University of Central Florida
College of Education
School of Teaching, Learning, and Leadership
Course Title:
Course Number:
Course Credit:
Semester:
Instructor:
Email address:
Phone Number:
Office:
Office Hours:
Foundations of Reading
RED 3012
3 hours
Fall 2011
Dr. Karri Williams
Karri.Williams@ucf.edu
321.433.7922
UCF Cocoa Campus - 357
TBA
WELCOME! Teaching children to read and instilling in them the joy of reading is one of the most important
things you as a teacher will do.
Elementary Program Goal Statement:
The Elementary Education Program addresses the following major themes:
assessment; differentiation of instruction; integration of art, music, and movement;
and, classroom management. In addition, the Elementary Education Program continues to emphasize
knowledge of subject matter, research-based “best” practices for all learners, and reflective practice.
Course Goal: RED 3012 focuses on the foundations of reading. The second course, RED 4519, will focus
more on how to assess these elements of reading and plan for instruction; RED 4942 will provide opportunities
to apply knowledge of assessment and instruction while working with struggling readers. Techniques for
integration of art, music, and movement will be demonstrated throughout RED 3012, and students will be
encouraged to integrate art, music, and movement into fluency, decoding, and comprehension lessons.
Classroom management techniques will also be demonstrated throughout the course as specific methods are
demonstrated/addressed.
Course Description: PR: Junior standing or C.I. Principles, procedures, and current practices for teaching
reading. Specific techniques and materials for word identification, content reading and comprehension
Florida ESOL Performance Standards and Reading Endorsement Comptencies have been infused within
the objectives for this course. Course objectives and assignments are designed to prepare students for the
Florida ESOL Endorsement and Florida Reading Endorsement.
Course Objectives:
Key: ESOL- English to Speakers of Other Languages
FEAPPEC –
FSACIRA ACEI REC -
Florida Education Accomplished Practices
Professional Educator Competencies
Florida Subject Area Competencies: (EE =Elementary K-6; R=Reading K-12)
International Reading Association
Association of Childhood Education International
Florida Reading Endorsement Competencies
The students will:
(Objective evaluated through the italicized course assignment/quiz.)
1.
Self-assess knowledge and reflect on instructional methodology related to reading processes.
(FEAP/PEC 10; IRA 5.1, 5.2, 5.3; ACEI 5.1) Course Reflections.
2.
3.
4.
Demonstrate an understanding of the language and cognitive bases of the reading process including
language development, linguistic subsystems (phonology, morphology, syntax, semantics), prior
knowledge, and thinking skills/strategies.
(FEAP/PEC 8; IRA 1.1; ACEI 2.1; REC 1.A.1, 1.A.2, 1.E.1, 1.E.3, 1.F.1, 1.F.2,
1.F.5, 4.1, 4.2, 4.3) Course Reflections.
Recognize and value the integrated nature of effective language arts instruction
and identify resources and practices for creating a language-rich and print rich
environment. (FEAP/PEC 8; FSAC-R 1.1, 1.2; IRA 1.1; ACEI 2.1, 3.1;
REC 1.F.5, 2.F.3) Course Reflections
Understand how to adapt to needs of students in a K-6 multicultural classroom;
plan instruction to meet diverse needs especially for children need English
for Speakers of Other Languages (ESOL).
(FEAP/PEC 5; PEC 14; IRA 1.3, 1.4, 2.1, 2.2, 2.3; ACEI 3.2; ESOL 2, 4, 5, 16, 21, 25; REC 4.6, 4.9)
Course Reflections, Lesson Plans
5.
Understand the process of reading as interactive involving reader, text, and contextual factors.
(PEC 14; FSAC-R 1.1, 1.2; IRA 1.1., 1.2, 1.3, 1.4; ESOL 4; REC 1.E.2, 1.E.3,
1.E.4, 1.F.3) Course Reflections
6.
Understand the stages of literacy development including emergent literacy through strategic
reading. (FSAC-EE 1.1; FSAC-R 2.1, 2.2, 2.3; IRA 1.1, 1.2, 1.3, 2.3; REC 4.2, 4.4)
Course Reflections
7.
Be able to explain the components of a complete literacy program including a print rich environment,
shared reading, small group (e.g. guided) reading, independent reading. (FSAC-R 1.2, 3.2, 4.1; IRA
1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.1,4.3; ACEI 2.1; REC 2.F.1, 2.F.3, 2.F.4) Course Reflections
8.
Know and understand principles of scientifically-based reading research that addresses reading
components including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
(FEAP/PEC 8; FSAC-EE 1.1, 2.1; ACEI 2.1; REC 1.A.1, 1.C.1,1.D.1, 1.D.2,
2.A, 2.B, 2,C, 2.D, 2.E, 2.F.1 ) Course Reflections, Lesson Plans, Phonics Quiz
9.
