Elementary Reading and Phonics Instruction

Curriculum and Instruction ELED 3322 - 20814

Spring 2016
UH Sugar Land Campus
Monday: 9:00 am -- 12:00 pm
Eve Zehavi
[email protected]
Office: Farish Hall 236
Available after class and by appointment
*****The information contained in this class syllabus is subject to change.
All reasonable efforts will be made to inform students of any changes, but
students are ultimately responsible for keeping up with all course
requirements and expectations.*****
ADA Statement
When possible, and in accordance with 504/ADA guidelines, we will attempt to
provide reasonable academic accommodations to students who request and require
them. Please call the Center for Students with Disabilities at extension 35400 for more assistance
Required Reading
o
o

Phonics From A to Z: A Practical Guide 2nd Edition (K-3) by Wiley

Blevins. Scholastic (2006)
Various articles and handouts as assigned by the instructor throughout
the course.

Recommended Reading
o
o

Words Their Way, 6th Edition by D.R. Bear, M. Invernizzi, S. Templeton,

and F. Johnston Pearson (2012)
Interactive Writing: How Language and Literacy Come Together, K-2 by
Andrea McCarrier, Gay Su Pinnell, and Irene Fountas. Heinemann (2000)

On-line Resources
The following online resources will be of help as we progress through the
course.
The Texas Essential Knowledge and Skills (TEKS) for English Language Arts and
Reading
http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html
English Language Proficiency Standards (ELPS)
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
STAAR

http://www.tea.state.tx.us/student.assessment/staar

Zehavi ELED 3322 Spring 2016

Learning Objectives
The main purpose of the course is to provide pre-service elementary teachers
with a working professional knowledge of best practices that will introduce,
scaffold, and promote the literacy development of the elementary age students
in their classrooms. This includes effective word study, phonics, phonemic
and phonological awareness, language development, vocabulary development,
literacy strategies, comprehension, differentiation including English Language
Learners (ELL) and struggling readers, spelling, and writing. The objectives
for this course are taken from the Texas English/Language Arts and Reading
Standards. Throughout the semester, we will be analyzing these competencies
through your classroom experiences, professional reading, and class
discussions.
Standards
This course is aligned with the National Association for the Education of
Young Children (NAEYC) Initial Standards. Specifically, Teaching of Reading
and Language Arts in the Elementary School addresses aspects of Sub-standard
4b: Using developmentally effective approaches, Candidates know, understand,
and use a wide array of effective approaches, strategies, and tools to
positively influence childrens development and learning. This course is also
aligned with the Texas English Language Arts and Reading Generalist EC-6
Standards.
Methodology
Weekly meetings will be conducted to discuss assigned readings and engage in
activities designed to develop understanding of elementary students
engagement in literacy learning. The class will consist of lectures,
discussions, workshop experiences, group work, technology, reflections,
student presentations, hands-on experiences, videos, and exposure to literacy
teaching materials.
Course topics include the gradual release model of instruction, oral language,
vocabulary, phonics, phonological and phonemic awareness, alphabetic
principle, literacy development, word analysis and decoding, spelling,
handwriting, reading fluency, reading comprehension, development of written
communication, assessment, emergent literacy, research and inquiry skills,
viewing, interpretation, speaking and listening, differentiation,
instructional technology, reading and writing workshop, and working with
special populations including English Language Learners, Gifted and Talented,
learners with special needs, and struggling learners.

Zehavi ELED 3322 Spring 2016

Assignments and Exams

Weekly Quizzes
Cultural and Literacy Biography
School Visit Report
Interactive Read Aloud
Phonics Lesson
Book Fair Project
Spelling Assessment
Exam
Class attendance, participation, and professional attributes

All work is due on the date specified by the instructor. Any assignment
turned in after the beginning of class on the due date is considered late. If
unforeseen circumstances arise, please notify the instructor immediately so a
plan may be made. There is a 10% penalty after one week, and a 20% penalty
after the second week. After two weeks, assignments will no longer be
accepted.
Demonstration of professional attributes 10 points
Students will be evaluated on the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Health and Ableness

Appearance
Cooperation
Tactfulness
Flexibility and Patience
Organization
Enthusiasm
Creativity
Initiative and Risk-taking
Responsibility

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Attendance and Punctuality

Maturity
Oral Communication
Written Communication
Demeanor
Rapport
Awareness of Individual Diff.
Professionalism
With-it-ness
Reflectivity

Students are expected to attend every class and attendance will

be taken each week. Please notify the instructor if you are
going to be absent. It is up to the instructors discretion to
determine if the absence is excused or unexcused. Students who
miss more than two classes may receive an incomplete for the
class or be dropped.
Students are expected to enthusiastically participate in class
discussions, activities, and collaborative work. This is
particularly true when classmates are leading the activity.
Students are expected to refrain from holding side bar
conversations during class. Please share any questions or points
of interest with the class!
Students are expected to complete all reading assignments and
bring any needed materials to class.
Weekly informal quizzes will be given and be reflected in the
participation grade.
Students are expected to be on time to class. Please notify the
instructor or a class member if you are unexpectedly running
late.

Zehavi ELED 3322 Spring 2016

The Sugar Land campus is far from the Main UH campus, however, we
will follow their closure announcements. As well, we will also
follow the closures for Fort Bend ISD.

