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EDUC 440/442, Introduction to Teaching Reading and Language Arts in the Elementary and Middle
School
Buckingham County School Partnership
Course Outline and Requirements
Fall, 2011: 4 Credit Hours
Instructor: Mrs. Denise Lucas
E-mail: lucasdt@longwood.edu
Office Hours: by appointment
Home Phone : 392-4572
Cell Phone: (434)-607-3511
Class Meeting Time: Buckingham Partnership, Monday, 12:30:2:20, Wednesday 12:30-2:20**On occasion we
will meet at Longwood.
Note: When Buckingham County Schools open late, you are to arrive when teachers are expected to arrive.
When schools close due to inclement weather or for other reasons, we will either have class back on campus or
you can access all course assignments through Blackboard and/or e-mail. All assignments and reading should be
completed before the next scheduled class.
Course assignments may need to be changed because of unforeseen circumstances. Students will be given
adequate notification of any changes.
Course Catalog Descriptions:
EDUC 440-Introduction to Teaching Reading and Language Arts in the Elementary and Middle School (N, K6) Reading, both fiction and nonfiction, vocabulary, comprehension, speaking and listening skills, and study
skills will be emphasized. Required for those seeking licensure at the elementary and/or middle school levels.
Prerequisites: EDUC 260 or consent of the instructor.
EDUC 442- Middle School Literacy Instruction. This course will focus on adolescent literacy, including
reading, writing, speaking, listening and viewing. Attention will be given to effective methods for teaching
reading and writing to learn, vocabulary, comprehension, the writing process, and the integration of literacy
across the content areas. Concepts appropriate to middle school introduced in EDUC 310 will be applied in the
partnership setting during this course. Literacy assessments to inform instruction for diverse populations in the
middle school will be reviewed and applied. This course must be taken concurrently with EDUC 440.
Prerequisite: EDUC 310.
Textbooks:
DeVries, B. A. (2008). Literacy assessment & intervention for K-6 classrooms. Holcomb Hathaway, AZ:
Scottsdale.
Tyner, B. (2009). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and
Struggling Readers (2nd ed.). Newark, DE: International Reading association.
Ganske, K. (2006). Word Sorts and More: Sounds, Pattern, and Meaning Explorations K-3. NY: Guilford Press
Or (Depending on the grade level you intend/prefer to teach)
Ganske, K. (2008). Mindful of words: Spelling and vocabulary exploration 4-8. NY: Guilford Press.
Wynn, M. (2009). Strategies for teaching in the content areas: A handbook for K-8 teachers. Boston: Allyn
& Bacon
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You will need to access and print a hard copy of this publication from the Center for the Improvement of Early
Reading Achievement (CIERA). (2003). Put reading first: The research building blocks for teaching children
to read. Washington, DC: Partnership for Reading. The publication can be downloaded free from
http://www.nifl.gov/publications/pdf/PRFbooklet.pdf This publication is aligned with the National Reading
Panel Report, which is also aligned with the Virginia Reading Assessment (VRA) all elementary teachers much
take. The publication is not longer in print.
Recommended Textbook:
Cohen, V. & Cowen, J. (2011). Literacy for children in an information age: Teaching reading, writing, and
thinking. Scotsdale, AZ: Holcomb Hathaway Publishers, Inc.
Competencies of the Longwood Conceptual Framework for Teacher Education:
V 1--Educators as Reflective Citizen Leaders
TC 1--Planning
TC 2--Implementation and Management of Instruction
TC 3--Evaluation and Assessment
TC 4--Knowledge of Subject
TC 5--Classroom Behavior Management
TC 6—Communication Skills
TC 7--Professional Responsibilities
TC 8--Technology
TC 9--Diversity
Course Objectives:
Knowledge:
The student will be able to:
1. explain the ways that social, cultural, and environmental factors influence language learning (TC 6, 7, 9).
2. explain the interactions of the cueing systems: semantics, syntactics, graphophonics, and pragmatics in the
literacy process (TC 4, 6).
3. explain the role schema theory has in the process of literacy development (TC 4, 6).
4. demonstrate an understanding of language as a symbolic system and the linguistic and cognitive bases for
literacy (TC4, 6).
5. explain the term inclusion as applied to learners with special needs (TC 4, 6, 9).
6. explain the role of motivation, aptitude, and interest in learning to read (TC 4, 6).
7. explain the role literature plays in creating an integrated curriculum (TC 4, 6).
8. explain the various teaching techniques used for developing a literacy curriculum (TC 4, 6).
9. explain the importance of reading aloud in developing good readers (TC 4, 6).
10. explain the importance of creating a democratic, tolerant classroom (TC 6, 7).