Demonstrate and apply knowledge of the content of word identification/decoding
(i.e. sight vocabulary, context, morphology, and phonics.) (PEC 14; FSAC-EE
1.1, 1.2, 2.1, 2.2;FSAC-R 3.1, 3.2, 3.3;IRA 1.1, 1.4;ACEI 2.1; ESOL 8, 9, 10;
REC 1.B.1, 1.B.2, 1.D.1, 1.D.2, 2.B, 2.D, 2.F.1, 5.1)
Course Reflections, Lesson Plans
10.
Identify, understand, and apply components of fostering reading comprehension
and metacognition. (FSAC-EE 2.6, 2.7, 2.11; FSAC-R 4.1, 4.2, 4.2, 4.4, 4.5;
IRA 1.1, 1.4; ACEI 2.1;REC 1.E.2, 1.E.3, 1.F.4, 2.E, 2.F.1, 5.1, 5.9, 5.11)
Course Reflections, Lesson Plans
11.
Be able to compare and value the diverse approaches to teaching reading.
(FSAC-R 6.1, 6.3, 7.1, 7.2, 12.1, 12.2; IRA 1.4, 2.2, 2.3)
12.
Be able to teach a guided reading lesson for a literary or nonfiction text in order to plan for
differentiation of instruction.
(FEAP/PEC 4, PEC 14; IRA 1.4, 2.2, 4.3; ESOL 6, 12; REC 2.F.1, 5.1, 5.2, 5.8,
5.9, 5.11 .) Lesson Plan
13.
Identify and understand principles, role, and instructional plans for the development of reading fluency.
(FSAC-EE 2.3, 2.4; REC 1.C.1, 1.C.2., 2.C.) Course Reflections, Lesson Plan
14.
Be able to teach an explicit lesson on a specific decoding and/or comprehension skill /strategy.
(FEAP/PEC 11; IRA 1.2, 1.4, 2.2; REC 5.1, 5.2, 5.8, 5.9) Lesson Plan.
15.
Be able to teach content reading skills and study strategies.
(FSAC-R 5.1, 5.2, 5.3, 12.5; IRA 1.1, 1.4; ACEI 3.1; REC 2.F.2)
Course Reflections
16.
Be able to select and evaluate instructional materials, including print, arts/movement materials, and
literacy software and websites. (FEAP/PEC 9, 10, 12; PEC 14; FSAC-R 13.1; IRA 2.2, 2.3; ESOL 7, 13;
REC 2.F.3) Course Reflections.
17.
Understand various methods for classroom management and grouping children for reading instruction
especially to allow for differentiation of instruction.
(FEAP/PEC 9, 10; FSAC-EE 8; FSAC-R 12.3; IRA 2.1; ACEI 3.4; REC: 4.6, 5.3)
Course Reflections.
18.
Be able to account for research-based characteristics of an effective teacher of reading.
(FEAP/PEC 2, 3, 8, 9, 10, 11; FSAC-R 8.2; IRA 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 4.3, 4.4, 5.1, 5.2, 5.3;
REC 2.F.3, 2.F.4) Course Reflections
19.
Identify professional organizations and journals related to field of reading. (ACEI 5.1)
20.
Demonstrate knowledge/application of Sunshine State Standards and Benchmarks and Common Core
State Standards related to reading. (FEAP 8)
Course Topics:
Literacy Environment: Print-rich, Language-rich
Language Bases - Phonology (phonemes, morphemes), Semantics (morphemes, vocabulary), Syntax (word
order, sentence structure), Pragmatics (functions), Language Variation
Interdependence of Speaking, Listening, Reading, Writing
Cognitive Bases - Schemata/Prior Knowledge, Thinking Processes
Meeting Diverse Needs
Reading Process: Text Factors, Reader Factors
Stages of Literacy Development
Instructional Contexts: Teacher (Interactive) Reading Aloud, Shared Reading, Mini-Lessons, Small Group
(Guided) Reading, Independent Reading
Reading Elements: Phonemic Awareness, Phonics, Vocabulary (including automatic vocabulary, morphemes,
content area vocabulary), Fluency, Comprehension, Metacognition
Instructional Materials
Course Textbooks: (Abbreviation for course calendar in parentheses after each)
Reutzel, D. R. & Cooter, R. B., Jr. (2009) The Essentials of Teaching Children to Read; The Teacher Makes
the Difference. (2nd ed.). Pearson. (ETCR)
Fountas, I. & Pinnell, G.S. (2000) Guiding Readers and Writers: Teaching Comprehension, Genre, and
Content Literacy. Heinemann. (GRW)
Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2011/12). Words Their Way: Word Study for
Phonics, Vocabulary, and Spelling Instruction. 5th ed. Pearson. (WTW)
Supplemental Reading:
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put Reading First. The Research Building Blocks for
Teaching Children to Read. (K-3) Free: www.nifl.gov. Direct link:
http://www.nifl.gov/publications/pdf/PRFbooklet.pdf (PRF)
Weaver, C. (2002). “Word Perception and Reading Process”. In Reading Process and Practice. (3rd ed.).
