University of Rhode IslandSchool of Education

EDC 424Teaching Literacy in the Primary Grades

Section 03 Jeanne M Maggiacomo Spring, 2015 Home 401-273-7386Tuesday 4:00-6:45PM Cell 401-487-6109Quinn Hall Room 209 e-mail Jmaggiacomo1@cox.net

Prerequisites: EDC 312 or EDC512 and EDC423, or graduate standing

Course Description:This course is a major professional course that prepares you to teach literacy in grades K-2. Through class discussions, activities, observations, and assignments, you will examine effective methods for teaching the many facets of literacy, including phonics, phonemic awareness, flu-ency comprehension, and vocabulary to diverse students.

Course readings, activities, and requirements are designed to help you gain knowledge and skills necessary to achieve Rhode Island Professional Teacher Standards 2 and 3 (for literacy content and development) at the Introduction and Development levels, and components of Stan-dards 4, 5, 7, 8, 9, 10, and 11 at the Introduction and/or Development level. They are also de-signed to meet the cumulative achievement of Standards 1, 2, 3, 4, 5, & 6 of the International Reading Association’s Standards for Reading Professionals (2010) at the elementary school teacher level, and the School of Education’s Graduate Themes 1 (Content), 3 (Diverse Learn-ing), 5 (Professional Development), and 6 (Professional Practice) for graduate students enrolled in this course.

Course Goals:

• To build an understanding of literacy development as a cognitive, linguistic, and social process, and as the interrelationship of reading, writing, speaking, and listening (RIPTS 2.1, 3.1 – Development; IRA 1.1, 1.2, 1.3, 2.1); Graduate Theme 6)

• To begin learning about the English language as a linguistic and alphabetic system (RIPTS 2.1, 3.1 - Introduction and Development; IRA 1.1; Graduate Theme 6)

• To begin learning instructional strategies for teaching children about language and print (RIPTS 2.2, 2.3, 3.2, 3.3 – Introduction, Development; IRA 2.2, 2.3; Graduate Theme 6)

• To begin learning ways to assess students’ understanding and use of literacy and pro-vide instruction related to what they need to learn (RIBTS 2.2, 2.7, 3.2, 3.3, 4.1, 4.2, 9.1, 9.2, 9.5 – Introduction, Development; IRA 3.1, 3.2, 3.3; Graduate Themes 3 and 6)

• To begin to develop teaching, assessment, and organizational plans for literacy lessons (RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 8.4, 9.1, 9.2, 9.5 - Introduction and Development; IRA 2.1, 2.2, 2.3, 4.1, 4.2; 5.4; Graduate Themes 3 and 6)

• To promote recognition and application of principles of effective literacy teaching in ele-mentary classrooms (RIPTS 2, 3, 4, 5, 6, 8, 9 - Introduction and Development; IRA 2; Graduate Themes 3 and 6)

• To foster collaboration in a community of learners, professionalism and ethical stan-dards in literacy teaching and learning, and awareness of professional resources and or-ganizations that support and inspire reading teachers (RIPTS 10.1, 10.2, 10.3, 10.4, 11.1, 11.4 – Introduction; IRA 6.2; Graduate Theme 5)

• To build understanding of the content and goals of the Rhode Island Reading Policy and the Common Core State Standards (CCSS) and how those influence teaching and test-ing in this state (RIPTS 7.4 – Development; IRA 3.1; Graduate Themes 5 and 6)

Required Texts: Course Website: http://edc424uri.wikispaces.com/

Biggam, S. & Itterly, K. (2009). Literacy Profiles: A Framework to Guide Assessment, In-structional Strategies and Intervention, K-4. Boston, Ma: Allyn & Bacon.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Words Their Way: Word study for phonics, vocabulary, and spelling instruction (5th Ed.). Upper Saddle River, NJ: Merrill.

Beck, I. and Beck, M. (2013). Making Sense of Phonics: The Hows and Whys. New York, NY: Guilford.

Armbruster, B., Lehr, F., & Osborn, J. (2003). Put Reading First: The Research Building Blocks for Teaching Children to Reading. Jessup, MD: National Institute for Literacy.

Beck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.

Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group? Using flexible group-ing patterns for effective instruction. The Reading Teacher, 45(8), 608-616.

Ford, M., & Opitz, M. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. The Reading Teacher, 55(8), pp. 710-717.

Griffith, K. & Rasinski, T. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.

McGee, L. M. & Schickedanz, J. (2007). Repeated Interactive Read-Alouds in Preschool and Kindergarten. http://www.readingrockets.org/article/16287/

Common Core State Standards

http://www.ride.ri.gov/InstructionAssessment/Literacy/CommonCoreStateStandardsforELALit-eracy.aspxRhode Island Reading Panel (2004). Rhode Island PreK-12 Literacy Policy. RI: Rhode Island

Department of Education. http://www.ride.ri.gov/instruction/readingpolicy.aspx

Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the class-room. The Reading Teacher, 54, 130-144.

