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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 instruction, 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.
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 unit of study that shows growth and strengths in their understanding of the
role of Language Arts in their future classrooms, and achieving passing scores 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 passing scores on embedded exams modeled
on the Language Arts TExES Domain and Competencies.
Microsoft Office Suite (including Microsoft Word and PowerPoint) is available on campus for a
very small charge because of a campus-wide purchase agreement. Take advantage of
this opportunity! Your work must be in Microsoft Word.
Nath, Janice L. & Ramsey, John. Preparing to Teach Texas Content Areas: The TExES EC-4
Generalist and the ESL Supplement. New York: Pearson Education.
NWREL (2006). 6+1 Traits Scoring Guides. Download and print from
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
Tompkins, Gail E. (2009). Language Arts: Patterns of Practice, 7th Edition (with Pearson
MyEducation Lab access). Columbus, Ohio: Pearson: Merrill Prentice Hall.
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.
Essential Reading Strategies for the Struggling Reader – Download and print from
http://www.tea.state.tx.us/reading/products/essential.pdf
National Research Council. (2002). Starting Out Right: A Guide to Promoting Children’s
Reading Success. Washington, D.C.: National Academy Press. You can acquire this
book by buying it at the bookstore, reading it online at www.nap.edu or ordering it (call
1-800-624-6242). ISBN: 0-309-06410-4 (All students)
PREL (2006). A Focus on Vocabulary. The document is available online only and can be
accessed in HTML (116K), Color PDF (5.5M) or Black & White PDF (2.5M) format.
Users are asked to complete a survey to access this free, online document.
http://www.prel.org/programs/rel/vocabularyforum.asp.
Put Reading First – Order from the National Institute for Literacy at ED Pubs, PO Box 1398.
Jessup, MD 20794-1398 (Phone 1-800-228-8813) or download from
http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf
Research Guide to Content Area Reading Instruction – Download and print from
http://www.tea.state.tx.us/reading/products/redbk4.pdf
1-14-10 Tompkins Ch. 14, Preview literature focus unit (read chapter 14)
ELAR learning log Preview learning log
Doing What Works Preview DWW guided study
Nath/Ramsey
Week 2, 1-19-10 Parent Teacher Conferences, Cooperation with professionals and parents
Language Systems,
Read Tompkins Chapter 1
Motivation,
LA skills
Nath/Ramsey
Patterns of Practice and Read Tompkins Chapter 2
1-21-10 Assessment
Nath/Ramsey
Week 8, 3-2-10 Doing What Works Guided Study – Due 3-9-10
3-4-10
35 points – Literature Focus Unit steps 1-7 due today…turn in hard copy at the
beginning of class
Week 14, 4-20-10 40 points – Step 8 of your Literature Focus Unit is due when you come to be
filmed. Bring with you when you come for filming.
4-22-10 25 points – Schedule time to be filmed teaching your mini-lesson. (You will
likely have to schedule time outside of regular class time…Each member of
Week 15, 4-27-10 25 points – Literacy Gallery Walk, Literacy Center due today
Embedded Tests
• 250 points – Four Tests – multiple choice, essay, and short answer, primarily based on
the TExES competencies (60 points, 60 points, 70 points, and 60 points)
• 50 points – ELAR Learning Log – See Assignment handout for directions. (Two
assessments, 25/25)
• 50 points – Doing What Works Guided Study - See Assignment handout for
directions.
• 75 points – Literature Focus Unit (Textbook Chapter 14 will serve as a guide, but more
specific instructions will be given in class)
o Developing a Literature Focus Unit Plan, Steps 1-7 (35 points)
o Madeline Hunter Lesson Plans, Step 8 (40 points)
• 25 Points – Five minute mini-lesson that employs an appropriate literacy strategy – You
will be videotaped “teaching” your lesson to a small group of classmates (chosen by the
instructor at random). Groups will be assigned to one of two dates. The content of your
lesson as well as your performance will be evaluated. Subsequently, the class will watch
the tapes and complete an evaluation form.
