr., Cooter, R. B. (2012). Teaching Children to Read: The Teacher

Makes the Difference (6th ed.). Pearson. ISBN: 9780132566063

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material

Resources: Discussed in class.

Library: http://www.spcollege.edu/libraries/

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference

MyCourses continuously to assure all current content for class has been accessed. Additionally, students are

expected to be familiar or familiarize themselves with PowerPoint presentation methods.

All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D. Supplies

Some supplies may be needed for presentations as described in “All Course Assignment” section below.

IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours Course Requirements

This course requires 15 hours of observation/participation in an appropriate classroom setting as approved by the

Office of School Partnerships.

B. ALL Course Assignments

http://www.spcollege.edu/libraries/


Assignment Descriptions RED 3309

Formative Assessments Aligned to Indicators for Reading Competencies 1-4

o Quizzes: Students will take TEN online quizzes based on course readings from the textbook and supplementary

materials. (100 points – 10 points each quiz)

o Stages of Reading Development: Students will describe the different stages of reading development, the general

characteristics of the assigned stages, and the connections to the Florida Standards. (15 points)

o Text Gradient: Students will use different texts to develop a Text Gradient noting levels of readability and purpose.

The focus is to determine texts needed at independent and instructional reading levels to practice fluency and impact

comprehension. (15 points)

o Handwriting Lesson: Students will explore different methods for teaching handwriting. (10 points)

o *Literacy Block of Lesson Plans K-2: Students will construct a one day comprehensive literacy block for K-2

students. Include lesson plans for word work, comprehension, and writing using a Balanced Model of Literacy that

supports the Florida Standards. Please note accommodations and modifications for English Language Learners and

for Exceptional Needs Students. This assignment will represent a one day Literacy Block of Lesson Plans. (100

points – 25 points each for each part below)

Word Work Lesson Plan – Create a modified Danielson Lesson Plan supporting the Word

Work/Vocabulary Literacy Center. This will become part of the Literacy Block of lesson Plans K-2.

Comprehension Lesson Plan – Create a modified Danielson Lesson Plan for a comprehension lesson

appropriate to a K-2 classroom. This will become part of the Literacy Block of lesson Plans K-2 and

should support the Word Work Lesson Plan.

Writing Lesson Plan – Create a modified Danielson Lesson Plan for a writing lesson appropriate to a K-2

classroom. This will become part of the Literacy Block of Lesson Plans K-2 and should support the Word

Work and Comprehension Lesson Plans.

Presentation of Comprehension Lesson K-2: Create and present a comprehension lesson plan based on

the Florida Standards. Model a think-aloud of metacognitive strategies for K-2 students using a

Balanced Model of Literacy (i.e., activate prior knowledge, build schema, model thinking, scaffold

instruction, guide student practice and assess student performance).

Summative Assessments Aligned to Indicators for Reading Competencies 1-4

Experiential Literacy Centers & Analysis: Small groups of students will apply the principles of research-based

reading/writing instruction for readers K-2 by designing, creating, participating in, and/or presenting literacy centers that

incorporate the six components of reading. (10 points for each literacy center = 60 points total)

o Components of Language Structure: Students will explore the different components of language structure

(phonology, orthography, morphology, syntax, semantics and pragmatics) including definitions and examples.

o Phonological/Phonemic Awareness: Students will examine different strategies for teaching phonemic awareness

(isolating, segmenting, blending, and manipulating phonemes). Some strategies may include using poems, songs,

chants, and stretching words.

o Phonics: Students will compare and contrast different strategies for teaching phonics (e.g., phonetic analysis,

analogy, syllabic, and/or morphemic analysis). Grapheme-phoneme correspondence rules and spelling strategies

will be implemented as well as phonics assessments.

o Word Work/ Vocabulary: Cooperative groups will present different strategies for teaching Word

Work/Vocabulary. Students will identify the most frequently used words and describe how to utilize a word wall or

other methods to increase students’ sight word recognition in the K-2 classroom. Read Aloud modeling included.


o Reading Fluency Strategies: Students will discuss accuracy, automaticity, and prosody. Then, they will explore

strategies for increasing fluency for K-2 students. In addition, students will discuss various assessments for

measuring fluency and comprehension. Cooperative groups will present a reading fluency strategy that is

developmentally appropriate for a K-2 student to the class (e.g. reader’s theater) along with a “write-up” of the

activity.

o Shared Interactive Writing: Students will model a shared interactive writing as part of a writer’s workshop that

uses language experience approach combining oral language and writing with prior knowledge to enhance

comprehension. Students will also write a lesson plan for writing. This presentation will be submitted online.

