ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
RED 3309
Early and Emergent Literacy K-2
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
RED 3309
3704
3 Credit Hours
None
Admission to EDST-BS, ELEDR-BS, ESE-BS or ICERT-NO
Day, Time and Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Tuesday
6:00-8:40 p.m.
Clearwater
Face to Face
Cher N. Gauweiler, Ph.D.
As posted on office door
By appointment
Tarpon Springs
BB 106
(727) 712-5420
gauweiler.cher@spcollege.edu or through MyCourses (preferred)
ACADEMIC DEPARTMENT: College of Education
Kimberly Hartman, Ph.D.
Tarpon Springs
Dean:
Office Location & Number:
BB 101
I. COURSE DESCRIPTION
This course is designed to increase understanding of early literacy development and the conditions which
promote total literacy for children birth to second grade. Language theory and current research are used to shape
informed practices regarding literacy development. Connections are made among all aspects of literacy learning
including reading, writing, listening, and speaking. The course explores research-based best practices in teaching
literacy to young children. It includes a minimum of 15 school-based hours of participation/observation of
reading in educational setting(s).
II. MAJOR LEARNING OUTCOMES
1. The student will explain the components of reading as a process by:
a. examining the impact of oral language, phonological awareness alphabetic principle, phonics and
comprehension in reading development.
b. comparing characteristics of learning theories, cueing systems and models of the reading process
that influence teaching practices.
c. identifying factors that affect literacy development for all students, including English Language
Learners, students from poverty and students with special needs.
d. applying strategies to promote vocabulary acquisition, reading fluency, and reading
comprehension, for all students including appropriate strategies for English Language Learners,
students of poverty and students with special needs.
Dr. Cher Gauweiler
Fall 2015
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e. defining terms specific to systematic phonics instruction, including phonemes, graphemes, onsets,
rimes, etc.
2. The student will analyze the importance of oral language, comprehension and writing development and its
connection to developing reading and writing proficiency by:
a. classifying the stages of reading development from pre-emergent, emergent, early and fluent.
b. creating activities that develop oral language skills, including social and academic language.
c. examining the impact of schema and background knowledge on reading development.
3. The student will examine the importance of writing and spelling to enhance literacy development by:
a. analyzing the connection between spelling (orthography) and the structure of language
(phonology).
b. investigating the connection between the processes of reading and writing.
c. comparing different approaches to teaching handwriting.
4. The student will summarize how to effectively teach reading and writing in the primary grades through a
balanced literacy approach by:
a. describing various components and characteristics of balanced literacy (listening, presenting,
writing, reading, viewing, speaking).
b. practicing instructional strategies which reflect explicit and indirect teaching.
c. designing lessons reflecting knowledge of the modes of instruction incorporated in balanced
literacy environments.
d. organizing and managing the classroom to provide an environment conducive to effective
grouping, individualization, and instruction in reading.
e. participating in school-based experiences to apply campus-based learning.
5. The student will administer and analyze assessments to inform and differentiate instruction by:
a. administering informal assessments appropriate to respective grade and developmental levels.
b. interpreting informal assessments to determine appropriate instructional strategies for individual
students.
c. identifying ways to assess the literacy development of t readers and writers in the primary classroom,
including the use of alternative forms of assessment.
d. categorizing a variety of texts, printed materials and digital technology in the classroom.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required :
 Reutzel, D.R., & Jr., Cooter, R. B. (2015). Teaching Children to Read: The Teacher
Makes the Difference Plus MyEducationLab with Pearson eText -- Access Card
Package (7th ed.). Pearson. ISBN: 978-0-13-354868-6
Recommended :
 None
Students using eBooks must have access to the eBooks during class sessions.
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Fall 2015
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B. Supplemental Material
Resources:



Fountas, Irene C. & Pinnell, Gay Su, (2005). Leveled Books, K-8: Matching Texts to Readers for Effective
Teaching. Heinemann Publishing Company.
Just Read Florida: http://www.justreadflorida.com/
State Standards resources: http://www.cpalms.org/Public/search/Standard
Materials: Discussed in class.
