RED 5355 Teaching Reading in Elementary School (January 6 March 16, 2014) University of Florida

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1 Instructor RED 5355 Teaching Reading in Elementary School (January 6 March 16, 2014) University of Florida Dr. Zhihui Fang (zfang@coe.ufl.edu) Course Description Reading/literacy education is a dynamic field that is informed by perspectives from many disciplines, including psychology, linguistics, anthropology, and medicine. This 3- credit course focuses on current methods, materials, issues, and trends in the teaching and learning of reading/literacy in the elementary school. It covers a myriad of major topics that are of both theoretical and practical significance to elementary reading teachers. Overall Course Objectives In this course, students would demonstrate understanding and skills in the following areas: 1. Current debates on reading process and reading acquisition; 2. The phonetic, phonological, morphological, orthographic, and syntactic systems of the English language and their relevance to reading instruction; 3. Factors that affect, as well as ways to promote, engagement and motivation; 4. Issues in, as well as materials and methods for, teaching phonological awareness, phonics, vocabulary, fluency, spelling, grammar, comprehension, and writing. 5. Issues with, as well as strategies for implementing, the common core state standards 6. Issues in and ideas for working with diverse population, including struggling readers and English language learners; 7. Frameworks and ideas for developing new, popular, and critical literacies 8. Issues in reading assessment and high stakes testing 9. Principles for exemplary reading instruction; 10. Capacities for reflection, inquiry and continuous professional development Core Course Textbooks (Both books are available for purchase through LTL: Fang, Z. (2005). Literacy teaching and learning: Current issues and trends. Upper Saddle River, NJ: Prentice Hall. (ISBN# ) - This book presents an overview of current trends, key issues, and evidence- based strategies in reading/literacy instruction. STP: Moats, L. (2010). Speech to print: Language essentials for teachers (2 nd ed.) Baltimore, MD: Paul Brookes. (ISBN# ) This book provides the foundational knowledge about language that you will need in order to teach children to read explicitly and systematically.

2 Supplemental Textbooks You will read one of the 20 supplemental books listed below to write a book review. These books, available for purchase through or publisher, provide alternative perspectives to or extend the ideas presented in the core course textbooks. Barone, D. (2006). Narrowing the literacy gap: What works in high poverty schools. New York: Guilford Press. Brandt, D. (2008). Literacy and learning: Reflections on writing, reading, and society. San Francisco, CA: Jossey- Bass. Burkins, J.M. (2007). Coaching for balance: How to meet the challenges of literacy coaching? Newark, DE: International Reading Association. Fang, Z. with L. Lamme & R. Pringle (2010). Language and literacy in inquiry-based science classrooms, Grades 3-8. Thousand Oaks, CA: Corwin Press and Arlington, VA: National Science Teachers Association. Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: raising rigor in reading. Newark, DE: International Reading Association. Gallagher, K. (2008). Readicide: How schools are killing reading and what you can do about it. Portland, ME: Stenhouse. Hicks, D. (2001). Reading lives: Working class children and literacy learning. New York: Teachers College Press. Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press. Li, G. (2005). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany: SUNY Press. Kress, G. (2002). Literacy in the new media age. London: Routledge. Marinak, K.A., Gambrell, L.B., & Mazzoni, S.A. (2013). Maximizing motivation for literacy learning. New York: Guilford. McLaughlin, M., & Overturf, B.J. (2013). The common core: Teaching K- 5 students to meet the reading standards. Newark, DE: International Reading Association. Morrow, L.M., Wixson, K.K., & Shanahan, T. (2013). Teaching with the common core standards for English language arts, Grades 3-5. New York: Guilford. Neuman, S.N., & Gambrell, L.B. (2013). Quality reading instruction in the age of common core standards. Newark, DE: International Reading Association. Richards, J., & Lassonde, C. (2009). Literacy tutoring that works: A look at successful in- school, after- school, and summer program. Newark, DE: International Reading Association. Smith, F. (2011). Understanding reading: A psycholinguistic analysis of reading and learning to read (6 th ed.). Portsmouth, NH: Heinemann. Strauss, S. (2005). The linguistics, neurology, and politics of phonics: Silent e speaks out. Mahwah, NJ: Lawrence Erlbaum. Wepner, S., & Strickland, D.S. (2008). The administration and supervision of reading programs (4 th ed.). New York: Teachers College Press. Wilson, A., & Scanlon, J. (2011). Language knowledge for primary teachers. London: Routledge. Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.

3 Overview of Course Assignments and Due Dates The following table presents an overview of the assignments and due dates to help you better plan for the course. Details about these assignments are provided in specific modules. Because this is a 10- week course, it is imperative that you plan well ahead so as to avoid any delay in submitting your work. All assignments are to be completed individually. Assignment Module Assigned Due Date Reading and Responding (2x10=20 points) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Tuesdays and Thursdays of each module Sound/Spelling Exploration 3 Saturday of Module 3 (8 points) Lesson Planning and 4 Saturday of Module 4 Implementation (12 points) Text Analysis (10 points) 6 Saturday of Module 6 Book Review (10 points) 8 Saturday of Module 8 Final Exam (40 points) 9 (Part I) & 10 (Part II) Saturday of Module 9 (for Part I) & Friday of Module 10 (for Part II) Preparation of Assignments Substance is the primary criterion for evaluating all written work in this course. That is, what you say (its clarity, depth, insights, etc.) is the most important factor. However, how you say it (e.g., writing style) is also important consideration in evaluating your projects. In other words, things such as grammar, punctuation, spelling, neatness, and adherence to assignment guidelines will also affect your grade. As a prospective reading/literacy teacher, it is expected that you demonstrate high levels of literacy in your own work. Ask your instructor for assistance and resources if written composition is a challenging area for you. Course Policies Attendance and Make- Up Exams and Assignments: Requirements for class attendance and make- up exams, assignments, and other work are consistent with university policies that can be found at: You are required to attend class each week. Two points will be deducted for each unexcused absence. Excused absence requires prior approval from the instructor. In case of an emergency, written documentation must be furnished at the time you return to class. Assignments submitted past the due dates will not be evaluated. Preparation of Assignments: Substance is the primary criterion for evaluating all written work in this course. That is, what you say (its clarity, depth, insights, etc.) is the most important factor. However, how you say it (e.g., writing style) is also an important consideration in evaluating your projects. In other words, qualities such as grammar, punctuation, spelling, neatness, and adherence to assignment guidelines will also affect

