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Professional Education Unit
Department of Early Childhood, Elementary, and Special Education
Reading for Early Elementary Teachers, (Face-to-Face)
EDEE 331-001
M/W 8:00-10:10
Ginger Hall B404
&
Language Arts for Early Elementary (Face-to-Face)
EDEE 323 – 001
M/W 10:20-12:10 Ginger Hall B404
Fall 2013
Belinda Hitch
GH 401K
Office: 784-2845
Personal: 606-776-9957
Email: b.hitch@moreheadstate.edu
Course Description:
Reading for Early Elementary Teachers
Materials and methods of teaching basic reading skills in grades P-5. Students are taught how to teach subskills
of reading readiness, vocabulary development, comprehension, and study skills. Assessment and interpretation
of reading abilities will be utilized in designing classroom instruction.
Prerequisites: EDEE 327 & EDEM 330. Co-requisites: EDEE 322 and EDEE 323. Requires TEP admission.
Language Arts for Early Elementary
Role of language arts in the early elementary curriculum. Diagnosis of children’s communications skills, needs, and
subsequent teaching techniques are central to the course. Areas of emphasis include language development, listening
and thinking skills, speaking, written expression, spelling, and handwriting. Field experience is an integral part of this
course.
Prerequisites: EDEE 327 & EDEM 330. Co-requisites: EDEE 322 and EDEE 331. Requires TEP admission.
“Community Engagement: A Light to and from the Mountains”
The Professional Education Unit at Morehead State University delivers rigorous, high quality programs that
prepare professionals informed by best national and international scholarship, plus research, literature, and
experiences specific to Appalachia- preparing professionals to improve the schools, quality of life, and the
communities in which they live and serve. This statement is not only the strategic mission for the College, but it
also incorporates the conceptual framework that guides all our activities.
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Conceptual Framework Outcomes (CFO’s):
The Unit and the faculty within individual programs assess the degree to which its graduates:
1) Master the content knowledge, professional and the twenty – first century skills need to make an optimal
contribution to “whole” student learning in education settings.
2) Are competent in the collection and use of data to inform decision – making and to demonstrate
accountability for student learning.
3) Demonstrate professional dispositions
4) Are culturally competent and understand the regions from which they have come utilizing knowledge and
experiences to effectively “bridge the gaps” (economic, achievement, and geographic) ensuring optimal
learning for all students.
5) Engage in authentic field experiences in collaboration with committed school – based partners and are
empowered to improve the quality of education throughout this region and beyond.
Student Learning Outcomes (SLO’s):
Reading for Early Elementary Teachers
By the end of this course, the candidate will be able to:
1. demonstrate an understanding of the complex reading process and the related instructional practices for P-5
classrooms.
2. integrate developmentally appropriate approaches to teaching reading in P-5 classrooms.
3. implement developmentally appropriate techniques and materials for building vocabulary, developing word
recognition and comprehension strategies (including critical and creative thinking), and integrating the
curriculum in P-5 classrooms.
4. apply authentic and alternative forms of assessment of student progress in the reading curriculum.
5. cooperatively develop and implement developmentally appropriate lesson plans for P-5 students that utilize
current reading approaches.
6. become increasingly aware of the special instructional needs of the culturally and linguistically unique
student and the learning disabled student.
7. become aware of professional organizations, publications, and resources available for both pre-service and
in-service teachers.
Language Arts for Early Elementary
By the end of this course, the candidate will be able to:
1. identify theories of language acquisition and language development, infancy through middle childhood.
2. choose and use teaching methods, instructional and assessment strategies to develop expressive and
receptive language of reading, writing, listening, and speaking.
3 . select and use types of materials and resources for language arts instruction.
4. use KY’s Common Core Academic Standards, Program of Studies, Learning Goals and Academic
Expectations, and assessment strategies that apply to reading, writing, speaking, listening, and technology
instruction and assessment of each content area.
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5.
6.
7.
8.
modify instruction for diverse populations of students.
utilize resource tools and technology
collaborate and participate in teamwork.
reflect and complete self-assessment.
Required Textbooks:
Tompkins, G. E. (2010). Literacy for the 21st Century: A balanced approach, 5th edition. Upper
Saddle River, NJ : Pearson.
**If you have not already purchased a Folio180 Account, you will need to purchase Folio180. This system has
replaced TK20.
Academic Honesty
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic
dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment
item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the
Eagle: Student Handbook or ask your instructor. An example of plagiarism is copying information from the
internet when appropriate credit is not given. The policy is located at
http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Americans with Disabilities Act (ADA)
In compliance with the ADA, all students with a documented disability are entitled to reasonable
accommodations and services to support their academic success and safety. Though a request for services may
be made at any time, services are best applied when they are requested at or before the start of the semester. To
receive accommodations and services the student should immediately contact the Disability Services
Coordinator in the Office of Academic and Career Services, 223 Allie Young Hall, 606-783-5188,
www.moreheadstate.edu/acs/
Campus Safety Statement
Emergency response information will be discussed in class. Students should familiarize themselves with the
nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the
