TLL 1208/2208

Reading/Writing Methods 1: Pre-K- Grade 1

Course instructor: Michelle Sobolak, Ph.D.

Class: Tuesdays & Thursdays 2:30-3:45, Posvar 5601
Office Phone: 412-648-7304
Email: [email protected]
Office hours: by appointment

School of Education Mission/Vision Statement

We ignite learning. We strive for well-being for all. We teach. We commit to student,
family, and community success. We commit to educational equity. We advocate. We
work for justice. We cultivate relationships. We forge engaged partnerships. We
collaborate. We learn with and from communities. We innovate and agitate. We pursue
and produce knowledge. We research. We disrupt and transform inequitable educational
structures. We approach learning as intertwined with health, wellness, and human
development. We address how national, global, social, and technological change impacts
learning. We shape practice and policy. We teach with and for dignity. We think. We
dream. We lead with integrity. We are the School of Education at the University of
Pittsburgh.

Course Description

This course is intended for teacher candidates who are pursuing PreK-4 certification. It is the
first in a two-course sequence that focuses on classroom teaching methods for literacy. It is also
part of a set of courses that focuses on classroom teaching methods for literacy. It is also part of
a set of courses that focus on literacy development and instruction. Other courses in the set
include Reading/Writing Methods 2: Grades 2-4, Language and Literature for the Young Child,
and Literacy Assessment and Instruction for Children with Disabilities in Inclusive Settings.

Teacher candidates in Reading/Writing Methods 1 will have opportunities to build their

knowledge about specific aspects of literacy, including: (a) oral language development, (b)
emergent literacy, (c) concepts about print, (d) comprehension, and (e) writing. In addition,
candidates will learn about specific instructional approaches and resources for supporting
students in developing those aspects of literacy in PreK-Grade 1.

Course Goals

• To begin building an understanding of literacy, how children develop as readers and writers,
and how to support that development

• To begin learning about ways to assess students’ understanding and use of literacy and to
provide instruction related to what they need to learn

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• To begin learning about instructional strategies related to decoding, phonics, and spelling

• To begin learning about ways to select and teach vocabulary

• To begin learning about ways to engage students in comprehending text ideas during real
aloud sessions and independent reading

• To begin learning about ways to engage students in writing to express their ideas as well as to
learn about the print code

• To develop thoughtful and motivating assignments and rubrics, including weekly lesson plans
for before, during and after reading selections from basal reading programs

• To become familiar with the Pennsylvania Department of Education Early Childhood Learning
Continuum Indicators

• To become familiar with the kinds of teacher and student resources used to teach literacy

• To become aware of professional resources and organizations that support and inspire teachers
of literacy

Required Course Texts

Beck, I, & Beck, M. E. (2013). Making sense of phonics: The hows and the whys. (2nd ed.)
New York, NY: Guildford Press.

Tompkins, G. E. (2020). Literacy in the early grades: A successful start for PreK-4 readers and
writers. (5th ed.) Boston, MA: Pearson.

Articles (will be provided electronically on Canvas)

Pennsylvania Department of Education and Pennsylvania Association of Intermediate

Units: Early Childhood Learning Continuum Indicators are available at:
https://www.pakeys.org/wp-content/uploads/2017/11/Continuum.pdf

The PA Common Core Standards are available at:

http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%20PreK-
5%20March%202014.pdf

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Course Requirements
This course is an opportunity for you to become part of a community of learners who are
committed to learning through reading, writing, discussing, and collaborating. To be a part of
that community, you need to attend every class meeting and participate thoughtfully in all
activities. Final grades will be lowered because of absences and lack of participation and
collaboration. Each absence will result in a 5-point loss to the final grade. Arriving to class late
and leaving early will count as absences.

Academic honesty and integrity are expected of all students. Any work that you or your team
submits must be your own work. Any ideas, information, approaches, or formats that you use
based on the work of others must be acknowledged by citing the appropriate sources in APA (6th
ed.) style.

