University of Rhode Island
School of Education
EDC 424
Teaching Literacy in the Primary Grades
!
Section 03
Spring, 2015
Tuesday 4:00-6:45PM
Quinn Hall Room 209
Jeanne M Maggiacomo
Home 401-273-7386
Cell 401-487-6109
e-mail Jmaggiacomo1@cox.net
Prerequisites: EDC 312 or EDC512 and EDC423, or graduate standing
Course Description:
This course is a major professional course that prepares you to teach literacy in grades K-2.
Through class discussions, activities, observations, and assignments, you will examine effective
methods for teaching the many facets of literacy, including phonics, phonemic awareness, fluency comprehension, and vocabulary to diverse students.
Course readings, activities, and requirements are designed to help you gain knowledge and
skills necessary to achieve Rhode Island Professional Teacher Standards 2 and 3 (for literacy
content and development) at the Introduction and Development levels, and components of
Standards 4, 5, 7, 8, 9, 10, and 11 at the Introduction and/or Development level. They are also
designed to meet the cumulative achievement of Standards 1, 2, 3, 4, 5, & 6 of the International
Reading Association’s Standards for Reading Professionals (2010) at the elementary school
teacher level, and the School of Education’s Graduate Themes 1 (Content), 3 (Diverse Learning), 5 (Professional Development), and 6 (Professional Practice) for graduate students enrolled
in this course.
Course Goals:
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•
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To build an understanding of literacy development as a cognitive, linguistic, and social
process, and as the interrelationship of reading, writing, speaking, and listening (RIPTS
2.1, 3.1 – Development; IRA 1.1, 1.2, 1.3, 2.1); Graduate Theme 6)
To begin learning about the English language as a linguistic and alphabetic system
(RIPTS 2.1, 3.1 - Introduction and Development; IRA 1.1; Graduate Theme 6)
To begin learning instructional strategies for teaching children about language and print
(RIPTS 2.2, 2.3, 3.2, 3.3 – Introduction, Development; IRA 2.2, 2.3; Graduate Theme 6)
•
•
•
•
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To begin learning ways to assess students’ understanding and use of literacy and provide instruction related to what they need to learn (RIBTS 2.2, 2.7, 3.2, 3.3, 4.1, 4.2, 9.1,
9.2, 9.5 – Introduction, Development; IRA 3.1, 3.2, 3.3; Graduate Themes 3 and 6)
To begin to develop teaching, assessment, and organizational plans for literacy lessons
(RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 8.4, 9.1, 9.2, 9.5 - Introduction
and Development; IRA 2.1, 2.2, 2.3, 4.1, 4.2; 5.4; Graduate Themes 3 and 6)
To promote recognition and application of principles of effective literacy teaching in elementary classrooms (RIPTS 2, 3, 4, 5, 6, 8, 9 - Introduction and Development; IRA 2;
Graduate Themes 3 and 6)
To foster collaboration in a community of learners, professionalism and ethical standards
in literacy teaching and learning, and awareness of professional resources and organizations that support and inspire reading teachers (RIPTS 10.1, 10.2, 10.3, 10.4, 11.1,
11.4 – Introduction; IRA 6.2; Graduate Theme 5)
To build understanding of the content and goals of the Rhode Island Reading Policy and
the Common Core State Standards (CCSS) and how those influence teaching and testing in this state (RIPTS 7.4 – Development; IRA 3.1; Graduate Themes 5 and 6)
Required Texts:
Course Website: http://edc424uri.wikispaces.com/
Biggam, S. & Itterly, K. (2009). Literacy Profiles: A Framework to Guide Assessment, Instructional Strategies and Intervention, K-4. Boston, Ma: Allyn & Bacon.
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Words Their Way: Word
study for phonics, vocabulary, and spelling instruction (5th Ed.). Upper Saddle
River, NJ: Merrill.
Beck, I. and Beck, M. (2013). Making Sense of Phonics: The Hows and Whys. New York,
NY: Guilford.
Armbruster, B., Lehr, F., & Osborn, J. (2003). Put Reading First: The Research Building Blocks
for Teaching Children to Reading. Jessup, MD: National Institute for Literacy.
Beck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud
experiences for young children. The Reading Teacher, 55, 10-20.
Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group? Using flexible grouping patterns for effective instruction. The Reading Teacher, 45(8), 608-616.
Ford, M., & Opitz, M. (2002). Using centers to engage children during guided reading time:
Intensifying learning experiences away from the teacher. The Reading Teacher, 55(8), pp.
710-717.
Griffith, K. & Rasinski, T. (2004). A focus on fluency: How one teacher incorporated fluency with
her reading curriculum. The Reading Teacher, 58(2), 126-137.
McGee, L. M. & Schickedanz, J. (2007). Repeated Interactive Read-Alouds in Preschool and
Kindergarten. http://www.readingrockets.org/article/16287/
Common Core State Standards
http://www.ride.ri.gov/InstructionAssessment/Literacy/CommonCoreStateStandardsforELALiteracy.aspx
Rhode Island Reading Panel (2004). Rhode Island PreK-12 Literacy Policy. RI: Rhode Island
Department of Education. http://www.ride.ri.gov/instruction/readingpolicy.aspx
Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 130-144.
