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Stephen F. Austin State University James I. Perkins College of Education Department of Elementary Education

RDG 318.501 Early Literacy Development Summer 1 2011 3 credit hours; course Instructor: Professor Carolyn Davidson Abel Office: 201 ECRC This class meets online June 6 – July 8, 2011 Prerequisites Sophomore status; high speed internet capable of viewing videos & technology skills to participate fully Course Updates http://www.education.sfasu.edu/ele/classes/abel/ele520.html Contact Office: ECRC 201 Office phone: 936-468-2904 (message) or 1794 (no message) Office Hours: 24/7 online or by appointment Email: Blackboard (preferred) or cabel@sfasu.edu FAX: 936 468 1701

I. Course Description A study of early literacy development, assessment, and instruction. This is an introductory foundational course in reading. Instruction is geared toward general but solid understanding of the literacy development process. Topics include how to teach reading to very young children, how to assess these children, and how to begin planning appropriate instruction for them. This course is aligned with state (TExES) and national (NCATE) teaching standards for reading. The course also links with the standards of the National Association for the Education of Young Children as well as the International Reading Association Standards for Reading Professionals. II. Intended Learning Outcomes/Goals/Objectives The College of Education’s Conceptual Framework (Vision, Mission, and Core Values) describes a shared vision and purpose for the SFASU College of Education. The Framework provides coherence for the curriculum, clinical experiences, and assessments. It is linked to the University vision and values, and describes how those values translate into knowledge, skills, and dispositions in the College of Education. It is this philosophy and vision that helps to distinguish SFA graduates from those of other institutions. This course provides the foundation needed to successfully complete the remaining reading courses and field experiences in our program.

Program Learning Outcomes (PLO) Upon completion of the program, teacher candidates are expected to

1. have the professional knowledge and skills required of an entry-level pre-k through 6th grade educator in Texas public schools.

2. have the prerequisite subject area content and professional knowledge necessary for an entry-level pre-k through 6th grade position in Texas public schools.

3. have the dispositions identified in the Perkins College of Education Conceptual Framework which lead to successful teaching experiences for pre-k through 6th grade.

4. have the ability to implement appropriate instruction while impacting the family/school relationship for pre-k through 6th grade.

5. engage in critical reflection of values or dispositions for pre-k through 6th grade.

Student Learning Outcomes (SLO) In keeping with the College of Education goals for academic excellence www.sfasu.edu/education/about/accreditations/ncate/conceptual/#UnitVisionMissionAndGoals this course carefully guides and supports the prospective teacher candidate through a variety of ways to learn and master reading content in order to begin the journey toward becoming an effective teacher in the elementary classroom. Upon completion of this course, teacher candidates are expected to be able to

1. Define reading and demonstrate knowledge of theories and models of literacy development as these relate to personal beliefs, instructional practice, and continued professional development.

2. Demonstrate knowledge of the impact of background knowledge and cultural, linguistic, and cognitive factors on literacy development.

3. Demonstrate an appreciation of the interrelated nature of reading, writing, listening, speaking, viewing, and representing in supporting a community of continuous learners to promote literacy competency.

4. Demonstrate the ability to apply strategies for improving reading comprehension and vocabulary development at the emergent and beginning stages of literacy development.

5. Demonstrate an understanding of the overall levels and stages of reading, writing, and language development and the relationship to developmentally appropriate instruction.

6. Demonstrate the ability to apply a variety of instructional opportunities to develop oral language at the emergent and beginning stages of literacy development.

7. Demonstrate knowledge of the components of phonological awareness, phonemic awareness and the alphabetic principle and utilize a variety of instructional approaches to help emergent and beginning readers to understand these concepts.

8. Demonstrate knowledge of various methods and practices which encourage the development of fluency at the emergent and beginning levels of literacy development.

9. Demonstrate the ability to apply a variety of strategies in the development of word identification and decoding skills at the emergent and beginning levels of literacy development.

10. Demonstrate knowledge of strategies used by children when learning to read and when comprehending narrative (story) and expository (content area) texts.

