Course Name and Number:
LSLS7031 Principles of Organizing a Literacy Curriculum
Description:
This course addresses a wide range of issues and approaches related
to planning, implementing, and supervising literacy programs in K-12
settings. It is designed to provide students with the knowledge, skills,
and resources needed to take a leadership role in designing effective
instruction, developing and evaluating curriculum materials, creating
a literate environment, and facilitating teacher professional
development to meet the literacy needs of students across the
grades.
Credit Hours:
Required or elective:
Faculty members who teach
the course:
Prerequisites:
Textbooks:
3 semester hours
Kathy Hoover, Cheri Williams, Chet Laine
Graduate-level status
Allington, R.L. (2005). What really matters for struggling readers:
Designing research-based programs (2nd Ed.). New York: Longman.
ISBN: 0321063961
Vogt, M.E., & Shearer, B.A. (2007). Reading specialists and literacy
coaches in the real World (3rd Ed.). Columbus, OH: Pearson Allyn &
Bacon. ISBN: 0205494714
Other Resources:
IRA Standards for reading professionals — revised 2010 see the
website at:
http://www.reading.org/resources/issues/reports/profession
al_standards.html
American Psychological Association (2009). Publication manual of the
American Psychological Association (6th ed). Washington D.C.:
American Psychological Association.
Additional Required Readings posted on Blackboard.
Learning Outcomes:
1. Articulate the theories
related to the connections
between teacher dispositions
and student achievement.
How is this outcome assessed?
Vignettes group work, discussion forums, Ideal Literacy Program
2. Conduct professional study
groups for paraprofessionals
and teacher sand assist
classroom teachers and
paraprofessionals in
identifying, planning, and
implementing personal
professional development
plans.
Staff Development Presentation, discussion forums, vignettes group
work
3. Positively and constructively
provide an evaluation of their
own and others' teaching
practices.
Vignettes group work, discussion forums
4. Plan and provide
professional development
programs that increase the
knowledge base for classroom
teachers, paraprofessionals,
parents and administrators in
the use of curriculum
materials, including those that
are technology-based.
Staff Development Presentation, vignettes group work, discussion
forums
5. Exhibit leadership skills in
professional development as
well as awareness of and
ability to describe the
characteristics of sound
professional development
programs.
Staff Development Presentation, Ideal Literacy Program, vignettes
group work, discussion forums
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative
is to improve the performance of students in high needs schools by preparing educators who
recognize the moral imperative to meet the needs of each student. We will prepare educators who
are committed to each student, caring about each individual, and competent in evidence-based and
data driven instruction.
Alignment with Conceptual Framework:
Candidates of the University of Cincinnati are committed, caring, competent educators. The course,
Principles of Organizing a Literacy Curriculum, prepares candidates

with foundation knowledge, including knowledge of how each individual learns and







develops within a unique developmental context.
with content knowledge, able to articulate the central concepts, tools of inquiry, and the
structures of their discipline.
who successfully collaborate, demonstrate leadership, and engage in positive systems
change.
who demonstrate the moral imperative to teach all students and address the responsibility
to teach all students with tenacity.
able to address issues of diversity with equity and posses skills unique to urban education
including culturally responsive practice.
able to use technology to support their practice.
who use assessment and research to inform their efforts and improve student outcomes.
who demonstrate pedagogical content knowledge, grounded in evidence- based practices,
and maximizing the opportunity for learning, and professionalism.
Alignment with Specialized Program Association:
The course, Principles of Organizing a Literacy Curriculum, is one of courses in the Masters Degree
Program in Literacy & Second Language Studies leading to an Ohio endorsement in Reading, K-12. The
following Elements within the five International Reading Association standards are addressed in this
course:
Standard Two – Curriculum & Instruction: Candidates use instructional approaches, materials, and an
integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
The Curriculum and Instruction Standard recognizes the need to prepare educators who have a deep
understanding and knowledge of the elements of a balanced, integrated, and comprehensive literacy
curriculum and have developed expertise in enacting that curriculum. The elements focus on the use of
effective practices in a well-articulated curriculum, using traditional print, digital, and online resources.
