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ED 4355-001 Reading II 2005 Fall

Dr. Patricia Leek 972-883-4407 patricia.leek@utdallas.edu (UTD Email only!) Course Description

972-883-4330 (FAX) Office hours – Monday, 2 PM – 6 PM (no student appointments between 6 and 7 PM)

This course focuses on the crucial abilities of reading, writing, listening, talking, viewing, visually representing, and thinking as tools for literacy and learning. Development of literacy and learning within and across the content areas are stressed. Instructional strategies, thematic teaching, writing to learn, concept development, and effective uses for literature, text, media, and other resources to enhance student learning are explored. Reading to learn, designing cla ssroom models of literacy, integrating technology, optimizing multimedia learning, individualizing to meet the needs of all students, creating a positive classroom environment, and utilizing resources effectively for "best practice" in teaching are the guiding goals of the course. Attendance Attendance is one indication of your commitment and professionalism; therefore, attendance will be taken and absences (for any reason) will seriously impact final grades. The following procedures for calculating attendance will be followed: • Two tardies (or leaving early) = One absence (and each tardy or leaving early thereafter is another absence)… Arriving more than 10 - 15 minutes late or leaving more than 10 - 15 minutes early constitutes missing a half class, not a tardy. Two absences = Thirty (30) point deduction from final number of points earned Three absences = Sixty (60) point deduction from final number of points • • Four absences = Eighty (80) point deduction from final number of points Attendance must also be met for online classes by completion of specified tasks related to each of the classes. You must complete the online class assignment before the beginning of the subsequent class

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Course Expectations This syllabus is a tentative contract between the instructor of the course and its students. The instructor reserves the right to make changes to the calendar, assignments, topics, and requirements if she deems this appropriate and beneficial. • Read the assigned material and complete homework assignments BEFORE class. • Take part in discussions, in-class assignments, and group work.

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• • • • • Be prepared to ask questions about material you do not understand. You are responsible for determining and making up any work that you miss due to an absence. You should arrange to have a "class buddy" collect handouts, communicate assignments, and inform you about the material covered. The instructor will not “pre-grade” assignments. Pre-grading gives some students an unfair advantage and should not be necessary for upper-level or post-graduate students. The writing lab in the library can provide assistance. Also, peer review can be very helpful. Quality, neat work is expected. Work will be graded based upon the instructor’s evaluation of the quality of the work as well as completion of the work. Assignments are to be completed and turned in on time; late assignments will not be accepted. If an assignment is not turned in on time due to serious illness or another grave reason, contact the instructor before (if at all possible) class to arrange for an extension. Depending on the circumstances and your communication with the instructor, the assignment will either be accepted for credit, a 25% deduction will be taken, or all points will be lost. Technology problems are NOT acceptable reasons for an assignment to be late! Prepare your assignments enough in advance to accommodate untimely problems with your computer, Internet provider, printer, etc. Exams will be taken only on the dates listed in the syllabus; make-up tests will not be given except for extreme situations. You will observe in an elementary classroom (to be assigned) for a total of 10 (ten) hours. You will complete a reflection journal based on your field experience. You will post a final reflection on the Blackboard discussion board. All students, unless exempt, must satisfactorily complete the field experience hours, journal, and field experience reflection to pass the course.

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Field Experience

Course Grades…all assignments due by class time on the day due (see calendar or chart) OR • Blackboard Introduction, 4 points o Comprehension Essay, (4-8) • Test 1, up to 50 points • Thematic Study, up to 34 points • Test 2, up to 50 points o PowerPoint instructional presentation (9 pts.) • My Lab School video clips and responses, up to 32 o Writing (6+1 Traits) Lesson Plan (8 pts.) points o Fluency Lesson Plan (8 pts.) o Comprehension Lesson Plan (9 pts.) • Essay, up to 30 points o Starting Out Right Essay, ( EC-4)

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Subjective Evaluation by Instructor • • Professionalism, attendance, positive partic ipation, and timely fulfillment of the requirements are expected and will not impact your grade in either direction. A student’s grade could be raised or lowered based on the instructor’s subjective evaluation of overall performance in the course.