11. understand the historical and philosophical origins of curricula as well as the role of the teacher in curricular
decision making and implementation (V 1, TC 6,7).
12. explore teaching strategies that reach the diverse and developmental nature of all learners (TC 7, 9).
13. describe the components of an elementary and middle school curriculum (TC 4, 6, 7).
14. recognize the various learning theories that have influenced the development of curriculum and instruction
at the elementary and middle school levels (V 1, TC 4, 7).
15. recognize the various learning theorists that have influenced curriculum and instruction at the elementary
and middle school levels (V1, TC 4, 7).
16. recognize the impact of Teacher Work Sample on teaching practices and student learning (V 1, TC 1, 2, 3,
4, 5, 6, 7, 8, 9).
17. recognize the importance of a well constructed lesson plan (TC 1, 2, 3, 4, 5, 6, 7, 8, 9).
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Skills:
The student will be able to:
1. participate in self reflection through various types of writing experiences (V 1, TC 6).
2. integrate knowledge of recent research findings into curricular design and content area lessons (TC 1, 2, 3,
4, 5, 6, 7).
3. demonstrate how teachers use traditional and current practices to organize and manage for effective content
area instruction (TC 1, 2, 3, 4, 5, 6, 7, 8, 9).
4. assess the efficacy of various instructional approaches through the appropriate use of assessment and
evaluation methods, including the creation of and use of rubrics and scoring guides (V 1, TC 3, 6).
5. develop teaching activities following Teacher Work Sample format (V 1, TC 1, 2, 3, 4, 5, 6, 7, 8, 9).
6. appraise various questioning techniques for use in the classroom (V 1, TC 4, 6).
7. appreciate the role of parent involvement and its importance in the education of children (TC 7, 9).
Dispositions:
The student will be able to:
1. appreciate the strengths and limitations of various models of literacy (TC 4, 6, 7).
2. appreciate the contributions of various disciplines to the understanding of literacy instruction (V 1, TC 4, 7).
3. appreciate the contributions of past and present researchers to the field of literacy (V 1, TC 4, 7).
4. view oneself as a researcher of teaching and learning and as a professional whose continued growth can best
be met through inquiry, reflection and sustained dialogue with peers (V 1, TC 6, 7).
5. be sensitive to the needs and concerns of individual students in their pursuit for literacy and to be proficient
in the use of continuous and long-term support strategies (V 1, TC 4, 6, 7, 9).
6. foster positive attitudes towards lifelong learning (V 1, TC 4, 6, 7, 9).
7. foster positive attitudes towards lifelong problem solving and learning (V 1, TC 7).
8. appreciate the interconnected nature of all content area knowledge and the maxim, “the whole is greater
than the sum of its parts” (V 1, TC 4, 6, 7).
9. appreciate the strengths and limitations of integrated elementary curricula (TC 4, 6).
10. appreciate the crucial role that teachers play in determining what is taught and learned (TC 6, 7).
11. appreciate the positive impact Teacher Work Sample has on student learning (V 1, TC 1, 2, 3, 4, 5, 6, 7, 8,
9).
12. appreciate the various learning theories that have influenced the elementary and middle school curriculum
(V 1, TC 4, 6, 7).
13. know the importance of self-reflection in terms of teacher growth and development (V 1, TC 6, 7).
14. understand that teachers, in order to be reflective leaders and practitioners, must be well versed, organized,
and knowledgeable in their chosen profession (V 1, TC 4, 6, 7).
Course Outline:
I.
Characteristics and uses of assessment and screening measures for evaluating students’ language proficiency
and reading skills
A.
Formal assessments (norm referenced, criterion referenced)
B.
Informal assessments (informal reading inventories, anecdotal records)
C.
Formal and informal assessments and screening measures for evaluating readers’ knowledge and
skills
D.
Formal and informal assessments and screening measures for monitoring ongoing development of
students’ reading skills and strategies
1. Word-attack skills
2. Vocabulary
3. Word recognition in context
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4. Reading fluency
5. Oral reading comprehension
6. Silent reading comprehension
II.
Use of assessment data to plan reading instruction
Use of assessment data to diagnose reading needs of individual students
Use of assessment data to tailor instruction for individual students
Use of assessment data to differentiate instruction to accelerate development of students’ reading skills
Use of assessment data to differentiate instruction to address needs of students with reading difficulties
Role of flexible groupings in instruction to address students’ changing reading needs
III. Development of oral language and oral communication skills
A.
Ways to promote growth in students’ use of oral language
B.
Ways to develop listening and speaking skills
C.
Ways to expand listening and speaking vocabularies
D.
Instructional strategies to build oral communication skills
E.
Instructional strategies to develop use of oral language for different purposes
1. To inform
2. To explain
3. To persuade
4. To entertain
F.
