READ 3384, Fall 2017
Syllabus
READ 3384, Section 020
Literacy for the Middle Years
Dr. James Gentry
Fall 2017
Mondays4:15-6:50 p.m.Howell Rm # 318
Instructor: Dr. James GentryOffice: #317b Howell Building
Email: (Please use Blackboard E-mail only)Office Phone: 254-968-0701 or -9745
Office Hours:
Prerequisites:
A grade of C or better in READ 3311, CHFS 3300 or PSYC 2308 or 3303, Admission to the Tarleton Teacher Education Program and concurrent enrollment in READ 3394.
Program Goal:
Tarleton State University students upon completion of certification requirements will be reflective professional educators who make effective educational decisions that support the creation of dynamic learning environments.
Tarleton State University Catalogue Description for RDG 3384:
A field-based course surveying research-based competencies essential for effective literacy instruction in the middle years. Topics include characteristics of normal reading development in the transitional\fluent reader, materials, procedures, assessment and instructional methods considered effective in teaching oral language, writing strategy, building of comprehension, vocabulary, word identification, and diagnosis of reading difficulties in the middle grade reader.
Course Goal:
Upon completion of this course, students will be expected to successfully demonstrate an understanding of the reading process, research and assessment techniques on students in the middle years, characteristics of middle years learners, Texas Essential Knowledge and Skills (TEKS), and instructional strategies that develop comprehension, and vocabulary skills.
Resources (Required):
Cecil, N., Gipe, J. & Merrill, M. (2014). Literacy in grades 4-8: Best practices for a comprehensive program. 3rd edition. Scottsdale: Holcomb Hathaway. ISBN: 978-1-934432-83-95-7.[The text is labeled by authors’ last names often as CGM]
Shanker, J., Cockrum, W. (2014). Ekwall/Shanker reading inventory. 6th edition. Boston. Pearson. ISBN: 978-0-13-284996-8.[This assessment manual is often referred to as ESRI]
Texas Education Agency (2014). The Dyslexia Handbook Revised 2014: Procedures concerning dyslexia and related disorders. Retrieved from
Note: The instructor reserves the right to modify the syllabus and course schedule to serve the learning needs of students.
Materials: (for arrangement of ESRI kit and case study development)
For the ESRI kit:
1 Ream of general purpose copy paper: A ream is 500 sheets
(This can be turned in to the instructor for one set of the copies of the kit papers, or you can pay to have your own copies made.) – Turning in a ream of paper is much cheaper in most cases and less time consuming.
1 hole punch for the flash cards
Clear plastic Document protector sheets for test materials
A letter size plastic or cloth sided file box (on-line examples below):
Hanging file folders:
Manilla file folders:
1 box of 1” book rings for flash card organization:
For the case study:
One 1” binder with pockets (to create a folder to organize completed work with case study for parents)
Other materials as needed to make the kit and/or case study work for you (pencils, pens, highlighters!
ESRI Set-up Instructions & Guide: CLICK HERE TO HAVE ESRI KIT SET UP
Google Tools Help: VIDEO on HOW TO MAKE A COPY of Google Sheet
Student Learner Outcomes (SLO): Upon successful completion of this course. The student will:
1. Demonstrate knowledge of the foundations of reading, including word analysis, reading fluency, reading comprehension, study and inquiry skills, viewing, and representing. (ELA Standards II-VII)
2. Demonstrate knowledge of and apply strategies that support oral language development and communicative competences for ESL students. (ELA Standard I, ELA and Reading Generalist Domain I: Competency 001, ESL Standard IV)
Continue to refine and use research based “best practices” as it applies to the 4-9th grade student on a normal trajectory of literacy acquisition. (ELA and Reading Standard Generalist Domain I: Competencies 004, 005, 006, 007)
3. Using multiple assessments, be able to identify reading differences, respond to intervention, and be able to prepare an assessment plan which reflects an individual student’s literacy abilities and needs. (ELA and Reading Generalist Domain I: Competency 0012; ESL Standard IV)
4. Demonstrate knowledge of the importance of learning to write, writing to learn, and engage in all phases of the writing workshop (planning/prewriting, composing/drafting, revising, editing, and publishing. (ELA Standards I, IV)
5. Demonstrate an understanding of how the use of “best practices,” assessment, and strategies support state standards. (ESL Standard IV)
6. Demonstrate the ability to write cohesive, professional analysis of student abilities, communicate appropriately with parents, and develop professional reports and plan for instruction based on diagnostic assessments.
