COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
Multisensory Structured Language Education
SPED 4010
Spring 2014
Professor:
Elaine Cheesman, Ph.D.
Office:
Columbine 3039
Phone:
719-255-4861
E-mail:
Echeesma@uccs.edu
Office Hours:
Mondays, noon – 4:00 P.M. or by special appointment
Required Textbooks:
• Language Essentials for Teachers of Reading and Spelling
(LETRS) Modules 1-3 (2nd Edition) The Challenge of
Learning to Read; The Speech Sounds of English:
Phonetics, Phonology, and Phoneme Awareness;
Spellography for Teachers: How English Spelling Works.
Note: These books will NOT be available from the UCCS
Bookstore. You must order from Cambium Education. Web:
http://store.cambiumlearning.com/letrs-second-edition
Course Format:
http://www.uccs.edu/~coe/
This course consists of lectures, use of audio and visual media, readings
from required text and supplementary journal articles, classroom discussions,
technology-mediated interactions, student presentations, and in-class small
group activities.
Course Overview:
This course introduces the content and principles of comprehensive literacy
instruction for students who struggle with reading and writing and require
targeted or intensive intervention. The course includes research-based
content of the foundational concepts about oral and written language
learning, the knowledge of the structure of language, and teaching strategies
in phonemic awareness and systematic phonics, including spelling. .
Students will have several opportunities to plan instruction and evaluate
one’s own teaching and the teaching of other teacher candidates.
Course Objectives:
1. Evaluate and summarize current and historical theoretical underpinnings of reading instruction, the
subtypes of reading disabilities and their implications for the scope and sequence of reading and
spelling instruction.
2. Demonstrate understanding of essential skills, historical roots, terminology and instructional scope
and sequence of skills for English (a) oral language and phonology, (b) orthography and (c)
morphology.
3. Plan and demonstrate research-based instructional strategies for essential literacy skills.
4. Conduct self-evaluation of one’s own practice and coach others to improve instruction and guide
professional growth.
5. Investigate tools and informal assessments for screening and diagnosing reading and spelling abilities.
Course Expectations:
Course Assignment Due Dates
All work must be submitted when due. Assignments overdue by more than one week will not be accepted
and 0 points will be given for that assignment. With at least 24 hours prior approval from the instructor,
tests or exams may be taken at another time within one week of the due date. No credit will be given for
unapproved missed exams.
Written Assignment Criteria
In the spirit of demonstrating professionalism, written work must be free of grammatical and spelling
errors. Points will be deducted for mechanical errors in all written work, including e-mail messages to the
professor. Students who wish assistance in writing may contact the University Writing Center.
UCCS offers free writing support at The Writing Center at Columbine Hall, room 316. Students of all
skill levels can benefit from working with peer writing consultants at any stage of the writing process be
it brainstorming, drafting, or final editing. The Writing Center is open for 50 minute face-to-face or online
appointments from 9am to 8pm Monday through Thursday and 9am to 2pm on Friday and Saturday.
Appointments can be made by visiting http://www.uccs.edu/writingcenter/. Call 719-255-4336 with
questions about our programming and policies.
Cell Phone / Texting, Email during class
You may not receive or make voice or text messaging or access email during class. I reserve the right to
ask you to leave the class for any infractions. If you have extenuating circumstances, please inform me
before class so that I may make a one-time exception.
Technology Competencies: It is expected that students begin our program with foundational technology
skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online
research databases. Knowledge of the use of technology-supported multimedia, such as PowerPoint and
other audio/video resources, is expected. Students who need assistance with building technological skills
should speak with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course content.
All students must obtain a UCCS email address and check it regularly (every day) so as not to miss
announcements. If your UCCS email address is not your primary one, please have emails from UCCS
rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of
ethical and professional conduct. This includes attending class, being adequately prepared, contributing to
class discussions, submitting high caliber work and representing your own work fairly and honestly. As
an important member of a classroom community, attendance and punctuality is mandatory. You must
actively engage in class and group work to maximize your learning in this course.