Course assignments are due on the date indicated. It is the expectation that all assignments will
be submitted on time regardless of class attendance. Late assignments will result in a 10% loss
of points for each day late (weekends included). Late assignments will not be accepted after
three days past the due date and the assignment will be scored zero. However, it is still required
that all assignments are completed in order to pass the class.

Please be respectful of the course instructor and classmates during class by refraining from using
electronic devices. Please either turn your cell phone off or to silent mode. If you need to take a
call or communicate via your cell phone, please step outside of class. Text messaging and use
of social networking during class is not permitted and students not following this directive
will be asked to leave class.

Academic Integrity
Students in this course will be expected to comply with the University of Pittsburgh's Policy on
Academic Integrity. Any student suspected of violating this obligation for any reason during the
semester will be required to participate in the procedural process, initiated at the instructor level,
as outlined in the University Guidelines on Academic Integrity. This may include, but is not
limited to, the confiscation of the examination of any individual suspected of violating
University Policy. Furthermore, no student may bring any unauthorized materials to an exam,
including dictionaries and programmable calculators.

Disability Services
If you have a disability that requires special testing accommodations or other classroom
modifications, you need to notify both the instructor and Disability Resources and Services no
later than the second week of the term. You may be asked to provide documentation of your
disability to determine the appropriateness of accommodations. To notify Disability Resources
and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability
Resources and Services office is located in 140 William Pitt Union on the Oakland campus.

Food/Housing Insecurity
Many students, both undergraduate and graduate, experience housing and/or food insecurity that
can impact their academic work and general health. Please know there are resources available to

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you that are confidential. Of course, you are welcome to speak with me if you need support in
contacting the right people/offices:

Pitt Pantry (Food Pantry available to the wider University community)

https://www.studentaffairs.pitt.edu/pittserves/sustain/pantry/
Off-Campus Housing Office: http://www.ocl.pitt.edu/

Civility Commitment
As future teachers, we will operate from a standpoint that everyone believes that all students
deserve a quality education in a safe setting. The same can be said for university learning. A
university classroom is, by definition, a space where free exchange of ideas must happen, but
where consideration for others, their views and their life experiences is also paramount. When
you are uncomfortable with an idea, it is your right to speak up about that. As we learn with and
about people with very different life experiences and beliefs from our own, it is imperative that
we respect these perspectives and use respectful language in discussing and challenging ideas.
Carefully consider your language choices to ensure that all learners feel safe and valued. If at
any time, you are uncomfortable please feel free to speak out and/or speak to me privately.

Statement on Classroom Recording

To ensure the free and open discussion of ideas, students may not record classroom lectures,
discussion and/or activities without the advance written permission of the instructor, and any
such recording properly approved in advance can be used solely for the student’s own private
use.

DIL Departmental Grievance Procedures: The purpose of grievance procedures is to ensure

the rights and responsibilities of faculty and students in their relationships with each other. When
a student in DIL believes that a faculty member has not met his or her obligations (as an
instructor or in another capacity) as described in the Academic Integrity Guidelines, the student
should follow this procedure:
1. The student should talk directly to the faculty member to attempt to resolve the matter.
2. If the matter cannot be resolved at that level, the student should talk to the relevant program
coordinator.
3. If the matter remains unresolved, the student should talk to the associate chair of TLL
4. If needed, the student should next talk to the SOE associate dean of students.
5. If the matter still remains unresolved, the student should file a written statement of charges
with the dean’s designated Academic Integrity Administrative.

Pennsylvania requires students to take the PECT (Pennsylvania Educator Certification Tests) to
become certified. There are three modules to this test. Module 2 deals with language and
literacy and social studies. The reading faculty strongly suggest that you plan to take PECT
module 2 immediately after the completion of two reading methods courses. At this time,
you will have had both literacy courses and the social studies course, which are needed for
module 2.

