EDUC 440
Methods of Teaching Elementary Literacy
Spring 2016
Course Section:
Meeting Time and Place:
Course Credit Hours:
EDUC 440
Tuesdays 3:00-5:45 BE 244
3 Credit Hours
Faculty Contact Information: Chessica Cave, Assistant Professor
Office Location: BE 219
Office Phone: 1-243-869-6478
Home Phone: 276-870-1943
Email: chessica.cave@lmunet.edu
Office Hours: Tuesdays 1:00-3:00 Wednesdays 10:00-2:00 **or by appointment**
I.
Course Description:
The focus of this course includes discussions on major theoretical foundations, principles,
procedures, and practices that center around teaching elementary literacy—reading,
writing, grammar, speaking, listening, spelling, viewing, and visual representation.
Students will learn how to integrate different instructional strategies, methods and
resources into curriculum they design to help elementary students develop and reinforce
their literacy skills. Students will become familiar with a variety of instructional
resources including phonics, language experience, basal readers, and other literature in
helping to develop cognition, reading, and comprehension skills. Students will also obtain
skills in creating, administering, and evaluating formal and informal classroom-based
assessments to identify reading strengths and weaknesses. Fall, Spring.
II.
Course Objectives:
The candidate will:
 demonstrate professional dispositions by upholding the VALUES of Abraham
Lincoln’s life through “servant leadership” to the local and global
communities—students, colleagues, school leaders, parents, community leaders,
and professional associations—to support teaching and learning (EPP A1-5; C13)
 apply strategies for teaching integrated reading content that build on learners’
prior knowledge, makes provisions for individual students with particular learning
differences/needs, and assists for English language learners and other diverse
needs in the elementary reading classroom (InTASC 2.P.b,c,e); (EPP B1);
 create environments that support both individual and collaborative learning and
encourage positive social interaction, active engagement in learning, and self-
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III.
motivation in the elementary school reading classroom (InTASC 3.P.a-h);
demonstrate an understanding of the central concepts, tools of inquiry, and
structures of the integrated reading and create learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure
mastery of the content (InTASC 4.P.a–i); (EPP B3-4);
demonstrate a knowledge of language development in learners and apply that
knowledge to the planning and assessment in the classroom. (InTasc 6a-i); (EPP
B5);
demonstrate how to connect concepts in reading and use different perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving
related to authentic local and global issues (InTASC 5.P.a–h); (EPP B4; EPP C23);
use multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learner’s decision making
(InTASC 6.P.a–i); (EPP B5);
plan instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context
(InTASC 7.P.a–f); (EPP B3);
use a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways (InTASC 8.P.a–I); (EPP B3);
utilize technology and technology-based resources to facilitate developmentally
appropriate student learning and for their own professional growth and
productivity. (InTasc 4.G.a; 3g; 3m; 7a; 7b; 7k; 7m; 8o; 8r); (EPP B6);
demonstrate an understanding of the legal rights and responsibilities of
stakeholders involving educational decisions and policies enacted to assure
fairness, privacy, social justice, well-being, and the safety of all stakeholders
(EPP A2; A5).
Texts/Materials for the Course:
o Cooper’s Literacy: Helping Students Construct Meaning textbook, 9th edition
BUNDLED w/ Cooper’s Literacy BlackBoard CourseMate Printed Access Card.
o Graves, Juel & Dewitz, (2011), Teaching Reading in the 21st Century, Pearson.
o Praxis II Teaching Reading: Elementary Education (5203) Exam.
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IV.
Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
The candidate will:
o Assigned Readings and Class Participation: You are to read the assigned
chapters BEFORE class. Please be prepared to take part in class related work,
writings, group work, and examinations.
o CLASSROOM STRATEGY PORTFOLIO: Create a portfolio that consists of
Reading Rockets website activities, Praxis II Study Guide information, and all
other assignments/handouts/strategies/activities from class. Create sections for:
Fluency, Phonics/Phonemic awareness/Phonological Awareness, Comprehension,
and Vocabulary. Complete a chart for reading strategies for each section. This will
be created on LiveText.
o HORIZON ONLINE WORKSHOPS: Each candidate is to complete all of the
Horizon online workshops. Students should print off certificate and put it in your
Classroom Strategy Notebook. You must make a 75% to be able to print the
certificate.
