University of Rhode Island
School of Education
EDC 424
Teaching Literacy in the Elementary School
Section 02 Dr. Julie Coiro
Spring, 2010 Phone: 874-4872
Tues/Thurs. 9:30-10:45 Office: Chafee 615
Chafee 219 Hours: Tues 10:45-12:15 Email:
Prerequisites: EDC 312 or EDC512 and EDC423, or graduate standing
Course Description:
This course is a major professional course that prepares you to teach literacy in grades K-2. Through class discussions, activities, observations, and assignments, you will examine effective methods for teaching the many facets of literacy, including phonics, phonemic awareness, fluency comprehension, and vocabulary to diverse students.
Course readings, activities, and requirements are designed to help you gain knowledge and skills necessary to achieve Rhode Island Beginning Teacher Standards 2 and 3 (for literacy content and development) at the Introduction and Development levels, and components of Standards 4, 5, 7, 8, 9, 10, and 11 at the Introduction and/or Development level. They are also designed to meet the cumulative achievement of Standards 1, 2, 3, 4, & 5 of the International Reading Association’s Standards for Reading Professionals (2003) at the classroom teacher level, and the School of Education’s Graduate Themes 1 (Content), 3 (Diverse Learning), 5 (Professional Development), and 6 (Professional Practice) for graduate students enrolled in this course.
Course Goals:
· To build an understanding of literacy development as a cognitive, linguistic, and social process, and as the interrelationship of reading, writing, speaking, and listening (RIBTS 2.1, 3.1 – Development; IRA 1.1, 1.2, 1.3, 1.4; Graduate Theme 6)
· To begin learning about the English language as a linguistic and alphabetic system (RIBTS 2.1, 3.1 - Introduction and Development; IRA 1.4; Graduate Theme 6)
· To begin learning instructional strategies for teaching children about language and print (RIBTS 2.2, 2.3, 3.2, 3.3 – Introduction, Development; IRA 2.2, 2.3; Graduate Theme 6)
· To begin learning ways to assess students’ understanding and use of literacy and provide instruction related to what they need to learn (RIBTS 2.2, 2.7, 3.2, 3.3, 4.1, 4.2, 9.1, 9.2, 9.5 – Introduction, Development; IRA 3.1, 3.2, 3.3; Graduate Themes 3 and 6)
· To begin to develop teaching, assessment, and organizational plans for literacy lessons (RIBTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 8.4, 9.1, 9.2, 9.5 - Introduction and Development; IRA 2.2, 2.3, 4.2, 4.4; Graduate Themes 3 and 6)
· To promote recognition and application of principles of effective literacy teaching in elementary classrooms (RIBTS 2, 3, 4, 5, 6, 8, 9 - Introduction and Development; IRA 2; Graduate Themes 3 and 6)
· To foster collaboration in a community of learners, professionalism and ethical standards in literacy teaching and learning, and awareness of professional resources and organizations that support and inspire reading teachers (RIBTS 10.1, 10.2, 10.3, 10.4, 11.1, 11.4 – Introduction; IRA 5.1, 5.2, 5.4; Graduate Theme 5)
· To build understanding of the content and goals of the Rhode Island Reading Policy and the Tri-State New England Grade Level Expectations and how those influence teaching and testing in this state (RIBTS 7.4 – Development; IRA 5.2; Graduate Theme 5 and 6)
Required Texts:
Course Website: http://edc424uri.wikispaces.com/
Tompkins, G. (2006). Literacy for the 21st Century: A Balanced Approach. Upper Saddle River, NJ: Pearson. **See online support at http://www.prenhall.com/tompkins
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way: Word
study for phonics, vocabulary, and spelling instruction (4th Ed.). Upper Saddle River, NJ: Merrill.
Armbruster, B., Lehr, F., & Osborn, J. (2003). Put Reading First: The Research Building Blocks for Teaching Children to Reading. Jessup, MD: National Institute for Literacy.
Beck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud
experiences for young children. The Reading Teacher, 55, 10-20.
Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group? Using flexible grouping patterns for effective instruction. The Reading Teacher, 45(8), 608-616.
Ford, M., & Opitz, M. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher, 55(8), pp. 710-717.
Griffith, K. & Rasinski, T. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.
Tri-State New England Compact (2004). Grade Level Expectations for Reading and Writing Grades K-5 (Two separate documents). Providence, RI: Rhode Island Department of Education. http://www.ride.ri.gov/Instruction/gle.aspx
Rhode Island Reading Panel (2004). Rhode Island PreK-12 Literacy Policy. RI: Rhode Island Department of Education. http://www.ride.ri.gov/instruction/readingpolicy.aspx
Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 130-144.
