Professional Documents
Culture Documents
Course Information
Students taking teacher certification courses are expected to show above average skills in the following
areas:
Please contact the Teacher Development Center for specifics concerning eligibility for this course.
Course Description
This course focuses on the crucial abilities of reading, writing, listening, talking, viewing, visually
representing, and thinking as tools for literacy and learning. Development of literacy and learning within
and across the content areas are stressed. Instructional strategies, thematic teaching, writing to learn,
concept development, and effective uses for literature, text, media, and other resources to enhance student
learning are explored. Using literacy for learning purposes, designing classroom models of literacy,
integrating technology, optimizing multimedia learning, individualizing to meet the needs of all students,
creating a positive classroom environment, and utilizing resources effectively for "best practice" in
teaching are the guiding goals of the course.
The students will describe and discuss the synergistic role of the language arts and thinking in literacy and
learning in reflections, responses, essays, and classroom discourse, both written and oral, in individual,
small group, and whole class formats as well as in a summative (showcase) portfolio.
The students will be able to create an effective, positive classroom learning environment that values the
processes and the products of literacy as shown by successful completion of case studies, creation of a
portfolio showing growth and strengths in their understanding of the role of literacy in their future
classrooms, and achieving a passing score on an embedded exam modeled on the Language Arts TExES
Domain and Competencies.
The students will be able to teach the literacy skills of comprehension, fluency, and writing utilizing
research-based best practices as evidenced by the creation of lesson plans that demonstrate understanding
of the concepts of the lesson cycle, insightful reflections on and responses to video demonstrations of
successful teaching practices, case studies designing strategies for their future classrooms, and achieving
a passing score on an embedded exam modeled on the Language Arts TExES Domain and Competencies.
Cramer, Ronald L. (2004). The Language Arts: A balanced approach to teaching reading, writing,
listening, talking, and thinking. New York: Pearson Education packaged with My Lab School.
(All students)
Your text book is packaged with the directions and an access code to register for My Lab School.
You will need to download and print out the Observation Guide. Please refer to the calendar in
this syllabus for the assignments and due dates. You will type your responses in Microsoft Word
and turn them in at the beginning of class on the day they are due.
Fluency – Download and print out either (no images) http://www.prel.org/products/re_/fluency-1.htm OR
(attractive, full color) http://www.prel.org/products/re_/fluency-1.pdf
Nath, Janice L. & Ramsey, John. (2004) Preparing for the Texas Pre-K-4Teacher Certification. New
York: Pearson Education. ISBN: 0-321-07676-1 (All students who have not taken and passed
their content TExES exams – will help prepare for this course’s test, as well.)
National Research Council. (2002). Starting Out Right: A Guide to Promoting Children’s Reading
Success. Washington, D.C.: National Academy Press. You can acquire this book by buying it at
the bookstore, reading it online at www.nap.edu or ordering it (call 1-800-624-6242). ISBN: 0-
309-06410-4 (All students)
Microsoft Office Suite (including Microsoft Word) is available on campus for a very small charge
because of a campus-wide purchase agreement. Take advantage of this opportunity! Your work
must be in Microsoft Word for my computer to be able to open it.
Picture book for focus lesson…you will be assigned to one of the 6+1 traits and given a list to choose
from…most of the books are available at libraries.
NWREL (2006). 6+1 Traits Scoring Guides. Download and print from
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
PREL (2006). A Focus on Vocabulary. The document is available online only and can be accessed in
HTML (116K), Color PDF (5.5M) or Black & White PDF (2.5M) format. Users are asked to
complete a survey to access this free, online document.
The following publications are excellent resources, available online without charge. They are not required
for class, but they might be helpful for the TExES exam or in your future teaching.
Class 1, Jan. 11
Topics: Course introduction (Read syllabus before next class); RII Essentials
Class 2 – Jan. 18
Topics: 6+1 Traits of Writing and the writing process – Download and print out 6+1 Traits
Scoring Guides. Download and print from
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF; receive trait focus lesson
assignment
Class 3, Jan. 25
Assignments: View Module 2, Video Clip 3 on My Lab School, Language Arts…Respond to questions 1
& 2 in a Microsoft Word document. Turn in a typed copy of your reflections at the beginning of class
today – be sure to include the module number, clip number(s), and PUT your name on the document.
