COURSE SYLLABUS Literacy Instruction I Sophie Ladd Ph.D.

Q i k i e a da u Tm n c d c mr s o e o pe s r aen e e t s et i p t r . r e d d o e h i ue s c

Instructor Information Semester: Fall 2011 Day/Time: Tuesdays, 9:00-11:50 Credits: 3 Email: sladd@[Link] Course Description The NSC Catalog describes this course as follows: Literacy Instruction I: Learning theories and practice relating to reading, writing, oral language and literature for the K-3 grades. Pre-requisite(s): Admission to the Teacher Preparation Program. (Pre-requisite(s) do not apply to Speech Pathology and NON-ARL majors.) Course Materials Required Materials: Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed). Boston: Pearson. Leu, D. J. & Kinzer, C. K. (2012). Phonics, phonemic awareness, and word analysis fro teachers: An interactive tutorial. Boston: Pearson. Writers notebook (provided by instructor) Internet resources: [Link] [Link] International Reading Association [Link] Recommended Classroom Materials Sticky notes Scissors Highlighters Markers Location: C. P. Squires Elementary School Office Hours: By appointment Telephone: (702) 278-1323

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

Course Objectives Upon successful completion of this course, students will demonstrate a mastery of knowledge and skills relative to: Apply baseline data to design a specific plan action to meet a students literacy needs. Demonstrate the organization and management of reading groups and centers. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. Model each stage of a balanced literacy program. Conduct a guided reading, guided writing, and guided word study lesson. Evaluate the implementation of intervention strategies for students with reading difficulties. Learn and use appropriate vocabulary for teaching phonics, comprehensions, fluency, and phonemic awareness. Use picture books, trade books, leveled readers, and basics to teach literacy. Understand the concept of a balanced assessment system. Reflect on implementation of instructional practices to improve future instruction.

Upon successful completion of this course, students will be introduced to the following knowledge and skill: Recognize the benefits of keeping student assessment portfolios. Collaborate with specialists to design push-in and pull-out therapy as described in a Response To Intervention (RTI) plan. Use technology resources for the monitoring and tracking of independent reading skills. Demonstrate the ability to manage classroom procedures and organize the physical space in the classroom when developing and teaching a lesson. Establish the instructional conditions necessary for successful reading to occur. Apply individual and whole-group classroom management techniques. Provide clear, concise directions while delivering content. Employ teaching techniques that promote social and cognitive constructivism. Model reading and writing enthusiastically as valued lifelong activities. Differentiate whole-group, small-group, and individual instruction and assessment. Use technology resources for the monitoring and tracking of independent reading skills. Use a wide range of assessment tools to gain a comprehensive understanding of students strengths and weaknesses in comprehension, fluency, vocabulary, writing, and decoding. Demonstrate the ability to question students effectively and motivate their contributions to teacher-lead and independent discussions.

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

Design and adapt engaging materials to stimulate, support, and challenge students to higher levels of thinking. Use self-reflection on literacy and language acquisition to shape a personal instructional philosophy for teaching reading. Utilize software to perform administrative and instructional tasks.

Course Assignments and Evaluation Literacy Environment (20 points) Complete an observation and evaluation of the literacy environment of a primary grade classroom. More information will be given in class. Phonics Assessment (10 points) Assess your understanding of the most common phonics generalizations. This assignment will be completed in class. Running Record Tutorial (20 points) Complete the running record tutorial. As a class we will analyze and interpret the results. Literacy Instruction Reflection (60 points) Read Aloud Shared Reading Guided Reading Plan, teach, and reflect on a lesson for each of the topics listed. You will need to turn in your lesson plan and reflection for each topic. Literacy Assessment and Case Study (50 points) Examination and assessment of one students literacy development in a primary grade classroom. More information will be given in class. Portfolio PowerPoint Presentation (40 points) Select three literacy strategies or lessons that demonstrate effective teaching and planning that you will use as evidence for your professional portfolio. More information will be provided in class as well as on WebCampus. School of Education Portfolio Development and presentation of a teaching portfolio is the culminating project required upon completion of the student teaching. The electronic portfolio is a collection of artifacts that demonstrate effective teaching strategies, models of instruction, lesson planning, classroom management and professional growth. Students should collect artifacts while completing methods courses, field experiences, and student teaching. The artifacts should reflect knowledge and skills outlined in any of the four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. Students present their portfolio in an open forum at the end of student teaching. School of Education Grading Scale 94-100 A 73-76 C

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

90-93 87-89 83-86 80-82 77-79 Administrative Requirements

AB+ B BC+

70-72 C67-69 D+ 63-66 D 60-62 D59-Below F

Attendance, Assignment, & Participation Policy: Because we are building a learning community and because you are entering the teaching profession which brings with it professional responsibilities, it is important and your responsibility to attend each class session and be prepared with the appropriate readings and assignments on the date they are due. Absence(s) 2 3 3+ tardies/leaving early Consequence Grade increment reduction (i.e., A to A-) One full letter grade deduction (i.e., A to B) Equivalent to one absence and may result on grade increment reduction (i.e., A to A-)

*If you cannot attend class please inform be by phone or email.