Zucker, T.A., & Invernizzi, M. (2008, May). My eSorts and digital extensions of word study. The Reading Teacher, 61(8), 654–658.
Supplemental Texts: (From EDC 423)
Hancock, M. (2008). A Celebration of Literature and Response: Children, Books, and Teachers in K-8 Classrooms (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill.
Course Requirements and Grading:
This course is an opportunity for you, as a prospective teacher, to become part of a community of learners who are committed to learning through reading, writing, discussing, and collaborating. To be a part of that community, you need to attend every class meeting and participate thoughtfully in all activities. Points will be deducted for missed classes (10 points), tardiness (5 points), and late assignments (points equivalent to one letter grade per assignment). You may request a make up assignment for ONE missed class period. The make-up is eligible for up to 1/2 of the class points (10 points maximum). In order to earn the maximum number of points for each activity listed below, please arrive at all class sessions on time and complete all assignments in a timely manner. **Please see below for special instances of the flu that override this policy.
Illness Due to Flu
The H1N1 Flu Pandemic may impact classes this semester. If any of us develop flu-like symptoms, we are being advised to stay home until the fever has subsided for 24 hours. So, if you exhibit such symptoms, please do not come to class. Notify me of your status by email at or call at 874-4872, and we will communicate through the Ning and/or email to work together to ensure that course instruction and work is completed for the semester.
The Centers for Disease Control and Prevention have posted simple methods to avoid transmission of illness. These include: covering your mouth and nose with a tissue when coughing or sneezing; frequently washing your hands to protect from germs; avoiding touching your eyes, nose, and mouth; and staying home when you are sick. For more information, please view www.cdc.gov/flu/protect/habits.htm. URI information on the H1N1 will be posted on the URI website at http://www.uri.edu/news/H1N1, with links to the www.cdc.gov site.
Academic honesty and integrity are expected of all students. Any work that you submit must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources. Citations must follow the format of the Publication Manual of the American Psychological Association, 5th Edition. (Quick reference sheets can usually be found on the web.)
All course assignments (listed below) are designed to help you meet the Rhode Island Beginning Teacher Standards, and to help you demonstrate your understanding of literacy instruction recommended in the Rhode Island Reading Policy. Each assignment is worth a number of points. The points earned for each assignment divided by the total number of possible points will yield a percentage. Grades will be assigned to percentages as follows:
94-100% = A 90-93% = A- 87-89% = B+
84-86% = B 80-83% = B- 77-79% = C+
Course evaluation is based on the following:
1. Participation: Your dispositions toward learning demonstrated through your prompt attendance at all class periods, active participation in all class activities, demonstrated understanding of course readings and discussions through class assignments, and professional interactions with colleagues and instructors (RIBTS 2.1, 2.2, 3.1, 3.2, 3.3, 10.1, 10.2, 10.3, 10.4, 11.1, 11.4 – Introduction; IRA 5.1, 5.3, 5.4; SOE 5) 100 points (4 points each class)
2. Quizzes (3): Comprehensive understanding of key concepts related to the teaching of reading demonstrated through your satisfactory performance on class assessments (RIBTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development; IRA 1; SOE 1) 25 points each
3. Reading Guides/Activities (4): Your understanding of key concepts covered in the readings demonstrated through your completion of an advanced organizer or small group activity. (RIBTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development; IRA 1; SOE 1) 10 points each
4. Final Exam: Comprehensive understanding of key concepts related to the teaching of reading demonstrated through your satisfactory performance on a cumulative final exam (RIBTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development; IRA 1; SOE 1) 100 points
5. Word Study Demonstration: Your understanding of developmentally appropriate word study instruction demonstrated by you describing and demonstrating one word study activity related to the stage of reading development in your lesson plan and posting the activity to the course wikispace. (RIBTS 2.2, 2.3, 3.2, 3.3 - Introduction and Development; IRA 1.4; 2.2; SOE 1, 6) 25 points
6. Lesson Plan: Your understanding of balanced literacy instruction demonstrated by you creating a literacy lesson plan. (RIBTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 8.3, 8.4, 9.1, 9.2, 9.5 - Development; IRA 2.1, 2.2; SOE 1, 6) 100 points
7. Literacy Photo Journal: Your observations and explanations of first-grade literacy instruction demonstrated through you photographing and annotating a first-grade classroom (the Photo Journal and Literacy Center tasks jointly apply to RIBTS 1.2; 2.2, 2.3; 3.1, 3.2, 3.3; 4.1, 4.4; 5.5; 6.1, 6.3, 6.6, 6.7; 7.1; 9.1 – Introduction and Development; IRA 2, 3, 4; SOE Themes 3 & 6) 75 points
8. Literacy Center: Your ability to design appropriate instructional opportunities demonstrated by you working with colleagues to design and engage your colleagues in a literacy center for first-grade students (the Photo Journal and Literacy Center tasks jointly apply to RIBTS 1.2; 2.2, 2.3; 3.1, 3.2, 3.3; 4.1, 4.4; 5.5; 6.1, 6.3, 6.6, 6.7; 7.1; 9.1 – Introduction and Development; IRA 2, 3, 4; SOE Themes 3 & 6) 100 points
Please note: If you have a documented disability which may require individual accommodations, please make an appointment with me prior to the third class meeting. We will discuss how to meet your needs to ensure your full participation and fair assessment procedures. You should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union, 874-2098.