Instructional strategies to facilitate use of oral language
1. For critical thinking
2. For creative expression
G.
Instructional strategies to promote students’ use of oral and nonverbal communication skills in
various setting
1. Group activities (subject-related group learning activities)
2. Oral presentations
H.
Oral language structures
1. Structural elements in oral stories and oral dramatic activities
2. Correct verb tenses in oral communication
3. Increasingly complex sentence structures in oral communication
I.
Effective methods for facilitating learning of Standard American English by speakers of other
languages and dialects
J.
Complex nature of language acquisition
K.
Unique needs of students with language delays and disorders
L.
How to create a learning environment that is respectful of, and responsive to, linguistic and cultural
diversity
IV. Phonological awareness and phonemic awareness
E.
Phonological awareness
F.
Effective instructional strategies for promoting students’ phonological association skills
G.
Phonemic awareness
H.
Role of phonemic awareness in reading development
I.
Types of phonemic awareness
1. Counting phonemes in spoken words
2. Segmenting word into phonemes
3. Blending phonemes to and from spoken words
4. Deleting or substituting phonemes to modify spoken syllables or words
J.
Instructional strategies to promote development of phonemic awareness skills
1. Oral rhyming activities
2. Games involving spoken words with same beginning or ending sounds
3. Manipulating phonemes in spoken words of one or more syllables
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V. Concepts of print and basic phonetic principles
Instructional strategies to learn concepts of print
VI. Explicit, systematic phonics instructionphonics
VII. Word-analysis skills and vocabulary development
A.
How phonics, syntax, and semantics interact as reader constructs meaning
B.
Methods for improving students’ reading proficiency by applying word-analysis skills and word-attack
strategies
C.
How to read unfamiliar multisyllabic words, including compound words, by using syllabication and
structural analysis to identify common spelling patterns and morphemes within the word
1. Base words
2. Root words
3. Inflections
4. Affixes
D. Use of context as meaning clues to identify unfamiliar words and technical terms
1. Sentence structure
2. Words with multiple meanings
3. Meaning and pronunciation of homonyms and homographs
E. Instructional strategies for building and extending vocabulary knowledge
1. Identifying word origins
2. Derivations
3. Inflections
4. Synonyms and antonyms
5. Analogies
6. Figurative language
F. Effective use of reference materials to clarify denotative and connotative meanings of words
1. Dictionaries
2. Thesauri
3. Glossaries
Course Evaluation: Student performance in the course will be evaluated through a combination of small
projects, larger projects assigned readings and class attendance and participation.
Guidelines:
Attendance policy:
1. Students are expected to attend and participate in all class activities. Points will be deducted for each
unexcused absence. Written documentation is needed to confirm an excused absence such as:
participation in a college sponsored activity, a recognized emergency, or from a serious illness. It is the
responsibility of each student to assume the loss of instruction when not in attendance. The instructor
may assign a grade of zero or “F” on work missed because of unexcused absences. The instructor has
the right to lower a student’s course grade by no more than one letter grade if the student misses 10% of
the scheduled class meeting times for unexcused absences. The instructor has the right to assign a
course grade of “F” when a student has missed a total (excused and unexcused) of 25% of the scheduled
class meeting times.
2. Class assignments are due during the class period on the assigned date. Points will be deducted for each
day an assignment is not turned in on time.
3. All written assignments will be in APA style (double spaced, Times New Roman, 12pt font) unless
otherwise specified.
4. Students who require special arrangements for taking notes and/or tests, and have documentation from
Academic Support Center, should make arrangements with the instructor at the beginning of the
semester.
5. If serious circumstances necessitate a make-up test/exam, students must present a doctor's note and
complete the alternate test/exam by arrangement with the instructor.
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6. In no case should assignments for this course be ones which have been submitted for another course.
Mere submission of work does not guarantee a passing grade. Grades are assigned on the quality of the
work according to the professional judgment of the instructor.
7. Please put your cell phone away during instructional times.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood community.”
When accepting admission to Longwood College, each student made a commitment to respect, support, and
abide by the college’s honor code system without compromise or exception. Students must follow the policy of
the Honor Code as described in the current college catalog and refrain from lying, cheating, stealing, and
plagiarism.
Assignments for EDUC 440/442, Fall 2011
Class Participation, Attendance and Assigned Readings (260 points—@ 26; 10 points per day)
This is an essential part of the preparation to be a teacher. You will be modeling for yourself and your
peers the behavior you will expect of your students. You will be expected to:
a. Be present and on time
b. Be attentive and engaged
c. Be respectful of yourself and others
d. Be receptive to new ideas
e. Be positive and encouraging of others
f. *Be sure to have read all assigned readings
g. *Be actively involved in all activities and discussions
h. Be helpful to each other
i. Be supportive of each other
* You will be asked to complete additional in-class assignments throughout the semester that relate to
the topics being studied. The assignments will include discussions, group presentations, peer teaching,
and small projects, etc… These assignments will be crafted in accordance with class needs for
additional practice/knowledge acquisition in specific areas. The assignments must be of high quality
and must be completed before you come to class. You will receive full credit for each of these
assignments if they are completed in a thorough manner in which you provide support for your answers.
