Course : Teaching Reading/Language Arts
- Course Number
- Section Number
- Spring 2021
- Bridwell Hall, 204
- Dr. Daphney "Leann" Curry
- Days & Times
- Final Exam Day/Time
- Wednesday, April 28, 2021 12:00 am
Course Competencies/Learning Outcomes:
Block B (READ 4203/4213) builds mastery of the following competencies/learning outcomes (Competencies are aligned to the TExES Examination Frameworks/Standards, EC-6 Core Subjects-ELAR, STR, Educator Standards, Technology Standards for Teachers, INTASC, and the International Literacy Association standards for Literacy Professional). Block B courses are taken concurrently. Knowledge and implementation of PK guidelines and K-6 TEKS geared instruction is required:
- Design content area ELAR classroom instruction.
- Deliver content area ELAR classroom instruction.
- Demonstrate knowledge of students and student learning.
- Demonstrate ELAR content expertise.
- Create a safe, accessible, and engaging learning environment.
- Demonstrate data-driven practice.
- Demonstrate professional practices and responsibilities.
- Demonstrate and apply ELAR content knowledge related to phonological and phonemic awareness.
- Demonstrate and apply ELAR content knowledge related to print concepts and alphabetic knowledge
- Demonstrate and apply ELAR content knowledge related to phonics and word identification skills
- Demonstrate and apply ELAR content knowledge related to syllabication and morphemic analysis.
- Demonstrate and apply ELAR content knowledge related to reading fluency.
- Demonstrate and apply ELAR content knowledge related to vocabulary development.
- Demonstrate and apply ELAR content knowledge related to comprehension development
- Demonstrate and apply ELAR content knowledge related to comprehension of literary texts.
- Demonstrate and apply ELAR content knowledge related to comprehension of informational texts.
- Demonstrate and apply ELAR content knowledge related to writing, the writing process, and emergent literacy.
Focus of the Course:
Learning and the Language Arts/Scientifically-based instruction
Teaching and Assessing the Language Arts
- Emergent Literacy (Early Reading Instruction: Phonological Awareness/Phonemic Awareness/Phonics)
- Promoting Comprehension (Reader and and Text Factors)
- Oral Language: Listening and Talking
- Written Language: Reading and Writing (Comprehension/Fluency)
- Visual Language: Viewing and Visually Representing (Comprehension)
- Vocabulary (Vocabulary)
- Comprehending and Composing Stories (Comprehension/Fluency)
- Investigating Non-Fiction (Comprehension/Fluency)
- Learning to Spell Conventionally
- Language Tools: Grammar and Handwriting
- Differentiated ELAR Instruction
Teacher candidates will demonstrate the performances essential for meeting the reading/literacy instructional needs of all students.
- Reading education professionals are committed to using research-based instruction.
- Reading education professionals assess learner needs to plan appropriate instruction.
- Reading education professionals are aware that best assessments are conducted over time and compare the child’s past and present abilities.
- Reading education professionals display positive dispositions related to reading and the teaching of reading.
- Reading education professionals value students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
- Reading education professionals model reading and writing enthusiastically as valued lifelong activities.
- Reading education professionals help parents find ways to support learning begun at school in enjoyable ways.
WCOE Standards (InTASC):
The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:
- Learner Development - understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - understand individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environment - work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction - plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice - engage in ongoing professional learning and use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
TExES Preparation: The Language Arts and Reading content preparation test and review for the EC-6 Core Subjects and Science of Teaching Reading STR certifications will be given during this block.
Course Objectives based upon the State Standards/ILA/INTASC:
The course objectives of the ELAR Block are based on the Standards for Reading Professionals developed by the Professional Standards and Ethics Committee of the International Literacy Association (ILA), Interstate New Teacher Assessment and Support Consortium (INTASC), and the Texas Educator Standards, EC-6 Core Subjects, PPR (EC-12), STR standards and TEXES test framework competencies.