11. Demonstrate the ability to apply a variety of methods, materials, approaches, instructional strategies and technology that reflect cultural diversity for comprehensive literacy development at the emergent and beginning stages of reading.

12. Demonstrate the ability to apply multiple forms of assessment to plan literacy instruction and monitor literacy development with emergent and beginning readers.

13. Recognize the importance of continued professional development in language arts, TEKS, and best practices in order to promote student success.

Student Learning Outcomes from RDG 314 (SLO-314) Upon completion of this course, teacher candidates are expected to be able to 2. Identify leading authors and illustrators in the field of children’s literature for emergent readers. 3. Demonstrate knowledge of instructional practices to enhance opportunities to read regularly at independent and instructional levels. 4. Identify and recognize the importance of resources for teachers that will help them select and evaluate literature for emergent readers. 5. Identify strategies and activities matching emergent readers and appropriate books. 7. Demonstrate knowledge of leveling books for gradients of difficulty for emergent readers. 10. Demonstrate their understanding of the values of using literature with emergent readers.

SLO / Course Objectives EC-6 [bold]& 4-8 From RDG 314

Internat’l Reading Standard

EC-6 Standard

PLO Strong emphasis

PLO Light coverage

Quiz

Assignments Course Modules Live Chat sessions as needed

1 – theories 1 1,2,3,4,5 X Modules 2 – background & diversity

4 2,4,5 X Modules; Enlace

3 – Lang Arts 8,9 2,4,5 X Modules, RR, Case 4 – vocabulary & comprehension 7 2,4,5 X Modules, Exam 5 – levels / stages, DAP

II, IV 4 2 2,4,5 X Modules, RR, Exam

6 – oral language 1 2,4,5 X Modules, Enlace 7 – phonemic awareness & alphabetic principle

2, 3 2 2,4,5 X Modules, Exam

8 – fluency VI 6 2 2,4,5 X Modules, RR, Exam 9 – decoding V 5 2 2,4,5 X Modules, RR 10 – cueing systems V 5 2 2,4,5 X Modules, RR 11 – instruction, diversity, technology 2, 5 10 2 1,2,3,4,5 X Modules, RR, Case, Exam 12 - assessment VIII, X 3 10 2 1,2,3,4,5 X Modules, RR, Case, Exam 13 – best practice & profess’l development

6 1,2,3,4,5 X Modules; Case, Exam

BOLD indicates strong emphasis for 318. Reading Standards State and national content and performance standards for reading/language arts and approaches for teaching and assessing those standards. www.sbec.state.tx.us/sbeconline/standtest/standards/EC_6_ELAR_Standard(4).pdf www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010.aspx TEKS (reading skills) http://www.tea.state.tx.us/index2.aspx?id=6148 TA TEKS (technology skills) http://www.tea.state.tx.us/index2.aspx?id=8192 TAKS (reading tests) http://www.tea.state.tx.us/student.assessment/taks/infobooks/ STAAR (new reading test) http://www.tea.state.tx.us/student.assessment/staar/ TEXES (state teacher exams) scroll down http://www.texes.ets.org/texes/prepMaterials/

III. Course Assignments, Activities, Instructional Strategies, Use of Technology • Computer Proficiency. This is a Web-based course administered through myCourses (Blackboard) http://mycourses.sfasu.edu

• Assignments. Assignments vary within each module. Follow the calendar closely. • Case Study. Students will be required to assess an emerging literacy learner outside of class as part of a case study. The case study will include assessment of a child ready to enter first grade or second grade (that YOU locate), analysis of the assessment, and planned instruction based on the analysis. If you live close to the university, call 936 468 4006 to schedule a time to work with a child at our ECRC lab if you are unable to locate one. You will be required to bring your driver’s license which will then be checked for any past criminal activity before you will be permitted to work with that child. If you are still unable to find a child to test, you must let me know via email in Blackboard the first week of class. • Quizzes. Quizzes vary within each module. Follow the calendar closely. • Professionalism. Points are awarded for turning assignments in on time, completing the end-of-course evaluation, professional quality on assignments, etc.