This support should be directly related to your readings and class discussions (looking for transfer of
skills and knowledge).
Assignment 1- Reading in Middle School Classroom (50 points)
Students will visit at least two other classrooms on your grade level. Questions to consider as you
observe include:
a. What are these students reading?
b. Is there a quiet area designated for reading in these classrooms?
c. What supplies/materials are present for the students? Do the supplies allow for
creativity?
d. Are reading and writing fully integrated in the classrooms?
e. Is reading in this classroom supported by technology? If so, what types of
technology?
f. Is writing in this classroom integrated with reading, or is it completely separate?
g. How would you enhance the classroom in terms of literacy development?
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In addition to observing other classrooms, taking notes regarding what you observe and informally
assessing the students within each setting, you will also write-up a reflection paper describing what you
saw and your impressions related to what you witnessed. Requirements for the paper include:
1.
2.
3.
4.
Title page in APA style format
Double space and typed, Times New Roman, 12 pt
3-4 pages in length (maximum)
Include observations that you noticed throughout the day (summary of the types of literacy you
saw and the places where these were located)
5. Include your personal impressions regarding the amount of literacy (what were the benefits?,
was it enough?, why or why not???)
6. Include insightful reflection about what was missing or what you might recommend to
strengthen the amount of exposure to literacy and how these recommendations would be used
instructionally.
Assignment 2- Spelling Inventory (50 points)
Choose a student with whom to conduct a spelling inventory. This assignment will be discussed in
detail in class. Requirements for the assignment include:
a) The completed spelling inventory chart
b) The student’s spelling test
c) Design for intervention based upon the spelling inventory result (what will you do with this student
now that you know his/her strengths). Use all of your text to support your design intervention.
Assignment 3- Reading Strategy (50 points)
Select a reading Strategy such as Reader’s Theatre or Probable Passage and construct a reading lesson
using this strategy. Think about what you are trying to accomplish as you create this lesson plan. Match
the strategy to the objectives you want to teach. Requirements for the lesson:
a) Collaborate with classmates to create a passage
b) A well written reflection describing the planning process, the strategy employed,
details of how the lesson went and what you might do differently next time you teach this
lesson.
Assignment 4- Supplemental Materials for Work Sample (110 points)
These assignments are not described in the directions for completing the Teacher Work Sample (TWS). They
are additional assignments that require you to implement literacy across content. The purpose of these
assignments is to become familiar with ways to broaden and strengthen your instruction to meet the needs of all
of your students. These assignments are due Wednesday, Nov. 30, 2011. In addition to turning these in, we will
present these to one another at the end of the semester.
a. All TWS Lesson Plans (10 points) must include at least one English (reading/writing) Virginia
Standard of Learning (SOL). The purpose of this assignment is strengthen your planning and
teaching by increasing awareness that if your lesson includes any type of listening, speaking,
reading, or writing, you are in actuality addressing the English SOLs.
b. Song (10 points): You will find a song that relates directly to the topic of your TWS. You will teach
the song to your classroom students, therefore the words to the song should be printed in a format
that allows all students to see/read them easily (it may need to be in flipchart format for your
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c.
d.
e.
f.
g.

students—it can be creatively displayed on regular size paper for the TWS notebook). The purpose
of this assignment is to demonstrate how powerful music and repetition can be in learning, to expose
you to available resources that will enrich your teaching, and to observe how your students respond
to this approach.
Parent Letter (10 points): You will write a letter to the parents of your students that would be
appropriate to send at the beginning of your unit. The purpose of the letter is to inform parents about
the topic of the unit, the time line of the unit, important assessments or assignments, and how the
parents can assist the student. This letter does not need to actually be sent but definitely could
after approval form your teacher.
Electronic Field Trip (10 points): You will find an electronic field trip or virtual field trip that is
appropriate for your TWS unit. The purpose of this assignment is to expose your students to
resources that are not easily accessible because of cost and distance considerations. You will submit
a printed hard copy of the main pages of the fieldtrip (be sure to include the website address). In
addition, you will need to have a written summary of the filed trip and how it fits into your unit
instructionally (include student benefits).