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If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence. Unexcused
absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community. Please
monitor your participation in class discussions and group work and find ways to contribute intelligently to
the discussion without silencing others. All written assignments must be computer generated unless
otherwise indicated by the professor. Professional behavior will be expected in your future
teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing students to
recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender,
economic, sexual orientation and ability – while striving to provide fair and equitable treatment and
consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any
reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of
Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this
course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is
committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of
disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any program or activity…” If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact and register with the Disabilities
Services Office, and provide them with documentation of your disability, so they can determine what
accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as
soon as possible. Please note that accommodations are not retroactive and disability accommodations
cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been
given to the professor by the student. Please contact Disability Services for more information about
receiving accommodations at Main Hall room 105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities including
training and deployment should consult with faculty prior to registration for any course, but no later than
the end of the first week of classes. At this time, the student should provide the instructor with a schedule
of planned absences, preferably signed by the student's commander, in order to allow the instructor to
evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities to be
excused absences, on par with those due to other unavoidable circumstances such as illness. If, however,
it appears that military obligations will prevent adequate attendance or performance in the course, the
instructor may advise the student to register for the course at another time, when she/he is more likely to
be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for
an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
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(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and residence
where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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Assignments (graded activities):
1. Log Entries
Read the LETRS Modules and required journal articles under each topic. Complete
responses that address specific questions or prompts. Each response will include
interpretations of article content and information from class reading assignments and
discussions. Cite information from all sources, using APA format for citations. Each
entry must thoroughly address the question or prompt, be written in a manner that is
appropriate to the intended audience and contain no spelling nor grammatical errors.
Students are encouraged to visit the writing center prior to submitting the assignment.
I may give more specific details in class. Students must thoroughly address the topic
question for each entry and contain a minimum of 500 words and no more than 800
words.
Log #1: Word Identification Strategies for Reading
Address this response to fellow educators. Summarize the practice of using
context cues in reading, referencing its history and the research evidence
concerning eye movements and language processors. Contrast the practice of
using context cues for word identification with using context cues for
understanding the meaning. Discuss the implications of using context cues for
word identification for children with reading disabilities.
Readings
• LETRS Module 1, Chapters 1, 2, and 3.
• Spear-Swerling (2006). The use of context cues in reading. LD Online.
• Greaney (2011). The Multiple Cues Theory. Perspectives on Language and
Literacy, 37(4), 15-19.
• Hempenstall (2003). The three-cueing model: Down for the count? Retrieved
February 9, 2012 from EducationNews.org.
Log #2: Phonological Processes, Reading and Spelling
Address this response to parents of your students. Summarize the relationships
among phonological processes, reading and spelling. In what ways does phoneme
awareness support reading and spelling? In what ways does spelling support
reading?
Readings
• LETRS Modules 2 and 3
• Shankweiler, D., & Fowler, A. E. (2004). Questions people ask about the role
of phonological processes in learning to read. Reading and Writing, 18, 483515.
• Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008/2009). How
words cast their spell: Spelling instruction focused on language, not memory,
improves reading and writing. American Educator, 32(4), 6-16, 42-43.
Log #3: Research-Based Instruction
Address this response to fellow educators. Summarize the importance of
providing research-based literacy instruction. Include a discussion of both
essential content and principles of instruction.
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Readings
• Rosenshine, B. (Spring 2012). Principles of instruction: Research-based
strategies that all teachers should know. American educator, pp. 12 - 19, 39.
• Clark, R.E., Kirschner, P.A., & Sweller, J. (Spring 2012). Putting student on
the path to learning: The case for fully guided instruction. American educator,
pp. 6 - 11.
2. Practica
Absences: If you are absent on the day of a Practicum, you must give your lesson the
next week.
Instructions:
a. Write and prepare lessons to deliver to a small group of your peers in class. For
exceptionally well-done lessons, I may request you to videotape a presentation for
class viewing.
b. Prepare this lesson by rehearsing it several times prior to class.
c. Bring in sufficient numbers of word-processed copies of each lesson plan and
related materials to give to your peers in your working group. Attach copies of
materials used in the lesson to give to your peers.
d. One of your peers will act as a "proxy" student. This student will not have
behavior issues! The other students in your group will observe your lesson and
offer feedback using the form attached to this syllabus.
e. Submit for a grade after the last Practicum:
i. You will submit both hard copies and post an electronic document to
Blackboard (see below). Submit a hard copy of your signed Practica
Rubric with copies of your lessons stapled to the record.
ii. On Blackboard, submit a typed copy of all of the comments and
suggestions made by your peers on your Practica Rubric.
iii. On the same document, write a three-paragraph self-evaluation of your
lesson plan and delivery. Each of the three sections will mirror the items
on the Practicum and Lesson Demonstration Rubric at the end of this
syllabus: 1) Focus & Content, 2) Modeling & Pacing and 3) Teaching &
Engagement.
