EDUC 309: Methods & Materials for Teaching Reading II Syllabus

3-Credit Hours
309-03 Monday/Wednesday 9:30-10:45 CPS 229

School of Education Mission

The School of Education develops highly qualified professional educators and leaders who honor the
uniqueness of all learners and actively demonstrate the knowledge, skills, and dispositions to positively
impact our diverse world for a sustainable future.

Instructor Information & Office Hours

Instructor: Professor Jacquelyn Sernau
Office: 460 CPS Bldg.
Email: [email protected]
Office hours: Tuesday 9:30-3:30, Wednesday 2:00-4:30 or Thursday 9:30-12:00 by appointment only

Communicating with your Instructor

Students should check their email regularly and respond to emails within 24-48 hours. Students are
expected to use their UWSP email for communication with the instructor and/or staff. The best way to
reach your instructor is by email. When emailing the instructor, students should include their full name,
student identification number, course name, section number, and complete explanation or question.
Please include the entire thread of an ongoing email conversation so that your instructor can recall the
history of your issue without searching for other emails you have sent.

Course Description
All students deserve the opportunity for high-quality, engaging, and meaningful instruction within a
respectful and empowering learning environment that fosters their self-worth and literacy advancement.
Literacy refers to reading, writing, speaking, listening, and viewing experiences and is influenced by a
student’s cultural background, individual preferences, and interests (International Literacy Association,
n.d.; Makin & Spedding, 2015; Rohde, 2015; Wisconsin Department of Public Instruction, 2020). EDUC
309 is designed for pre-service teachers to investigate and apply best practices and research when
planning and facilitating literacy assessment, instruction, and curriculum to advance the literacy
learning outcomes for all students. Within hands-on and reflective opportunities, students will
operationalize literacy theories and frameworks that will ultimately be manifested within their defined
philosophy of literacy instruction at the end of the course. Furthermore, EDUC 309 aims to develop
pre-service educator’s confidence and competence in assessing and instructing the foundational
reading skills of phonological awareness, phonics, fluency, vocabulary, and comprehension.
Required Course Materials

Required Textbook (Rental)

Hoing,B. Diamond, L., Gutlohn, L. (2018). Teaching reading sourcebook (3rd. ed.) Consortium
of Reading Excellence in Education, Inc. (CORE)

Additional Required Resources (Shared on Canvas Learning Platform)

Arenson-Yaeger, J. (2019). Foundations of Reading Study Guide. Author.

https://drive.google.com/file/d/1Q-Zj4HmCzhwCBStg9208aGn3usuDuf0N/view?usp=sharing

Armbruster, B. B., Lehr, F., Osborn, J., & Adler, C. R. (2009). Put reading first: The research
building blocks of reading instruction: Kindergarten through grade 3 (3rd ed.). National
Institute for Literacy.
https://www.readingrockets.org/guides/put-reading-first-research-building-blocks-teachi
g-children-read

Reading Rockets. (2022). Reading 101: A guide to teaching reading and

writing.https://www.readingrockets.org/teaching/reading101-course/modules/course-modules

Wisconsin Department of Public Instruction. (2020). Wisconsin Standards for English

Language Arts.
https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/ELAStandards2020.pdf

Other Helpful Literacy Learning Resources:

Florida Center for Reading Research. Fourth and fifth-grade student center activities.
Florida Department of Education.
file:///C:/Users/Owner/Desktop/Fourth_and_Fifth_Grade_Student_Center_Ac.pdf

International Literacy Association (n.d.). Literacy glossary.

https://www.literacyworldwide.org/get-resources/literacy-glossar

Richardson, J. (2009). The next step in guided reading. Scholastic, Inc.

