read 3320 principles and practices of reading instruction...
TRANSCRIPT
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READ 3320.002 Tiana McCoy
MW 2:00- 3:15 PM, ECDC 219-B Office: ECDC 240
Spring 2012 Office Hours: T 12:00- 3:00PM
Office Telephone: 361-825-3658 W 11:00- 2:00PM
E-Mail: [email protected]
READ 3320 – Principles and Practices of Reading Instruction (EC-6)
Course Description This course focuses on recent issues, materials, methods, and strategies considered essential for effective
reading instruction in the elementary school, specifically early childhood through fourth grade.
Components of the course will include comprehension strategies, vocabulary development, word
identification strategies, and fluency as well as a focus on the various stages of and approaches to literacy
development.
Learning Objectives
(Student learning outcomes)
1. The student will demonstrate an understanding of the EC-6 Standards for English Language Arts and
Reading created by Texas State Board for Educator Certification.
2. The student will demonstrate an understanding of the relationship between language development and
the reading process.
3. The student will demonstrate an understanding of the methods, materials, and beliefs used in a well-
rounded literacy program for the EC-6 learner.
4. The student will demonstrate an understanding of word recognition, word identification, vocabulary,
and comprehension strategies used in the reading process.
5. The student will demonstrate an understanding of informal assessment processes for reading and
language arts.
6. The students will demonstrate an understanding of the issues affecting the developmental process of
learning to read and write including those from the disciplines of sociology, psychology, economics,
political science, and history.
7. The students will demonstrate an understanding of the role of both children's literature and packaged
reading programs in developing a strong and dynamic literacy program for the EC-6 learner.
Major Course Requirements
1. Students will complete all assigned readings.
2. Students will complete numerous quizzes; some announced, some unannounced.
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3. Students will create 2 lesson plans: a word study and a guided reading lesson
4. Students will participate in discussions (in-person and/or online) pertaining to course content.
5. Students will complete classroom-based activities and outside projects related to reading education.
6. Students will pass a phonics test with a score of 80% or higher.
7. Students will complete pretest and post test examinations on course content.
Required or Recommended Readings
(Lists of required/recommended texts and reading)
Textbook: Reutzel, D. R., & Cooter, R. B. (2012). Teaching children to read: The teacher makes the difference,
6th ed. Upper Saddle River, NJ: Prentice‐Hall/Merrill.
Various articles as directed by instructor
Dropbox.com---please create an account on dropbox.com to gain access to course documents; if you choose,
you can download the software for your convenience
Supplemental Reading:
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
Allington, R.L. & Cunningham, P. (2006). Schools that work: Where all children read and write. Boston:
Allyn and Bacon.
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The
report of the commission on reading. Washington, DC: The National Institute of Education.
Au, K. H. (2005). Multicultural issues and literacy achievement. Mahwah, NJ: Lawrence Erlbaum Associates.
Avery, C. (2002). And with a light touch: Learning about reading, writing, and teaching with first graders.
Portsmouth, NH: Heinemann.
Barger, J. (2006). Building word consciousness. The Reading Teacher, 60(3), 279–281.
Baumann, J. F., Carr Edwards, E., Boland, E. M., Olejnik, S., & Kame'enui, E. (2003). Vocabulary tricks:
Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word
meanings. American Educational Research Journal, 40(2), 447-494.
Baumann, J. F., Ware, D., & Carr Edwards, E. (2007). "Bumping into spicy, tasty words that catch your tongue:
A formative experiment on vocabulary instruction. The Reading Teacher, 61(2), 108-122.
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New
York: The Guildford Press.
Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires
through rich and focused instruction. The Elementary School Journal, 107(3), 251-271.
Berne, J. I., & Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices
from the classroom? The Reading Teacher, 62(4), 314-323.
Blachowicz, C.Z., & Obrochta, C. (2005). Vocabulary visits: Virtual field trips for content vocabulary
development. The Reading Teacher, 59(3), 262–268.
Block, C., & Israel, S.E. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher,
58(2), 154–167.
Boulware, B.J., & Crow, M. (2008). Using the concept attainment strategy to enhance reading comprehension.
The Reading Teacher, 61(6), 491–495.
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Branden, K. (2000). Does negotiation of meaning promote reading comprehension? A study of multilingual
primary school classes. Reading Research Quarterly, 35(3), 426–443.
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of
Adolescent & Adult Literacy, 50(7), 528-537.