Heinemann. (Will be provided in class.) (Weaver)
Blair, T.R. (2007). Teaching Children to Read in Diverse Communities. St. Paul, Mn: Freeload Press. Also
available at www.freeloadpress.com. (Blair) (Dr. W. will provide instructions.)
Additional articles will be provided in class.
Note: Textbooks may be used again in subsequent reading courses. Please keep them!
Course Evaluation:
Course Reflections/Attendance (14 @ 7 pts each)
100 points
(ESOL artifact)
Guided Reading Lesson(s)
100 points
(ESOL artifact)
20 points
(ESOL artifact)
Mini-Lesson
Quizzes (30, 50, 50)
Professional Reading Notebook
130 points
50 points
__________________________________________________
Total
400 points
*For Elementary Education Majors: One of the reading lessons (with reflection) must be uploaded to
LiveText in order to take the final quiz; instructions are provided in subsequent syllabus pages.
Grading Scale: These percentages will be applied to the total points: A=91-100 (Excellent); B=81-90 (Good); C=71-80 (Average); D=61-70 (Below
Average); F=60 and below (Failure). Pluses and minuses will not be assigned. No I (Incomplete) grade will be assigned without proof of
emergency. Quizzes will be given only at the scheduled times. See note on last page regarding “z” grade.
Attendance is important and is part of the Course Reflections/Attendance grade.
Keep a clean copy of the syllabus to place in your TESOL notebook (will be explained in TSL 4080).
RED 3012 – Fall 2011 – Tentative Calendar (TS=Text Strategy)
Please note: pages from Words their Way are from the old edition. I will update these within first 2 weeks
and give you an updated calendar at that time.
Apply Text Strategies to reading assignments as indicated with TS. Course reflections need to explicitly
address all reading assignments. I will meet with small groups twice during semester and once at end outside
of class to check professional reading notebooks. I will have sign-up sheet for these meetings.
Date *
Topic
Reading Assignment **
Assignment(s)
(due by this date)
Due
***
Aug. 22 Definitions of reading
KWL (will do in class)
Instructional contexts
Aug. 29 Reading as a language process
GRW – Erica’s Day (TS)
TS: Text Connections
Linguistic subsystems
ETCR – Ch. 1 (TS)
Course Reflections begin
Language learning conditions
Blair, pp. 63-64
Prof Reading Notebook: SRL –
Oral Language Development
Goals, Strategies (draw/
Print rich environment
describe), Words (3 each week)
Highly effective teachers
Sept. 5
Holiday
Sept. 12
Stages of Literacy Development
Instructional Contexts
Sept. 19
Quiz #1
Fluency – Oracy/Literacy
Automaticity
Sept. 26
****
Oct. 3
Field Trip to MIRC/Rasinski
Automaticity
Decoding: Context
Decoding: Morphemes
GRW Ch. 1-2, 4, 7 (TS)
(Focus on reading rather
than writing)
WTW – Ch. 1 (stages)
(Reading not spelling)
ETCR – Ch. 3 (TS)
PRF – pp. 21-31
WTW – Ch 4 (TS) pp 125128; Ch. 5-6 (words)
ETCR – Ch. 4 (TS)
PRF – pp 33-45 (TS)
GRW - Ch. 3 (TS)
TS: Double Entry Journal
(Reflective strategy – so no
course reflection needed for
GRW; code ESOL and RECs in
margin of DEJ)
TS: Text Coding
(Address PRF in course
reflection)
Notebook checks
Sign up for times during week
TS: Graphic Organizer
(Color code info from each text)
WTW Ch. 3 (TS), 5-8 (words)
Oct. 10
Decoding: Phonemic Awareness
Decoding: Phonics
Oct. 17
Decoding: Phonics
Oct. 24
Quiz #2
Comprehension Processes
Mini-Lessons
Guided Reading
Leveled text
Oct. 31
Nov. 7
Comprehension Processes:
Before, During, After:
Predicting, connecting,
questioning, inferring,
summarizing, visualizing
ETCR – Ch. 2 (TS)
PRF – pp 1-19
GRW – Ch. 22 (TS)
WTW – Ch. 4-6 (sounds)
Weaver Article (TS)
Blair – pp. 79-84
TS: Double Entry Journal
(Reflective – so no course
reflection due for ETCR/GRW)
(Need reflection: PRF/WTW)
TS: FQR (Reflective – no
course reflection due)
Weaver Essay due
ETCR – Ch. 5 (TS)
TS: Click or Clunk
GRW – Ch. 8-9
Reflection for GRW.
GRW – Ch. 11-14 (TS)
Mini-Lesson due
TS: Nonfiction Discussion
Sheet
PRF – pp 47 - 57
Guided Reading #1
GRW - Ch. 18-19, 26 (TS) TS: Mental File Folder
(Add reflection)
Reflection for PRF.