ILA Standards for Literacy Professionals:
Foundational Knowledge-Standard 1 (ILA):
Candidates demonstrate knowledge of the major theoretical, conceptual, and evidence-based foundations of pre-K/primary literacy and language and the ways in which they interrelate. As a result, teacher candidates will:
1.1 Candidates demonstrate knowledge of major theoretical, conceptual, and evidence-based components of pre-K/primary/elementary reading development (i.e., concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary, comprehension) and evidence based instructional approaches that support that development
1.2 Candidates demonstrate knowledge of major theoretical, conceptual, and evidence-based foundations of pre-K/primary/elementary writing development and the writing process, and evidence based instructional approaches that support writing of specific types of text and producing writing appropriate to task.
1.3 Candidates demonstrate knowledge of major theoretical, conceptual, and evidence-based frameworks that describe the centrality of language to literacy learning and evidence-based instructional approaches that support the development of listening, speaking, viewing, and visually representing
1.4 Candidates demonstrate knowledge of major theoretical, conceptual, and evidence-based frameworks that describe the interrelated components of literacy and interdisciplinary learning
Curriculum and Instruction-Standard 2 (ILA):
Candidates apply foundational knowledge to critically examine pre-K/primary literacy curricula; design, adapt, implement, and evaluate instructional approaches and materials to provide a coherent, integrated and motivating literacy program. As a result, teacher candidates will:
2.1 Candidates demonstrate the ability to critically examine pre-K/primary/elementary literacy curricula and select high-quality literary, multimedia, and informational texts to provide a coherent, integrated, and motivating literacy program.
2.2 Candidates plan, modify, and implement evidence-based, developmentally appropriate, and integrated instructional approaches that develop reading processes as related to foundational skills (i.e., concepts of print, phonological awareness, phonics, word recognition, fluency), vocabulary, and comprehension for pre-K/ primary learners.
2.3 Candidates design, adapt, implement, and evaluate evidence-based and developmentally appropriate instruction and materials to develop writing processes and orthographic knowledge of pre-K/primary learners.
2.4 Candidates plan, modify, implement, and evaluate evidence based and integrated instructional approaches and materials that provide developmentally appropriate instruction and materials to develop the language, speaking, listening, viewing, and visually representing skills and processes of pre-K/ primary learners.
Assessment and Evaluation-Standard 3 (ILA):
Candidates understand, select, and use appropriate assessments to gather evidence on pre-K/primary students’ language acquisition and literacy development for instructional and accountability purposes. As a result, teacher candidates will:
3.1 Candidates understand the purposes, strengths and limitations, reliability/validity, formats, and appropriateness of various types of informal and formal assessments.
3.2 Candidates use observational skills and results of student work to determine students’ literacy and language strengths and needs; select and administer other formal and informal assessments appropriate for assessing students’ language and literacy development.
3.3 Candidates use results of various assessment measures to inform and/or modify instruction.
3.4 Candidates use data in an ethical manner, interpret data to explain student progress
Diversity and Equity- Standard 4 (ILA):
Candidates examine their own culture and beliefs; set high expectations for their students; learn about and appreciate the cultures of their students, families, and communities to inform instruction. As a result, teacher candidates will:
4.1 Candidates recognize how their own cultural experiences affect instruction and appreciate the diversity of their students, families, and communities.
4.2 Candidates set high expectations for learners and implement instructional practices that are responsive to students’ diversity
4.3 Candidates situate diversity as a core asset in instructional planning, teaching, and selecting texts and materials.
4.4 Candidates forge family, community, and school relationships to enhance students’ literacy learning.
Learners and the Literacy Environment-Standard 5 (ILA):
Candidates apply knowledge of learner development and learning differences to create a positive, literacy-rich learning environment anchored in digital and print literacies. As a result, teacher candidates will:
5.1 Candidates apply knowledge of learner development and learning differences to plan literacy learning experiences that develop motivated and engaged literacy learners.
5.2 Candidates incorporate digital and print texts and experiences designed to differentiate and enhance students’ language, literacy, and the learning environment.
5.3 Candidates incorporate safe, appropriate, and effective ways to use digital technologies in literacy and language learning experiences.
5.4 Candidates create physical and social literacy-rich environments that use routines and a variety of grouping configurations for independent and collaborative learning.