Carrier, K.A., & Tatum, A.W. (2006). Creating sentence walls to help English-Language Learners develop
content literacy. The Reading Teacher, 60(3), 285–288.
Cartwright, K.B. (2006). Fostering flexibility and comprehension in elementary students. The Reading Teacher,
59(7), 628–634.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Clay, M. M. (1993). An observation survey. Portsmouth, NH: Heinemann.
Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students:
Comparing extended instruction to embedded instruction and incidental exposure. Learning Disabilities
Quarterly, 30, 74-88.
Cullinan, B. E. (Ed.). (1987). Children's literature in the reading program. Newark, DE: International
Reading Association.
Cunningham, P. M. (1991). Phonics they use: Words for reading and writing. New York: Harper Collins
Publishers.
Cunningham, P. (2006). What if they can say the words but don't Know what they mean?. The Reading
Teacher, 59(7), 708–711.
Dewey, J. (1933). How we think. Boston: D. C. Heath and Company.
Dorr, R. E. (2006). Something old is new again: Revisiting language experience. The Reading Teacher, 61(1),
85-88.
Duke, N.K. (2000). For the rich it's richer: Print experiences and environments offered to children in very low-
and very high-SES first grade classroom. American Educational Research Journal, 37, 441-478.
Duke, N.K. & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. Farstrup
& J. Samuels (Eds.), What research has to say about reading instruction, 3rd ed., 205-242. Newark, DE:
International Reading Association.
Duke, N.K. & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The
Reading Teacher, 57, 30-37.
Farr, R. (1992). Putting it all together: Solving the reading assessment puzzle. The Reading Teacher, 46(1), 26-
37.
Fielding, L. & Pearson, P.D. (1994). Reading comprehension: What works. Educational Leadership, 51 (5),
62-68.
Fielding, L., & Roller, C. (1992). Making difficult books accessible and easy books acceptable. The Reading
Teacher, 45, 678-685.
Fingeret, L. (2008). March of the penguins: Building knowledge in a kindergarten classroom. The Reading
Teacher, 62(2), 96–103.
Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group? Using flexible patterns for effective
instruction. The Reading Teacher, 45, 608-616.
Flynt, E. S., & Brozo, W. G. (2008). Developing academic language: Got words? The Reading Teacher, 61(6),
500-502.
Galda, L., & Liang, L. (2003). Literature as experience or looking for facts: Stance in the classroom. Reading
Research Quarterly, 38(2), 268–275.
Graves, D., & Hansen, J. (1983). The author’s chair. Language Arts, 60, 176-183.
Graves, M. F., & Watts-Taffe, S. (2008). For the love of words: Fostering word consciousness in young readers.
The Reading Teacher, 62(3), 185-193.
Griffith, P. L. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher,
45(7), 516-522.
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Harvey, S. & Goudis, A. (2000). Strategies that work. York, ME: Stenhouse.
Keene, E. & Zimmermann, S. (1997). Mosaic of thought. Portsmouth, NH: Heinemann.
Ketch, A. (2005). Conversation: The comprehension connection. The Reading Teacher, 59(1), 8-13.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and
reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
Lapp, D., Fisher, D., & Grant, M. (2008). “You can read this text—I’ll show you how”: Interactive
comprehension instruction. Journal of Adolescent & Adult Literacy, 51(5), 372-383.
Liang, L. A., & Dole, J. A. (2006). Help with teaching reading comprehension: Comprehension instructional
frameworks. The Reading Teacher, 59(8), 742-753.
Manyak, P. (2007, March). Character trait vocabulary: A schoolwide approach. The Reading Teacher, 60(6),
574–577.
McKeown, R. G., & Gentilucci, J. L. (2007). Think-aloud strategy: Metacognitive development and monitoring
comprehension in the middle school second-language classroom. Journal of Adolescent & Adult Literacy,
51(2), 136-147.
McVicker, C. J. (2007). Comic strips as a text structure for learning to read. The Reading Teacher, 61(1), 85-88.
Naughton, V. (2008). Picture it! The Reading Teacher, 62(1), 65-68.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-
280.
Parker, F. (1986). Linguistics for non-linguists. Austin, TX: College Hill Press.
Paterson, P. O., & Elliott, L. N. (2006). Struggling reader to struggling reader: High school students’ responses
to a cross-age tutoring program. Journal of Adolescent & Adult Literacy, 49(5), 378-389.
Pearman, C.J. (2008). Independent reading of CD-ROM storybooks: Measuring comprehension with oral
retellings. The Reading Teacher, 61(8), 594–602.