General Education Program Learning Outcomes

The UWSP School of Education requires adherence to the InTASC Standards below for
successful completion of the education program:
● InTASC Standard # 1 Learner Development: The teacher understands how learners
grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging
learning experiences.
● InTASC Standard # 2 Learning Differences: The teacher understands individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● InTASC Standard # 3 Learning Environments: The teacher works with others to
create environments that support individual and collaborative learning and encourages
positive social interaction, active engagement in learning, and self-motivation.
● InTASC Standard # 4 Content Knowledge: The teacher understands the central
concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make the discipline accessible and meaningful for
learners to assure mastery of the content.
● InTASC Standard # 5 Application of Content: The teacher understands how to
connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem-solving related to authentic local and global issues.
● InTASC Standard # 6 Assessment: The teacher understands and uses multiple
assessment methods to engage learners in their own growth, monitor learner progress,
and guide the teacher’s and learner’s decision-making.
● InTASC Standard # 7 Planning for Instruction: The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon knowledge
of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners/community context.
● InTASC Standard # 8 Instructional Strategies: The teacher understands and uses
various instructional strategies to encourage learners to develop a deep understanding
of content areas and their connections and build skills to apply knowledge in meaningful
ways.
● InTASC Standard # 9 Professional Learning and Ethical Practice: The teacher
engages in ongoing professional learning and uses evidence to continually evaluate
their practice, particularly the effects of their choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the
needs of each learner./
 ● InTASC Standard # 10 Leadership & Collaboration: The teacher seeks appropriate
leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

Course Learning Outcomes

As a result of EDUC 309, pre-service educators will acquire/demonstrate the following essential
knowledge, performances, and critical dispositions:
Essential Knowledge (i.e., a teacher’s knowledge needed for effective practice)
● Recognize literacy as a complex process involving reading, writing, speaking, listening, and viewing.
(InTASC Standard 4)
● Demonstrate content knowledge related to the five pillars of literacy. (InTASC Standards 4 & 5)
○ Phonological Awareness
■ Explain and provide examples of all the levels of phonological awareness.
■ Explain the relationship between phonological awareness and phonemic awareness.
■ Explain how to assess a student's phonological skills to identify, plan, and instruct reading
lessons to meet individual learner’s needs.
○ Phonics
■ Define the terms phonics, phonemes, graphemes, and the alphabetic principle.
■ Discuss the role of phonics patterns and morphology in phonics instruction.
■ Explain how to assess a student's phonics skills to identify, plan, and instruct reading
lessons to meet individual learner’s needs.
○ Oral Reading Fluency
■ Identify and define the three primary components of oral reading fluency.
■ Explain the correlation between oral reading fluency and comprehension.
■ Explain how to assess a student's fluency skills to identify, plan, and instruct reading
lessons to meet individual learner’s needs.
○ Vocabulary
■ Explain the relationship between vocabulary and comprehension.
■ Explain the term “word consciousness.”
■ Explain how to assess vocabulary knowledge and growth to identify, plan, and instruct
reading lessons to meet individual learner’s needs.
○ Comprehension
■ Explain the differences between literal and inferential comprehension.
■ Explain how background knowledge and experiences impact comprehension.
■ Explain how to assess comprehension to identify, plan, and instruct reading lessons to
meet individual learner’s needs.

Performances (i.e., a teacher’s practices that can be observed and assessed)

● Apply the WI ELA Standards to inform curriculum planning and develop learning targets for lessons using
the gradual release of responsibility approach. (InTASC Standard 4)
● Complete assessments related to phonological awareness, phonics, vocabulary, oral reading fluency, and
comprehension. (InTASC Standards 4 & 5)
● Plan and facilitate five targeted research and/or evidence-based reading lessons (i.e., phonological
awareness, phonics, vocabulary, oral reading fluency, & comprehension) related to the individual
strengths, interests, funds of knowledge, preferences, and learning goals of a student. (InTASC
Standards 1,2,3, 7, & 8).
 ● Cultivate learning environments and experiences that promote respect for and support individual
differences of ethnicity, race, language, culture, gender, and ability. (InTASC Standards 1, 2,3, & 6)

Critical Dispositions (i.e., a teacher’s professional actions and commitments)

● Adjust reading lessons based on feedback and coaching. (InTASC Standard 9)
● Articulate a philosophy of teaching literacy based on research and determine best practices to advance
literacy learning (InTASC Standard 9).
● Participate in reflective practices individually and with peers to improve literacy instruction (e.g., How does
literacy instruction reflect research and evidence-based practices (research)? How do I articulate my
philosophy of teaching reading to align with evidence and research-based practice? What instructional
strategies drive and accelerate literacy learning? How are assessment, data collection, and observation
linked to relevant, responsive, and respectful literacy instruction?) (InTASC Standard 9).

Evaluation/Course Requirements

Each student’s participation and performance in class will be evaluated based on the
assignments outlined below.

