Course Syllabus

Course Information

ED 4363.001, T-TR 2:30-3:45

Reading II/ELAR Methods
2010 Fall

Professor Contact Information

Dr. Patricia Leek Office hours – (CBW 1.203)
(TDC) 972-883-2730 and ask to leave M/T/W/R - 4 PM to 5:00 PM, and
message or call cell phone by appointment
patricia.leek@utdallas.edu (UTD Email
only!)

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Students taking teacher certification courses are expected to show above average skills in the
following areas:

Critical reading, writing, and thinking skills

Basic to mid-level computer skills (Internet, Microsoft Word, PowerPoint, etc.)
Time-management skills
Effective study skills
Effective communication skills
Ability to reason and make sound judgments

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.

Course Syllabus Page 1

Student Learning Objectives/Outcomes

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.

Required Textbooks and Materials

Gardiner, John Reynolds (1980). Stone Fox.

Minimum 2 GB flash drive (required for assignment submission).

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

Cardboard pocket/prong folder with notebook paper for writing assignments.

Tompkins, Gail E. (2009). Language Arts: Patterns of Practice, 7th Edition. Columbus, Ohio:
Pearson: Merrill Prentice Hall.

Children’s books as designated in the assignments…may be available at libraries.

Suggested Course Materials

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.

Comprehension – Download and print from

http://www.tea.state.tx.us/reading/products/redbk2a.pdf or go to

Course Syllabus Page 2

 http://www.tea.state.tx.us/reading/products/products.html then scroll through until you
find the title.

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.

Promoting Vocabulary Development – Download and print from

http://www.tea.state.tx.us/reading/products/redbk5.pdf

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

Assignments & Academic Calendar

Bring your Tompkins and Nath/Ramsey book to class each day!!! …always read assigned
material before the class scheduled. Unless otherwise stated, assignments are due at the beginning
of class on the date listed

Week/date Topics Assignments

August 19 Syllabus NWREL (2006). 6+1 Traits Scoring Guides.

6+1 traits Download and print from
http://www.nwrel.org/assessment/pdfRubrics/6p
lus1traits.PDF

August 24 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
August 26 Parent Teacher Conferences, Cooperation with professionals and parents
Language Systems,
Read Tompkins Chapter 1
Motivation,
LA skills
Nath/Ramsey
August 31 Patterns of Practice and Read Tompkins Chapter 2
Assessment

Course Syllabus Page 3

 Nath/Ramsey
Compendium of strategies
September 2 The Reading and Writing TEKS – bring your copy of the TEKS to class
Processes both days
Read Chapter 3 in Tompkins
Nath/Ramsey Bring pocket/prong folder and notebook paper

September 7 Oral Language Read Chapter 7 in Tompkins

Nath/Ramsey
September 9 Oral Language TEKS – bring your copy of the TEKS to class
Nath/Ramsey Read Chapter 8 in Tompkins
September 14 Emergent Literacy Read Chapter 4 in Tompkins
Application and Review
from Reading I
Nath/Ramsey
September 16 Looking Closely at Words Read Chapter 5 in Tompkins
Nath/Ramsey

September 21 Comprehension framework… Bring cardboard pocket/prong folder and

notebook paper
Work on ELAR LL in class in groups.
September 23 (Multiple choice) Test one - In-class

September 28 Peer groups work on Competencies and Literature Focus unit.

September 30 Work on Steps 1-7 of Literature Focus unit;

TEKS – bring your copy of the TEKS to class
Nath/Ramsey

First ELAR LL assessment. Download to class computer. Save your document

as lastnameELARLL.doc or lastnameELARLL.docx (e.g., leekELARLL.docx).
Your learning log must be submitted as a Word document file as described in
the abstract of the ELAR learning log. I will not accept your assignment in any
other manner.
October 5 Doing What Works Guided Study – Due 10-12-10

October 7 Doing What Works Guided Study – Due 10-12-10

October 12 Personal Writing - Read Tompkins Chapter 6… Bring cardboard pocket/prong

folder and notebook paper

Nath/Ramsey
DWW due today. Submit to elearning before class.
October 14 Spelling
Read Chapter 12 in Tompkins

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 TEKS – bring your copy of the TEKS to class

October 19 Spelling – Ch. 12, Tompkins, Sitton films

October 21 Spelling – Ch. 12, Tompkins, Sitton films

Peer writing groups – Directions in class

October 26 Reading and Writing Stories
Reading and Writing Information
Reading and Writing poetry
Read Tompkins Chapters 9, 10 & 11
Read Stone Fox
Reading/writing assignments TBA…bring cardboard pocket/prong folder and
notebook paper
Nath/Ramsey
October 28 TBA

