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*Implementation of Classroom Reading Instruction

SPRING 2018

Instructor / CRN / Week Day / Room/Time
Dr. James E. Gentry
Howell Ed. Building #317b
Phone: 254.968.0701
USE BB EMAIL ONLY / 17453
S’Ville
READ
4310~010 / S’Ville=Monday / Stephenville
Rm. EDUC 212
1:15pm-4:05pm

Office Hours: SEE BB for DETAILS(IN BLOCK DUE DATES CHANGE LIKE THE REAL WORLD)

Program Goal: Tarleton State University students, upon completion of certification requirements will be reflective professional educators who make effective educational decisions that support the creation of dynamic learning environments.

TSU Catalog Description for Reading 4310: A survey of state and national reading initiatives, approaches to teaching reading, procedures for organizing the elementary and middle school classrooms for reading instruction, research on effective reading-writing instruction, and roles of school personnel and parents in the school reading program.

Prerequisites:EDUC3330, READ 3311 and READ3384, READ 3301, and READ 4309 or approval of department head.

COURSE GOAL: This reading courseis intended to provide pre-service elementary teachers with the theoretical foundations and practical skills necessary to become reflective professionals who can design and implement effective reading instruction for economically, academically, culturally, racially and linguistically diverse children.

REQUIRED READINGS:

Boushey, G. & Moser, J. (2014). The daily five: Fostering literacy independence in the elementary grades(2nd ed.). Portland, Maine: Stenhouse. (This text is abbreviated in the calendar and syllabus as D5)

OPTIONAL READINGS:

Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L.C., Lenhart, L.A., & McKeon, C.A. (2015). Reading and learning to read (9 ed.). Boston, MA: Pearson.
(GET THIS CHEAP:

Other Required Materials:

Grade Level TEKS (TEA website) and Teacher Competencies:

English Language Proficiency Standards (ELPS)

STUDENT LEARNING OUTCOMES:

Knowledge Outcomes

The Pre-Service Teacher will:

1. Articulate a coherent, unified theory of teaching and learning literacy;

2. Identify current national and state initiatives in reading;

3. Justify the process of planning for reading instruction.

Skill Outcomes

The Pre-Service Teacher will:

  1. Develop strategies for addressing the Reading TAKS and Reading/Language Arts TEKS in the classroom.
  2. Apply strategies for teaching decoding skills, comprehending strategies, and phonemic awareness
  3. Apply a variety of approaches to teaching reading including basal readers, reading workshop, and guided reading
  4. Develop a plan for implementing reading instruction (approaches, materials, classroom organization, schedule, assessment, and integration of current reading programs).

Values Outcomes

The Pre-Service Teacher will:

  1. Clarify their personal beliefs about the reading process and how these beliefs are reflected in their teaching/learning practices
  2. Respect the professional requirements of the field
  3. Value roles and responsibilities of school professionals and parents in literacy development of learners
  4. Recognize the value of reflective practice to facilitate growth as a professional educator.
  5. Utilize technology ethically and legally.

Student Learner Outcomes for Technology

The Pre-Service Teacher will:

  1. Use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
  2. Identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
  3. Use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
  4. Communicate information in different formats and for diverse audiences.
  5. Know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

UNIVERSITY/COURSE POLICIES

In addition to conduct and responsible behavior regarding course expectations, respect for self, peers, and the learning environment, you will be graded on the follow:

ATTENDANCE POLICY:

Your attendance is expected. It is not possible to make up work missed during the class period since it involves the interactions of students, professor, and content. Class activities and participation will be part of your grade. Absences will affect your grade. Professionalism points and in class activity points will be deducted for unexcused absences as well as excessive excused absences and tardiness. Missing more than 10% of class meetings will result in a failing grade. Coming late to class or leaving early will be considered as significant as absences.If you are not present when roll is called, it is your responsibility to talk with the professor to receive attendance credit. Your commitment to becoming the best teacher possible includes regular, timely attendance and participation. You are responsible for asking someone to take notes, and gather handouts for missed classes. It is your responsibility to find out what you missed. See Professionalism Rubric *.*.

