COURSE SYLLABUS RED 4511 Intermediate Literacy 3-6 ...€¦ · conducting a running record and analyzing results (audio-taped student readings may be ... planning a reading block

Dr. Cher Gauweiler RED 4511 1 of 14 Spring 2020

ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

The mission of the Education Community is to prepare future educators

who will promote lifelong learning and empower diverse communities.

COURSE SYLLABUS

RED 4511

Intermediate Literacy 3-6: Reading, Writing & Thinking

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

in the event of extenuating circumstances.

Course Prefix: RED 4511

Section #: 3242

Credit Hours: 3 credits

Co-requisites: N/A

Pre-requisites: Admission to Elementary Education with Infused ESOL and Reading, AND

RED 3309 and EDG 3620, OR Admission to Exceptional Student Education

with Infused ESOL and Reading, AND RED 3309 and EEX 3241

Day, Time and

Campus:

Thursday 2:00 p.m. – 4:40

p.m., BB 206

Tarpon Springs

Modality: Face to Face

Professor: Cher N. Gauweiler, Ph.D.

Office Hours: As posted on instructor web page at: https://web.spcollege.edu/instructors/id/gauweiler.cher

Click here to enter text.

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

I. COURSE DESCRIPTION

This course is an intermediate reading and writing course that combines the study of theory and practice in the

teaching of developmental reading, writing and critical thinking in grades 3-6. The major emphasis of the course

is on current theories, methods, and materials used in reading/literacy and writing instruction. Lecture,

discussion, simulated teaching and fieldwork constitute different course activities. This course includes a

minimum of 20 school-based hours in an approved educational setting. 47 contact hours.

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

mailto:[email protected]


II. MAJOR LEARNING OUTCOMES AND COURSE OBJECTIVES

1. The student will explain teaching and learning theories related to best practices in teaching

literacy in the intermediate grades by:

a. identifying components of various teaching and learning theories.

b. comparing and contrasting various teaching and learning theories.

c. reflecting on the application of various teaching and learning theories in the classroom

environment and with specific populations (English Language Learners, children from

poverty).

2. The student will explain the metacognitive processes of reading and writing including the

strategies, skills, knowledge, and attitudes needed to be proficient readers and writers by:

a. identifying strategies needed for proficient reading (e.g. inferring, predicting, retelling,

questioning, visualizing, summarizing) and writing (e.g. brainstorming, the writing process,

conferring, revising, editing and publishing) for various populations, including diverse

populations.

b. analyzing an elementary student’s phrasing, rate of reading, and miscues after listening to the

student read.

3. The student will utilize ongoing assessment and evaluation to plan reading and writing

instruction (e.g., collection, analysis, interpretation of assessment data, instructional decision

making) by:

a. examining various types of reading and writing assessments.

b. conducting a running record and analyzing results (audio-taped student readings may be

used).

c. assessing reading fluency of elementary students by administering a fluency scale (audio-

taped student readings may be used).

d. assessing reading comprehension of elementary students using various methods (e.g.,

retellings, discussion, summaries, response journals).

e. assessing a writing sample of an ELL student to plan for instruction.

4. The student will summarize how to effectively teach reading and writing in grades 3-6 through a

balanced literacy approach by:

a. explaining the components of a balanced literacy program (e.g., modeled, shared, guided,

independent):

b. planning a reading block which incorporates the components of balanced literacy.

c. choosing appropriate literature for each component of balanced literacy (including

multicultural literature.

5. The student will explain the components of reading (e.g., phonemic awareness, phonics/word

work, fluency, vocabulary/concept development comprehension) and the interdependence of

these components, including their effect upon reading as a process for native English speakers

and English Language Learners (ELLs) by:


a. examining the components of reading including, phonemic awareness, phonics, fluency and

comprehension.

b. analyzing students’ fluency scores (mock data) and determining appropriate instructional

action.

c. preparing a word study activity and presenting this activity to peers.

d. applying metacognitive strategies during book discussions.

6. The student will explain the writing process within a balanced literacy model (modeled writing,

interactive, shared, independent) including characteristics of proficient writing in a variety of

writing genres by:

a. composing papers in various genres of writing (e.g. persuasive, descriptive, narrative,

expository).

b. conducting a writing analysis utilizing both a Six-trait analytic rubric and a holistic rubric.

c. choosing appropriate literature to utilize prior to or during writing lessons.

