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ED 4352-502
Reading I-Learning to Read
2005 Fall

Alicia Walker
University of Texas at Dallas
Teacher Development Center
P.O. Box 830688-GR22
Richardson, TX 75083-0688
E- mail: alicia.walker@utdallas.edu


The intent of this course is to explore reading and writing in the language arts program for the
elementary grades. We will examine the historical perspectives on the changing views of reading,
literacy learning, language acquisition, prior knowledge, and schema theory. In addition,
emphasis will be placed on the appropriate roles of phonemic awareness, phonics, decoding, and
vocabulary as they relate to how one learns to read.

This course will provide comprehensive coverage of topics important in helping teachers develop
a constructivist, balanced literacy program agenda for their future classrooms. More specifically,
ways to incorporate authentic literature, holistic instruction, active learning techniques, and
alternative assessment will be addressed. Intensive experiences with children’s literature will
enable course participants to begin the transition of putting theory into practice.

Students taking this course will be introduced to various strategies of teaching reading. The
instructor will organize the course within a framework of reading TO students, reading WITH
students, and reading BY students. All instructional levels will be examined to accommodate the
unique goals, learning styles, and interests of the members of the class. Class participants’
experiences will shape the direction, the format, and the content of the instruction.

Required Text:

Farris, P.J., & Walther, M.P. (2004). Teaching Reading: A balanced approach for today’s
Classrooms. New York: McGraw-Hill.


Please bring your book, markers, and post-it notes to each class. If any other materials are needed
for a particular class, I will let you know prior to that class.

Supplemental Internet Sites:

Language Arts Texas Essential Knowledge and Skills (TEKS)


TExES Test Frameworks for English Language Arts & Reading (4-8), Generalist (EC-4), &
Generalist (4-8).

Professional Development and Appraisal System Manual (PDAS)



1.) Interactive Read Aloud (30 points): You will be required to engage a small group of your
peers in an interactive read-aloud using an appropriate children’s book. Students MUST be
actively involved during the read aloud. This involvement might be in the form of choral
responses, sound effects, chanting, chiming in on repetitive phrases, response cards, etc.
Strategic questioning during the read aloud is also appropriate to allow students to make
predictions, clarify concepts related to vocabulary, and enhance comprehension. JUST asking
questions does NOT constitute an interactive read aloud. Your peers will be evaluating you
on the selection of literature, student interaction, and delivery. On the night that you read aloud,
please turn in a short summary of what you did in your read aloud session. It must include the
name of the book and the author and a brief summary of what you prepared for the session.

2.) Literacy Autobiography (30 points): Part of the challenge of teaching young children
to read is understanding the process of what “becoming literate” is all about. By
reflecting on your own early literacy experiences, you may be able to relate better to
children as they learn to read and write (I am not referring to handwriting). You are
required to write a personal narrative relating how you learned to read and write. Try to
provide specific episodes of those involved in your early literacy experiences, i.e. parents,
teachers, siblings, etc. You may want to talk to parents, grandparents, or other family
members who might help you remember some of your fa vorite books, reading rituals, and
early school experiences of learning to read and write. You may want to include a copy
of some of your early writing samples, a graphic of the cover of a favorite book, pictures
of you engaging in a literacy event, etc. Your Literacy Autobiography should be typed
and no longer than 2 pages. Read chapter 2 to help you with this assignment. The
following is an example of what should be included in the autobiography:

• Personal introduction and description of your previous and current home literacy
environment, culture, attitudes, and daily oral and written literacy practices.
• Home literacy experiences.
• Elementary school literacy experiences.
• How previous and current literacy experiences impact your current attitudes
toward literacy.

3.) Children’s Read Aloud Review (55 points): You will be required to read 25 children’s
books that you would use to read aloud to your students. At least 10 of the books must be
PREVIOUSLY READ! For all 25 books include the following information: title,
author, illustrator, and a 1-2 sentence summary of the book. Do not include more than 2

The following list is a suggested list of authors. It is just a place to start. Talk with your
colleagues, classroom teachers, and librarians to get more ideas. All selections must be quality
children’s literature. See also Appendix A in the text.

