Course Syllabus Course Information ED 4363-501 Reading II/ELAR FALL 2011

Professor Contact Information Office: CB 1.101 A 20 minutes before class Dr. Candice Chandler 972-883-4005 or 883-2730; candice.chandler@utdallas.edu (respond to UTD Email only!)

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 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.

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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 creative endeavors, best practices teachings, classroom discourse, both written and oral, in individual, small group, and whole class formats as well as in a summative portfolio. 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 minilessons, vocabulary, fluency, and comprehension strategy templates, as well as, creation of a literacy portfolio showing growth and strengths in their understanding of the role of literacy in their future classrooms, and achieving a passing score on OTEs modeled on the Language Arts TExES Domain and Competencies as well as critical attributes of the course. 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 minilesson plans that demonstrate understanding of the concepts of the lesson cycle, demonstrations of successful teaching practices during a read-aloud activity with elementary/middle school learner, designing strategies for their future classrooms, and demonstrating mastery of effective instructional strategies modeled on the Language Arts TExES Domain and Competencies.

Required Textbooks and Materials Tompkins, Gail E. (2009). Language Arts: Patterns of Practice, 7th Edition. Columbus, Ohio: Pearson: Merrill Prentice Hall. ED 4363 READING II/ELAR PACKET (available at off-campus bookstore only 561 W.Campbell Rd.) Four information tradebooks , one nonfiction tradebook, including a poetry selection (in hand). Essential Reading Strategies for the Struggling Reader & other Meadows Resources (ELL, LD, etc.) Download and print from http://www.meadowscenter.org/vgc/materials/essential_reading.asp NWREL (2006). 6+1 Traits Scoring Guides. Download and print from http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF Nath, Janice L. & Ramsey, John. Preparing to Teach Texas Content Areas: The TExES EC-6 Generalist and the ESL Supplement. New York: Pearson Education. 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.

Electronic storage device for video taping teaching of minilesson Suggested Course Materials:
Nath, Janice L. & Ramsey, John. Preparing to Teach Texas Content Areas: The TExES EC-6 Generalist and the ESL Supplement. New York: Pearson Education.

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The following publications are excellent resources, 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 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 titles (all certifications) Promoting Vocabulary Development Download and print from http://www.tea.state.tx.us/reading/products/redbk5.pdf (4-8 certifications) 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) Research Guide to Content Area Reading Instruction Download and print from http://www.tea.state.tx.us/reading/products/redbk4.pdf (4-8 certifications) 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. http://www.prel.org/programs/rel/vocabularyforum.asp. You should read this booklet in conjunction with the Vocabulary online class.

Assignments
Assignment Online activities Minilesson teach/video/assess Read Aloud with Activity OTE #1 (midterm) Literacy Portfolio Booktalk Professionalism Study Guide, biopoem etc OTE #2 (final) TOTAL Points Possible 40 145 50 100 450 50 30 35 100 1000 Points Earned

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Course and Instructor Policies Attendance is essential. Attendance will be taken and absences (for any reason) will seriously impact final grades. Two tardies (or leaving early) = One absence Arriving more than 15 minutes late or leaving more than 15 minutes early constitutes missing a half class, not a tardy. Three or more absences = You may be asked to withdraw from the course with an F, or you will earn a failing grade, depending on the individual circumstances and communication with the instructor. 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. Any cheating will result in an F.

Policies Read the assigned material and complete homework(study guides) 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. 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 instructors 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. Assignments are due before or at the beginning of class on the day designated in the calendar. 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 per day, or all points will be lost. 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 and will not impact your grade in either direction. A students grade could be raised or lowered based on the instructors subjective evaluation of overall performance (including the above areas) 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.

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Technology. The course will use the UTD elearning platform for online communication, resources, online classes, and assignments. Laptops may not be used during class, except when appropriate for the class.