7. The student will prepare appropriate strategies for enhancing the literacy development of

“educationally disadvantaged” populations, including English Language Learners (ELLs),

children with special learning problems, and children from poverty by:

a. identifying obstacles some students face in reading acquisitions (e.g., incomplete beginning

reading instruction, lack metacognitive strategies, limited prior knowledge and experiences,

limited work study skills).

b. demonstrating appropriate interventions to accelerate the progress of students who

experience reading difficulties (e.g., higher level of support, opportunities for more reading

practice, reading materials on appropriate level).

c. demonstrating appropriate strategies for English Language Learners (ELLs) when conferring

with an ELL student during a writing conference.

8. The student will augment reading and writing instruction with the infusion of technology by:

a. designing a lesson/unit requiring students to use the internet as a resource.

b. utilize internet accessed resources in lesson/unit presentation.

c. analyzing web sites pertaining to literacy.

d. creating information using technology such as a Wikispaces, SmartBoard, blogs, etc.

e. sharing information utilizing technological resources.

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) Required: Reutzel, D.R., & Jr., Cooter, R. B. (2019). Teaching Children to Read: The

Teacher Makes the Difference (8th ed.). Pearson. ISBN: 9780134742533


Chalk & Wire

Chalk & Wire is a requirement for all COE students enrolled in a bachelor’s degree program and for all

EPI students.

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

B. Supplemental Material

Resources: Rasinski, T. (2003). The fluent reader.

Allen, J. (2007). Inside words: Tools for teaching academic vocabulary grades 4-12.

Just Read, Florida

Materials: 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.

The instructor of this course frequently uses interactive white boards, ELMOs, PowerPoint, digital

media, and web based resources to disseminate information and engage preservice learners and students.

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

D. Supplies: Discussed in class.

IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours (SBH) or Field Experience Hours (FEH) Course Requirements

This course requires 20 hours of observation/participation in an appropriate setting as approved by the

Office of School Partnerships.

Any student who is registered for a course with SBH / FEH is required to complete the Survey Level

Field Experience Placement Application via the survey link: https://web.spcollege.edu/survey/18896

http://www.fldoe.org/academics/standards/just-read-fl/

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

https://web.spcollege.edu/survey/18896

https://web.spcollege.edu/survey/18896


B. ALL Course Assignments

Assignments in BLUE denote IN-CLASS activities. Assignments in YELLOW denote INDIVIDUAL, OUT

OF CLASS activities.

Formative Assessments

ASSIGNMENT DESCRIPTION POINTS/WHERE

TO SUBMIT

Admission Tickets For select class sessions, students will complete

written responses before class based on assigned

reading and viewing materials.

(10 admission

tickets @ 5 points

each = 50 points)

Structural Analysis of Words Find examples of words within narrative and

expository text, used in book discussions for

students in grade 3-6 that show common

prefixes, suffixes, and root words. Write the

meaning, and examples of other words with

those prefixes, suffixes, and root words. Share

with the class common difficulties with word

work at the upper elementary level and

strategies to address the difficulties

10 points

Morphemic Analysis Read and discuss morphology as it relates to

vocabulary development. Then, conduct a

morphemic analysis using a short narrative and

expository text.

10 points

Semantic Analysis Read and discuss structural analysis of words.

Then, develop a semantic map of vocabulary

words from one of the book discussion books.

10 points

Reading Fluency Analysis Conduct a fluency analysis on a whole class of

mock student’s data supplied by the instructor.

Write a one page analysis, noting each learner’s

background, strengths and areas of concern

from the data, and plan of action for future

instruction.

20 points

Book Discussions Response

Records

Select three children’s grade 3-6 texts (to include

both narrative and expository) and apply

metacognitive strategies (e.g., visualization,

making inferences) during simulated book

discussions. Keep a record of book talk

discussion questions that were answered during

class.

Note common problems with these

comprehension strategies and how these

problems would be addressed.

30 points

(10 points each

session)

Metacognitive Strategies Through small group discussions and a

checklist, students will match metacognitive 20 points


strategies with text genres to identify cognitive

targets for reading comprehension.

Genres of Writing Compose four writing pieces in the following

genres: narrative, expository/informational, and

opinion/argumentative. Texts from the book

discussions may be the focus of the pieces.

20 points (each) =

80 points

Text Set Select a book from the book discussions as the

anchor text for developing a multimodal and

multigenre “text set.” This text set will include

texts in different modalities (print, audio/visual)

and several short, high interest informational

and digital texts for a multi-day thematic

learning experience.

Include metacognitive and multi-sensory

strategies and apply explicit instruction for

developing higher order thinking.

Include specific literacy strategies discovered

through the course lectures, activities, readings

and field experience that support students

reading within, across and beyond and texts.

Create an effective response to the text set (i.e.

poem, poster, song, drawing, newspaper

column, TV commercial, game, etc.)