Date *
Topic
Reading Assignment **
(due by this date)
Assignment(s)
Due
***
Nov. 14
Nov. 21
Guided Reading
Reader response
GRW – Ch. 20-21 (TS)
GRW – Ch. 10, 16, 17 (TS)
Blair – pp. 109-113
ETCR – Ch. 7 (TS)
Blair – pp. 103-107
SRL – Click or clunk
TS: Your choice
TS: DEJ (reflective – so no
course reflection for ETCR)
Guided Reading #2 due
Organizing Time and Space
GRW – Ch. 6 (TS)
TS: Bird’s Eye View
Print Rich Environment
Code instructional contexts.
Dec 5
Quiz #3
Upload lesson to LiveText for
entry to quiz.
Bring notebook.
*
Each class meeting, student should be prepared with assignments due including daily reading
assignment and course reflections. Bring the textbook that includes the required reading for the day.
**
ETCR = Essentials of Teaching Children to Read; GRW = Guiding Readers and Writers;
WTW= Words Their Way, PTR=Put Reading First
***
Some assignments are due every class meeting and are not listed every week (ex: course reflections,
vocabulary words, tickets out/exit slips. Notebooks will be checked periodically – sometimes during the
hour just after class.
Nov. 28
****
Programs/Approaches
Content Area Reading Applications
September 26th provides an opportunity for us to visit the Morgridge International Reading Center at the
UCF Orlando Campus. Dr. Tim Rasinski will be speaking 11:15-12:00; he is nationally known in the
area of reading fluency. September 26th is the grand opening for MIRC; I will have more information
as we get closer to the date. I would like for you to have the opportunity to attend Dr. Rasinski’s
presentation. Daily parking permits are $5. I recommend that you carpool. While you are on campus,
I encourage you to visit the library, the Teaching Academy, the Student Union, and the bookstore.
If you attend the Rasinski session, write a reflection, and then sign up and attend a small group meeting
with me, you will earn 9 pts for the day’s attendance. If you are unable to go to Orlando, I will have an
alternate assignment for you.
Course Assignments: Course assignments are designed to help you become more aware of your own reading
processes and to help you learn how to teach readers to develop their reading processes in order to become
proficient readers who read to learn, to think, and to enjoy.
Reading Professional Notebook –
This is a notebook that you will keep for all 3 reading courses within the program. You will need a 3
ring looseleaf binder. You may start out with a 1 ½ or 2 inch binder, but you may need a larger binder by the
end of the program. Please label outside of your notebook: “Reading Professional Notebook”.
Prepare the following sections for your notebook for this semester. (You will add sections during
subsequent semesters.):
Label for
Section Title for Table Source
Tab
of Contents
Table of
Contents
3012
RED 3012 Complete
Email attachment
Syllabus
Syllabus
REC
Reading Endorsement
http://info.fldoe.org/docushare/dsweb/Get/DocumentCompetencies
1004/ReadingEndorsement_Competencies.pdf
OR
http://www.justreadflorida.com/docs/Reading-EndorsementCompetencies.pdf
Elem K-6 LA Florida Subject Area
http://www.fldoe.org/asp/ftce/pdf/60ElementaryEducationK-6.pdf
Competencies:
(pages 2-4)
Elementary Ed K-6;
(would benefit you to print entire Elem Ed K-6 document)
Language Arts
SSS
Florida Sunshine State
http://etc.usf.edu/flstandards/la/index.html
CCSS
Standards for Reading/
(Choose one grade; print Reading, Literary Analysis, and Info/Media
Language Arts
crosswalk pages for that grade level. )
http://corestandards.org/the-standards/english-language-artsstandards (Choose same grade as SSS)
SRL
Strategic Reading Log
Class requirements
Goals
 Reading Goals
This section will focus on you as the reader – your goals to become a
Books
 Books Read
better reader, books read to you or with you or by you (not just in
Strategies
(To/With/By)
reading class), strategies you are using to read your textbooks and
Word Work
 Strategies
children’s books, word collection and analysis, and brief statements
Tickets Out
 Word Work
about what you have learned about yourself as a reader.
 Tickets Out
(Words: 3 each week with context, definition, picture, origin)
Artifacts
Course
Class requirements
Assignments/Quizzes
This section will focus on you what you are learning and
o Course
accomlishing as a teacher of reading.
Reflections
o Guided Reading
Lessons
o Mini-Lesson
o Quizzes/Grades
Handouts
Course Handouts
Handouts provided in class, posted on web, and/or sent through
email.
Powerpoints sent through email.
1.
2.
Course Reflections/Attendance (ESOL 2, 4, 5, 6, 7, 12, 13, 21, 25)
(REC 1.A, B, D, E, F; 2.A,B, C, D, E, F; 4.1, 2, 3, 4, 6, 9; 5. 3, 11) To prepare for each class, look at the
topics for that date, preview your reading assignments. Look at your course reflections checklist; think about
which competencies relate to the assigned reading. Before reading, identify the text strategy you will use for
your text reading (see calendar). During reading, think of yourself as a reader and your reading processes
AND think about the concepts you will use as a teacher. After you read, write a reflective summary:
summarize the key concepts; include your thoughts about what you have read. In the margin of your reflection,
indicate the reading endorsement competency that is addressed. Within the reflection, address how what you
have read will help you with the English Language Learner. Be sure to write ELL and highlight so that it will
be easy to identify. If the text strategy is reflective itself, then course reflection does not have to include texts
using that text strategy; this is marked in the calendar. Reflection will need to address text reading not already
addressed in the reflective text strategy.