Pearson, P., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to
learn. Reading Research Quarterly, 42(2), 282–296.
Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and
comprehension. New York: Scholastic
Reutzel, D. R., & Cooter, R.B. (1991). Organizing for effective instruction: The reading workshop. The Reading
Teacher, 44, 548-554.
Reutzel, R., Fawson, P., & Smith, J. A. (2008). Reconsidering Silent Sustained Reading: An exploratory study
of scaffolded silent reading. The Journal of Educational Research, 102(1), 38-50.
Richek, M. (2005). Words Are wonderful: Interactive, time-efficient strategies to teach meaning vocabulary.
The Reading Teacher, 58(5), 414–423.
Richgels, D.J. (2004). Paying attention to language. Reading Research Quarterly, 39(4), 470–477.
Roser, N. L., Hoffman, J. V., Labbo, L. D., & Farest, C. (1992). Language charts: A record of story time talk.
Language Arts, 69 (January), 44-52.
Routman, R. (1999). Conversations. Portsmouth, NH: Heinemann.
Santoro, L., Chard, D.J., Howard, L., & Baker, S.K. (2008). Making the very most of classroom read-alouds to
promote comprehension and vocabulary. The Reading Teacher, 61(5), 396–408.
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher,
61(8), 649–653.
Shields, D., Findlan, C., & Portman, C. (2005). Word meanings:. Mathematics Teaching, 190, 37-39.
Shippert, P. (2008). Read alouds and vocabulary: A new way of teaching. Illinois Reading Council Journal,
33(3), 11-16.
Silvers, P. (2008). Video: A strategy for critical reflection and deeper comprehension during literature
discussions. Illinois Reading Council Journal, 36(3), 8-17.
Silverman, R. (2007). A comparison of three methods of vocabulary instruction during read-alouds in
kindergarten. The Elementary School Journal, 108(2), 97-113.
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Smith, F. (1978). Reading without nonsense. New York: Teachers College, Columbia University.
Spencer, B., & Guillaume, A. M. (2006). Integrating curriculum through the learning cycle: Content-based
reading and vocabulary instruction. The Reading Teacher, 60(3), 206-219.
Stahl, S. (1992). Saying the “p” word: Nine guidelines for exemplary phonics instruction. The Reading Teacher,
45, 618-625.
Strickland, D.S. (1998). Teaching phonics today: A primer for educators. Newark, DE: International
Reading Association.
Strickland, D.S. & Morrow, L.M. (1989). Emergent readers and writers: Interactive experiences with storybook
reading. The Reading Teacher, 42, 322-323.
Strickland, D.S. & Schickedanz, J.A. (2004). Learning about print in preschool: Working with letters, words,
and beginning links with phonemic awareness. Newark, DE: International Reading Association.
Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio Assessment in the Reading-Writing Classroom.
Norwood, MA: Christopher-Gordon Publishers, Inc.
White, T.G. (2005). Effects of systematic and strategic analogy-based phonics on grade 2 students' word
reading and reading comprehension. Reading Research Quarterly, 40(2), 234–255.
White, T., & Kim, J. S. (2008). Teacher and parent scaffolding of voluntary summer reading. The Reading
Teacher, 62(2), 116-125.
Yopp, H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45(9), 696-703.
Yopp, R. H., & Yopp, H. K. (2007). Ten important words plus: A strategy for building word knowledge. The
Reading Teacher, 61(2), 157-160.
Website: Some aspects of the course will be completed in Blackboard 9.1: https://iol.tamucc.edu/
Annenberg Media – www.learner.org
http://www.fountasandpinnellleveledbooks.com/
State Adopted Proficiencies/TExES competencies (COE) English Language Arts
Competency 001 Oral Language The teacher understands the importance of oral language, knows the developmental processes of oral
language, and provides a variety of instructional opportunities for students to develop listening and
speaking skills.
Competency 002 Phonological and Phonemic Awareness
The teacher understands phonological and phonemic awareness and employs a variety of approaches to
help children develop phonological and phonemic awareness.
Competency 003 Alphabetic Principle
The teacher understands the importance of the alphabetic principle for reading English and provides
instruction that helps children understand the relationship between printed words and spoken language.
Competency 004 Literacy Development
The teacher understands that literacy develops over time, progressing from emergent to proficient
stages, and uses a variety of approaches to support the development of children's literacy.
Competency 005 Word Analysis and Decoding
The teacher understands the importance of word analysis and decoding for reading and provides many
opportunities for children to improve their word-analysis and decoding abilities.
