READ 3384, FALL 2019

SyllabusREAD 3384, Section 041

CRN: 90085 Literacy for the Middle Years

Dr. James GentryFall 2019

Mondays 4:15-6:50 p.m. Howell Rm # 212

Instructor: Dr. James E. Gentry Office: #317b Howell Building Email: gentry@tarleton.edu (Please use Canvas E-mail only) Office Phone: 254-968-0701 Office Hours:Tues: 9am – 12pm; 1pm-4pm

Prerequisites:A grade of C or better in READ 3311, CHFS 3300 or PSYC 2308 or 3303, Admission to the Tarleton Teacher Education Program and concurrent enrollment in PD2 (Block 2) field placement course.

Program Goal: Tarleton State University students upon completion of certification requirements will be reflective professional educators who make effective educational decisions that support the creation of dynamic learning environments.

Tarleton State University Catalogue Description for RDG 3384: A field-based course surveying research-based competencies essential for effective literacy instruction in the middle years. Topics include characteristics of normal reading development in the transitional\fluent reader, materials, procedures, assessment and instructional methods considered effective in teaching oral language, writing strategy, building of comprehension, vocabulary, word identification, and diagnosis of reading difficulties in the middle grade reader.

Course Goal: Upon completion of this course, students will be expected to successfully demonstrate an understanding of the reading process, research and assessment techniques on students in the middle years, characteristics of middle years learners, Texas Essential Knowledge and Skills (TEKS), and instructional strategies that develop comprehension, and vocabulary skills.

Resources (Required):Cecil, N., Gipe, J. & Merrill, M. (2014). Literacy in grades 4-8: Best practices for a comprehensive program. 3rd edition. Scottsdale: Holcomb Hathaway. ISBN: 978-1-934432-83-95-7. [The text is labeled by authors’ last names often as CGM]

Shanker, J., Cockrum, W. (2014). Ekwall/Shanker reading inventory. 6th edition. Boston. Pearson. ISBN: 978-0-13-284996-8. [This assessment manual is often referred to as ESRI]. There is an acceptable online version of this text available (considerably less expensive)

Texas Education Agency (2014). The Dyslexia Handbook Revised 2014: Procedures concerning dyslexia and related disorders. Retrieved from https://tea.texas.gov/academics/dyslexia/

Note: The instructor reserves the right to modify the syllabus and course schedule to serve the learning needs of students.Materials: (for arrangement of ESRI kit and case study development)

This is a working document that might/will change over the course of the semester.

My Students are GROOVY!

“Churn the Learn!”

READ 3384, FALL 2019

For the ESRI kit:

1 Ream of general purpose copy paper: A ream is 500 sheets(This can be turned in to the instructor for one set of the copies of the kit papers, or you can pay to have your own copies made.) – Turning in a ream of paper is much cheaper in most cases and much less time consuming for you.

1 hole punch for the flash cards and Clear plastic Document protector sheets for test materials

A letter size plastic or cloth sided file box (on-line examples below):https://www.walmart.com/ip/Snap-N-Store-Storage-Box-Black/14929413?action=product_interest&action_type=title&item_id=14929413&placement_id=irs-2-m3&strategy=PWVUB&visitor_id&category=&client_guid=6e9e82Canvas-a594-4d38-b73e-79fea582834a&customer_id_enc&config_id=2&parent_item_id=42351871&parent_anchor_item_id=42351871&guid=015d2666-adf0-40c5-8ce3-133addc21aa5&bucket_id=irsbucketdefault&beacon_version=1.0.1&findingMethod=p13nhttps://www.walmart.com/ip/Storex-Storage-File-Tote-with-Locking-Handles-Black-Grey/42351871?action=product_interest&action_type=title&item_id=42351871&placement_id=irs-106-t1&strategy=PWVUB&visitor_id&category=&client_guid=9a407869-1801-44c8-b31c-708568788d93&customer_id_enc&config_id=106&parent_item_id=19400063&parent_anchor_item_id=19400063&guid=f66463f9-f5f8-411f-b0ba-857ba6a0fd39&bucket_id=irsbucketdefault&beacon_version=1.0.1&findingMethod=p13nhttp://www.officedepot.com/a/products/785070/Office-Depot-Brand-Portable-File-Box/?cm_mmc=PLA-_-Google-_-Storage-_-785070-VQ6-137807377804-VQ16-c-VQ17-pla-VQ18-online-VQ19-785070-VQ20-258365165657-VQ21--VQ22-658419993-VQ27-28783637210&adpos=1o5&creative=137807377804&device=c&matchtype=&network=g&gclid=CjwKEAiA79zDBRCgyf2FgeiY-CESJABzr0BMQ2zycBNcNH3hE6FcpTRNhP25KGW54qZBAlNJk1HaoRoCUZTw_wcB

Hanging file folders:http://www.officedepot.com/a/products/810994/Office-Depot-Brand-Hanging-Folders-15/https://www.walmart.com/ip/Office-Impressions-82021/19340600?action=product_interest&action_type=title&item_id=19340600&placement_id=irs-2-m3&strategy=PWVUB&visitor_id&category=&client_guid=f7918f41-1415-4779-ab3e-f936aaa88636&customer_id_enc&config_id=2&parent_item_id=42351871&parent_anchor_item_id=42351871&guid=228695ee-ff74-4194-8e8a-9a100bf8e0b2&bucket_id=irsbucketdefault&beacon_version=1.0.1&findingMethod=p13n

