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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. E-mail:firstname.lastname@example.org
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
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.
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
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:
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
*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: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.htm
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).
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 SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com 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 http://www.c21te.usf.edu and click on Plagiarism Resources. For information about plagiarism in USF's graduate catalogue, go to:
http://www.grad.usf.edu/catalog.asp (Academic Policies).
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.