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Competency 006 Reading Fluency
The teacher understands the importance of fluency for reading comprehension and provides many
opportunities for children to improve their reading fluency.
Competency 007 Reading Comprehension
The teacher understands the importance of reading for understanding, knows the components of
comprehension, and teaches children strategies for improving their comprehension.
V. State Board for Educator Certification (SBEC) Standards
Standard I. Oral Language: Teachers of young children understand the importance of oral language,
know the development processes of oral language, and provide a variety of instructional opportunities
for young children to develop listening and speaking skills.
Teachers of young children through fourth grade know:
1.1k. linguistic concepts, such as phonemes, segmentation, other phonological skills, and narrative
concepts related to emergent literacy.
1.3k. the relationship between the development of oral language and the development of reading.
1.4k. similarities and differences between oral and written language conventions and how to promote
young children's awareness of these similarities and differences.
1.5k. how to build on children's cultural, linguistic, and home backgrounds to enhance their oral
language, including using the child's home language to develop English.
Teachers of young children through fourth grade are able to:
1.4s. select and use instructional materials and strategies that promote children's language
development, respond to children's individual strengths, needs, and interest, and reflect culture
diversity.
Standard II. Phonological and Phonemic Awareness: Teachers of young children understand the
components of phonological and phonemic awareness and utilize a variety of approaches to help young
children develop this awareness and its relationship to written language.
Teachers of young children through fourth grade know:
2.1k. the concept of phonological awareness, its relationship to the ability to read an alphabetic
language, and the development of phonological awareness in young children. (A child who has
phonological awareness hears distinct words, syllables, and sounds in language separate from print.)
2.2k. children's need for phonemic awareness as part of phonological awareness and know that
phonemic awareness follows a pattern of development. (A child who has phonemic awareness can
identify individual sounds in spoken words, blend together the separate sounds of spoken words to
form words, and play with the sounds of spoken language by adding or taking away sounds from
words.)
2.3k. differences in children's development of phonological and phonemic awareness and know how
to adjust instruction in response to the needs of individual children.
Teachers of young children through fourth grade are able to:
2.2s. use instructional approaches, including language games, activities, materials, and direct teacher
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instruction, that promote children's phonological awareness.
2.3s select and use instructional materials that promote children's phonological and phonemic
awareness and build on children's current language skills.
2.5s communicate with other professional and continually seek implications for practice from current
research about phonological awareness.
Standard III. Alphabetic Principle: Teachers of young children understand the importance of the
alphabetic principle to reading English, know the elements of the alphabetic principle, and provide
instruction that helps children understand that printed words consist of graphic representations that relate
to the sounds of spoken language in conventional and intentional ways.
Teachers of young children through fourth grade know:
3.1k. the important of the elements of the alphabetic principle, including letter names,
graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.
3.2k. the expected patterns of children's alphabetic skills development and know that individual
variations may occur.
3.3k. that not all written languages are alphabetic and that many alphabetic languages are more
phonetically regular than English and know how to help English language learners deal with positive
and negative transfer related to the alphabetic principle.
Teachers of young children through fourth grade are able to:
3.2s. select and use instructional materials and strategies, including multisensory techniques (e.g.,
letter names, graphophonemic knowledge, and the relationship of letters and printed words to spoken
language) to promote children's understanding of the elements of the alphabetic principle.
3.5s. communicate with other professionals and continually seek implications for practice from
current research about he development of alphabetic knowledge.
Standard IV. Literacy Development and Practice: Teachers of young children understand that
literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of
contexts to support the development of young children's literacy.
Teachers of young children through fourth grade know:
4.1k. that literacy acquisition develops in an often predictable pattern from prereading (sometimes
referred to as emergent literacy) to conventional literacy and that individual variations occur in
literacy acquisition.
4.2k. that the developing readers has a growing awareness of print in the environment, of the sounds
in spoken words, and of the uses of print.
4.3k. that literacy development occurs in multiple contexts through reading, writing, and the use of
oral language.
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Teachers of young children through fourth grade are able to:
4.1s. provide instruction that focuses on concepts about print and functions of print including book
handling, parts of a book, orientation, directionality, and the relationships between written and spoken
words.
4.2s. assist young children in distinguishing letter forms from number forms and text from pictures.
4.6s. provide many opportunities for children to read and write so that they will develop an extensive
reading and writing vocabulary.
4.11s. communicate with other professionals and continually seek implications for practice from
current research on literacy acquisition.