beginning of the semester if you have special needs or will require assistance during an emergency evacuation.
Students should familiarize themselves with emergency response protocols at
http://www.moreheadstate.edu/emergency
Attendance Policy:
Attendance at all class sessions is expected. Extreme illness, death in the family, and participation in authorized
university-related trips will constitute excused absences; however, the instructor must be notified before class of
the absence and a written excuse must be presented to the instructor when the student returns to class. Extreme
illness requires a doctor’s excuse to be considered an excused absence. It is the responsibility of the student to
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secure information presented in class and to make up any experiences missed. Absences on days scheduled for
field experiences or presentations must be made up. Missed In-Class Activities and points cannot be made up
except in the case of a University-Excused activity. More than three hours of absences or excessive tardiness for
other reasons are not excused and may result in the reduction of the final grade.
*Class Cancellations: If class has to be cancelled due to inclement weather or other emergencies, there will be
a Blackboard assignment posted for completion in order for students to earn the In-Class Activity points.
Required Field Experience Hours: Candidates must successfully complete a minimum of 16 hours of
participation experiences in a P-5 school setting for each class. Field experience will include teaching two
KTIP lessons. Field experience is an integral part of this course. Students are required to complete all hours and
accurately enter the total into their Folio 180 accounts. Failure to do so will result in an “I” for the course. This
is a Level III Field Experience.
Quality of Work:
All work will be evaluated considering the quality of the assignment, AS WELL AS, the quality of the writing.
Mechanics, usage, grammar, and spelling will be part of the evaluation. NO CREDIT WILL BE EARNED
FOR WORK THAT IS NOT ORIGINAL.
Grading Scale:
A=90-100%
B=80-89%
C=70-79%
D=60-69%
E=59% or below
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Combined Course Evaluation:
Candidates will be evaluated according to the descriptions of assessments below.
Program:
Assessment (point
value)
In-Class activities.
(200 points each
class)
Elementary P-5
Description
EDEE 331/EDEE 323 – Reading/LA for Early Elementary
It is expected that everyone will participate in all class discussions (10 points per class). InClass activities will include, but not be limited to Admit/Exit Slips, collaborative group work,
independent reflection, literature circle discussions, independent readings, affix assessment
and Do-Now writing for an additional 50 points. Participation includes answering and asking
questions, as well as providing ideas and resources that will benefit students in this class.
Furthermore, a lack of participation in class discussions or disruptive behavior will result in a
loss of participation points. Attendance is mandatory for credit of these activities. Missed
In-Class Activity points cannot be made up except in the case of a University-Excused
activity.
All candidates will respond to chapter reading assignments using the formats distributed in
Chapter Responses
class. The format of each response will vary and will be assigned on an ongoing basis.
(40 points for each
Completed responses will be turned in as specified in the course calendar. This includes exit
class)
slips from peer small group teaching. Each will be worth 10 points.
Small group teaching Candidates will form a small group to develop, share and teach activities to our class,
(20 points)
including the Kentucky Common Academic Standard, Learning target, activity, Learning
Styles, assessment and modification. An exit slip will also be administered. The activities will
be from one of the following areas; Phonics and/or Phonological Awareness, Comprehension,
or Vocabulary Instruction. Attendance is mandatory for full credit of these activities. The
scoring guide will be distributed in class.
Each individual will maintain course documents that may include responses to specific
Resource and
Reflection Notebook. chapter readings (in class), class session questions/responses, and class activities, handouts,
(50 points for each
etc. When field experiences begin, candidates will continue to collect documentation related
class)
to assessment, instructional practices, activities, etc. to place in the notebook. It should be
organized for future use. Rubric available on Bb.
Candidates must successfully demonstrate manuscript and cursive writing competency on
Manuscript and
cursive handwriting both paper and the classroom white board. Zaner-Bloser models shall be used. Selfassessment of writing performance is also required. Candidates also will find an activity for
demonstration (30
teaching handwriting and demonstrate this activity in class. Copies of the activity should be
points)
made for class colleagues and the instructor. The Scoring Guide for this assignment will be
distributed in class
Working individually, candidate will choose a topic of interest and collect materials that
Concept / Topic
would allow a learner to explore the topic in a variety of formats. These materials should
“Library in a Box.
include fiction and non-fiction chapter books, picture books, poetry, websites, kits, games,
(40 points)
etc. The topic must be approved by the instructor before collection begins. A bibliography in
APA format must accompany the book box presentations and be made available to all class
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members. Rubric available on Bb.
With increased attention to technology in the classroom and the many helpful websites
available, teachers of all age groups will find useful on-line teaching tools. For this
assignment, choose a theme (theme will be the same as your Personal Library in a Box), then
research and find at least 7 websites that will help you teach and/or present information
related to that theme. Be prepared to share one or two of the sites in class. The format for
this assignment will be an annotated bibliography. Rubric available on Bb.
Internet Text Set.
This is part 2 of
“Library in a Box”
assignment
(20 points)
Literature Circle
Group Participation
Project and
Presentation.
(50 points)
Assessment Case
Study
(50 points)
Literacy Lesson
Plans
(100 points)

