Course Syllabus

Course Information
ED 4352.002 (TR 4:00-5:15)
Reading I
Spring 2011
CB2 1.206

Professor Contact Information

Angela McNulty, Ed.D.
Email: [email protected]
Phone: (972) 883-4406
Fax: (972) 883-4330
Office location: CB1 1.101C
Office hours: By Appt.

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Students taking teacher certification courses are expected to show above average skills in the
following areas:
Critical reading, writing, and thinking skills
Basic to mid-level computer skills
Time-management skills
Effective study skills
Effective communication skills
Ability to reason and make sound judgments
Please contact the Teacher Development Center for questions concerning certification
requirements.

Course Description
This course explores the teaching of reading for the elementary grades. We will examine how the
role of phonics, phonemic awareness, vocabulary, fluency, and comprehension play in how one learns to
read. This course will provide comprehensive coverage of topics important in helping teachers develop a
constructivist, balanced literacy program agenda for their future classrooms. More specifically, ways to
incorporate authentic literature, holistic instruction, active learning techniques, technological applications,
and alternative assessment will be addressed.

Student Learning Objectives/Outcomes

The student will effectively implement phonemic awareness techniques, phonics methods, and
vocabulary strategies within a balanced literacy curriculum by actively participating in hands-on
learning of reading strategies and skills, planning effective mini-lessons, and creating effective
teaching aids to supplement instruction.
The student will differentiate between teacher-centered instruction and student-centered
instructional methods within a balanced literacy curriculum by participating in various
cooperative learning groups, creating a student-centered, teaching portfolio that shows evidence
of growth during the semester, and successfully passing an objective test that models questions
from the TExES exam.
The student will develop a concept of the teaching of reading as it relates to a balanced literacy
curriculum by planning and teaching reading lessons, utilizing the TEKS as it relates to
 appropriate grade levels and content, effectively reflecting on teaching experiences, and
demonstrating a professional attitude at all times.

Required Textbooks and Materials

Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2011). All children read: Teaching for
literacy in today’s diverse classrooms.(3rd ed) New York: Pearson.

1 Caldecott Children’s Book

1 Newbery Children’s Book

Required Software
All course assignments should be submitted using Microsoft Office software.

Required Supplies
You will be required to bring supplies to each class for participation in class activities, projects,
etc. Markers, scissors, tape, glue stick, construction paper, pencils, and pens should be sufficient.

Email Policy
Only emails that are signed with your name, class, and section number will be answered. Put the course
and section number in the subject line of your email to ensure that it gets through and will be opened.
Please address the recipient respectfully and use correct grammar and spelling. Email correspondence
should be appropriate and should not contain requests for handouts, notes, grades, etc. to be sent or faxed
to you, and should NEVER be a request to treat your coursework and grade differently than what is
outlined in the syllabus. Additionally, you should not request special favors or expect special
consideration be given to you that is not afforded to other students in the class. Emails containing such
content will not be answered. Inappropriate emails will be forwarded to the Department Chair.

Supplemental Readings and Internet Sites:

This semester, you will be completing supplementary course assignments utilizing the
eLearning course management system. All students will be required to have a UTD net ID in
order to log onto the system. You can access eLearning via UTD’s home page.

Language Arts Texas Essential Knowledge and Skills (TEKS)

( http://www.tea.state.tx.us/rules/tac/ch110_128toc.html)
TExES Test Frameworks for English Language Arts & Reading (4-8), Generalist (EC-4), &
Generalist (4-8).
http://www.texes.ets.org/assets/pdf/testprep_manuals/191_generalist_ec_6.pdf
Professional Development and Appraisal System Manual (PDAS)
( http://www.tea.state.tx.us/PDAS/)
Guidelines for Examining Phonics and Word Recognition Programs
http://www.tea.state.tx.us/reading/products/redbk3.pdf
Promoting Vocabulary Development
http://www.tea.state.tx.us/reading/products/redbk5.pdf
Beginning Reading Instruction: Components and Features of a Research-Based Reading Program
http://www.tea.state.tx.us/reading/products/redbk1.pdf
Fluency
http://www.prel.org/products/re_/fluency-1.pdf
Suggested Course Materials
Nath, J. L. & Ramsey, J. (2008). Preparing to teach Texas content areas: The TExES EC-4 generalist &
the ESL supplement. Boston: Pearson.

Assignments & Academic Calendar

A. Reading Bio (10 pts.) You will be required to introduce yourself to the class by posting a bio to the
eLearning Discussion Board. Please address the following questions about your reading habits: How did
you learn to read? Who taught you? Who read to you as a child? Was learning to read easy or hard for
you? What were your favorite books as a very small child, as an elementary school student, as an
adolescent? Are you a reader now? Is your reading mostly fiction or nonfiction? Who is your favorite
author of adult fiction and/or informational text? Please be reflective and informative.