7. The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas. (TExESPPR: Competency 013)
Teacher ELA Standards (Grades 4-8):
From: tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/
Standard I. Oral Language: Teachers of students in grades 4–8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for students to develop listening and speaking skills.
Standard II. Foundations of Reading: Teachers of students in grades 4–8 understand the foundations of reading and early literacy development.
Standard III. Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency.
Standard IV. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension.
Standard V. Written Language: Teachers understand that writing is a developmental process and provide instruction that helps students develop competence in written communication.
Standard VI. Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.
Standard VII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce visual images and messages in various media and to provide students with opportunities to develop skills in this area.
Standard VIII. Assessment of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement instruction.
ESL Standards
From: tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/
Standard I. The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.
Standard II. The ESL teacher has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment.
Standard III. The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English.
Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.
Standard V. The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture.
Standard VI. The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction.
Standard VII. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.
Texas Reading Specialist Standards
From:tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/
Standard III. Strengths and Needs of Individual Students: The Reading Specialist recognizes how the differing strengths and needs of individual students influence their literacy development, applies knowledge of primary and second language acquisition to promote literacy, and applies knowledge of reading difficulties, dyslexia, and reading disabilities to promote literacy.
Texas Technology Standards
From:tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/
Standard I. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.
Standard II. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning
Standard III. All teachers acquire, analyze, and manage content from digital resources.
Standard IV. All teachers make informed decisions by applying critical-thinking and problem-solving skills.
Standard V. All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources.
Standard VI. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations.
Standard VII. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Standard X. The digital art/animation teacher has the knowledge and skills needed to teach the creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in digital art/animation, in addition to the content described in Technology Applications Standards I–VII.
Standard XII. The digital communications teacher has the knowledge and skills needed to teach the creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in digital communications, in addition to the content described in Technology Applications Standards I–VII.
Standard XIII. The Web design teacher has the knowledge and skills needed to teach the creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in Web design, in addition to the content described in Technology Applications Standards I–VII.
Student Learner Outcomes for Technology (SLOT):
1. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
2. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
3. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
4. All teachers communicate information in different formats and for diverse audiences.
5. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Academic Affairs Core Value Statements
Civility Statement:
Students are expected to interact with professors and peers in a respectful manner that enhances the learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session (and potentially subsequent class sessions) for a specific amount of time. In addition, the professor might consider the university disciplinary process (for Academic Affairs/Student Life) for egregious or continued disruptive behavior.
Tarleton holds high expectations for students to assume responsibility for their individual learning and to practice the core value of civility so that all students may enjoy the best learning environment possible.
The Tarleton State University’s “Rules, Procedures, and Guidelines for Students” states: “2.3.7(a) Engaging in conduct that interferes with or disrupts any university teaching, research, administrative, disciplinary, public service or other authorized activity or the peace and welfare of any person, whether on or off campus”. Violations of the “Rules, Procedures, and Guidelines for Students” may result in serious sanctions, including expulsion. Faculty members have the option to limit classroom discussion in order to meet the learning objectives of the classroom learning environment.
Academic Excellence Statement:
Tarleton holds high expectations for students to assume responsibility for their own individual learning. Students are also expected to achieve academic excellence by:
·honoring Tarleton’s core values.
·upholding high standards of habit and behavior.
·maintaining excellence through class attendance and punctuality.
·preparing for active participation in all learning experiences.
·putting forth their best individual effort.
·continually improving as independent learners.