Manilla file folders:https://www.walmart.com/ip/Pendaflex-Ready-Tab-File-Folders-Manila-50-Box/14917711?action=product_interest&action_type=title&item_id=14917711&placement_id=irs-2-m3&strategy=PWVUB&visitor_id&category=&client_guid=6e46299e-3ac7-48e8-b8c9-256c5cc33855&customer_id_enc&config_id=2&parent_item_id=19340600&parent_anchor_item_id=19340600&guid=4de77ae1-b4ef-4086-940e-30dd013da098&bucket_id=irsbucketdefault&beacon_version=1.0.1&findingMethod=p13n

1 box of 1” book rings for flash card organization:https://www.walmart.com/ip/Sparco-01437-Book-Ring-1-1-4in-Diameter-100-BX-Silver/22244002

For the case study:One 1” binder with pockets (to create a folder to organize completed work with case study for parents)Other materials as needed to make the kit and/or case study work for you (pencils, pens, highlighters!

ESRI Set-up Instructions & Guide: CLICK HERE TO SEE ESRI KIT SET UP Google Tools Help: VIDEO on HOW TO MAKE A COPY of Google Sheet

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Student Learner Outcomes (SLO): Upon successful completion of this course. The student will:1. Demonstrate knowledge of the foundations of reading, including word analysis, reading fluency, reading comprehension, study and inquiry skills, viewing, and representing. (ELA Standards II-VII)2. Demonstrate knowledge of and apply strategies that support oral language development and communicative competences for ESL students. (ELA Standard I, ELA and Reading Generalist Domain I: Competency 001, ESL Standard IV)Continue to refine and use research based “best practices” as it applies to the 4-9th grade student on a normal trajectory of literacy acquisition. (ELA and Reading Standard Generalist Domain I: Competencies 004, 005, 006, 007) 3. Using multiple assessments, be able to identify reading differences, respond to intervention, and be able to prepare an assessment plan which reflects an individual student’s literacy abilities and needs. (ELA and Reading Generalist Domain I: Competency 0012; ESL Standard IV)4. Demonstrate knowledge of the importance of learning to write, writing to learn, and engage in all phases of the writing workshop (planning/prewriting, composing/drafting, revising, editing, and publishing. (ELA Standards I, IV)5. Demonstrate an understanding of how the use of “best practices,” assessment, and strategies support state standards. (ESL Standard IV)6. Demonstrate the ability to write cohesive, professional analysis of student abilities, communicate appropriately with parents, and develop professional reports and plan for instruction based on diagnostic assessments.7. The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas. (TExES PPR: Competency 013)

Teacher ELA Standards (Grades 4-8):From: tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/Standard I. Oral Language: Teachers of students in grades 4–8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for students to develop listening and speaking skills. Standard II. Foundations of Reading: Teachers of students in grades 4–8 understand the foundations of reading and early literacy development. Standard III. Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency. Standard IV. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension. Standard V. Written Language: Teachers understand that writing is a developmental process and provide instruction that helps students develop competence in written communication. Standard VI. Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills. Standard VII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce visual images and messages in various media and to provide students with opportunities to develop skills in this area. Standard VIII. Assessment of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement instruction.

ESL StandardsFrom: tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/Standard I. The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. Standard II. The ESL teacher has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment. Standard III. The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English. Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction. Standard V. The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Standard VI. The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction. Standard VII. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

Texas Reading Specialist StandardsFrom:tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/Standard III. Strengths and Needs of Individual Students: The Reading Specialist recognizes how the differing strengths and needs of individual students influence their literacy development, applies knowledge of primary and second language acquisition to promote literacy, and applies knowledge of reading difficulties, dyslexia, and reading disabilities to promote literacy.

Texas Technology StandardsFrom:tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/Standard I. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. Standard II. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning Standard III. All teachers acquire, analyze, and manage content from digital resources. Standard IV. All teachers make informed decisions by applying critical-thinking and problem-solving skills. Standard V. All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources. Standard VI. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. Standard VII. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.Standard X. The digital art/animation teacher has the knowledge and skills needed to teach the creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in digital art/animation, in addition to the content described in Technology Applications Standards I–VII.Standard XII. The digital communications teacher has the knowledge and skills needed to teach the creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in digital communications, in addition to the content described in Technology Applications Standards I–VII. Standard XIII. The Web design teacher has the knowledge and skills needed to teach the creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in Web design, in addition to the content described in Technology Applications Standards I–VII.

