Foundations of Literacy: Learning in EC-6 Classrooms

Instructor: Paisley Landry

Office Hours: By appointment only
Phone: 800-237-7153
Professor Email: paisley.landry@ttu.edu; I can also be reached on Blackboard Instant
Messenger
Instructor website: https://plandry.weebly.com
Course website: http://www.depts.ttu.edu/lms/

Course Information
EDU 5000
3 Credit Hours
Course delivered completely online
Course length: September 3rd, 2018- October 12th, 2018
www.blackboard.ttu.edu
Prerequisite: There are no prerequisites listed for this course.

Course Description
This course is designed to assist teachers and educators in implementing reading and language
arts in the classroom. This course will focus on reading, writing, listening, and speaking. This
course will emphasize on creating a classroom that is conducive to developing skills for all
students and learners.

Course Introduction
This course is designed for undergraduate students in the educational department who are
seeking their teaching certification. This course will focus on the interrelationships among
reading, writing, listening, and speaking with an emphasis on the critical areas of: phonics,
phonemic awareness, word study, fluency, and comprehension. The development of the
language arts is a major means in the classroom by which ideas are expressed and shared. This
course will integrate instructional and assessment strategies that reflect this interdisciplinary
approach. Throughout this course, you as the ‘educator’ will be challenged to possess a working
knowledge and understanding of the language arts. In addition, this course will examine carious
theoretical models of reading along with the principals of teaching. The educator will leave this
course with an understanding with the best strategies in teaching language arts, effective
program organization, assessment tools, and classroom management. The educator will learn
what to teach, when to teach, and how to apply the strategies. The educator will leave this
course with an understanding of how the language arts instruction works. You as the educator
will be taught how the language arts instruction works and the way it develops over time.

The importance of reading in and out of the classroom serves as background for the methods
and materials of reading instruction. This course will provide the educator with strong,
research-based teaching practices. It will develop educators and teachers who are
knowledgeable of the foundations and theoretical basis for literacy education. The educator
will learn the developmental characteristics of students as readers and writers and the
instructional practices to utilize in the classroom to best serve them. In addition, we will explore
the teacher’s role in supporting a classroom of diverse learners. The educator participating in
this course is expected to be active in the learning process of this course by asking questions,
participating in group discussions on Blackboard Messenger, and posting reflections upon the
content of the course.
[WC: 324]

Course Objectives
After successfully completing this course, the learner will be able to:
• Investigate, define, classify, and demonstrate classroom implications of specific theories
in literacy achievement and reading instruction.
• Analyze differences in literacy models of teaching and learning literacy.
• Be familiar with major milestones and processes in literacy development.
• Explain the alphabetic principle, word analysis skills, and demonstrate how to provide
students with systematic instruction to promote their ability to use these skills for
fluency and comprehension.
• Investigate decoding and comprehension strategies used by proficient readers.
• Select appropriate learning experiences that enhance the development of reading,
writing, listening, and speaking skills.
• Provide instruction designed to development independent, strategic, motivated readers
and writers.
• Use technology for the purpose of teaching reading and writing.
• Assess and develop the different stages of writing and reading.
• Support reading, writing, speaking, and listening in and beyond the classroom.

Required Materials
The following books can be found through your distributor of choice (e.g. Amazon, Barnes &
Noble or TTU Bookstores)

1. Routman, R (2003). Reading Essentials The Specifics You Need to Teach Reading Well
(52627th Edition). Portsmouth, NH: Heinemann
2. Dow, R. S., and Baer, G. T. (202). Self-Paced Phonics: A Text for Educators (5th Edition).
New York: Prentice Hall
3. McGregor, T (2007). Comprehension Connections: Bridges to Strategic Reading (58962nd
Edition). Portsmouth, NH: Heinemann (Note: Not required, but highly beneficial in
teaching comprehension strategies to learners)

On-Line Resources:

1. Developing Early Literacy: Report of the NELP (PDF document:

https://lincs.ed.gov/publications/pdf/NELPReport09.pdf)
 2. The Effect of Family Literacy Interventions on Children’s Acquisition of Reading (PDF
document: https://lincs.ed.gov/publications/pdf/lit_interventions.pdf)

Course Requirements
This course will occur in a digital learning environment designed with a module format. All
modules will be posted on the first day of class. The modules will list the due dates for each
week’s reading task, discussion, quiz, and performance task. You will be expected to read the
designated material, participate in discussion postings via Blackboard, participate in a group
task, and complete all assigned tasks/projects by the due date. Please note that late work will
not be accepted. This is not a course in which students can wait until the last minute to do the
work. Please plan accordingly.