·engaging in extracurricular opportunities that encourage personal and academic growth.
·reflecting critically upon feedback and applying these lessons to meet future challenges.
Academic Integrity Statement:
Tarleton State University's core values are integrity, leadership, tradition, civility, excellence, and service. Central to these values is integrity, which is maintaining a high standard of personal and scholarly conduct. Academic integrity represents the choice to uphold ethical responsibility for one’s learning within the academic community, regardless of audience or situation.
Academic Affairs Service Statement:
Tarleton faculty, staff, and students are expected to model responsible citizenshipthrough service activitiesthat promote personal and academic growth whileenhancingthe university, local, regional, national, and global communities. These activities will foster a culture of academic/public engagement that contributes to the achievement of the university’s mission and core values.
Commitment to Diversity:
Our society is diverse and professionals must work comfortably and effectively in that society, as well as in an interdependent global community. The Office of Diversity and Inclusion is located in Thompson Student Center, Room 21. They can be contacted at 254–968-9488, , or
Americans with Disabilities Act:
It is the policy of Tarleton State University to comply with the Americans with Disabilities Act and other applicable laws. If you are a student with a disability seeking accommodations for this course, please contact Trina Geye, director of Student Disability Services, at 254-968-9400 or ring Services are available at the Teaching and Learning Center, located in the Thompson Student Center, Room 15. Please call 254-968-9480 for more information.
Observation of a Religious Holy Day:
Texas House Bill 256 requires institutions of higher education to excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day. The student shall also be excused for time necessary to travel. An institution may not penalize the student for the absence and allows the student to take an exam or complete an assignment from which the student is excused. No prior notification to the instructor is required.
Blackboard Component:
This course will utilize Blackboard to enhance the course and encourage professional dialogue. Do not wait until the last minute to submit assignments, take online assessments, or dialogue with colleagues.
Black Board Log In:
Need Help? Email: Phone: 254-968-1960or toll free 1-866-744-8900Walk in: Tarleton Center Room 131Technical Support Web Address:
Blackboard Student Toolbox:
COURSE REQUIREMENTS
NOTE: The Case Study an important and is a heavily weighted assignment.
Introduction:
We will discuss the use of formal and informal assessment measures as a means to provide information useful for planning reading instruction. Formal tests include the prominent testing programs and the more traditional approaches to measuring literacy ability. Informal assessments include the alternative measures that are situated in the classroom, designed by the teacher, and used to evaluate student performance within the classroom. In addition to understanding the assessments, their purpose, and how they can be used to inform instructional practices, the course content will address issues and dilemmas raised by both formal and informal testing programs. This course has most of its more challenging and heavily weighted assignments at the end of the semester, so if you notice you are not working daily on the case study or readings, please understand this will be reflected in your grade at the end of the course.
*Writing Format and General Information:
This is a Literacycourse and requires extensive time outside of class to complete the reading and writing assignments.
- Writing assignments will be submitted to the professor electronically and follow a standard APA 6th edition format which is Times New Roman, 12pt. font, 1” margins, double spaced. Please inform your professor if you do not have access to broadband Internet or a computer. You are required to use the most current version of Microsoft Word. All of the required programs are available on the computers in the School of Education computer lab.
- Students will receive a zero if an assignment is not received by due date… ALL ASSIGNMENTS MUST BE COMPLETED TO RECEIVE CREDIT FOR THE COURSE. Late assignments will be accepted, but will not be graded for credit.
Class will typically include whole group, small group, and peer to peer discussions. The assigned reading will serve as the common source of information for discussions and writing assignments. Course participants are expected to read all assigned readings according to the schedule found in this syllabus and engage in discussions based on that material. Most importantly, students will be expected to engage with learners and pass criminal background checks required in the schools assigned.
Assessment Components:
1. Case Study Project Assessment and Instruction Implementation Report Portion(40 pts=40%)
Language Arts. Standard I, (Competency 001, 012), VII, Technology Standard I, Language Arts Standard III, IV, V, VI.