• The instructor reserves the right to assign a grade of F (failing) to any student who does not complete all aspects of the course. Students are expected to conduct themselves in a mature and positive manner, which includes, but is not limited to, taking responsibility for completing assignments, contributing to group effort, turning in assignments on time, contributing to discussions, and attending class. In addition, students will refrain from any behavior during class that interrupts class and/or disturbs classmates. Respect for the learning environment is essential; your grade will be negatively impacted if you behave unconstructively. NO cell phones in the classroom. If you have a compelling reason, such as a sick child at home, please inform the instructor. Otherwise, please turn them off and put them away before you enter the classroom. Letter Grade/Points Average Points Letter 0% 0 F 60% 120 D64% 128 D 68% 136 D+ 70% 140 C74% 148 C 78% 156 C+ 80% 160 B84% 168 B 88% 176 B+ 90% 180 A94% 188 A 100% 200 A

Materials and Resources Required Cramer, Ronald L. (2004). The Language Arts: A balanced approach to teaching reading, writing, listening, talking, and thinking. New York: Pearson Education packaged with My Lab School. (All students) – See last page of syllabus Your text book is packaged with the directions and an access code to register for My Lab School. You will need to download and print out the Observation Guide. Please refer to the calendar in this syllabus for the questions and dates the modules are due. You will type your responses in Microsoft Word and submit them to the Digital Drop Box on Blackboard before class on the day they are due. National Research Council. (2002). Starting Out Right: A Guide to Promoting Children’s Reading Success. Washington, D.C.: National Academy Press. You can acquire this book by buying it at the bookstore, reading it online at www.nap.edu, or ordering it (call 1-800-624-6242). ISBN: 0-309-06410-4 (All students) Comprehension – Download and print from http://www.tea.state.tx.us/reading/products/redbk2a.pdf or go to http://www.tea.state.tx.us/reading/products/products.html then scroll through until you find the title (4-8 certification) Fluency – Download and print out either (no images) http://www.prel.org/products/re_/fluency-1.htm OR (attractive, full color) http://www.prel.org/products/re_/fluency-1.pdf . Read by Sept. 1. Research Guide to Content Area Reading Instruction – Download and print from http://www.tea.state.tx.us/reading/products/redbk4.pdf (4-8 certification)

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Nath, Janice L. & Ramsey, John. (2004) Preparing for the Texas Pre-K-4Teacher Certification. New York: Pearson Education. ISBN: 0-32107676-1 (All students who have not taken and passed their TExES exams) Field Experience Journal. (Fall, 2005). Go to Course Documents in Blackboard and print out your journal. Three hole punch and put it in a pocket/prong tag board folder. Add enough notebook paper to record your observations and impressions (about 10-20 sheets). MyLabSchool Observation Guide. (2005). Got to MyLabSchool video clips. Click on Language Arts, then Observation Guide, and finally print out. The questions assigned from the Guide are listed on the dates due in the calendar.

Microsoft Office Suite (including Microsoft Word) is available on campus for a very small charge because of a campus-wide purchase agreement. Take advantage of this opportunity! Your work must be in Microsoft Word for my computer to be able to open it.
A Focus on Vocabulary explores vocabulary development as a component of reading comprehension by describing what research says about how students acquire vocabulary and about instruction that helps students develop the kind of vocabulary knowledge that will contribute to their reading success. It begins with a definition of vocabulary and continues with discussion of why vocabulary is important in reading comprehension, what “knowing” a word means, key instructional strategies, and issues related to vocabulary development for English Language Learners (ELLs). A Focus on Vocabulary is the second in the Research-Based Practices in Early Reading series published by the Regional Educational Laboratory at PREL. The document is available online only and can be accessed in HTML (116K), Color PDF (5.5M) or Black & White PDF (2.5M) format. Users are asked to complete a survey to access this free, online document. http://www.prel.org/programs/rel/vocabularyforum.asp. You should read this booklet in conjunction with the Vocabulary online class (11-3-05) Recommended Resources Put Reading First – Order from the National Institute for Literacy at ED Pubs, PO Box 1398. Jessup, MD 20794-1398 (Phone 1-800-228-8813) or download from http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf (EC – 4 certification) Promoting Vocabulary Development – Download and print from http://www.tea.state.tx.us/reading/products/redbk5.pdf (4-8 certification) Culham, Ruth and Lynch, Judy, (2002). 6 + 1 Traits of Writing: A Complete Guide. New York: Scholastic Inc. (All students) Essential Reading Strategies for the Struggling Reader – Download and print from http://www.tea.state.tx.us/reading/products/essential.pdf (All students, except those who plan to teach grades 7 and 8) Course Objectives This course will contribute to mastery of the five national reading goals: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In addition, it will provide students with learning opportunities to pass the TExES exams, prepare for student teaching, and prepare to be a successful classroom teacher. See Blackboard, Course Information for specific objectives. Achievement of the course objectives will be determined through assessments and evaluations that include tests, assignments, and observations.

