UNIVERSITY OF ARKANSAS at MONTICELLO

SCHOOL OF EDUCATION
COURSE SYLLABUS
READ 2023 Introduction to Teaching Reading

Course Title: READ 2023 Introduction to Teaching Reading

Credit Hours: 3
Instructor:
Office Location:
Office Hours:
Instructor Email:

PREREQUISITE
Admission to Teacher Education for P-4 Early Childhood and Middle Childhood Education
Majors

REQUIRED TEXTS

Reutzel, D. Ray, & Cooter, Jr., Robert B. (2012). The essentials of teaching children to read:
The teacher makes the difference (6th ed.). Boston, MS: Pearson Education, Inc.

OTHER REQUIRED MATERIALS

• Common Core State Standards (available online http://www.corestandards.org/)

• Current Subscription to Chalk and Wire

COURSE DESCRIPTION
An introduction to the materials and methods for the teaching of reading, with emphasis on
theories and strategies for teaching reading, diagnosis of reading difficulties and intervention
strategies for struggling readers. Additionally, the course will focus on development, assessment,
and instruction for individual or small groups of students. A variety of approaches to reading
and writing instruction, assessment practices and issues in reading curriculum development will
be addressed.

MISSION STATEMENT
The University of Arkansas at Monticello School of Education is committed to the development
of highly qualified teacher candidates. The School of Education embraces the responsibility to
prepare teacher candidates to live and work in a rapidly changing, diverse world. Teacher
education candidates are challenged to achieve the highest level of competencies defined in the
UAM School of Education’s Conceptual Framework and as modeled by the UAM School of
Education Faculty. The Conceptual Framework is comprised of five strands: knowledge,
pedagogy, professionalism, diversity, and technology. The teacher candidates’ understanding of
the Conceptual Framework is progressively developed as they advance through the teacher
education programs. The UAM School of Education is dedicated to developing highly qualified
teachers as identified by the State of Arkansas and by the “No Child Left Behind “Act of 2001
through a partnership with the Southeast Educational Cooperative, area public schools, the
university community, and Arkansas’ high-need geographical areas.

CONCEPTUAL FRAMEWORK

The Conceptual Framework of the School of Education is organized around five strands that
promote: the acquisition of a knowledge base; development of pedagogical skills; promotion of
diversity and social justice; the demonstration of professionalism, and technology skills. The
core belief through all strands is that the diverse population of
P-12 students can learn. This philosophy is shared by faculty candidates alike and is infused
throughout the curriculum and the practical experiences of the candidates. The competency
indicators identified through indicators of competence within each strand define the performance
of initial and advanced candidates in the undergraduate and education program. These indicators
represent the knowledge, skills, and dispositions for all initial and advanced candidates and serve
as a foundation to scaffold specific experiences, assessments, and learning opportunities.

GOALS AND OBJECTIVES AND CORRELATED STANDARDS:

Candidates demonstrate a high level of competence in use of English language arts and they
know, understand, and use concepts from reading, language and child development, to teach
reading, writing, speaking, viewing, listening, and thinking skills and to help students
successfully apply their developing skills to many different situations, materials, and ideas.
(ACEI: 2.1; ATS: 4, 5, 8; CF: Knowledge, Pedagogy)

Candidates will demonstrate understanding of how students learn to read and how explicit and
systematic instruction produces successful readers in the areas of print concepts, phonological
awareness, phonics and word recognition, and fluency. (ACEI: 2.1, ATS: 4, CF: Knowledge,
Pedagogy, Professionalism)

Candidates will identify the differentiated needs of K-6 readers and strategically address them.
(ACEI: 2.1, ATS: 4, CF: Knowledge, Pedagogy, Diversity, Professionalism)

Candidates will know, understand, and use formative, interim, and summative assessment in
planning, evaluating, and strengthening literacy instruction. (ACEI: 2.1, 4.0; ATS: 6, 7, 8; CF:
Knowledge, Pedagogy, Diversity, Technology)