Zucker, T.A., & Invernizzi, M. (2008, May). My eSorts and digital extensions of word study. The Reading Teacher, 61(8), 654–658.

Course Requirements and Grading:

This course is an opportunity for you, as a prospective teacher, to become part of a community of learners who are committed to learning through reading, writing, discussing, and collaborat-ing. To be a part of that community, you need to attend every class meeting and participate thoughtfully in all activities. Points will be deducted for missed classes (10 points), tardiness (5 points), and late assignments (point’s equivalent to one letter grade per assignment). You may request a make-up assignment for ONE missed class period. The make-up is eligible for up to 1/2 of the class points (5 points maximum). In order to earn the maximum number of points for each activity listed below, please arrive at all class sessions on time and complete all assign-ments in a timely manner.

Academic honesty and integrity are expected of all students. Any work that you submit must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources. Citations must follow the format of the Publication Manual of the American Psychological Association, 5th Edition. (Quick reference sheets can usually be found on the web.)

All course assignments (listed below) are designed to help you meet the Rhode Island Beginning Teacher Standards, and to help you demonstrate your understanding of literacy in-struction recommended in the Rhode Island Reading Policy. Each assignment is worth a num-ber of points. The points earned for each assignment divided by the total number of possible points will yield a percentage. Grades will be assigned to percentages as follows:

94-100% = A 90-93% = A- 87-89% = B+ 84-86% = B 80-83% = B- 77-79% = C+

Course evaluation is based on the following:

1. Participation : Your dispositions toward learning demonstrated through your prompt at-tendance at all class periods, active participation in all class activities, demonstrated un-derstanding of course readings and discussions through class assignments, and profes-sional interactions with colleagues and instructors (RIPTS 2.1, 2.2, 3.1, 3.2, 3.3, 10.1, 10.2, 10.3, 10.4, 11.1, 11.4 – Introduction; IRA 6.2; SOE 5) 50 points

2. Quizzes (3) : Comprehensive understanding of key concepts related to the teaching of reading demonstrated through your satisfactory performance on class assessments

(RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Devel-opment; IRA 1 and 2; SOE 1) 25-40 points each

3. Reading Guides/Activities (3): Your understanding of key concepts covered in the read-ings demonstrated through your completion of an advanced organizer or small group activity. (RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development; IRA 1 and 2; SOE 1) 10 points each

4. Word Study Demonstration : Your understanding of developmentally appropriate word study instruction demonstrated by you describing and demonstrating one word study activity related to the stage of reading development in your lesson plan (RIPTS 2.2, 2.3, 3.2, 3.3 - Introduction and Development; IRA 2.2; SOE 1, 6) 25 points

5. Literacy Photo Journal : Your observations and explanations of first-grade literacy in-struction demonstrated through you photographing and annotating a first-grade class-room (the Photo Journal and Literacy Center tasks jointly apply to RIPTS 1.2; 2.2, 2.3; 3.1, 3.2, 3.3; 4.1, 4.4; 5.5; 6.1, 6.3, 6.6, 6.7; 7.1; 9.1 – Introduction and Development; IRA 2, 3, 5; SOE Themes 3 & 6) 62 points

6. Literacy Center : Your ability to design appropriate instructional opportunities demon-strated by you working with colleagues to design and engage your colleagues in a liter-acy center for first-grade students (the Photo Journal and Literacy Center tasks jointly apply to RIPTS 1.2; 2.2, 2.3; 3.1, 3.2, 3.3; 4.1, 4.4; 5.5; 6.1, 6.3, 6.6, 6.7; 7.1; 9.1 – In-troduction and Development; IRA 2, 3, 5; SOE Themes 3 & 6) 30 points

7. Final Exam : Comprehensive understanding of key concepts related to the teaching of reading demonstrated through your satisfactory performance on a cumulative final exam – if you have not achieved an average of 86 or higher for the semester (RIPTS 2.2, 2.3, 2.5, 2.6, 2.7, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 7.4, 8.4, 9.1, 9.2, 9.5 – Development; IRA 1; SOE 1) 100 points

Please note: If you have a documented disability which may require individual accommoda-tions, please make an appointment with me prior to the third class meeting. We will discuss how to meet your needs to ensure your full participation and fair assessment procedures. You should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union, 874-2098.

