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Course Syllabus Course Information ED 4363.

001, T-TR 2:30-3:45 Reading II/ELAR Methods 2010 Spring

Professor Contact Information Dr. Patricia Leek (TDC) 972-883-2730 and ask to leave message or call cell phone (UTD Email only!)

Office hours – (CBW 1.203) M/T/W/R - 4 PM to 5:00 PM, and by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions Students taking teacher certification courses are expected to show above average skills in the following areas: Critical reading, writing, and thinking skills Basic to mid-level computer skills (Internet, Microsoft Word, PowerPoint, etc.) Time-management skills Effective study skills Effective communication skills Ability to reason and make sound judgments Please contact the Teacher Development Center for specifics concerning eligibility for this course.

Course Description 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. Using literacy for learning purposes, designing classroom models of instruction, 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.

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Student Learning Objectives/Outcomes The students will describe and discuss the synergistic role of the language arts and thinking in literacy and learning in reflections, responses, essays, and classroom discourse, both written and oral, in individual, small group, and whole class formats. The students will be able to create an effective, positive classroom learning environment that values the processes and the products of literacy as shown by successful completion of case studies, creation of a unit of study that shows growth and strengths in their understanding of the role of Language Arts in their future classrooms, and achieving passing scores on embedded exams modeled on the Language Arts TExES Domain and Competencies. The students will be able to teach the literacy skills of comprehension, fluency, and writing utilizing research-based best practices as evidenced by the creation of unit and lesson plans that demonstrate understanding of the concepts of the lesson cycle, insightful reflections on and responses to video demonstrations of successful teaching practices, case studies designing strategies for their future classrooms, and achieving passing scores on embedded exams modeled on the Language Arts TExES Domain and Competencies.

Required Textbooks and Materials Gardiner, John Reynolds (1980). Stone Fox. Minimum 2 GB flash drive (required for assignment submission). Microsoft Office Suite (including Microsoft Word and PowerPoint) 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. Nath, Janice L. & Ramsey, John. Preparing to Teach Texas Content Areas: The TExES EC-4 Generalist and the ESL Supplement. New York: Pearson Education. NWREL (2006). 6+1 Traits Scoring Guides. Download and print from Cardboard pocket/prong folder with notebook paper for writing assignments. Tompkins, Gail E. (2009). Language Arts: Patterns of Practice, 7th Edition (with Pearson MyEducation Lab access). Columbus, Ohio: Pearson: Merrill Prentice Hall. Children’s books as designated in the assignments…may be available at libraries. Suggested Course Materials The following publications are excellent resources, some available online without charge. They are not required for class, but they might be helpful for the TExES exam or in your future teaching. Comprehension – Download and print from or go to

Course Syllabus

Page 2 then scroll through until you find the title. Essential Reading Strategies for the Struggling Reader – Download and print from 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 or ordering it (call 1-800-624-6242). ISBN: 0-309-06410-4 (All students) PREL (2006). A Focus on Vocabulary. 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. Promoting Vocabulary Development – Download and print from 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 Research Guide to Content Area Reading Instruction – Download and print from Assignments & Academic Calendar Bring your Nath/Ramsey book to class each day!!! …always read assigned material before the class scheduled. Unless otherwise stated, assignments are due at the beginning of class on the date listed Week/date Week 1, 1-12-10 Topics Syllabus 6+1 traits Assignments NWREL (2006). 6+1 Traits Scoring Guides. Download and print from lus1traits.PDF Preview literature focus unit (read chapter 14) Preview learning log Preview DWW guided study Cooperation with professionals and parents Read Tompkins Chapter 1

1-14-10 Tompkins Ch. 14, ELAR learning log Doing What Works Nath/Ramsey Week 2, 1-19-10 Parent Teacher Conferences, Language Systems, Motivation, LA skills Nath/Ramsey Patterns of Practice and 1-21-10 Assessment

Read Tompkins Chapter 2

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Nath/Ramsey Compendium of strategies Week 3, 1-26-10 The Reading and Writing Processes Nath/Ramsey TEKS – bring your copy of the TEKS to class both days Read Chapter 3 in Tompkins First cardboard reading/writing assignment…bring pocket/prong folder and notebook paper Read Chapter 7 in Tompkins TEKS – bring your copy of the TEKS to class Read Chapter 8 in Tompkins Read Chapter 4 in Tompkins 10 points – Assignment will be given in class to be turned in at the beginning of class on 2-9 Read Chapter 5 in Tompkins