Classroom Participation:

You will need to read before the class session, participate in classroom assignments, and actively listen to any classroom discussions. All assignments are due at the beginning of class on the dates due. Late work is not accepted unless arrangements have been made with the professor.

Assignment Submission:

All assignments are to be placed in the file folder prior to the beginning of class. Some assignments will require submission through Blackboard. Any assignment submitted after the beginning of class will be considered late, even if submitted the same day. If you know that you will be absent on a day an assignment is due, you need to make arrangements for your assignment to be turned in either before the due date or by another student. Because you are entering a profession which serves students, completion of tasks may determine the success or failure of your students. Therefore, missing or non-completion of any assignment may result in the failure of the course.

COURSE READINGS
NOTE: Because this is a reading course,this class will require intensive reading and writing. Some weeks will be more; others less. Nonetheless, it is important that you keep-up with all reading requirements.

Field Experiences:

The field experience component of this class is an integral part of our clinical program. Note: the field experience is a vital component required for completing and passing this course. EDUC 4304 will have all the paper work needed regarding field experiences.

PROFESSIONALISM: Candidates for teacher certification at Tarleton State University will demonstrate the following qualities and behaviors in pursuit of their goal of becoming a professional educator.

  • Communication - communicate appropriately and effectively with colleagues, supervisors, students, parents, caregivers and community members using various forms
  • Collaboration - work collaboratively with colleagues, mentors and supervisors to achieve the local, state, and national goals of education
  • Commitment - demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education; be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development
  • Professional Development - Take responsibility for utilizing professional teaching practices and constantly strive to improve through professional growth
  • Ethical Conduct - Uphold the Code of Ethics for Texas Educators and abide by local, state, federal rules, regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents and members of the community.

Academic Honesty Statement
Academic honest is expected. Cheating will not be tolerated and may result in automatic failure of the course. Tarleton State University has an Academic Integrity Policy that is maintained (See Academic Integrity Statement below).
Violations of ethics or professional conduct will result in an evaluation conference related to course and state expectations. Also, this could result in failure of the course depending on outcome of the evaluation(See Appendix G).

Academic Affairs Core Value Statements

Academic Integrity Statement

Tarleton State University's core values are integrity, leadership, tradition, civility, excellence, and service. Central to these values is integrity, which is maintaining a high standard of personal and scholarly conduct. Academic integrity represents the choice to uphold ethical responsibility for one’s learning within the academic community, regardless of audience or situation.

Academic Civility Statement

Students are expected to interact with professors and peers in a respectful manner that enhances the learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session (and potentially subsequent class sessions) for a specific amount of time. In addition, the professor might consider the university disciplinary process (for Academic Affairs/Student Life) for egregious or continued disruptive behavior.

Academic Excellence Statement

Tarleton holds high expectations for students to assume responsibility for their own individual learning. Students are also expected to achieve academic excellence by:

  • honoring Tarleton’s core values.
  • upholding high standards of habit and behavior.
  • maintaining excellence through class attendance and punctuality.
  • preparing for active participation in all learning experiences.
  • putting forth their best individual effort.
  • continually improving as independent learners.
  • engaging in extracurricular opportunities that encourage personal and academic growth.
  • reflecting critically upon feedback and applying these lessons to meet future challenges

Academic Affairs Service Statement

Tarleton faculty, staff, and students are expected to model responsible citizenship through service activities that promote personal and academic growth while enhancing the university, local, regional, national, and global communities. These activities will foster a culture of academic/public engagement that contributes to the achievement of the university’s mission and core values.

Note: Standards of Conduct:This is a general statement about student life policies.Use the following link to view them:

American with Disabilities Act:

It is the policy of Tarleton State University to comply with the Americans with Disabilities Act () and other applicable laws. If you are a student with a disability seeking accommodations for this course, please contact Trina Geye, Director of Student Disability Services, at 254.968.9400 or . Student Disability Services is located in Math 201. More information can be found at or in the University Catalog.