Standard V. Word Analysis and Decoding: Teachers understand the importance of word analysis
and decoding to reading and provide many opportunities for children to improve their word analysis and
decoding abilities.
Teachers of young children through fourth grade know:
5.1k. that many children develop word analysis and decoding skills in a predictable sequence, but
that individual variations may occur.
5.2k. the importance of word recognition skills (e.g., decoding, blending, structural analysis, sight
word vocabulary) to reading comprehension and know a variety of strategies to help young children
develop and apply word analysis skills.
5.3k. differences in children's development of word analysis skills and know how to adjust
instruction in response to various children's needs.
Teachers of young children through fourth grade are able to:
5.1s. teach the analysis of phonetically regular words in a simple to complex progression, i.e.,
phonemes, blending onsets and rimes, short vowels, consonant blends, other common vowel and
consonant patterns, and syllables.
5.2s. teach children to read passages using decodable texts and provide opportunities for children to
progress from sounding out words orally to decoding words silently.
5.3s. teach children to recognize high-frequency irregular words by selecting words that appear
frequently in children's books and reviewing difficult words often.
5.4s. teach children ways to identify vowel sound combinations and multisyllabic words.
5.5s. provide instruction in how to use structural cues to recognize compounds words, base words,
and inflections (e.g., prefixes and suffixes).
5.6s. teach children to use knowledge of word order (English syntax) and context to support word
identification and confirm word meaning.
5.9s. communicate with other professionals and continually seek implications for practice from
current research about the development of decoding and word identification.
Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading
comprehension and provide many opportunities for children to improve their reading fluency.
Teachers of young children through fourth grade know:
6.2k. how young children develop reading fluency and that fluency involves rate, accuracy, and
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intonation.
6.4k. instructional practices that enhance the development of fluency, including providing
opportunities for children to read regularly, both orally and silently, in independent-level materials
and to do repeated reading and partner reading.
Teachers of young children through fourth grade are able to:
6.2s. provide frequent opportunities for fluency development through reading in independent-level
materials, reading orally from familiar text, repeated reading activities, and silent reading for
increasingly longer periods.
6.3s. apply forms for reading fluency to evaluate children's reading fluency.
6.5. communicate with other professionals and continually seek implications from current research
about the development of children's reading fluency.
6.6s provide opportunities for children to improve their reading fluency through self-correction.
Standard VII. Reading Comprehension: Teachers understand the importance of reading for
understanding, know the components of comprehension, and teach young children strategies for
improving their comprehension.
Teachers of young children through fourth grade know:
7.1k. that reading comprehension begins with listening comprehension and know strategies to help
children improve their listening comprehension.
7.2k. factors affecting reading comprehension, such as children's oral language development,
children's previous reading experiences, characteristics of specific texts (e.g., structure, vocabulary,
story grammar), fluency, and the monitoring of understanding by the reading.
7.3k. levels of reading comprehension and how to model and teach literal comprehension skills (e.g.,
identifying stated main idea, details, sequence, and cause-and-effect relationships).
7.4k. how to model and teach inferential comprehension skills (e.g., inferring main ideas,
comparisons, and cause-a-and effect and other relationships not explicitly stated; summarizing;
making predictions; and drawing conclusions and generalizations; and evaluative comprehension
skills (e.g., distinguishing between fact and opinion, detecting faculty reasoning; and reacting to a
text's content, characters, and use of language).
7.5k. comprehension skills needed to understand and interpret a variety of written materials,
including narratives, expository texts, technical writing, and content-area textbooks.
7.6k. how comprehension can be improved through wide reading and understand the importance of
allocating time to wide reading and developing and maintaining classroom libraries and "sending
home" libraries.
7.7k. the importance of wide reading to vocabulary development.
7.8k. instructional strategies that facilitate children's comprehension before, during, and after
reading, such as providing background knowledge for written text, previewing the organization of the
text, making predictions, questioning, and guiding discussions.
7.9k. a range of reading comprehension strategies that children can use to improve their reading
comprehension, such as self-monitoring, rereading, mapping, using reading journals, and discussing
texts and know how to model and teach these strategies.
Teachers of young children through fourth grade are able to:
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7.2s. use a variety of instructional strategies to enhance children's listening and reading
comprehension, including helping children link the content of texts to their lives and connect related
ideas across different texts.
7.3s. model strategies for improving reading comprehension such as previewing texts, self-
monitoring, and retelling.
7.4s. provide frequent opportunities for children to engage in silent reading both at school and at
home.