Reading/LA Lab
Field Experiences &
Reflections. (100pts)
Disposition (50 pts)
Participation in a group literature circle, including planning, discussions, job completion,
prepared for meetings. Working individually or in a group, candidates will develop and
present a literature circle project using a visual aide to demonstrate comprehension of a text.
The intended audience should be primary or intermediate grade students. This project may
involve the integration of technology, Internet resources, children’s literature, and writing as
well as presentation skills. This activity will be presented to classmates. Criteria for
designing and evaluation will given in class.
Administer reading/writing assessments, learning styles /MI assessments to two or more
children in your field experience. Based on the results make recommendations of books
and/or materials which should be available to the child in the classroom, advice to give the
child’s parents and what next steps in teaching reading and writing should be pursued on
behalf of the child.
Two literacy lesson plans, one KTIP reading and one language arts. The reading lesson plan is
a critical performance piece. The language arts lesson plan is part of the writing process unit.
There will be a formal observation of the candidate teaching a reading and a language arts
lesson. Feedback from cooperating classroom teacher will be integrated in the evaluation.
Guidelines for evaluation of this aspect of the course will be distributed in class; rubric
available on Bb.
Candidates will be placed in primary or intermediate classrooms for observation and
participation. Specific tasks will be performed and documented including informal
assessments, lesson design and implementation, evaluation and reflection. Four field
experience reflections; introduction/class rules/contextual factors, Language Arts unit, Small
group reading instruction, and end of semester. Rubric and guidelines will be given in class.
Students will work closely with both the course instructor and the classroom teacher to
develop these instructional sessions. A disposition will also be completed by the instructor as
well as a self-assessment. A copy will be distributed in class. Maintain and return signed
attendance card. Candidates will not pass the class without successfully completing field
experience requirements.
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Tentative Combined Course Calendar
EDEE 331 (001) - Reading for Early Elementary Teachers
EDEE 323 (001) Language Arts for Early Elementary
Fall 2013
Date
Mon
Aug 19
Assignments / What’s Due
Topic / Class Activities




