Course Syllabus
EDUC 205 Fundamentals of Reading Instruction
Spring 2011
CRN 30098
3 Credit Hours
Online in Blackboard
Instructor: Linda Archibald MA. ED.
Email: linda.archibald@sfcc.edu
Office Hours: By appointment
Course Description:
EDUC 205 prepares students to apply research-based techniques in the
development and implementation of a literacy program including phonics,
phonemic awareness, fluency, vocabulary and comprehension. Students are
introduced to a literature-based curriculum and explore developmentally
appropriate reading techniques as applied to the reading process. Students
explore and understand theory and research on the effective teaching of
reading and writing, the components of language and the cognitive
characteristics of readers. This course includes a structured 10 hour field
component.
Course Text: Literacy for the 21st Century A Balanced Approach Fifth
Edition by Gail E. Tompkins
Prerequisites: EDUC 201B
Major Topics:
1. Science of reading instruction (phonics, phonemic awareness, fluency,
vocabulary, comprehension)
2. Literature based curriculum for elementary students
3. Balanced Literacy (reading, writing and phonics in an integrated
curricular format)
4. Cognitive characteristics of readers
5. Components of language (phonological, syntactic and pragmatic)
Learning Outcomes:
At the conclusion of this course the student should be able to:
1. Discuss theory and research on the teaching of reading – phonics,
phonemic awareness, fluency, vocabulary, and comprehension.
2. Apply the science of reading instruction in the development and
implementation of a literacy program.
3. Define and categorize the reading process (how students learn to read,
write, and spell).
4. Develop tools to create a supportive reading classroom environment.
5. Indentify the linguistic, environmental, physiological and cultural
factors of reading and writing development.
6. Utilize the New Mexico content standards and benchmarks to design
lesson plans.
7. Identify the functions oral language serves in the cognitive, social, and
emotional domains of development.
Evaluation:
1. Attendance and participation
2. Group and individual projects/presentations
3. Assignments and practice in phonics, phonemic awareness, fluency,
vocabulary, comprehension
4. Field component portfolio and log
Grading Scale:
95%-100% = A
90%-94% = A85%-89% = B+
80%-84% = B70%-79%=C
60%-69%=D
Below 59% = F
Grading Policies
Assignments more than a week late will not be accepted for credit without prior written permission from
the instructor.
Expectations and Tips for Success:
Log into class on time, having:
 Read the text book chapters
 Prepared to engage fully in discussions
 Completed any related weekly assignments
Assignment Descriptions
Modules: This course consists of 15 modules. This semester modules run Monday through Sunday.
Each module begins with an introduction that provides an overview of the module and the discussion topic
for the week. Initial responses to the discussion topics should be posted by Tuesday of each week.
Twelve modules include a quiz which must be submitted by Sunday each week no later than 11:59 PM
MST. Learning Modules will include additional assignments.
A total of 1000 points are possible.
Discussion Postings: Fifteen Dicussions@20 points each= 300 points total
As part of this course, you will engage in ongoing, online discussions. At minimum, you must post one
response to the initial discussion questions each week and one response to the assignment or final
questions. In addition you must respond to other class mate’s postings or responses two times per week;
one response to the initial postings and one response to the final assignment or questions. Responses to
final postings must be posted by the Tuesday after the Learning Module’s end date. Points for discussion
will be posted on Wednesday after the Learning Modules end date.
The goal is for all of us to engage in valuable dialogue around the topics of this course through this
medium. The richness of our discussion interactions will in large part determine the level of learning we
experience individually and collectively. So, engage the topics deeply and reflectively and provide others
time to engage as well. Also important is that each of us be open, respectful and professional.
Four discussion posts are assigned for each learning module. Discussion postings will be assessed as
follows for each Learning Module:
Criterion for discussion posts
Points earned/total points
1. Initial Posting
4
2. Response 1 to a classmate’s
3
initial posting
3. Final Response
9
4. Response 2 to a classmate’s
4
final posting
Total
20
Quizzes: Twelve quizzes @ten points each =120 points total
There are twelve quizzes in the class, one for each chapter of the book. They consist of 5 multiple choice
questions. The quizzes can be taken twice, the highest score is recorded. I encourage students to take
them with the text book available. The quizzes are a learning tool for the text material.