25 points

Literacy Block of Lesson Plans

(Grades 3-6)

Construct a one-day comprehensive literacy

block for students in grades 3-6. Include lesson

plans for word work, comprehension, and

writing using a Balanced Model of Literacy.

Note accommodations and modifications for

English Language Learners and Exceptional

Needs Students and formative assessment

strategies for each component.

50 points

Comprehension Lesson

Presentation

Create and present a lesson plan modeling a

metacognitive think-aloud including

multisensory strategies such as poems, songs,

and drama for students in grade 3-6 based on

the Florida Standards. Activate prior

knowledge, build schema, model thinking,

scaffold instruction, guide practice and assess

within a Balanced Model of Literacy. Please

note accommodations and modifications for

English Language Learners and Exceptional

Needs Students.

20 points

In-class

Presentation


Summative Assessments

Reading & Writing Notebook Review the assignments (#1-7) you completed

in class in the areas of Word work/Vocabulary,

Comprehension, Fluency and Writing and the

accompanying textbook and handout readings.

Synthesize this information with your

observations and teaching in your school based

assignment this semester to describe how 1)

vocabulary, 2) comprehension, 3) fluency and

4) writing instruction are integrated into a

balanced literacy model. Include the

appropriate Florida Standards for each section

of the paper.

50 points

Chalk and Wire

ESOL Writing Assessment Conduct a writing assessment with an ESOL

student. Write anecdotal observation notes

during writing block on ESOL student in grades

3-6.

Take a sample of his/her writing and analyze the

student’s writing, noting strengths and

weaknesses. Plan and conduct a writing

conference using appropriate ESOL strategies

with the ELL based on the data collected.

Write a 2-3 paper including background

information, summary of data, a detailed account

of the writing conference with appropriate ESOL

strategies, reflection of the experience and a plan

for future instruction for this English Language

Learner.

25 points

Chalk and Wire

Running Records Conduct at least TWO running records on a

student in grade 3-6. Analyze miscues, assess

comprehension (retell analysis) and fluency.

Write a one-page analysis, noting the learner’s

background, strengths and areas of concern from

the data, and plan of action for future instruction.

This assessment will become part of the Case

Study.

25 points

Chalk and Wire

Case Study Conduct a Case Study on one struggling reader

in grades 3-6.

Summarize the test scores from the pre-existing

data (e g., formal - Florida Standards

75 points

Chalk and Wire


Assessment, Stanford 10, IEP and informal test

results DRA, Common Assessments) with a

student.

Conduct three observations of the student during

the reading block in whole group, small group

and independent reading.

Assess the student using a running record. Note

words read in isolation, conduct a miscue

analysis, then assess comprehension and fluency.

Provide two intervention sessions based on the

data.

Write a 2-3-page analysis noting the learner’s

background, strengths and areas of concern from

the data, synthesis of observations, and plan of

action for future instruction.

Record of Hours Submit completed number of hours for this

course (minimum of 20) and accompanying

Record of Hours form

Chalk and Wire

Final Exam Written exam comprised of questions reflecting

the components of reading and writing as a

process for students in the intermediate grades.

100 points

MyCourses

TOTAL POINTS:

600

UCC Assignments: Teacher candidates must demonstrate Uniform Core Curriculum (UCC)

competencies and earn a 2 or higher for each indicator on all UCC assignments [FEAP, ESOL,

FSAC, Reading Competencies (RC), Other Elements and Florida State Standards (FSS)] in order to

successfully pass the course.

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.

Students in a degree program 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

at the end of the syllabus.

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.

VI. CALENDAR AND TOPICAL OUTLINE * SUBJECT TO CHANGE AT PROFESSOR’S

DISCRETION - No assignments will be accepted after the last date to submit posted on the

Syllabus/calendar/MyCourses.

ALL READING ASSIGNMENTS AND ADMISSION TICKETS DUE BEFORE CLASS EACH WEEK.

NO LATE ADMISSION TICKETS WILL BE ACCEPTED. MUST BE PRESENT TO RECEIVE

POINTS FOR IN-CLASS ACTIVITIES.

Week/Date

1: January 16

Activities/Chapters/Topics

Introductions/Syllabus

Becoming an Effective Literacy

Teacher

Homework/Reading/Assessments

DUE

Download syllabus from MyCourses, bring

to class

Review Ch. 1, pp. 12-22

Descriptive Writing

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

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

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


2: January 23

Creating the Affective Environment

Choice and Motivation

Voting for the Novel Study (Extended

Text)

Chapter 12, pp. 533-537 (Motivation and

Engagement) AND Chapter 7, pp. 300-305

AND

“Must Everyone Read the Same Book?”