IV. Evaluation and Assessments (Grading) Point Value

DUE DATE

Grade Book Code

Assignment

225 6-9 6-10 6-16 7-5

318CH1-2 (25) 318CH3-4 (25) 318shrdg (50) 318CH6-7 (25) 318WS (25) 318CH8-12(25) 318strat (50)

7 quizzes on Readings & Videos - not timed; one visit only

25 7-7 318ph-aw (25) Retakable quiz on Phonemic Awareness 100 7-7

7-7 7-7 7-7

318Phon1 (25) 318Phon2 (25) 318Phon3 (25) 318Phon4 (25)

Retakable Phonics Quizzes Because they are re-takable they will remain available until July 7

200 6-23 318RR Running Record on a 2nd grader 200 6-29 318Case Case Study of 5 assessments using OS on a child you find and

test / Can’t find a child? You may choose to do this with a partner from this class who lives close enough that you can do it together.

50 6-6 7-6 TBA

318hello (5) 318ESL (40) CuEval (5)

-Post your info and photo on first day of class. -Go outside course pages & into 318 ENLACE / read module, take test (not retakable / 11 question in 20 min) -The Dean will email info re course evaluation.

200 7-8 318FinalExam Final Exam (M/C and essay format) You will need to refer to your Observation Survey book.

Keep copies of ALL work; submit EARLY if concerned about unpredictable technology & life Late work - discouraged but accepted until 7-7 with reduced letter grade Early Work - Assessments & Assignments completed a full day before due date earns +1 point. Applies only to: 318hello, 318CH1-2, 318CH3-4, 318CH6-7, 318CH8-12 318shrdg, 318WS, 318strat, 318RR, 318Case In order to receive an "A" in the course, ALL assignments must be completed and you must earn a passing grade of 75% (150 points) or better on the Final Exam. Grading / Point Value 1,000 Maximum Points 900-1000 points A Exemplary 800-899 points B Expected quality 700-799 points C Marginal quality 600-699 points D Below requirement for Teacher Education classes <600 F

V. Tentative Course Outline/Calendar

MON

TUE

WED

THUR

FRI

June 6 Click BEGIN HERE Read Syllabus DUE: Post Hello (Discussion Bd) SIGN UP for Admissions Test (scroll to bottom) Read: EB p.2-8

7 Read PROCESS Module (home pg) Read: EB p. 10-11 Read: ELI chap. 1-2

8 Take quiz: 318CH1-2 Read: OS ch 1,2,8 Read: ELI chap 3-4

9 DUE quiz: 318CH3-4 (untimed) View Video: Thalia Learns the Details

10 View Video: Shared Reading Take quiz: 318shrdg

13 Read ASPECTS Module

14 Read: PRF p. 1-9 Take quiz: 318ph-aw Read: PRF p.11-17

15 Read: ELI chap.5 Begin phonics prep in Instruction Mod. Begin 4 phonics quizzes Complete July 6.

16 View 2 videos on Word Study and take Quiz: 318WS

17 Read: ASSESSMENT Module & Learn HOW TO take a Running Record of a child’s reading.

20 Read: OS – ch.5

21 Read: FF Fluency article Optional Read: PRF p. 19-27

22 Complete Running Record assignmt. Grading rubric, home page.

23 DUE: R Record assignment in Assignment Box Read: PRF p.29-33

24 Read: OS ch 4+6 View Video on HOW TO do 5 informal tests on emergent readers

27 TEST a child that YOU provide using the 5 tests from OS book. You may do this w a partner in this class. PRF p.41-3, 46-8

28 Write up your Case Study report following format & grading rubric (home page) Read: ELI ch6-7 Take quiz: 318CH6-7

29 DUE: Case Study IF partnered, submit 1 w both names; other partner should submit giving partner’s name only. View: ESL Video. Begin reading 318 ENLACE module (in w other courses, not here)