Student Learner Outcomes for Technology (SLOT): 1. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications. 2. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information. 3. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations. 4. All teachers communicate information in different formats and for diverse audiences. 5. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Academic Affairs Core Value StatementsCivility Statement: Students are expected to interact with professors and peers in a respectful manner that enhances the learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session (and potentially subsequent class sessions) for a specific amount of time. In addition, the professor might consider the university disciplinary process (for Academic Affairs/Student Life) for egregious or continued disruptive behavior.Tarleton holds high expectations for students to assume responsibility for their individual learning and to practice the core value of civility so that all students may enjoy the best learning environment possible.The Tarleton State University’s “Rules, Procedures, and Guidelines for Students” states: “2.3.7(a) Engaging in conduct that interferes with or disrupts any university teaching, research, administrative, disciplinary, public service or other authorized activity or the peace and welfare of any person, whether on or off campus”. Violations of the “Rules, Procedures, and Guidelines for Students” may result in serious sanctions, including expulsion. Faculty members have the option to limit classroom discussion in order to meet the learning objectives of the classroom learning environment.

Academic Excellence Statement:Tarleton holds high expectations for students to assume responsibility for their own individual learning.  Students are also expected to achieve academic excellence by:

·         honoring Tarleton’s core values. (Integrity, Leadership, Tradition, Civility, Excellence, and Service)·         upholding high standards of habit and behavior.·         maintaining excellence through class attendance and punctuality.·         preparing for active participation in all learning experiences. ·         putting forth their best individual effort.·         continually improving as independent learners.·         engaging in extracurricular opportunities that encourage personal and academic growth.·         reflecting critically upon feedback and applying these lessons to meet future challenges.

Academic Integrity Statement:Tarleton State University's core values are integrity, leadership, tradition, civility, excellence, and service.  Central to these values is integrity, which is maintaining a high standard of personal and scholarly conduct.  Academic integrity represents the choice to uphold ethical responsibility for one’s learning within the academic community, regardless of audience or situation.

Academic Affairs Service Statement:Tarleton faculty, staff, and students are expected to model responsible citizenship through service activities that promote personal and academic growth while enhancing the university, local, regional, national, and global communities. These activities will foster a culture of academic/public engagement that contributes to the achievement of the university’s mission and core values.

Commitment to Diversity:Our society is diverse and professionals must work comfortably and effectively in that society, as well as in an interdependent global community. The Office of Diversity and Inclusion is located in Thompson Student Center, Room 21. They can be contacted at 254–968-9488, diversity@tarleton.edu, or www.tarleton.edu/diversity.

Americans with Disabilities Act:It is the policy of Tarleton State University to comply with the Americans with Disabilities Act (www.ada.gov)  and other applicable laws. If you are a student with a disability seeking accommodations for this course, please contact the Center for Access and Academic Testing, at 254.968.9400 or caat@tarleton.edu. The office is located in Math 201. More information can be found at www.tarleton.edu/caat or in the University Catalog.

 

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Observation of a Religious Holy Day: Texas House Bill 256 requires institutions of higher education to excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day. The student shall also be excused for time necessary to travel. An institution may not penalize the student for the absence and allows the student to take an exam or complete an assignment from which the student is excused. No prior notification to the instructor is required.

Canvas Component:This course will utilize Canvas to enhance the course and encourage professional dialogue. Do not wait until the last minute to submit assignments, take online assessments, or dialogue with colleagues.

Canvas Log In: http://online.tarleton.edu/Dual/DualLoginPage.htm Need Help? Email: support.citde@tarleton.edu Phone: 254-968-1960 or toll free 1-866-744-8900 Walk in: Tarleton Center Room 131 Technical Support Web Address: http://online.tarleton.edu/index.htmCanvas Student Toolbox: http://online.tarleton.edu/students/CE6handbook/home.htmLog-In

Service Day: Mark your calendars! Service Day is Thursday, March 21, 2019.  On Service Day academic classes scheduled between 8:00am and 5:00pm are replaced with service projects related to your field of study.  Students will engage in service as a class assignment or join projects hosted by departments and colleges within their field of study.  Student sign-ups will open on February 1 in TexanSync’s Service Day Portal.  For additional information contact CTL at 254-968-9559.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

COURSE REQUIREMENTSNOTE: The Case Study an important and is a heavily weighted assignment.

Introduction:We will discuss the use of formal and informal assessment measures as a means to provide information useful for planning reading instruction. Formal tests include the prominent testing programs and the more traditional approaches to measuring literacy ability. Informal assessments include the alternative measures that are situated in the classroom, designed by the teacher, and used to evaluate student performance within the classroom. In addition to understanding the assessments, their purpose, and how they can be used to inform instructional practices, the course content will address issues and dilemmas raised by both formal and informal testing programs. This course has most of its more challenging and heavily weighted assignments at the end of the semester, so if you notice you are not working daily on the case study or readings, please understand this will be reflected in your grade at the end of the course.

*Writing Format and General Information: This is a Literacy course and requires extensive time outside of class to complete the reading and writing assignments.

Writing assignments will be submitted to the professor electronically and follow a standard APA 6th edition format which is Times New Roman, 12pt. font, 1” margins, double spaced. Please inform your professor if you do not have access to broadband Internet or a computer. You are required to use the most current version of Microsoft Word. All of the required programs are available on the computers in the School of Education computer lab.

Students will receive a zero if an assignment is not received by due date… ALL ASSIGNMENTS MUST BE COMPLETED TO RECEIVE CREDIT FOR THE COURSE. Late assignments will be accepted, but will not be graded for credit.