o PHONICS RESEARCH: Identify phonemes for spoken words; Identify/describe
phonemic differences for language variation (e.g. ELL, dialect); Identify
phonemes and graphemes for written words; Identify spelling patterns
(graphemes) for phonemes; Analyze structures of words: syllables, syllabication
generalizations, morphemes (roots, affixes). This will be on your midterm and
final exam.
o GUIDING QUESTIONS FOR VIDEOS: Complete each guided question quiz
for each chapter of the video. Submit your answers on LiveText prior to the
beginning of the class when starting each specific chapter.
o CHAPTER QUIZZES: Each chapter quiz will be due in Blackboard by the
Sunday night @ 11:59 following completion of the chapter. Eleven points will be
deducted from your grade for each day that it is late.
o Literature Circles: In groups of 4 complete each chapter of Diagnosis and
Correction of Reading Problems. Be prepared to discuss your part with the class
each Tuesday. (You are to rotate roles each chapter) Roles are as follows: Word
Wizard, Discussion Director, Investigative Inferrer, and Super Summarizer. Each
candidate will rate each group participant. A grade will be given for group
participation.
o LESSON PLANS (A GUIDED READING GROUP LESSON). Create four
lesson plans:
1. Teaching a Phonemic Awareness/Phonics Skill or Strategy
2. Teaching a Comprehension Skill or Strategy
3. Teaching a Skill or Strategy for Learning Vocabulary
4. Teaching a DRA or DRTA
Each student will select one of these lessons for presentation to the class. The
plan must conform to the LMU format for lesson plans and clearly articulate all
elements of the format, in addition to showing evidence of use of technology,
differentiated instruction, and modification/ accommodation for English
language/diverse learners. The plan will be submitted via LiveText and will
include explanation of targeted elements as specified in the assignment.
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o EXAMINATIONS: Students will complete chapter quizzes, a midterm, and a
final examination.
CHOICE BOARD: Select 3 of the following from the choice board. They must be 3 in a
consecutive row: diagonal, across, up/down, etc. (like Tic-Tack-Toe)
Video
Anchor Chart
Resource Reading Packet
Create 5 games/reading
Create a video covering one of the
Create on Anchor Chart related to
activities that you will develop
chapters in the book. The video will
language arts.
with instructions and handouts.
be presented to the class.
Each game/activity is to be
written as a mini-lesson plan.
One game, or reading activity
will be taught to the class.
Literacy Research
Smart board Activity with Lesson Plan
Language Arts Learning Centers
 What do you need to
Create 3 language arts learning
Create 3 lesson plans incorporating a
know to be an effective smart board activities (created by you)
centers. A lesson plan needs to be
literacy teacher?
turned in with this center. One center
covering an area of reading (e.g.

How
do
we
learn
to
will be taught to the class.
phonics, vocabulary, comprehension,
read?
spelling) One lesson will be taught to
 Theories
the class.
 What is the framework
for an effective
standards-based
literacy lesson?
 How do you help
struggling readers?
 Developing, assessing,
and evaluating in the
comprehensive literacy
classroom.
Reading Strategies
Infomercial
Reading Intervention Plan
Choose
1 area of reading out of the book
Create
an
infomercial
(research
 Reading Profile:
then
choose
3 strategies to help teach or
based) on the Dos and Don’ts of
 Rationale for multi-week
reinforce
that
specific reading area.
teaching children how to read.
plan:
Write a brief description of the area and
 Reading Strategies to be used: The infomercial will be
the importance of it to reading, briefly
presented to the class.
 Activities to be covered
describe the strategies you chose, then
during one-on-one, group,
investigate at least three peer reviewed
pull-out
articles or research documents supporting
each strategy and create a three day lesson
 Rationale supporting
plan
to implement these strategies to teach
lessons/activities
that specific area of reading. The lesson
 Assessment
will be taught to the class.
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o Final grades will be calculated as follows:
Assignment
Chapter Quizzes
Chapter Guiding Questions for Videos
In-class activities/applications/attendance
Phonics Research
Classroom Strategy Notebook
Reading Horizon Assessment
Choice Board
Lesson Plans
Literature Circle
Exams
Points
100 each
100 each
100
100
1000
1000
300
100 each
100 each
250 each
Grades are awarded based on the following scale:
A = 95-100 C = 73-76
A- = 90-94 C- = 70-72
B+= 87-89 D+ = 67-69 B = 83-86 D = 63-66
B- = 80-82 D- = 60-62
C+= 77-79
F = Below 60
**Students should not score lower than a C- in their major coursework** ATTENDANCE:
*Candidates must be present for at least 75% of all scheduled class meetings in order to earn credit
for the class. Students who miss class more than 4 times will automatically fail this class (you must
attend 12 class sessions in order to pass this class). However, please remember that when you miss
this class and an assignment, or presentation is due 11 points will be deducted for every day that it is
not turned in/presented from your grade.
