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RED 4724.004 Hagge Spring 2014

RED 4724 (Section Spring 2014) – Intermediate Literacy I

The University of South Florida

Instructor: Brian M. Flores, M.A.

Office: EDU 207 K Office Hours: By appointment

Course Meeting Time: Thursday 9:30 a.m.–12:15 p.m. Course Location: 413

Contact Number: 727 423 0314
Course Prerequisite: RED 4312
Course Description:

The purpose of this course is for pre-service teachers to understand the developmentally appropriate, research-based theories and practices that support children’s literacy learning in the intermediate grade levels. This includes incorporating instructional strategies for diverse learners, accessing resources for development of integrated and innovative lessons, differentiating instruction to support inclusive practices, and using formal and informal assessment data to guide instructional decision-making.
Course Objectives:

  1. Identify the processes required in developing intermediate literacy and language skills. (FLDOE 1.5, 1.6, 1.7, 1.8, 1.9, 1.10; ESOL 2.1, 2.2; ACEI 2.1; USFCF 2)

  2. Identify instructional strategies for developing intermediate literacy and language skills. (FLDOE 1.5, 1.6, 1.9, 1.10; ESOL 2.1, 2.2)

  3. Evaluate intermediate literacy and language assessments. (FLDOE 4.1, 4.6, FEAP 1.d; RE 3.1, 3.3, 3.4, 3.5)

  4. Interpret assessment data to determine the abilities and needs of emergent literacy and language learners. (FLDOE 4.2, 4.5; FEAP 4.c)

  5. Based on assessment results, develop differentiated instructional plans for intermediate literacy and language learners across the curriculum. (FLDOE 4.4, 4.9; FEAP 1.e, 3.c, 3.h, 4.a; ESOL, 2.1, 2.2; ACEI 3.1, 3.2, 4.0; USFCF 6; RE 4.15, 4.16, 4.17, 4.19)

  6. Communicate assessment and instruction decisions with parents/caregivers and colleagues. (FLDOE 4.5)

Required Texts/Materials:
Bear, D. R., Invernizzi, M. R., Templeton, S., & Johnston, F. (2011). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 5th Edition. New York: Allyn & Bacon. 

Cunningham, P. M., & Allington, R. L. (2010). Classrooms that work: They can all read and write, 5th Edition. New York: Pearson.

Fountas, I., & Pinnell, S. (2001). Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy. New York: Heinemann.

Harvey, S., & Goudvis, A. (2007). Strategies that Work: Teaching Comprehension for Understanding and Engagement, 2nd Edition. New York: Stenhouse.

Required Texts/Materials (Continued):

Chalk and Wire account. ID # can be purchased from USF bookstore.

Online Blog Platform

General Information:

  1. Attendance is mandatory. Active participation and preparation for class is essential and indicative of your engagement, involvement and professionalism (FEAP 6). Consistent and complete attendance is necessary to learn all of the information covered in the course, to observe modeled instructional strategies, and to participate in discussions and activities. If you will be absent, you are responsible for notifying the instructor prior to class by email or phone. It is the student’s responsibility to get any missed information and materials. Each absence will result in the deduction of points from your participation grade, conversation calendar and any additional assignments not submitted on time. More than 2 absences is considered excessive (i.e. missing 3 or more classes), even for legitimate reasons. Any additional absences will result in substantial portions of the course not being fulfilled and will result in a failing grade.

  1. Promptness is expected. Prompt arrival to class is also a reflection of involvement and professionalism. Excessive tardiness will result in missing vital information, as well as point deductions. One tardy of 30 min or less will be overlooked, 2 tardies of less than 30 minutes will count as an absence. Any tardy in excess of 30 minutes or more will count as an absence. Leaving class more than 30 min early constitutes an absence. Please review the attendance policy under numeral 1 for possible grade impact.

  1. Assignments are due at the beginning of class on the due date. Plan ahead for computer difficulties and complex schedules. If you are absent on the day an assignment is due, you should make sure the assignment is turned in on time by submitting the assignment via Canvas or email. It is your responsibility to make sure the email is delivered successfully. I will not accept late assignments.

  1. Please turn off cell phones during class sessions. IMPORTANT: Please do not text, email, or conduct personal Internet business during class time. Texting, sending email, or conducting personal Internet business during class time will result in a loss of participation points.

  1. Course materials, checklists, and announcements will be posted on Canvas. Students are responsible for downloading and printing materials. Canvas announcements and email will be used to communicate course information. You are responsible for checking your email and for reading announcements posted on Canvas regularly.

