Teaching Reading and Language Arts

Course Details

Course Number: READ 4213  Section Number: 202

Spring 2012

Location: Ferguson Hall

Classroom Number: Classroom at John Tower Elem

Days & Times:

Monday and Wednesday 8am to 11:50am

Course Attachments

Class Schedule  4213 Outline sp12revised-20120404-135556.pdf


MSU Faculty Member
Leann Curry   
view Profile »

Course Objectives


Conceptual Framework Overview


The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
  • Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
  • Diverse Learners - GWCOE recognize the value and challenges of individual differences:
  • Reflection - GWCOE engage in individual and group reflection to improve practice.
  • Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
  • Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
  • Professional Development - GWCOE actively engage in continuous learning and professional development.
  • Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
  • Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
  • Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
  • Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.



TExES Preparation: The Language Arts and Reading content preparation test and review for the EC-6 Generalist and 4-8 Language Arts certification will be given during this block.


Course Objectives based upon the State Standards:

The goals of the Reading Block are based on the Frameworks for Teaching by Charlotte Danielson (handout); the Standards for English Language Arts & Reading developed by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) (http://www.reading.org/advocacy/elastandards/standards.html); and the National Council for Accreditation of Teacher Education (NCATE) (http://www.ncate.org/standard/m_stds.htm)


Standards/ Objectives:

4.0   Pedagogy for English Language Arts:  Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.  As a result, candidates will:

·        describe how children learn and the implications for teaching the language arts.

·        prepare and use a variety of instructional techniques, materials and resources (including technology) for the integrated teaching of the language arts/content areas.

·        design a literacy environment that promotes students’ learning and self-esteem.

·        plan and organize an integrated thematic unit for presenting in a public school classroom.

·        explain informal and formal assessments used in language arts classrooms.

·        plan strategies for teaching reading and language arts to speakers of other languages.

·        plan strategies for use in each of five approaches to teaching the language arts:  Literature Focus Units; Literature Circles; Reading & Writing Workshop; Theme Cycles; and the Four Block Plan.


Human Diversity Standards


2. To learn to apply concern for diversity to the learning process


6. To ensure responsiveness to diverse sociological, linguistic, cultural and other factors that may affect students’ development and learning




Dispositions:  Reading/Language Arts students are expected to demonstrate the performances essential for meeting the reading/language arts needs of all students.

Reading/Language Arts education professionals:


are committed to using research-based instruction.


            are committed to assessing learner needs to plan appropriate instruction.


are aware that the best assessments are conducted over time and compare the child’s past and present abilities.


display positive dispositions related to the teaching of the language arts.


value students’ interests, reading abilities, and backgrounds as foundations for the reading/language arts program.


help parents find ways to support learning begun at school in enjoyable ways.



Focus of the Course:

            1.  Learning and the Language Arts/Scientifically-based instruction

2.  Teaching and Assessing the Language Arts

3.  The Reading and Writing Processes (Comprehension/Fluency)

4.  Emerging Into Literacy (Early Reading Instruction: Phonological Awareness/Phonemic Awareness/Phonics)

5.  Looking Closely at Words (Vocabulary)

6.  Personal Writing

7.  Listening to Learn

8.  Sustaining Talk in the Classroom

9.  Reading and Writing Stories (Comprehension/Fluency)

10. Reading and Writing Information (Comprehension/Fluency)

11. Reading and Writing Poetry (Comprehension/Fluency)

12. Learning to Spell Conventionally

13. Language Tools: Grammar and Handwriting



Course Expectations



1.       Unit-Stage 1/Preplanning (Total Points--4) --Due Date: Wednesday, February 8, 2012

·        Rationale for Topic

·        Overall Objectives (goals)/Outcomes for Unit

1.        List the overall learning objectives/outcomes (not the activities) that will guide the planning, delivery and assessment of your unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. Number or code each learning goal so you can reference it later.

·        Rationale for Overall Unit Objectives (goals)/Outcomes for the Unit

1.        Show how the overall objectives (goals)/outcomes are aligned with local, state, or national standards (identify the source of the standards).

2.        Describe the types and levels of your overall learning objectives (goals) /outcomes (e.g. Bloom’s Taxonomy & Multiple Intelligences).

3.        Discuss why your overall learning objectives (goals)/outcomes are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.


2.       Unit-Stage 2/Preplanning (Total Points—12) --Due Date: Monday, February 27, 2012

·        Introduction of Unit (How will you introduce the unit to your pupils?)