Assignment # 1: Five Pillars Discussion Facilitator Rubric Points InTASC

Standards
Pre-service teachers will: 20 4&8
● complete readings and lead discussions related to each of the five
pillars (components) of reading.

Assignment # 2: Five Pillars of Reading FORT Prep Guide Points InTASC

Standards
Pre-service teachers will: 25 4&8
● complete the assigned FoRT Prep Guide sections to demonstrate (5 pts.
content knowledge related to phonological awareness, phonics, each)
fluency, comprehension, and vocabulary.
● submit individual sections of FoRT Prep Guide in CANVAS.

Assignment # 3: Select Two Pillars of Reading &Teach One Lesson Points InTASC
for Each Standard
s

Pre-service teachers will: 40 4, 7, & 8

● develop a lesson plan on two separate reading pillars.
 ● facilitate two hands-on small-group lessons to their study team.
● reflect on the teaching moves in their lesson.

Assignment # 4: Case Study (3 assessments & 3 corresponding Points InTASC

lessons) Standards

pre-service teachers will: 40 3, 4, 6, 7,

● complete at least three reading assessments with case study focus &8
students to assess at least three of the foundational reading skills
● identify and write a summary of the literacy strengths, needs, and
instructional goals for the focus student.
● plan three literacy based on instructional goals for the student. The
lessons should relate to the foundational literacy standards.

Poin InTASC
Assignment # 5: Philosophy of Literacy Instruction (Final Exam) ts Standards

pre-service teachers will: 20 3, 4, 6, 7,

● prepare a personal philosophy essay on teaching reading using &8
practical classroom applications, course readings, and
research-based theories to advance literacy learning opportunities
for all children regardless of background, culture, language, and/or
motivation to read.
● craft philosophies related to current teaching environments and
provide the reader with an appropriate blend of practical classroom
application with solid theoretical frameworks.
● submit the final paper should be a well-written and original piece
(APA 7th Edition)

Assignment # 6: Participation & Professionalism Points InTASC

Standards
Pre-service teachers will: 15 9, 10
● participate in all course activities
● demonstrate professionalism within their work with peers, professors,
community members, and other educators.
● show competency in the UWSP SOE defined dispositions.
 TOTAL POINTS = 160

Grading Scale

Percentage Letter
Grade

96-100 A

94-95 A-

92-93 B+

88-91 B

86-87 B-

Pre-Clinical Experience
EDUC 309 pre-service educators must complete twenty hours of pre-clinical experience. The
first half of the semester requires pre-service teachers to complete a case study. In the
remaining half of the semester, EDUC 309 students will engage in opportunities to observe,
apply, and reflect on learning during a pre-clinical experience at a local school or organization.
Students are asked to save all documentation and evaluations from the pre-clinical teaching
experiences.

Technology Guidelines

Cell phone usage: Research supports that having visual access to a cell phone diminishes
our ability to learn. Checking social media, texts, emails, and messages is unprofessional and
disrespectful to our class community. Please turn off your phone during class; I will do so as
well. If I notice that you are using your phone during class, I may ask you to share what you
are researching or ask you to put it away. Thank you for following these guidelines, as they
help create a positive learning community.

Online Learning and Collaboration Tools: This course may require posting work online that
is viewable only by your classmates and instructors. None of the work submitted online will be
shared publicly. Some assignments may require account creation for online programs. Your
academic records (grades, student IDs, personal identification information) will not be shared
by the course instructor. Confidentiality of student work is imperative, so you should not share
the work of your peers publicly without their permission. By participating in these learning
activities, you are giving consent to sharing your work with others in this class, and you
recognize there is a small risk of your work being shared online beyond the purposes of this
course. You will receive an alternate assignment if you elect not to participate in these online
assignments due to confidentiality concerns, you will receive an alternate assignment.

Videoconferencing: In this course, Zoom may be used for live delivery of regularly
scheduled instructional hours on an occasional as-needed basis. For example, suppose
a student has an excused absence but cannot attend the regularly scheduled class in
real-time. If arranged with the instructor. the student may participate remotely through
Zoom video conference meeting software. This is at the instructor’s discretion and is
only intended for defined, short-term, approved absences. Students will log into Zoom
using the university’s video conferencing page. Students participating via Zoom will
interact with the class through audio and video and must be seen and heard by the
instructor to be considered “in attendance.” Students participating through
videoconference should use the required student technology described in UWSP
Policies to interact with the instructor and the other students in the course. Sessions of
this course may also be recorded by the instructor on an as-needed basis and saved for
the viewing of any absent students through the CANVAS course site.