Zucker, T.A., & Invernizzi, M. (2008, May). My eSorts and digital extensions of word study. The
Reading Teacher, 61(8), 654–658.
Course Requirements and Grading:
This course is an opportunity for you, as a prospective teacher, to become part of a community
of learners who are committed to learning through reading, writing, discussing, and collaborating. To be a part of that community, you need to attend every class meeting and participate
thoughtfully in all activities. Points will be deducted for missed classes (10 points), tardiness (5
points), and late assignments (point’s equivalent to one letter grade per assignment). You may
request a make-up assignment for ONE missed class period. The make-up is eligible for up to
1/2 of the class points (5 points maximum). In order to earn the maximum number of points for
each activity listed below, please arrive at all class sessions on time and complete all assignments in a timely manner.
Academic honesty and integrity are expected of all students. Any work that you submit must be
your own work. Any ideas, information, approaches, or formats that you use based on the work
of others must be acknowledged by citing the appropriate sources. Citations must follow the
format of the Publication Manual of the American Psychological Association, 5th Edition. (Quick
reference sheets can usually be found on the web.)
All course assignments (listed below) are designed to help you meet the Rhode Island Beginning Teacher Standards, and to help you demonstrate your understanding of literacy instruction
recommended in the Rhode Island Reading Policy. Each assignment is worth a number of
points. The points earned for each assignment divided by the total number of possible points
will yield a percentage. Grades will be assigned to percentages as follows:
94-100% = A
84-86% = B
90-93% = A80-83% = B-
87-89% = B+
77-79% = C+
Course evaluation is based on the following:
1.
Participation: Your dispositions toward learning demonstrated through your prompt attendance at all class periods, active participation in all class activities, demonstrated
understanding of course readings and discussions through class assignments, and professional interactions with colleagues and instructors (RIPTS 2.1, 2.2, 3.1, 3.2, 3.3,
10.1, 10.2, 10.3, 10.4, 11.1, 11.4 – Introduction; IRA 6.2; SOE 5) 50 points
2.
Quizzes (3): Comprehensive understanding of key concepts related to the teaching of
reading demonstrated through your satisfactory performance on class assessments
(RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development; IRA 1 and 2; SOE 1) 25-40 points each
3.
Reading Guides/Activities (3): Your understanding of key concepts covered in the readings demonstrated through your completion of an advanced organizer or small group
activity. (RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 –
Development; IRA 1 and 2; SOE 1) 10 points each
4.
Word Study Demonstration: Your understanding of developmentally appropriate word
study instruction demonstrated by you describing and demonstrating one word study
activity related to the stage of reading development in your lesson plan (RIPTS 2.2, 2.3,
3.2, 3.3 - Introduction and Development; IRA 2.2; SOE 1, 6) 25 points
5.
Literacy Photo Journal: Your observations and explanations of first-grade literacy instruction demonstrated through you photographing and annotating a first-grade classroom (the Photo Journal and Literacy Center tasks jointly apply to RIPTS 1.2; 2.2, 2.3;
3.1, 3.2, 3.3; 4.1, 4.4; 5.5; 6.1, 6.3, 6.6, 6.7; 7.1; 9.1 – Introduction and Development;
IRA 2, 3, 5; SOE Themes 3 & 6) 62 points
6.
Literacy Center: Your ability to design appropriate instructional opportunities demonstrated by you working with colleagues to design and engage your colleagues in a literacy center for first-grade students (the Photo Journal and Literacy Center tasks jointly
apply to RIPTS 1.2; 2.2, 2.3; 3.1, 3.2, 3.3; 4.1, 4.4; 5.5; 6.1, 6.3, 6.6, 6.7; 7.1; 9.1 – Introduction and Development; IRA 2, 3, 5; SOE Themes 3 & 6) 30 points
7.
Final Exam: Comprehensive understanding of key concepts related to the teaching of
reading demonstrated through your satisfactory performance on a cumulative final
exam – if you have not achieved an average of 86 or higher for the semester (RIPTS
2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development;
IRA 1; SOE 1) 100 points
Please note: If you have a documented disability which may require individual accommodations, please make an appointment with me prior to the third class meeting. We will discuss how
to meet your needs to ensure your full participation and fair assessment procedures. You
should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union,
874-2098.