Weekly readings. Students will be expected to read the required text and any supplemental
materials assigned with each week’s module. Do not take this lightly as you will be expected to
read and reflect for meaning.

Reading Surveys (10%) After completing each assigned reading, students will be asked to
complete a reading survey. The purpose of this survey is to track student reading, while also
monitoring what students perceptions of the reading are. These surveys will be available on
Blackboard under each module.

Online class discussions/reflections.(15%) Students will be required to post on the Blackboard

discussion board following each week’s weekly reading. For each assigned reading, students will
write 2-4 “take away” ideas and post them on a thread. These “take away” ideas can be new
findings, questions pertaining to the readings, or key information found. Students are expected
to post their own thread on Blackboard and respond to two (or more) classmates’ threads.
Failure to submit these will adversely affect the participation grade.

Quizzes (20%). There will be two quizzes. These quizzes will cover terms, instructional
strategies, and theories from assigned readings. The first quiz will cover code-based skills
(phonemic awareness, phonics, etc.) and the second quiz will cover meaning-making skills
(vocabulary, academic language, comprehension strategies, etc.). These quizzes will be posted
in the correlating modules on Blackboard and will be opened 2 days prior to the due date.

Position Statement on Literacy Theory (20%). Students will conduct a 5-7 page essay presenting
their personal philosophy of literacy instruction. This essay will be submitted through
assignments tab on Blackboard.

Small Group Presentation (35%). Students will work in partners/groups and lead a class
simulation through the use of a synchronous online tool (such as Skype, GoToMeeting, etc.).
The student will teach the core concepts taught during a small group reading instruction using
the foundations of balanced literacy. Plan to present 15-20 minutes. These presentations will
take place the last week of classes. You and your partner will send me an invite through the
synchronous tool you will be using to allow me to watch the presentation. You may invite
others in the class, or keep it closed to you, your partner, and myself.

Technology Requirements
This is an online course and some technological resources will be required.
Access to a computer with:
• Internet access
• Microphone for presentation
• Speakers so you can hear me and other students during presentation
• Word processing software

You may access me through Email at any time. I will do my best to promptly respond. In
addition, if you would like to participate in a chat-messenger service for quicker response,
please Email me and I will set up a meeting through Blackboard Messenger.

Course Evaluation

Item Points Weight

Reading Surveys
Class Discussion
Quizzes
Position Statement
Group Presentation
There will be 6 surveys to 10%
complete at 5 points each (30
points total).
There will be 5 class 15%
discussion postings at 9
points each (45 points total).
There will be 2 quizzes at 30 20%
points each (60 points total).
One paper at 60 points total. 20%
A rubric will be posted on the 35%
module with the
expectations for this
assignment. This will be a
total of 105 points.

300-275 points = A
274-250 points = B
249-225 points = C
224-200 points = D
<200 points = F
Course Outline and Schedule

Module 1 (September 3rd- 9th)

Required Reading: Assignments Due:

• Chapters 1 and 4 (Reading Essentials) • Reading Survey #1
• Chapter 1 (Self-Paced Phonics) • Class Discussion #1

You will need to read Chapter 1 and 4 (2 and 3 are optional) from the Reading Essentials and
Chapter 1 from Self-Paced Phonics. Remember to complete the reading survey over these
readings. The purpose of these surveys are to track your reading to help you monitor areas you
may have found interesting or confusing. Ideally, you will complete the survey immediately
after reading the assigned readings. The survey will be posted in Blackboard under the “Module
1” tab. Be prepared to have 2-4 “take away moments” ready. You will then post your take away
responses on a thread in Blackboard. Make sure you respond to at least 2 other classmates’
responses. You might be able to offer insight that could benefit their understanding. These are
due by Sunday, September 9th at 11:55 PM.

Module 2 (September 10th- 16th)

Required Reading: Assignments Due:

• Chapters 5 and 6 (Reading Essentials) • Reading Survey #2
• Chapters 3 and 4 (Self-Paced Phonics) • Class Discussion #2
• Quiz #1

You will need to read Chapters 5 and 6 from the Reading Essentials and Chapters 3 and 4 from
the Self-Paced Phonics. Remember to complete the reading survey over these readings. Pay
close attention to the “Practice” section at the end of Chapters 3 and 4 of the Self-Paced
Phonics book. Some of these questions can be beneficial in helping you understand the content
and prepare for your first quiz. Don’t forget to post your 2-4 “take away moments” in the
Blackboard thread discussion. Make sure you respond to at least 2 other classmates’ responses.
The discussions are due by Sunday, September 16th at 11:55 PM. The quiz will be posted under
the “Module 2” task in Blackboard. I will open the quiz on Friday the 14th at mid-night. You will
have until Sunday the 16th at 11:55 to complete the quiz.
Module 3 (September 17th-23rd)