This is a challenging course. Success requires that you keep pace with the work, understand course concepts, and study effectively. The Academic Enhancement Center (www.uri.edu/aec) is a great place to do this. At the AEC you can work alone or in groups, and tutors and professional learning specialists are available to help you to learn, manage your time and work, and study well. They're open Monday through Thursday from 10 a.m. to 9 p.m. and Fridays until 1 p.m. All services are free (the coffee is free as well!), and no appointment is needed. You can call them for complete information at 874-2367, or just stop by the center on the fourth floor of Roosevelt Hall.
424 Section 2 (Tues/Thurs 9:30-10:45 AM) Course Schedule TOMPKINS 5th EDITION
Date/Topic / Class Activities / Readings Due / Assignments dueJanuary 26 (T)
Course Intro / Activity: Learning about you and the course
January 29 (TH)
Oral Language and Reading Development / Activity: Jeopardy Game with Principles of Effective Teaching of Reading & Writing (Ch. 1)
Interactive Lecture: Oral language and Reading development / Tompkins Ch. 1 (prepare for Jeopardy game categories)
Feb. 2 (T)
Core Areas of Reading and
RI GLEs / Interactive Lecture: Core areas of reading; RI Reading Policy; GLEs
Activity: Mapping RI Reading GLE
Directions: Word study demonstration / RI PreK-12 Literacy Policy (with Reading Guide)
Put Reading First
February 4 (TH)
Emergent Literacy / Interactive Lecture: Emergent Literacy; Learning to read and concepts about print
Activity: Concepts of print assessment
Directions: Photo Journal / Tompkins, Ch. 4 and Intro (pp. 103-128) and Reading Guide and pp. 443-445 (language experience) / Reading Guide Due: Early Literacy
February 9 (T)
The Sounds of Language: Levels of Phonological Awareness / Interactive Lecture: Oral to written language development; songs and activities for phonological awareness (Dechant’s Chart)
Activity: Begin outlining lessons for teaching levels of phonological awareness / Tompkins Ch. 5 pp. 142-155 (Phonemic Awareness)
Yopp & Yopp (2000): Supporting Phonemic Awareness Development / Sign up for word study demonstration
February 11 (TH)
Phonemic Awareness Assessment and Instruction / Interactive Lecture: Phonemic awareness assessment and instruction with Elkonian boxes
Activity: Finish outlining lessons for PA with your group / Words Their Way (WTW) Ch. 1 and Reading Guide
Study for Quiz #1 (on Tuesday, Feb. 16) / PA Chart for Group Activity
February 16 (T)
Teaching Letter Names and Sounds / QUIZ #1
Interactive Lecture: Teaching letter sounds
Activity: Letter/sound assessment, alphabet books
February 18 (TH)
Teaching Phonics (Letter Name Spelling) / Interactive Lecture: Teaching phonics in a balanced literacy program
Activities: Letter cards, pocket charts, word study, decodable texts / WTW, Ch. 4 (Emergent Stage)
Date/Topic / Class Activities / Readings Due / Assignments due
February 23 (T)
Teaching Phonics and Within Word Spelling / Interactive Lecture: Teaching phonics continued
Activity: Digraph, blends, and vowel pattern jingles / Tompkins, Ch. 5, pp. 155-end;
WTW, Ch. 5 (Letter Name-Alphabet Stage)
February 25 (TH)
Storybook Reading / Interactive Lecture: Storytelling, retelling and text talks
Activities: Generating Open and closed questions
Directions Text Talk / WTW, Ch. 6 (Within Words)
Beck & McKeown Text Talk
March 2 (T)
Sight word recognition and fluency / Interactive Lecture: Word Study, Sight Words, and Fluency
Activities: Making Words and Word Walls / Reading Guide: Tompkins Ch. 6, pp. 447-448 (making words); pp. 476-479 (word sorts & word walls);
WTW Ch. 3 / Reading Guide Due: Word recognition
March 4 (TH)
Developing literacy lesson plans / Interactive Lecture: Planning before, during, after reading
Directions: Lesson Plan / Tompkins, Ch. 2
Zucker & Invernizzi (2008) E-sorts / Photo Journal Due
March 9 (T)
Spelling Development / Interactive Lecture: Spelling Development and instruction
Activity: Word sorting and Determining stages of spelling development / WTW, Ch. 2 (Spelling Assess),
Tompkins Ch 4 (p. 128-end), p. 178-180 / Give elementary spelling inventory (p. 270 WTW) to child or group, bring to class 3 copies on 3/11 (FIRST name only!)