3. Lesson Plan and Demonstration
Instructions
a. Prepare a written lesson plan using the format presented in class.
b. Deliver and videotape this lesson using an adult as a “proxy” student. The lesson
should be about 12-15 minutes long. Abbreviate sections to save time. Review
and student “practice” are good items to abbreviate.
(i) Post this video on the class Shutterfly account. Instructions are in Blackboard.
c. On the same document as the lesson plan, write a three-paragraph self-evaluation
of your lesson plan and delivery. Each of the three sections will mirror the items
on the Practicum and Lesson Demonstration Rubric at the end of this syllabus: 1)
Focus & Content, 2) Modeling & Pacing and 3) Teaching & Engagement.
(i) On Blackboard, submit your lesson plan and self-evaluation as one
document.
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Camcorders are available from the instructor, the College of Education’s Dean’s office,
and the UCCS IT Help Desk. Because only a few camcorders are available, I encourage
you to use your own equipment.
4. Written Examination This covers the READING ASSIGNMENTS and LECTURE NOTES from the
beginning of the term. This exam is in two parts. One part is in Blackboard; the other
will be conducted in class. This exam includes both multiple choice and essay questions.
You must take this alone, without discussing it with other people. It is open-book, open
notes, but not open-buddy!
Point Distribution and Grades
Assignments
1. Log Entries
2. Practica
3. Examination
4. Lesson Plan and Demonstration
Total
92 - 100%
90 - 91%
88 - 89%
82 - 87%:
A
AB+
B
80 - 81%:
78 - 79%
72 - 77%
70 - 71%
Points
30
30
100
50
210
BC+
C
C-
7
% of Grade
14%
14%
48%
24%
100%
68 - 69%
62 - 67%
60 - 61%
59% or less
D+
D
DF
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
Evaluate and summarize current and
historical theoretical underpinnings of
reading instruction, the subtypes of reading
disabilities and their implications for the
scope and sequence of reading and spelling
instruction.
Assignments
Assignment #1. Log Entries
Assignment # 4. Written Examination
Demonstrate understanding of essential
skills, historical roots, terminology and
instructional scope and sequence of skills for
English (a) oral language and phonology, (b)
orthography and (c) morphology.
Assignment #1. Log Entries
Assignment #2. Practica
Assignment #3. Lesson Plan and Demonstration
Assignment #4. Written Examination
Plan and demonstrate research-based
instructional strategies for essential literacy
skills.
Assignment #2. Practica
Assignment #3. Lesson Plan and Demonstration
Conduct self-evaluation of one’s own
practice and coach others to improve
instruction and guide professional growth..
Assignment #2. Practica
Assignment #3. Lesson Plan and Demonstration
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CEC
CC2K5
CC2K6
GC2K1
GC2K3
CC4S3
GC4K1
GC4K3
GC4K7
GC6K1
GC6K3
CC7K1
CC7K2
GC7K3
GC7K4
CC4S3
GC4K1
GC4K3
GC4K7
GC4K4
GC4S1
GC6S2
GC6S4
CC7K1
CC7K2
GC7K3
GC7K4
CC4S3
GC4K1
GC4K3
GC4K7
GC4K4
GC4S1
GC6S2
GC6S4
CC7K1
CC7K2
GC7K3
GC7K4
CC9S9
CC9S11
CC10S8
STANDARDS
PBSCT
SPED
Generalist
1
(5.01)
1a, b
1
(5.01.2)
3.5, 6.2,
6.3, 6.6
1c, e, e(i),
e(ii), e(iii),
g, 6a
1
(5.01.1)
3.5, 6.2,
6.3, 6.6
8.5
1a, b, c, g,
6a
5a, a(iv),
c(i), ((, g,
i(i)
3g, h; 6a,
a(i), b, b(i)
References
Books
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary
instruction. New York: Guilford Press.
Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A
phonological awareness program for young children. Baltimore, MD: Brookes.
Grace, K. (2007). Phonics and spelling through phoneme-grapheme mapping Longmont, CO:
Sopris-West.
Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for
reading problems at any level. New York: Knopf.