1-28-10 Oral Language Nath/Ramsey Week 4, 2-2-10 Oral Language Nath/Ramsey

2-4-10 Emergent Literacy Application and Review from Reading I Nath/Ramsey Week 5, 2-9-10 Looking Closely at Words Nath/Ramsey

2-11-10 Comprehension framework… Second reading/writing assignment…bring cardboard pocket/prong folder and notebook paper Work on ELAR LL in class in groups. Week 6, 2-16-10 (Multiple choice) Test one - In-class


(Essay) Test two

Week 7, 2-23-10

Work on Steps 1-7 of Literature Focus unit; TEKS – bring your copy of the TEKS to class Nath/Ramsey

25 points – First ELAR LL assessment. Download to class computer. Save your document as lastnameELARLL.doc or lastnameELARLL.docx (e.g., leekELARLL.docx). Your learning log must be submitted as a Word document file as described in the abstract of the ELAR learning log. I will not accept your assignment in any other manner. 2-25-10 Personal Writing - Read Tompkins Chapter 6… Third reading/writing assignment…bring cardboard pocket/prong folder and notebook paper Nath/Ramsey Doing What Works Guided Study – Due 3-9-10 3-4-10

Week 8, 3-2-10

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Week 9, 3-9-10

Spelling Read Chapter 12 in Tompkins TEKS – bring your copy of the TEKS to class 50 points – DWW due today. Submit to class computer from you flash drive. Save your file as lastnameDWW.doc or lastnameDWW.docx (e.g. leekDWW.docx) 3-11-10 Peer writing groups – Directions in class

Spring Break No class 3-15-10 and 3-17-10 Week 10, 3-23-10 Spelling – Ch. 12, Tompkins, Sitton films

3-25-10 Reading and Writing Stories Reading and Writing Information Reading and Writing poetry Read Tompkins Chapters 9, 10 & 11 Read Stone Fox Reading/writing assignments TBA…bring cardboard pocket/prong folder and notebook paper Nath/Ramsey Week 11, 3-30-10 Reading and Writing Stories Reading and Writing Information 4-1-10 Reading and Writing poetry Read Tompkins Chapters 9, 10 & 11 Reading/writing assignments TBA…bring cardboard pocket/prong folder and notebook paper Nath/Ramsey Week 12, 4-6-10 Reading and Writing Stories Reading and Writing Information 4-8-10 Reading and Writing poetry Read Tompkins Chapters 9, 10 & 11 Reading/writing assignments TBA…bring cardboard pocket/prong folder and notebook paper Nath/Ramsey Week 13, 4-13-10 Grammar and Handwriting Read Chapter 13 in Tompkins Nath/Ramsey 25 points – Reading/Writing assignment due today…Turn in cardboard pocket/prong folder and all assignments 4-15-10 Grammar and Handwriting Nath/Ramsey 35 points – Literature Focus Unit steps 1-7 due today…turn in hard copy at the beginning of class 40 points – Step 8 of your Literature Focus Unit is due when you come to be filmed. Bring with you when you come for filming.

Week 14, 4-20-10

4-22-10 25 points – Schedule time to be filmed teaching your mini-lesson. (You will likely have to schedule time outside of regular class time…Each member of

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Groups of 5 will be filmed for about 5 minutes Week 15, 4-27-10 25 points – Literacy Gallery Walk, Literacy Center due today 15 points – Handwriting assessment 4-29-10 Multiple Choice Test 3 25 points – Second ELAR LL assessment. Download to class computer. Save your document as lastnameELARLL.doc or lastnameELARLL.docx (e.g., leekELARLL.docx) Reading days No class 5-4-10 and 5-5-10 Take Home test (4) Take home Essay Test 4, due by 11:59 PM on May 6. Late submissions will not be accepted.

Embedded Tests • 250 points – Four Tests – multiple choice, essay, and short answer, primarily based on the TExES competencies (60 points, 60 points, 70 points, and 60 points) Learning Applications (275 points) • • • • • • 50 points – ELAR Learning Log – See Assignment handout for directions. (Two assessments, 25/25) 50 points – Doing What Works Guided Study - See Assignment handout for directions. 15 points – Handwriting Competency on board and paper. 10 points – Emergent Literacy Assignment 25 points – Reading and Writing process assignments (directions TBA in class) 75 points – Literature Focus Unit (Textbook Chapter 14 will serve as a guide, but more specific instructions will be given in class) o Developing a Literature Focus Unit Plan, Steps 1-7 (35 points) o Madeline Hunter Lesson Plans, Step 8 (40 points) 25 Points – Five minute mini-lesson that employs an appropriate literacy strategy – You will be videotaped “teaching” your lesson to a small group of classmates (chosen by the instructor at random). Groups will be assigned to one of two dates. The content of your lesson as well as your performance will be evaluated. Subsequently, the class will watch the tapes and complete an evaluation form. 25 Points – Literacy Center to use with your Literature Focus Unit