7.5s. guide children to generate questions and apply research about topics introduced in reading
selections, both fiction and nonfiction.
7.6s. provide time for extended reading of a wide range of materials, including expository texts.
7.7s. use instructional strategies that help children increase their reading vocabulary.
7.8s. guide children to increase knowledge of their own culture and the cultures of others through
reading.
7.9s. provide instruction in how to use graphics (e.g., tables, chars, and signs) and other information
texts and technologies (e.g., the Internet) to acquire information.
7.10s. provide opportunities for children to apply comprehension strategies to literature and to
respond to literature in a variety of ways (e.g., using reading journals and discussions), including
relating background knowledge to literary texts.
7.11s. teach elements of literary analysis, such as story elements and features of different literary
genres.
7.14s. communicate with other professionals and seek implications for practice from ongoing
research about the development of children's reading comprehension.
Standard VIII. Development of Written Communication: Teachers understand that writing to
communicate is a developmental process and provide instruction that helps young children develop
competence in written communication.
Teachers of young children through fourth grade know:
8.1k. that many children go through predictable stages in developing written language, but
understand that individual variations occur in written language development.
8.2k. the development of writing in relationship to listening, speaking, and reading and know
instructional strategies that connect these various aspects of language.
8.3k. appropriate instructional strategies for developing children's writing skills.
8.4k. processes of self-assessment in writing.
Teachers of young children through fourth grade are able to:
8.1s. create an environment in which children are motivated to express their ideas in writing.
8.2s. teach purposeful, meaningful writing in connection with listening, speaking, and reading.
8.4s. provide instruction in various stages of writing, including prewriting, drafting, editing, and
revising.
8.7s. provide opportunities for children to self-assess both their writings (e.g., for clarity,
comprehensiveness, and interest to audience) and their development as writers and to elicit critiques
from others.
8.9s. communicate with other professionals and continually seek implications for practice from
current research about children's development of written communication.
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Standard IX. Writing Conventions: Teachers understand how young children use writing
conventions and how to help children develop those conventions.
Teachers of young children through fourth grade know:
9.1k. that many children go through predictable stages in acquiring writing conventions, including
the physical and cognitive processes involved in letter formation, word writing, sentence
construction, spelling, punctuation, and grammatical expression, but that individual children vary in
their development of these conventions.
9.2k. the relationship between spelling and phonological and alphabetic awareness, and the
importance of this relationship for later success in reading and writing.
9.3k. the stages of spelling development (prephonetic, phonetic, transitional and conventional) and
how and when to support children's development from one stage to the next.
9.4k. the similarities and differences between language (e.g., syntax and vocabulary) used in spoken
and written English and how to help students recognize these similarities and differences to promote
effective use of written English conventions.
9.5k. the differences between first draft writing and writing for publication.
Teachers of young children through fourth grade are able to:
9.4s. provide direct instruction and guided practice in English writing conventions (e.g., grammar,
spelling, capitalization, and punctuation).
9.5s. provide systematic spelling instruction in common spelling patterns based on phonics skills
already taught and provide opportunities for students to use and develop their spelling skills in the
context of meaningful written expression (e.g., applying decoding skills as one strategy to help
proofread their spelling during the editing process.
9.6s. work with children to select pieces of an individual's work to teach writing conventions,
recognizing that first drafts are not always edited and revised, but help children realize that accuracy
in conventions is necessary when preparing a piece of publication.
9.8s. communicate with other professionals and seek implications for practice from ongoing research
about children's development of writing conventions.
Standard X. Assessment and Instruction of Development Literacy: Teachers understand the basic
principles of assessment and use a variety of literacy assessment practices to plan and implement
literacy instruction for young children.
Teachers of young children through fourth grade know:
10.4k. the state content and performance standards for reading, writing, listening, and speaking that
comprise the Texas Essential Knowledge and Skills and know how to recognize when a child needs
additional help or intervention to bring the children's performance up to grade level.
10.5k. a variety of strategies and materials (e.g., basals, supplemental programs, trade books, and
wide reading) to ensure the literacy development of young children.
10.6k. the importance of providing many opportunities for children to experience extended reading of
narrative and expository texts.
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Course Policies
Class attendance and participation: In order to socially construct knowledge, I need all class participants
to be present in class and actively involved in the course discussions. There are no such things as excused
absences. Absences and lateness will affect your grade. There is a high positive correlation between
consistent, punctual attendance and higher course grades. Punctuality and attendance count toward your
grade. Incompletes will only be given in the event of debilitating illness or catastrophic occurrence. On
time and present are the requirements. Class attendance is mandatory and absences will impact your
course grade. After the second absence, your grade will be lowered one letter grade for each additional
absence. It is your responsibility to collect any missed handouts. I do not make repeat performances.