Class will typically include whole group, small group, and peer to peer discussions. The assigned reading will serve as the common source of information for discussions and writing assignments. Course participants are expected to read all assigned readings according to the schedule found in this syllabus and engage in discussions based on that material. Most importantly, students will be expected to engage with learners and pass criminal background checks required in the schools assigned.

Assessment Components:

1. Case Study Project Assessment and Instruction Implementation Report Portion (40 pts=40%) Language Arts. Standard I, (Competency 001, 012), VII, Technology Standard I, Language Arts Standard III, IV, V, VI.

Introduction:You will assess a grade 3-8 student using multiple components of a Reading Inventory, informal surveys, and various reading and writing samples. You will analyze and interpret data provided by such assessments and will determine appropriate instructional interventions based on the data.You will complete a successful teaching practicum designed to help you put theory into practice with your student. You will develop and implement a series of individualized mini-lesson plans and write individual reflections on each lesson (see lesson plan format from your EDUC 3330 class). A final reflection paper will show an effective synthesis of your learning.You will use a portable plastic or cloth sided file box with hanging files to organize all assessment materials. The 1” binder will serve as an organized means to place completed assessments and Learner Assessment Profile (LAP) work used with your student (SEE MATERIALS). Tabs will be used to aid in organization. All assessments from Ekwall Shanker Reading Inventory-6 (ESRI) should be copies~not originals removed from the manual. You purchased the manual to use again, so if you write on the master copy, you cannot use it again. In other words, this will allow you to use the ESRI in the future as a teacher. This will help you have a working tool later as a REAL TEACHER . THIS IS WHAT I WOULD DO & DID AS A TEACHER.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

The Case Study will be assessed through CANVAS’s Turn-IT-IN.You will upload your final main report (WORD DOC FILE) in two areas: 1. Canvas (CANVAS), and 2. TURN-IT-IN in CANVAS. Before this, YOU MUST BRING A FIRST DRAFT TO CLASS FOR US TO REVISE AND EDIT (SEE Schedule below). For the last class session, you will turn in a document from the WRITING CENTER as evidence of outside assistance with revision and editing.

If you are completing EDUC 3330 this semester, you may work with a student in your placement if the school is agreeable. You need to have the paperwork completed ASAP:

ALL READ 3384 FORMS ~(SEE THE BOTTOM OF THE WEBSITE PAGE): (FIND FORMS ON THIS WEBSITE BELOW)

CASE STUDY RESOURCES: (http://learningwithjamesgentry.com/case-study.html) tsu1 passwordTSU Field Experience FORMS (PDI & PDII): http://www.tarleton.edu/eps/field/field-experiences.html

2. Case Study Project Oral Presentation Portion (5 pts=5%) Language Arts, Standard I, (Competency 001), Language Arts Standard VII, Technology Standard I, Language Arts Standard III, IV, V, VI.At the end of the course, each pre-service teacher will conduct a professional oral presentation delineating the contents of the Case Study Project. This will be an experience to simulate sharing results in professional meetings and with parents, peers, and me. If possible, you will also share results with parents of the student you assess. Please refer to pages 318 to 322 in our common textbook for strategies and conduct standards regarding parent-teacher conferences.Cecil, N., Gipe, J., & Merrill, M. (2014). Literacy in grades 4-8: Best practices for a comprehensive program. (3rd Ed.). Scottsdale, AZ: Holcomb Hathaway. ISBN: 978-1-934432-83-9-85-7

3. Professionalism (10 pts=10%)Standards for the Department of Curriculum & Instruction, Communication, Collaboration, Commitment, Professional Development, Ethical Conduct, Academic Conduct.Attendance and active, constructive, positive participation at all class meetings and practicum experiences are required. The level and quality of our learning in this class depends largely on the level of attendance and quality of class participation and discussions. Thus, you should come to all classes and practicum sessions well prepared to assume an active, thoughtful, and positive role in the scheduled activities by having read all required readings and completed all class assignments/preparations for the class and/or practicum experience.

This is a working document that might/will change over the course of the semester.

W WHAT I WILL TURN-IN FOR THE CASE STUDY? (SEE CANVAS/Schedule)Hard Copies & Digital Details of the Final Case Study Report and

Write-Up3. HARD COPIES: 1 with everything for Teacher/Parent and I just

need the ….>APPENDIX>THE ESRI or ALI SHEETS COMPLETED DURING CASE STUDY & Other Completed work (e.g., ERAS)

W WHAT I WILL TURN-IN FOR THE CASE STUDY? (SEE CANVAS/Schedule)Hard Copies & Digital Details of the Final Case Study Report and Write-Up

1. HARD COPIES: 1 with everything for Teacher/Parent and I just need the ….>APPENDIX>THE ESRI or ALI SHEETS COMPLETED DURING CASE STUDY & Other Completed work (e.g., ERAS)

NOTE: The Appendix is the only hard-copy presented to your instructor at the last class session

2. DIGITAL COPIES: Report (CASE STUDY WRITE UP: (a.) LAP, (b.) with letter to parent, and (c.) reflection) uploaded into Canvas. (SEE *WRITING FORMAT REQUIREMENTS IN THIS SYLLABUS)

a. NOTE: Final Case Study LAP Report=CANVAS Assignment/ Turn-IT-INb. The final case study paper will need a letter to parents or the teacher, c. and you need a one page reflection.