  1. Students are expected to be familiar with and adhere to the University’s policies on “Academic Dishonesty and Disruption of the Academic Process.” They are stated in the Undergraduate Catalog. ALL ASSIGNMENTS FOR THIS COURSE MUST BE ORIGINAL WORK OF THE STUDENT AND NO PART MAY BE WORK FROM OTHER STUDENTS, WORK FROM PREVIOUS ASSIGNMENTS, OR ASSIGNMENTS FROM OTHER COURSES. Copying from Internet sources (“cut and paste”) is plagiarism. Copying previously submitted work, other students’ work or portions of their work constitutes plagiarism. Plagiarism is defined in the USF Graduate Catalog and is considered academic dishonesty. The penalties for academic dishonesty “include receipt of an “F” … on the subject paper …, and “FF” in the course, suspension or expulsion from the University.” You MUST reference all sources, including teacher materials. This is a mark of your professionalism. Use the Publication Manual of the American Psychological Association, 6th edition to reference all sources of materials that are not your own (including internet materials). APA has samples for referencing websites and other electronic sources.

  1. Teachers must use the English language as the medium of instruction. All written work in this course should reflect accuracy in spelling, punctuation, and usage. All assignments must be typed, DOUBLE-SPACED using 12-point font, unless otherwise specified. Points will be subtracted from assignments for incorrect spelling, mechanics, usage and improper formatting.

  1. Good teachers are responsive to the learning needs of students. I reserve the right to make minor adjustments in the syllabus to maximize the learning experience.


Please note: Assignments and due dates are subject to change based on the needs of the course and at the instructor’s discretion.
Literacy Portfolio: Intermediate Literacy Strategy Toolbox (105 points) (FLDOE 1) – Critical Task—Must be uploaded to Chalk & Wire (This is a Critical Task requirement and must be posted on Chalk & Wire by 9:30 Tuesday, April 29th in order to earn a passing grade in the course.)
Using an online platform, students will create a Literacy Portfolio. This Portfolio will include multiple components related to Intermediate Literacy and Language. Each component should include the following information:

  • Instructional strategies to support literacy and language learning related to the component (based on the interpretation of assessment data) (FLDOE 1.5, 1.6, 1.9, 1.10; ESOL 2.1, 2.2; RE 4.15, 4.16)

  • Instructional modifications to support diverse literacy and language learners (i.e., ESOL, students with an IEP, RtI, etc.) (FLDOE 4.4, 4.9; FEAP 1.e, 3.c, 3.h, 4.a; ESOL, 2.1, 2.2; ACEI 3.1, 3.2, 4.0; USFCF 6; RE 4.18, 4.19)

  • Assessments designed to measure literacy and language ability related to the component (FLDOE 4.1, 4.2, 4.6 FEAP 1.d; RE 3.1, 3.3, 3.4, 3.5)

  • Address CCSS throughout the each component.

  • 2-3 page summary of the research supporting the pre-service teacher’s decision to include the assessments, instructional strategies, and modifications for each component (FLDOE 1.5, 1.6, 1.7, 1.8, 1.9, 1.10; ESOL 2.1, 2.2; ACEI 2.1; USFCF 2)

There are three components in this portfolio:

Component 1 (30 points) – Strategic Comprehension & Word Study

Component 2 (30 points) – Independent & Guided Reading

Component 3 (30 points) – Reading and Writing Connections

Evidence of Professional Communication (15 points) -- Grammar/Spelling, Clarity of Communication, Organization
Literacy Instructional Plan with Explicit Lesson (40 points) (FLDOE 1.5)

Based on multiple assessment data, pre-service teachers will develop an appropriate literacy instructional plan for various groups of students. Additionally, pre-service teachers will create and teach an explicit lesson plan to address a specific need identified in the assessment data. The lesson may be for a whole or small group of learners. This lesson may be used as a Collaborating Teacher Formal Observation for EDE 4942. Literacy Instructional Plan and Explicit Lesson Due: 2/27; Lesson Reflection Due 4/3
Parent/Caregiver Letter (25 points) (FLDOE 1.5, 1.6, 1.7, 4.1, 4.5)

Pre-service teachers will use assessment data and their knowledge of research-based practices to compose a letter to parents/caregivers regarding a student’s progress in literacy, literacy abilities, and instructional needs. Due: 3/20
Philosophy of Literacy Instruction & Assessment (25 points)

You will end the semester by revisiting and updating your philosophy of literacy instruction and assessment. To understand how to best reach young learners, you will need to reflect on your own learning experiences and your recent professional growth. Once you determine how your experiences have shaped your personal views of literacy instruction and assessment, you should consider your beliefs about how to guide children into a life of literacy. You will complete a three-page statement describing your philosophy of literacy instruction and assessment. Due: 4/17
Blogs (10 points each) (FLDOE 1.5, 1.6, 1.7, 1.8, 1.9, 1.10; ESOL 2.1, 2.2; ACEI 2.1; USFCF 2)