Inclusivity Statement
I intend that students from all diverse backgrounds and perspectives be well-served by this
course, that students’ learning needs be addressed both in and out of class, and that the
diversity that the students bring to this class be viewed as a resource strength and benefit. I
intend to present materials and activities that are respectful of diversity: gender identity,
sexuality, disability, age, socioeconomic status, ethnicity, race, nationality, religion, and culture.
Your suggestions are encouraged and appreciated. Please let me know ways to improve the
effectiveness of the course for you personally or for other students or student groups. Suppose
you have experienced a bias incident (an act of conduct, speech, or expression to which a bias
motive is evident as a contributing factor regardless of whether the act is criminal) at UWSP. In
that case, you have the right to report it using this link. You may also contact the Dean of
Students office directly at [email protected]. I commit to doing my part by keeping myself
informed on the most recent research and practices that best support inclusive learning.

Confidentiality
Learning requires risk-taking and sharing ideas. Please keep your classmates’ ideas and
experiences confidential outside the classroom unless permission has been granted to share
them.
Attendance & Late Work

Attendance
EDUC 309 includes all required class sessions. The instructor is unable to re-teach the
material to students that do not attend course sessions. Occasionally illness or other
emergencies make attendance impractical or impossible. In these cases, the instructor may
approve of an absence. As a result of any absence, the instructor may provide a make-up
assignment and deduct participation points. The following points will be deducted from missing
class (at the instructor’s discretion).

● One absence: 0 points

● Two absences: 5 points
● Three absences: 10 points
● Four or more absences: automatic letter deduction (e.g., A to a B), dispositions meeting,
and/or incomplete if absences continue and/or persistent tardiness.

Students unable to attend face-to-face class must notify their instructor and arrange for a
member in their class to Zoom them in and/or share their notes. The study team member
Zooming in an absent member should sit at the front table. As the semester goes on, there
may be additional ways of using technology that might be explored.

Late Work
All EDUC 309 assignments are to be turned in on the designated dates and times. Please
make arrangements with the instructor in the case of an emergency. If you cannot meet a
deadline, please contact your instructor at least 48 hours in advance. Extensions may be
granted at the discretion of the instructor. All late work, if allowed, is subject to point deductions
at the discretion of the instructor. Furthermore, work that is submitted after the course has
been completed is subject to university policies and procedures related to incompletes.

Safety & Emergency Procedures

The health and safety of our students, faculty, and staff are top priorities at UW-Stevens Point.

COVID-19 Pandemic
Please follow the UWSP policies related to keeping our community safe concerning the
COVID-19 pandemic. The policy may change during the semester due to health department
requirements, CDC guidelines, and local vaccination and infection rates. Students are
recommended to watch their UWSP email for updates, or go here for the most updated
information: https://www.uwsp.edu/coronavirus/Pages/default.aspx
● Face Coverings: As of August 9, 2021, all students, employees, and visitors to any
UW-Stevens Point campus or facility are required to wear face coverings when inside
campus buildings and enclosed spaces with others outside of their household (e.g., in a
UWSP vehicle). The masking policy is in effect until further notice due to increasing
COVID-19 transmission rates in counties where UW-Stevens Point is located. Any
student with a condition that impacts their use of a face covering should contact the
Disability and Assistive Technology Center to discuss in-class accommodations. Please
note wearing a mask in face-to-face classes is a UWSP Policy and not up to the
discretion of individual instructors. Course sessions cannot take place unless everyone
 is wearing a face covering. Failure to adhere to this requirement could result in formal
withdrawal from the course.
● Classroom Responsibilities: Please evaluate your own health status regularly and
seek appropriate medical attention to treat illness. If you are not feeling well or believe
you have been exposed to COVID-19, do not come to class; email your instructor and
contact Student Health Service (715-346-4646). Additional classroom responsibilities
include that students should:
○ communicate their need to be absent and complete the course requirements as
outlined in the syllabus.
○ maintain a minimum of six feet of physical distance from others whenever
possible.
○ avoid congregating in groups before or after class; stagger your arrival and
departure from the classroom, lab, or meeting room.
○ sit in the same seat every day to make contract tracing easier if that becomes
necessary.
○ clean their assigned seating area.
○ maintain healthy practices inside and outside of the classroom (e.g., wash your
hands/use appropriate hand sanitizer regularly and avoid touching your face).
● Personal Daily Health Screening Form: Students who are not vaccinated and are on
campus are required to use the Daily Symptom Screening Form
● COVID-19 Testing: A UW System directive requires weekly testing for students who
live on the Stevens Point campus and every other week for other students and
employees who come to any of our campuses and for those who are not fully
vaccinated and exempt from testing.