Computer Usage Policy

The University reserves the right to limit, restrict or deny access to its technology resources, as well as to take disciplinary and/or legal action against anyone in violation of these regulations or applicable law.Use the following link to view the computer usage policy:

Library Support

The mission of the Dick Smith Library is to supplement and enrich classroom teaching and learning; to support individual study and research; and to reinforce all curricular and recreational programs of the University.Use the following link to view the library support available:

Technical Support

Students needing technical support may find useful information, tips and contact information at the help desk:

Student Help

Additional information about how to use BB and many other helpful tips can also be found in the student commons area of the Center for Instructional Innovation website:

Observation of a Religious Holy Day
Texas House Bill 256 requires institutions of higher education to excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day. The student shall also be excused for time necessary to travel. An institution may not penalize the student for the absence and allows for the student to take an exam or complete an assignment from which the student is excused. No prior notification to the instructor is required.

Commitment to Diversity
Our society is diverse and professionals must work comfortably and effectively in that society, as well as in an interdependent global community. This course will examine the implications of this need for a professionally diverse orientation. The Office of Diversity and Inclusion is located in Thompson Student Center room 21 (254-968-9488, ,

Student Safety and Title IX
You are in college to achieve academic success, but you must feel safe and take care of yourself to reach your full potential. You have the right to pursue your education in a safe environment. Title IX makes it clear that violence and harassment based on sex and gender are civil rights offenses subject to accountability. If you or someone you know has been harassed or assaulted, there is help and support on campus. You may seek assistance confidentially through the Student Counseling Center or the Student Health Center. Student Counseling Center: 254-968-9044 (phone is answered 24 hours a day, 7 days a week), TSC 212; Student Health Services: 254-968-9271, TSC 212; Title IX Coordinator: 254-968-9754, Admin Annex 1, Room 112; University Police Department: 254-968-9002, located on the backside of Wisdom Gym.

WE, professors, MAY SEEM OLD, but we are young at heart! 

Instructor Communication: Preferred method of contact is through Blackboard email. On weekdays, I will respond to your email within 48 hours. If an email is sent over the weekend, it may take up to 72 hours to respond.

Grading Criteria:

100-90% “A” / 80-89% “B” / 70-79% “C” / 60-69% “D” / Below 59% “F”
This work is superior. It is possible to tell thought, reflection, and time went into the assignment. All parts of the assignment are superior work. / This work is good. Some thought and time are evident, but some parts of the work lack depth and reflection. The work reflects a lack of time spent working through the assignment. / This work is adequate, but it is surface level; thought, time, and reflection are not evident in the assignment. / This work is below expectations; it does not meet content criteria or requirements. It is possible to tell little thought, no reflection, and minimal time went into the assignment. / Unacceptable work. You may be asked to discuss the assignment with me or repeat the course.

REMEMBER: In it highly recommended that you take the time to re-read and edit your work before turning them in. Failure to so may result in lost points.

Assessment Components
(AT A GLANCE)

SEE AppendixD for MAJOR DETAILS

MAJOR ASSIGNMENTS / QUICK DETAILS / POSSIBLE POINTS / Quick: What’s Happening
Attendance/Participation
Professionalism / Punctuality, preparedness, active participation, and professional / 10 / BE THERE & READY
BDA Presentation / Present a BDA as a professional (MIMIC IN-SERVICE) / 5 / 4to 10
min. pres.
Book Analysis / CHILDREN’S LIT IN ACTION
(Trade Books Leveling & Digital Learning Expressions=Green Screen) / 10 / We start in class…
Data-Based Inquiry / Disaggregating data
(COMPUTER BASED GROUP PROJECT) / 5 / All in class
Digital Reflections of Pre-service Teacher
(PARTS 1&2)
“CAPSTONE PROJECT” / Use iMovie or Photo Story to create your story of learning
(SEE APPENDIX C & E) / 30 / Take pictures and work along the way
Final / SEE GOOGLE CALENDAR / 12 / You can do it
Human Transactional Flashcards / Vocabulary (40 cards in all)
(SEE APPENDIX F) / 3 / Open-ended
Literature Circle
(MUST HAVE A COMPLETED ROLE SHEET and GOOGLE-FORM RESPONSE EACH TIME)(MUST HAVE AN ARTIFACT EACH TIME) / In groups of 4, each person will design lit circle program for your class… You will develop a WEBPAGE representing your role and learning as well using WEEBLY (Hint: PD1). / 10
1pt=prep.
(e.g., google form & WEBSITE page)
1 pt =literature circle Artifacts
(i.e., completed role sheet & artifact)
(PER LITERATURE CIRCLE) / in-side & outside class projects
Reading Response Tests (RRTs) / SEE GOOGLE CALENDAR / 15 / Use textbooks
Total Points: 100