Assignments: Late assignments will be accepted, but points will be deducted. Assignments are due at the beginning of each class period or by 11:59p.m. via WebCampus. Assignments will be docked 10% for each day they are late including weekends. All assignments need to be submitted in order to pass the class. All assignments, unless otherwise specified, should be double spaced using size 12 fonts. Professionalism Participation and attendance are essential. You cannot participate if you are not here or are unprepared. In-class assignments cannot be made up. Points will be deducted for any in class assignment missed. Although students participate in class discussions to various extents, each student is responsible for being involved in or listening to class discussions. Laptops may ONLY be used to take notes, not for any other purposes, which include surfing the Internet, doing outside assignments, or emailing. *Cell phones are not to be used during class unless an emergency arises; this includes text messaging.

Professional Dispositions Expected of All Teacher Education and Speech Pathology Program Candidates Teacher and Speech Pathology candidates at Nevada State College are expected to demonstrate behaviors that are indicative of the following dispositions characteristic of effective teachers and

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

SLPs. The candidate shows a disposition toward and commitment to each of the following: 1. Maintains a positive attitude during class, field work, clinical settings and all other educational environments. 2. Is punctual to and attends the duration of class, field work assignments, therapy sessions and scheduled meetings. 3. Is honest, trustworthy, and respectful in communications and interactions with others. 4. Demonstrates ethical behavior and maintains confidentiality regarding student information and communications. 5. Online discourse and participation in classroom discussion are respectful, tolerant of, and responsive to ideas and views of others. 6. Looks for solutions to problems versus engaging in a pattern of negative behavior. 7. Provides equitable learning opportunities for all students, for example, student does not dominate class discussions and/or instructors time. 8. Communication and/or actions do not discriminate against any group. 9. Appearance, grooming and personal hygiene are appropriate for working in the school setting. 10. Uses constructive feedback from instructor or peers to improve skills. 11. Appropriate interaction with school age children during field work and student teaching. 12. Uses sound judgment and thoughtful decision making with consideration of the consequences. 13. Collaborates with peers to improve overall learning of students. NSC General Education Assessment Program All faculty are required to align NSC School of Education learner outcomes to a final key performance. The key performance is measured by the major focus objectives for each course. Key Performance Learner Outcome Learner Outcome 1: Students will design lesson plans that reflect a solid understanding of content knowledge and pedagogy for engaging diverse learners. Learner Outcome 2: Students will create and manage an effective classroom environment. Objective Apply baseline data to design a specific plan action to meet a students literacy needs. Measurement Tool Literacy Assessment and Case Study

Demonstrate the organization and management of reading groups and centers. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.

Literacy Environment Literacy Instruction and Reflection

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

Learner Outcome 3: Students will implement clearly written, technology-rich lesson complete with effective questioning and discussion techniques, high quality activities and assignments, and productive use of assessments.

Learner Outcome 4: Students will demonstrate high ethical standards and a sense of professionalism by engaging in reflection on instruction, maintaining accurate records, communicating with families, and participating in school activities as appropriate.

Model each stage of a balanced literacy program. Conduct a guided reading, guided writing, and guided word study lesson. Evaluate the implementation of intervention strategies for students with reading difficulties. Learn and use appropriate vocabulary for teaching phonics, comprehensions, fluency, and phonemic awareness. Use picture books, trade books, leveled readers, and basics to teach literacy. Understand the concept of a balanced assessment system. Reflect on implementation of instructional practices to improve future instruction.