Element 2.1 - Candidates use foundational knowledge to design or implement an integrated,
comprehensive, and balanced curriculum.
Element 2.2 - Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and reading–writing
connections.
Element 2.3 - Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from
traditional print, digital, and online resources.
Standard Five - Literate Environment: Candidates create a literate environment that fosters reading and
writing by integrating foundational knowledge, instructional practices, approaches and methods,
curriculum materials, and the appropriate use of assessments.
Element 5.1 - Candidates design the physical environment to optimize students’ use of traditional print,
digital, and online resources in reading and writing instruction.
Element 5.2 - Candidates design a social environment that is low risk and includes choice, motivation,
and scaffolded support to optimize students’ opportunities for learning to read and write.
Element 5.3 - Candidates use routines to support reading and writing instruction (e.g., time allocation,
transitions from one activity to another, discussions, and peer feedback).
Element 5.4 - Candidates use a variety of classroom configurations (i.e., whole class, small group, and
individual) to differentiate instruction.
Standard Six – Professional Learning and Leadership: Candidates recognize the importance of,
demonstrate, and facilitate professional learning and leadership as a career-long effort and
responsibility.
Element 6.1 - Candidates demonstrate foundational knowledge of adult learning theories and related
research about organizational change, professional development, and school culture.
Element 6.2
Candidates display positive dispositions related to their own reading and writing and the teaching of
reading and writing, and pursue the development of individual professional knowledge and behaviors.
Element 6.3
Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional
development programs.
Element 6.4
Candidates understand and influence local, state, or national policy decisions.
Alignment with Ohio Standards for the Teaching Profession:
The Reading Endorsement Program was submitted to the International Reading Association. The Ohio
Standards for the Teaching Profession and Ohio’s Academic Content Standards are reflected in the
assignments for this course. Candidates apply these standards in their curriculum development and
staff development activities. Candidates for the Ohio Reading endorsement examine the requirements
for the Ohio Resident Educator License in the course. Candidates examine the Operating Standards for
Ohio School Districts and Schools, the minimum standards that apply to all public school districts and
are in place to ensure a general education of high quality. This course syllabus requires candidates to
examine value-added growth measures as defined by the Ohio Board of Education.
Participation and Attendance:
Students are expected to participate in each of the class modules. In an online course, attendance is
defined by active and thoughtful participation in class discussions and activities, and on-time
completion of assignments. Infrequent and inconsistent attendance, participation, and work
completion will negatively influence the benefits that may be obtained from the course as well as your
grade for this course.
Participation in the online discussions is very important because it demonstrates your thoughtful,
concentrated effort over a specific period of time to develop the knowledge, skills, and dispositions
necessary to become a professional educator. It is expected that all posts and correspondence between
members of the class (including the students, instructor, and/or others) will be conducted in a timely
and professional manner, always with the explicit goal of critically reflecting and augmenting
professional development and growth.
Discussion Forums:
Posting in the discussion forums is like engaging in a traditional classroom discussion. Initial posts and
responses should be well thought out, meaningful, insightful as well as grammatically correct. They
must move the discussion forward “substantively” in some manner. Feel free to use your text, other
course resources or other information as well as your experience or examples and always in your own
words to support discussion forums. Although, you should seek fresh and new material to share in the
discussions.
Initial responses to module prompts and student responses to peer posts must be posted in a timely
manner. Students are expected to respond to prompts with an original, initial thread in each module
discussion forum at the time specified during our class week. Begin each response with your name and
current teaching situation to provide a context for your remarks. This course is student-centered and
you are required to participate in each discussion forum with both initial prompt-oriented posts and
the required number of responses to classmates. These are components that will move us forward as a
learning community.