Pre-service teachers will submit three blog posts focused on the implementation of self-selected items from course readings. Each blog post will focus on one concept/activity implemented from the course readings into the Level II Field Experience. Due: 2/13; 3/27; 4/24
Weekly Reading Response (10 points each) (FLDOE 1.5, 1.6, 1.7, 1.8, 1.9, 1.10; ESOL 2.1, 2.2; ACEI 2.1; USFCF 2)

Each week a reading response will be created to share with Professional Learning Community (PLC) members. The reading response will be uploaded to Canvas and is due prior to the beginning of class. Specifications for each reading response will be provided a week prior to the corresponding session. Due: Every Thursday
Weekly Conversation Calendar (5 points each) At the conclusion of each class you will complete a Conversation Calendar entry. It gives you the chance to share your thoughts and questions, while providing me the opportunity to see how things are going for you in the course. Five points can be earned for completing this task each week. Note: In the case of absence, you will not earn points for the Conversation Calendar. Due: Every Thursday.
Professional Learning Communities Participation & Presentation (30 points) Beginning January 14th, you will meet in grade level PLCs to discuss with peers your data and interpretation of the data. We will analyze collected data weekly in class until assessments are completed. Your group will provide a summary of your new understandings through the creation of an informative multimodal experience using a platform of your choice to share with classmates. Due: 3/27
Make sure to follow the FERPA statement below:

The Family Educational Rights and Privacy Act (FERPA) is a Federal law designated to protect the privacy of a student’s education records and academic work. The law applies to all schools and universities which receive funds under an applicable program of the U.S. Department of Education and is applicable to students at USF as well as the students in our partnering schools. All files, records, and academic work completed within this course are considered educational records and are protected under FERPA. It is a student’s right to expect that any materials you submit in this course will not include names or other identifying information.  The exception will be only when you have given written consent.

Evaluation and Grading Scale



Conversation Calendar

15 @ 5 points = 75 points

Weekly Reading Response

13 @ 10 points = 130

Course Content Implementation Blog

3 @ 10 points = 30

Literacy Instructional Plan w/ Explicit Lesson

40 points

Parent/Caregiver Letter

25 points

Updated Philosophy of Literacy Instruction & Assessment

25 points

PLC Participation & Presentation

30 points

Literacy Portfolio Rough Draft Components 1 & 2

2 @ 10 points = 20 points

Final Literacy Portfolio

105 points

Total Points Possible


*Total number of points subject to change at instructor’s discretion.

A percentage will be calculated based on the number of points earned.

Your letter grade for the course will be determined in several ways. I will assess and evaluate your learning processes and products throughout the semester. The following guidelines will be used to determine your grade.
A (90-100) Consistent and thoughtful participation in all class discussions and activities. Excellent quality and serious thought put into all assignments. Evidence that all assignments were read carefully and thoughtfully discussed.
B (80-89) Effort to participate in most class discussions and activities. Extra effort and above average quality in class assignments and projects. Evidence that reading was completed and contemplated.
C (70-79) Occasional participation in class discussions and activities. Assignments and projects adequately completed. Evidence that reading was completed.

D/F (-69) Lack of participation in class discussions. Assignments incomplete and/or poorly done. Lack of evidence that reading was completed.
90-100 A 80-89 B 70-79 C 60-69 D 59 and below F
Any student earning a grade below 70% will be removed from Cohort 9 for the remainder of the year. Reassignment to a new cohort will be made to retake RED 4724.

In the event of an emergency

In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
Statement about students’ responsibility for downloading materials and checking email Course materials, checklists, and announcements will be posted on Canvas. Students are responsible for downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments. Canvas email will be used to communicate among class members. You are responsible for information that is emailed to your Canvas account or is posted on Canvas. Please check them regularly.
C.A.R.E. Conceptual Framework

The College of Education CARE’s – The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit:
Emergent Literacy Strategies and Assessment course content and objectives relate primarily to the COE conceptual framework CARE theme of Ethical Practice (Outcomes: Ethics & Diversity; Student Learning and Development; Dispositions: Ethical Responsibility; Care & Advocacy for Students). It also incorporates Academic Excellence (Outcome: Technology; Dispositions: Reflective Thinking).

Academic Dishonesty

Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Students may not submit work that they have prepared for another course to meet the requirements of this course.

Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.
Detection of Plagiarism

The University of South Florida has an account with an automated plagiarism detection service that allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to, or 3) ask students to submit their assignments to through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. For more information about SafeAssignment and plagiarism, go to and click on Plagiarism Resources. For information about plagiarism in USF's graduate catalogue, go to: (Academic Policies).