Reflections should address specific concepts as listed in “Course Reflections Checklist”. Preview the
checklist prior to reading the assigned text. Focus on these key topics/concepts as your read. Reflections must
include specific applications to English Language Learners, Limited English Proficient students, and special
needs populations. After each reflection, indicate date on the checklist for each REC addressed. Turn in
Course Reflections Checklist at end of semester.
Your attendance grade will be determined by the following:
a. If you attend class and turn in the course reflection, you may earn up to 7 points per class meeting.
(September 26th is worth 9 points; Dec. 5th quiz date is mandatory – doesn’t earn points.)
If you attend class but do not turn in a course reflection, your points for the day automatically
are reduced by half. If you are absent but turn in a course reflection, you may still earn half of
the day’s points. Arriving late or leaving early leads to partial credit for attendance.
b. Each reflection will be rated according to the scale on the checklist. These ratings will be averaged at
the end of the semester. The following percentages will be applied to your course
reflection/attendance grade based on your average rating: 3= 100%, 2.5=88%, 2=75%, 1=50%.
(Example: You miss no classes, turn in all reflections, and earn an average of 2.5 for your reflections,
then you will earn 88% or 88 points.) You miss one class but turn in a reflection and earn an average of
2.5, then 88% is applied to 96.5 pts for a total of 85 points.)
NOTE: There is a sign-in notebook for your to sign in each class meeting. It is your responsibility to
sign in. If you do not sign in, you will be marked as absent.
Rating Scale for Course Reflections:
You will receive the following ratings for each concept.
Rating:
3 = Demonstrates clear understanding of concept; includes appropriate specifics and
explanations; written in own words/not copied directly from text (if need to use text
words, use quotations)
2 = Demonstrates some understanding of concept; needs more specifics and explanations;
some information “lifted” from text
1 = Copied directly from text; no specifics or explanations
0 = No reflection
RED 3012 Fall 2011
Name _______________________________________
Course Reflections Checklist (see syllabus for explanation).
REC = Reading Endorsement Competency; ESOL = English for Speakers of Other Languages
Write in date each REC is addressed.
ESOL
REC addressed/
Concept

Date
Phonology and Phonemic Awareness as it relates to language and reading development
(phonemes, phonemic analysis, phonics).
Structural Analysis and Morphemic Analysis (syllabication, morphemes: roots, affixes,
compounds, contractions) as related to reading development.
Semantics and Vocabulary Development (automatic vocabulary, synonyms, antonyms,
figurative language, etc.) as related to reading development.
Syntax (sentence structure, word order) as related to reading development.
Pragmatics (informal and formal registers)
Language Variation (as related to the phonology, semantics, syntax, pragmatics) as
applied to ELL, dialects, special needs populations and as related to reading
development.
Interdependence of language processes: speaking, listening, reading, writing
Cognitive/Thinking Processes: prior knowledge, inferring/interpreting, analyzing,
synthesizing, applying
Stages/ages of development: language, cognitive, reading as applied to mainstream,
ELL, and special needs populations.
Reading fluency: definition, characteristics, role in reading process
Text Factors: variation in text structures, concept load, literal/inferential processes
Reader Factors: prior knowledge, connections, language
Reading Process: interaction of reader and text
Interdependence of phonology, vocabulary, fluency, comprehension and effects on
fluency and comprehension.
Explicit plans for development/instruction: phonemic awareness; includes
accommodations for LEP, special needs populations.
Explicit plans for development/instruction: phonics; includes accommodations for LEP,
special needs populations.
Explicit plans for development/instruction: vocabulary; includes accommodations for
LEP, special needs populations.
Explicit plans for development/instruction: fluency; includes accommodations for LEP,
special needs populations.
Explicit plans for development/instruction: comprehension;
includes accommodations for LEP, special needs populations.
Explicit plans for development/instruction: metacognition;
includes accommodations for LEP, special needs populations.
Explicit plans for development/instruction: content area vocabulary and reading
skills/strategies; includes accommodations for LEP, special needs populations.
Comprehensive plans/instructional contexts for synchronizing decoding, fluency,
comprehension.
Instructional contexts/techniques for scaffolding instruction.
Creation of print-rich, language-rich classroom
Sources for materials selection (variety, technology)
for instruction and independent reading; address language and cultural differences.
1.A.1, 2
1.B.1,2
4.1
1.D.1
4.1
1.D.2
4.1
1.E.1
4.1
1.F.1
1.F.2
4.1
4.2
1.F.5
1.E.3
4.2, 4.3,
4.4
1.C.1,2
1.E.2
1.E.4
1.E.4
1.F.3, 4
2.A
4.6
2.B
4.6
2.D
2.C
4.6
2.E
4.6
4.6
5.11
2.F.2
4.6
2.F.1
5.3
2.F
2.F.4
4.9
3.
