EDUC 525
Intermediate to Middle Grade Literacy Education.
3 graduate credits
Semester Offered
Professor:
Telephone:
Email:
Office:
Office Hours:
Or by appt or email
Course Catalog Description: Examining current research of the developmental, cognitive, and
instructional variations in grades 4 through 9, candidates will study how to put research into practice with
synthesis that represents the current thinking in the field. 3 credits.
Text(s):
Tompkins, G. (2004) Literacy for the 21st century: Teaching reading and writing in grades 4 – 8.
Boston, MA: Pearson Merrill/ Prentice Hall. ISBN# 0-13-098654-2
Course Objectives:
Course objectives have been written to reflect the match between this course and the International Reading
Association (IRA) Standards for Reading Professionals, Longwood University’s Conceptual Framework,
and the Virginia Department of Education Licensure Regulations.
Knowledge:
As a result of the class discussion, reading and assignments, student will:
1. explain the principles of effective teaching of literacy. (IRA, 1.1)
2. explain the connection between reading and writing, and the ways effective teachers guide
children in the reading & writing process. (IRA 4.3)
3. Explain how assessment helps teachers judge their effectiveness and guides in planning
instruction. (IRA 3.3)
4. Explain concepts in phonics, syllabic analysis, morphemic analysis and spelling. (IRA, 1.4)
5. explain ways to help students develop their word meaning vocabularies. (IRA 1.4)
6. explain comprehension skills and strategies, and give suggestions for increasing students’ fluency
and understanding. (IRA, 1.4)
7. explain the three types of text (stories, informational books, poems) (IRA, 4.1, 4.2)
8. explain criteria for selecting classroom reading materials and literature focus groups and circles.
(IRA, 4.1, 4.2)
9. explain how to use the two processes of reading and writing effectively. (IRA, 4.1)
10. explain how to select material based on the students’ needs. (IRA 2.1,2.3)
11. explain how to motivate students and sustain their interest in becoming lifelong readers. (IRA, 4.1)
Skills:
As a result of the class discussion, reading and assignments, student will:
1. Integrate the principles of effective teaching of literacy. (IRA, 1.1)
2. demonstrate the connection between reading and writing, and the ways effective teachers guide
children in the reading & writing process. (IRA 4.3)
3. demonstrate how assessment helps teachers judge their effectiveness and guides in planning
instruction. (IRA, 3.3)
4. model concepts in phonics, syllabic analysis, morphemic analysis and spelling. (IRA, 1.4)
5. demonstrate ways to help students develop their word meaning vocabularies. (IRA1.4)
6. model comprehension skills and strategies, and give suggestions for increasing students’ fluency
and understanding. (IRA, 1.4)
7. use the three types of text (stories, informational books, poems) (IRA 4.1,4.2)
8. demonstrate criteria for selecting classroom reading materials and literature focus groups and
circles. (IRA, 4.1, 4.2)
9. demonstrate how to use the two processes of reading and writing effectively. (IRA, 4.1)
10. demonstrate how to select material based on the students’ needs. (IRA, 2.1,2.3)
11. demonstrate how to motivate students and sustain their interest in becoming lifelong readers. (IRA
4.1)
Dispositions:
As a result of the class discussion, reading and assignments, student will:
1. appreciate the enhancement of literacy instruction using a variety of teaching techniques and
learning strategies (IRA, 2.1, 2.2, 2.3, 2.4)
2. appreciate the role of literature in a reading program and how it can assist in fostering positive
attitudes for lifelong learning. (IRA, 2.3)
3. appreciate the linguistic, social and cultural differences among learners. (IRA, 2.2)
4. value the worth of stimulating student's desire to read (IRA, 4.1,4.2,4.3,4.4)
Course Outline
1. Becoming an effective teacher of reading
A. Principles of effective teaching
B. Learning theories
II. Teaching the reading and writing process
A. Stages of reading
B. Stages of writing
III. Assessing students’ literacy development
A. Literacy assessment tools
B. Implementing portfolios in the classroom
IV. Refining students print skills
A. Word identification
B. Spelling
V. Learning about the meaning of words
A. Levels of word knowledge
B. The importance of word meaning
VI. Facilitating students’ comprehension
A. The comprehension process
B. Literacy strategies and skills
VII. Becoming familiar with the structure of text
A. Narrative structures
B. Expository
C. Poetic forms
VIII. Teaching with narrative text.
A. Choosing literature
B. Literature focus groups and literature circles
IX. Connecting reading with writing
A. Keeping journals
B. Writing projects
X. Working with struggling readers and writers
A. Differentiated instruction
B. Determining the difficulty level of books
X1. Becoming lifelong readers and writers
A. Reading workshop
B. Writing workshop
Class Schedule:
Week 1
1/27
AM
Topic
Tompkins Becoming
an Effective Teacher
of Reading
Readings
Chapter 1
Key Terms
Guided Reading
Learning Theories
Assignments
Book Walk
Website Review
Chapter questions
Lesson plan
Week 1
1/27
PM
Tompkins:
Teaching the Reading
and Writing Processes
Chapter 2
Reading Process
Writing Process
Book Walk
Website Review
Lesson plan
Week 2
2/10
AM
Tompkins: Refining
Students’ Print Skills
Chapter 4
Phonemes Graphemes
Morphemes
Book Walk
Website Review
Chapter questions
Week 2
2/10
PM
Tompkins: Learning
About the Meaning of
Words
Chapter 5
Context Clues Word
Study
Book Walk
Website Review
Lesson plan
Week 3
2/17
AM
Tompkins:
Facilitating Students’
Comprehension
Chapter 6
Comprehension Skills
Strategies
Book Walk
Website Review
Chapter questions
Week 3
2/17
PM
Tompkins:
Structure of Texts
Chapter
7
Literature Circles
Literature Focus Units
Book Walk
Website Review
Lesson plan
Week 4
3/10
AM
Teaching with
Narrative Text
Chapter 8
Week 4
PM
3/10
Tompkins Connecting
Reading and Writing
Chapter 10
Book Walk
Website Review
Journals
Projects
Multigenre
Book Walk
Website Review
Chapter questions
Week 5
AM
3/31
Working With
Struggling Readers
and Writers
Readability
Chapter 11
Differentiated
Instruction
Book Walk
Website Review
Chapter questions
Lesson plan
View video
Literacy Circles
Week 5
PM
3/31
Tompkins Becoming
Lifelong Readers and
Writers
Chapter 12
Reading Workshop
Writing Workshop
SSR
Book Walk
Website Review
Description of Assignments:
1.
Website Review: Visit the textbook website, http://www.prenhall.com/tompkins. Click on
one chapter and select one website. Share the website with the class. Include content of
website, purpose. advantages, audience, etc. ( 10- 15 minutes)
2.
Literacy Observation: Observe and evaluate literacy lesson in middle grades (See handout
for instructions) We will do this in class as we evaluate video)
3.
Book Walk: Each week select a trade book suitable for middle school Prepare a book walk.
Develop an introduction & prepare highlights to read. (3-5 minutes)
4.
Lesson Plan [CORE ASSESSMENT]: Select a theme appropriate for Middle school grades.
Develop lesson plan using one of the activities from Compendium of Instructional
Procedures
5.
Exams: In lieu of class exams, there will be take home tests. Students may email answers
to weekly questions to instructor.
Grades are determined as follows:
Website review
Literacy observation
Book Walk
Lesson PlanTake home tests
10%
10% ( in class)
5%
15 %
60%
GUIDELINES:
Student Responsibility:
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures
required by the university. In no case will a regulation be waived or an exception granted because students
plead ignorance of the regulation or assert that they were not informed of the regulation by an advisor or
other authority. Refer to the Academic Regulations sections of the most recent Graduate Catalog
available online at: http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate
Catalog; Select General Information; Select Academic Regulations}
GRADING SCALE:
A minimum cumulative grade point average of 3.00 on a 4-point scale is required to remain in the graduate
program and for graduation. Passing grades are A, B and C.
A= 100-90
B= 89-80
C= 79-70
Incompletes: The instructor may choose to grant a grade of "I" which indicates that because of illness or
for good reason, the work of the semester has not been completed. An Incomplete Contract should be
completed by the instructor and student listing work to be done and deadlines for completion. When this
work has been completed, a final grade will be reported. A grade of "I" will revert automatically to a grade
of "F" if the necessary work has not been completed by the end of the subsequent regular semester.
ATTENDANCE:

Students are expected to attend and participate in all class activities. Instructors have the right to
assign a course grade of "F" when the student has missed a total (excused and unexcused) of 25
percent of the scheduled class meeting times.

Students must assume full responsibility for any loss incurred because of absence..

Class assignments are due during the class period on the assigned date.

All written assignments will be typed unless otherwise specified.

Students who require special arrangements for taking notes and/or tests should make arrangements
with the instructor at the beginning of the semester.

If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or
other valid documentation of the circumstance and complete the alternate test/exam by arrangement
with the instructor.

In no case should assignments for this course be ones that 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.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological,
medical, or learning disability should contact me privately. If you have not already done so, please contact
the Office for Disability Services (103 Graham Building, 434-395-2391 or
http://www.longwood.edu/disability) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach
User Support Services, the Library Reference Desk and the Graduate Studies Office during working hours.
After working hours you can leave a message for the Library and Graduate Studies. You can email User
Support Services at helpdesk@longwood.edu after working hours and will get a response on the next
working day.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest
edition of the Graduate Catalog.
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.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to
a degree or licensure only program and have those hours apply to the admitted program. Students should
submit an Application for Graduate Admission promptly to avoid having course work in excess of the nine
credit hours not apply once admitted. Application materials are available by contacting the Office of
Graduate Studies (434-395-2707 or graduate@longwood.edu) or on our web site at
www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the
Department of Education, Special Education, Social Work, & Communication Disorders.
Bibliography:
Blasewitz, M. R., & Taylor, R. T. (1999). Attacking Literacy with Technology in an Urban Setting
Botzakis, S., Comp, & Malloy, J., Comp. (2005). Required National, Regional, and State Testing Programs
Goodman, A. (2003). Get A.C.T.I.V.E: Engaging Middle School Readers with Text
Hindin, A., Morocco, C. C., & Aguilar, C. M. (2001). "this Book Lives in our School": Teaching Middle
School Students to Understand Literature
Keller, R. (1997). A Publisher's Perspective on Literacy at the Middle Level
Mitchell, S., & Wile, N. (2002). 2001 Literacy Program Evaluation: A Report of the Evaluation of Literacy
Programs in Elementary and Middle Schools. U.S.; Oregon:
Moje, E. B., & Sutherland, L. M. (2003). The Future of Middle School Literacy Education
Pearson, P. D., Ferdig, R. E., Blomeyer, J.,Robert L., & Moran, J. (2005). The Effects of Technology on
Reading Performance in the Middle-School Grades: A Meta-Analysis with Recommendations for Policy
Reed, S. (1998). A Team Plan for using Reading Across and within the Curriculum: Special Problems and
Issues with Middle School Literacy
Stevens, R. J. (2003). Student Team Reading and Writing: A Cooperative Learning Approach to Middle
School Literacy Instruction
Suggested Professional Journals:
The Reading Teacher
Language Arts
Reading Research and Instruction
Book links
Reading Research Quarterly
Journal of Adolescent and Adult Literacy