Web Quest (10 points): You will find a web quest that is aligned with your TWS lessons. The
purpose of this assignment is to acquaint you with the structure of web quests, to begin a collection
of “Internet Lessons” that are appropriate for content area instruction, and to give you resources to
teach specific reading and writing skills in the context of science, social studies, and math lessons.
You will submit a printed hard copy of the main pages of the web quest with a short summary of
how this fits into your lesson instructionally. Additionally, critique the content and instructional
methods integrated in the web quest – Are they appropriate?; Do they align with current practices
discussed in class? Are there any pitfalls?
Video Clip (Discovery Learning--formerly United Streaming, BrainPop, TeacherTube--10 points):
You will find a video clip that is aligned with --your TWS unit. The purpose of this assignment is to
familiarize yourself with the resources available to teachers that will strengthen your lessons. You
will submit a printed hard copy of the main pages (at least Title Page) of the video clip and be sure
to include the website address. Please include a brief summary of the video clip and how the clip fits
into your unit with your TWS material. In addition, explain how you plan to use it instructionally
and why/how you believe it will enhance student learning.
Text Set PowerPoint (50 points):
Text sets are collections of reading materials on a common topic or unit. The student should include
material on all reading levels (below, on and above) the assigned grade level of the students in your
class. In addition, there should be a variety of genres and types of texts, such as magazines, Internet
sites, newspapers, fiction and nonfiction books, travel brochures, textbooks, original documents
available on the Internet, poetry, juvenile and adolescent literature, teacher resources and objects that
are related to the topic being studied. The purpose of this assignment is to learn how to assemble
reading materials that are appropriate for students reading on different levels but studying the same
content, as well as to become familiar with the resources available in the school library, the
Longwood Library, local libraries, bookstores, book clubs, and the Internet. The text set will be
presented in a PowerPoint (in notes format) that will be placed into your TWS. For the TWS
notebook, you can make copies of the ppt in “notes version”. This will let me see the text set
selection and your brief description of the text set selection (which should include a quick summary
of the book, reading level, and how it fits into your unit/lessons (how you plan to use it
instructionally or as a resource for your planning etc…)—can include SOL’s and here as well).
A few tips:
The reading and writing SOL’s and objectives should be trickled into your unit. They should be
thematic and fit into your theme-thus not stand alone.
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
Put both the ppt Presentation and the Text Set in “notes version” then place in the TWS notebook.
See above for what to include in the notes section (your write-up).
Have brief written summaries for the following assignment (see directions above for specifics):
Electronic Fieldtrip, Web Quest and Discovery Learning Video Clip. These can be placed right on
regular paper with a picture of the site or on a separate page (be sure to include the citation of the
site).
Have an “Executive Summary” for every member in class with all the important resources so if they
were to teach this unit they have what they may need. At the end of the course, you will walk away
with many thematic summaries that include lots of literacy resources.
It is fine to include all this into your original TWS (no need to make another copy for me). Please tab
or include assignments in your Table of Contents so I am able to find these items for grading
purposes.
Assignment 5- Tutoring Case Write-Up/lessons (80 points)
Tutoring Requirements:
1. Each Longwood student will write up a case study covering the following items:
a. Student background information
b. Description of observed behaviors
c. Description and copies of data collected (include a sample informal assessment)
d. Recommendations for instruction (for the school and home)
e. Final thoughts/Conclusions
Assignment 6- Lesson plans/peer teaching (60 points)
You will present a lesson related to the topics we will discuss in class. Each student will teach his/her lesson to
the class on the day it is due. The lessons will focus on the following topics:
f. Vocabulary (expository test)- Oct 5
g. Pre/during/post reading- Oct 12
h. Writing mini-lesson from an assigned genre/type of writing- (Nov 21)
Assignment 7- Final Exam—Presentation Fair (40 points)
Present the supplemental materials from your Teacher Work Sample. This will be done as a Powerpoint
presentation. A rubric for this assignment will be provided and discussed in class.
Course Requirement
Attendance, Participation
and Assigned Reading
Reading in the Middle
School
Spelling Inventory
Reading Strategy
Supplemental Materials
for Teacher Work Sample
Points
26 @ 10 points,
total 260
50
EDUC 440
X
25
25
110
(See breakdown
of points above)
X
X
X
EDUC 442
X
Due Date
Throughout the
Semester
Wednesday, Aug. 31
X
Monday, Oct. 3
Wednesday, Oct. 24
Monday, Nov. 28
X
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Presentation Fair
Small group lesson plans
Tutoring
Total
40
60
80
X
X
X
600 points
X
X
X
600 points
Wednesday, Nov. 30
Wednesday, Nov. 30
Grading scale
A = 90-100%
B = 80-89.9%
C = 70-79.9%
D = 60-69.9%
F = Below 60%
Students with Disabilities: Any student who feels s/he may need an accommodation based upon the impact of
physical, psychological, medical, or learning disability should contact me privately so that equitable
arrangements can be made. Students would also be expected to contact Office of Disability Services (103
Graham Building, 395-2391) to register for services.