Intro: Syllabus
Journal
Reading/Writing inventories, surveys, MI
and learning styles:
Dispositions and field experience

In-class activities-“Getting to Know You”



“Getting to Know You” reflection/response
Student Inventory/Goal sheets from Bb
Bring items related to Me Museum for display
and presentation
No field placement
Aug 21



Aug 26
Building Community: Me Museum
KY Common Academic Standards
Placemats
Assessment of Students’ Literacy
Development.
FIELD PLACEMENT
Aug 28

Sept 2
No field placement Holiday
Sept 4

Sept 9
Sept 11
Teaching the reading and writing
processes; components of reading and the
writing process
 Literature Circles set up
 MELINDA SPELLING INVENTORY
FIELD PLACEMENT










Literature Circles
Working with the youngest readers and
writers
Phonics and Phonological Awareness
FIELD PLACEMENT
Sept 16
Sept 18
Focus: Introduction/Class rules and procedures.
Contextual Factors-Learning styles




Cracking the Alphabetic Code
Phonics- Strategies and Activities
Literature Circles
Chapter 2
Focus: Running Records and Spelling Inventory
Assessments with 2+ students.
Monday Teaching Moment
Chapter 4
Prepared to discuss in Literature Circles
“What’s in a Name” Poem
Focus: Reading Lesson with Basal. Coteaching/modeling/mirroring.



Turn in Assessment Case Study Project and
Summary (paper copy)
Monday Teaching Moment
Chapter 5
8

FIELD PLACEMENT
Sept 23
Sept 25



Phonics- Strategies and Activities
Literature Circles
Writing with Mentor Text
Prepared to discuss in Literature Circles
Focus: Co-teaching. Small group reading
without basal.




Monday Teaching Moment
Small Group Phonemic Awareness/Phonics
presentation
Prepared to discuss in Literature Circles
Topic for Personal Library in a Box – same topic
as Internet Text Set, approved by instructor.
Begin whole group Language Arts Writing
Lesson with Mentor Text.
No KTIP Lesson Plan. Cooperating teacher to
conduct observation.
Field Experience Written Reflection #2
Monday Teaching Moment
The writing process plan
Prepared to discuss in Literature Circles
Small Group Vocabulary Presentation
Chapter 7
Sept 30
FIELD PLACEMENT
Oct 2


Oct 7
FIELD PLACEMENT
Continue whole group Language Arts Writing
Lesson with Mentor Text.
No KTIP Lesson Plan. Cooperating teacher to
conduct observation.
Wed
FIELD PLACEMENT
Continue whole group Language Arts Writing
Lesson with Mentor Text.
No KTIP Lesson Plan. Cooperating teacher to
conduct observation.
Mon
Oct 14
NO FIELD PLACEMENT- On campus

 Expanding Students’ Knowledge of Words 
 Lesson Plan development
sharing/discussion
Handwriting Demonstration Assessment
Chapter 7
Oct 16

Expanding Students’ Knowledge of Words 
KTIP Reading Lesson Plan development




Oct 9


Oct 21
Facilitating Students’ Comprehension:
Reader Factors
New Literature Circles
Lesson Plan development
FIELD PLACEMENT



Monday Teaching Moment
Small Group Comprehension presentation
“Personal Library in a Box” & “Internet
Text Set” displays and presentations
Focus: Co-teaching.
 Small group reading without basal.
 Continue whole group Language Arts
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Oct 23

Oct 28
FIELD PLACEMENT
Oct 30

Nov 4
Wed
Nov 6
FIELD PLACEMENT
FIELD PLACEMENT
Writing Lesson with Mentor Text.
No KTIP Lesson Plan. No formal observation
Field Experience Written Reflection #3
Chapter 8
Prepared to discuss in Literature Circles
Reading Lesson Plan Due
Small Group Comprehension presentation
Focus: Co-teaching small or whole group
reading without basal. No KTIP Lesson Plan.
No formal observation
Monday Teaching Moment
Chapter 9
Prefix/Suffix Assessment
Prepared to discuss in Literature Circles
Teach KTIP Reading or LA Lesson for formal
observation by MSU instructor
Nov 11
FIELD PLACEMENT
Teach other KTIP Reading/LA Lesson for formal
observation by classroom teacher
Nov13

Nov 18
FIELD PLACEMENT
Nov 20


Nov 25
FIELD PLACEMENT
Dec 2
Dec 4
FIELD PLACEMENT
 Differentiating Reading and Writing
Instruction
 Literature Circles Presentations
Facilitating Students’ Comprehension:
Text Factors
Comprehension strategies & assessment in
nonfiction
Developing Fluent Readers and Writers
Reading and Writing in the Content Areas
Chocolate Day Unit


