Evaluation Methods

All written assignments must be typed no larger than 12 pt. and doublespaced with 1 margins on 8 1/2 x 11 paper.
It is expected that all assignments will be turned in on time. Your
grade will be dropped by 10 points for the first week and 20 points for
the second week of lateness. Excessively late work (more than 2 weeks)
will not be accepted.
Course point evaluation scale:
A
94 100
C+
77 79
D60 63
A90 93
C
74 76
F
59 and lower
B+
87 89
C70 73
B
84 86
D+
67 69
B80 83
D
64 66

Below C Policy -- Candidates must earn a grade of C or higher in all

education courses in order to advance to the next phase of the program.
Writing Policy
The University of Houston College of Education Teacher Preparation Program has
adopted the use of professional attributes, which reflects the high
expectations for teacher candidates. Written communication of standard
English is one of those professional attributes. Teachers are judged on the
accuracy of everything they write, whether a letter to parents, e-mail to an
administrator, or a worksheet for students. Your written products
including, but not limited to, papers, lesson plans, reports, e-mails, and
displays should include appropriate and accurate spelling, punctuation,
grammar, syntax, format, and English usage. You should expect that course
instructors will evaluate all assignments based on these writing skills, in
addition to any other expectations for an assignment.
Academy Dishonesty
Students are expected to abide by the Universitys academic honesty policy in
all matters concerning this course.
(http://www.uh.edu/dos/hdbk/acad/achonpol.html) In particular, plagiarism,
representing as ones own work the work of another without acknowledging the
source, whether intentional or unintentional, will not be tolerated.
Penalties include failure of the entire assignment and referral to the
department chair for consideration of additional action.
Incompletes
Students will not be allowed to take an Incomplete due to poor planning on
their part. If you find you do have a legitimate reason for an Incomplete,
please talk to the instructor as soon as possible to discuss the situation and
identify the documentation that will be required to support your request.

Zehavi ELED 3322 Spring 2016

Please review the University of Houston catalog to review conditions under

which an Incomplete may be granted.
Electronic Devices in the Classroom
When the class begins, students are expected to turn off cell phones,
computers, tablets, etc. unless we are using them for a class activity. If you
need to have your cellphone out for a particular reason, please inform the
instructor ahead of time. Unauthorized use of electronic devices during class
will result in a loss of points for demonstration of professional attributes.

Schedule and Class Topics

Week

Date

Topics

Activities

January 25

Introduction, syllabus,
assignments,
exemplary teaching,
Gradual Release
Model of Instruction

February 1

Comprehensive
Literacy Program,
Five Pillars of
Reading Instruction,
and Interactive Read
Aloud

Lecture, small and

whole group share,
Jigsaw reading
activity, modeling
and demonstration,
read aloud and
response
Lecture, discussion,
video, model,
demonstrations, small
and whole group
sharing, anchor
charts, Gallery Walk

February 8

Comprehension

February 15

Emergent Literacy
including CAP and
alphabetic code

February 21

Phonemic Awareness
and Phonics

Zehavi ELED 3322 Spring 2016

Lecture, discussion,
sorting activity,
modeling of
comprehension
strategies, higher
level questioning
activity, anchor charts
Lecture, discussion,
modeling, small and
whole group sharing,
video, hands-on
activity, shared
reading, sorting
activity
Lecture, discussion,
modeling, small and
whole group sharing,
small group
collaboration, handson activities, game,

Required Reading

Assignments
Due

What Ive Learned

from Exemplary
Teachers article by
Richard Allington

Engaging with
Reading Through
Interactive Read
aloud article by
Shelby Barrentine
A Closer Look at
Anchor Charts article
by Shari Frost
Comprehension at the
Core article by
Stephanie Harvey and
Ann Goudvis

Due: Cultural
and Literacy
Autobiography
Sign up for
interactive read
aloud date

Sign up for
interactive read
aloud date

Phonics A to Z,
pages 7 34
Interactive Writing
Pages 67 - 120

Phonics A to Z
pages 35 - 59

Discuss Book
Fair experience
and sign up for
topics

February 29

March 7

Spelling and Word

Study

8
9

March 14
March 21

Spring Break
Vocabulary

10

March 28

Book Fair

11

April 4

Fluency

12

April 11

Writing Workshop

13

April 18

Differentiation,
supporting ELL, GT,
and struggling readers

14

April 25

Assessment and
Evaluation

15

May 2

Phonics

Final Course
Activities

Zehavi ELED 3322 Spring 2016

demonstration, video
Lecture, discussion,
modeling, small and
whole group sharing,
student presentation,
sorting, hands-on
activities,
demonstrations,
video
Lecture, discussion,
scoring student
spelling assessments,
modeling, spelling
activities
No Class
Lecture, discussion,
modeling, video,
small group
collaboration, handson activities
Student presentations

Lecture, discussion,
modeling, Readers
Theatre, repeated
reading activities,
poetry, fluency
rubrics,
Lecture, discussion,
modeling, writing
workshop experience,
editing and revising
activities, minilessons
Lecture, discussion,
modeling, small
group collaboration,
video, activities to
support
differentiation
Lecture, discussion,
modeling, whole and
small group sharing,
sorting activity
Evaluation of the
course, final
discussion of the

Phonics A to Z
Pages 60 - 109

Words Their Way

Pages 1 - 23

Due: Phonics
Lessons

Noticing and
Naming excerpt from
Choice Words by Peter
Johnson pages 11 - 20

Due: Spelling
Assessment

Collect book fair

brochures from
classmates

Due: Book Fair

Presentation and
Handout

Creating Fluent
Readers article by
Timothy Raszinski

Writing Workshop
excerpt by Ralph
Fletcher

Due: School Visit

Reflection

What is a
Differentiated
Classroom? chapter
by Carol Ann
Tompkins
Articles for research
paper

Final exam review

Due: Research
into Practice
Paper

experience, final
exam

16

May 9

Zehavi ELED 3322 Spring 2016

Final Exam