Lesson Plans
Students will develop 2 types of lessons as described below. The first one, guided reading lessons,
focuses on application and synchronization of several major components of reading - decoding (phonic,
morphemic analysis), vocabulary, fluency, comprehension -within the context of connected text. The second
lesson, mini-lesson, focuses on explicit development of a reading skill/strategy.
Guided Reading Lessons (Portfolio Assignment) (FEAP #10: Planning, FEAP #8 Knowledge of Subject
Matter) (ESOL 4, 5, 6, 7, 12, 13,16, 21, 25) (REC 2.B,C,D, E, F; 4.6, 9; 5.1, 2, 8, 9)
(More information will be provided in separate handout.)
Students will develop two separate guided reading lesson plans that develop comprehension, critical
thinking, vocabulary, decoding (phonemes/morphemes), and fluency within the context of a literary or
nonfiction text. Lesson plan should be based on principles of exemplary reading instruction. One plan will
focus on the beginning reader; the other will focus on the developing reader (2nd grade level and above).
More specific guidelines will be provided in a separate handout. Overview: Identify Sunshine State
Standards Benchmarks and Common Core State Standards that are addressed through this lesson. Identify
processes involved for this benchmark; i.e. how will you know that the child has accomplished this benchmark?
Provide specific outline for your plan. Include objective, materials, teaching procedures (including before,
during, and after reading behaviors), and evaluation (how you will know that student has accomplished your
objective). Accommodations for the English Language Learner and other diverse learners should be identified
throughout the lesson plan. Integration of art, music, and/or movement is encouraged. Finally, write a
reflection in which you address how the development of the lesson plan demonstrates your knowledge of the
components of reading, the synchronization of those components during reading process, your knowledge of
teaching reading, and how lesson plan enhances language and literacy development.
Mini-Lesson (more information will be provided in a separate handout)
Mini-lesson will focus on a phonic concept. Mini-lesson should include objectives (and alignment with
Sunshine State Standards Benchmarks and Common Core State Standards), materials, teaching procedures,
evaluation, and accommodations for English Language Learners. Materials must include authentic applications
in “real” text – not worksheets. Arts/movement integration is encouraged. Finally, write a reflection addressing
how the lesson plan demonstrates your knowledge of reading components, your knowledge of teaching reading,
and how lesson plan enhances language and literacy development.
In addition to the regular grading process for each lesson, the following rating sheet will used to evaluate
concepts across lessons. Each of the major components --comprehension, vocabulary, decoding, fluency - must
receive a rating of at least “Proficient” on either the guided reading lesson or mini-lesson.
RED 3012
Lesson Plan Rating Sheet
Rating Scale:
3=Excellent in clarity, specifics; applies course lecture/text concepts
2=Proficient; information is clear; needs more specifics; applies course concepts for most part
1=Poor; lacks clarity; lacks specifics; no application of course concepts
0=Missing
Lesson Plan Component
REC
Guided 1
Appropriate material selected; appropriate for diverse
learners (culturally and linguistically diverse).
Appropriate objectives identified and linked to
Sunshine State Standards Benchmarks.
Comprehension (including critical thinking) addressed;
based on research-based instructional practices.
Vocabulary addressed; based on research-based
instructional practices.
Decoding (including phonics, morphemes, structural
analysis) addressed; based on research-based
instructional practices.
Fluency addressed; based on research-based
instructional practices.
Specific teaching procedures address before, during,
and after reading behaviors.
Evaluation of objectives described.
Appropriate accommodations for ESOL and other
diverse learners identified throughout lesson plan.
Reflection addresses knowledge of reading process
(including synchronization of the major components of
reading), knowledge of teaching of reading, and
description of how lesson enhances language and
literacy development.
4.9
2.E
5.1, 8, 9
2.D
5.1
2.B, D
5.1
2.C
5.1
4.6
2.F.1
5.2
Ratings
Guided 2 Mini
After your instructor has evaluated your lesson plan(s), elementary education
majors should revise as directed and upload one of the lesson plans and reflection to LiveText before the end of
the semester per instructor’s syllabus. The rubric for LiveText assessment is copied below:
Knowledge of
Subject Matter
DEMONSTRATED
Lesson plan addresses one of the
following: comprehension,
vocabulary, fluency, phonics,
phonemic awareness, structural
analysis (morphemes).
Sunshine State Standards are
identified; there is a valid match
between lesson plan and the standard
identified. Lesson plan includes
appropriate objective, materials,
teaching procedures (including
before, during, after reading
behaviors), and evaluation.
Accommodations and/or strategies
for ELL are identified.
NOT DEMONSTRATED
Lesson plan does not address
one of the following:
comprehension, vocabulary,
fluency, phonics, phonemic
awareness, structural analysis
(morphemes). Sunshine State
Standards are not identified;
there is not a valid match
between the lesson plan and
the standard identified.