Literacy Instruction and Reflection Running record tutorial Phonics Assessment

Portfolio PPT Presentation Literacy Instruction and Reflection

NSC POLICIES AND RESOURCES Tolerance and Civility Commitment Each member of the Nevada State College community is responsible for fostering an atmosphere imbued with dignity, respect, tolerance, appreciation of diversity and positive regard for all members of our collegiate community. A fundamental tenet of the colleges mission is to nurture a community atmosphere free from racism, religious intolerance, sexism, ageism, homophobia, harassment, discrimination against those with disabling conditions, or discrimination based upon an individuals political views or beliefs. Within this context, all members of the college community are accountable for their own behavior and actions. The college will not tolerate behavior that violates or infringes upon the

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

civil and statutory rights of any individual or group. As members of our Nevada State College community, each of us can feel free to express ourselves in ways that promote openness within a diverse society. Plagiarism and Cheating Plagiarism involves directly quoting, summarizing, or paraphrasing the work of others without specific indication of sources, or handing in work that is not the student's own. Cheating is the unauthorized giving or receiving of information in examinations or other exercises. The grade of "0" or "F" will be given for any assignment in which plagiarism or cheating is discovered. This grade will seriously affect the final grade in the course. Evidence of such dishonesty will be kept on file, and will not be returned to the student. Instructors have the responsibility to report such incidents to the Dean. Serious penalties may be imposed, depending on the nature of the incident. Online Etiquette In accordance with the Tolerance and Civility Commitment policy, all students should also follow proper etiquette when communicating in an online environment. Often referred to as netiquette, an outline of these universal practices can be found at: [Link] Withdrawal from Course NSC does NOT assign an automatic "W" or "Withdrawal" grade if you stop coming to class or handing in assignments. You will receive an "F" to connote you failed the course. It is your responsibility to officially drop or withdraw from the course by the posted deadlines. A copy of the campus academic calendar can be found at: [Link] For more information regarding drops and withdrawals, please see the Nevada State College academic catalog. [Link] Important Dates for Fall 2011 are: Date September 5, 2011 October 28, 2011 November 11, 2011 November 24-26, 2011 Use of Student Work Item Labor Day Observed- Campus Closed Nevada Day Observed- Campus Closed Veterans Day Observed- Campus Closed Thanksgiving Holiday- Campus Closed

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

Assignments for this course may be used as evidence of candidate learning in national, regional, and state accreditation reports of Schools and Education programs. Names and other identifying elements of all assignments will be removed before being included in any report. Students who do not wish to have their work included for accreditation purposes must inform the instructor in writing by the end of late registration. Your participation and cooperation in the review of SOE programs is appreciated. Resource Center for Students with Disabilities (RCSD) The Americans with Disabilities Act (ADA) mandates accessibility in all facets of the learning environment. The Resource Center for Students with Disabilities (RCSD) on the Nevada State College campus coordinates support services and reasonable accommodations for students qualifying as disabled under the ADA guidelines. These services are free of charge. Any student who believes s/he may need an accommodation, based on the impact of a documented disability, should contact the RCSD to speak privately with a representative about specific needs. To make an appointment, please contact the RCSD office at 702-992-2180 voice, 702-992-2098 TDD or by email at rcsd@[Link]. Schedule
Class Topic Readings/Assignm ents August 23 August 30 Septemb er 13 Creating a community of readers Read aloud, shared reading, independent reading Lesson planning Guided Reading & Comprehension Article distributed in class PP. 41-52 (Tompkins) DUE Literacy Environment TEACH Read Aloud Lesson In Classrooms Chapter 8, p. 23, 437-438 (Tompkins) TEACH Shared Reading Lesson In Classrooms Chapter 6 (Tompkins) Septembe r6 Septembe r 20 Class Topic Introductions What is literacy? What is text? Balanced Literacy Cracking the Alphabetic Code & Phonics Cueing System LEA Interactive Writing Writing Workshop Assessment Tools Chapter 1 (Tompkins) Chapter 5 (Tompkins) IN CLASS Phonics Assessment DUE Read Aloud Lesson & Reflection PP. 52-69 (Tompkins) DUE Shared Reading Lesson & Reflection Assessment packet TEACH Guided Reading Lesson In Classrooms Chapter 7 (Tompkins) Peer review of Case Study Readings/Assignm ents

Septemb er 27

October 4

October 11

Fluency

October 18

October 25

Running Records & Early Assessments Debrief Practicum

Chapter 3 (Tompkins) Running Record Tutorial DUE Guided Reading Lessons &

November 1

Vocabulary & Comprehension

Novembe r8

November 15

Evidence-based Decisions

Sophie M. Ladd, PhD

EDRL 442, Fall 2011

Assessment & Planning Novembe r 29 Content Area Literacy

Reflection Chapter 12 (Tompkins) DUE Case Study December 6 Portfolio Presentations DUE Portfolio PPT Presentation

*** Schedule subject to change per the discretion of the professor.***

Sophie M. Ladd, PhD

EDRL 442, Fall 2011