This is a challenging course. Success requires that you keep pace with the work, understand course concepts, and study effectively. The Academic Enhancement Center (www.uri.edu/aec) is a great place to do this. At the AEC you can work alone or in groups, and tutors and profes-sional learning specialists are available to help you to learn, manage your time and work, and study well. They're open Monday through Thursday from 10 a.m. to 9 p.m. and Fridays until 1 p.m. All services are free (the coffee is free as well!), and no appointment is needed. You can call them for complete information at 874-2367, or just stop by the center on the fourth floor of Roosevelt Hall

Date/Topic Readings Assignment Due

Class #1 January 27th: Oral Language Develop-ment

A. Course IntroductionB. Oral Language Devel-

opment and Reading Development

• Literacy Profiles- In-troduction: Founda-tions for Using the Lit-eracy Profile and Handbook (pg1-11)

Study Guide for Introduc-tion (use to support your learning of information)

Class #2 February 3rd: Emergent Literacy

A. Core Areas of Read-ing, RI Reading Policy and CCSS

B. Emergent Literacy and Concepts of Print

• Literacy Profiles Chapter 1: Phonologi-cal Awareness and Oral Language Development

• Literacy Profiles Chapter 2: Concepts of print, Letter Identification, and text Features

Guide #1 • RI Pre-K Literacy Policy

Study guide for Chapter 1 Literacy Profiles

Reading Guide #1 Due: Early Literacy/K-1 PolicyYou will hand these in com-pleted

Class #3 February 10th: Phonologi-cal Awareness

A. The sounds of Lan-guage: Levels of Phonological Aware-ness

B. Phonemic Awareness Assessment and In-struction

Review: Literacy Profiles Chapter 1

• Yopp & Yopp (2000): Supporting Phonemic Awareness Develop-ment

Class #4 February 17th: PhonicsTeaching Phonics I & II:

• Letter-Sound Rela-tions & Short Vowels

• Long Vowels and Blending

• Beck (pp. 19-54)• Words Their Way

(WTW) Ch. 1 Word Knowledge and Ch. 4 Emergent Stage andCh. 5 (Letter Name-Alphabet Stage)

Review for Quiz #1

Cut Out Letter Cards

Reading Guide #2 Due:WTW Chapter 1- Word Study and the Development of OrthographicKnowledge

Study for Quiz #1

Class #5 February 24th: QUIZ #1- Emergent LiteracyWord Study

A. Teaching Phonics III: Vowel Digraphs

B. Word Study: Word Sorts, Making Words, and Word Walls for sight word recognition, decoding and fluency

Read: Literacy Profiles Chap-ter 3 Decoding and Word Recognition

• Beck (Intro p. 1-18) with keyword handout

• Beck (pp. 55-75) • WTW Ch. 3: Word Study

Keyword handout for Beck Chapter (These you will learn over the course of the semester)

Class #6 March 3rd:Planning Literacy Instruc-tion

Read: Literacy Profiles Chap-ter 4 Reading Strategies Dispo-sitions

• Work on Photo Journals

Class #7 March 10th: Comprehen-sion and Fluency

A. Storybook Reading and Text Talk Queries

B. Reading Fluency

Read: Beck & McKeown Text Talk Article

• Reading Guide: Beck & McKeown (Direct & Rich Vocabulary In-struction)

• Literacy Profiles Chapter 5 Reading Ac-curacy and Fluency at Increasing Text Levels

Photo Study DueReading Guide #3 Due: Vo-cabulary

Class #8 March 24th: Spelling

A. Stages of Spelling Development

B. Spelling Assessment and Instructional Grouping

Read: Literacy Profiles Chap-ter 9 Spelling

• WTW, Ch. 2 (Spelling Assessment)

• WTW, Ch. 6 (Within Words)

Completed Elementary Spelling Inventory (pg. 270 WTW)Bring 3 copies of completed spelling inventory to class FIRST name only!)

Study for QUIZ 2

Class #9 March 31st: QUIZ #2-Phonics, Word StudyVocabularyChoosing and Using Words to Expand Children’s Vocabu-lary

Review Beck ad McKeown (Di-rect and Rich Vocabulary In-struction)Complete Text Talk – Ruby the Copycat

Work on Word Study Demonstra-tion Assignments

Text Talk- Ruby the Copycat

Class #10 April 7th: Running RecordsAssessing Oral Reading with Running Records

View: Running Records Website

• Literacy Profiles Chapter 4 Reading Strategies and Dispo-sitions

Word Study Demonstra-tions Due for Review

Class #11 April 14th: Leveled Reading Systems

A. Choosing Books and Leveled Texts Sys-tems

B. Planning and manag-ing Literacy Centers

• Leveled Reading Sys-tems Handout

• Ford & Optiz Article: Literacy Centers Study for QUIZ 3

Class #12 April 21st: Literacy CentersQUIZ #3- Text Talks, Run-ning Records, CentersOrganizing for Literacy In-struction

Read: Flood & Lapp Article: Flexible Grouping

• Lit. Centers Websites (see wiki)

Class #13 April 28th: Word Study Demonstra-tions

Be prepared to present your word study demonstration in small groups

Final Exam Date TBD Final Exam (Dependent on grade in class>must be higher than 86%)

EDC 424 Course Schedule – Section 3 (Tuesday 4:00-6:45 PM)