READ 3384, FALL 2019

Professional attire (see more specifics under FIELD EXPERIENCE PROFESSIONAL DRESS REQUIREMENTS)>>>Professional attire will be required for field sessions and in class presentations. Professional attire for field sessions includes, but is not limited to:

Purple Tarleton ID (without exception) Neatly pressed and cleaned attire Slacks, skirt, or dress (no thin straps or strapless) No blue jeans No flip flops No cleavage or personal undergarments will be visible >>>Work with schools for appropriate dress<<< THIS VARIES MUCH AS YOU WILL FIND

5. Discussion Boards, Dyslexia Certificate Training, LAP checks, Chapter Quizzes, and Tests (33.5 pts=33.5%): You will be asked to participate in: on-line discussion boards, a professional video assignment, quick writes, and tests. You must be present for the assignment as no make-ups will be given. Some or all of these maybe CANVAS based activities. We will see…

6. Final (11.5 pts=11.5%)Comprehensive final covering course content.

SUMMARY LIST--REQUIRED ASSESSMENTS and ASSIGNMENTS: *Case Study Project Assessment and Instruction Implementation Report Portion (40 pts=40%) Case Study Project Oral Presentation Portion (5 pts=5%) (in class assignment) Professionalism (10 pts=10%) Discussion Boards (6.5 pts=6.5%) LAP checks (2 pts=2%) Dyslexia Certificate Training (1 pt=1%) Chapter Quizzes and Tests (24 pts=24%): Final (11.5pts=11.5%)

Grading Scale is based on a percentage of total points earned to total points possible (100 points): 90-100 pts = 90-100% = A 80-<90 pts = 80-89.99% = B 70-<80 pts = 70-79.99% = C 60-<70 pts = 60-69.99% = D 00 -<60 pts = 00- 59.99% = F

F0 – The student failed the course and never attended the course. FX – The student failed the course and the last date of attendance was before the last day of class (presumably, the final exam meeting). F – The student failed the course and the last date of attendance was the last day of class (again, presumably, the final exam meeting).

Grade Posting:Grades for most assignments turned in will be posted by the next week after the assignment due date. More extensive projects may take a little longer to grade.

Because this class only meets once per week which is the equivalent to three normal class periods, your earned grade may be lowered by one letter grade after one absence and to an F after two absences. There are no excused/unexcused absences.

Attendance Policy:Your attendance is expected and required. It is not possible to make up work missed during the class period since it involves the interactions of students, professor, and content. Class activities and participation will be part of your

This is a working document that might/will change over the course of the semester.

Discussion Boards, Dyslexia Certificate Training, LAP checks, Chapter Quizzes, and Tests (33.5=33.5%)

READ 3384, FALL 2019

grade. Absences will affect your grade, regardless of the cause for the absence. Your commitment to becoming the best teacher possible includes regular, timely attendance, and participation.Because this course meets one time per week, one absence, for any reason, may result in the lowering of the final grade by one letter. Two absences, for any reason, may result in a final grade of F.

Participation:You will need to read all assigned readings before the Monday class sessions, participate in classroom assignments, and actively listen to and participate in classroom discussions (to include all Canvas forums). All assignments are due at the end of the day (11:59 p.m.) on the dates due. Printing assignments (if needed to be turned in) before class must be completed before class. Although all work for the course must be completed to complete the course, late work is not accepted and will receive a 0 for the grade, as well as a deduction of professionalism points. All work for the course must be completed to pass the class. Cell phones or laptops should not be used during class unless specifically authorized during the class to do research or display items applicable to class discussions/activities (no texting, calling, surfing the internet, etc.).

Behaviors that will cause deduction of professionalism points include, but are not limited to, the following: sleeping, lying down in class, continuous talking when not appropriate, arguing with anyone in a disrespectful manner, refusal to work within a group, internet shopping, texting, etc. There will be no “warnings” or correction during class. It is assumed that, as a future professional educator, you are familiar with professional behavior. If you have any questions as to what constitutes professional behavior, please ask me or another professor within this department.

Quality of Work:Unless specified otherwise, all work completed outside of class and submitted for evaluation shall be typed (double spaced using Time New Roman 12-point font and 1 inch margins) using APA guidelines (citations are expected when using the work of others). The work shall reflect proper grammar and evidence of proofreading and spell check. In addition to the specific criteria incorporated in each assignment, all submissions will also be evaluated on the mechanics of writing, organizational structure, clarity of presentation, and consistency of presentation. All work submitted must bear the student’s name, course number, and section number. By placing your name on an assignment, you are verifying that the work is the original, independent product of your individual effort, unless the work was cited using the APA guidelines. Failure to appropriately cite the works of others used within your work may seem like the easy way to get things done, but will constitute plagiarism and has serious consequences for your academic and professional future. Falsely reporting a student visit or visit time constitutes fraud and will also result in failure of this course and may jeopardize your continuance in the Teacher Education Program.