*An attendance and participation grade will be given for the class; points value is listed on the
assignment chart above. Attendance points given only when candidate is in class for the duration of
the session. You may miss one class without losing any points from your attendance/participation
grade. Every class missed after that 11 points will be deducted from your attendance/participation
grade.
*Candidates excused for school activities will make up class work before the next class session.
Athletes
please provide a copy of your schedule with highlighted dates that you know will interfere with class
at the beginning of each semester.
ASSIGNMENT COMPLETION:
*All assignments are to be completed on time and submitted in class by the syllabus schedule unless
otherwise directed by the instructor.
*NO EMAILED ASSIGNMENTS WILL BE ACCEPTED UNLESS APPROVED BY INSTRUCTOR
PRIOR TO SUBMISSION.
*A hard copy of all LiveText assignments is required.
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CELL PHONES/ELECTRONIC DEVICES: As a common courtesy, ALL cell
phones/electronic devices are to be turned off and put away as you step over the
threshold of the classroom. There is to be absolutely no texting in class. Five points will
be taken off your participation grade if you are caught texting. To be professional we
must act in a professional manner.
HATS OR CAPS: If you are wearing a hat or cap, please remove it before entering the
classroom.
PROFESSIONALISM: Your professionalism is being assessed throughout the whole
semester. As a future teacher candidate you are expected to conduct yourself in a
professional manner. Please respect the learning environment and refrain yourself from
any inappropriate behavior that will disrupt class, or your classmates. Personal
conversations, eating, texting/ringing cell phones, working on other assignments, etc. are
not acceptable.
V.
Methods of Instruction:
 Article readings
 Lecture
 peer review
 cooperative groups
 Internet research
 Modeling
 simulations, presentations
 course presentation software: LiveText© and BLACKBOARD©
VI.
Clinical Experiences: In courses with Clinical Experiences, candidates will receive
regular coaching and feedback from mentors. The coaching process must be documented,
for example, through an Activity/Time Log or Formal Evaluations.
VII.
Information Literacy/Technological Resources:
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IIX.
LiveText©
Blackboard
Smart board
iPad/Tablet
Internet
University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply
with standards of the LMU Student Handbook and LMU catalogue. Any student seeking
assistance in accordance with the Americans Disabilities Act (1990 as amended) should
contact the ADA Coordinator, Dan Graves, with regard to required documentation and in
order to make appropriate arrangements. Contact information: dan.graves@lmunet.edu
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and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with
personal, career and academic concerns that affect academic success and quality of life.
The Director of Counseling, Jason Kishpaugh, can be contacted at
jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can
be found in the student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the
graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all
outcomes assessment testing (e.g., general education assessment, major field tests, etc.)
and activities when requested. Students may be required to complete one or more
questionnaires and to take one or more standardized tests to determine general
educational achievement as a prerequisite to graduation (see appropriate catalog for
additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health
Science; and Associate of Science – Veterinary Medical Technology students must take
the General Education Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s
website: http://www.lmunet.edu/curstudents/weather.shtml. Students should check their
LMU email during delays/closures to receive information from individual faculty
regarding potential assignments and/or other course information.
IX.
mission statements:
Lincoln Memorial University Mission Statement can be found at the following
link to LMU’s website: http://www.lmunet.edu/about/mission.shtml.
undergraduate education Mission Statement: The Carter & Moyers School of
Education prepares and mentors professional educators of distinction through
Values, Education, and Service to be teachers, administrators, school leaders, or
other school professionals whose practice will improve student learning.
X.
Honors Contract Addendum Information (if applicable):
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XI.
Course Outline/Assignment/units of Instruction or Clinic Schedule:
XII.
