READ 3320 Principles and Practices of Reading Instruction ...library.tamucc.edu/Syllabi_Courses/2011_2012/READ... · Using the concept attainment strategy to enhance reading comprehension

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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.

https://iol.tamucc.edu/

http://www.learner.org/

http://www.fountasandpinnellleveledbooks.com/

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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.


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.


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.


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.


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.


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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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.


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.


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.


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.


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.


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.


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.


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.


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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.


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.


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.


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.


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.


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.


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/

http://owl.english.purdue.edu/owl/resource/560/01/

13

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

http://www.tamucc.edu/provost/university_rules/index.html

14

*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

16

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

Documents

READ 3320 Principles and Practices of Reading Instruction ...library.tamucc.edu/Syllabi_Courses/2011_2012/READ... · Using the concept attainment strategy to enhance reading comprehension