If you are absent, ask a classmate for the notes. However, if you have a question about course material,
please feel free to ask me to clarify during office hours. I will be happy to meet with you during office
hours.
Late work and Make-up Exams
No coursework will be accepted late. In-class points are not available to those who do not attend.
Extra Credit
Cell Phone/Electronic Device Usage
Cell phones, text messaging, and checking your cell phone, email, and text messages during class are all
strictly prohibited. Come to class prepared to focus on class. Violations may result in being asked to
withdraw from the course and/or failure of course. If there is a potential rising emergency, then prior
notification of such possibility must be made known to me before the start of class and the phone set on
vibrate.
Academic Integrity/Plagiarism.
University students are expected to conduct themselves in accordance with the highest standards of academic
honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as
illicit possession of examinations or examination materials, falsification, forgery, complicity or plagiarism.
(Plagiarism is the presentation of the work of another as one’s own work.) In this class, academic misconduct or
complicity in an act of academic misconduct on an assignment or test will result in a failing grade.
Dropping a Class
I hope that you never find it necessary to drop this or any other class. However, events can sometimes occur that
make dropping a course necessary or wise. Please consult with me before you decide to drop to be sure it is the
best thing to do. Should dropping the course be the best course of action, you must initiate the process to drop
the course by going to the Student Services Center and filling out a course drop form. Just stopping attendance
and participation WILL NOT automatically result in your being dropped from the class. November 4, 2011 is
the last day to drop a class with an automatic grade of “W” this term.
Required methods of scholarly citations
6th
ed. APA format
http://owl.english.purdue.edu/owl/resource/560/01/
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Classroom/professional behavior
Professional decorum is expected in this pre-service teacher course.
Grade Appeals*
As stated in University Rule 13.02.99.C2, Student Grade Appeals, a student who believes that he or she has not been
held to appropriate academic standards as outlined in the class syllabus, equitable evaluation procedures, or
appropriate grading, may appeal the final grade given in the course. The burden of proof is upon the student to
demonstrate the appropriateness of the appeal. A student with a complaint about a grade is encouraged to first discuss
the matter with the instructor. For complete details, including the responsibilities of the parties involved in the
process and the number of days allowed for completing the steps in the process, see University Rule
13.02.99.C2, Student Grade Appeals, and University Procedure 13.02.99.C2.01, Student
Grade Appeal Procedures. These documents are accessible through the University Rules
Web site at http://www.tamucc.edu/provost/university_rules/index.html. For assistance and/or guidance in the grade
appeal process, students may contact the Office of Student Affairs.
Disabilities Accommodations*
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil
rights protection for persons with disabilities. Among other things, this legislation requires that all students with
disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If
you believe you have a disability requiring an accommodation, please call or visit Disability Services at (361) 825-
5816 in Driftwood 101.
If you are a returning veteran and are experiencing cognitive and/or physical access issues in the classroom or on
campus, please contact the Disability Services office for assistance at (361) 825-5816.
*Required by SACS
Course Evaluation/Grading
Discussions/ In-class Activities/ Outside Projects
*5 online discussions (@10 points each)
*5 activities/projects (@10 points each)
100 points
Lesson Plans 50 points
Phonics Test 50 points
Quizzes *5 quizzes (@10 points each) 50 points
Final Exam 100 points
Total 350 points
Letter grades will be determined by the following scale:
A 90-100% of total points possible for course
B 80-89%
C 70-79%
D 60-69%
F 59% or below
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*No coursework will be accepted late. In-class points are not available to those who do not attend.
Grades will be assigned according to the professional level of the final submissions.
A = Excellent-All work is 100% completed in a professional manner and contains evidence of significant effort
and accomplishment. The work is 100% professional in content and appearance.
B = Good-All work is completed in a useful manner and contains evidence of effort and accomplishment. The
work is complete in content and appearance but lacks professional polish.
C = Average-The work is complete. The work contains all required parts. The work lacks evidence of time and
effort.
D = Passing-The work is not adequate in details, efforts, professionalism, or completeness.
F = Failing-The work is inadequate or incomplete.
Tentative Schedule (course outline)
DATE
TOPIC ASSIGNMENT DUE
Week #1/2
1/11, 1/18
Course Overview
Syllabus
Introduction
Child-centered philosophy vs.
