ED-4355, Sec.

501- Reading II
Spring 2006
Tuesday, 7:00-9:45 CBW 1.204

Instructor: Ms. Susan Murphy

E-mail: susan.murphy@utdallas.edu
Phone: (469) 633-6845

This course focuses on developing and using reading, writing, listening, talking, viewing, visually representing,
and thinking as tools for literacy as well as learning within and across the content areas. Instructional strategies,
study skills, concept development, and effective uses for literature, text, media, and other resources to enhance
student learning are explored.

Guiding Goals of this class:

• Exploring strategies to aid students as they read to learn
• Designing classroom models of literacy to support students’ learning
• Creating a supportive positive classroom environment
• Utilizing resources effectively for “best practice” in teaching reading

Required Materials: Three-inch binder and at least 15 dividers – to make a literacy notebook for all handouts
and downloaded information. Tabs might include topics such as assessment, word work, guided reading, read-
aloud and shared reading, classroom management, center time, writing, spelling, media, TEKS, TAKS,
activities, strategies, mini-lessons, comprehension, fluency, TExES, etc.
Download the test frameworks and prep materials for your certification area(s):
http://www.texes.nesinc.com/TE_viewSG_opener.asp
Download the test summaries for your certification area(s):
http://www.texes.nesinc.com/TE_FacMan_appendixC.asp

Required Texts: Please read carefully as not all books are required for all students
Cramer, Ronald L. (2004). The Language Arts: A balanced approach to teaching reading, writing, listening, talking, and thinking.
New York: Pearson Education My Lab School Edition. Your text book is packaged with the directions and an access code
to register for My Lab School. You will need to download and print out the Observation Guide. ISBN: 0205460348
(All students)
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, (to access enter
064104 in the quick search box), or ordering it (1-800-624-6242). ISBN: 0-309-06410-4
(All students)
Boynton, Alice & Blevins, Wiley (2003) Teaching Students to Read Nonfiction. New
York: Scholastic, Inc. ISBN: 0-439-37652-1 (All Students)
Taberski, Sharon (2000) On Solid Ground: Strategies for Teaching Reading K-3.
New Hampshire: Heinemann. ISBN: 0-325-00227-4
(K-4 certification)
McLaughlin, Maureen & Allen, Mary Beth (2002) Guided Comprehension: A Teaching
Model for Grades 3-8. Delaware: International Reading Association
ISBN: 0-87207-172-3
(4-8 certification)
Nath, Janice L. & Ramsey, John. (2004) Preparing for the Texas PreK-4 Teacher
Certification. New York: Pearson Education. ISBN: 0-321-07676-1
(All students who have not taken and passed their TExES exams)
Required Resources to download:
• My Lab School Observation Guide. (2005). Go to MyLabSchool video clips. Click on Language Arts, then Observation Guide and finally print
out.
(All Students)
• Texas Essential Knowledge and Skills (TEKS) for grades K-8- Download and place in literacy binder and bring to every class
K-5 http://www.tea.state.tx.us/rules/tac/chapter110/ch110a.html#110.1
6-8 http://www.tea.state.tx.us/rules/tac/chapter110/ch110b.html#110.1
(All Students)
• Comprehension – Download and print from:
http://www.tea.state.tx.us/reading/products/redbk2a.pdf or go to
http://www.tea.state.tx.us/reading/products/products.html then scroll through until you find the title
(All Students)
• Fluency – Download and print out either (no images) http://www.prel.org/products/re_/fluency-1.htm
OR (attractive, full color) http://www.prel.org/products/re_/fluency-1.pdf
(All Students)
• A Focus on Vocabulary - Users are asked to complete a survey to access this free, online document.
http://www.prel.org/programs/rel/vocabularyforum.asp A Focus on Vocabulary is the second in the Research-Based Practices in Early Reading
series published by the Regional Educational Laboratory at PREL. The document is available online only and can be accessed in HTML (116K),
Color PDF (5.5M) or Black & White PDF (2.5M) format.
(All Students)
• Research Guide to Content Area Reading Instruction – Download and print from http://www.tea.state.tx.us/reading/products/redbk4.pdf
(4-8 certification)

Microsoft Office Suite (including Microsoft Word) 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.

Additional recommended but not required texts:

These resources will be used during class lecture and discussion.

