Syllabus
Course Prefix/Number: RED 3310
Course Title: Literacy Instruction for the Intermediate Learner
Course Credit Hours: 3
Lead Instructor Name and Contact Information: Linda Manning, lmanning@uwf.edu, 850-474-3296, UWF Pensacola campus Bldg 85, room
188. See summer schedule below.
Monday
Office Hours
Tuesday
Office Hours
Wednesday
Office Hours
9-4
9-4
9-4
Thursday
Office Hours by
appointment only 4743296
Friday
Office Hours by
appointment only 4743296
Prerequisites/Corequisites: None
Course Description: Materials and methods for teaching basic reading and related study skills; emphasis on teaching mastery of decoding skills,
conducting guided reading activities, utilizing a wide variety of reading materials in the classroom and relating basic reading skills to content
area instruction; includes observation/ participation in school settings.
Purpose of the Course: The Empowered Person and Professional Making a Difference is theme of the Professional Education Unit conceptual
framework. This theme focuses learning experiences on activities that permit the candidate to examine what he/she does and to take an active
role in the instructional process. The subject matter, class activities, and skill development of this course were selected to assist your personal
growth in one or more of the following Empowered Person and Professional Making a Difference characteristics: a) critical thinker, b) lifelong
learner, c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and accountability by creating legislative policies
relative to the preparation of educators. Florida's Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require
to be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required. Key Assignments are specific learning activities
that directly relate to the course and program learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in the teacher education program. (Specific
details are provided in your Teacher Education Handbook.)
Program Student Learning Outcomes:
1.
2.
Demonstrate knowledge in relevant subject fields through integration of real world activities.
Draw upon human development/learning theories and concepts as the foundation for instructional planning.
Student Learning Outcomes:
Students will:
1. Collect and use data involved in the reading process, and develop educational goals for reading.
2. Demonstrate knowledge of the major reading components (phonemic awareness, phonics, vocabulary, fluency, and
comprehension) and appropriate instruction.
3. Identify appropriate reading instruction using a variety of reading instructional methods to include literature-based and
basal-based instruction.
4. Demonstrate the ability to address issues associated with content area reading to include readability of text, instructional
strategies, and structures of text for all students including ELLs.
5. Identify authentic, formal, and informal assessment procedures used to guide reading instruction for all students
including students from diverse groups.
Course Alignments by Assessments, Outcomes, and Standards:
Project Name and
Assessment Tool
Discussion/Participation
Assignments
Conceptual Framework
Outcomes (Characteristics)
Decision Maker, Ethical/Moral
Professional,
Critical Thinker
Course
SLO’s
NCATE
Standard
FEAP’s
Subject Area
Competencies and
Skills
1a
1.9, 2.6,
3.12, 3.13,
4.2, 6.5,
7.2, 8.1,
8.3, 8.6,
12.5
60.1.5, 60.2.1,
60.3.2, 60.6.3
61.3.8, 61.5.14,
61.5.15, 61.5.16
14.1.1, 14.2.2,
14.2.4, 14.3.1,
n/a
14.3.2, 14.3.4,
14.3.5, 14.3.6,
14.4.4, 14.4.5,
47.8.6, 47.8.7,
47.8.8
60.1.5, 60.1.6,
14.2.4, 14.3.2, 14.3.3
61.3.8, 47.4.1, 14.4.6
3, 4
1a
Key Assignment:
Mini lessons
Critical Thinker
1, 2, 3
2,4
6.9, 9.7,
12.1, 12.5
1a
Case Studies
Ethical/Moral Professional,
Decision Maker, Problem
Solver
3.12, 4.2,
5.4, 7.2,
8.1, 8.3,
9.4, 12.5
1.13, 2.5,
2.8, 3.6,
4.2, 5.4,
8.1, 9.1,
12.5
60.4.2, 60.4.3,
60.4.4, 60.6.1
61.3.5, 61.5.3,
61.3.8, 61.3.9,
61.5.6, 61.5.11,
61.5.13
n/a
14.1.1, 14.2.3,
14.3.2, 14.3.6,
14.4.2, 14.4.8,
14.4.9, 14.6.2, 14.6.5
1a
8.1
60.1.5, 60.1.7,
60.1.9, 60.2.1,
60.3.2, 60.3.4, 60.6.3
61.3.8, 61.5.14,
61.5.15. 61.5.16
14.1.1, 14.2.2,
14.2.4, 14.3.1,
14.3.2, 14.3.4,
12.1, 12.5
14.3.5, 14.3.6,
14.4.4, 14.4.5, 47.4.2
1a
none
60.6.3
1, 3, 5
Exams/quizzes
Critical Thinker, Decision Maker 2
Service Learning
Ethical/Moral Professional
none
Additional Elements of the Uniform Core Curriculum:



ESOL
Reading Endorsement
Performance Competencies &
Standards Indicators
Reading, interpretation and use of data for student achievement
Information on the state system of school improvement and accountability
Teaching strategies to meet the needs of diverse student populations
none
1A1, 1A2, 1B1, 1B2,
1C1, 1C2, 1D1, 1D2,
1E1, 1E2, 1E3, 1E4,
1F1, 1F2, 1F3, 1F4,
1F5, 2A, 2B, 2C, 2D,
2E, 2F1, 2F2
1A2,1B1, 1B2, 1E2,
1E3, 1E4, 1D2, 1F4,
1F5, 2A, 2B, 2D, 2E,
2F3, 2F4
1A1, 1A2, 1B1, 1B2,
1C1, 1C2, 1D1, 1D2,
1E1, 1E2, 1E3, 1E4,
1F1, 1F2, 1F3, 1F4,
1F5, 2A, 2B, 2C, 2D,
2E, 2F1, 2F2

Recognize signs of students’ difficulty with reading and computational performance
Topics Covered: See end of document.
Tentative Schedule: See end of document.
Required Texts:
1.
2.
3.
4.
Tompkins, G. E. (2010). Literacy in the middle grades: Teaching reading and writing to fourth through eighth graders. ISBN: 0-13234849-7
Buehl, D. (2009). Classroom strategies for interactive learning (3rd ed.). Newark, DE: International Reading Association. ISBN:
9780872076860
Bear, D., Invernizi, M., Templeton, S., & Johnston, F. (2007). Words their way: Word study for phonics, vocabulary, and spelling
instructions. ISBN: 013223968X.
TK20, an assessment tool. Please purchase at http://uwf.tk20.com or through the UWF campus bookstore - Student Access Kits
(ISBN 0-9774408-1-8)
Additional Readings: Internet-based readings embedded in content of course, the readings are varied each term; please see the course
calendar for assigned readings.
Grading/Evaluation System:

Course Requirements: Discussion. Several of our lessons have required Discussion assignments. The Discussion requires students to
read, research, and respond to content information presented in the text and lesson. Students will also respond to two of their
classmates. DO NOT attach files to the discussion.

Text Set:


Select a topic for your text set. This text set is for planning purposes. Your topic must be appropriate for grades 4 and
above.


Please list the grade level that would be appropriate for your text set.

Student resources must be identified by lexile or accelerated reader level. A brief summary for each student resource
must be listed. Use a variety of levels for your planning

Teacher resources summaries must be provided, and how you might adapt the resource to your text set. For example,
some teacher resources list lessons and examples. Other teacher resources provide mini videos that you might
incorporate for your text set. APA format must be used.
Locate 20 to 30 resources for your topic. Resources may be books, letters, online sites, hands on items, museums, or
teacher preparation items. Try to think outside of the box.
Key Assignment: Mini lessons/TK20. Please use the text set topic for this assignment. The reading material will be on your topic.
For example: My topic is: Harriet Tubman. One book I might use is The Road to Freedom by Catherine Clinton. All of the strategies
you select will focus on the materials from your text set. Your mini lessons will include: Two Comprehension; one – Vocabulary; one
- Word Identification; and one - Writing Process. For a total of five mini lessons that are appropriate for grades four or above.
o
o
o
o
o
o
o
Title of the lesson, and grade level
Title of the book or resource, author and a brief summary of the story
Sunshine state standard for your grade level
Step by step instructions for the lesson
Graphic organizer /example or a word list (vocabulary and word study require a word list). An example from the book is
required for each mini lesson. See the content page, mini lesson example Red for a completed example.
References (APA format)
Any other necessary attachments for the lesson

Activities. You will complete 3 to 5 activities (drop box) in this course. Directions for the activity will be on the drop box or the news
page. For example: Some of the activities may include: writing a rubric for a research report; selecting a Web quest and evaluating
it; making a journal entry as a response to a narrative text; summarizing hands on lessons for vocabulary or phonics; summarizing a
pre writing activity (Writing Process) or any other posted activities.

Board Games: You will complete two board games that will accompany the mini lessons/text set topic.





Make two board games, photograph each one
List the directions for each board game
Provide 20 to 30 questions and answers for each board game
List the source for the game (WTW, book, or online site)
Tests, quizzes, and other assessments: Tests will assess your knowledge of content material found in the lessons and supporting
texts. Tests will be timed and taken online. Check the course calendar for test dates.

Drop box and discussion page: The drop box and discussion page will be open for one week. Info will be open on Sunday and will
close the following Sunday at midnight.

Late assignments will lose 50% of their point value for each calendar day that it is late. This is an emergency file. Please file your
late materials in the late assignment drop box. Emailed assignments WILL NOT be accepted.