Required Reading: Assignments Due:

• Chapter 2 of Developing Early Literacy • Reading Survey #3
(PDF) • Class Discussion #3
• Section 4: Methodology of the Effect • Position Statement on Literary Theory
of Family Literacy (PDF)

You will need to pull up the PDFs from the links I have provided in the syllabus or under the
“Module 3” tab. Read Chapter 2 from the Developing Early Literacy PDF and Section 4 from the
Effect of Family Literacy PDF. Remember to complete the reading survey immediately following
the readings to ensure you are understanding and comprehending the information. Prepare 2-4
“take away moments” to discuss on the Blackboard thread and respond to at least 2 other
classmates’ posting. You will then conduct an essay (approximately 5-7 pages) presenting your
personal philosophy of literature instruction. Some things to consider when writing: What do
you see as the most productive approach when fostering literacy in the school settings? What
theoretical framework validates this perspective? What research validates and informs these
views? Written assignments should be single-spaced, 12 point font, revised for clarity and
meaning, and edited for accuracy in grammar and mechanics. You will submit this essay under
the “Assignments” tab under Module 3 in Blackboard. Survey, discussion, and essay are due no
later than Sunday, September 23rd at 11:55 PM.

Module 4 (September 24th- 30th)

Required Reading: Assignments Due:

• Chapters 7-9 (Reading Essentials) • Reading Survey #4
• Chapters 5 and 6 (Self-Paced Phonics) • Class Discussion #4

This week you will be required to read a little more than expected. Since you only have a
reading survey and class discussion, I would really like you to actively monitor your readings this
week. Remember to complete the reading survey immediately following the reading. This week
I would like you to post 4-5 “take away moments” from the readings and post them on a thread
on Blackboard. This is due Sunday, September 30th by 11:55 PM. Also, check under the “Module
4” tab for the list containing your partner for the final presentation coming up in two weeks. I
want you to get their contact information and plan a synchronous meeting (your tool of choice-
which ever works best for both of you) and start planning out your presentation. Under the
“Module 4 tab” you will find the criteria and rubric that I expect for the presentation.
Remember, you and your partner will work together to design a lesson (15-20 minutes), but
you will both present it separately. Do not hesitate to reach out to me for more information. I
am available through Email or Blackboard Messenger.
Module 5 (October 1st-7th)

Required Readings: Assignments Due:

• Chapters 10 and 12 (Reading • Reading Survey #5
Essentials) • Class Discussion #5
• Chapters 7 and 8 (Self-Paced Phonics) • Quiz #2

You will need to read Chapters 10 and 12 from the Reading Essentials and Chapters 7 and 8
from the Self-Paced Phonics. Remember to complete the reading survey over these readings.
Pay close attention to the “Practice” section at the end of Chapters 7 and 8 of the Self-Paced
Phonics book. Some of these questions can be beneficial in helping you understand the content
and prepare for your first quiz. Don’t forget to post your 2-4 “take away moments” in the
Blackboard thread discussion. Make sure you respond to at least 2 other classmates’ responses.
The discussions are due by Sunday, October 7th at 11:55 PM. The quiz will be posted under the
“Module 5” task in Blackboard. I will open the quiz on Friday the 5thh at mid-night. You will
have until Sunday the 7th at 11:55 to complete the quiz. You will need to submit a time that
works next week for you and your partner to conference in to me to present. Please send me
the invite (via Skype, GoToMeeting, Google Hangouts- any synchronous tool) via Email.

Module 6 (October 8th-12th)

Required Readings: Assignments Due:

• Chapter 9 (Self-Paced Phonics) • Reading Survey #6
• Chapter 4 (Developing Early Literacy • Small Group Presentation
PDF)

This is the final week of the course. You will need to read Chapter 9 of the Self-Paced Phonics
and Chapter 4 of the Developing Early Literacy PDF. Both of these will be beneficial in your final
product of conducting a small group presentation. Make sure to complete the final reading
survey after you have completed your readings. Make sure you and your partner are ready to
present on the time you have sent me. I will conference you both in and let you each present.
Remember you are leading a class simulation of teaching and scaffolding behaviors one would
expect to see during a small group reading instruction. Your lesson must contain all of the
components of the balanced literacy program and components of Daily-Five (Read to Self, Read
to Someone, Listen to Reading, Work on Words, and Work on Writing) should be evident in the
planning. This rubric is posted under the “Module 4” tab and “Module 6” tab.