Diller, Debbie (2003) Literacy Work Stations: Making Centers Work. Maine: Stenhouse
Publishers. ISBN: 1-57110-353-8 (PreK-4 certification)

Diller, Debbie (2005) Practice with Purpose: Literacy Work Stations, Maine: Stenhouse
Publishers ISBN: 1-57110-395-3 (4-8 certification)

Referenced Resources:
Fountas, Irene & Pinnell Gay Su (1996) Guided Reading: Good First Teaching for
All Children. New Hampshire: Heinemann. ISBN: 0-435-08863-7
Blevins, Wiley (2001) Teaching Phonics & Word Study in the Intermediate Grades.
New York: Scholastic, Inc. ISBN: 0-439-16352-8
Fitzpatrick, Jo (1997) Phonemic Awareness: Playing with Sounds to Strengthen
Beginning Reading Skills. California: Creative Teaching Press: ISBN: 1-57471-231-4
Tompkins, Gail (2004) 50 Literacy Strategies: Step by Step. Ohio: Pearson Education
ISBN: 0-13-112188-X
Wagstaff, Janiel (1999) Teaching Reading and Writing With Word Walls. New
York: Scholastic, Inc. ISBN: 0-590-10390-3
Hoyt, Linda (1999) Revisit, Reflect, Retell. New Hampshire: Heinemann.
ISBN 0-325-00071-9
Dorn, Linda, French, Cathy, & Jones, Tammy (1998) Apprenticeship in Literacy:
Transitions Across Reading and Writing. Maine: Stenhouse Publishers.
ISBN: 1-57110-088-1

Attendance:
Attendance is an indication of your commitment and professionalism. You are expected to be present and on
time for each class. No more than 2 absences will be acceptable, and any additional absences could impact your
course grade. If you must be absent, advance notice will be expected to the above e-mail address. Roll will be
taken each class period. Homework due on a day you are absent will still be expected on that day.
Participation:
This class will require active class participation from all students. Everyone has valuable experiences and
insights to contribute. Professionalism and positive participation are expected. You are responsible for
determining and making up any work that you miss due to an absence.
Written Assignments:
All written assignments are expected to exhibit professional quality. You should demonstrate mastery of
organizing, structuring, and editing in your writing. Grammar, spelling, and vocabulary errors will result in a
reduction of your score.
Tests:
There will be two TExES style tests. In addition, you are encouraged to take practice tests through the Teacher
Development Center when they are offered.
Grading:
A final grade for the course will be determined from the following:
q Individual Assignments (7)/Quizzes (3) (10 points)
q Group Projects (9) and Participation (1) (10 points)
q My Lab School Modules (10 points)
q 2 Exams - Mid-term(30) and FINAL (40) (70 points)

Any student failing to complete all aspects of the course requirements may earn a failing grade. There will be no
pre-grading of assignments. All assignments will be graded and returned at the same time.

Grades will be assigned on the following basis: (Final grades may reflect +/-)

Partial points will be rounded only once, when considering cumulative points - computing final course grade.

Letter Grade/Points

Points 0-59 60-63 64-67 68-69 70-73 74-77 78-79 80-83 84-87 88-89 90-93 94-100
Letter F D- D D+ C- C C+ B- B B+ A- A

Weekly Topics for Investigation and Discussion:

The instructor reserves the right to make changes as needed, especially to accommodate outside
presenters’ schedules.
Week 1 - January 10
• Course introduction, read syllabus before next class
• Questionnaire and Level of Expertise
• Prior to class read and be prepared to discuss pp. 1-60, Starting Out Right.
Group Project Jigsaw Groups1-6 (1 point)
• Download and bring to class each grade’s, K-4, 4-8, from Chapter 110. Texas
Essential Knowledge and Skills (TEKS) for English Language Arts and Reading
Subchapter A. Elementary, including introduction
K-5 http://www.tea.state.tx.us/rules/tac/chapter110/ch110a.html#110.1 (K-4 certification, grades K-4)
K-5 http://www.tea.state.tx.us/rules/tac/chapter110/ch110a.html#110.1 (4-8 certification, grades 4-5)
6-8 http://www.tea.state.tx.us/rules/tac/chapter110/ch110b.html#110.1 (4-8 certification, grades 6-8)