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 Word IS required. NO emailed assignments will be accepted! If you are not in attendance to turn in your assignment at the beginning of class on the day due, you must deliver a hard copy to the instructor or to the Teacher Development Center Technology problems are NOT acceptable excuses for late work! Complete your assignments enough in advance to make sure your computer, Internet provider, 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, if necessary.

Field Trip Policies Off-campus Instruction and Course Activities None planned

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 universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the

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Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). 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 ones own work or material that is not ones 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 universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. Email Use 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 students 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.

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Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys 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 respondents 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 Deans 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 semesters 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 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.

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It is the students 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 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.

Professionalism (30 points) for ED 4363 You are expected to demonstrate the respectful, professional attitude an educator demonstrates. You will come to class prepared with all readings and assignments. Your professor will do a professionalism evaluation form on you addressing the entire semester. There will be a deduction of 10 points for cell phone usage of any type, unless prior approval for emergencies.
Assignments & Academic Calendar for Fall 2011 Week 1, August 24 Topics: Course introduction (Read syllabus and packet before next class); RII Essentials Assignments: Read Tompkins chapter 1, Complete study guide; Post biopoem Week 2 August 29 Topics: Tompkins Chapter 1,2 (Complete study guide in packet before class);

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Assignments: Read chapter 1 Study guide; Due: Biopoem August 31 Topic: How to Teach using Minilessons: Tompkins chapter 2; How to write a minilesson; Explain how to write nonfiction booktalk Assignment: Read chapter 2 and complete study guide in packet Week 3, September 5 Labor day no class: Enjoy Topics: Informational Literature Chapter 10 , Internet resources for lit Assignments: Read Tompkins chapter 10, Complete study guide Think of a topic or concept you would like to include in your future classroom. September 7

Topics: Literature/UTD library Research Day

Assignments: 1. Print Orbis Pictus nonfiction award list for last 5 years at www.ncte.org or http://reading.indiana.edu/www/hone/childlit.shtml see book prizes 2. Print Robert Sibert nonfiction award list for last 5 years at www.ala.org 3. POST your Booktalk nonfiction book choice elerning and the concept or theme chosen by you for portfolio activities/works (ideas on pg. 339 chapter 10) 4. Print out Bluebonnet, Lone Star current school year reading lists www.txla.org or your state award 5. Print out current Teachers Choices, Childrens Choices awards www.reading.org . 6. Select poetry book for concept/theme chosen; print out choice when found then post 7. Select a award-winning tradebook (try to relate to your theme) to be read aloud (folktale, tall tales, etc) Print out your choice when found then post choice 8. Select 2 award winning books related to theme. Print out award list for each one. One may be fictional information. Post choices when found. 9. You are to locate ALL these books (min 4) and have them in your possession to be used for portfolio theme and strategies/activities 10. Read chapter 10 and complete study guide(VIP chap)

Week 4, September 12 Topics: Chapter 10 Reading and Writing InformationExpository; Class Teach Assignments: Tompkins Chapter 10, Complete study guides; Plan minilessons for struggling reader using struggling reader printouts and ELL student using English learner teaching ideas from Tompkins text.

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Due: Printouts for Orbis Pictus, Robert Siebert, Bluebonnet, Lone Star or State award, current Teachers Choices, Children Choices, (optional) read aloud book, any 2 other award winning books, and poetry book September 14 Topic: Putting it All Together Chapter 14 ; complete Chapter 10 Assignment: Complete study guide for chapter 14

Week 5, September 19 Topics: Chapter 14 The Reading and Writing InformationAssignments: Tompkins Chapter 14 Complete study guide; Plan minilessons for struggling reader and ELL student September 21 Topic: Chapter 4 Emerging Into Literacy: Cracking the Alphabetic Code; - (teach class) (Phonemic Awareness) (Phonics)

Week 6, September 26 Topics: Chapter 3 The Reading and Writing Processes Assignments: Tompkins Chapter 4,3 Complete study guides Due Minilessons using tradebooks for theme for 1) Struggling Reader 2) English Learner