TK20 is required for this class. To monitor progress, selected courses in the teacher preparation program include Key Assignments
linked to program learning outcomes and state standards. Key Assignments must be submitted in TK20. A passing grade (70% or
higher) is required on the identified student learning outcomes associated with Key Assignments to pass Key Assignment courses and
continue in this Teacher Education program. If applicable to this course, the Key Assignment will be described below.
Course Grade Determination
20 points: Discussion – respond to the discussion question and reply
10 points: Mini lessons (comprehension narrative, comprehension
to two classmates
expository, vocabulary, word study (spelling or phonics), Writing
Process. Your mini lessons will use the same topic as the text set
resources assignment.
20 points: Activities – The activities vary from semester to semester.
The mini lessons will go on D2L (elearning) and TK20.
10 points: Text set/mini lesson topic. Two hand-made board games,
with 20 – 30 question and answer cards.
20 points: Exams; quizzes or other assessments
10 points: Text Set Resources – 20 books or online resources on a
specific topic for grades four or above. List your topic with the
instructor asap.
5 points: Differentiated Instruction + ELL students
5 points: Service learning – community service in the area. Provide
ten hours of volunteer time to your church, school, senior center or
other location. You will provide 10 hours of your time for this project.
Grading Scale:
Grade Range
Equivalent Letter Grade
Grade Range
Equivalent Letter Grade
94 – 100
A
73 – 76
C
90 – 93
A-
70 – 72
C-
87 – 89
B+
67 – 69
D+
83 – 86
B
63 – 66
D
80 – 82
B-
60 - 62
D-
77 – 79
C+
Less than 60
F
References/Bibliography: Furnished upon request.
Special Technology Utilized by Students: Each UWF student is expected to:




Activate a UWF Gmail email account
Access email two to three times weekly
Have basic word processing knowledge
TK20, an assessment tool. Please purchase at http://uwf.tk20.com or through the UWF campus bookstore – Student Access Kits
(ISBN 0-9774408-1-8)
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets forth the rules, regulations and expected behavior
of students enrolled at the University of West Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code of Conduct and conduct themselves
accordingly. You may access the current Student Code of Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of West Florida, we commit ourselves to honesty. As we
strive for excellence in performance, integrity—personal and institutional—is our most precious asset. Honesty in our academic work is vital,
and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize
the work of others. We pledge to share community resources in ways that are responsible and that comply with established policies of fairness.
Cooperation and competition are means to high achievement and are encouraged. Indeed, cooperation is expected unless our directive is to
individual performance. We will compete constructively and professionally for the purpose of stimulating high performance standards. Finally,
we accept adherence to this set of expectations for academic conduct as a condition of membership in the UWF academic community.
Assistance: The Student Disability Resource Center SDRC at the University of West Florida supports an inclusive learning environment for all
students. If there are aspects of the instruction or design of this course that hinder your full participation, such as time limited exams,
inaccessible web content, or the use of non-captioned videos and podcasts, please notify the instructor or the SDRC as soon as possible. You
may contact the SDRC office by e-mail at sdrc@uwf.edu or by phone at (850) 474-2387. Appropriate academic accommodations will be
determined based on the documented needs of the individual.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text matching service called TurnItIn. At my discretion I will
use the TurnItIn service to determine the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a TurnItIn
database for as long as the service remains in existence. If you object to this storage of your paper:
1.
2.
You must let me know no later than two weeks after the start of this class.
I will utilize other services and techniques to evaluate your work for evidence of appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and incorporates the minimum course criteria, the
content of this syllabus may change based on individual instructor’s specifications. Any modifications to this syllabus will be announced during
the first week of the semester.
Lesson
Topics
Reading
Literacy for the 21st Century
Reading 4 - 8
Assignment
Due at Midnight Sunday Night
Drop boxes & Discussions are open for one week.
ALL ASSIGNMENTS FOR THIS CLASS ARE FOR GRADES FOUR AND ABOVE!
1
Intro to course
Review website
Knowledge and
Beliefs
Online lesson 1
Chapter 1
Discussion introduction
2
Word study
and fluency
Online lesson 2
Read chapter 5
Drop box 1
3
Vocabulary
Instruction
Online lesson 3
Read Chapter 6
Discussion 1
4
Comprehension and
Reader Factors
Online lesson 4
Read chapter 7
Drop box 2
5
Comprehension Text
Factors
Online lesson 5
Read chapter 8
Discussion 2
6
Trade Books
Online lesson 6
Read chapter 10
Exam one
Text set resources due
APA format required
20 books or online resources
for grades four or above
Register your topic with your instructor
Drop box Text Set Resources
Drop Box
8
Reading and Writing
Online lesson 7
Chapter 2
Discussion 3
Board game drop box opens
9
The Writing Process
Online lesson 8
Read Chapter 9
Board game, directions and questions and answers
due
Mini lesson Drop box opens
Mini lesson assignment due
Put on TK20 and D2L
Download the mini lesson example
Drop box Mini lesson & TK20
11
Download the rubric
Assessments for
reading instruction
12
Textbooks
13
Differentiated
instruction
Online lesson 9
Read Chapter 3
Discussion 4
Read chapter 10
Lesson 11
Online lesson 11
Read chapter 4
Drop box 3
UWF Holidays: 5/31 – Memorial Day; 7/5 – Independence Day
Discussion 5
Exam 2
Service Learning due
Last day to withdraw from individual class 7/9