Library:
http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference
MyCourses continuously to assure all current content for class has been accessed. Additionally students are expected
to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses ELMOs, PowerPoint, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 15 hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
B. Required Assessments
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Fall 2015
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Assignment Descriptions RED 3309
Formative Assessments Aligned to Indicators for Reading Competencies 1-4
o
Quizzes: Students will take TEN online quizzes based on course readings from the textbook and supplementary
materials. (100 points – 10 points each quiz)
o
Stages of Reading Development: Students will describe the different stages of reading development, the general
characteristics of the assigned stages, and the connections to the Florida Standards. (15 points)
o
Text Gradient: Students will use different texts to develop a Text Gradient noting levels of readability and
purpose. The focus is to determine texts needed at independent and instructional reading levels to practice
fluency and impact comprehension. (15 points)
o
Handwriting Lesson: Students will explore different methods for teaching handwriting. (10 points)
o
Literacy Block of Lesson Plans K-2: Students will construct a one day comprehensive literacy block for K-2
students. Include lesson plans for word work, comprehension, and writing using a Balanced Model of Literacy
that supports the Florida Standards. Please note accommodations and modifications for English Language
Learners and for Exceptional Needs Students. This assignment will represent a one day Literacy Block of Lesson
Plans. (100 points – 25 points each for each part below)
Word Work Lesson Plan – Create a modified Danielson Lesson Plan supporting the Word
Work/Vocabulary Literacy Center. This will become part of the Literacy Block of lesson Plans K-2.
Comprehension Lesson Plan – Create a modified Danielson Lesson Plan for a comprehension lesson
appropriate to a K-2 classroom. This will become part of the Literacy Block of lesson Plans K-2 and
should support the Word Work Lesson Plan.
Writing Lesson Plan – Create a modified Danielson Lesson Plan for a writing lesson appropriate to a K-2
classroom. This will become part of the Literacy Block of Lesson Plans K-2 and should support the Word
Work and Comprehension Lesson Plans.
Presentation of Comprehension Lesson K-2: Create and present a comprehension lesson plan based on
the Florida Standards. Model a think-aloud of metacognitive strategies for K-2 students using a
Balanced Model of Literacy (i.e., activate prior knowledge, build schema, model thinking, scaffold
instruction, guide student practice and assess student performance).
Summative Assessments Aligned to Indicators for Reading Competencies 1-4
Experiential Literacy Centers & Analysis: Small groups of students will apply the principles of research-based
reading/writing instruction for readers K-2 by designing, creating, participating in, and/or presenting literacy centers that
incorporate the six components of reading. (10 points for each literacy center = 60 points total)
o
Components of Language Structure: Students will explore the different components of language structure
(phonology, orthography, morphology, syntax, semantics and pragmatics) including definitions and examples.
o
Phonological/Phonemic Awareness: Students will examine different strategies for teaching phonemic
awareness (isolating, segmenting, blending, and manipulating phonemes). Some strategies may include using
poems, songs, chants, and stretching words.
o
Phonics: Students will compare and contrast different strategies for teaching phonics (e.g., phonetic analysis,
analogy, syllabic, and/or morphemic analysis). Grapheme-phoneme correspondence rules and spelling strategies
will be implemented as well as phonics assessments.
o
Word Work/ Vocabulary: Cooperative groups will present different strategies for teaching Word
Work/Vocabulary. Students will identify the most frequently used words and describe how to utilize a word wall
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Fall 2015
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or other methods to increase students’ sight word recognition in the K-2 classroom. Read Aloud modeling
included.
o
Reading Fluency Strategies: Students will discuss accuracy, automaticity, and prosody. Then, they will
explore strategies for increasing fluency for K-2 students. In addition, students will discuss various assessments
for measuring fluency and comprehension. Cooperative groups will present a reading fluency strategy that is
developmentally appropriate for a K-2 student to the class (e.g. reader’s theater) along with a “write-up” of the
activity.
o
Shared Interactive Writing: Students will model a shared interactive writing as part of a writer’s workshop
that uses language experience approach combining oral language and writing with prior knowledge to enhance
comprehension. Students will also write a lesson plan for writing. This presentation will be submitted online.
o
Assessment Portfolio Assignments
Concepts About Print: Conduct the Concepts About Print Assessment on a pre-kindergarten or kindergarten
student. Write a one page analysis noting the learner’s background, strengths, and areas of concern from the data.