Professionalism - Required for all Teacher Candidates Candidates for teacher certification at Tarleton State University will demonstrate the following qualities and behaviors in pursuit of their goal of becoming a professional educator:

Appropriate Dress and Appearance: You are entering the field of professional educators. By your dress and appearance, you are also setting the tone for how you will be perceived as an educator in the future. As a professional educator candidate, you are expected to be well-groomed and wear conservative business or business casual dress during all off-campus visits required for this and any other course and during classroom presentations. Grooming includes proper hygiene/cleanliness (bathing, deodorant, teeth brushing, hair combing/styling, etc.) Proper dress includes khakis, slacks, dresses, conservative length skirts, or dress pants, collared shirts, conservative dress tops, socks, shoes, and belts. This dress does not include items such as headgear (caps or hats), shorts, flip-flops (or other informal footwear), short skirts (above mid-thigh), t-shirts, shirts or pants with logos (other than university or campus logos), tank-tops or halter-tops, clothing that exposes undergarments or cleavage. If pants are worn, a belt should be worn as well (pants should not “sag”). Any professor within the Department of Education can give advice on appropriate professional dress and appearance for college classroom presentations and ultimately the off-site campus administrator has the authority to determine dress requirements for their campus. My advice: lean on the side of conservative and you will not have any problems in this area. (see next page)

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Communication: Communicate appropriately and effectively with colleagues, supervisors, students, parents, and members of the community. Uses effective oral and written communication. Do not take your cell phones into the classrooms during the elementary school visits and have them on silent during our class sessions.

Collaboration: Work collaboratively with colleagues, mentors, and supervisors when appropriate to achieve the local, state, and national goals of education. Shows courtesy to peers, public school students, and teachers and professors.

Commitment: Demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education. Shows enthusiasm in and for class.

Be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development. (See details below)

Professional Development: Assume responsibility for utilizing professional teaching practices and constantly strive to improve though professional growth. Accepts constructive feedback and demonstrates willingness to make improvements in attitude and performance if needed.

Ethical Conduct: Uphold the code of Ethics for Texas Educators and abide by local, state, and federal rules, regulations, and polices. Demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents, and members of the community. Exhibits honesty and personal integrity.

Academic Conduct: Tarleton State University expects its students and faculty to maintain high standards of personal and scholarly conduct to preserve the honor and integrity of the creative community. Students’ responsibilities include, but are not limited to, maintaining integrity in their own academic work: reporting incidents of academic dishonesty to the faculty member involved: learning about the general principles of academic integrity as well as those that pertain to particular disciplines and course; and promoting academic integrity. Plagiarism, fraud, and cheating will result in automatic failure of this course and a flag report being filed by the course instructor.

Laptops, Cell Phones and other Electronic Devices:It is expected that students refrain from using electronic devices, including cell phones, during class, unless specifically authorized for that class period/activity. Please silence your device when you enter the classroom. Your use of laptops and/or tablets should be limited to class related activities and not personal internet activity (i.e. email, social networks, etc.) or working on assignments for this or any other class. I reserve the right to ask you to leave when you fail to honor this policy, negatively impacting your attendance.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

FIELD EXPERIENCE PROFESSIONAL DRESS REQUIREMENTSAlthough to the young mind it may seem unfair, many times in life situations a person is judged upon how well dressed they appear.  The same holds true for teachers, whether in the classroom setting, during a job interview, for a teacher parent conference or open house.  Teachers should dress for success every day of the week.  Field experience students should always consult their mentor regarding the established dress code of their particular school.  Failure to dress appropriately can impact the way an administrator, other teachers, students and parents perceive the teacher in question and also affect the reputation of our program here at Tarleton.

Dressing for success allows teachers to gain the respect needed to set a positive example for their students.   An important point to remember is that children are very good at modeling the behavior they observe in adults, particularly adults they respect.

Dressing for success has three main positive effects for teachers:

1. Develop and maintain respect of students, parents, peers, and administrators2. Establish credibility with students, parents, peers, and administrators3. Establish yourself as an authority figure in the classroom

Women & Men

Hair:  Natural colors, conservative hairstyles, neat and well groomed.

Jewelry:  Go conservative; no more than two earrings per lobe and must be on the lower portion of the earlobe; multiple bracelets and necklaces kept to a minimum so as not to be distracting.  No visible tattoos or body piercing.

Shoes:  Shoes must be neat, clean, without scuffs or tears, and shined where appropriate; no heels higher than 3 inches; no athletic shoes, No Crocs and No flip-flops (blinged out or not). For younger grade placements, closed toed, flat-soled shoes should be worn.

Hats or Head Covers:  hats are not appropriate in the classroom; head covers that are required for medical and religious purposes or to honor cultural tradition are allowed.

Name tag:  Tarleton or ISD official name tag must be worn at all times in the public schools.

Women only

Makeup:  natural tones

Tops:  No strapless, spaghetti or halter tops, must not show any skin at the waist or midriff when arms are raised; neckline must be high enough that no cleavage is visible when bent over; no sheer material; not tight or form-fitting; appropriate foundation garments.

Pants:  Docker-style slacks or dress pants; pants must reach mid-calve; pants must be mid-rise or higher; belts must be worn if pants have belt loops; no jeans, shorts, or skorts.

Skirts/Dresses:  Must not be too baggy or too tight; hemline must be no higher than the top of the knee; think about what may be revealed if kneeling, sitting on the floor, etc.