Field Work Component: ten hours@20 points each hour=200 points total
This course includes a structured 10 hour field component. In Blackboard Discussion there is a journal for
recording field work locations, times, and a brief written description. Ten one hour sessions are required.
Assignments: five@76points each= 380 points total
Each assignment consists of three parts;
1. A written product based on information from the Learning Modules such as a lesson plan or essay.
2. A personal reflection on the readings, discussion, and field component.
3. Field Component observations which will also be discussed on the discussion board.
Detailed Assignment Descriptions are in Assignments in Blackboard.
Please refer to the course schedule in Blackboard for due dates.
Institutional Policies:
Students in this course will be expected to abide by the Code of Behavior for SFCC students. Relevant
sections of this code for this course state that SFCC students will:
1. Practice personal and educational integrity.
2. Students shall practice academic honesty by not cheating, plagiarizing, or misrepresenting their
coursework in any way.
3. Maintain standards of academic performance and contribute to a safe, cooperative, and respectful
learning environment throughout the college.
4. Students shall participate in classroom assignments and discussions and attend classes regularly.
5. Students shall not disrupt the teaching/learning process.
6. Discourage bigotry and respect the diversity and dignity of all persons.
7. Students shall not participate in physical or verbal abuse of any individual.
8. Students are encouraged to demonstrate respect for all persons. If a discussion post is not
respectful, I will delete it and the poster will receive no credit for the post.
Communication Guidelines
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Preferred Email is the class Blackboard e mail
Discussion or Chat procedures
Netiquette (Net-etiquette):
Academic Honesty
The presentation of another individual's work as one's own or the act of seeking unfair academic
advantage through cheating, plagiarism or other dishonest means are violations of the college's 'Student
Rights and Responsibilities'. See the College catalog or public website for definitions and violation
penalties Academic Honesty.
Diversity
We are enriched by the diversity of our students, staff, and community. We welcome diverse perspectives
and encourage the free exchange of ideas. Santa Fe Community College provides an environment that
celebrates the freedom to learn and the freedom to teach. In that celebration of teaching and learning it is
appropriate that individuals and groups be viewed with regard to their potential to contribute within the
learning environment. Each has dignity and value.Course Schedule EDUC 205 Spring 2011
Please refer to each Learning Module for specific discussion posting prompts.
Within each Learning Module there are additional assigned readings such as articles or web sites.
Class
Module 1
Week 1
1-24-11
Module 2
Week 2
1-31-11
Reading assignments from Literacy for the 21st Century
fifth edition
Field Experience Component Assignments
No Child Left Behind
Ch 1 Becoming an Effective Teacher of Reading
Quizzes
& Assignments
Quiz 1
Discussion
Postings &
Responses
Initial Post
Response 1
Final Post
Response 2
Initial Post
Response 1
Final Post
Response 2
Module 3
Week 3
2-7-11
Ch 2 Teaching the Reading Writing Processes
Module 4
Week 4
2-14-11
Ch 3 Assessing Students’ Literacy Development
Module 5
Week 5
Ch 4 Working With the Youngest Readers and Writers
Quiz 2
Assignment 1 due
Initial Post
Response 1
Final Post
Response 2
Quiz 3
Initial Post
Response 1
Final Post
Response 2
Quiz 4
Initial Post
Response 1
Observe a classroom teacher doing a small or whole group
book club or literature circle and reread Ms. Goodman's
Seventh Graders Read the Giver from text book chapter 2
Teaching the Reading and Writing Process.
Which learning theories, including behaviorism,
constructivism, sociolinguistics, and information processing
theory, from Chapter 1 were evident in the instruction?
Explain what you observed that was indicative of the cueing
systems?
 The phonological system
 the syntactic system
 the semantic system
 the pragmatic system
Interview a classroom teacher and reread Mrs. McNeal
conducts second quarter assessments. What assessments is
the teacher currently using and what opportunities for
assessment exist in the setting? Use the information
presented in chapter 3 Assessing Students’ Literacy
Development to help you think about the various kinds of
assessment teachers use to determine what students know
about literacy.
2-21-11
Effective teachers create print rich environments which
encourage children to investigate the power of reading and
writing. Visit an elementary school and visit a kindergarten,
first, second or third grade classroom and use Ms.