Week 2 - January 17
• Me Box due and be prepared to share (.5 point)
• Chapters 1 and 2 (Cramer) - read before class
1. Three Approaches to Language Arts – Group work (Group 1) (1 point)
2. Four Features of Language - Group work (Group 2) (1 point)
3. Organization - On Solid Ground (Taberski) pp. 19-33 –
Group work (Group 3 K-4) (1 point)
4. Organization - Guided Comprehension (McLaughlin/Allen) pp. 37-53
Group work (Group 4 4-8) (1 point)
• Prior to class read and be prepared to discuss pp. 61-119, Starting Out Right.
1. Kindergarten and first grade – Group work (Group 5 K-4) (1 point)
2. Second and third grades - Group work (Group 6) (1 point)

Week 3 - January 24
• Quiz over Chapters 1 and 2 (Cramer) (1 point)
• Chapter 5 (Cramer) - read before class, after reading the chapter View Module 3,
Video Clips 4 & 5 – My Lab School, (Language Arts) Respond to all 5 questions
for both clips – Include name, module number, clip number(s)
Due Jan. 24 (2.5 points)
• Discussion- Stages of literacy development
• Phonological Awareness Review with Emergent Literacy
• Components of a balanced literacy program
• Read pp. 2-18 (Taberski) On Solid Ground (K-4)– read before class and be
prepared to discuss
• Guided Comprehension (4-8) – read pp. 2-35

Week 4 - January 31
• Emergent Literacy and Phonological Awareness Quiz (1 point)
• Chapter 4 (Cramer) - read before class, after reading the chapter,
View Module 2, Video Clip 3- My Lab School, (Language Arts)
Respond to questions 1 and 2 – Include name, module number, clip number(s)
Due Jan. 31 (1 point)
• Guided Reading: On Solid Ground pp. 96-114, Guided Comprehension review
pp. 37-53, read pp. 63-72, 111-141(teaching ideas) Group work – make charts
and present Before, During and After Reading Activities using pp. 111-141 as a
guide with each group choosing 3, (1 for each: before, during and after) (1 point)
• Before, During and After Reading Activities
Use information to write 2 guided reading lesson plans, due Feb. 14.
 • Before Reading - Hooking students and supporting student learning with book
introductions and activities. Group work (1 point) - book introductions
• On-Line Resources for Understanding the Purposes and Processes of Reading
Aloud: Please check these sites and make notes for class discussion.
http://www.nncc.org/Literacy/better.read.aloud.html
http://www.read2kids.org/readaloud_folklorebooks.htm
http://www.education-world.com/a_curr/curr081.shtml
• Nath pp. 28-42 read before class

Week 5 - February 7
• Assessment: On Solid Ground pp. 36-76, Guided Comprehension review
pp. 75-84
• Chapter 3 (Cramer) - read before class, after reading the chapter,
View Module 1, Video Clips 1 & 2 - My Lab School, (Language Arts)
Respond to questions 1, 2, and 3 for Clip 1 and questions 1 & 2 for Clip 2
Include name, module number, clip number(s)
Due Feb. 7 (2.5 points)
• Karen Littlejohn - Whole class and small group reading instructional components
and assessments that help teachers make instructional decisions.
• Explanation of Media project: Due Feb. 27

Week 6 - February 14
• Chapter 7 (Cramer) - read before class
View Module 5, video Clip 8 – My Lab School, Language Arts, respond to
questions 1 and 4. Include name, module number, clip number(s)
Due Feb. 14 (1 point)
• Read Aloud, Shared Reading and Mini lessons: On Solid Ground pp. 80-95 pp.
115-132
• Information will be used to create a Shared Reading Lesson plan – including mini
lesson due March 28
• Before class look at this site and be prepared to share a game or activity and how
you could incorporate it in a whole class lesson, a mini lesson or as part of a
reading center. http://iknowthat.com/com/L3?Area=L2_LanguageArts
• Nath pp. 43-51 read before class
• 2 (two) Guided Reading Lesson Plans due (one informational and one
narrative) (1 point)
• Bring Fluency and Vocabulary downloads to class next week