Expectations of Professional Behavior: This is a professional field experience in which students are expected to demonstrate
professional behavior at all times. This includes, but is not limited to, professional standards of dress, adherence to all school rules
and policies, participation in mentor class activities as requested by mentor teachers, and ethically sound interaction with students at
all times.
Tentative Course Schedule:
Week
Week 1
Monday
Aug 22
Wednesday
Aug 24
Week 2
Monday
Aug 29
1:00-3:00
Wednesday
Aug 31
Topic
Looking at Literacy as a Whole
“Meet and Greet”
Review Course Syllabus and Class Expectations
Definition of Literacy
Motivation for Reading/Writing
Historical Overview of Reading Reforms
Assignments
Be prepared to discuss your personal
experience with literacy.
LAI Chapters 1 & 2
Differentiated Instruction
Learning Styles
LAI Chapters 1 & 2
Small-Group Reading Instruction: A
Differentiated Teaching Model for Beginning
and
Struggling Readers
In class small discussion groups
Tutoring Programs/Types of Assessment
Types of Tutors
Benefits of Tutoring
Characteristics of Successful Tutoring Programs
Reading Recovery, Book buddies
Lesson Plans for Tutoring
Formal and Informal assessments
Informal Reading Inventories (QRI)
Miscue analysis, Checklists, Portfolios, Rubrics
Running Records (WPM, WPCM)
Interest surveys, Attitude surveys
Student self –assessment
Words Their Way/ Word Journey’s (DSA)
Virginia Standards of Learning (SOL’s)
LAI Chapter 13 (Prepare for DQ # 7-9)
LAI Chapter 3 (Prepare for DQ # 3 & 4
In Class activity- Practice giving tutoring
assessments to classmates
Assignment 1: Reading in the Middle
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Week 3
Monday
Sept 5
Wednesday
Sept 7
Publisher (textbook) assessments
Tutoring/Writing Lesson Plans
NO Class
School due
Planning for tutoring
Running records
Review tutoring case study assignments
Week 4
Mon Sept 12
Phonics/Word ID
Phonics and Phonemic Awareness
Wed Sept 14
4 Cueing Systems
Components of Word Identification
Spelling/fluency
Spelling
Intro to spelling
Developmental Stages of Spelling
Strategies and Activities to Teach Spelling
Characteristics of Good and Poor Spellers
Week 5
Mon Sept 19
Wed Sept 21
Week 6
Mon Sept 26
Wed Sept 28
Introduction to Fluency
Importance of Fluency
Components and How to Teach Fluency
Vocabulary/Comprehension
Importance of Vocabulary
Definitions
How to teach vocabulary
Struggling Readers and Vocabulary challenges
Strategies for teaching vocabulary
Week 7
Mon Oct 3
Wed Oct 5
Importance of comprehension
Narrative text
Vocabulary/Comprehension
Vocabulary/Comprehension of Informational Text
Importance of comprehension informational text
Week 8
Catching up
Mon Oct 10
Wed Oct 12
Fall break
Reading Strategies
Plan for Reader’s Theatre
Types of Graphic Organizers for
Narrative/Informational text
Week 9
Mon Oct 17
Reading Levels
Analysis of Narrative text
Wed Oct 19
Analysis of Informational text
Readability Formula
LCIA Chapter 4 & 5
Class discussion; sample activities
LCIA Ch 6
In class activity; word Sorts
LCIA Ch 12
Case Study write up due/present in
small groups
In class assignment; review Mindful of
Words
LCIA Ch 10
Strategies and activities to improve
fluency
Strategies and activities to teach
vocabulary
LCIA Ch 7
Spelling inventory due
Discussion questions LCIA Ch 8
Teaching mini vocabulary lesson due
LCIA Ch 9
Pre-during-post lesson plan due
Present Reading Strategies
In class: review text books and apply
appropriate graphic organizers to text
(bring textbook from your classroom
placement)
In class; review graphic organizers
appropriate for narrative text
Fry’s Readability of text
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Week 10
Mon Oct 24
TWS/Technology in Literacy
Integration of Technology in Literacy
Literacy for children in an information age: Teaching
reading, writing, and thinking
Wed Oct Oct 26
Integration of Technology
Literacy for children in an information age: Teaching
reading, writing, and thinking
TWS/Collaboration
Text Sets
Text Sets
TWS/Collaboration
Special Needs
Direct Instruction
ELL
Parental Expectations of teachers
Working with Volunteers
Week 11
Mon Oct 31
Wed Nov 2
Week 12
Mon Nov 7
Wed Nov 9
Week 13
Mon Nov 14
TWS assignments WebQuest, Electronic
Field trip
TWS assignment video clip/song
TWS assignment text sets
LCIA Ch 14
TWS assignment letter to parents
LCIA Ch 14
Wed Nov 23
Comprehension/Writing
Reading and Writing Connection
Writing Instruction
Reading and Writing Connection
Assessment for Writing
Comprehension/Writing
Literature Circles
Reciprocal Teaching
NO CLASS
Week 15
Mon Nov 28
TWS Products
Presentations
Present TWS supplemental materials
Wed Nov 30
Presentations
Wrap up
Strategies for teaching in the content areas: A
handbook for K-8 teachers
Present TWS supplemental materials
Review Learning styles and
Differentiated lessons in the content
areas
Wed Nov 16
Week 14
Mon Nov 21
LCIA Ch 11
Small group writing lessons
Teach mini writing lessons
Representative Works Consulted, EDUC 440:
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Urbana-Champaign, ILL: Center for the
Study of Reading.
