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COURSE INFORMATION
COURSE DESCRIPTION: This introductory course will emphasize the foundations of the science of
teaching reading, and introduces the theoretical foundations of reading. Teacher candidates will
explore how reading, literacy, and cognitive processes are developed. The focus of this course is an
examination of how to implement TEKS when facilitating literacy acquisition and development. The
course includes teaching approaches, text genres, writing, listening, speaking, linguistics, cueing
systems, phonemic awareness, phonics, word recognition, vocabulary development, spelling, fluency,
and instructional resources. Additionally, this course includes a 15-hour observation requirement that
will acquaint you with public school reading instruction as it provides you time to observe children and
teachers in field settings to connect theory with actual practice. .
Prerequisites: Minimum GPA 2.5 and passing scores on THEA – Texas Higher Education
Assessment. These requirements align with the NCLB Act of 2001 that states that all teachers will
be highly qualified and knowledgeable.
Tompkins, Gail. (2016). Literacy for the 21st Century: A Balanced Approach.
(7th Edition). New York, NY: Pearson.
ISBN-13: 978-0134090191
ISBN-10: 0134090195
E-Textbook Available
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ONLINE RESOURCES:
• TEKS (Elementary, Middle, HS) for Language Arts and Reading available on-line at
http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html
• English Language Arts and Reading Information from the Texas Education Agency available
on-line at https://tea.texas.gov/Academics/Subject_Areas/English_Language_Arts_and_Reading
• English Language Proficiency Standards available on-line at
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
• The Dyslexia Handbook
• THE DYSLEXIA HANDBOOK Procedures Concerning Dyslexia and Related Disorders
2018 Update from TEA - https://tea.texas.gov/sites/default/files/2018-Dyslexia-
Handbook_Approved_Accomodated_12_11_2018.pdf
• DYSLEXIA HELP FOR TEACHERS: Strategies for Teachers
http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-
teachers
OBJECTIVES
• Student Learning Outcomes: During the course of RDG 350, participants will be able to:
Select and plan appropriate reading lessons of the essential components for
diverse elementary students to include ESL learners.
Integrate appropriate children’s literature into reading comprehension lessons.
Observe and analyze experienced teachers’ methods for ensuring
comprehension and assess student learning.
Collect a variety of comprehension strategies to use for a variety of reading difficulties.
Deliver effective oral presentations in a variety of settings.
Use multiple formats and technologies to communicate ideas effectively in large and
small group settings.
Provide additional artifacts for their professional portfolio that will indicate growth in the
five Teaching Proficiencies.
• ELA/Reading Objectives: (Supported through TEKS and TexES Standards) This course
will focus on the teacher knowledge and applications as supported by the following
Standards (Assignment #1, #2, #3, #4, #5, #6, #7 and #8):
Standard I. Oral Language: Teachers of young students understand the importance
of oral language, know the developmental processes of oral language, and provide a
variety of instructional opportunities for young students to develop listening and
speaking skills.
Standard II. Phonological and Phonemic Awareness: Teachers of young students
understand the components of phonological and phonemic awareness and utilize a
variety of approaches to help young students develop this awareness and its
relationship to written language.
Standard III. Alphabetic Principle: Teachers of young students understand the
importance of the alphabetic principle to reading English, know the elements of the
alphabetic principle, and provide instruction that helps students understand that
printed words consist of graphic representations that relate to the sounds of spoken
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language in conventional and intentional ways.
Standard IV. Literacy Development and Practice: Teachers of young students
understand that literacy develops over time and progresses from emergent to proficient
stages. Teachers use a variety of contexts to support the development of young
students’ literacy.
Standard VI. Reading Fluency: Teachers understand the importance of fluency to
reading comprehension and provide many opportunities for students to improve
reading fluency.
Standard VII. Reading Comprehension: Teachers understand the importance of
reading for understanding, know the components of comprehension, and teach young
students strategies for improving comprehension.
Standard VIII. Development of Written Communication: Teachers understand that
writing to communicate is a developmental process and provide instruction that helps
young students develop competence in written communication.
Standard IX. Writing Conventions: Teachers understand how young students use
writing conventions and how to help students develop those conventions.
Standard X. Assessment and Instruction of Developing Literacy: Teachers
understand the basic principles of assessment and use a variety of literacy
assessment practices to plan and implement literacy instruction for young students.
Standard XII. Viewing and Representing: Teachers understand how to interpret,
analyze, evaluate, and produce.