March 11 (TH)
Spelling Assessment & Instructional Grouping / Interactive Lecture: Spelling assessment and grouping
Activity: Spelling inventories and classroom profiles / Bring completed spelling inventory to class
March 16 (T)
Reading Fluency / QUIZ #2
Interactive Lecture: Reading fluency (choral reading, repeated reading, activity ideas) / Griffith and Rasinski (2004): Fluency Article &
Tompkins pp. 469-470 choral reading
March 18 (TH)
Choosing Books and Leveled Text Systems / Interactive Lecture: Text leveling systems
Activity: Explore books and leveling systems / Leveled Reading Systems Handout & Tompkins p. 305-311 / Text Talk Element for Lesson Plan due
MARCH 23 & 25, NO CLASS, SPRING BREAK
Date/Topic / Class Activities / Readings Due / Assignments due
March 30 (T)
Assessing Oral Reading with Run. Records / Interactive Lecture: Running Records
Activity: Taking a running record / Tompkins, Ch. 3 (pp. 70-88)
and pp. 463-464 (running records)
April 1 Running Records (con’t) / Activity: Analyzing a running record / Tompkins Ch. 3 (pp. 88-101) / Word study element for lesson plan due
April 6 (T)
Grouping for Instruction / Interactive Lecture: Grouping for Instruction: Shared, guided, repeated and independent reading;
Activity: Share photo journals / Tompkins, Ch. 4, pp. 128-141, and p. 437 (guided reading), p. 465-466 (shared reading), p. 457-59 (reader’s theatre), p. 471-472 (SSR);
April 8 (TH)
Literacy Centers and Classroom Management / Directions: Literacy Center
Interactive Lecture: Creating environmental scaffolds for learning, organizing materials
Activity: Share more photo journals / Reading Guide:
* Tompkins 142-145
* Flood & Lapp: Flexible Grouping
* Ford & Optiz: Literacy Centers / Reading Guide Due: Organizing Literacy Instruction
April 13 (T)
Expanding Vocabulary / Interactive Lecture: Helping students expand vocabulary
Activity: Choosing words and creating student-friendly definitions / Beck & McKeown (Direct & Rich Vocab Instruction); Tompkins, Ch. 7 and pp. 464-465 (semantic feature analysis) / Outline for Literacy Center Due
April 15 (TH)
Vocabulary Games & Activities / Activity: Introducing and interacting with new vocabulary instruction
Activity: Vocabulary games and activities / Key features of WTW Ch. 7;
WTW Ch. 8 & Tompkins 201-206 / Lesson Plan Due
April 20 (T)
Scaffolding Reading Comprehension / Interactive Lecture: Cueing systems and strategy prompts to foster meaning-making;
Activity: Making inferences / * Thacker: Three cueing systems
* Tompkins p. 12-15
* Making Inferences about Characters & Inferences Video
April 22 (TH)
Literacy Centers / Literacy Center Day 1 / Literacy Center Due
April 27 (T)
Semester Review / Short Quiz #3
Activity: Review for the Final
April 29 (TH)
Literacy Centers / Literacy Center Day 2 / Literacy Center Due
May 6 (TH) / FINAL EXAM 8AM-11AM
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