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Letter Grade/Points Points <315 315- 336- 357- 367- 388- 409- 420- 441- 462- 472- 493335 356 366 387 408 419 440 461 471 492 525 Earned F DD D+ CC C+ BB B+ AA Letter

Course & Instructor Policies Attendance is essential. You are expected to attend every class, arriving on time and staying until dismissed, because this displays commitment to the class and respect for your professor and classmates. Doctor’s notes and the like are not “excuses” for absences; however, the instructor appreciates being informed about your reason for absence(s). Attendance will be tracked and absences (for any reason) as well as tardiness or leaving early will impact your final grade. • Arriving more than a few minutes late or leaving more than a few minutes before dismissal is considered missing half of a class. Absences are unacceptable; however, TWO absences will not result in any point deduction. A THIRD absence will result in a deduction of 15 points. A FOURTH absence will result in a deduction of 55 points of the possible 525 points). Although each individual situation will be considered, in general, missing five classes will result in failing the course. Policies • I will not accept emailed assignments for any reason! Assignments that are not turned in the prescribed format or are late for any reason must be turned in as prescribed and will lose 25% of the earned value. (*See below for exceptions related to illness or other serious situations.) • Read the assigned material and complete homework assignments BEFORE class. Take part in discussions, in-class assignments, and group work. 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 information, and inform you about the material covered. Exchange email addresses and/or phone numbers. • 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. Average work will result in average grades. • Assignments are due at the beginning of class on the days listed in the calendar, unless stated otherwise. 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, if possible, before class to arrange for an extension. Depending on individual circumstances, the assignment will either be accepted for credit, a 25% deduction will be taken, or all points will be lost.

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Exams will be taken only on the dates listed in the syllabus; make-up tests will not be given except for extreme situations. The testing environment will be honored for the good of all. Once an exam begins, the instructor will not converse with anyone for any reason. Professionalism, attendance, positive participation, and timely fulfillment of the requirements are expected. A student’s grade could be raised or lowered based on the instructor’s subjective evaluation of overall performance in the aforementioned areas.

Extra Credit. No extra credit is planned. Technology. • • No emailed assignments will be accepted!!!! You need a minimum 2 GB flash drive dedicated for Children’s Literature. Label it and don’t lose it! You will turn in some of your assignments by downloading your files from your flash drive to my computer. You will also download some assignments and shared resources to it. Laptops may not be used during class. The course will use UTD elearning and UTD email only. Be sure to have your accounts in order and your computer working properly. You always have the option to come to campus and use the computers here. Only emails that are signed with your name, class, and section number will be answered. Put the course and section number in the subject line of your email to ensure that it gets through and will be opened. Please address the recipient respectfully and use correct grammar and spelling. Email correspondence should be appropriate and should not contain requests for handouts, notes, grades, etc. to be sent or faxed to you, and should NEVER be a request to treat your coursework and grade differently than what is outlined in the syllabus. Additionally, you should not request special favors or expect special consideration be given to you that is not afforded to other students in the class. Emails containing such content will not be answered. Microsoft PowerPoint and Microsoft Word are required. I cannot open Microsoft Works. Also, if you have a Mac, make sure that you save your work in a Word compatible format. If I can’t open your document, it will be considered late and will lose points. Technology problems are NOT acceptable excuses for late work! Complete your work enough ahead of time to make sure that your computer, printer, elearning, etc. are in working order such that you can turn in your work on time. Save your work often and seek advice and resources from the campus technology help desks in JO and the library, if necessary. (972-883-2991) Please turn your cell phone off during class. Other than in emergency situations, emailing, texting, twittering, IMing, surfing, and all the other “electronic”ing are not acceptable in class!

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Field Trip Policies Off-campus Instruction and Course Activities – None planned at this time.

Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/8836391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of, which searches the web for possible plagiarism and is over 90% effective. Email Use

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The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the

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incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or

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designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. These descriptions and timelines are subject to change at the discretion of the Professor.

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