COURSE REQUIREMENTS
(Reflection 1) - Literacy History: Students will write and share their own literacy history. The literacy
history is a reflection of your engagement with reading and writing over the course of your academic
life. The written literacy history will be presented in a small group. Reflections will be uploaded to the
correct folder in Brightspaces (E/LA Reading Standards: 1-12) and (PPR Standards: 2.1k, 2.2k, 2.3k,
2.3s)
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5. Interactive Read Aloud (50 points)
During your 15 hours of observation and helping in the classroom, you will complete one interactive
read aloud using an appropriate children’s literature book with a small group, individual student or
whole class. This must be arranged with the mentor teacher. (E/LA Reading Standards: 1-12) and
(PPR Standards: 2.3k, 2.3s)
7. Quizzes (500 points) All quizzes are done in Brightspaces. (E/LA Reading Standards: 1-
12) and(PPR Standards: 1.1k, 1.1s, 1.2k, 1.5k, 1.6k, 1.8k, 1.19k, 2.1k, 2.2k, 2.3k)
8. Observation Hours Log In Sheet and Show and Tell Presentation (50 pts)
This course includes a 15-hour observation requirement that will acquaint you with public school
reading instruction. If this is not complete, you will not be able to continue to the next reading
class. Documentation must be uploaded into TK20 for credit at the end of the semester.
For 5 weeks, students will be given a topic to observe while in the classroom and ask both the
teacher and the students what they like and don’t like about the topic. Topics could include but are
not limited to ideas around reading techniques, assessments, instruction or classroom reading areas:
guided reading groups, center work, weekly spelling words, teaching penmanship, doing running
records, creating/using word wall, language experience approach, or author’s chair). Each small
group of student will research the topic, observe how the topic works in the classroom, and present
findings in class during finals week on their assigned topic. Pictures can/should be used to illustrate
the presentation. (E/LA Reading Standards: 1-12) and (PPR Standards: 1.1k, 1.1s, 1.2k, 1.5k, 1.6k,
1.8k, 1.19k, 2.1k, 2.2k, 2.3k)
Grading:
100-90% = A
89-80% = B
79-70% = C
69-60% = D
59% and below = F
Grading is done in Brightspaces
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TECHNOLOGY REQUIREMENTS
Brightspaces
Access the Texas Education Association information on the Essential Knowledge and Skills
requirements for English Language Arts and Reading.
Interaction with Instructor Statement: E-mail is preferred for outside of class contact. Students are
encouraged to inform the instructor of concerns or questions they may have pertaining to the course.
1. Attendance is required and is essential to your success in this class. Participants are expected to
be on time and to actively and constructively participate. Arriving late and/or leaving early two (2)
times will constitute one (1) absence. Your attendance and participation will impact your grade,
particularly if you’re on the borderline of a grade. Contact the instructor (via email) if you anticipate an
absence or are absent for any reason explaining the situation. This is a common courtesy that is
expected by all teachers. It is also part of forming that “community of learners” that we need in the
classroom. When you are gone, there is a “hole” at your learning tables, as you are important to your
community. After 2 absences, 35 points will be deducted for each additional absence.
Students will attend classes and participate in class activities. Students should be prompt and ready
to contribute. Participation in class discussions, on assigned readings and related material, and
contributions to group tasks are expected. If classes are done via the Internet participation grades will
be given. This will include, but not limited to, turning in your homework and class assignments on
time, being involved with web conversations, full participation in individual and group work, etc.
*Missed Class: In the event of a missed class, you are responsible for obtaining class
materials/assignments/notes and being prepared for the next class meeting. I will not bring additional
copies of handouts from previous classes; therefore, it is your responsibility to get the necessary
materials and assignments from a designated class member. Select a buddy and exchange
telephone numbers and e-mail with him/her. By exchanging information, your buddy agrees to
collect all handouts for you and to explain any class materials/assignments/notes; however, it is your
responsibility to contact your buddy for this information.
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2. Professionalism: You will be evaluated on your growth in becoming a professional teacher. You
must:
a. Engage in self-evaluation processes: This will be done by using the rubrics provided for class
projects.
b. Demonstrate professionalism: This will be done by:
(a) attending ALL classes,
(b) paying attention,
(c) participating actively and constructively,
(d) being responsible and prepared,
(e) being an equal partner in group work,
(f) showing enthusiasm and interest in being a teacher (see Field-
Based Teacher Education Program Handbook and Professional
Behavioral Standards Evaluation Form),
(g) following the tenets of common decency and acceptable
behavior. Code of student conduct can be found under discipline in
the student’s guidebook.
****Your grade will be adjusted based upon these criteria (see grading section).
Remember: You need to come prepared to class. For every 3 credit hour course you take, you
are expected to spend 6-9 hours on homework each week. So, if you are taking 12-15 credit
hours, you will be spending 24-36 hours on homework. Thus, you need to plan according.