Lesson plan is missing
appropriate objectives,
materials, teaching procedures
(including before, during, after
reading behaviors) and/or
evaluation. Accommodations
and/or strategies for ELL are
not identified.
BE SURE TO UPLOAD ASSIGNMENT BOTH TO FALL 2011 COURSES ON DASHBOARD AND TO
YOUR ELEMENTARY ED PORTFOLIO. Ex Ed majors do not have to upload the lesson to portfolio;
although this is a good idea for safekeeping.
4.
Quizzes/Exam (ESOL 2, 4, 5, 6, 7,12, 13, 21, 25)
Study guides will be provided in class. Quizzes/exam will cover at least Objectives 4, 5, and 9.
Phonics Quiz: (REC 1.A.1, 1.A.2, 1.B.1, 1.B.2, 1.D.1)
Identify phonemes for spoken words.
Identify/describe phonemic differences for language variation (e.g. ELL, dialect).
Identify phonemes and graphemes for written words.
Identify spelling patterns (graphemes) for phonemes.
Analyze structures of words: syllables, syllabication generalizations, morphemes (roots, affixes).
Sample Quiz Questions: This does not include all possible questions or phonics quiz.
??????????????????????????????????????????????????????????????????????????????
Identify and describe the instructional contexts of a reading program/literacy framework. Compare and contrast
these contexts especially addressing role of teacher and role of students, how many involved, materials used,
and purpose of each.
Identify language processes; describe how they are related. Describe how the language processes model
informs reading instruction; i.e. how does the model tell us what we need to teach?
How is learning to read similar to learning to talk? What language learning conditions should be present for
learning language (including learning to read)? Identify and briefly explain Cambourne's conditions for
language learning. Give a specific examples of how that condition would be implemented in your classroom for
reading.
"Walk through"/demonstrate a shared book/sight vocabulary lesson. You will be given a text...You decide the
best words to teach. Then describe the steps you would follow. Give specific examples where appropriate (ex:
talking about special features of words, practice activities...).
Assuming “sound - it - out” means left to right processing of print, why is “sound-it-out” not an effective or
efficient phonics strategy?
"Walk through"/demonstrate a shared book/phonics lesson. You will be given a text...You decide the phonic
element to teach. Describe the steps you would follow. Give specific examples where appropriate (ex: practice
activities).
“Walk through” a comprehension strategy/activity lesson. Follow the procedures described in class
(demonstration, guided practice, independent practice, evaluation)
“Walk through” a guided reading lesson.
For a given text, identify reading strategies for which the book provides an appropriate context.
(List/Brainstorm format). Address phonemic awareness/phonics, vocabulary, fluency, and comprehension.
Compare/contrast literary (narrative) and nonfiction (expository) text; explain how reading strategies are
different/similar for the two text types. Provide specific examples of types of strategies. (Do not limit types of
strategies to those listed in class organizer under the two text types.)
Four components of your reading program should be: reading to children, shared book reading, guided reading,
and independent reading. Describe each. Include purpose, how each helps skills and strategy development
(refer to Sunshine State Standards), who and how many participate, what kinds of materials are used, and what
time and organization might look like. Also include how you will address children’s “before, during, and after”
processing of text. (This is an extension of the first question on this sheet.)
Compare/contrast reading instruction for children who have English as a first language and for children who are
English Speakers of Other Languages (ESOL).
ESOL Syllabi Addendum
Program: Elementary Education
Course Title & Number: Basic Foundations of Reading [RED 3012]
Course Description: This course is designed for the undergraduate teacher education student who needs a foundations course in the
teaching of reading.
Faculty who teach this course (full-time, adjuncts, and TA’s):
Timothy Blair, Vicky Zygouris-Coe, Karri Williams, Michelle Kelley, Vicky Cardullo, Cynthia Walters, Taylar Clements,
Elizabeth Hoffman, Mary Starzynski
Teaching Strategies Used:
√Classify, categories
√Compare and contrast
√Cooperative learning
√Jigsaw
Experiments
√Flowcharts
√Games
√Illustrations
√Maps
√Concept Mapping
√Reading logs
√Outlines
√Peer tutoring
√Predict
√Problem solving
√Roleplay, simulations
√Researching
ESOL Performance
Standards addressed
in course
√Repetition/rephrasing
√Show patterns
√Small groups
√Summarize
√Timelines
√Thematic approach
√Venn diagrams
√Use student’s experiences
Continuums
√Overheads
√Jigsaw
√Corners
√Numbered heads together
√Think, pair, share
√Debate
√Brainstorming
√K-W-L
√Field experience
√Free writing
√Graphic organizers
√Group reading
√Interview
√Language experience approach
√Dialogue journal
√Interactive language tasks
√Learning log
Mini-museums
√Models
√Predict, observe, explain
√Reflective thinking
Laboratory investigations
√History, literature, storytelling
√Identify main ideas and vocabulary.
