Course Syllabus

Course Information
ED 4355.581
Reading II: Reading to Learn
2009 Summer August 8, 2009 – July 24, 2009 Tuesday and Thursday 6:00 – 9:00

Professor Contact Information

Professor Laurie Youngblood Laurie.Youngblood@utdallas.edu
214-335-6669 cell phone ** (UTD Email only!)
972-516-1546 home

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.

Course Syllabus Page 1

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 as well as in a summative (showcase) 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 case studies, creation of a
portfolio showing growth and strengths in their understanding of the role of literacy 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

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
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 and the final portfolio must be in
PowerPoint.
NWREL (2006). 6+1 Traits Scoring Guides. Download and print from
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
Tompkins, Gail E. (2006). Literacy for the 21st century: A balanced approach, 4e. Columbus, Ohio:
Pearson: Merrill Prentice Hall. A DVD should be included. It is packaged inside the back
cover.
Children’s books as designated in the assignments…may be available at libraries.
TEKs for Language Arts and your content, if you are a 4-8 specialist. http://www.tea.state.tx.us/teks/

Strongly Recommended

Nath, Janice L. & Ramsey, John. (2004) Preparing for the Texas Pre-K-4Teacher Certification. New
York: Pearson Education. ISBN: 0-321-07676-1 (All students who have not taken and passed
their content TExES exams – will help prepare for this course’s test, as well.) – OR new edition

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 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 (all certifications)

Course Syllabus Page 2

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 middle school)
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)
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.
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)

Assignments & Academic Calendar

Class 1, June 9th

Topics: Course introduction; introductory content

Assignments: Read syllabus and assignment handouts before next class. Begin learning the
strategies in the “green pages” in the Tompkins Compendium Appendix. Be sure to look at the
strategies specified in each chapter. Be able to define/describe all the strategies.

Class 2 – June 11th

Topics: Tompkins Chapter 1 – Becoming an Effective Teacher of Reading; Chapter 11 –

Teaching Literature Focus Units

• Assignments: Read chapters 1 and 11 before class.

• View any one of the following video clips on the textbook CD. Be prepared to discuss how the
classroom is a “community of learners.” Observe the teacher and be prepared to report on her
teaching strategies and approaches.

o Ms. McNeal, 1st grade, guided reading, word wall (high-frequency)

o Ms. McCloskey, 1st grade, interactive writing, shared reading
o Mrs. Zumwalt, 3rd grade, making words
o Ms. Schietrum, 4th grade, instructional conversations, KWL, word wall (vocabulary)
o Ms. Miller-McColm, 6th grade, grand conversations, word sort

Course Syllabus Page 3

Class 3, June 16th

Topics: Tompkins Chapter 2 – Teaching the Reading and Writing Processes; Chapter 3 – How do
Children Learn to Read and Write?

• Assignments: Read chapters 2 and 3 before class.

• Compare the vignette from Chapter 3 to the clip of Ms. McCloskey’s first grade classroom on the
DVD. What things surprised you in the clip after reading the vignette? What additional things
did you learn about shared reading, guided reading, and interactive writing? Think about how
watching Ms. McCloskey’s classroom helped you connect to the ideas in this chapter.
.
Class 4, June 18th

Topics: Tompkins Chapter 5 – Developing Fluent Readers and Writers

• Assignments: Read chapter and Fluency booklet before class.

• View the grand conversation clip from Ms. Miller-McColm’s sixth grade classroom. Locate and
identify times when the teacher is helping her students become more fluent.

Class 5, June 23rd

Topics: Topics: Tompkins, Chapter 6 – Expanding Students’ Knowledge of Words

• Assignments: Read chapter before class.

• View the DVD clip of Ms. Miller-McColm’s sixth grade classroom’s word sort. List the
things you notice that help students learn new vocabulary. Generate a list of questions they
have about the procedure.

Class 6, June 25th

Research/Library/Work Day – Use this day to research and choose your featured book and related text
set for your Literature Focus Unit Planning Chart and begin your Weeklong Lesson Planning Chart.

Class 7, June 30th

Topics: Tompkins Chapter 4 – Cracking the Alphabetic Code; Compendium strategies; Test one
review

• Assignments: Submit Literature Focus Unit Planning Chart before class today;
Read Chapter before class. Be prepared to define and describe the strategies in the
Compendium

Class 8, July 2nd

Test One - Bring your copy of the Language Arts TEKS to class to use on the test.

Class 9, July 7th

Topics: Tompkins Chapter 7 – Facilitating Students’ Comprehension: Reader Factors

• Assignments: Read chapter before class

Course Syllabus Page 4
 • View the KWL lesson on the DVD from Ms. Schietrum’s fourth grade classroom.
Consider what background knowledge is being activated and how the activity seems to
motivate and interest the fourth grade students.

Class 10, July 9th

Topics: Tompkins Chapter 8 – Facilitating Students’ Comprehension: Text Factors

• Assignments: Read chapter before class; Submit Literature Focus Unit Weeklong Lesson
Plan Chart to WebCT Assignment Dropbox before class today.
• View either Mc. McCloskey’s class or Ms. Schietrum’s class. How is either teacher in the
clip helping her students understand text structure? Background knowledge is crucial for
students to comprehend text. Lack of background knowledge is a particular problem for
ELL students who lack the vocabulary and the language to access ideas and concepts
needed for some kinds of reading and writing. Search the DVD clip to identify specific
ways that the teacher supports her ELL students’ lack of background knowledge in order
to successfully engage them in reading and writing activities.