Reading Chapter 4 first is important and will help you get a lot from the video! Your video clip response
should have strong VOICE and rich ideas. Literal responses will not receive full credit. For all video clip
reflections remember to connect what you view to the readings, personal experiences, and personal
beliefs.
Class 4, Feb. 1
Topics: Fluency – Download and print out one of the following: (no images)
http://www.prel.org/products/re_/fluency-1.htm OR (attractive, full color)
http://www.prel.org/products/re_/fluency-1.pdf (read booklet before class)
Class 5, Feb. 8
Topics: Chapter 6 – Literature and Literacy (Read before class); Chapter 7 – Content Literacy
(Read before class)
Assignments: View Module 4, Video Clip 6 on My Lab School, Language Arts…Respond to questions 1
& 2 in a Microsoft Word document. Turn in a typed copy of your reflections at the beginning of class on
today – be sure to include the module number, clip number(s), and PUT your name on the document.
Reading Chapter 6 first is important and will help you get a lot from the video! Your video clip response
should have strong VOICE and rich ideas. Literal responses will not receive full credit.
Class 6, Feb. 15
Topics: Essentials Quiz One; Cramer Chapter 8 – Comprehension (Read before coming to
class)
Assignments: Fluency Case Study due – Go to MyLabSchool, Case Archives, Fluency and
Word Study…Choose ONE of the case studies and do the Assignments listed…Submit your
Microsoft Word document hard copy in class. Your case study must follow the guidelines
provided in class. I expect rich ideas and strong VOICE (as well as strength in the other traits).
Class 7, Feb. 22
Topics: Cramer Chapter 3 – ASSESSMENT ONLINE CLASS (Read the chapter.) You will
receive directions in class.
Assignments: View Module 1, Video Clips 1 & 2 on My Lab School, Language Arts…Respond to
questions 1, 2, & 3 for Clip 1 and Questions 1 & 2 for Clip 2 in a Microsoft Word document. Turn in a
typed copy of your reflections at the beginning of class on March 1 – be sure to include the module
number, clip number(s), and PUT your name on the document. Reading Chapter 3 first is important and
will help you get a lot from the video! Your video clip response should have strong VOICE and rich
ideas. Literal responses will not receive full credit.
Class 8, Mar. 1
Assignments: Focus Lesson for the Ideas & Organization traits due today…submit
electronic copy of your plan; bring copies to class for your instructional group.
Class 9, Mar. 15
Assignments: View Module 8, Video Clip 16 on My Lab School, Language Arts…Respond to all
questions in a Microsoft Word document. Turn in a typed copy of your reflections at the beginning of
class today – be sure to include the module number, clip number(s), and PUT your name on the
document. Reading Chapter 13 first is important and will help you get a lot from the video! Your video
clip response should have strong VOICE and rich ideas. Literal responses will not receive full credit.
Topics: Essentials Quiz Two; Chapter 11 –Poetry, (pp. 418 – 426, 439 – 449, 450 - Read
before coming to class)
Assignments: Focus Lesson for the VOICE, Conventions, & Presentation traits due today…
submit electronic copy of your plan; bring copies to class for your instructional group.
Early Reading Case Study due – Go to MyLabSchool, Case Archives, Early Reading…Choose
ONE of the case studies and do the Assignments listed…Submit your Microsoft Word document
hard copy in class today. Your case study must follow the guidelines provided in class. I expect
rich ideas and strong VOICE (as well as strength in the other traits).
Assignments: Focus Lesson for the Word Choice & Sentence Fluency traits due today…
submit electronic copy of your plan; bring copies to class for your instructional group.
View Module 5, Video Clip 12 on My Lab School, Language Arts…Respond to all the questions for
Video Clips 12 in a Microsoft Word document. Turn in a typed copy of your reflections at the beginning
of class today – be sure to include the module number, clip number(s), and PUT your name on the
document. Reading Chapter 10 first is important and will help you get a lot from the video! Your video
clip response should have strong VOICE and rich ideas. Literal responses will not receive full credit.
Topics: Cramer Chapter 9 – WORD STUDY ONLINE CLASS (See Blackboard, Course
Documents); A Focus on Vocabulary – Read this booklet (will be on test and will help all
certification levels)
Assignments: View Module 7, Video Clip 14 on My Lab School, Language Arts…Respond to all
questions in a Microsoft Word document. Turn in a typed copy of your reflections at the beginning of
class on April 12 – be sure to include the module number, clip number(s), and PUT your name on the
document. Reading Chapter 9 first is important and will help you get a lot from the video! Your video
clip response should have strong VOICE and rich ideas. Literal responses will not receive full credit.