Include a plan of action for future instruction. This assignment will become part of the K-2 Assessment Portfolio.
(20 points)
o
Letter Identification Assessment K-2: Conduct a Letter Identification Assessment on a kindergarten student.
Write a one page analysis noting the learner’s background, strengths, and areas of concern from the data. Include
a plan of action for future instruction. This assignment will become part of the K-2 Assessment Portfolio. (20
points)
o
Phonemic Awareness Assessment K-2: Conduct a Phonemic Awareness Assessment using the Yopp-Singer
Assessment. Write a one page analysis noting the learner’s background, strengths, and areas of concern from the
data. Include a plan of action for future instruction. This assignment will become part of the K-2 Assessment
Portfolio. (20 points)
o
Running Record Assessment K-2: Conduct a Running Record with a struggling reader. Analyze miscues,
comprehension (retell analysis) and fluency. Write a one page analysis noting the learner’s background,
strengths, and areas of concern from the data. Include a plan of action for future instruction. This assignment will
become part of the K-2 Assessment Portfolio. (20 points)
o
Writing Assessment K-2: Conduct a Writing Assessment with a K-2 student. Write a one page analysis noting
the learner’s background, strengths, and areas of concern from the data. Include a plan of action for future
instruction. This assignment will become part of the K-2 Assessment Portfolio. (20 points)
o
School Based Notebook: Given a template, students will analyze and reflect on their school-based experiences.
(100 points)
o
Midterm/Structural Word Patterns: Midterm based on assigned readings and class discussions. A specific
focus of the exam is on the structure of words through the phonological continuum as it relates to the English
Sound System. (100 Points)
o
Final Exam: Written exam comprised of questions reflecting the candidates’ understanding of using formal and
informal assessment of the six components of reading as a process for readers. Noting assessment of all diverse
learners including readers with varying struggles in their reading. (100 points)
TOTAL POINTS: 700
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Fall 2015
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UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above
(at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and
Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a
‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For
example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4
(Target) is required for final internship in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she
may have an opportunity (within the term) to work with the instructor to improve the understanding of
the concept. The assignment must then be corrected and resubmitted, and will not receive a grade
higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified
as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that,
if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then
rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything
adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE
lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
Dr. Cher Gauweiler
Fall 2015
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VI. CALENDAR AND TOPICAL OUTLINE – Subject to change at professor’s discretion.
BLUE – independent assignment; out of class
YELLOW – independent and/or collaborative assignment; in-class
GREEN – independent assignment; in-class
Week
ONE
August 20
Topics/Activities
Introductions
Assignments DUE
Download Syllabus and bring to class or have
an electronic copy available
Introduction the Course/Course
Expectations/Syllabus
Obtain a copy of the textbook from the
bookstore or other source
History of Reading Instruction
(Re)defining Literacy
Stages of Reading
TWO
August 27
THREE
The Seven Pillars of Effective Reading Instruction
Read pp. 5-23 from Chapter 1 AND pp. 41-50
of Chapter 2
Overview of the Florida Standards
Quiz #1
Oral Language Development
Stages of Reading Development Activity
Learning to Read
Read pp. 87-109 of Chapter 3
Concepts About Print
Quiz #2
Learning the Alphabet/Letter Identification
Components of Language
Experiential Literacy Center Activity