Candidates use their knowledge and understanding of individual and group motivation and
behavior among students at the K-6 level to foster active engagement in learning, self-
motivation, and positive social interaction and to create supportive learning environments.
(ACEI: 3.4; ATS: 1, 2, 3; CF: Knowledge, Pedagogy, Diversity, Technology)

Candidates will demonstrate the ability to integrate their understanding of and relationships with
children and families; their understanding of developmentally effective approaches to teaching
and learning; and their knowledge of academic disciplines to design, implement, and evaluate
experiences that promote positive development and learning for all students. (ACEI: 1.0, 3.2,
3.3; ATS: 7, 8, 9; CF: Knowledge, Pedagogy, Diversity)
Candidates will demonstrate the ability to plan literacy instruction based on state competencies,
knowledge of the teaching/learning process, content knowledge, the community and student
ability and differences such as ELL and gifted. (ACEI: 1.0, 2.1, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0 ATS:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10; CF Knowledge, Pedagogy, Diversity, Technology, Professionalism)

Candidates will demonstrate an understanding of how elementary students differ in their

development and approaches to learning, and create instructional opportunities that are adapted
to diverse students. (ACEI: 3.2; ATS: 1, 2, 3; CF: Knowledge, Pedagogy, Diversity, Technology

Candidates use their knowledge and understanding of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive interaction in
the elementary classroom. (ACEI: 2.3, 3.5; ATS: 2, 3, 8, 10; CF: Knowledge, Pedagogy,
Diversity, Technology)

METHODS OF INSTRUCTION

The method of instruction will be lecture, cooperative/collaborative learning, oral and visual
presentations, observations, demonstrations, reflective teaching, recitation, discussions, research
and use of technology.

COURSE REQUIREMENTS:

The instructor for the course will complete a disposition survey on each candidate.

FIELD EXPERIENCE (Required for Course Completion):

Candidates are required also to complete 6 clock hours in the field. Candidates will observe
common core literacy activities and research the instructional technology sources used by
teachers and students to promote literacy skills. Candidates will maintain a reflective journal and
field experience log.

GRADE ASSIGNMENT:
Grading Scale:
A= 90—100
B= 80—89
C= 70—79
D= 60--69
F= 59 and below

ATTENDANCE POLICY:
Regular and punctual attendance is required in class and any required field experiences.
Candidates must attend class to receive maximum benefit of learning. As future teachers,
candidates are expected to maintain a professional demeanor at all times. Attendance will be
recorded at the beginning of the class. It is important that students arrive on time to class. Late
work will not be accepted without penalty. Makeup work will not be allowed unless
documentation concerning the reason for the absence is provided.
STUDENTS WITH DISABILITIES:
It is the policy of the University of Arkansas at Monticello to accommodate individuals with
disabilities pursuant to federal law and the University’s commitment to equal educational
opportunities. It is the responsibility of the student to inform the instructor of any necessary
accommodations at the beginning of the course. Any student requiring accommodations should
contact the Office of Special Student Services located in Harris Hall Room 121; phone (870)
460-1026; TDD (870) 460-1626; Fax (870) 460-1926.
McGehee: Office of Special Student Services representative on campus; phone (870) 222-5360;
fax (870) 222-1105.
Crossett: Office of Special Student Services representative on campus; phone (870) 364-6414;
fax (870) 364-5707.

STUDENT CONDUCT STATEMENT:

Students at the University of Arkansas at Monticello are expected to conduct themselves
appropriately, keeping in mind that they are subject to the laws of the community and standards
of society. They must not conduct themselves in a manner that disrupts the academic community
or breaches the freedom of other students to progress academically.
USE OF TECHNOLOGY:
Candidates will word-process all papers and class assignments. Candidates are responsible for
obtaining an e-mail address at the Information Technology Center and for Blackboard.
Candidates will conduct internet research concerning class topics. Candidates will develop multi-
media presentations using a variety of instructional resources.
Candidates also will use Blackboard for entering papers, for class discussions and tasks, and for
quizzes. Problems with Blackboard should be addressed to the UAM’s Information Technology,
870-460-1036, or Faxed to 870-460-1920.