Au, K. H. & Scheu, J. A. (1996). Journey toward holistic instruction: Supporting teachers' growth. The Reading
Teacher, 49 (6), 468 – 454.
Beck, I. L. & Carpenter, P. A. (1986). Cognitive approaches to understanding reading: Implications for instructional
practice. American Psychologist, 41, 1098-1105.
Bissex, G. (1980). GNYS at work: A child learns to write and read. Cambridge, MA: Harvard University Press.
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Clakins. L. M. (2001). The art of teaching reading. New York, NY: Longman.
Calkins, L. M., (1991). Living between the lines. Portsmouth, NH: Heinemann.
Camborne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Auckland, New
Zealand: Scholastic.
Chomsky, C., (1971). Write first, read later. Childhood Education, 47, 296-299.
Clay, M. M. (1975). What did I write?. Portsmouth, NH: Heinemann.
Clay, M. M. (1987). Writing begins at home. Portsmouth, NH: Heinemann.
Coate, S. & Castle, M., (1989). Integrating LEA and invented spelling in kindergarten. The Reading Teacher, 41, 516519.
Cooper, J. D. (1993). Literacy: Helping children construct meaning. Boston, MA: Houghton Mifflin.
Cudd, E. T., & Roberts, L., (1989). Using writing to enhance content area learning in the primary grades.
The Reading Teacher, 42, 392-404.
Cullinan, B. E., (1987). Children's literature in the reading program. Newark, DE: International Reading
Association.
Daniels, H. (2001). Literature circles: Voice and choise in book clubs and reading groups. Portland, ME:
Stenhouse Publishers.
Daniels, H. (2001). Looking into literature circles. Portland, ME: Stenhouse Publishers.
Duffy, G.G. & Rocehler, L. R. (1989). Improving classroom reading instruction: A decision-making approach (2nd
ed.). New York: Random House.
Ehri, L. C., Gibbs, A. L., & Underwood, T. L., (1988). Influence of errors on learning the spellings of English words.
Contemporary Educational Psychology, 13, 236-253.
Fitzgerald, J., & Teasley, A. B., (1986). Effects of instruction in narrative structure on children's writing. Journal of
Psychology, 78, 424-432.
Fitzgerald, J. (1993). Literacy and students who are learning English as a second language. The Reading Teacher, 46 (8),
638 - 647.
Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth NH:
Heinemann.
Fountas, I. C. & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, kPortsmouth NH: Heinemann.
3.
Franklin, E. A., (1988). Reading and writing stories: children creating meaning. The Reading Teacher, 42, 184-190.
Fuhler, C. J. (1990). Commentary: Let's move toward literature-based reading instruction. The Reading Teacher, 43,
312-315.
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S, A, (1996). Assessing motivation to read. The
Reading Teacher, 49 (7), 518- 533.
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Glazer, S. (1995). Do I have to give up phonics to be a whole language teacher? Reading Today, 12 (4), 3.
Goodman, K. (1993). Phonics Phacts. Portsmouth, NH: Heinemann.
Goodman, K. (1996). On Reading. Portsmouth, NH: Heinemann.
Gough, P. (1984). Word recognition. In P. D. Pearson (Ed.)., Handbook of reading research (pp. 225-253). New York:
Longman.
Guthrie, J. T. (1996). Educational contexts for engagement in literacy. The Reading Teacher, 49 (6), 432- 445.
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London:
Elsevier.
Handel, R. D. (1992). The partnership for family reading: Benefits for families and schools. The Reading Teacher, 46 (2),
116-126.
Harris, S. (1996). Bringing about change in reading instruction. The Reading Teacher, 49 (8), 612- 618.