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Calendar

Reading assignments are listed, but please allow some flexibility in topic presentation. There could be some adjustment in the calendar if the instructor deems this beneficial and/or necessary.
Week 1 – August 18 TR – Course introduction (Read syllabus before next class); Cramer Chapter 1 (pp. 5, 17 – 21, 39 – 42, 44 – 45) – Foundations and Approaches to Teaching Language Arts; Cramer Chapter 2 (pp. 62 – 66, 74 – 79, and 82 - 84) – Organizing Learning environments: Language, Learning, and Diversity Week 2 – August 25 TR – Cramer Chapter 4 – Talking (Read before class); 6+1 Traits; Nath pp. 1-27 (Read before class); View Module 2, Video Clip 3 on My Lab School, Language Arts…Respond to questions 1 & 2 in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard– be sure to include the module number, clip number(s), and PUT your name on the document. Reading the chapter first is important and will help you get al lot from the videos! Blackboard Introduction to yourself must be posted BEFORE class on this date. Week 3 –Sept. 1 TR - Cramer Chapter 5 (pp. 174 – 175, Table 5.1, 182 – 187, Table 5.2, 191 – 193, 199 - 201) - Emerging Literacy (Read before coming to class); Fluency (Read booklet before class); View Module 3, Video Clips 4 & 5 on My Lab School, Language Arts…Respond to questions all questions for both clips in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document; Week 4 – Sept. 8 TR – Cramer Chapter 3 – Assessment Online class (Read the chapter.); View Module 1, Video Clips 1 & 2 on My Lab School, Language Arts…Respond to questions 1, 2, & 3 for Clip 1 and Questions 1 & 2 for Clip 2 in a Microsoft Word document. Send your responses to me BEFORE THE NEXT CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document. Week 5 – Sept. 15 TR –Nath pp. 28-42 (Read before class); Chapter 6 - Literature and Literacy; View Module 4, Video Clips 6 & 7 on My Lab School, Language Arts…Respond to all questions for both clips in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document...this module may require some independent research.

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Week 6 – Sept. 22 TR – Starting Out Right/Comprehension Online Class – your Starting Out Right or Comprehension essay is the “attendance” for this class. Week 7 – Sept. 29 TR – Cramer Chapter 7 –Content Literacy (Read both before class); Nath pp. 43-51 (Read before class); Test review; View Module 5, Video Clip 8 on My Lab School, Language Arts…Respond to questions 1, 2, 3, & 4 in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document; Starting Out Right/Comprehension Essay due Week 8 – Oct. 6 TR –Test One Week 9 – Oct. 13 TR - Cramer Chapter 10 - Writing Process (Read before coming to class); Nath pp. 68-83; View Module 5, Video Clips 10, 11, & 12 on My Lab School, Language Arts…Respond to questions 1 & 2 for Video Clip 10 and all the questions for Video Clips 11 & 12 in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document; Fluency Lesson Plan due – See Blackboard for instructions; be sure to use the required lesson plan format. Week 10 –- Oct. 20 TR - Cramer Chapter 8 – Comprehension (Read before coming to class); Nath pp. 52-67 (Read before class); View Module 5, Video Clip 9 on My Lab School, Language Arts…Respond to all questions in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document; Comprehension Lesson Plan Due – See Blackbo ard for instructions; be sure to use the required lesson plan format. Week 11 – Oct. 27 TR – Cramer Chapter 13 - Spelling (Read before coming to class); TExES (pp. 89-?...please look at the areas you are specializing in and/or generally peruse the information for future reference; View Module 8, Video Clips 15 & 16 on My Lab School, Language Arts…Respond to all questions in a Microsoft Word document. Send your responses to me BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document.