Men only

Shirts:  Polo or oxford-type shirts; no inappropriate logos, messages or artwork; must be tucked-in, may bear the Tarleton logo.

Pants:  Docker-style slacks or dress pants; worn at the waist; plain belt; no jeans

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

READ 3384 Section 041 Class Schedule/Fall 2019 All content is subject to change as needed.

Week 1Monday, August 26In Class:• Introductions• Class overview/syllabus-MOSTLY CASE STUDY ASSIGNMENT TALK• Explain online component – read chapters ahead of class, answer questions, citations, take quizzes, and post to NOTE: Canvas. Deadline is night before next class (11:59pm). If not received by then, no points will be given.• Discussion of the Case Study (Major Assignment Project of the Class)~A FOCUS FOR ALL WE LEARN IN THE CLASS• Explain ESRI Kit assembly (due week 3)

Homework: • Read Cecil Chapter 1, A Comprehensive Literacy Program for Grades 4-8, and take the chapter quiz.• Read ESRI pages vii-8• Get supplies for ESRI Kit and have ready for next class period.•COMPLETE~~~ Build ESRI Testing Kit to bring to class on week 3 for approval.• Get with your assigned teacher for a time you can meet with your assigned student and get permission slips sent home to parents.

Week 2Monday, September 2 (NO CLASS…BUT SEE HOMEWORK!!!)In Class:• NO CLASS~SEE HOME WORK AND BE PREPARED WITH KITS (START CASE STUDY MEETINGS ASAP)

Homework: • Read Cecil Chapter 2, Assessment of Progress in Literacy, and take the quiz.• Read ESRI pages 9-13 and take section 1 quiz.• FINISH: Build ESRI Testing Kit to bring to class next week for approval.

Week 3Monday, September 9In Class:• Go over ESRI kits as a class. (CHECK-IN)• Cont. Discussion of CASE STUDY RESOURCES: (http://learningwithjamesgentry.com/case-study.html) • Discuss Cecil Chapter 1 & ESRI pages vii-8• Discuss Cecil Chapter 2 & ESRI pages 9-13.• Discussion of the Case Study (Major Assignment Project of the Class

Discuss Reading Interest Inventory for first student visit.• Discuss professional video presentation project (Due Weeks 4 & 5 & 6)=Best Practices in Literacy with Technologyhttp://learningwithjamesgentry.com/educational-tech-apps.html

Homework:• Read Cecil Chapter 8, Fluency, and take the quiz.• Read ESRI pages 14-29.

Week 4Monday, September 16In Class:• Discuss Cecil Chapter 8, ESRI pages 9-13.• Discuss ESRI sessions (beginning this week) and L.A.P.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Homework: • Submit Draft Video Project to Canvas Discussion Forum for Peer Feedback with Following Posting Requirements =Best Practices in Literacy with Technology• Read Cecil Chapter 5, Reading Comprehension.• Read ESRI pages 30-51 and take the section 2 quiz.• Conduct Sessions 1 & 2 with your student at the campus.• Complete the LAP and anecdotal notes for the visit.• ALL permission slips must be signed and turned in by next week’s class (no exceptions).

Week 5Monday, September 23In Class:• Turn in signed permission forms.• Discuss first week ESRI sessions.• Discuss Cecil Chapter 5, Reading Comprehension. To Be Continued next week…• Discuss ESRI pages 30-51.

Homework:• Review Cecil Chapter 5, Reading Comprehension, and take the quiz.• Read ESRI pages 52-67.• Answer Discussion Board Professional Video Assignment by providing feedback to ALL posts)=Best Practices in Literacy with Technology• Conduct Session 3 with your student at the campus.• Complete the L.A.P. and anecdotal notes for the visit.

Week 6Monday, September 30In Class:• Discuss ESRI session 3 campus visits• Continue Discussion on Cecil Chapter 5 and ESRI pages 52-67• Discuss case study write ups and problems.

Homework:• Read ESRI pages 68-88 and take the section 3 quiz.• Read Cecil Chapter 4, Vocabulary Instruction, and take the quiz.• Finish professional video and submit assignment with corrections to ????ASK ME??? and CANVAS Assignments.• Conduct Session 4 with your student at the campus.• Complete the L.A.P. and anecdotal notes for the visit (LAP Check 1 : Post updated L.A.P. by next class period ).

Week 7Monday, October 7In Class:• Discuss ESRI session 4 campus visits.• Discuss Cecil Chapter 4 and ESRI pages 68-88.• Discuss case study write ups and problems.

Homework:• Conduct Sessions 5 & 6 with your student at the campus.• Complete the L.A.P. and anecdotal notes for the visit.• Read Cecil Chapter 6, Writing Instruction, and take the quiz.

Week 8Monday, October 14In Class:

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

• Discuss ESRI sessions 5 & 6 campus visits.• Discuss Cecil Chapter 6 and ESRI tests.• Discuss case study write ups and problems.

Homework:• Read Cecil Chapter 7, Literacy in the Content Areas, and take the quiz.• Read ESRI pages 89-104, and take the section 4 quiz.• Conduct Session 7 with your student at the campus.• Complete the L.A.P. and anecdotal notes for the visit.