Other Medical Emergencies

In the event of
● a medical emergency, call 9-1-1 or use campus phone. Offer assistance if trained and
willing to do so. Guide emergency responders to the victim(s).
● a tornado warning, proceed to the lowest level interior room without window exposure
at [list primary location for shelter closest to classroom,]. See
www.uwsp.edu/rmgt/Pages/em/procedures/other/floor-plans.aspx for floor plans
showing severe weather shelters on campus. Avoid wide-span structures (gyms, pools,
or large classrooms).
● a fire alarm, calmly evacuate the building. Meet at a designated location at least 200
yards away from the building. Notify instructor or emergency response personnel of any
missing individuals.
● an active shooter, RUN. HIDE. FIGHT. If trapped, hide, lock doors, turn off lights,
spread out, and remain quiet. Call 9-1-1 when it is safe to do so. Follow instructions of
emergency responders. See UW-Stevens Point Emergency Procedures at
www.uwsp.edu/rmgt/Pages/em/procedures for details on all emergency responses at
UW-Stevens Point.
Equal Access for Students with Disabilities
UW-Stevens Point will modify academic program requirements as necessary to ensure that
they do not discriminate against qualified applicants or students with disabilities. The
modifications should not affect the substance of educational programs or compromise
academic standards, nor should they intrude upon academic freedom. Examinations or other
procedures used for evaluating students' academic achievements may be adapted. The
results of such evaluation must demonstrate the student's achievement in the academic
activity rather than describe their disability. If modifications are required due to a disability,
please inform the instructor and contact the Disability and Assistive Technology Center to
complete an Accommodations Request form. Phone: 346-3365 or Room 609 Albertson Hall.
Help Resources

Tutoring Advising Safety & Health

General Support

Tutoring & Learning Academic and Career Dean of Students Counseling Center,
Center helps with Study Advising Center, Office, Delzell Hall, ext. 3553.
Skills, Writing, 320 Albertson Hall 212 Old Main,
Technology, Math, & Ext. 3226 ext. 2611 Health Care,
Science. 018 Albertson Delzell Hall, ext. 4646
Hall, ext 3568

Click here to flag a policy or practice that disproportionately affects marginalized students.

UWSP Service Desk (1st Floor, Albertson Hall)

The Office of Information Technology (IT) provides a Service Desk to assist students with
connecting to the Campus Network, virus and spyware removal, file recovery, equipment loan,
and computer repair. You can contact the Service Desk via email at [email protected] or at
(715) 346-4357 (HELP) or visit this link for more information.
Care Team
The University of Wisconsin-Stevens Point is committed to the safety and success of all
students. The Office of the Dean of Students supports the campus community by reaching out
and providing resources in areas where a student may be struggling or experiencing barriers to
their success. Faculty and staff are asked to be proactive, supportive, and involved in
facilitating the success of our students through early detection, reporting, and intervention. As
your instructor, I may contact the Office of the Dean of Students if I sense you require
additional support that I may not be able to provide individually. You may also share a concern
if you or another member of our campus community needs support, is distressed, or exhibits
concerning behavior that is interfering with the academic or personal success or the safety of
others by reporting here.
Academic Honesty
Academic Integrity is an expectation of each UW-Stevens Point student. Campus community
members are responsible for fostering and upholding an environment where student learning is
fair, just, and honest. Through your studies as a student, it is essential to exhibit the highest
level of personal honesty and respect for the intellectual property of others. Academic
misconduct is unacceptable. It compromises and disrespects the integrity of our university and
those who study here. To maintain academic integrity, a student must only claim authentic
work solely of their own, providing correct citations and credit to others as needed. Cheating,
fabrication, plagiarism, unauthorized collaboration, and/or helping others commit these acts
are examples of academic misconduct, which can result in disciplinary action. Failure to
understand what constitutes academic misconduct does not exempt responsibility from
engaging in it.