Points <315 315- 336- 357- 367- 388- 409- 420- 441- 462- 472- 493-
Earned 335 356 366 387 408 419 440 461 471 492 525
Letter F D- D D+ C- C C+ B- B B+ A- A
Attendance is essential.
You are expected to attend every class, arriving on time and staying until dismissed, because this
displays commitment to the class and respect for your professor and classmates. Doctor’s notes
and the like are not “excuses” for absences; however, the instructor appreciates being informed
about your reason for absence(s). Attendance will be tracked and absences (for any reason) as
well as tardiness or leaving early will impact your final grade.
• Arriving more than a few minutes late or leaving more than a few minutes before
dismissal is considered missing half of a class. Absences are unacceptable; however,
TWO absences will not result in any point deduction. A THIRD absence will result in
a deduction of 15 points. A FOURTH absence will result in a deduction of 55 points
of the possible 525 points). Although each individual situation will be considered, in
general, missing five classes will result in failing the course.
Policies
• I will not accept emailed assignments for any reason! Assignments that are not turned
in the prescribed format or are late for any reason must be turned in as prescribed and
will lose 25% of the earned value. (*See below for exceptions related to illness or
other serious situations.)
• Read the assigned material and complete homework assignments BEFORE class.
Take part in discussions, in-class assignments, and group work. Be prepared to ask
questions about material you do not understand.
• You are responsible for determining and making up any work that you miss due to an
absence. You should arrange to have a "class buddy" collect handouts, communicate
information, and inform you about the material covered. Exchange email addresses
and/or phone numbers.
• The instructor will not “pre-grade” assignments. Pre-grading gives some students an
unfair advantage and should not be necessary for upper-level or post-graduate
students. The writing lab in the library can provide assistance. Also, peer review can
be very helpful.
• Quality, neat work is expected. Work will be graded based upon the instructor’s
evaluation of the quality of the work as well as completion of the work. Average
work will result in average grades.
• Assignments are due at the beginning of class on the days listed in the calendar,
unless stated otherwise. Assignments are to be completed and turned in on time; late
assignments will not be accepted. *If an assignment is not turned in on time due to
serious illness or another grave reason, contact the instructor, if possible, before class
to arrange for an extension. Depending on individual circumstances, the assignment
will either be accepted for credit, a 25% deduction will be taken, or all points will be
lost.
Technology.
• You need a minimum 2 GB flash drive dedicated for Children’s Literature. Label it and
don’t lose it! You will turn in some of your assignments by downloading your files from
your flash drive to my computer. You will also download some assignments and shared
resources to it.
• The course will use UTD elearning and UTD email only. Be sure to have your accounts
in order and your computer working properly. You always have the option to come to
campus and use the computers here.
• Only emails that are signed with your name, class, and section number will be answered.
Put the course and section number in the subject line of your email to ensure that it gets
through and will be opened. Please address the recipient respectfully and use correct
grammar and spelling. Email correspondence should be appropriate and should not
contain requests for handouts, notes, grades, etc. to be sent or faxed to you, and should
NEVER be a request to treat your coursework and grade differently than what is outlined
in the syllabus. Additionally, you should not request special favors or expect special
consideration be given to you that is not afforded to other students in the class. Emails
containing such content will not be answered.
• Microsoft PowerPoint and Microsoft Word are required. I cannot open Microsoft Works.
Also, if you have a Mac, make sure that you save your work in a Word compatible
format. If I can’t open your document, it will be considered late and will lose points.
• Technology problems are NOT acceptable excuses for late work! Complete your work
enough ahead of time to make sure that your computer, printer, elearning, etc. are in
working order such that you can turn in your work on time. Save your work often and
seek advice and resources from the campus technology help desks in JO and the library,
if necessary. (972-883-2991)
• Please turn your cell phone off during class. Other than in emergency situations,
emailing, texting, twittering, IMing, surfing, and all the other “electronic”ing are not
acceptable in class!
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.
Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Email Use
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.
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed. An
incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the
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.
These descriptions and timelines are subject to change at the discretion of the Professor.