√Consequence diagram/decision tree
Related Course Objectives
4, 5, 16, 21, 25
A. Understand how to adapt to needs of students in a K-6 multicultural classroom; plan instruction to meet
diverse needs especially for children who are English Speakers of Other Languages.
4
B. Understand the process of reading as interactive involving reader, text, and contextual factors.
8, 9, 10
C. Demonstrate and apply knowledge of the content of word identification/decoding (i.e., sight vocabulary,
context, morphology, and phonics).
6, 8, 9, 12, 13
D. Be able to teach a guided reading or directed reading activity for a literary or nonfiction text in order to
plan for differentiation of instruction.
7, 13
E. Be able to select and evaluate instructional materials, including literacy software and websites.
Related Readings, Class Activities, & Assignments (Letters correspond to objectives written above.)
5, 6, 7, 8, 9, 10,12,
13, 16, 21
A. B. C. D. E.
Weekly discussion about assigned readings.
Students will develop a lesson plan that addresses decoding (phonics, phonemic awareness, morphology),
fluency, vocabulary, and/or comprehension based on principles of exemplary reading instruction. Identify
Sunshine State Standards benchmarks that are addressed through this lesson. Identify processes involved for
this benchmark; i.e. how will you know that the child has accomplished this benchmark? Develop a plan for
teaching this benchmark. Include objective, materials, teaching procedures (including before, during, and after
reading behaviors), and evaluation (how you will know that student has accomplished your objective).
Accommodations for the English Language Learner should be identified throughout all parts of the lesson plan.
4, 5, 6, 7, 8, 9, 10,
12, 13, 21, 25
A. B. C. E.
Weekly discussion about assigned readings.
Student will write course reflections on topics of reading, especially comprehension, fluency, vocabulary,
phonics, and phonemic awareness. These reflections focus on building pre-service teachers understanding and
application of theory, research, and instruction. Reflections will include specific applications to English Language
Learners.
4, 5, 6, 8, 10, 11, A. B. C.
Quizzes/Exam. Students will be provided with study guides in class. Quizzes address reading processes and
25
their applications for diverse learners including English Language Learners.
Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators
(Letters correspond to objectives written above.)
5, 6, 7, 8, 9, 10,12,
13, 16, 21
A. B. C. D. E. Lesson Plan.
4, 5, 6, 7, 8, 9, 10,
12, 13, 21, 25
A. B. C. E.
Course reflections.
4, 5, 6, 8, 10, 11,
25
A. B. C.
Quizzes/Exam.
RED 3012 Class Expectations and Guidelines
1. Everyone is here to learn how to become a professional educator.
2. Everyone has read and agreed to follow the UCF Creed (below).
3. Each student will be respectful of other students’ comments and opinions.
4. Each student will listen when someone else is speaking (including the instructor).
5. All cell phones, pagers, and other electronic devices will be turned off or muted during class. Laptop computers may be used for notetaking if they do not distract others; they
are not to be used for checking email, facebook, instant messaging, or web “surfing” during classtime.
6. Each student will be respectful in arrivals to and departures from classroom; students should not “come and go” when others (including instructor) are speaking to the whole
class.
7. Each student should explore the Clinical Experiences website (Standards of Professional Conduct (Student Handbook, p. 49), ESOL guidelines, and internship application
guidelines).
The UCF Creed
Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions.
Integrity: I will practice and defend academic and personal honesty.
Scholarship : I will cherish and honor learning as a fundamental purpose of my membership in the UCF community.
Community: I will promote an open and supportive campus environment by respecting the rights and contributions of every individual.
Creativity: I will use my talents to enrich the human experience.
Excellence: I will strive toward the highest standards of performance in any endeavor I undertake.
Academic Integrity/Plagiarism
Many incidents of plagiarism result from students’ lack of understanding about what constitutes plagiarism. However, you are expected to familiarize yourself with UCF’s policy
on plagiarism. All work you submit must be your own scholarly and creative efforts. UCF’s Golden Rule defines plagiarism as follows: “whereby another’s work is used or
appropriated without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.” This includes repeating verbatim
what is in a textbook without using quotes and including the reference to the text.
UCF faculty members have a responsibility for your education and the value of a UCF degree, and so seek to prevent unethical behavior and when necessary respond to infringements of
academic integrity. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university, and/or a "Z Designation" on a student's official
transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more information about the Z Designation, see http://z.ucf.edu/.
Accommodations for Students with Disabilities
The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon
request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No
accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student
Disability Services. (Check with Student Services, UCF Cocoa, 321.433.7821. )
Please sign the following statement and return to Dr. Williams by August 29, 2011.
“I have read the RED 3012 Fall 2011 syllabus and agree to meet Class Expectations as stated in syllabus. I understand that if I am an elementary ed major, I must
upload a lesson to LiveText and have it evaluated in LiveText before I will be admitted to the final quiz on December 5th.”
Name:____________________________________ Signature______________________________ Date: ______________________