Assignments: Comprehension Lesson Plan due – submit an electronic copy and bring a copy to
class to use to teach your lesson to a classmate. (Directions will be provided in class.)
Test
Grading Policy
Embedded Exams
• 60 points - Test – multiple choice and short answer, primarily based on the TExES exam. If you
take and pass your CONTENT TExES exam, you may chose to take an online essay exam
• 24 points – Essentials Quizzes – Three 12 point quizzes in a variety of formats over topics on
the Reading II Essentials handout (see calendar for dates). The lowest quiz grade will be dropped.
Homework
• 28 points (4 points each) - MyLabSchool 7 video clips viewed and responded to – Responses
should make connections to the video, readings, your beliefs, and your prior knowledge – I will
particularly evaluate ideas and voice. You will turn in a hard copy of your responses to the clip(s)
assigned on the dates listed on the Calendar. These responses are evaluated rigorously. To earn
full points you must include well-developed, rich ideas, organize your responses, and write with a
strong VOICE. I will also consider the other traits of writing: word choices, sentence fluency,
conventions, and presentation. I will NOT accept emailed responses or Digital Dropbox
• 33 points (11 points each) – Case Studies – Required Format will be provided in
class.
o 11 points – Fluency case study. Choose any ONE of the case studies at
MyLabSchool, Case Archives, Fluency and Word Study. Follow the directions in the
booklet. Turn in hard copy in class on the day due…see calendar. Your case study
must follow the guidelines provided in class. I expect rich ideas and strong VOICE
(as well as strength in the other traits).
o 11 points – Comprehension case study. Choose any ONE of the case studies at
MyLabSchool, Case Archives, Comprehension and Vocabulary. Follow the
directions in the booklet. Turn in hard copy in class on the day due…see calendar.
o 11 points – Early Reading case study. Choose any ONE of the case studies at
MyLabSchool, Case Archives, Early Reading. Follow the directions in the booklet.
Turn in hard copy in class on the day due…see calendar.
• Lesson Plans
o 15 points - 6+1 Traits Focus Lesson – Design one lesson per expert group to use to
teach your trait to your instructional group. Submit an electronic copy and bring copies
for each member of the class.
You will be assigned a trait in groups. Your expert group will create one lesson
plan; members of the group will split up and present (teach, but limit to 15
minutes) the plan to the instructional groups. Further directions will be provided
in class.
The lesson must support instruction of the Writing Process and use Traits-based
instruction and/or assessment (6+1 Traits of Writing).
Your lesson must use a picture book chosen from the list provided and use the
required format for the 6+1 Traits Focus Lesson. (sample supplied in class)
o 10 points - Comprehension Lesson Plan – Create a comprehension lesson plan
designed to use with an individual student or a small group using either DR-TA or QtA –
Directions and format will be provided in class. You will then “teach” your lesson to a
partner during class time.
• 30 points - Electronic Portfolio – Submit electronically before class on date due. Instructions
will be given in class.
Letter Grade/Points
Average 0% 60% 64% 68% 70% 74% 78% 80% 84% 88% 90% 94% 100%
Points 0 120 128 136 140 148 156 160 168 176 180 188 200
Letter F D- D D+ C- C C+ B- B B+ A- A A
Technology.
• The course will use the UTD WebCT. This will be discussed in class.
• NO emailed assignments will be accepted! If you are not in attendance to turn in your
assignment at the beginning of class on the day due, you must deliver a hard copy to the
instructor or to the Teacher Development Center, FN 3.118.
• Technology problems are NOT acceptable excuses for late work! Complete your
assignments enough in advance to make sure your computer, Internet provider, printer,
Blackboard, etc. are in working order such that you can turn in your work on time. Save
your work often and seek advice and resources from the campus technology help desks, if
necessary.
The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations
are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).
A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one’s
own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.
The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.
Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed. An
incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.
Disability Services
Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example,
it may be necessary to remove classroom prohibitions against tape recorders or animals
(in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation
for a student who is hearing impaired). Classes enrolled students with mobility
impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose
of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request a ruling from the chief
executive officer of the institution, or his or her designee. The chief executive officer or
designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.
These descriptions and timelines are subject to change at the discretion of the Professor.