Professional Learning and Leadership-Standard 6 (ILA):
Candidates are lifelong learners who reflect upon practice; use ongoing inquiry to improve their professional practice; advocate for students and their families to enhance students’ literacy learning. As a result, teacher candidates will:
6.1 Candidates are readers, writers, and lifelong learners who continually seek and engage with professional resources
6.2 Candidates reflect as a means of improving professional teaching practices and understand the value of reflection in fostering individual and school change.
6.3 Candidates collaboratively participate in ongoing inquiry with colleagues and mentor teachers and participate in professional learning communities.
Thematic Unit (52%): Fifty-two percent of the intern’s final grade will be determined by the preparation and organization of the thematic unit. See detailed handout and rubric in D2L.) The intern will plan and organize an integrated thematic unit with lessons (including technology integration); activities for learning centers, knowledge of student learning, and related content areas. TEKS are to be included for each lesson in the unit plan. Specific instructions for the thematic unit will be given in class and posted on D2L. Please submit an electronic copy via D2L Dropbox.
Revel Quizzes/Activities (18%): Eighteen percent of the intern’s final grade will be determined by participation/completion of assigned Revel activities and performance on quizzes based on readings and case studies in the Revel system. This material is directly linked to our text. You will need to sign up for the REVEL course via the digital code that accompanied your textbook. Instructions for sign-up will be sent through email and D2L News feed. Revel will be counted in both methods courses.
Practice STR Exam/Certify Teacher (15%): Fifteen percent of the intern’s final grade will be determined by participation/completion of the Certify Teacher practice (STR) flash cards/study mode and performance on the practice exam. Failure to complete (participate in) the Certify Teacher study mode, flash cards, and practice exam will result in a failing grade or incomplete for Block B. Students must complete the process below and are not required to pass the Certify teacher content exam to pass Block B. The process is as follows: (1) Exam Mode: take practice content exam through Certify Teacher; (2) Pass: passing the exam (80% in all competencies) will require no further action and 15% of your grade will be determined by the score on the exam; Fail: failing the exam, will require students to go through the study tracker, flash card study materials, and study mode (note: exam may not be attempted again without going through the flash cards and then study mode); (3) Retake exam: Once you have completed the study tracker (total study mode and flash cards must equal at least 10 hours), you may retake the exam. After study tracker is completed retake the exam. Pass or fail, 15% of the final exam grade will be determined by your score on the final attempt. All students (pass or fail) have the option of repeating the process multiple times by reviewing the flash cards and study mode again and retaking the exam to improve their score. Retaking the exam mode over and over until a passing score is achieved will result in no credit for the course. Specific information on how to access Certify Teacher will be given on the first day of class. To be released for the actual TEXES exam requires passing the practice exam with an 80% in each domain/competency and must be completed prior to clinical teaching. I strongly encourage students to complete the WCOE testing protocols in Block B. WCOE TEXES Testing Policy
Class Activities/Participation (15%): Although the course requires a thorough understanding of the readings and assignments, participation in online class discussions/activities/modules will provide the basis for learning and assessment. Revel completion, online participation, field experience, and in person attendance is very important.
Total Points for Final Grade:
Less than 60
Be on time and don’t leave early. Students who arrive after class has started or leave before it ends will be counted absent. Class attendance and promptness to class are crucial to successful completion of this course. Points will be deducted for each absence as follows: 1 absence = 2 points from final grade; 2 absences = an additional 3 points from final grade; 3 absences = an additional 5 points from final grade; 4 absences = dropped from the class. For example, if you have two absences, five points will be deducted from your final grade. Incomplete or time logs not submitted will result in an incomplete or failure for Block B. Unprofessionalism or dismissal from the school site will result in a Block B failure and a fitness for the profession referral.
Participation and Late Work Policy:
Please complete all assignments on time. Assignments will be deducted by 25% for each late day. Complete readings prior to class schedule to ensure participation in course related content and activities.
Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.
Student Honor Creed
As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."
As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.
Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.
We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.
We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.
Written and adopted by the 2002-2003 MSU Student Senate.
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