UWSP 14.03 Academic misconduct subject to disciplinary action.

(1) Academic misconduct is an act in which a student:

(a) Seeks to claim credit for the work or efforts of another without authorization or citation;
(b) Uses unauthorized materials or fabricated data in any academic exercise;
(c) Forges or falsifies academic documents or records;
(d) Intentionally impedes or damages the academic work of others;
(e) Engages in conduct aimed at making false representation of a student's academic
performance; or
(f) Assists other students in any of these acts.

(2) Examples of academic misconduct include, but are not limited to:
● Cheating on an examination
● Collaborating with others in work to be presented, contrary to the stated rules of the
course
● Submitting a paper or assignment as one's work when a part or all of the paper or
assignment is the work of another
● Submitting a paper or assignment that contains ideas or research of others without
appropriately identifying the sources of those ideas
● Stealing examinations or course materials
● Submitting, if contrary to the rules of a course, work previously presented in another
course
● Tampering with the laboratory experiment or computer program of another student
● Knowingly and intentionally assisting another student in any of the above, including
assistance in an arrangement whereby any work, classroom performance, examination,
or other activity is submitted or performed by a person other than the student under
whose name the work is submitted or performed.
Students suspected of academic misconduct will be asked to meet with the instructor to
discuss the concerns. If academic misconduct is evident, procedures for determining
disciplinary sanctions will be followed as outlined in the University System Administrative
Code, Chapter 14.

Other Campus Policies & Helpful Information

FERPA
The Family Educational Rights and Privacy Act (FERPA) provides students with a right to
protect, review, and correct their student records. Staff of the university with a clear
educational need to know may also have to access to certain student records. Exceptions to
the law include parental notification in cases of alcohol or drug use and in case of a health or
safety concern. FERPA also permits a school to disclose personally identifiable information
from a student’s education records, without consent, to another school in which the student
seeks or intends to enroll.
Title IX
UW-Stevens Point is committed to fostering a safe, productive learning environment. Title IX
and institutional policy prohibit discrimination on the basis of sex, which includes harassment,
domestic and dating violence, sexual assault, and stalking. If you choose to disclose
information about having survived sexual violence, including harassment, rape, sexual assault,
dating violence, domestic violence, or stalking, and specify that this violence occurred while a
student at UWSP, federal and state laws mandate that I, as your instructor, notify the Title IX
Coordinator/Office of the Dean of Students.Please see the Title IX page for more information
for guidance on making confidential reports of misconduct or interpersonal violence, as well as
campus and community resources available to students.
Clery Act
The US Department of Education requires universities to disclose and publish campus crime
statistics, security information, and fire safety information annually. Statistics for the three
previous calendar years and policy statements are released on or before October 1st in our
Annual Security Report. Another requirement of the Clery Act, is that the campus community
must be given timely warnings of ongoing safety threats and immediate/emergency
notifications. Please see our Jeanne Clery Act page for more information about when and how
these notices will be sent out.
Drug-Free Schools and Communities Act
The Drug-Free Schools and Communities Act (DFSCA) requires higher education institutions
to establish policies that address unlawful possession, use, or distribution of alcohol and illicit
drugs. The DFSCA also requires the establishment of a drug and alcohol prevention program.
The Center for Prevention lists information about alcohol and drugs, their effects, and the legal
consequences if found in possession of these substances. Center for Prevention – DFSCA
Copyright infringement
This is the act of exercising, without permission or legal authority, one or more of the exclusive
rights granted to the copyright owner under section 106 of the Copyright Act. Each year
students violate these laws and campus policies, putting themselves at risk of federal
prosecution. For more information about what to expect if you are caught or to take preventive
measures to keep your computing device clean, visit our copyright page.

Voter Registration Information

● Register: Did you know you can register to vote and check your voter registration status
at vvww.myvote.wi.gov?
● Vote: In Wisconsin, you can vote absentee - or vote from home - in any election. You
can request your absentee ballot at www.myvote.wi.gov (select "Vote Absentee" on the
navigation page).
● Make a Difference: Sign up to work the polls on election day by contacting your local
city clerk’s office (find your clerk at https://myvote.wi.gov/en-us/PollWorker).
● For more information on registration and voting procedure, visit your campus resource
page at https://linktr.ee/UWSPGOTV or www.myvote.wi.gov

Course Schedule
The instructor reserves the right to amend the syllabus and adjust the schedule as necessary to respect students’
ability to complete the course requirements.