DIVERSITY:
Candidates will be provided opportunities through direct instruction and field experiences to gain
the knowledge, skills, and dispositions to provide effective instruction in diverse classroom and
communities. A wide variety of instructional methods will be modeled during the course to meet
the needs of a diverse class. In addition, candidates will design curriculum (including goals,
methods, and assessments) suitable for a wide range of students.
ACADEMIC DISHONESTY:
1. Cheating: Students shall not give, receive, offer, or solicit information on examinations,
quizzes, etc. This includes but is not limited to the following classes of dishonesty:
a. Copying from another student’s paper.
b. Use during the examination of prepared materials, notes, or texts other than those
specifically permitted by the instructor.
c. Collaboration with another student during the examination.
d. Buying, selling, stealing, soliciting, or transmitting an examination or any
material purported to be the unreleased contents of coming examinations or the
use of any such material.
e. Substituting for another person during an examination or allowing such
substitutions for oneself.
 2. Collusion: Collusion is defined as obtaining from another party, without specific approval
in advance by the instructor, assistance in the production of work offered for credit, to the
extent that the work reflects the ideas of the party consulted rather than those of the
person whose name in on the work submitted.
3. Duplicity: To offer for credit identical or substantially unchanged work in two or more
courses, without specific advanced approval of the instructors involved.
4. Plagiarism: To adopt and reproduce as one’s own, to appropriate to one’s use, and to
incorporate in one’s own work without acknowledgement the ideas or passages from the
writings or works of others.

For any instance of academic dishonesty that is discovered by the instructor, whether the
dishonesty is found to be cheating, collusion, duplicity, or plagiarism, the result for the
student or students involved will be that the instructor will assign a grade or F for the
examination or assignment involved.

COURSE OUTLINE/CALENDAR:

Calendar
READ 2023
Introduction to Teaching Reading

Week Topics Assignment Due

Effective Reading Instruction

Week 1 Chapter 1 • The Seven Pillars of Effective
Current Trends in Reading Reading Instruction
Instruction
• Common Core State
Standards
Developing Children’s Oral
Week 2 Language • Exit Slip on Four Major Views
Chapter 2 of Oral Language
Relationship between Oral Development
Language and Reading
Early Reading Instruction:
Week 3 Getting Started with the • Exit Slip
Essentials
Chapter 3
Phonological and Phonemic
Awareness

Phonics and Word Recognition

Week 4 Chapter 4
Phonics and Word Study
 Ready Fluency • Fluency Assessment
Week 5 Chapter 5

Increasing Reading Vocabulary • Read Aloud w/ Vocabulary

Week 6 Chapter 6 Instruction

Teaching Reading
Week 7 Comprehension
Chapter 7
• Connections
• Questioning
• Visualizing

Teaching Reading • Strategy Based Lesson for

Week 8 Comprehension Comprehension – Common
Chapter 7 Core State Standard included
• Inference
• Determining Importance
• Summarizing
Writing
Week 9 Chapter 8
• Interactive Writing
• Write Alouds
• Writers Workshop
• Argumentative Writing
Evidence-Based Programs,
Week 10 Interventions, and Standards for • Journal Article
Reading Instruction
Chapter 9
Assessment
Week 11 Chapter 10
• DRA
• DSA
Assessment
Week 12 Chapter 10 • Administer an Informal
• DIBELS Reading Inventory
• Informal Reading
Inventory
Effective Reading Instruction
Week 13 and Organization in Grades K-3
Chapter 11
• Common Core State
Standards
 • Use of informational
text
Effective Academic Literacy
Week 14 Instruction in Grades 4-8
Chapter 12
• Common Core State
Standards
• Use of informational
text

Week 15 Final Presentations on Five • Presentation

Essential Elements of Reading

Week 16 Final Exam

Bibliography

Beck, I.L., McKeon, M.G., and Kuban, L. (2002). Bringing words to life: Robust vocabulary
instruction. New York: The Guilford Press.