Additional information about the PECT test can be found at: www.pa.nesinc.com/

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I strongly suggest you familiarize yourself with the modules, objectives and practice test. The
PECT tests are comprehensive exams that will ask that you draw upon content knowledge,
pedagogy and age appropriate teaching practices and content. Therefore, it is important to be
aware of these tests early and prepare throughout your coursework.

Major Course Assignments/Assessments

Assignment/Assessment Competencies addressed

Midterm Exam 30 points I.B.2 a-c
The Midterm Exam will include both open ended and
multiple choice questions that assess students’
understanding of early literacy skills and development.

The exam will also assess candidates’ knowledge of

terms and concepts related to emergent literacy,
language development, phonological processing, and
phonics, as well as pedagogical approaches for
supporting students in developing those skills.

Assessment Project 30 points I.B.1; III.B.; V.C.; V.S.

Teacher candidates analyze a battery of early literacy
assessments and prepare a report to describe the
kindergarten student’s strengths and weaknesses related
to phonemic awareness, concepts of print, decoding,
and spelling.

Phonological Awareness Lesson Plan Simulation I.A.1 b-e, h; I.B.1; I.B.2 a-c ; I.B.5
5pts. a-h; V.B.; V.I.; V.P.; V.T.
Teacher candidates will participate in an online
simulation to support lesson plan writing.
Phonological Awareness Lesson Plans 35 pts. I.A.1 b-e, h; I.B.1; I.B.2 a-c ; I.B.5
Teacher candidates will develop two phonological a-h; V.B.; V.I.; V.P.; V.T.
awareness lessons to use with students in Pre-K or
Kindergarten. The enacted lesson plan will include a
reflection.
Phonics Lesson Plan 30 pts. I.A.1 b-e, h; I.B.1; I.B.2 a-c; I.B.5
Teacher candidates will develop a set of three phonics a-h; V.B.; V.I.; V.P.; V.T.
lesson plans that introduces one letter or a team of
letters and the corresponding sound for students in
Kindergarten and two follow-up lessons that review the
letter(s) and sound. These lessons will follow the
suggestions in Beck’s book. Students will work in
groups of 4 on this assignment.

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Word Building Lesson Plan 15 pts. I.A.1 b-e, h; I.B.1; I.B.2 a-c; I.B.5
Teacher candidates will develop a word building lesson a-h; V.B.; V.I.; V.P.; V.T.
plan including all relevant parts, including text. Student
will work in groups to videotape word building lessons
taught to classmates.
Read Aloud Discussion Plan 20 pts. I.A.1 b-e, h; I.B.1; I.B.2 a-c; I.B.3
Teacher candidates will develop a discussion plan for a a-k; I.B.5 a-h; V.B.; V.I.; V.P.; V.T.
read aloud book and select vocabulary from the book to
teach. There is an option to work with a partner on this
assignment.
Differentiation Assignment 5 pts. I.A.1 b-e, h; I.B.1; I.B.2 a-c; I.B.4
Teacher candidates will modify a literacy lesson plan to a-h; I.B.5 a-h; V.B.; V.I.; V.P.; V.T.
differentiate for various learning needs. This assignment
is completed in class and in small groups.
Video Viewing Guide 20pts. I.B.1; IV.B.2
Teacher candidates will watch a documentary called, “A
Tale of Two Schools” and answer guiding questions
about the video.
Current Events 5 pts.
You will present a current event to the class. The event
should have some relationship to education or could
impact education. Be prepared to share the news
article/issue with each member of the group, present the
relationship to education and ask 1-2 discussion
questions. Current event should be posted two days
before you present.