3. Cell phones: These items must be turned off during class time. If you are expecting an
emergency call let the teacher know and your group members know. In addition, the phone must
be on vibrate and set on the table. If the phone vibrates, pick it up and leave the room. It is
important to keep your phone put away, as it disrupts your learning and the learning of those
around you. In addition, it is disrespectful.
4. Written Assignments: All written assignments are expected to exhibit professional quality. You
should demonstrate mastery of organizing, structuring, and editing in your writing. Letters/materials
written by you as a professional and sent to parents/administrators MUST BE PERFECT. Begin that
practice now! Therefore, if you need extra help, the Writing Center can assist you. See
http://web.tamuc.edu/academics/colleges/artsSciences/departments/literatureLanguages/
Department Statement:
The Department of Curriculum and Instruction believes that students with dyslexia and other
language disorders deserve the right to proper identification and educational intervention. These
students should have access to evidenced-based instruction that meets their educational needs.
To that end, the Department of Curriculum and Instruction prepares teachers to identify, assess,
and provide multisensory instruction for students with these difficulties. Consistent with the
Americans with Disabilities Act (1990) and Texas Law (38.003 Screening and Treatment for
Dyslexia and Related Disorders, §74.28. Students with Dyslexia and Related Disorders) the
Department of Curriculum and Instruction supports the learning and teaching of instruction that
assists all students including those with dyslexia and other language disorders.
TK20
What is TK20?
Tk20 is an online data-collection-assessment tool that houses information/ documents/
assessments/etc. for our teacher education students.
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University Specific Procedures:
1. ADA Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination
statute that provides comprehensive civil rights protection for persons with disabilities. Among
other things, this legislation requires that all students with disabilities be guaranteed a
learning environment that provides for reasonable accommodation of their disabilities. If you
have a disability requiring an accommodation, please contact:
Office of Student Disability Resources and
Services Texas A&M University-Commerce
Gee Library 132
Phone 903-886-5150
Fax (903) 468-8148
[email protected]
Additionally, A&M-Commerce will comply in the classroom, and in online courses, with all federal
and state laws prohibiting discrimination and related retaliation based on race, color, religion,
sex, national origin, disability, age, genetic information or veteran status. Further, an environment
free from discrimination based on sexual orientation, gender identity, or gender expression will
be maintained.
2. Student Conduct: All students enrolled at the University shall follow the tenets of common
decency and acceptable behavior conducive to a positive learning environment. (See Code of
Student Conduct from Student Guide Handbook). If you display disruptive behavior, you may
be asked to leave class and/or drop the class.
3. Financial Aid Support: You will be dropped from class if you have not paid the balance due
on their accounts. If you need assistance to pay your balance, please contact the Loan Office
(903-886-5051). There are also forgivable loans. You may want to check in to this by
contacting the Bursar’s Office for more details.
4. MyLeo: As a student, your email account is through MyLeo. Please check the status of your
accounts as this is the only way the university has on contacting you and informing you of
important information. It is available to you 24/7 at https://leo.tamuc.edu/
6. Texas Senate Bill - 11 (Government Code 411.2031, et al.) authorizes the carrying of a
concealed handgun in Texas A&M University-Commerce buildings only by persons who have
been issued and are in possession of a Texas License to Carry a Handgun. Qualified law
enforcement officers or those who are otherwise authorized to carry a concealed handgun in
the State of Texas are also permitted to do so. Pursuant to Penal Code (PC) 46.035 and A&M-
Commerce Rule 34.06.02.R1, license holders may not carry a concealed handgun in restricted
locations. For a list of locations, please refer to
(http://www.tamuc.edu/aboutUs/policiesProceduresStandardsStatements/rulesProcedures/34S
afetyOfEmploye esAndStudents/34.06.02.R1.pdf) and/or consult your event organizer).
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Pursuant to PC 46.035, the open carrying of handguns is prohibited on all A&M-
Commerce campuses. Report violations to the University Police Department at 903-886-5868
or 9-1-1.
COURSE SCHEDULE
****This schedule is TENTATIVE and may be changed at any time by the professor. If the schedule is changed, it will
be to your benefit.
Date Topic Reading (Done Prior Class) Assignments Due
Wk 1 Welcome; introductions • Article & youtube - Brain-based • Class Discussion
Go over syllabus, course learning • Learning Style Inventory (A#2)
expectations, course schedule; DL2 • learning styles (internet)
Brightspace; TK20
Wk 17 Final + (A#8)
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