Beeler, Terri (2005). Phonological awareness.(3rd ed.). Pelham, NY: Benchmark Education
Company.

Chapman, Carolyn and King, Rita (2003). Differentiated instruction strategies for writing in the
content area. CA: Corwin press, Inc.

Clay, Marie M. (2002). An observation survey of early literacy achievement. (2nd ed.).
Portsmouth, NH: Redd Publishing Co.

Cooter, R. B., Matthews, B., Thompson, s. & cooter, K.S. (2004). Searching for lessons of mass
instruction? Try reading strategy continuums. The Reading Teacher, 58(4), 388-393.

Cunningham. P.M. (2004). Phonics they use: Words for reading and writing. (4th ed.) Boston:
Pearson/Allyn & Bacon.

Dozier, Cheryl, Johnston, Peter, and Rogers, Rebecca (2006). Critical literacy: Critical
teaching. New York, NY: Teachers College Press.

Ellermeyer, Deborah A. and Chick, Kay A. (2007). Activities for standards-based, integrated
language arts instruction. Scottsdale, AZ: Holcomb Hathaway , Publishers.

Flynn, Laura A. and Flynn, Ellen M. (2004). Teaching writing with rubrics: Practical strategies
and lesson plans for grades 2-8. CA: Corwin Press, Inc.
Fountas, I. C. and Pinnell, G. S. (2001), Guiding readers and writer: Grades 3-6. Teaching
comprehension genre and content literacy. Portsmouth, NH Heinemann.

Hancock, Marjorie R. (2008). Acceleration of literature and response: children, books, and
teachers in the k-8th classrooms. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Harvey, Stephanie and Goudvis, Anne. (2007). Strategies that work: Teaching comprehension to
enhance understanding. (2nd ed.) MA: Stenhouse Publishers.

Marzano, Robert J., Pickering, Debra J., and Pollock, Jane E. (2001). Classroom Instruction that
works: Research-based strategies for increasing student achievement. Alexandra, VA:
Association for Supervision and Curriculum Development.

McLaughlin, M. and DeVoogd, G.L. (2004). Critical literacy: Enhancing students’

comprehension of text. NY: Scholastic.

Miller, Debbie. (2002). Reading with meaning: Teaching comprehension in the primary grades.
Portland, MI: Stenhouse Publishers.

National Institute for Literacy. (2003). Put reading first: The research building blocks for
teaching children to read. Washington, DC: National Institute for literacy at Ed. Pubs.
Free download available at www.nifl.gov/partnershipforreading.

National Institute of Child Health and Human Development. (2000). Report of the national
reading panel: Teaching children to read. Washington, D. C.: Available at
www.nationalreadingpanel.org/Publications/reserachread.htm

Overmeyer, Mark. (2005). When writing workshop isn’t working: Answers to ten tough
questions grades 2-5. Portland, MN: Stenhouse Publishing.

Overmeyer, Mark (2009). What student writing teaches us: Formative assessment in the
writing workshop. Portland, MN: Stenhouse Publishing

Richardson, J.S., Morgan, R.F., and Fleener, C.E. (2009). Reading to learn in the content areas
(7th Ed.). Belmont, CA: Thomson/Wadsworth.

Sampson, Mary B.; Rasinski, Timothy V.; and Sampson, Michael. (2003). Total Literacy:
Reading, Writing and Learning. Belmont, CA: Thomson/Wadsworth.

Stormont, Melissa (2007). Fostering resilience in young children at risk for failure: Strategies
for grades k-3. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Thompson, Susan Conklin. (2005). Children as illustrators: Making meaning through art and
language. D.C: NAEYC.