In the discussions, be mindful of giving credit where credit is due. If you use the thoughts of another for
support, please provide a citation. However, when citing an idea from our textbook; use the author’s
names and provide the page number in case we want to review. No citation is required for our texts.
Use quotation marks where appropriate and provide a page number where. The idea is to share your
understanding of the course material as it relates to a specific topic through the eyes of your life
experience. We all benefit and generate new knowledge from the post/response exchange and that is
what makes distance learning unique and compelling.
At times, questions may be appropriate to move the discussion forward but never without your own
thoughts. Please use the spell check feature and ensure you submit graduate level work. A simple, “I
agree” or “Nice job” alone will not count toward discussion expectations. However, I encourage you to
use encouraging and respectful dialogue with your classmates. Timely participation in the forums is a
key component of the course. We will learn a lot from each others’ perspectives especially shared
experiences in this collaborative learning effort.
As the course has been developed with a constructivist educational framework, much of the learning
will be developed throughout the course through the Blackboard discussion board modules and
classmate interactions. While it is expected and hoped that students will offer a variety of perspectives
and viewpoints in the online discussions. Students should seek, in a professional manner, to integrate
the readings and their own experiences appropriate to create constructive responses to prompts and
the reflections of colleagues in the class.
In order to facilitate interaction between and among students, the instructor may not be as active as
students in class discussions in order to allow students more opportunities to work through the issues
that are brought about within the discussions. Although, the instructor will be reading and following
the discussions, so as to adjust future discussion topics as needed.
Vignettes Presentation
Vogt & Shearer provide us with various vignettes throughout the text. We will examine the evolving
and emerging roles of reading specialists and literacy coaches each week in small groups through these
vignettes. Each group will be assigned one class week. You will work as a group to respond to the
following questions in a specially created discussion forum:
1. What is the gist of the vignette that you examined?
2. What is the dilemma that the teacher or reading specialist faces?
3. What elements of the vignette are similar to your current situation? Consider the “thinking
points” that follow the vignette.
4. What are the tensions?
5. What connections can you draw to what we have been reading this summer?
6. What are your short and long-term suggestions?
Academic Integrity Policy: www.uc.edu/conduct
The University Rules, including the Student Code of Conduct, and other documented policies of the
school, college, and university related to academic integrity will be enforced. Any violation of these
regulations, including acts of plagiarism or cheating, or falsifying fieldwork will be dealt according to the
severity of the misconduct. Students who engage in academic misconduct in any form, including
plagiarism, may receive a failing grade in a course, may lose university-funded financial support, and
may be suspended or dismissed from a program.
Plagiarism is defined as:
 Submitting another's published or unpublished work, in whole, in part, or in paraphrase, as
one's own, without fully and properly crediting the author with footnotes, citations, or
bibliographical reference.
 Submitting as one's own work, material obtained from an individual or agency without
reference to the person or agency as the source of the material.
 Submitting as one's own work, material that has been produced through unacknowledged
collaboration with others without release in writing from collaborators.
Electronic Communication Policy:
The instructor and students will communicate via email and Blackboard throughout the quarter. This
communication will relate to topics in the course, administrative inquiries, and general communication
about assignments, etc.
All students are responsible for checking Blackboard and their UC e-mail accounts on a daily basis, as
these will be the vehicles for interaction during the online course. Email is the preferred form of
communication with the instructor, outside of the discussion board prompts and posts.
It is the student’s responsibility to ensure that all electronic contact information as listed on Blackboard
is accurate and up-to-date. (Check your e-mail address by following the Personal Information link on
your home Blackboard page.)
Email is an asynchronous form of communication; thus, while a prompt response may be desired, it
may not always be possible (especially late at night and on weekends). Students should allow at least
24 hours for a response to take place; however, I am usually able to reply within a few hours. If you do
not receive a response from an e-mail sent to me after 24 hours, please re-send the e-mail, as it is likely
I have not received it.
In the case of a true emergency, you may call or text my cell phone, listed above.