30 Read: ELI chap.8 - 12 skim thru p.238-52 and p.304-10 Take quiz: 318CH8-12

July 1 Read: INSTRUCTION Module. View: 2 HOW TO videos on Guided Reading

4 Complete course evaluation soon. CuEval View 2 HOW TO videos on Interactive Writing

5 View Video: Pulling it all Together Take Quiz: 518Strat on strategies

6 Take ENLACE test Finish 4 phonics quizzes (you may work on these earlier)

7 Read: INTERVENTION Module. Read: Reading Journey, home page to prepare for final.

8 318 Final Exam Part Essay format. Covers all we have read and learned.

KEY - Readings / Assignments OS = Observation Survey by Marie Clay ELI – Early Literacy Instruction by Smith & Read EB = Early Beginnings www.nifl.gov/publications/pdf/NELPEarlyBeginnings09.pdf PRF = Put Reading First http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf FF = A Focus on Fluency www.prel.org/products/re_/fluency-1.htm

VI. Readings and Textbooks Required Books Early Literacy Instruction (ELI): Teaching Reading and Writing in Today’s Primary Grades By John smith and Sylvia Read 2ND Edition – 2009 by Pearson ISBN 978 0 13 503776 8 An Observation Survey (OS) of Early Literacy Achievement 2nd Edition – 2007 by Heinemann ISBN 978-0-325-00929-2 Make sure your edition has the U.S.Norms. (it will say so on the cover, bottom right) Required - FREE online Early Beginnings (EB) p. 3-16; 19-25 National Institute for Literacy, 2009 Print or order FREE 1-877-433-7827 (free call) Email: edpubs@inet.ed.gov www.nifl.gov/publications/pdf/NELPEarlyBeginnings09.pdf A Focus on Fluency (FF), Pacific Resources for Education and Learning (PREL). Research-Based Practices in Early Reading Series. http://www.prel.org/products/re_/fluency-1.htm Put Reading First (PRF): The Research Building Blocks for Teaching Children to Read. Armbruster, B.A., Lehr, F. & Osborn, J. (2001) Center for the Improvement of Early Reading Achievement (CIERA). A full copy of this brochure can be accessed from the Course Content Module. This brochure may be downloaded by going to the National Institute for Literacy website at www.nifl.gov (go to publications and scroll down the list to Put Reading First). The direct link is: http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf Call 1 800 228-8813, if you prefer a hardcopy. Recommended: Stay on top of the latest in reading research. Register and complete the Kindergarten Reading Academy through Searchlight: Go Learn http://searchlight.utexas.org/learnsplash zipcode = 75962 select: teacher (candidate) Worth your time; good for your resume. Recommended: Making Sense of Phonics by Isabelle Beck, 2006, Guilford Press, ISBN 1-59385-257 Recommended: Shared Reading Coaching Tool K-8 by Marsha Spears, Crystal Springs Books Publisher, ISBN 1-884548-67-9 (order must be called in 1-800-321-0401) $6.65 plus $3.50 shipping Recommended: Guided Reading Coaching Tool by Byrd & Westfall, Crystal Springs Book Publisher, ISBN 1-884548-45-8 (order must be called in 1-800-321-0401) $6.65 plus $3.50 shipping

VII. Course Evaluations Near the conclusion of each semester, students in the College of Education electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: • Course and program improvement, planning, and accreditation • Instruction evaluation purposes • Making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is critical. In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all ratings and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted.

VIII. Student Ethics and Other Policy Information Academic Honesty—It is the policy of Stephen F. Austin State University that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. (see Academic Integrity A-9.1) Plagiarism/Cheating: Plagiarism is unprofessional and will be considered cheating. All assignments must be written in your own words. Quotes and pictures from web sites or other sources must be properly cited. Any

form of copying from any source, including another student, will be considered cheating and will result in receiving a zero for the assignment and possibly an F in the course and/or dismissal from the program. If you have trouble completing an assignment in any course, I want to help. Sometimes simply discussing how to go about writing papers or where to go for help can set you on the right track. I am of the belief that, for the most part, students will NOT cheat if they know HOW to do what is asked of them. Please do not jeopardize your future; let’s talk.