Week 9 Monday, October 21In Class:• Discuss ESRI session 7 campus visits.• Discuss case study write ups and problems.• Discuss Cecil Chapter 7 and ESRI tests.

Homework:• Read Cecil Chapters 3, Fostering Oral Language, and 9, Differentiating Instruction for Diverse Classrooms, and take the quizzes.• Conduct Sessions 8 & 9 with your student at the campus.• Complete the L.A.P. and anecdotal notes for the visit.

Week 10Monday, October 28In Class:• Discuss ESRI sessions 8 & 9 campus visits.• Discuss Cecil Chapters 3 & 9 and ESRI write ups.• Discuss case study write ups and problems.

Homework:• Conduct Session 10 with your student at the campus.• Complete the L.A.P. and anecdotal notes for the visit (Post updated L.A.P. by next class period).• Read TEA Dyslexia Handbook and Dyslexia Article and successfully take and pass the dyslexia training module.

Week 11Monday, November 4In Class:• Discuss ESRI session 10 campus visits.• Discuss Dyslexia Handbook and Article and case study write ups and problems. (DYSLEXIA SPECIALIST TALK) • Discuss case study write ups and problems.

Homework:• Conduct any strategies and recommendations with the student that will be used in section III of the LAP.• Complete the L.A.P sections I & II and work on the case study write up of Section III.• Answer the discussion board question related to DYSLEXIA and respond to ALL posts in the forum.• Read Cecil Chapters 10, Fostering Literacy in and Beyond the Classroom, and 11, Connecting School and Home, 12, Literacy in Grades 4-8: Orchestrating a Balanced and Comprehensive Program, and take the chapter quizzes.

Week 12Monday, November 11In Class:• Discuss Cecil Chapters 10 & 11 and case study write ups, problems, and oral presentations.• Conduct 2 peer reviews of case studies in class.

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

Homework:• Work on Completing Section III of the LAP, doing research on Best Practice Strategies and meeting with your student and trying them out.• Complete the L.A.P. (SECTIONS 1 AND 2 COMPLETED) (Post updated L.A.P. by next class period). LAP CHECK 2• (BRING A LAPTOP or Tablet or Hardcopy of LAP to Discuss with Peers for the NEXT CLASS)

Week 13Monday, November 18In Class:• Discuss Case Study Write up. Get feedback from professor and other students as to quality of your report.• Discuss Cecil Chapter 12 and case study write ups, problems, and expectations of oral presentations..

Homework:• Complete the L.A.P and work on the case study write up.• Begin preparing oral presentation of case study.

Week 14 Monday, November 25 In Class: • MIX--Literacy Beyond the Classroom, Connecting School and Home, and Balanced Literacy• Begin Oral Presentations of case study (Maybe???)• Opportunity: Turn in Case Study Appendix (HARDCOPY)  

Homework: • Upload Final LAP report in Canvas by SATURDAY, 12-7-2019   • Take Final Exam online by Monday DECEMBER 9, 2019.

Week 15Monday, December 2 LAST CLASSIn Class: • MIX--WRAP-Up Various Strategies for Reading• Complete Oral Presentations of case study•Turn in Case Study Appendix Opportunity (HARDCOPY) – If you need more time, talk to me.

 Homework: • Upload Final LAP report in Canvas by SATURDAY, 12-7-2019   •Turn in Case Study Appendix (HARDCOPY) MONDAY DEC. 9, 2019 EDUCATION BUILDING~ Office 320-I HAVE A BOX IN THERE • LAP (DUE SATURDAY, 12-7-2019 by MIDNIGHT) • Take Final Exam online by Monday DEC. 9, 2019.

Finals Week ---- Online Only:• LAP (DUE SATURDAY, 12-7-2019 by MIDNIGHT) •Turn in Case Study Appendix (HARDCOPY) MONDAY DEC. 9, 2019 EDUCATION BUILDING~ Office 320-I HAVE A BOX IN • Take Final Exam online by Monday DECEMBER 9, 2019 by MIDNIGHT

YOU CAN DO IT!!!! YOUR PROFESSIONAL VIDEOS WILL BE GROOVY!!!

This is a working document that might/will change over the course of the semester.

READ 3384, FALL 2019

READ 3384 Literacy for the Middle YearsSyllabus Receipt Signature Page – Fall 2019James Gentry, Ed.D. Components of the syllabus: Contact information for Dr. Gentry Office hours for Dr. Gentry Goals for the course Required textbooks Teacher Standards Student Learner Outcomes Civility Statement Case Study Sessions and Visits Assessment Components Evaluation of Assessment Components (point values) Grading Scale Case Study presentation Attendance Policy – Including absence policy Professionalism Class Schedule Readings and quizzes Discussion Board Expectations

I have received the class syllabus for READ 3384, Fall 2019. The sections listed above were pointed out in class, with time taken for questions regarding each section. I understand that this is a working document that might/will change over the course of the semester.

✓ A Canvas ticket is the only acceptable form of documentation for technology issues.

✓ I understand my Tarleton email is the primary means of communication and should be checked daily.

✓ By electronically signing in Canvas (Syllabus Quiz), I acknowledge and affirm that I have read this syllabus and understand all class policies, assignments, and expectations.

This is a working document that might/will change over the course of the semester.