B. Reading Lesson: (50 pts.) You will be required to develop and teach a phonemic
awareness, phonics, vocabulary, or comprehension reading lesson to your peers using a Caldecott
children’s book. The reading lesson format will be explained during a class session. You will also be
required to create a teaching aid that can be used to supplement your lesson. Examples of applicable
teaching aids will be explored during a class session. Portions of your lesson presentations may be
videotaped.

C. Vocabulary Tier Assignment: (20 pts.) You will be required to plan and develop 3
vocabulary activities that could enhance the learning of Tier 2 vocabulary words. You will need
to (1) choose a Newbery children’s book, (2) make a list of 25 Tier 2 words found in the book, (3) plan
and develop 3 strategies to teach the Tier 2 words, and (4) write a detailed description of your plan.

D. Portfolio: (30 pts.) You will be required to maintain a notebook that will contain the results
of all your efforts in this class and other courses you have taken towards your certification. Your
portfolio will contain sections that should be clearly marked with dividers which identify the (8)
teacher appraisal domains adopted by the Texas Education Agency referred to as the Professional
Development and Appraisal System. The 8 domains are listed below:
Domain I: Active, successful student participation in the learning process
Domain II: Learner-centered instruction
Domain III: Evaluation and feedback on student progress
Domain IV: Management of student discipline, instructional strategies, time, and
materials
Domain V: Professional communication
Domain VI: Professional development
Domain VII: Compliance with policies, operating procedures, and requirements
Domain VIII: Improvement of academic performance of all students on the campus

I will be evaluating each assignment as it is submitted; however, I want to examine your growth
on a broader scale at the end of the course to ensure that you reflect upon your own growth in this class.
Each student will be required to participate in a portfolio conference at the end of the
semester. We will discuss portfolios in detail throughout the semester. This assignment will help
prepare you for standards-based assessment requirements, proficiency exams, and teacher
certification. Following are specific items which should be included in your portfolio:
Significant papers and projects from your professional teacher certification courses
Samples of effective writing
Awards, certificates
 Letters of recommendation
Sample lesson plans/units
Current resume
Autobiography
Philosophy of teaching
Photos of actual teaching experiences
Successful TExES test results
Evidence of staff development

E. Exams & Quizzes: (150 pts.) You will be required to take 3 online exams. Each exam will consist of
an objective component (T/F, multiple choice, short answer) and an essay section worth 25 pts. each. The
exams will be timed. Students are required to take the exams on the date specified in the course schedule.

F. Professionalism: (10 pts.) You are expected to demonstrate a professional attitude at all
times. An educator demonstrates his/her professionalism in ways such as being on time,
participating in and contributing to class activities, accepting responsibility, interacting
appropriately with instructor and other students, exhibiting self-control, using mature
judgment, being reliable and responsible, maintaining personal and professional integrity,
and consistently demonstrating professionalism during class and on assignments. At the
end of the semester, the instructor will assign a professionalism score to each student.
Attendance penalties could affect your professionalism score.

G.Final Reflection: (15 pts.) You will be required to write a two-page double-spaced detailed
reflection of your learning during this course. Include in your discussion an evaluation of the text, class
discussions and experiences, assignments, and discoveries you made during this course.
Please respond to the following questions: Which experiences in this class had the
greatest impact on your learning? How did the course contribute to changes in your
thinking? How did incorporating PDAS and TExES standards within this course assist
you in your professional development and learning experiences as a preservice teacher?
In addition, provide your rationale for the grade you believe you earned in this class.
Please include issues of professionalism, attitude, effort, participation, attendance, work
ethic, etc.