Monday Teaching Moment
Chapter 6
Literature Circle discussion
Focus: Co-teaching small or whole group
reading without basal. No KTIP Lesson Plan.
No formal observation
Chapter 12
Turn in notebooks
Prepared to discuss in Literature Circles
Focus: Co-teaching small or whole group
reading without basal.
Wrap up/closure with students.
Revised and Complete Reading Lesson Plan
Uploaded to Folio 180
Field Experience Written Reflection #4
Chapter 11
 Final Celebration Reflection
 LC presentations
This syllabus and course calendar is a guide for the courses listed above. The syllabus may be altered, edited,
or modified at any time. Any such modifications will be communicated to students either electronically or faceto-face.
Finals Week
10
Kentucky
Teacher
Standards
(KYS)
Kentucky
Common Academic
Standards for English /
Language Arts
Education Professional
Standards Board
(EPSB)
International
Reading Association
(IRA) Standards
2010
NCATE Standards
Resource and Reflection
Notebook.
CFO: 1, 2, 3
SLO: 1, 2, 3, 4, 6
KTS I, II, V, VI,
VII, VIII
Standards 1-10: K-5:
Reading Literature; Reading
Informational; Speaking
and Listening; Language;
Writing Standards
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
3, 4, 5
Standard 1, Standard 2,
Standard 3, Standard 4
Text Chapter Response
CFO: 1, 4
SLO: 1, 2, 3, 4, 5, 6, 7
KTS I, V, VI, VII,
VIII
Standards 1-10: K-5:
Reading Literature; Reading
Informational; Speaking
and Listening; Language;
Writing Standards
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
3, 4, 5
Standard 1
Aligned with
Assessment
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Concept / Topic
“Library in a Box”
CFO: 1, 2, 4
SLO: 1, 2, 3, 4
KTS I, II, III, V,
VIII
Standards 1-10: K-5:
Reading Literature; Reading
Informational; Speaking
and Listening; Language;
Writing Standards
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
4, 5
Standard 1, Standard 4
Internet Text Set
CFO: 1,2,3
SLO: 2,3,4,5,6
1,2,3,4,5,6,7,8,9
1,2,5,6
Diversity, Assessment,
Literacy, Closing the
Achievement Gap
1, 2, 3, 4
1,3,4
Reading Lab Field
Experiences.
CFO: 1, 2, 3, 4, 5
SLO: 1, 2, 3, 4, 5, 6, 7
Literature Circle Project
and Presentation.
CFO: 1, 4
SLO: 1, 2, 3, 4
In-Class activities
CFO: 1, 2, 3, 4
SLO: 1, 2, 3, 4, 5, 6, 7
KTS I, II, III, IV,
V, VI, VII, VIII,
IX
Standards 1-10: K-5:
Reading Literature; Reading
Informational; Speaking
and Listening; Language;
Writing Standards
Standards 1-10: K-5:
Reading Literature; Reading
Informational; Speaking
and Listening; Language;
Writing Standards
Standards 1-10: K-5:
Reading Literature; Reading
Informational; Speaking
and Listening; Language;
Writing Standards
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
3, 4, 5, 6
Standard 3
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
3, 5
Standard 1, Standard 4
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
3, 4, 5, 6
Standard 1, Standard 2,
Standard 4
Assessment Case Study
CFO: 1, 4
SLO: 1, 2, 3, 4
KTS I, II, III, IV,
V, VI, VII, VIII
Standards 1-10: K-5:
Reading Literature;
Reading Informational;
Speaking and Listening;
Language; Writing
Standards
1, 4, 5, 6
Diversity,
Assessment, Literacy,
Closing the
Achievement Gap
IRA Standards 1, 2,
3, 5
Standard 1, Standard 4
Diversity, Assessment,
Literacy, Closing the
Achievement Gap
1, 3, 4
1
Literacy
1
KTS I, II, III, IV,
V, VI, VII, VIII
KTS I, II, III, IV,
V, VI, VII, VIII,
IX
2 KTIP Lesson Plans
CFO: 1, 2, 3, 4, 5
SLO: 1, 2, 3, 4, 5, 6, 8
Handwriting
Demonstration
CFO: 1,
SLO: 1, 2, 3, 4
1