Learning the Alphabet/Letter Identification
Read pp. 104-114, 126-127, pp. 141-142, AND
Phonological Awareness/Phonemic Awareness
Quiz #3
Phonics
Phonological/Phonemic Awareness
Experiential Literacy Center Activity
Read pp. 124-141 AND pp. 153-162
September 3
FOUR
September 10
FIVE
Quiz #4
September 17
Concepts About Print Assessment DUE
Phonics continued
Phonics Experiential Literacy Center
Activity
SIX
September 24
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SEVEN
Assessment
Read pp. 145-153 AND pp. 395-400
Running Records
Quiz #5
October 1
Text Gradient Activity
Letter Identification Assessment DUE
EIGHT
October 8
Assessment continued
Read pp. 304-315 AND pp. 328-334
Writing and Spelling
Quiz #6
NINE
Handwriting Lesson
October 15
Shared Interactive Writing
Phonemic Awareness Assessment DUE
Midterm
Midterm
Vocabulary/Word Work
Read pp. 207-213 AND pp. 218-228
TEN
October 22
Quiz #7
ELEVEN
October 29
Word Work/Vocabulary Experiential Literacy
Center Activity
Running Record Assessment DUE
Read pp. 175-193
Fluency
Quiz #8
TWELVE
Fluency Experiential Literacy Center
Activity
November 5
Writing Assessment DUE
THIRTEEN
Comprehension
Read pp. 242-250 AND pp. 260-277
Lesson Planning/Literacy Block of Lesson Plans
Quiz #9
November 12
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Comprehension continued
Reading available in MyCourses
Quiz #10
Comprehension Experiential Literacy
Center Activity
FOURTEEN
November 19
School Based Notebook DUE in Chalk
and Wire
FIFTEEN
November 26
NO CLASS:
Thanksgiving
Literacy Block of Lesson Plan Presentations
SIXTEEN
Literacy Block of Lesson Plans DUE in
Chalk and Wire
Synthesis
December 1
Review for Final Exam
SEVENTEEN Final Exam Date TBA
Final Exam
Exam Week
>
VII. Uniform Core Curriculum Assignments
Assignment Name
UCC
Specific Indicator
Assessment Portfolio
FSAC
FSAC
FSAC
FSAC
FSAC
FSAC
RC
OE/FSS
ELED 1.1.1
ELED 1.1.2
ELED 1.3.1
ELED 1.4.7
ESE 5.10
ESE 5.12
RC 3
4
Comprehensive Lesson Plan Presentation K-2
FSAC
RC
ELED 1.1.8
2.A1, 4.15, 4.16
Group Presentation 2 Phonemic Awareness
FSAC
RC
ESE 5.11
1.C.1, 2.C.1, 2.C.2, 4.4,
4.5, 4.14
Group Presentation 3 Stages of Reading Development
FSAC
ESE 5.5
Group Presentation 4 Phonics
FSAC
ESE 5.16
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Group Presentation 5 Word Work/Vocabulary
FSAC
ELED 1.1.3
Group Presentation 6 Reading Fluency
FSAC
FSAC
FSAC
ELED 1.1.4
ELED 1.1.5
ESE 5.13
Group Presentation 7 Shared Interactive Writing
FSAC
ELED 1.3.5
Handwriting Lesson
Group Presentation: Text Gradient
FSAC
RC
ELED 1.5.1
1.A.3, 1.A.6, 2.A.5
Literacy Block of Lesson Plans K-2
FSAC
ELED 1.3.2
Mid Term Exam Structural Word Patterns
FSAC
ESE 5.6
Running Record
OE
OE 1
Final
RC
RC 1
Literacy Centers
RC
RC 2
School Based Notebook
RC
FSAC
RC 4
ESE 5.7
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CLASSROOM CONTRACT
To promote the most conducive environment for learning and teaching, I would appreciate your willingness
to:
o Arrive to class by the beginning of class time. Three or more tardies (even if you’re only a few minutes
late) and/or leaving class early will result in an absence for that class session.
o Notify me through e-mail or phone call if you will miss class so I can document your absence.
o Remain in the room unless we have a break, or I am not directly teaching (you’re engaged in partner,
small group activities, etc.)
o Refrain from side conversations because it’s distracting to others.
o Turn off your cell phone during class (unless it’s an emergency; you can also notify me ahead of time if
you are expecting an important call and need to take it).
o Refrain from texting.
o Please do not use personal laptops/electronic devices unless we need them for a specific task. Laptops
are a great resource, but they should only be used for this course. In the past, students have worked on
other assignments, checked e-mail, surfed the ‘Net, updated Facebook, etc. While in class, I need you to
“be” here…body and mind.
o Notify me privately if there is a problem. I can’t help you if I don’t know about it.
Thank you for your cooperation. – Dr. G.
In return, please list what you expect from me as an instructor. I will try my best to accommodate your learning
needs:
Dr. Cher Gauweiler
Fall 2015
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