Class 11, July 14th

Topics: Tompkins Chapters 10, 12, 13 – LITERACY ORGANIZATION MODELS

Topics: Tompkins Chapter 14 – Reading and Writing in the Content; teach your Literature Focus
Unit mini-lesson to a classmate

• Assignments: Read chapter before class;. Bring a copy of the mini-lesson to class and teach it to
a classmate…you will be videotaped. Be sure to dress appropriately and stay in the “teacher role”
to the extent possible. (Half of class today)
• Mrs. Zumalt’s classroom is featured in the opening vignette in this chapter as well as on the
DVD. Synthesize the content-area learning that might be occurring in Mrs. Zumalt’s third grade
classroom based on these two sources of information.

Class 13, July 16th

Topics: Areas Tompkins Chapter 9 – Assessing Students’ Literacy Development; teach your
Literature Focus Unit mini-lesson to a classmate

• Assignments: Read Chapter before class. Bring a copy of your mini-lesson to class and teach it
to a classmate…you will be videotaped. Be sure to dress appropriately and stay in the “teacher
role” to the extent possible. (Half of class today)
• View any one of the following teachers: Ms. McNeal, Ms. McCloskey, Mrs. Zumalt, Ms.
Schietrum, or Ms. Miller-McColm). What assessments does the teacher use? What opportunities
for assessment exist in each setting?

Course Syllabus Page 5

Class 14, July 21st

Topics: Literacy Center Gallery Walk in class today; test review; any students who have not
taught their mini-lesson will teach today.

Assignments: Display Literacy Center in class today. Submit Madeline Hunter lesson plan.

Class 15, July 23rd

Topics: Literacy Portfolios; Learning Logs returned at the conferences.

Assignments: Literacy portfolio conferences. Sign up for a conference time and bring
your portfolio burned to a CD to share with the instructor and a small group. (Maximum
5 minutes per student).

Class 16, July 28th

Test Two; Bring a copy of the Language Arts TEKS to use on the test.

Grading Policy

Embedded Exams

• 50 points – Test One – multiple choice, case studies, and short answer, primarily based on the
TExES exam.

• 50 points – Test Two – multiple choice, case studies, and short answer, primarily based on the
TExES exam.

Learning Applications

• 25 points – Learning Log – At the end of each class, you will reflect on the content and write
insights, questions, reflections, pictures, drawings, graphic organizers, and/or any other evidence
of learning (not class notes). The logs will be passed out and collected by the instructor each
class, and the instructor will ultimately evaluate the logs for meaningful content, effort, and
evidence of growth in knowledge of literacy and reading to learn. Although the amount of writing
will not be assessed based on the number of pages written, absences, leaving early, or lack of
effort that results in less than average output will negatively impact your grade on this
assignment.

• 50 points – Literature Focus Unit (Textbook Chapter 11 will serve as a guide, but more specific
instructions will also be given in class)
o Developing a Literature Focus Unit Chart (5 points)
o Weeklong Lesson Plan Chart (5 points)
o Mini-lesson that employs one of the strategies from the Compendium – You will be
videotaped “teaching” your lesson to a classmate (chosen by the instructor at random).
The content of your lesson as well as your performance will be evaluated. (15 points)
o Madeline Hunter Lesson Plan (for one segment of the unit’s weeklong lesson plan chart)
(10 points)
o Literacy Center to use with your Literature Focus Unit (15 points)

Course Syllabus Page 6

 • 25 points - Literacy Portfolio – Create in PowerPoint and burn to a CD or DVD. You will sign
up for a conference time with the instructor and a small group to share your electronic “show”
portfolio. You will need to bring to the conference your portfolio burned to a CD or DVD.

Letter Grade/Points

Average 0% 60% 64% 68% 70% 74% 78% 80% 84% 88% 90% 94% 100%
Points 0 120 128 136 140 148 156 160 168 176 180 188 200
Letter F D- D D+ C- C C+ B- B B+ A- A A

Course and 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 instructor and your classmates. Doctor’s
notes and the like are not “excuses” for absences; however, the instructor appreciates being
informed about your absence(s). Attendance will be tracked and absences (for any reason) as well
as tardies or leaving early will impact your final grade.
• Arriving more than 15-20 minutes late or leaving more than 15-20 minutes early
constitutes missing a half class, not a tardy.
• Three or more absences = You may be asked to withdraw from the course; you may
receive a failing grade; or you may be allowed to continue in class with a minimum
deduction of two letter grades. Each individual situation will be considered and the
outcome will be determined based on 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(s) by
the time and date specified in the Online class and in the calendar.
Policies
• 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.
• 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 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.

Course Syllabus Page 7

 • 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 (Professionalism) 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.

Extra Credit. No extra credit is planned.

Technology.
• The course will use 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.

• Microsoft PowerPoint and Microsoft Word are required.

• NO emailed assignments will be accepted!

• Technology problems are NOT acceptable excuses for late work! Complete your
assignments enough in advance to make sure your computer, Internet provider, printer,
WebCT, 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. (972-883-2991)

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
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, 972/883-
6391).

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 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
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
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.

Course Syllabus Page 9

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
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

Course Syllabus Page 10

 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
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.

Course Syllabus Page 11