ADA Statement

Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.

USF Policy on Religious Observances

All students have a right to expect that the University will reasonably accommodate their religious observances, practices and beliefs. Students are expected to notify the instructor in writing by the second class if they intend to be absent for a class or announced examination, in accordance with this policy.

Course Content Schedule:

Please note: This is subject to change based on student needs and instructor’s discretion.


Class Topic

Reading Assignments

(due on this date)

Course Assignments Due

(due on this date)

Week 1

Course Syllabus

Five Pillars of Literacy Review

__Bring syllabus to class (electronic or hard copy)

__Print and bring Conversation Calendar posted on Canvas

__ Bring Classrooms That Work text

__Bring Laptop

Week 2

Strategic Reading & Comprehension Instruction

ERAS Review

Grade Level PLC

__ Read Harvey & Goudvis,

Ch. 1-5

­__Reading Response (due by 9:30 a.m. every Thursday)

To Do

Administer ERAS to entire class and complete a score sheet for each student.

Bring ERAS student score sheet for each student to next session. (1/23)



Comprehension & Word Analysis

ERAS Results

Grade Level PLC

__ Read Bear et al., Ch. 1 & 2

__ Read Fountas & Pinnell,

Ch. 18 & 19

__Reading Response

__Bring “To Do” items listed above

To Do

Administer Spelling Inventory to entire class.

Bring student Spelling Inventory and copies of the appropriate Feature Guide(s) for each student to next session. (1/30)

Week 4

Comprehension & Word Analysis

Grade Level PLC

__ Read Harvey & Goudvis,

Ch. 6-8

__ Read Bear et al., Ch. 3

__Reading Response

__Bring “To Do” items listed above

Week 5

Comprehension & Word Analysis
Word Study Design
Grade Level PLC

__ Read Harvey & Goudvis,

Ch. 9 & 10

__ Read Bear et al., ***Select and read the two most appropriate chapters for your learners from ch. 4-8

__Reading Response



Comprehension & Word Analysis

Word Study Design

Grade Level PLC

__ Read Harvey & Goudvis,

Ch. 11-14

__Reading Response

__ 1st Blog Post Due



Becoming Lifelong Readers and Writers

Reading Record Part 1

Grade Level PLC

__ Read Fountas & Pinnell,

Ch. 1 & 2

__ Read Harvey & Goudvis,

Ch. 15

__Reading Response

__ Draft Literacy Portfolio Component 1 Due



Three-Block Framework for Reading Instruction


Assessing Reading Ability

Reading Record Part 2

Grade Level PLC

__ Read Fountas & Pinnell,

Ch. 3-6 and pages 111-114

__DRA2 (view the DRA2 Brochure posted on Canvas; list and briefly describe the DRA2 components)

__Reading Response

__ Bring DRA 2 Brochure Notes

__Bring a copy of a recent DRA2 completed by your CT

__ Literacy Instructional Plan w/ Explicit Lesson Due

To Do

Administer reading record to selected students. Submit scanned copies of reading record to Canvas by Friday, March 7th.



Independent Reading

Communicating with Parents/Caregivers

Grade Level PLC

__ Read Fountas & Pinnell,

Ch. 7-10 and pages 186-188

__ Reading Response

__ Submit reading record assessments to Canvas by March 7th






Guided Reading

Grade Level PLC

__ Read Fountas & Pinnell,

Ch. 8-11

__ Reading Response

__ Parent/Caregiver Letter Due



Guided Reading
Multimodal PLC Presentations

__ Read Fountas & Pinnell,

Ch. 12-14 and pages 249-250

__ Reading Response

__ 2nd Blog Post Due

__ Multimodal PLC Presentation




Literature Study

Text Structures

__ Read Fountas & Pinnell,

Ch. 15-17 and pages 299-300

__ Reading Response

__ Explicit Lesson Reflection (can use reflection from EDE 4942)

__ Draft Literacy Portfolio Component 2 Due



Online Module – Readings to be Determined



Reading & Writing


__ Read Fountas & Pinnell,

Ch. 23-25

__ Reading Response

__ Updated Philosophy of Literacy Instruction Due



Reading & Writing


Inside Classrooms That Work

__ Read Fountas & Pinnell,

Ch. 26-28 and pages 508-509

__ Read Cunningham & Allington, Ch. 12

__ Read New Teachers as Literacy Leaders Article

__ Reading Response

__ 3rd Blog Post Due



Literacy Portfolio


__ Literacy Portfolio Due (All Components)

__ Submit Literacy Portfolio to Chalk & Wire

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