University of Rhode Island
School of Education
EDC 424
Teaching Literacy in the Elementary School
Section 01
Fall, 2012
Tues 4:00-6:45PM
Class: Chafee 244
Dr. Julie Coiro
Phone: 874-4872
Office: Chafee 615
Hours: Tues 2-3:30 (or appointment)
Email: jcoiro@mail.uri.edu
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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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)
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)
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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 Tri-State New England Grade Level Expectations and how those influence teaching
and testing in this state (RIBTS 7.4 – Development; IRA 3.1; Graduate Themes 5 and 6)
Required Texts:
Course Website: http://edc424uri.wikispaces.com/
Tompkins, G. (2006). Literacy for the 21st Century: A Balanced Approach 5th Ed. Upper
Saddle River, NJ: Pearson. **See online support at http://www.prenhall.com/tompkins
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way: Word
study for phonics, vocabulary, and spelling instruction (4th Ed.). Upper Saddle
River, NJ: Merrill.
Beck, I. (2006). 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/
Tri-State New England Compact (2004). Grade Level Expectations for Reading and Writing
Grades K-5 (Two separate documents). Providence, RI: Rhode Island Department of
Education. http://www.ride.ri.gov/Instruction/gle.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.
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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 (points 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) 25-35 points each
3. Reading Guides/Activities (4): 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
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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) 75 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.
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EDC 424 Course Schedule – Section 1 (Tuesday 4:00-6:45PM)
Date/Topic
Sept. 11: ORAL LANGUAGE
A. Course Introduction
B. Oral Language and Reading
Development
Sept. 18: EMERGENT LITERACY
A. Core Areas of Reading, RI
Reading Policy, and RI GLEs
B. Emergent Literacy and
Concepts of Print
Sept. 25: PHONOLOGICAL
AWARENESS
A. The Sounds of Language:
Levels of Phonological Awareness
B. Phonemic Awareness
Assessment and Instruction
October 2: PHONICS
QUIZ #1: Emergent Literacy
Teaching Phonics I & II:
 Letter-Sound Relations & Short
Vowels
 Long Vowels and Blending
October 9: 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
October 16: PLANNING
LITERACY INSTRUCTION
A. Planning and Grouping for
Instruction
B. Developing literacy lesson plans
October 23: COMPREHENSION
AND FLUENCY
A. Storybook Reading and Text
Talk Queries
B. Reading Fluency
Readings Due
Wednesday-Thursday
 Tompkins Ch. 1: Effective Teaching
Principles
Friday-Monday: w/Reading Guide #1
 RI PreK-12 Literacy Policy
 Tompkins, Ch. 4 (Early Readers) and pp.
443-445 (lang. experience)
Wednesday-Thursday
 Tompkins Ch. 5 pp. 142-155 (Phonemic
Awareness)
 Yopp & Yopp (2000): Supporting
Phonemic Awareness Development
 Beck (Intro p. 1-18) with keyword handout
Friday-Monday
 Words Their Way (WTW) Ch. 1 (Word
Knowledge) and Ch. 4: Emergent Stage
(with optional reading guide)
Wednesday-Thursday
 Study for Quiz on Emergent Literacy and
Oral Language
Friday-Sunday
 Beck (pp. 19-54)
 WTW, Ch. 5 (Letter Name-Alphabet Stage)
Monday > Review for Quiz #1
Wednesday-Thursday
 Beck (pp. 55-75)
 Tompkins, Ch. 5, Phonics (pp. 155-181)
(Friday-Monday)
 WTW Ch. 3: Word Study
 Tompkins Ch. 6, pp. 447-448 (making
words); pp. 476-479 (word sorts & word
walls); with Reading Guide #2
Wednesday-Thursday
 Tompkins, Ch. 4 (pp. 128-141) and p. 437
(guided reading), p. 465-466 (shared
reading), p. 471-472 (SSR);
Friday-Monday
 Tompkins, Ch. 2 (p. 38-52 Reading)
 Work on Photo Journal
Wednesday-Thursday
 Beck & McKeown Text Talk Article
Friday-Monday
 Griffith and Rasinski (2004): Fluency
Article (What do they do and why does it
work?)
 WTW, Ch. 6 (Within Words)
Assignments
due
Reading Guide
#1 Due: Early
Literacy
Keyword
Handout for
Beck Chapter
PA Chart for
Group Activity
(due by end of
class)
Cut Out Letter
Cards
Study for Quiz
#1
Reading Guide
#2 Due: Word
recognition
Photo Journal
Due
5
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Date/Topic
October 30: SPELLING
QUIZ #2
A. Stages of Spelling Development
B. Spelling Assessment &
Instructional Grouping
November 7: ** WEDNESDAY
LEVELED READING SYSTEMS
A. Word Study Presentations
B. Choosing Books and Leveled
Text Systems
C. Planning and Managing Literacy
Centers
November 13: VOCABULARY
Choosing and Using Words to
Expand Children’s Vocabulary
November 20: RUNNING
RECORDS
Assessing Oral Reading with
Running Records
November 27: LITERACY
CENTERS
Quiz #3
Organizing for Literacy Instruction
Semester Review
December 4: LITERACY
CENTERS
FINAL EXAM DATE TBD 4PM
Tompkins pp. 469-470 choral reading; p.
457-59 (reader’s theatre)
Readings Due
Wednesday-Thursday
 Study for Quiz #2 (Phonics, Word Study,
and Comprehension)
Friday-Sunday
 WTW, Ch. 2 (Spelling Assessment)
 Tompkins Ch 3: Assessing Literacy
Development
Monday > quick review for quiz #2
Bring 3 copies of completed spelling inventory
to class FIRST name only!)
Wednesday-Thursday
 Leveled Reading Systems Handout
Friday-Tuesday
 Work on Word Study Assignments
Assignments
due
Completed
Elementary
spelling
inventory (p. 270
WTW)
Word Study
Demonstrations
Wednesday-Thursday
 Reading Guide: Beck & McKeown (Direct
& Rich Vocabulary Instruction);
 Tompkins, Ch. 7 and pp. 464-465
(semantic feature analysis)
Friday-Monday
 Vocabulary Article (TBD)
Wednesday-Thursday
 Tompkins Ch. 3 (pp. 86-88, 463-464) &
Running Records Website
Friday-Monday

Reading Guide
#3 Due:
Vocabulary
Wednesday-Thursday
 Study for Quiz #3
Friday-Sunday
 Flood & Lapp Article: Flexible Grouping
 Ford & Optiz Article: Literacy Centers
 Lit. Centers Websites (see wiki)
Monday > Quick Review for Quiz #3
Outline for
Literacy Center
– Complete in
Class
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Literacy Centers
Due
Work on Literacy Center Activities
Make any necessary revisions to lesson
plan assignments
FINAL EXAM (Dependent on grade in class >
must be 86 or higher)
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