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Course Information
Students taking teacher certification courses are expected to show above average skills in the following
areas:
Please contact the Teacher Development Center for specifics concerning eligibility for this course.
Course Description
This course focuses on the crucial abilities of reading, writing, listening, talking, viewing, visually
representing, and thinking as tools for literacy and learning. Development of literacy and learning within
and across the content areas are stressed. Instructional strategies, thematic teaching, writing to learn,
concept development, and effective uses for literature, text, media, and other resources to enhance student
learning are explored. Using literacy for learning purposes, designing classroom models of literacy,
integrating technology, optimizing multimedia learning, individualizing to meet the needs of all students,
creating a positive classroom environment, and utilizing resources effectively for "best practice" in
teaching are the guiding goals of the course.
The students will describe and discuss the synergistic role of the language arts and thinking in literacy and
learning in reflections, responses, essays, and classroom discourse, both written and oral, in individual,
small group, and whole class formats as well as in a summative (showcase) portfolio.
The students will be able to create an effective, positive classroom learning environment that values the
processes and the products of literacy as shown by successful completion of case studies, creation of a
portfolio showing growth and strengths in their understanding of the role of literacy in their future
classrooms, and achieving a passing score on embedded exams modeled on the Language Arts TExES
Domain and Competencies.
The students will be able to teach the literacy skills of comprehension, fluency, and writing utilizing
research-based best practices as evidenced by the creation of unit and lesson plans that demonstrate
understanding of the concepts of the lesson cycle, insightful reflections on and responses to video
demonstrations of successful teaching practices, case studies designing strategies for their future
classrooms, and achieving a passing score on embedded exams modeled on the Language Arts TExES
Domain and Competencies.
The following publications are excellent resources, some available online without charge. They are not
required for class, but they might be helpful for the TExES exam or in your future teaching.
Strongly Recommended
Nath, Janice L. & Ramsey, John. (2004) Preparing for the Texas Pre-K-4Teacher Certification. New
York: Pearson Education. ISBN: 0-321-07676-1 (All students who have not taken and passed
their content TExES exams – will help prepare for this course’s test, as well.)
Class 1, August 16
Topics: Course introduction (Read syllabus before next class); RII Essentials; 6+1 Traits
Class 2 – August 23
Topics: Tompkins Chapter 1 – Becoming an Effective Teacher of Reading; Madeline Hunter
Lesson Plan Cycle; Bloom’s Revised Taxonomy; Chapter 11 – Teaching Literature Focus Units
Class 3, August 30
Topics: Tompkins Chapter 2 – Teaching the Reading and Writing Processes; Chapter 3 – How do
Children Learn to Read and Write?
Assignments: Read chapters and handouts before class. Practice using WebCT Discussion Board by
responding to the Introduction Post (not graded)
.
Class 4, September 6
Topics: Tompkins Chapter 5 – Developing Fluent Readers and Writers
Assignments: Read chapter and Fluency booklet before class; Practice WebCT Assignment submission
by writing a brief reflection on fluency and submitting through Assignment Dropbox (not graded).
Class 5, September 13
Topics: Research/Library/Work Day – Use this day to research, choose your featured book, and work
with your partner (if applicable) to create your Literature Focus Unit Planning Chart (Step 1)
Class 6, September 20
Topics: Tompkins, Chapter 6 – Expanding Students’ Knowledge of Words
Assignments: Submit Fluency Case Study to WebCT Assignment Dropbox before class today.
Class 7, September 27
Assignments: Submit Literature Focus Unit Planning Chart (Step 1) before class today;
Read Chapter before class; Read chapter before class; Read about and familiarize yourself with
the instructional practices in Part 4 that start with A through H.
Class 8, October 4
Test One
Class 9, October 11
Topics: Tompkins Chapter 7 – Facilitating Students’ Comprehension: Reader Factors; Part 4 –
Compendium of Instructional Practices (I-Q)
Assignments: Read chapter before class; Read about and familiarize yourself with the
instructional practices in Part 4 that start with I through Q.
Assignments: Read chapter before class; Read about and familiarize yourself with the
instructional practices in Part 4 that start with R through Z; Submit Literature Focus Unit
Weeklong Lesson Plan Chart (Step 2) to WebCT Assignment Dropbox before class today
Assignments: Read chapter before class; Submit Literature Focus Unit 6+1 Traits mini-lesson (Step 3) -
Bring a copy of the mini-lesson to class and teach it to a classmate
Assignments: Read Chapter before class; Submit Comprehension Case Study to WebCT Assignment
Dropbox before class
Assignments: Submit your Literature Focus Unit Madeline Hunter lesson plan (Step 4) to
WebCT before class; Display Literacy Center in class today (Step 5).
Grading Policy
Embedded Exams
• 50 points – Test One – multiple choice and short answer, primarily based on the TExES exam. If
you take and pass your CONTENT TExES exam, you may chose to take an online essay exam
• 50 points – Test Two – multiple choice and short answer, primarily based on the TExES exam. If
you take and pass your CONTENT TExES exam, you may chose to take an online essay exam
• 20 points (10 points each) – Case Studies – Required Format will be provided in class.
o 10 points – Fluency case study. Directions will be provided in class.
o 10 points – Comprehension case study. Directions will be provided in class.
• 50 points – Literature Focus Unit (Textbook Chapter 11 will serve as a guide, but more specific
instructions will also be given in class) – You may work individually or with a partner. You will
use a REQUIRED format that will be provided on WebCT. Each segment below is worth 10
points.
o Developing a Literature Focus Unit Chart (Step 1)
o Weeklong Lesson Plan Chart (Step 2)
o 6+1 Traits mini-lesson (for one segment of the unit’s weeklong lesson plan chart) (Step
3)
o Madeline Hunter Lesson Plan (for one segment of the unit’s weeklong lesson plan chart)
(Step 4)
o Literacy Center to use with your Literature Focus Unit (Step 5)
• 30 points - Literacy Portfolio – Create in PowerPoint and submit electronically. Instructions will
be given in class.
Letter Grade/Points
Average 0% 60% 64% 68% 70% 74% 78% 80% 84% 88% 90% 94% 100%
Points 0 120 128 136 140 148 156 160 168 176 180 188 200
Letter F D- D D+ C- C C+ B- B B+ A- A A
Technology.
• The course will use the UTD WebCT. This will be discussed in class.
• Microsoft PowerPoint and Microsoft Word are required. If you have Word 2007, you
must save your document as Word 1997-2003. This is an option under “Save as.”
• NO emailed assignments will be accepted! If you are not in attendance to turn in your
assignment at the beginning of class on the day due, you must deliver a hard copy to the
instructor or to the Teacher Development Center, FN 3.118.
The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is
contained in the UTD publication, A to Z Guide, which is provided to all registered students each
academic year.
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations
are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).
A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.
Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one’s
own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.
Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.
Disability Services
Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example,
it may be necessary to remove classroom prohibitions against tape recorders or animals
(in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation
for a student who is hearing impaired). Classes enrolled students with mobility
impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.