Harste, J. C., Short, K. G. & Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH:
Heinemann.
Harvey, S. (1998). Nonfiction matters. Portland, ME: Stenhouse Publishers.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving comprehension. Portsmouth, NH: Heinemann.
Hubbard, R., (1988). Allow children's individuality to emerge in their writing: Let their voices through. Young
Children, March, 3338.
Jaggar, A. & Smith-Burke, M. T., (1985). Observing the language learner. Newark, DE: International Reading
Association.
Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston: ME. Allyn and Bacon.
Kingen, C. (2000). Teaching language arts in middle schools. Mahwah, NJ: Lawrence Erlbaum Associates.
Landrum, J. (2001). Selecting intermediate novels that feature characters with disabilities. The Reading Teacher, 55 (3),
252-259.
Marshall, J. C. (2002). Are they really reading? Expanding SSR in the middle grade. Portland, ME: Stenhouse
Publishers.
Moore, D. W., Alvermann, D. E. & Hinchmann, K. A. (2000). Struggling adolescent readers: A collection of
teaching strategies. Newark, DE: International Reading Association.
Nagel, G. K. (2001). Effective grouping for literacy instruction. Boston, ME: Allyn and Bacon.
Parsons, L. (2001). Response journals revisited” Maximizing learning through reading, writing, viewing,
discussing, and thinking. Portland, ME: Stenhouse Publishers.
Pinnell, G. S. & Fountas, I. C. (2001) Leveled books for readers, Grades 3-6. Portsmouth, NH: Heinemann.
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Rasinski, T.V., & Nathenson-Mejia, S. (1987). Learning to read, learning community: Considerations of the social
contexts for literacy instruction. The Reading Teacher, 41, 260-265.
Rayner, K. & Polletsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall.
Routman, R. (1988). Transitions. Portsmouth, NH: Heinemann.
Routman, R. (1991). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.
Sadler, R. C. (2001). Comprehension strategies for middle grade learners: A handbook for content area
teachers. Newark, DE: International Reading Association.
Smith, F. (1994). Understanding Reading (5th Ed.). Hillsdale, NJ: Lawrence Erlbaum.
Smith, M. W. & Wilhelm, J. D. (2002). “Reading don’t’ fix no chevy’s: Literacy in the lives of young men.
Portsmouth, NH: Heinemann.
Stanovich, K.E. (1990). A call for an end to the paradigm wars in reading research. Journal of Reading Behavior, 22,
221-231.
Topping, D. & McManus, R. (2002). Real reading, real writing: Content area strategies. Portsmouth, NH:
Heinemann.
Tovani, C. (2001). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME:
Stenhouse Publishers.
Tunnel. M. O., & Jacobs, J. S., (1989). Using "real" books: Research findings on literature based reading instruction. The
Reading Teacher, 42, 470-477.
Yopp, R. H. & Yopp, H. K. (2001). Literature-based reading activities (3rd ed.). Boston, ME: Allyn and Bacon.
Journals:
Book Links. American Library Association Chicago, IL
Journal of Adolescent and Adult Literacy (formerly Journal of Reading).
Language Arts. National Council of Teachers of English.
Literacy Research and Instruction
The Reading Teacher.
Reading Online
American Educational Research Journal
Journal of Educational Research
Journal of Learning Disabilities
Journal of Literacy Research
Journal of Reading Behavior
Reading Psychology
Reading Research and Instruction
Reading Research Quarterly
Important Websites:
Alliance for Excellent Education
http://www.all4ed.org/publications/ReadingNext/
Florida Center for Reading Research
http://www.fcrr.org/
International Reading Association
http://www.reading.org/
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Literacy Coaching Clearinghouse
http://www.literacycoachingonline.org/
National Center for ESL Literacy Education
http://www.cal.org/ncle/links.htm#publications
National Reading Panel
http://www.nationalreadingpanel.org/Documents/pr_finalreport.htm
Office of Education Research and Instruction
http://www.ed.gov/offices/OERI/
PALS Web Site
http://curry.edschool.virginia.edu/go/pals
Reading First
http://www.readingfirst.virginia.edu/
Reading Excellence Act
http://www.ed.gov/offices/OESE/REA/
National Institute for Literacy
http://www.nifl.gov/
Reading Quest: A website for teachers that explore comprehension and content reading strategies and
use them in social studies.
www.readingquest.org
Virginia Standards of Learning:
http://www.pen.k12.va.us/VDOE/Instruction/wmstds/home.shtml
Annenberg Foundation Videos:
http://www.learner.org
when to
Writing Style: Written work in this course must be prepared according to APA style.
Department of Record: Questions about this course and its instruction should be addressed to the Department of
Education, Special Education, Social Work, and Communication Disorders
Lucas,2011