*Assessment Portfolio Assignments

o Concepts About Print: Conduct the Concepts About Print Assessment on a pre-kindergarten or kindergarten

student. Write a one page analysis noting the learner’s background, strengths, and areas of concern from the data.

Include a plan of action for future instruction. This assignment will become part of the K-2 Assessment Portfolio.

(20 points)

o Letter Identification Assessment K-2: Conduct a Letter Identification Assessment on a kindergarten student.

Write a one page analysis noting the learner’s background, strengths, and areas of concern from the data. Include a

plan of action for future instruction. This assignment will become part of the K-2 Assessment Portfolio. (20 points)

o Phonemic Awareness Assessment K-2: Conduct a Phonemic Awareness Assessment using the Yopp-Singer

Assessment. Write a one page analysis noting the learner’s background, strengths, and areas of concern from the

data. Include a plan of action for future instruction. This assignment will become part of the K-2 Assessment

Portfolio. (20 points)

o Running Record Assessment K-2: Conduct a Running Record with a struggling reader. Analyze miscues,

comprehension (retell analysis) and fluency. Write a one page analysis noting the learner’s background, strengths,

and areas of concern from the data. Include a plan of action for future instruction. This assignment will become part

of the K-2 Assessment Portfolio. (20 points)

o Writing Assessment K-2: Conduct a Writing Assessment with a K-2 student. Write a one page analysis noting the

learner’s background, strengths, and areas of concern from the data. Include a plan of action for future instruction.

This assignment will become part of the K-2 Assessment Portfolio. (20 points)

o School Based Notebook: Given a template, students will analyze and reflect on their school-based experiences.

(100 points)

o Midterm/Structural Word Patterns: Midterm based on assigned readings and class discussions. A specific focus

of the exam is on the structure of words through the phonological continuum as it relates to the English Sound

System. (100 Points)

o *Final Exam: Written exam comprised of questions reflecting the candidates’ understanding of using formal and

informal assessment of the six components of reading as a process for readers. Noting assessment of all diverse

learners including readers with varying struggles in their reading. (100 points)

TOTAL POINTS: 700

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.


UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least

75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in

order to successfully pass the course.

FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’

score on the line item of the rubric for assignments aligned to FEAP standards.

If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may

have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.

The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the

event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.

Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical

Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

For courses with lesson planning:

Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and

paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the

given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to

meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the

author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic

organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the

instructor directly specifies otherwise.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/

Each student must read all topics within this syllabus and the content of the links. If the student needs

clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this

syllabus and any syllabus addendum.