Week Date Topic/Activities Homework Assignment

Due: Monday, Jan. 24

Rent/purchase course text
Familiarize yourself with the course syllabus,
texts, and Canvas page

Week Monday, ● Introductions & welcome Due: Wednesday, January 26

1 January 24 ● Inform about student bios Complete student bio and submit in
● Review syllabus: readings, CANVAS
assignments & expectations
Submit Study Team Norms in CANVAS
● Review UWSP dispositions
● Establish study teams & set Register for free individual or group FoRT
norms Study Sessions through the UWSP
Tutoring-Learning Center (TLC)

Wednesday, ● Share bios Due: Monday, January 31

January 26 ● Discuss conceptualizations of Submit Reading Beliefs Survey and related
literacy: models, theories, and reflection in CANVAS
instructional implications
Read and prepare to discuss Effective Use
● Identify reading beliefs
of the GRR Model (Fisher, 2008))
 ● Review the Gradual Release of
Responsibility (GRR)

Week Monday, ● Connect GRR model to lesson Due: Wednesday, February 2

2 January 31 plan template Submit Unpacking Foundational Reading
● Discuss the WI English Standards Activity in CANVAS
Language Arts Standards (2020)
● View WI DPI Module: Analyzing
Standards & Instructional
Planning
● Introduce Unpacking
Foundational Reading Standards
activity
● Review expectations for lesson
plans and determine teachers for
lesson plans
● Review expectations for FoRT
Preparation Guide and
determine discussion facilitators

Wednesday, No f2f class- students should meet Due: Monday, February 7

February 2 with their study teams and complete Read and prepare to discuss Top 10 Terms:
the following: Data & Assessment Literacy (WI DPI,
NO F2F ● View WI DPI Module: Create and
As a study team, select a Foundational
Class- Meet CoMMunicate Learning Targets
with Study in Student Friendly Language reading standard and develop a learning
Team ● Develop learning target from a target based on the standard with your study
foundational reading standard of team- prepare to share in class on Monday.
your choice- be prepared to
share in class on Monday, Feb. 7

Week Monday, ● Share standards and selected Due: Monday, February 7

3 February 7 learning targets ● TRS (Honig et al., 2018): Review and be
● Review strategic assessment prepared to discuss: Print Awareness, pp.
systems in literacy 71-82 and Letter Knowledge, pp. 84-95
● Discuss assessment terms
● Read & discuss Diamond &
Thorsnes (2018, pp.5-15)

Wednesday, ● Review emergent literacy Due: Monday, February 14

February 9 a. Concepts about print ● Review readings and prepare for
b. Print awareness phonological awareness discussion
c. Letter knowledge ● Discussion Facilitator: Prepare to lead
● Model & guided practice: letter phonological awareness discussions and
identification lesson plan support study teams with FoRT Preparation
Guide

Week Monday, ● Discuss phonological awareness Due: Wednesday, February 16

4 February 14 (What? Why? When?) Complete phonological awareness section
● Facilitate small group of FoRT Preparation Guide
discussions about phonological
Lesson facilitators: Prepare for phonological
awareness and complete related
section of FoRT Preparation awareness demonstration lesson
Guide
 Wednesday, ● Review phonological awareness Due: Monday, February 21
February 16 assessments (MM: pp. 19-30) ● Review suggested readings and prepare for
and instruction phonics discussion
● Facilitate phonological ● Discussion Facilitators: Prepare to lead
awareness lessons phonics discussions and support study
teams with FoRT Preparation Guide

Week Monday, ● Discuss phonics (What? Why? Due: Wednesday, February 23

5 February 21 When?) ● Complete phonics lesson
● Facilitate small group ● Complete phonics section of FoRT
discussions about phonics and Preparation Guide
complete related section of ● Lesson facilitators: Prepare for a
FoRT Preparation Guide demonstration lesson

Wednesday, ● Review phonics assessments Due: Monday, February 28

February 23 (MM pp. 41-52) and instruction ● Review readings and prepare for vocabulary
● Facilitate phonics lessons discussion
● Discussion Facilitators: Prepare to lead
vocabulary discussions and support study
teams with FoRT Preparation Guide