Websites
University of Iowa Phonetics
Florida Center for Reading Research
Children of the Code
National Research Center on Learning Disabilities
Reading Rockets
LD Online
National Right to Read Foundation
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www.uiowa.edu/~acadtech/phonetics/#
www.fcrr.org
www.childrenofthecode.org
http://nrcld.org/
www.readingrockets.org
www.ldonline.org
www.nrrf.org
Class Calendar
Date 1 2 3 22-­‐Jan 29-­‐Jan 5-­‐Feb 4 12-­‐Feb 5 6 7 19-­‐Feb 26-­‐Feb 5-­‐Mar 8 12-­‐Mar 9 19-­‐Mar BREAK 26-­‐Mar 10 2-­‐Apr 11 9-­‐Apr Topics Why reading instruction is a National Priority The Challenge of Learning to Read Learning to Read is not Natural What the Brain Does When it Reads How Children Learn to Read and Spell Dyslexia and Other Causes of Reading Disability Research Base for Understanding Reading Phonology and Phonological Awareness The Speech Sounds of English Phonology and Spelling Understanding Language Differences Teaching Phonological Skills Assessment of Phonological Skills How Print Represents Speech #1: The History of English Explains Spelling #2: Phoneme-­‐Grapheme Correspondence #3: Position of a Phoneme #4: Letter Patterns #5: Meaning Part I of Exam in class. Teaching Phonics and the Alphabetic Principle 12 16-­‐Apr 13 23-­‐Apr 14 15 30-­‐Apr NO CLASS (ON-­‐LINE EXAMINATION) 7-­‐May Evaluate selected phonics lesson via uploaded videos 10
REQUIRED READING ASSIGNMENTS DUE LETRS Module 1: The Challenge of Learning to Read Log 1 Journal Articles for Log 1 LETRS Module 2: The Speech Sounds of English Journal Articles for Log #2 LETRS Module 3: Spellography for Teachers: How English Spelling Works Journal Articles for Log 2 Journal Articles for Log 3 Practicum A Log 2 Practicum B Practicum C Practica Record Examination Lesson Plan and Video Demonstration Log 3 Practicum and Lesson Demonstration Rubric Name ____________________________________ For Practica: first state what teaching skill you would particularly like feedback. Rate each criteria as a group using the following scale: 1 = unacceptable (much improvement needed – see suggestions below) 2 = acceptable (some improvement needed – see suggestions below) 3 = target – (only fine-­‐tuning needed; mainly very-­‐well organized and delivered) Rating Criteria PRACTICUM A 1 2 3 Check 1-­‐3 areas that could use improving. ! The content and examples were appropriate for the task and student success. Focus & Content ! The focus of the activities are clear; you checked for student understanding. ! You were well-­‐prepared; materials were organized and accessible. Modeling &
! The modeling is explicit, systematic, sequential and accurate. Pacing ! You maintained an engaging, quickly paced lesson with quick and efficient transitions. ! You delivered the lesson (look at student, modulated voice) rather than read the lesson. Teaching &
! You actively engaged students with multisensory teaching and activities. Engagement ! You limited teacher talk; gave non-­‐verbal positive reinforcement. ! You corrected errors immediately by modeling correct response. Rating Criteria 1 2 3 Focus & Content Modeling & Pacing Teaching & Engagement PRACTICUM B Check 1-­‐3 areas that could use improving. ! The content and examples were appropriate for the task and student success. ! The focus of the activities are clear; you checked for student understanding. ! You were well-­‐prepared; materials were organized and accessible. ! The modeling is explicit, systematic, sequential and accurate. ! You maintained an engaging, quickly paced lesson with quick and efficient transitions. ! You delivered the lesson (look at student, modulated voice) rather than read the lesson. ! You actively engaged students with multisensory teaching and activities. ! You limited teacher talk; gave non-­‐verbal positive reinforcement. ! You corrected errors immediately by modeling correct response. Rating Criteria 1 2 3 Focus & Content Modeling & Pacing Teaching & Engagement PRACTICUM C Check 1-­‐3 areas that could use improving. ! The content and examples were appropriate for the task and student success. ! The focus of the activities are clear; you checked for student understanding. ! You were well-­‐prepared; materials were organized and accessible. ! The modeling is explicit, systematic, sequential and accurate. ! You maintained an engaging, quickly paced lesson with quick and efficient transitions. ! You delivered the lesson (look at student, modulated voice) rather than read the lesson. ! You actively engaged students with multisensory teaching and activities. ! You limited teacher talk; gave non-­‐verbal positive reinforcement. ! You corrected errors immediately by modeling correct response. Suggestions and comments (For Practica Record, type and submit these comments on Blackboard): 11