https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

http://www.spcollege.edu/addendum/


VI. CALENDAR AND TOPICAL OUTLINE – Subject to change at professor’s discretion.

BLUE – independent assignment; out of class

YELLOW – independent and/or collaborative assignment; in-class

GREEN – independent assignment; in-class

Week Topics/Activities Assignments DUE

ONE

August 18

Introductions

Introduction the Course/Course

Expectations/Syllabus

History of Reading Instruction

(Re)defining Literacy

Stages of Reading

Download Syllabus and bring to class or have

an electronic copy available

Obtain a copy of the textbook from the

bookstore or other source

TWO

August 25

The Seven Pillars of Effective Reading

Instruction

Overview of the Florida Standards

Oral Language Development

Read pp. 5-23 from Chapter 1 AND pp. 41-50

of Chapter 2

Quiz #1

Stages of Reading Development Activity

THREE

September 1

Learning to Read

Concepts About Print

Learning the Alphabet/Letter Identification

Read pp. 87-109 of Chapter 3

Quiz #2

Components of Language Experiential

Literacy Center Activity

FOUR

September 8

Learning the Alphabet/Letter Identification

Phonological Awareness/Phonemic Awareness

Read pp. 104-114, 126-127, pp. 141-142, AND

Quiz #3

Phonological/Phonemic Awareness

Experiential Literacy Center Activity

FIVE

September 15

Phonics Read pp. 124-141 AND pp. 153-162

Quiz #4

Concepts About Print Assessment

DUE


SIX

September 22

Phonics continued

Phonics Experiential Literacy Center

Activity

SEVEN

September 29

Assessment

Running Records

Read pp. 145-153 AND pp. 395-400

Quiz #5

Text Gradient Activity

Letter Identification Assessment DUE

EIGHT

October 6

Writing and Spelling Read pp. 304-315 AND pp. 328-334

Quiz #6

Handwriting Lesson

Shared Interactive Writing

Phonemic Awareness Assessment DUE

NINE

October 13

Midterm

Midterm

TEN

October 20

Vocabulary/Word Work Read pp. 207-213 AND pp. 218-228

Quiz #7

Word Work/Vocabulary Experiential

Literacy Center Activity

Running Record Assessment DUE

ELEVEN

October 27

Fluency Read pp. 175-193

Quiz #8

Fluency Experiential Literacy Center

Activity

Writing Assessment DUE

TWELVE

November 3

Comprehension Read pp. 242-250 AND pp. 260-277

Quiz #9


THIRTEEN

November 10

Comprehension continued Reading available in MyCourses

Quiz #10

Comprehension Experiential Literacy

Center Activity

FOURTEEN

November 17

Literacy Day Work Session School Based Notebook DUE in Chalk

and Wire

FIFTEEN

November 24

NO CLASS:

COLLEGE

CLOSED

THANKSGIVING

SIXTEEN

December 1

Literacy Block of Lesson Plan Presentations

Synthesis

Review for Final Exam

Literacy Block of Lesson Plans DUE in

Chalk and Wire

SEVENTEEN

Exam Week

Final Exam Date TBA Final Exam


VII. Uniform Core Curriculum Assignments

Assignment Title C & W

Required

ESOL RC FSAC

ELEDR

FSAC

ESEDR

FSAC

PKPED

OE/FSS

RED 3309 Group Presentation 6 -

Reading Fluency

No 1.1.4,

1.1.5

5.13

RED 3309 Group Presentation 5 - Word

Work/Vocabulary

No 1.1.3

RED 3309 Assessment Portfolio Yes 3 1.1.1,

1.1.2,

1.3.1,

1.4.7

5.10,

5.12

2.5.1 4

RED 3309 Comprehension Lesson Plan

Presentation K-2

No 2.A.1, 4.15,

4.16

1.1.8

RED 3309 Handwriting Lesson No 1.5.1


Stages of Reading Development

No 5.5

RED 3309 Structural word patterns test No 1.C.2, 1.D.1 5.6

RED 3309 School Based Experiences

Notebook

No 5.7


Phonemic Awareness

No 2.C.1, 2.C.2,

4.5, 4.14

5.11


Phonics

No 5.16

RED 3309 Lesson Plan Yes 1.3.2

RED 3309 Literacy Block of Lesson

Plans K-2

Yes 2.1 2.F.2, 2.F.4,

2.F.7, 2.G.1,

4.19

1.4.7

RED 3309 Final Yes 1 2.1.1, 2.3.2,

2.4.8,

2.4.10

RED 3309 Read and discuss Chapter 2:

by Reutzel & Cooter, Jr (2012)

Teaching Children to read: The Teacher

Makes the Difference

No 1.A.1, 1.A.4,

1.B.4, 1.F.1,

4.15, 4.16

RED 3309 Expressive, Receptive and

Written Language K-2

No 1.A.1, 1.B.4,

1.F.1

RED 3309 Shared Interactive Reading No 1.A.4, 2.F.1


by Reutzel & Cooter, Jr (2012)

Teaching Children to read: The Teacher

Makes the Difference

No 1.A.5

RED 3309 Oral Retell Analysis No 1.A.5

RED 3309 Read Aloud No 1.A.8, 1.G.5

RED 3309 Read and discuss Chapter 1

& 3 in Fountas, I.C. and Pinnell, G.

(1999). Matching books to readers using

leveled books in guided reading K-3.