(available on MyCourses)

Admission Ticket #1 DUE

3: January 30 Setting up the Intermediate Literacy

Classroom: What SHOULD be

happening?

A Closer Look at the Florida

Standards for Reading/Language Arts

Integrating Reading and Writing

The Writing Process

Read Ch. 12, pp. 505-523

AND

Review select materials on Florida

Standards


4: February 6

Narrative Writing in response to

Fiction and Informational Text

Using Short Text in the Classroom

Read/Review Chapter 8, pp. 341-344;

Review How Writing Develops, pp. 317-322

Read/Review pp. 323-325 (Unique Writing

Patterns Used by Authors)


Narrative Writing

5: February 13

Comprehension

Strategies Good Readers use

Schema/Prior Knowledge

Read/Review Chapter 7, pp. 250-256 and

pp. 266-274


BOOK ONE DUE

Book Discussion Response Record #1

Metacognitive Strategies


6: February 20

Comprehension continued…

Questioning

Student-generated questions

Text-dependent questions

Read Chapter 7, pp. 278-283



7: February 27

Comprehension continued…

Visualizing and Inferring

Close Reading

Assigned readings on MyCourses including

“What is Close Reading?”


8: March 5

Assessing comprehension

Running Records

Text complexity (qualitative,

quantitative, reader and text factors)

Assigned readings on MyCourses


9: March 12

NO CLASS:

SPC SPRING

BREAK

10: March 19

Oral Language

Vocabulary/Word Work

Read/Review Ch. 2, pp. 26-35

AND

Read/Review Ch. 6, pp. 211-217; 223-228


BOOK TWO DUE


Structural Analysis of Words

Morphemic Analysis


11: March 26

Vocabulary/Word Work Read Ch. 6, pp. 218-229


Semantic Analysis

ESOL Writing Assessment DUE

12: April 2

Determining Importance in Text

Summarizing

Text Features

Text Structures

Read Ch. 12, pp. 489-492 AND pp. 533-537


BOOK THREE DUE



Expository (Informational and and/or

Explanatory) Writing

13: April 9

Argument and Opinion Writing

Readings available on MyCourses

Persuasive (Argument and/or Opinion)

Writing DUE

Case Study DUE

14: April 16

Reading Foundational Skills including

Phonics

Fluency

Read/Review pp. 177-186 AND 189-193


Reading Fluency Analysis

15: April 23

Integrating New Literacies and

Technology

Research Writing

Readings available on MyCourses

Text Set

Reading and Writing Notebook DUE

Record of Hours DUE

16: April 30 Lesson Presentations

Synthesis

Comprehension Lesson Plan Presentations

In-Class

Literacy/ELA Block of Lesson Plans DUE


17: May 4-8 Final Exam – DATE AND TIME TBA Final Exam

VII. Uniform Core Curriculum / Program Learning Objectives Assignments

Assignment FEAP FSAC ESOL Reading C

&

W

Book Discussion Response

Records

1.1.10

Text Set Assignment 1.1.11

Literacy Block of Lesson plans

(Grades 3-6)

3.b 1.1.6,

1.3.5,

1.4.6

Comprehension Lesson Plan

Presentation

1.1.7,

1.1.8

2.2

Genre of Writing 1.3.3,

1.3.4

ESOL Writing Assessment 1.3.6 2.2 2.A.8, 1.A.9, 2.A.7, 1.A.10,

2.A.9, 1.B.3, 2.B.4, 1.B.5,

2.B.3, 1.B.6, 2.B.5, 2.D.2,

1.D.4, 2.D.3, 1.D.5

Yes

Reading & Writing Notebook 1.D.1, 2.D.1, 1.D.2,1.D.3,

2.D.1, 2.D.4,

Yes

Case Study 1.A.1, 2.A.2, 2.A.4, 1.A.2,

1.A.3, 1.A.4, 1.A.5, 1.A.6,

2.A.5, 2.A.6, 1.A.7, 2.A.3,

1.A.8, 2.A.1, 1.E.1, 1.E.2,

1.E.3, 2.E.1, 1.E.4, 2.E.2,

1.E.5, 2.E.3,

Yes

This course offers opportunities for students to engage with the following Universal Design for Learning

(UDL) General Understandings and Essential Components (1.0s and 2.0s): 1.1, 1.3, 1.4, 2.1, 2.3.


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:

Documents

COURSE SYLLABUS RED 4511 Intermediate Literacy 3-6 ...€¦ · conducting a running record and analyzing results (audio-taped student readings may be ... planning a reading block