Week 7 - February 21
• Chapters 8 (Cramer) - read before class
View Module 5, video Clip 9– My Lab School, Language Arts, respond to
questions 1 and 4. Include name, module number, clip number(s)
Due Feb. 20 (1 point)
• Comprehension download – read before class
• Comprehension: On Solid Ground pp. 82-90, Guided Comprehension pp. 87-102,
pp. 139-141 read before class
• Before class look at this site and be prepared to discuss a game or activity and
how you could incorporate it in a lesson or reading center.
http://www.nwrel.org/learns/trainingopps/games/comprehension.html
 • Nath pp. 52-67 read before class
• Fluency – Group work (1 point)
Group 1 - What is Reading Fluency - Instruction to Build Reading Fluency
Group 2 – Integrated Fluency Instruction - Determining Fluency
• Vocabulary – Group work (1 point)
Group 3 – Topic 1
Group 4 – Topic 2
Group 5 – Topic 3
Group 6 – Topic 4
• Look through group project texts for March 21

Week 8 - February 28
• Meet with group to decide on text for the March 21 group project.
• Group project for March 21 - a complete reading lesson, using a single agreed
upon text.
• This project must include:
1. 1 BEFORE reading activity
2. 1 DURING reading activity
3. 1 AFTER reading activity
4. Address specifically: comprehension, vocabulary and fluency
• Mid-term Exam (30 points) 8:00pm-9:45pm

Week 9 - March 6-10 Spring Break

• Before March 21 class must finish reading: Nath, Janice L. & Ramsey, John.
(2004) Preparing for the Texas pre-K-4 Teacher Certification. New York:
Pearson Education. ISBN: 0-321-07676-1 (All students who have not taken and
passed their TExES exams)
• Graphic organizer for expository (informational) text due March 28 - may use
following site as a guide to help create appropriate graphic organizer and
questions.
• http://www.readwritethink.org/materials/animal-inquiry/ to aid in comprehension
for a grade appropriate non-fiction (informational text). Include enough
information for me to understand the intent (name of book, grade level,
objectives, TEKS, etc.). Organizer for either whole group or small group activity
is acceptable. Assignment: 1 blank graphic organizer for student to use with a
specific text, and the same graphic organizer completed the way you would
expect the student to use it.

Week 10 - March 14 No Official Class – Time to work in computer lab, library or home on
Media Project/explanation paper and Group Project

• Media Project (2 points) and Explanation paper (2 points) due by e-mail, no

later than March 17, (4 points) - Create a PowerPoint for students that will
address fluency, vocabulary, comprehension, and writing using a grade level
appropriate text as the anchor. Many authors have wonderful web sites to link to.
Presentation must be student friendly and grade level appropriate in book choice,
presentation and content. The grade level must be stated and TEKS cited, as part
of the explanation paper. Must be submitted by March 17, via e-mail for full
credit. (4 points)

Week 11 - March 21
 • Group Project: (4 points) Presentation format to class – Each group will have 10
minutes

Week 12 - March 28
• Graphic Organizer due (.5 point)
• Shared Reading lesson plan, including mini-lesson due (1 point)
• Chapter 10 (Cramer) – read before class
• Writing: On Solid Ground pp. 163-181, Guided Comprehension review pp. 133-
139 read before class
• Judy Olson - Six Trait Writing
Week 13 - April 4
• Chapter 12 (Cramer) - read before class
View Module 6, video Clip 13– My Lab School, Language Arts, respond to all
questions. Include name, module number, clip number(s)
Due April 4 (1 point)
• Chapter 13 (Cramer) – read before class
View Module 8, video Clips 15 and 16– My Lab School, Language Arts, respond
to question Video Clip 16 questions 1 and 3. Include name, module number, clip
number(s) Due April 4 (1 point)

Week 14 - April 11
• Media Project Presentations
• Quiz over Chapters 9, 10, 12, and 13 (1 point)

Week 15 - April 18
• Final review TExES strategies and final review
• Field experience documentation and reflection journal due

Week 16 – April 25
• Final (40 points)

Instructions for My Lab School:

(1) Go to www.mylabschool.com
(2) Click on Student, REGISTER. NEXT, on the page you will be sent to:
(3) Click on Register for MyLabSchool without Course Management.
(4) Use the code printed in your Access Code Card to register for MyLabSchool. Click the register button to get
started. Once you are registered, thereafter, click on Student, LOGIN and follow the directions. Print out or save
to your hard drive the Observation Guide for the Video Modules. You will use these questions for your
MyLabSchool video observations. If you do not have an Access Code Card, you can get one at your bookstore
— either shrink-wrapped with a new textbook or sold separately — or you can purchase online from the
textbook site. You will find a “How to Register” video link on the site also.