Accommodations:
If you have special needs related to your participation in this course (including identified visual
impairments, hearing impairments, physical impairments, communication disorder, and/or specific
learning disability) please contact me immediately so that I can discuss reasonable provisions. I want to
ensure an equitable opportunity for you to meet all the requirements of this course. You will need to
register with the Disabilities Office of this university for approval.
Issues Related to Diversity:
Respect for all members of the classroom, regardless of age, race, disability, gender, religion, or sexual
orientation is expected at all times. Students with concerns should contact the instructor, or the
program coordinator Dr. Susan Watts-Taffe, (513-556-2534; susan.watts-taffe@uc.edu )
Assignments (See separate documents posted on Blackboard for assignment descriptions,
requirements and/or related readings):
Introductory Post
Blackboard Reflections (20pts. each)
5 pts.
60 pts.
Due by
Due by
Vignette Presentation Posts
20 pts.
Individually assigned dates
Literacy Program Comparison
50 pts.
Due by
Staff Development PowerPoint
25 pts.
Due by
Design of Ideal Literacy Program
50 pts.
Due by
Total 210 pts.
Late Assignments:
An assignment submitted after the assigned date/time will receive a penalty of one letter grade for less
than 24 hours late, 2 letter grades for between 24 and 48 hours late, and after 48 hours will not be
accepted.
Course Writing and APA Format:
All assignments for this course is to be in accordance with the 6th edition of the APA Manual. Students
are to consult the APA Manual as a reference throughout the course. The APA Manual (6th edition) is
available in the library, online, and in various bookstores. The new website for APA Style is now
available with tutorials, FAQ’s, a blog, and other helpful features. See www.apastyle.org
While the nature of Blackboard discussion posts is much more informal than written papers and
assignments, it is expected that students will spell-check and edit their posts, as a courtesy to their
peers and a sign of professionalism. There is no penalty for typos or grammatical errors in discussion
posts, but, as a general rule of thumb, the content of your posts and comments will be easier for the
members of the class to consider if they are relatively free from error.
Grading:
Assignments are graded using a point system, with a maximum possible total of 250 points for the
course. Final course grades will be determined as follows:
95% - 100%
90% - 94%
86% - 89%
82% - 85%
78% - 81%
74% - 77%
70% - 73%
Week
1
Topics
 Introductions
 Foundations for literacy instruction
 Scientifically Based Reading (SBR)
A Policy Case Study-Dan Roberts and SSR
2
 Literacy Curricula k-12
 The Literacy Plan
A
AB+
B
BC+
C
Assignments
Readings to be completed prior to
module work:
Course Documents –Dan Roberts
Vignette
Texts-Vogt & Shearer: Preface, Ch 1, 2,
3; Allington: Ch 1, 2
Post:
Learning Module 1-Introduction,
discussion forums
Readings to be completed prior to
module work:
Course Documents –
Texts-Vogt & Shearer: Ch 4, 8, 9
Allington: Ch 3, 5
Post:
Learning Module 2- discussion forums;
Group 1-Vignette Presentation
3
 Professional Development
 Professional Roles
 Leadership
4
 Meeting the Diverse Needs of All
Students
5
 The Struggling Reader
 Assessment
Readings to be completed prior to
module work:
Course Documents –
Texts-Vogt & Shearer: Ch 3, 11, 12
Post:
Learning Module 3- discussion forums;
Group 2-Vignette Presentation;
Assignment 1-Comparison of Two
Literacy Programs (see course
documents).
Readings to be completed prior to
module work:
Course Documents –
Texts-Vogt & Shearer: Ch 6, 7; Allington
Ch 4
Post:
Learning Module 4- discussion forums;
Assignment 2-Professional Development
PowerPoint Presentation (see course
documents)
Readings to be completed prior to
module work:
Course Documents –
Texts-Vogt & Shearer: Ch 5, 10;
Allington: Ch 6
Post:
Learning Module 6- discussion forums;
Assignment 3-Designing an Ideal Literacy
Curriculum (see course documents)