McCloskey's classroom using the vignette at the beginning
of chapter 4, Working with the Youngest Readers and
Writers. Observe ways in which classrooms can be
structured to help students develop and expand their
concepts of print.
Module 6
Week 6
2-28-11
Ch 5 Cracking the Alphabetic Code
Quiz 5
Assignment 2 due
Initial Post
Response 1
Final Post
Response 2
Quiz 6
Initial Post
Response 1
Final Post
Response 2
Observe in a first or second grade classroom a phonics or
word study lesson and reread in chapter 5 Cracking the
Alphabetic Code, Mrs. Firpo Teaches Phonics Using a Basel
Reading Program. Analyze the activities;

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Module 7
Week 7
3-7-11
Final Post
Response 2
Did the teacher help students think about phonemic
awareness, phonics, or spelling?
Explain in what ways?
What other things are the students learning?
Ch 6 Developing Fluent Readers and Writers
Observe a teacher conducting fluency instruction and reread
from Chapter 6, Developing Fluent Readers and Writers the
description of Ms. Williams' classroom. What kinds of
classroom instruction and practice develop fluency? Explain
how these are helping students become more fluent.
Module 8
Week 8
3-14-11
Ch 7 Expanding Students’ Knowledge of Words
Quiz 7
Observe classroom vocabulary instruction and reread the
classroom vignette Mrs Sanom's Word Wizards Club from
chapter 7, Expanding Student’s Knowledge of Words. What
did the teacher do that helps students learn new vocabulary?
How did the activities support students' learning new
words?
Initial Post
Response 1
Final Post
Response 2
3-21-11 Santa Fe Community College Spring Break
Quiz 8
Module 9 Ch 8 Facilitating Students’ Comprehension: Reader Factors
Week 9
Assignment 3 due
3-28-11
Observe comprehension instruction during a read aloud and
reread Mrs. Donnelly Teaches Comprehension Strategies
from chapter 8, Facilitating Students’ Comprehension:
Reader Factors. Use the Overview of the Comprehension
Strategies on page 262. Which of these strategies did you
observe? How did the strategies seem to motivate and interest
the students? What do you think the students actually learned
about comprehension?
Module
10
Week 10
4-4-11
Ch 9 Facilitating Students’ Comprehension Text Factors
Observe a classroom teacher teaching in a content area such
as social studies, math, or science and reread the classroom
Quiz 9
Initial Post
Response 1
Final Post
Response 2
Initial Post
Response 1
Final Post
Response 2
vignette which is a nonfiction unit about frogs from chapter
9, Facilitating Student’s Comprehension: Text Factors. How
are the students learning content? How does information
about text structure support this? What does the teacher do to
support comprehension? What conclusions can you draw
about the teacher's role, the role of knowledge about text
features, and the acquisition of content knowledge?
Module
11
Week 11
4-11-11
Ch 10 Organizing for Instruction
Quiz 10
Initial Post
Response 1
Final Posting
Response 2
Module
12
Week 12
4-18-11
Ch 11 Differentiating Reading and Writing Instruction
Quiz 11
Assignment 4 due
Initial Post
Response 1
Final Post
Response 2
Module
Ch 12 Reading and Writing in Content Areas
Quiz 12
Initial Post
Interview a classroom teacher. Include the following
questions; Should all students be given the same assignment
or should teachers create different assignments for different
students? Should all students be graded in the same manner?
How can teachers differentiate instruction to meet the needs
of students who struggle and the needs of advanced students?
What steps can teachers take to further their professional
development?
Response 1
Final Post
Response 2
13
Week 13
4-25-11
Module
14
Week 14
5-2-11
Compendium of Instructional Procedures
The Compendium of Instructional Procedures beginning on
page 426 presents forty instructional procedures that effective
teachers use to teach reading and writing. Three of their most
important uses are:
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Module
15
Week 15
5-9-11
Week 16
5-16-11
Initial Post
Response 1
Final Post
Response 2
Explicit Instruction
Authentic Application Activities
Learning Across the Curriculum
Observe or visit several classrooms in a school. Look for
evidence of the instructional procedures from each category.
Explain why these instructional procedures are useful for
students.
Teaching Students Whose First Language is Other than
English
Conclusion
Assignment 5 due
Initial Post
Response 1
Final Post
Response 2