Week Monday, ● Discuss vocabulary (What? Due: Wednesday, March 2

6 February 28 Why? When?) Complete vocabulary lesson
● Facilitate small group
Complete vocabulary awareness section of
discussions about vocabulary
and complete related section of FoRT Preparation Guide
FoRT Preparation Guide Lesson facilitators: Prepare for a
demonstration lesson

Wednesday, ● Review vocabulary Due: Monday, March 7

March 2 assessments (MM pp. 118-114) Review readings and prepare for fluency
and instruction (How?) discussion
● Facilitate vocabulary lessons
Discussion Facilitators: Prepare to lead
fluency discussions and support study
teams with FoRT Preparation Guide

Week Monday, ● Discuss fluency (What? Why? Due: Wednesday, March 9

7 March 7 When?) Complete fluency lessons
● Facilitate small group
Complete fluency section of FoRT
discussions about fluency and
complete related section of Preparation Guide
FoRT Preparation Guide ● Lesson facilitators: Prepare for
demonstration lessons

Wednesday, ● Review fluency assessments Due: Monday, March 14

March 9 (MM high frequently pp. 63-67; ● Review readings and prepare for
77-117) and instruction (How?) comprehension discussion
● Facilitate fluency lessons ● Discussion Facilitators: Prepare to lead
● Discuss EMB clinicals comprehension discussions and support
study teams with FoRT Preparation Guide
Week Monday, ● Discuss comprehension (What? Due: Wednesday, March 16
8 March 14 Why? When?) ● Complete comprehension lesson
● Facilitate small group ● Complete comprehension section of FoRT
discussions about Preparation Guide
comprehension and complete ● Lesson facilitators: Prepare for
related section of FoRT demonstration lessons
Preparation Guide

Wednesday, ● Review comprehension

March 16 assessments (MM pp. 148-177)
and instruction (How?)
● Facilitate comprehension
lessons
● Review expectations for case
study and philosophy of
education

Spring Break: March 18 (6pm) - March 25

Week Monday, ● Balanced Literacy Due: Wednesday, March 30
9 March 28 ● Model/Workshop Model Readings
● The Literacy Debate

Wednesday, ● Interactive Read Aloud- What & Due: Monday, April 4

March 30 Why? Familiarize yourself with Reading Rockets
Modules

Week Monday, ● IRA Continued Due: Wednesday, April 6

10 April 4 ● A look at Shared Reading and Reading Rocket Module 1- Print Awareness
Shared Writing

Wednesday, ● FoRT Bootcamp begins Due: Monday, April 11

April 6 ● Testing tips and what to expect Reading Rocket Module 1- Print Awareness
● In class work with multiple choice

Week Monday, ● Begin work on Written Response Due: Wednesday, April 13

11 April 11 Reading Rockets Module 3- Phonics

Wednesday, ● Work with Miscue Analysis Due: Monday, April 18

April 13 Reading Rockets Module 4- Fluency

Week Monday, ● Continued work with Miscue Analysis Due: Wednesday, April 20
12 April 18 Reading Rockets Module 5- Vocabulary

Wednesday, ● Comprehension Retelling- written Due: Monday, April 25

April 20 response Reading Rockets Module 6 -Spelling
● What to expect and practice

Week Monday, ● Comprehension Retelling-written Due: Wednesday, April 27

13 April response continues Reading Rockets Module 7- Comprehension
25
 Wednesday, ● Test yourself! :) How are you doing? Due: Monday, May 2
April 27 Reading Rockets Module 8- Writing

Week Monday, ● Let’s Review our 5 pillars and stages Due: Wednesday, May 4
14 May 2 of reading development/Jennifer Reading Rockets Module 9- Assessment
Yaeger Study Guide
● Take practice test part 1 (multiple
choice)

Wednesday, ● Practice test part 2 (written

May 4 response) ● Bring your questions on Monday
● Lingering questions/concerns ● Wrap-up your pre-clinical experience

Week Monday, ● Let’s talk about struggling ● GET ALL WORK WRAPPED UP
15 May 9 Readers/Interventions

Wednesday, ● Share what we’ve learned from our ● GET ALL WORK WRAPPED UP
May 11 case study experiences!

Week Monday, May ● Final Paper for Final Exam ● GET ALL WORK WRAPPED UP
16 16

Wednesday, 8:00-10:00 FINAL ● Philosophy Paper Due

May 18 ● All Work Submitted for Review