Author List

David Wiesner Tomie dePaola Lois Ehlert

Jerry Pinkney Ezra Jack Keats Simms Taback
Molly Bang Mem Fox Eve Bunting
poetry books Bill Martin, Jr. Bernard Waber
Maurice Sendak Steven Kellogg Mitsumasa Anno
Patricia Polacco Jane Yolen Verna Aardema
Ruth Heller Chris Van Allsburg Peggy Rathmann
Vera B. Williams Cynthia Rylant Jacqueline Martin
Walter Lorraine Audrey Wood Arnold Lobel
David Wisneiwski Aliki Paul O. Zelinsky
Arthur Yorinks Ed Young Emily Arnold McCully
Graeme Base Margaret Hodges Donald Hall
Sharon Creech Debra Frasier

4.) Phonemic Awareness/Phonics/Vocabulary Lesson (50 points): You will be required to

develop a reading lesson plan and implement the plan by working with a child, a pair of children,
or a small group of children. Your typed lesson pla n must include, but is not limited to the
following: Objectives-TEK (S), Materials, Procedures, and Evaluation. Please have someone
take pictures of you and your students while you are teaching your lesson, and turn the pictures (2
or 3) in with your fina l project. Finally, you will be asked to complete a personal reflective
summary describing your perspective of the teaching experience and your observation of students
before, during, and after instruction. Also, you’ll need to identify your instructiona l strengths and
discuss target areas for growth demonstrated in your teaching.

5.) 1 Exam (50 points): You will be required to take 1 exam-a final exam. The exam
will be cumulative, objective, and students are required to take the exam on the date

Written assignments:

• All written assignments are expected to exhibit professional quality. You should
demonstrate mastery of organizing, structuring, and editing in your writing. Grammar,
spelling, and vocabulary errors will result in a reduction of your score. Letters and
materials written by you as a professional and sent to parents/administrators must be
virtually perfect. Begin that practice now!
• There will be no pre-grading of assignments, as this gives some students an unfair
advantage. All assignments will be graded and returned at the same time.
• All assignments are to be turned in to the instructor on the due date at the
beginning of class. Late assignments (including those received later in the same day
or via email) will suffer a 25% penalty. No assignments will be accepted after the
due date. Technology problems are not acceptable reasons for an assignment to be
late! Prepare your assignments enough in advance to accommodate untimely
problems with your computer, Internet provider, printer, etc. There will be no
exceptions to this.
• All assignments must be typed. No handwritten assignments will be accepted.

Evaluation Methods & Grading Considerations:

Grading: Grades will be assigned on the following basis:

Total possible points = 215

A = 193-215 B = 171-192 C = 150-170 D = 128-149 F = below 128


DO NOT MISS CLASS! Attendance at all class meetings is required and is essential to your
success in this class. Many class objectives are met during active participation in class, therefore
your attendance is vital to your learning and success in this class. If you are absent from more
than 2 class periods your grade will be lowered by 1 letter grade. No exceptions! If you
must be absent, you are expected to contact a class member to obtain notes and announcements.
This is your responsibility! Your absence is not an excuse for being unaware of information
presented in class, including changes in due dates and class requirements. Frequent tardiness and
leaving early will also negatively impact your grade.

Final Grades:

In order to receive a passing grade in this course, students must do ALL of the following:

• Attend all classes with a maximum of 2 absences (excused or unexcused).

• Complete and turn in all assignments.
• Make a score of 70% or better on the final exam.

If any of the above requirements are not met, the instructor reserves the right to give a
failing or incomplete grade in the course. The highest grade that a student can earn
without meeting all of the above requirements is a C.

Course Outline For Reading I: Fall 2005

(The instructor reserves the right to make changes as needed.)

Date Topic/Assignments Date Topic/Assignments

Class 1 Introductions, Syllabus, Class 2 Vygotsky’s ZPD
August 22 Course Requirements August 29 p. 331
Chapter 10 Assessment
(Read and refer to throughout Planning for Instruction
semester) Chapter 5
Class 3 TBA Class 4 A Balanced Approach to
September 12 September 19 Teaching Reading
Chapter 1, pp. 5-16
Chapter 3
Read Aloud
Chapter 3, pp. 100-101
Literacy Autobiography Due
Class 5 The Reading Process Class 6 Phonemic Awareness
September 19 Chapter 1 September 26 Chapter 3, pp.110-111
Emergent Literacy Chapter 7, 290-299
Cambourne’s Conditions
Class 7 Phonics Instruction Class 8 Word Study
October 3 Chapter 7, pp. 281-290 & October 10 Chapter 7, pp. 306-315
301-306 Chapter 3, pp. 113-114
Chapter 3, pp. 111-112
Class 9 Reading and Sharing Class 10 Word Study cont.
October 17 Night October 24 Children’s Read Aloud
Bring your 25 books to class Review Due
Class 11 Web-Based Class Class 12 Vocabulary Instruction
October 31 November 7 Chapter 9
Class 13 Class 14 Interactive Read
November 14 Reading Lesson Due November 21 Aloud Night

Class 15 Students with Dyslexia Class 16 Final Exam

November 28 Handout December 5