Undergraduate Teacher Certification—The “Undergraduate Initial Teacher Certification Handbook” contains all policies and procedures related to undergraduate teacher certification. Teacher education candidates are responsible to know and understand the policies and procedures outlined in this handout. www.sfasu.edu/education/departments/educatorcertification/docs/edcertundergrad_handbook.pdf

IX. Other Relevant Course Information Students with Disabilities: To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, Room 325, (936) 468-3004/ (936) 468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. However, the ODS does not divulge your specific disability to the professor so there is no way for me to know if your specific needs are sufficiently being met. Please let me know when problems arise, and email in advance about special testing needs and accommodations. Computer Ready: Please make sure the browser on the computer you will be using is properly set and that you have Real One player software and can read adobe pdf files. FREE SOFTWARE (scroll down) http://www.oit.sfasu.edu/webct/compreq.html or plan to use university computers in ECRC 2nd floor, or library (if you live close by). TECH Support: For online classes -www.oit.sfasu.edu/disted/studsup/index.html A Live Person on campus: Call 468-4357 (468-HELP) to speak to a real live person that can assist with defragging and other computer related issues. You may even take your computer to the Technical Support Center (formerly the SHACK) and have someone service it free of charge. www.sfasu.edu/tsc/images/TSCMap3.jpg Attendance: Since the Web site (myCourses / Blackboard) is our primary means of communication, it is expected that you will check in on a daily basis. Your progress will be tracked and monitored closely. Assignment Policy: All candidates are expected to complete assignments on the due date. Points equivalent to a full letter grade will be subtracted for assignments turned in late. For many assignments, bonus points will be added to your grade for early submission (Refer to the grading calendar above). Course Completion: In order to receive a grade in the course, students must take the ENLACE test on how to support English Language Learners. This test (and the prep module) is located outside RDG 318, in with your other courses, and was created and is controlled by an SFA grant to infuse this important information (in small doses) into all education classes. Please keep your notes from the module that will prepare you; you just may wish to sit for the ESL certificate upon graduation. Work Policy: Written work in which the use of English language is not acceptable for a university student (or prospective teacher) will result in reduced points for that grade. AARC: If you are experiencing difficulty with Standard English and/or conventions of writing, you may seek assistance at the campus Academic Assistance and Resource Center at 936-468-4108. Take every opportunity to visit and revisit the PREP modules for the admissions test that has been created to help you with this.

Policy on WH Grades: The university policy concerning WH grades states: "Students are responsible for providing documentation satisfactory to the instructor for coursework missed. Students with acceptable excuses will be permitted to make up work to a maximum of three weeks of a semester or one week of a six-week summer term when the nature of the work missed permits." It also states that: "Students may not attend sections of a course in future semesters to 'complete' a WH grade. Limited course visitation may be arranged with the permission of the instructor. When students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average.” INSTRUCTIONS - Go to MySFA Click: My Events (top) Click: My Surveys (left)

Admission to Elementary Education requires that students pass all parts of the Elementary Admissions Test initially given when RDG 318 is taken. Students who fail this test may not take ELE, RDG, or ECH courses in subsequent semesters until they pass the test. ONLINE or FACE-TO-FACE MEETING REQUIREMENTS: Students in RDG 318 are required to take the Elementary Admissions Test at the SFASU Testing Center on campus. Students have the option of coming to campus either summer I or II or during the break between summer II and the beginning of the fall semester. Students may NOT advance in RDG or take ECH 331 until they have passed the test. http://www.education.sfasu.edu/ele/classes/abel/admissionstest.html Admission to Teacher Education requires 2.5 GPA. Students must maintain the 2.5 GPA during the remainder of the course work. If the GPA falls below 2.5 during the intern courses or student teaching, students will be dropped from professional education courses.