Instructor Grading: Grading depends on length of assignment. After an assignment is turned in, the instructor will grade assignment by the following week. However, the instructor has the right to take longer if the assignment is lengthy. For example, this class will have numerous problem based learning (PBL) projects. We will work on the PBL projects together in and out of class time. I may provide oral informal feedback over time before the final grade. This class is a summary and application planning of all your learning at TSU.

Tarleton Grading Statement

Beginning in Fall 2015, Tarleton will begin differentiating between a failed grade in a class because a student never attended (F0 grade), stopped attending at some point in the semester (FX grade), or because the student did not pass the course (F) but attended the entire semester. These grades will be noted on the official transcript. Stopping or never attending class can result in the student having to return aid monies received. For more information see the Tarleton Financial Aid website.

KTS=Know Thy Student (#1 Law of Education)

One of the things I want you to learn is the ability to adjust your lessons according to your students’ needs. In light of this, I may adjust these assignments as I work with you and determine your personal needs and requirements. Also, I will expect to see you demonstrate differentiation in planning and classroom instruction. Every strategy or technique you learn is only as good as you, the TEACHER. THIS IS WHAT A PROFESSIONAL TEACHER DOES .

*GOOGLE CALENDAR FOR MY CLASS: (THINGS CHANGE)

Appendix A

Individual Professionalism Rubric*.*
TURN IN FINAL-FINAL DAYS OF CLASS~(MIMICS PROFESSIONAL EVALUATION PROCESS IN THE FIELD)

Student:______Course:______

5/ Exemplary / 4/ Proficient / 3/ Developing / 2/ Unsatisfactory / 1/ Not Evident / Self Assessment / Professor’s Assessment
Attendance &
Timeliness / Attends every class on time or makes prior arrangements. No late assignments / Attends every class, infrequently tardy, no more than one late assignments / Misses no more than 10% of class time and has few late assignments / Misses classes with no prior notice; several late assignments; or frequently tardy, late from break, or leaves early / Misses more than 10% of class time*.* or has numerous late assignments
Participation / Frequently volunteers positive, well-informed and knowledgeable comments and questions / Occasionally volunteers, comments or questions often based solely on test material requirements / Consistently attentive during class with occasional comments / Sometimes attentive during class, rarely volunteers answers or asks course related questions / Consistently inattentive or disruptive; rude or unnecessary comments
Cooperation & Leadership / Solves problems collaboratively - sometimes as a leader. Solicits involvement by all in group work / Participates in cooperative efforts in a variety of roles, respects others' contributions / Works cooperatively when directed; rarely leads or initiates solutions / Works only with the same colleagues; adds little to cooperative efforts and never leads / Does not participate in group activities or consistently dominates group situations
Responsibility / Responsible for own learning and seeking perspectives and knowledge beyond requirements; follows directions / Takes some steps to further own learning. Shows efforts in a subject beyond requirements. Most directions followed / Performs course requirements competently without evident interest or disinterest / Consistently disinterested; or frequently voices negative comments about subject without suggestions / Complains about course assignments or subject in non-productive manner
Self Totals
By Ratings / 
*.*Professor’s Totals
By Ratings

SHOWING MAX POINTS: [(Total Score 20/4=AVERAGE 5) x 2]=10
*.*Professor’s scoring overrides student’s self-scoring.