Grading scale:
94-100% = A 90-93 = A- 87-89% = B+ 83-86%= B

80-82% = B- 74-79% = C 69-73% = D

Weekly Course Schedule

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 Subject to change

Class Activities/Topics Assignments for the next class meeting

sessio
n
Aug. Getting to know you
30 and getting to know
the course

Review
syllabus/assignments

Sept. 1 History of Reading • Read Tompkins Ch. 1-2

Instruction and • Tompkins: Choral reading p. 349;
equity in reading • Thompkins: Language experience approach p.356
education

Visit the Early

Childhood
Continuum
Indicators and
Common Core
Standards

Sept. 6 Becoming an
Effective Reading Lesson planning simulation presented
Teacher

Children’s Literacy
Development: oral
language, interest in
reading and writing
and emergent to
beginning reading
and writing

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Sept. 8 Literacy Theories • Read Tompkins Ch. 4 (pp. 93-108)
• Read Phillips, B., Clancy-Menchetti, J., & Lonigan, C.
article: Successful phonological awareness instruction
with preschool children: Lessons from the classroom

Sept. Phonological and

13 Phonemic
Awareness

Lesson Planning

Introduction of
lesson
planning/format

Sept. Phonological and Phonological awareness lesson #1 presented

15 Phonemic
awareness • Muhammad, Intro & Chapter 1 (on Canvas)

Lesson simulation
due
Sept. Phonemic and
20 phonological
awareness

Lesson planning

Sept. Phonemic and • Read Tompkins Ch. 4 (remainder)

22 phonological • Read Beck pp. 14-69
awareness
(wrap-up)

Phonological
awareness lesson
#1 due
Sept. Cracking the Code: Phonics lesson presented
27 Phonics
• Read Beck pp. 70-89
-Teaching the • Tompkins ch. 5
alphabet/alphabetic
principle

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 -Letter/sound
relationships

Sept. Word Building

29
Learning to spell

Oct. 4 Word Building Prepare for mid-term

(cont.)
Introduce word building lesson

Oct. 6 Word Building Phonological awareness lesson # 2 presented

Phonics lesson due

Oct. Midterm • Tompkins: Word sorts p. 375

11 • Read Vines, N., Jordan, J., & Broemmel, A. article:
No current event Reinvisioning Spelling Instruction
Oct.
13 Spelling and word • Tompkins ch. 3 (pp. 64-84)
sorting • Tompkins: running records p. 367

Oct. Spelling and word Assessment project presented

18 sorting (wrap-up)

Assessment of early
learners (intro.)

Word Building
lesson plan and
video due
Oct. Assessment of early
20 learners’ students
(wrap-up)

Assessment
Practice

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Oct. Review assessment project
25 Assessment
practice (cont.) • Tompkins ch. 8

Phonological
awareness lesson #2
and
implementation
reflection due

Oct. Assessment • Thompkins ch. 9

27 practice (cont.)

Nov. 1 Comprehension:
reader factors and
text factors

Nov. 3 Comprehension: • Tompkins ch. 7

Text factors • Read Beck & McKeown article

*ONLINE CLASS*

Nov. 8 Text Talk: Read Text talk/discussion plan presented

aloud as context for
comprehension and
vocabulary
instruction

Assessment project
due
Nov. Text talk (wrap up)
10 • Read Differentiating Instruction Chs. 1-2 (on Canvas)

Nov. Differentiating • Read Tompkins ch. 10 ( pp. 258-272)

15 literacy instruction: • Tompkins: mini-lessons pg. 360
in action
• Writing for Diverse Learners Chapter (on Canvas)

** have your
phonological

10
 awareness lesson #2
for class**

Discussion plan due

Nov. Differentiation
17 (cont.) in actions
• Read Hall, A. H. article: Sustaining Preschoolers’
Engagement During Interactive Writing Lessons
• Read Tompkins ch. 11 ( pp. 291-303 and p.315
Interactive writing )

Individual or small group differentiation assignment

Differentiation completed in class
assignment Due

Nov. Interactive writing • Tompkins Ch. 10 (pp. 274-288)

29 • How does
early writing • What Works Clearinghouse discussion of Reading
relate to Mastery and consider how much research there is or isn't
emergent to support this program:
reading? http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=41
• How does 7
differentiatio
n take place?

Dec. 1 Writing: Continued Watch- “A Tale of Two Schools” and initially answer
discussion questions

Dec. 6 “A Tale of Two

Schools” Discussion
Dec. 8 Wrap Up

Video viewing
assignment due

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