This is a challenging course. Success requires that you keep pace with the work, understand
course concepts, and study effectively. The Academic Enhancement Center (www.uri.edu/aec)
is a great place to do this. At the AEC you can work alone or in groups, and tutors and professional learning specialists are available to help you to learn, manage your time and work, and
study well. They're open Monday through Thursday from 10 a.m. to 9 p.m. and Fridays until 1
p.m. All services are free (the coffee is free as well!), and no appointment is needed. You can
call them for complete information at 874-2367, or just stop by the center on the fourth floor of
Roosevelt Hall
Date/Topic
Readings
Class #1
January 27th:
Oral Language
Development
A. Course Introduction
B. Oral Language
Development and
Reading Development
•
Literacy ProfilesIntroduction:
Foundations for Using
the Literacy Profile
and Handbook
(pg1-11)
Class #2
February 3rd:
Emergent Literacy
A. Core Areas of
Reading, RI Reading
Policy and CCSS
B. Emergent Literacy
and Concepts of Print
•
Literacy Profiles
Chapter 1:
Phonological
Awareness and Oral
Language Development
Literacy Profiles
Chapter 2: Concepts of
print, Letter Identification,
and text Features
•
Guide #1
•
RI Pre-K Literacy Policy
Class #3
February 10th:
Phonological Awareness
A. The sounds of
Language: Levels of
Phonological
Awareness
B. Phonemic Awareness
Assessment and
Instruction
Class #4
February 17th:
Phonics
Teaching Phonics I & II:
• Letter-Sound
Relations & Short
Vowels
• Long Vowels and
Blending
Assignment Due
Study Guide for
Introduction (use to support
your learning of
information)
Study guide for Chapter 1
Literacy Profiles
Reading Guide #1 Due:
Early Literacy/K-1 Policy
You will hand these in
completed
Review: Literacy Profiles
Chapter 1
•
Yopp & Yopp (2000):
Supporting Phonemic
Awareness
Development
•
•
Beck (pp. 19-54)
Words Their Way
(WTW)
Ch. 1 Word Knowledge and
Ch. 4 Emergent Stage and
Ch. 5 (Letter Name-Alphabet
Stage)
Review for Quiz #1
Cut Out Letter Cards
Reading Guide #2 Due:
WTW Chapter 1- Word
Study and the Development
of OrthographicKnowledge
Study for Quiz #1
Class #5
February 24th:
QUIZ #1Emergent Literacy
Word Study
A. Teaching Phonics III:
Vowel Digraphs
B. Word Study: Word
Sorts, Making Words,
and Word Walls for
sight word
recognition, decoding
and fluency
Read: Literacy Profiles
Chapter 3 Decoding and Word
Recognition
• Beck (Intro p. 1-18) with
keyword handout
• Beck (pp. 55-75)
• WTW Ch. 3: Word Study
Class #6
March 3rd:
Planning Literacy
Instruction
Read: Literacy Profiles
Chapter 4 Reading Strategies
Dispositions
•
Work on Photo Journals
Class #7
March 10th:
Comprehension and
Fluency
A. Storybook Reading
and Text Talk Queries
B. Reading Fluency
Read: Beck & McKeown Text
Photo Study Due
Talk Article
Reading Guide #3 Due:
• Reading Guide: Beck & Vocabulary
McKeown (Direct &
Rich Vocabulary
Instruction)
•
Literacy Profiles
Chapter 5 Reading
Accuracy and Fluency
at Increasing Text
Levels
Class #8
March 24th:
Spelling
A. Stages of Spelling
Development
B. Spelling Assessment
and Instructional
Grouping
Read: Literacy Profiles
Chapter 9 Spelling
•
WTW, Ch. 2 (Spelling
Assessment)
•
WTW, Ch. 6 (Within
Words)
Class #9
March 31st:
QUIZ #2-Phonics, Word
Study
Vocabulary
Choosing and Using Words to
Expand Children’s Vocabulary
Review Beck ad McKeown
(Direct and Rich Vocabulary
Instruction)
Complete Text Talk – Ruby the
Copycat
Keyword handout for Beck
Chapter (These you will
learn over the course of the
semester)
Completed Elementary
Spelling Inventory (pg. 270
WTW)
Bring 3 copies of completed
spelling inventory to class
FIRST name only!)
Study for QUIZ 2
Work on Word Study
Demonstration Assignments
Text Talk- Ruby the Copycat
Class #10
April 7th:
Running Records
Assessing Oral Reading with
Running Records
Class #11
April 14th:
Leveled Reading Systems
A. Choosing Books and
Leveled Texts
Systems
B. Planning and
managing Literacy
Centers
View: Running
Records
Website
•
Literacy Profiles
Chapter 4 Reading
Strategies and
Dispositions
•
Leveled Reading
Systems Handout
Ford & Optiz Article:
Literacy Centers
•
Class #12
March 21st:
Literacy Centers
QUIZ #3- Text Talks,
Running Records, Centers
Organizing for Literacy
Instruction
Read: Flood & Lapp Article:
Flexible Grouping
•
Lit. Centers Websites
(see wiki)
Class #13
March 28th:
Word Study
Demonstrations
Be prepared to present your word
study demonstration in small
groups
Final Exam Date TBD
Final Exam (Dependent on
grade in class>must be
higher than 86%)
Word Study
Demonstrations Due for
Review
Study for QUIZ 3
EDC 424 Course Schedule – Section 3 (Tuesday 4:00-6:45 PM)