September 28 Topic : Chapter 3: The Writing Process; OTE review-Bingo of Reading II essentials Assignment: complete study guide chapter 3 Due: Minilesson ELL (packet) Week 7, October 3

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Opportunity to Excel 1 Bring tradebook(s) for OTE activities Covers chap 1,2,3,4,10, 14 October 5 Topic: Chapter 5:Looking Closely at Words (VOCABULARY) Assignment: Complete study guide chapter 5 Week 8, October 10 Topic: Chapter 5- Words and Their Meanings: Structural Analyses, Morphemic analysis; affixes, derivational endings; inflectional endings, roots Assignment: Complete study guide chapter 5 Due: Before reading/writing activity for award-winning nonfiction tradebook October 12 Topic: Chapter 7: Listening to Learn Assignment: Complete study guide chapter 7 Due: During reading/writing activity for award-winning nonfiction tradebook

Week 9, October 17 and October 19 Topics: Professional Literacy Research Week Assignments: Read online Article and review from www.reading.org, www.readingonline.org related to one of 5 components of reading (Big 5). Print article and attach review. See packet for instructions and model for review. Read traditional (paper) Article and review from current Reading Teacher or NCTE journal. Copy all of the article, attach review following packet instructions and sample review. Plan minilessons using theme tradebooks for vocabulary and after activity

Week 10, October 24 Topics: Chapter 8 Sustaining Talk in the Classroom Grand Conversations; Instructional Conversations

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Assignments: Tompkins Chapter 8 Complete study guide Due: Printout of Online article and review 2) Copy of Traditional article and review October 26 Topic: Chapter 6 Personal Writing Journals, Logs, notebooks Assignment: Complete study guide for chapter 6 Due: Minilesson: Vocabulary (chapter 5)

Due: After reading/writing activity for award-winning nonfiction tradebook

Week 11, October 31 Topics: Chapter 9 Reading and Writing Stories Elements of story Structure; Genres; Literary Devices; Readers Theater Assignments: Tompkins Chapter 9 study guide Due: November 2 Topic: Chapter 12; Learning to Spell Conventionally Assignment: Complete study guide for chapter 12 Due: Week 12, November 7 Topics: Chapter 13: Language Tools: Grammar and Handwriting Assignments: Complete study guide for chapter 13 Print out from website for 6 + 1 writing traits November 9 Topics: Chapter 11: Reading and Writing Poetry Assignments: complete study guides

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Due: Minilesson plan on Spelling Week 13, November 14 Topics: 6 + 1 Writing Traits Speaker; ESL (video) Assignments Due: Minilesson on Poetry November 16 Topics: Authors Celebration with Nonfiction Booktalks(A-L) Assignments: complete all study guides Due: (1) Nonfiction Booktalks (A-L); (2) Minilesson for 6 + 1 writing traits Week 14, November 21 Topics: Literacy and Madeline Hunter lesson plan Assignments: Non Fiction Booktalks (M-Z) Due: Nonfiction Booktalk with rubric plus activities for me, book, and, handouts of booktalk only for classmates November 23 Topics: Fluency Assignment: Read Aloud Project( Field experience) guidelines in packet; Blooms questions/activities (2) at each of 6 levels post and print out hard copy. Have audience sign a sheet of some type. Post Blooms questions/activities on discussion board. Bring hard copy of Blooms questions labeled with answers to next scheduled class. Week 15, November 28 Topic: Review; Madeline Hunter Lesson plan; Bingo Due: Portfolio (2) Read Aloud project Blooms activity( Fluency) November 30

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OTE II; chapters 5,6,7,8,9,11,13 , terms, major concepts from Reading II essentials and Study guides due Week 16 Dec. 5 Post Madeline Hunter lesson plan on the discussion board by the end of class period. Topic: any procedure, concept, or skill not previously used in minilessons that you want to develop. Include before, during, and after reading/writing activities related to your trade books for this class. Portfolio is the final assessment

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