Assignment
Date
January 12
Introduction to course; discussion of syllabus and assignments
January 19
Chapter 1: What You Need to Know to Be An Effective Literacy Teacher
January 26
Chapter 2: Frameworks for Effective Standards-Based Literacy Lessons
February 2
# 1 CHOICE BOARD ACTIVITY PRESENTATIONS
February 9
Chapter 3: Prior Knowledge: Activating and Developing Concepts and Vocabulary
February 16
Chapter 4: How to Teach Strategies for Constructing Meaning: Lesson Plan #1 Due
February 23
Chapter 5: Beginning Literacy
March 1
Midterm: Lesson Plan #2 Due
March 8
Chapter 6: Intermediate Grades and Middle School: Decoding, Vocabulary, and Meaning
March 15
Chapter 7: Responding and the Construction of Meaning: Lesson Plan #3 Due
March 21-25
SPRING BREAK
Chapter 8: Writing and the Construction of Meaning
#2 CHOICE BOARD ACTIVITY PRESENTATIONS
Chapter 9: Helping Struggling Readers
March 29
April 5
April 26
Chapter 10: Developing a Management System for a Comprehensive Balanced Literacy
Classroom
Chapter 11: Assessment and Evaluation in the Comprehensive Balanced Literacy Classroom
Strategy Notebooks Due
#3 CHOICE BOARD ACTIVITY PRESENTATIONS
Horizon online workshop due
May 3
Final Exam: Lesson Plan #4 Due
April 12
April 19
*Subject to change at instructor’s discretion
*Refer to Blackboard for explanations of assignments for assessment
XIII.
Miscellaneous course elements here:
Children are not to be brought to class. Cell phones are to be turned off at all times
while classes are in session so as not to interrupt the flow of instruction and learning
and no text messages sent during class time. Students who violate this policy may be
asked to leave. I apologize for any inconvenience this may cause but I must respect the
rights of all of our students to concentrate uninterrupted. Teacher candidates must
dress professionally for scheduled class meetings and school events.
Teacher Education Candidates should be aware of PRAXIS testing dates and
requirements. Questions should be directed to Erin Brock, Director of Licensure and
Testing at 423-869-6405 or erin.brock@lmunet.edu.
XIV.
Important Dates in the Academic Calendar Spring 2016:
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Final Registration before classes begin
Residence halls open (8 a.m.)
Classes begin
Martin Luther King Day ( special activities )
Last day to complete registration/add classes
Last day to drop course without “WD”
Lincoln Day/Founders Day (special activities)
Mid-term
Last day to drop course without “F”
Residence halls close (5 p.m.)
Spring break (no classes)
Good Friday (no classes)
Residence halls open (1 p.m.)
Early Registration Begins
Classes end
Final exams
Commencement (11 a.m.)
Residence halls close (2 p.m.)
January 8
January 10
January 11
January 18
January 20
February 9
February 12
Feb. 29 – March 4
March 19
March 18
March 21-25
March 25
March 27
April 4
April 29
May 2-6
May 7
May 7
XV.
Student Community Engagement: A cornerstone of the University’s mission is service to
humanity. As part of the University’s Student Service Initiative, students receiving any
form of institutional aid participate in at least 10 hours of service learning per semester.
Students are encouraged to network with one another in classroom settings and with
instructors and advisors for searching out and creating appropriate service learning
projects related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact the Associate Dean
of Students.
XVI.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR
AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED
IN WRITING AND/OR BY EMAIL OF ANY SUCH REVISIONS,
ALTERATIONS AND/OR AMENDMENTS. [OPTIONAL SECTION/LANGUAGE.]
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XVII.
SIGNATURE:
This is to acknowledge that I have reviewed the syllabus for EDUC 440.
________________________________________
Signature
________________________________________
Date
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As you read the chapters, update the strategy grid (below) by adding a description of strategies
that can be used in teaching literacy. These strategies should be in your own words and then
describe the ways in which you can use this strategy teaching literacy. You should include this
in your strategies notebook. You should have a grid for each of the following areas of reading:
fluency, phonics, comprehension, vocabulary, and spelling. I would like at least 5 strategies for
each section.
Fluency
Strategy
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Description
How I can use it…
Phonics/Phonemic Awareness/Phonological Awareness
Strategy
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Description
How I can use it…
Comprehension
Strategy
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Description
How I can use it…
Vocabulary
Strategy
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Description
How I can use it…
Spelling
Strategy
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Description
How I can use it…
Literature Circle Due Dates
Chapter 1 ~ January 21
Chapter 2 & 3 ~ February 4
Chapter 4 & 5 ~ February 18
Chapter 6 & 7 ~ March 3
Chapter 8 ~ March 17
Chapter 9 ~ March 31
Chapter 10 ~ April 14
Chapter 11 ~ April 28
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