4 your grade. Ask your instructor for assistance and resources if written composition is a challenging area for you. Academic Integrity: All students registered at the University of Florida have agreed to comply with the following statement: I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University. In addition, on all work submitted for credit the following pledge is either required or implied: On my honor I have neither given nor received unauthorized aid in doing this assignment. If you witness any instances of academic dishonesty in this class, please notify the instructor or contact the Student Honor Court ( ) or Cheating Hotline ( ). For additional information on Academic Honesty, please refer to the UF Academic Honesty Guidelines at: Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior and may result in a reduction of course grade and a report to university officials. Accommodations for Students with Disabilities: If you require classroom accommodation because of a disability, you must first register with the Dean of Students Office ( The Dean of Students Office will provide documentation to you, which you then give to the instructor when requesting accommodation. The College is committed to providing reasonable accommodations to assist students in their coursework. Counseling and Student Health: Students with academic concerns related to this course should contact the instructor in person or via . Students also may occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling & Wellness Center, Visit their web site for more information: Also, crisis intervention is always available 24/7 from Alachua County Crisis Center: (352) Grade Determination A = A- =90-92 B+ = B = B- = C+ = C = C- = D+ = D = D- = E = 59 and below For greater detail on the meaning of letter grades and university policies related to them, see the Registrar s Grade Policy regulations at

5 Rubrics for Grading Reading and Responding Discussion Forum The following rubrics, adapted from the University of Wisconsin Grading Rubric for On- Line Discussion ( will be used in evaluating your posts on the discussion forum for the Reading and Responding assignment. Areas Exemplary (2) Acceptable (1) Incomplete (0) Understanding of Course Concepts Display an excellent understanding of the the underlying concepts being discussed. Uses other relevant information to support important points. Display some understanding of the the underlying concepts being discussed. Limited use of course materials and other relevant information to support points. Display little understanding of the the underlying concepts being discussed. Use of other information to support points is incoherent or missing. Connection to Professional Practices Evidence of strong reflective thought pertaining to personal perspectives and professional development. Evidence of some reflective thought pertaining to personal perspectives and professional development. Little evidence of reflective thought pertaining to personal perspectives and professional development. Quality of Writing Written responses are free of grammatical, spelling or punctuation errors. The style of writing clearly facilitates communication. Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication. Written responses contain grammatical, spelling or punctuation errors. The style of writing impedes communication.

6 Meeting the Florida Educator Accomplished Practices and Reading Competencies In this course, one or more assignments have been selected as Key Tasks that will assess your mastery of knowledge, skills, competencies, and/or dispositions that the State of Florida requires of all entry-level educators. These assignments were specifically selected as Key Tasks because they align with the 6 Florida Educator Accomplished Practices (FEAPs) and 5 Reading Competencies. Your mastery of each Indicator will be measured by your performance on a Key Task. To pass this course, you must successfully complete all Key Tasks and receive a rating of Developing, Accomplished, or Exceptional for FEAP indicators and a rating of Accomplished for Reading Competencies. No exceptions will be made to this rule, even if you do not plan to practice in Florida after graduation or do not apply for state certification. Students who receive an Unsatisfactory rating on either FEAP or Reading Competencies will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned by the instructor. Students who do not complete their makeup work satisfactorily will receive a failing grade at the instructor s discretion. The specific FEAP indicator addressed in this course is 3b (under Instructional Delivery and Facilitation), which reads: Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. The rating guide below will be used to evaluate your performance on the Lesson Plan task that assesses this FEAP indicator. Exceptional The candidate extensively integrates knowledge to be able to deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. The candidate is prepared to apply this skill in a practical setting. Accomplished The candidate demonstrates knowledge of how to deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. The candidate is prepared to apply this skill in a practical setting. Developing The candidate is acquiring the necessary knowledge to deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. The candidate is not yet prepared to demonstrate this skill in a practical setting. Unsatisfactory The candidate demonstrates little knowledge of how to deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

7 The Reading Competencies addressed in this course are # 1 (Foundations in Language & Cognition) and # 2 (Application of Research-Based Instructional Practices). Specific indicators for each competency can be found in the Educator Assessment System Student Portal at: The rating guide framework below will be used to evaluate your performance on the two tasks (Final Exam and Lesson Plan) that assess the specific Reading Competency indicators (I.A.1 through 1.G.6 and 2.A.1 through 2.G.6) covered in this course. The language of each Reading Competency indicator completes the statements. Accomplished Unsatisfactory The candidate demonstrates understanding of (or the ability to). The candidate is prepared to apply this knowledge/skill in a practical setting. The candidate demonstrates little understanding of (or ability to).

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