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Week 12 – Nov. 3 TR – Cramer Chapter 9 – Word Study online class (See Blackboard, Course Documents); A Focus on Vocabulary – Read this booklet (will be on test and will help all certification levels); View Module 7, Video Clip 14 on My Lab School, Language Arts…Respond to all questions in a Microsoft Word document. Send your responses to me BEFORE THE NEXT CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document. Post the required reflection as per the directions for the online class under Course Documents on the Blackboard Discussion Board AND submit your Video Clip for attendance; PowerPoint Presentation Due– See Blackboard for instructions. Week 13 – Nov. 10 TR – Chapter 11 –Poetry, (pp. 418 – 426, 439 – 449, 450 - Read before coming to class); Review vocabulary online class; Comprehension; Writing (6+1 Traits) Lesson Plan Due – See Blackboard for instructions; be sure to use the required lesson plan format Week 14 – Nov. 17 TR – Cramer Chapter 12 – Mechanics; View Module 6, Video Clip 13 on My Lab School, Language Arts…Respond to all questions in a Microsoft Word document. Send your responses to me by BEFORE CLASS via the Digital Drop Box on Blackboard – be sure to include the module number, clip number(s), and PUT your name on the document; Field Experience journal and documentation due; must post Field Experience reflection on Blackboard Discussion Board by this date. Week 15 – Nov. 24 TR – Thanksgiving vacation Week 16- Dec. 1 TR – Test Two – Multiple choice onsite test – Online essay option ONLY for those who have passed their content TExES exam. TExES STANDARDS AND EXAM FRAMEWORKS Go to the following site, and then choose the standards for your certification area(s): http://www.sbec.state.tx.us/SBECOnline/standexam/examfram.asp

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University Policy The University of Texas at Dallas complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. If you have a qualifying disability as defined in the Americans with Disabilities Act and would like to request accommodation, please inform me by the 3rd class day. Academic dishonesty includes cheating, plagiarism, or collusion. If you engage in academic dishonesty related to this class, you will receive a failing grade on the assignment and could receive a failing grade for the entire course. In addition, your case will be referred to the Dean of Students for appropriate disciplinary action.

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Assignment Blackboard Introduction (4 points) – Aug. 25 Starting Out Right Essay (30 points) Or Comprehension Essay – Sept. 29 Instructions Post an exactly 100 word introduction to yourself under a New Forum on the Discussion Board Instructions will be provided in class and posted online under Assignments. The Starting Out Right or Comprehension essay must be in APA format. Purchase an APA Style Manual if you don’t know how to do a paper in APA style. You will find a paper that is written in APA format under Assignments on Blackboard. (Instructions on Blackboard) Chapters 1 – 7, class notes, handouts – Multiple choice See p. 9 of syllabus. Respond to assigned questions in a Microsoft Word document and submit via Digital Drop Box on Blackboard Choose a grade level and theme for the following 4 components Instructions will be provided in class and posted on Blackboard under Assignments. Use the lesson plan format provided…use theme and grade level chosen…include fluency in TEKS or Overview Use the lesson plan format provided…use theme and grade level chosen…include comprehension in TEKS or Overview Use lesson plan format provided…use theme and grade level chosen…Include at least one of the 6+1 traits and designate stage(s) of the writing process Create a PowerPoint presentation to enhance the study of your theme…can be part of any of the lesson plans (Fluency, Comprehension, or Writing) Complete 10 hours of observation. Reflect in your field experience journal. Turn in your field experience journal and documentation form. Post a 100-200 word final reflection on the Blackboard discussion board. Comprehensive –Multiple choice; Essay option for those who have passed their Content TExES Date August 25 Sept. 29 - You will turn in an 8-13 page essay, including title page, abstract page, and reference page, typed, double-spaced, 12point font, Courier New or New Times Roman, stapled in the upper left corner. Oct. 6 Varied…see Calendar - You will submit the Microsoft Word* Document to the Digital Drop Box before class on due date. See below You will submit the Microsoft Word* Document to the Digital Drop Box before class on due dates. Fluency – Oct. 13 Comprehension – Oct. 20 Writing (6+1) Traits – Nov. 10

Test One – Oct. 6 My Lab School(32 points – 0, 1,or 2 points for each video clip) – See calendar for due dates Thematic Study (34 points) - Three components below… must use the same theme and grade level for all three plans – See below Oct. 13, 20, 27 1. 2. 3. Fluency lesson plan (8 points) – Oct. 13 Comprehension Lesson Plan (9 points) – Oct. 20 Writing (6+1 Traits) lesson plan (8 points) – Nov. 10 PowerPoint instructional presentation (9 points) – Oct. 13/Oct. 20/ or Nov. 10