November 2 Reading and Writing Stories

Reading and Writing Information
November 4 Reading and Writing poetry
Read Tompkins Chapters 9, 10 & 11
Reading/writing assignments TBA…bring cardboard pocket/prong folder and
notebook paper
Nath/Ramsey
Literature Focus Unit steps 1-7…Submit to elearning before class on
Nov. 4
November 9 Reading and Writing Stories
Reading and Writing Information
November 11 Reading and Writing poetry
Read Tompkins Chapters 9, 10 & 11
Reading/writing assignments TBA…bring cardboard pocket/prong folder and
notebook paper
Nath/Ramsey
November 16 Grammar and Handwriting
Read Chapter 13 in Tompkins
Nath/Ramsey
Reading/Writing assignment due today…Turn in cardboard pocket/prong folder
and all assignments

November 18 Step 8 of your Literature Focus Unit is due when you come to be filmed.
Submit to elearning before class on 11-18
Grammar and Handwriting
Nath/Ramsey
November 23 Paper Handwriting assessment
Scheduled time to be filmed teaching your mini-lesson. (You may have to
schedule time outside of regular class time…Each member of Groups will be
filmed for about 5-8 minutes
Film feedback

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November 30 Board handwriting assessment
Scheduled time to be filmed teaching your mini-lesson. (You may have to
schedule time outside of regular class time…Each member of Groups will be
filmed for about 5-8 minutes
Film feedback
December 2 Multiple Choice Test 2
Handwriting Second ELAR LL assessment. Download to class computer. Save your
assessment document as lastnameELARLL.doc or lastnameELARLL.docx (e.g.,
leekELARLL.docx)

Dec. 9 Take home Essay, Submit to elearning by 11:59 PM. Late submissions will not
be accepted.

Embedded Tests - 200 points

Three Tests – (75 points, 75 points, 50 points) - Two multiple choice tests, one essay
and short answer test, primarily based on the TExES competencies (points)

Learning Applications – 250 points

40 points – ELAR Learning Log – See Assignment handout for directions. (Two
assessments, 20/20)

25 points – Doing What Works Guided Study - See Assignment handout for
directions.

25 points – Handwriting Competency on board and paper.

35 points – Reading and Writing assignments – Assemble a Writing notebook that

includes handouts and personal writing that is part of the writing process using the 6+1
traits

75 points – Group 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 – You will teach a 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). 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.

25 Points – Competency expert presentation. You will become an expert on one of the
competencies and serve as your classmate’s resource on that competency. You will
prepare mini-lessons and advise classmates on learning log resources. Mini-lesson
presentations will be coordinated with chapters. You will TEACH aspects of the
competency to your classmates, using a mini-lesson format. You will also inform your

Course Syllabus Page 6

 classmates when material from the books or class would be particularly helpful to ass to
their learning logs.

Letter Grade/Points

Points <270 270 288 306 315 333 351 360 378 396 405 423
Earned
Letter F D- D D+ C- C C+ B- B B+ A- A

Course & Instructor Policies

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. Three or four absences will
result in a deduction of points of the possible 450 points), the amount based on
individual circumstances. 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% or more of the earned value, based on the amount of time late and the
reason for lateness. (*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

Course Syllabus Page 7

 will either be accepted for credit, a 25% deduction will be taken, or all points will be
lost.
Exams will be taken only on the dates listed in the syllabus; make-up tests will not be
given except for extreme situations. The testing environment will be honored for the
good of all. Once an exam begins, the instructor will not converse with anyone for
any reason.
Professionalism, attendance, positive participation, and timely fulfillment of the
requirements are expected. A student’s grade could be raised or lowered based on the
instructor’s subjective evaluation of overall performance in the aforementioned areas.

Extra Credit. No extra credit is planned.

Technology.

No emailed assignments will be accepted!!!!

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.

Laptops may not be used during class, except when appropriate for the class.

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!

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Field Trip Policies
Off-campus Instruction and Course Activities – None planned at this time.

Student Conduct & Discipline

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.

Course Syllabus Page 9

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.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate
or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

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.

Incomplete Grade Policy

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

Course Syllabus Page 10

 subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

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.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose
of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request a ruling from the chief

Course Syllabus Page 11

 executive officer of the institution, or his or her designee. The chief executive officer or
designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 12