No 1.A.3, 1.A.6

RED 3309 Group Presentation: Text

Gradient K-2

No 1.A.3, 1.A.6,

2.A.5, 2.G.3,

2.G.4

2.1.10,

2.2.9, 2.3.5



by Reutzel & Cooter, Jr (2012) Teaching

Children to read: The Teacher Makes

the Difference

No 1.A.10, 1.B.6,

1.C.6, 1.D.5,

1.E.5, 1.F.6

RED 3309 Formal and Informal

Comprehension Assessment for K-2

Readers

No 1.A.10




the Difference

No 1.B.3, 1.C.3,

1.D.4, 1.F.5,

3.2, 4.17

RED 3309 Shared Interactive Writing No 1.B.3, 1.C.3,

1.D.4, 1.F.5,

2.A.2, 2.B.1,

2.B.4, 2.D.3,

2.E.2, 4.17

RED 3309 Group Presentation-

Phonological Awareness

No 1.C.1

RED 3309 Formal and Informal Phonics

Assessment for K-2 Readers

No 1.C.6, 1.D.5

RED 3309 Read and discuss Chapter 5



the Difference

No 1.E.1, 1.E.3

RED 3309 Group Presentation-Reading

Fluency

No 1.E.1, 1.E.3,

2.E.1, 4.14

RED 3309 Segmenting Phoneme-

Grapheme Spelling

No 1.D.2

RED 3309 Formal and Informal

Vocabulary Assessment for K-2 Readers

No 1.F.6




the Difference

No 1.G.4

RED 3309 Balanced Literacy Model for

K-2 Readers

No 1.G.4




the Difference

No 1.A.8, 1.G.5,

3.2, 4.4, 4.5,

4.14

RED 3309 Literacy Centers Yes 2, 2.G.3, 2.G.4 2.1.3, 2.1.4,

2.1.5, 2.1.6,

2.1.8, 2.1.9

RED 3309 Running Record Assessment

K-2

No 2.A.3, 2.A.9,

2.D.4, 2.G.6,

3.1, 3.2, 3.5

RED 3309 Retell Analysis No 2.B.5

RED 3309 Group Presentation:

Phonemic Awareness

No 1.C.1, 2.C.1,

2.C.2, 4.4, 4.5,

4.14

RED 3309 Writing Lesson Plan K-2 No 2.C.4

RED 3309 Phonemic Awareness No 2.C.5


Assessment

RED 3309 Word Work Lesson Plan K-2 No 2.D.1

RED 3309 Concept of Print/Letter ID

Assessment

No 2.D.4




the Difference

No 1.C.1, 1.C.2,

1.D.1, 1.D.2,

3.1, 3.2, 3.5,

4.4, 4.14

RED 3309 Phonemic Awareness

Assessment K-2

No 3.2

RED 3309 Phonics Assessment K-2 No 3.2

RED 3309 School Based Notebook Yes 4 2.1.2

RED 3309 Group Presentation-Phonics No 4.4, 4.14

RED 3309 Group Presentation-Word

Work/Vocabulary

No 4.4, 4.14

RED 3309 Group Presentation - Reading

Fluency

No 2.E.1, 4.4, 4.14

RED 3309 Read and Discuss Diverse

Learners Chapters 9 & 11 Gillet,

Temple, Temple, & Crawford. (2012)

Understanding Reading Problems

Assessment and Instruction 8th edition

No 4.5

RED 3309 ESOL Project No 4.5

RED 3309 Genres of Writing No 4.17

RED 3309 Formal and Informal Oral

Language Assessment for K-2 Readers

No 1.B.6

RED 3309 Formal and Informal Fluency

Assessment for K-2 Readers

No 1.E.5

RED 3309 Writing Assessment K-2 No 3.2

RED 3309 Midterm Test K-2 No 2.4.5, 2.4.9


CLASSROOM CONTRACT

To promote the most conducive environment for learning and teaching, I would appreciate your willingness

to:

o Arrive to class by the beginning of class time. Three or more tardies (even if you’re only a few minutes

late) and/or leaving class early will result in an absence for that class session.

o Notify me through e-mail or phone call if you will miss class so I can document your absence.

o Remain in the room unless we have a break, or I am not directly teaching (you’re engaged in partner,

small group activities, etc.)

o Refrain from side conversations because it’s distracting to others.

o Turn off your cell phone during class (unless it’s an emergency; you can also notify me ahead of time if

you are expecting an important call and need to take it).

o Refrain from texting.

o Please do not use personal laptops/electronic devices unless we need them for a specific task. Laptops

are a great resource, but they should only be used for this course. In the past, students have worked on

other assignments, checked e-mail, surfed the ‘Net, updated Facebook, etc. While in class, I need you to

“be” here…body and mind.

o Notify me privately if there is a problem. I can’t help you if I don’t know about it.

Thank you for your cooperation. – Dr. G.

In return, please list what you expect from me as an instructor. I will try my best to accommodate your learning

needs:

course syllabus red 3309 early and emergent .... cher gauweiler red 3309 1 of 13 fall 2016 st....

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