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PowerPoint presentation – Either Oct. 13, Oct. 20, or Nov. 10 Nov. 17 Turn in field experience journal and time record…post reflection to Forum on the Discussion Board Dec. 1

Field Experience Journal – Nov. 17

Test Two (50 points) - Dec. 1

*Microsoft Office Suite (including Microsoft Word) is available on campus for a very small charge because of a campus-wide purchase agreement. Take advantage of this opportunity! Your work must be in Microsoft Word for my computer to be able to open it.

10 Instructions for My Lab School: (1) Go to www.mylabschool .com (see opening page below). (2) Click on Student, REGISTER. NEXT, on the page you will be sent to: (3) Click on Register for MyLabSchool without Course Management. (4) Use the code printed in your Access Code Card to register for MyLabSchool. Click the register button to get started. Once you are registered, thereafter, click on Student, LOGIN and follow the directions. Print out or save to your hard drive the Observation Guide for the Video Modules. You will use these questions for your MyLabSchool video observations. If you do not have a Access Code Card, you can get one at your bookstore — either shrinkwrapped with a new textbook or sold separately — or you can purchase online from this site using a credit card. You will find a “How to Register” video link on this page also.

Welcome to MyLabSchool, where the classroom comes to life! MyLabSchool is a collection of online tools designed to help your students easily make the transition from student to teacher. Our new Lesson Builder allows easy integration of standards, and our videos are organized by both subject and topic — putting the right inform ation at your fingertips. With easily assigned material for class preparation, you save time out of your busy schedule, and our new Instructor's Manual makes integration easy. More...

What Is MyLabSchool? Books with MyLabSchool Books with MyLabSchool with Course Management Video for Students

Getting Started System Requirements and Plug-Ins User's Guide Instructor Training

Welcome to MyLabSchool! MyLabSchool Website version is live! Instructors, are you ready to adopt MyLabSchool?

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Digital Drop Box From the Blackboard Learning System (Release 6) Student Manual Overview The Digital Drop Box enables Students to exchange files with the Instructor. A file added to the Drop Box will not appear to the Instructor until it has been sent. Once a file has been sent to the Instructor, it cannot be removed from the Drop Box. Simply click on the Drop Box button in the course menu to open the Digital Drop Box page. The following functions are available from the Digital Drop Box page. Add File : Upload files to the Drop Box. Send File : Send a file to the Instructor. Remove : Remove a file from the Drop Box. Tips and Tricks The following date and time information is included in files: - files sent to the Instructor will show the date and time submitted - files that are added to the Drop Box but not sent will show the date and time posted - files sent from the Instructor will show the date and time received Note: The date and time displayed in each instance is not the date and time on the user's machine, rather, it is the date and time on the Blackboard Learning System server. Add File to the Digital Drop Box Files are added to the Digital Drop Box from the Add File page. The Add File page requests information on the title, file location, and any comments regarding the file. A file is not automatically sent to the Instructor if it is placed in the Drop Box through the Add File option. Files must be sent through the Send File option. Files that are added to the Drop Box but not sent will show the date and time posted. Once the file is sent to the Instructor it will show the date and time submitted. On the Drop Box page, just click on 'Add File' to open the Add File page. Title: Enter the title of the file. File: Click Browse to locate a file or enter the exact path. Comments: Enter any comments related to the file. These comments will appear beneath the title on the Drop Box page.

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Send File from the Digital Drop Box Students can select a file from the Digital Drop Box to send to the Instructor or select a file not in the Digital Drop Box on the Send File page. A file sent to the Instructor that is not in the Digital Drop Box will be added to the Student's Drop Box when it is sent. Files that are added to the Drop Box but not sent will show the date and time posted. Once the file is sent to the Instructor it will show the date and time submitted. On the Drop Box page, just click 'Send File' to open the 'Send File' page! Select File: Click the drop-down arrow and select the file to send. Title: Enter the title of the file. File: Click Browse to upload a file and send it to the Instructor. Comments: Enter any comments about the file . These comments will appear beneath the title on the Drop Box page.