Subject-centered philosophy
Reading surveys
Establish rapport: a) 5 items in a
bag/acrostic poem
b) skittles/m&m activity
Purchase Textbook
Read syllabus
Pretest
Week #3
1/23, 1/25
Review Pretest
Characteristics of Highly Effective
Reading Teachers
The Five Pillars of Effective Reading
Instruction
5 items in a bag/acrostic poem
Read Chapter 1
In-class group demo activity- jigsaw
characteristics of highly effective
reading teachers
Quiz
Week #4
1/30, 2/1
Theories of Oral Language Development
Oral Language Instructional Strategies
6 Principles for Effective Instruction for
ELLs
Learner.org video ‘Supporting the ELL”
Chapter 2
In-class group theory exercise
In class- note taking during video
Week #5
2/6, 2/8
Skills-based/balanced/whole language
Phonemic Awareness
Emergent Literacy
Letter Name Knowledge
Chapter 3
Online discussion: how did I learn how
to read?
In-class PA centers
Review fcrr.org & tpri.org
Quiz
Week #6
2/13, 2/15
Phonics/Word Identification
Rules
Strategies for teaching phonics
Chapter 4
In-class activity- group phonics practice
Week #7
2/20, 2/22
MSV Cueing Systems
Running Records Phonics Test
In-class- group activity- miscue analysis
15
Week #8
2/27, 2/29
Guided Reading
Video
Steps in a GR lesson plan
Sample
Review phonics test
Outside Article
In class: note taking on sample lesson
plan
Week #9
3/5, 3/7
Developing Reading Fluency
Strategies for Fluency Assessment/
Instruction
Grade level targets for reading rate
Readers Theatre
NIM demo
GR Lesson Plan due
Chapter 5
Readers’ theatre scripts (as time
permits)
Week #10
3/12, 3/14
TAMUCC Spring Break Read Chapter 6
Week #11
3/19, 3/21
Vocabulary and Word Knowledge
Implicit vs. explicit instruction
3- Tier System
Strategies/Activities for Vocabulary
Acquisition
Independent introductory activity:
Which word should I teach “pyramid”
or “sphere?”
Discussion: To what extent does reading
rate factor into educational success?
Chapter 6
Quiz
Week #12
3/26, 3/28
Reading Comprehension
Schema Theory
K-3 Reading Comprehension Benchmarks
6 Research Proven Strategies
Extending Activities
Questions vs. Retellings
Handout Directions for Poetry Slam
Word Study Lesson Plan
In-class group activity: Sell my district a
comprehension strategy
Chapter 7
Online discussion: Describe a
comprehension activity that would assist
students in the comprehension of text
Quiz
Week #13
4/2, 4/4
Writing Development
Interactive Writing
Writing Process
Chapter 8
Poetry Slam
Week #14
4/9, 4/11
Assessing Reading Development
TPRI/TAKS
DIBELS/STAR
Vertical alignment
Informal vs. Formal
Reliability/Validity
Rubrics
Chapter 9
Online discussion: In general, what type
of assessment is most unfair?
Quiz
Week #15/16
4/16, 4/18
4/23, 4/25
Materials and Programs for Literacy
Instruction
Organization of Basal Readers
Decodable Texts
Progressing monitoring/record keeping
Reading Level Guide
Chapter 10
Bring teacher’s edition of basal reader
from library/school
In-class activity: basal reader scavenge;
scope and sequence exploration
Week #17
4/30
Final Exam Review Last Day of Class
Wed., 5/9 @ 1:45- 4:15
FINAL EXAM
Study
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READ 3320 Verification of Understanding
The following points are part of the syllabus. The bulleted list below forms key points that the student must understand about READ 3320.
Participation is based on blackboard discussion, punctuality, class activities, and class discussion. A participation grade is part of the grading for this class.
A Phonics Exam will be opened for students beginning October 2011. Students will have two (2) opportunities to take the test. This test must be passed with a grade of 80% in order for the student to receive credit for the course.
Cell phone / Electronics: Cell phones, text messaging, and checking your cell phone, email, and text messages or any other form of social networking which do not support course instruction during class are all strictly prohibited. Come to class prepared to focus on class. Violations may result in being asked to withdraw from the course and / or failure of course. If there is a potential rising emergency, then prior notification of such possibility must be made known to me before the start of class and phone set on vibrate.
I affirm that I have read this syllabus and understand all class policies and assignments.
______________________________________________________ _________________
Name Date