Attendance: DO NOT MISS CLASS! Attendance at all class meetings is required and
is essential to your success in this class. Many class objectives are met during active
participation in class, therefore your attendance is vital to your learning and success in
this class. Failure to attend class will impact your grade. If you must be absent, you are
expected to contact a class member to obtain notes and announcements. This is your
responsibility! Your absence is not an excuse for being unaware of information
presented in class, including changes in due dates and class requirements. Frequent
tardiness and leaving early will also negatively impact your grade. Any student missing more than 4
classes will have their final grade lowered by 1 letter grade for each absence. Absences are defined as
missing a class meeting for any reason. Tardies are defined as arriving to class 15 min. or more after class
begins. Students who maintain a perfect attendance record along with no tardies will be honored with a
class award at the end of the semester.
 Course Outline For Reading I (Section 002): Spring 2011
(The instructor reserves the right to make changes as needed)
Date Topic/Assignments Date Topic/Assignments
Week 1: Jan. 11, 13 Introductions, Week 2: Jan. 18, 20 Ch. 2: The Social and
Syllabus, Course Cultural Contexts for
Requirements Teaching All Children
to Read
Ch. 1: Approaches to
Teaching Reading Ch. 3: What Reading
Teachers Need to
Reading Bio due (R)
Know About
Language
Week 3: Jan. 25, 27 Ch. 5: Phonics and Week 4:Feb.1, Feb.3 Lesson Presentations
Word Knowledge (T)
Ch. 4: Emergent
Literacy
CCRI Conference,
Austin, TX
(no class on 2/3)
Week 5: Feb. 8, 10 Exam 1 (T online) Week 6: Feb. 15, 17 Lesson Presentations
(TR)
Ch. 6: Helping
Readers Build Ch. 7:
Fluency & Comprehension:
Vocabulary Understanding and
Responding to
Narrative Texts
Ch. 8:
Comprehension:
Understanding and
Learning with
Informational Texts
Vocabulary Tier (R)
Week 7: Feb. 22, 24 Lesson Presentations Week 8: Mar.1, Mar 3 Exam 2 (T online)
(TR)
Lesson Presentations
Ch. 9: Critical (R)
Thinking and Critical
Ch. 10: Teaching
Literacy
Children to Write
Week 9: Mar 8, 10 Lesson Presentations Mar 14-18 Spring Break
(TR)
Ch. 11: K-2
Week 10: Mar 22, 24 Lesson Presentations Week 11: Mar 29, 31 Lesson Presentations
(TR)
(TR)
Ch. 12: 3-5
Ch. 13: 6-8
Week 12: Apr. 5, 7 Lesson Presentations Week 13: Apr. 12, 14 Lesson Presentations
(TR)
(TR)

Week 14: Apr. 19, 21 Lesson Presentations Week 15: Apr. 26, 28 Portfolio Conferences
(TR)
(TR)
Last class day (28)
Final Reflections due
(R)
Week 16: May 5 Exam 3 (R online)

Evaluation Methods & Grading Considerations:

Grades will be assigned on the following basis:
Grade Percentage
A 93-100%, A- 90-92%, B+ 88-89%, B 83-87%, B- 80-82%, C+ 78-79%, C 73-77%, C- 70-72%
D+ 68-69%, D 63-67%, D- 60-62%, F Below 60%
Total Points Possible = 285

Course & Instructor Policies

Unprofessional Behavior:
Examples of unprofessional behaviors in class include: reading non-course materials or
completing assignments for another course during instructional time, repeated and
interruptive talking during class time, responding in a negative manner to instructor or
classmates, failure to exhibit collaboration and cooperation with classmates or instructor,
responding in a hostile manner to suggestions for improvement of assignments or
classroom performance, checking email and engaging in non-class activity on laptops,
and talking on cell phones during class. (No laptops are allowed in class)
Any display of unprofessional behavior during class can result in up to 50 pts. being
deducted from your total points earned.
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. Letters and
materials written by you as a professional and sent to parents/administrators must be
virtually perfect. Begin that practice now!
There will be no pre-grading of assignments, as this gives some students an unfair
advantage. All assignments will be graded and returned at the same time.
All assignments are to be turned in to the instructor on the due date. Since most
assignments will require you to submit via eLearning, you will have until 12 midnight of
the same day to submit. No assignments will be accepted after the due date. Technology
problems are NOT acceptable reasons for an assignment to be late! Prepare your
assignments enough in advance to accommodate untimely problems with your computer,
Internet provider, printer, eLearning, etc.
 No assignments or parts of assignments will be accepted via email. ALL assignments
should be submitted through eLearning, unless the instructor has indicated that the
assignment should be brought to class. Points will be deducted from the student’s total score if an
assignment is turned in incorrectly.
Please make a copy of everything you turn in to me. In the highly unlikely event that an
assignment is lost or misplaced, the burden of proof rests with you.
All assignments must be typed. No handwritten assignments will be accepted.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A
to Z Guide, which is provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in
Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and regulations (SU 1.602,
972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any other source
is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible
plagiarism and is over 90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows
the university to maintain a high degree of confidence in the identity of all individual corresponding and
the security of the transmitted information. UTD furnishes each student with a free email account that is
to be used in all communication with university personnel. The Department of Information Resources at
U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties. Copies of these rules and regulations are
available to students in the Office of the Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.