1.         Supports main goals for the unit.

2.         Creates interest and motivation for the unit.


·        Semantic Web of possible lessons/activities (Microsoft Word – Drawing) (Show the six language arts areas; technology; and the content areas)

1.        Computer used to design web

2.        Possible lesson ideas included for six language arts areas; technology; and the content areas are included

3.        Lesson ideas are aligned to specific unit goals and support student learning. Each lesson idea should be clearly marked with the corresponding unit goal number or code (see Web Ct example).

4.        A minimum of 5 lesson ideas are included for each area (e.g. language arts, technology, content areas).


3.       Assessment Plan (Total Points—10) -- Due Date: Wednesday, April 11, 2012

·        Design an assessment plan to monitor student progress toward overall learning goals. Use multiple assessment modes and approaches aligned with overall learning goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and pencil tasks, or personal communication (for a full list of assessments see lesson plan form). Describe why your assessments are appropriate for measuring learning.

o        Each assessment plan should include the following (see handout):

1.        An overview of the assessment plan (e.g. chart/table)

2.        A description of the pre- and post assessments that are aligned with your learning goals

3.        A plan for formative assessment that will help you determine student progress during the unit

4.        Multiple assessment modes and approaches used to assess students

before, during, and after instruction

5.        Description/rationale explaining why assessments are appropriate

4.       Design for Instruction (see handout)

·        Lesson Plans— (Total Points---20) ---Due Date: Wednesday, April 25, 2012

1.       Create Lesson Plans for four lessons related to the thematic unit (use the lesson plan form on Web Ct):  Lessons must not be duplicates of lessons in the Developmental Reading portfolio. Each lesson should be clearly marked with the aligned overall unit goal number or code.

o        writing process lesson

o        listening lesson (identify the purpose)

o        speaking lesson (identify the purpose)

o        vocabulary  lesson

·        Learning Center—(Total Points---5) --- Due Date: Wednesday, April 25, 2012

1.        Complete description of the learning center and plans for four center activities (e.g. location, name, brief description of set-up, objectives for the overall center, materials needed, recording chart and rules) (Use form on Web Ct)

o        Description of four activities should include: objectives, procedure, and evaluation (Activities are relevant and support the goals of the unit. Each activity should be clearly marked with the corresponding unit goal number or code.)

5.       Additional Unit Requirements-(Total Points---9)- Due Date: Wednesday, April 25, 2012

  • Diversity in the Classroom

Answer the following questions as they relate to your unit and future classroom:

  1. How will you accommodate/support students with general delays in cognitive, social, and linguistic functioning? Explain how you will adapt instruction for your unit, plan the classroom environment/routines, and structure parent communications. Be specific.


  1. How will you accommodate/support students with physical and sensory challenges? Explain how you will adapt instruction for your unit, plan the classroom environment/routines, and structure parent communications. Be specific.


  1. How will you meet the needs of ESL students and their families? Explain how you will adapt instruction for your unit, plan the classroom environment/routines, demonstrate respect for their culture, and structure parent communications. Be specific.

·        Culminating activity--- (How will you close the unit with your students?)

·        Bibliography---List of theme related tradebooks and other resources (APA style)

·        Professional Notebook/Neat/Attractive (e.g. three-ring binder with tabs, table of contents included, etc…)

·        The entire unit should also be submitted to TK20 by Monday, April 30, 2012

  1. Language Model (1 point off for each grammatical and spelling error)


Total Points: 60

Grading Standards


Grading Procedures:


Examinations (40%):  Forty percent of the intern’s final grade will be determined by performance on tests which will cover material covered in class and material in the required text. 


Thematic Unit (60%):  Sixty percent of the intern’s final grade will be determined by the preparation and organization of the thematic unit. 


Class Activities/Participation:  Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment.  Attendance is very important.  See attendance policy for points deducted for absences from class.


Final Exam1/18/2012  10:30am

Submission Format Policy



Thematic Unit: The intern will plan and organize an integrated thematic unit with lessons (including technology integration); activities for learning centers, diversity in the classroom assignment, and related children’s literature.  TEKS are to be included for each lesson.  THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS IN THE THEMATIC UNIT!!!  One point will be taken off for every misspelled word and every grammatical error in the thematic unit.  Specific instructions for the thematic unit will be posted on Web Ct.  Please turn in a hard copy and submit an electronic copy via TK20. Dr. Capps will explain TK20 at a later date.

There will be other in-class assignments as dictated by the course.


Field Experience Validation:  Time log and validation slip signed by the mentor teacher will be placed in the READ 4203 Developmental Reading portfolio.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements


Attendance Policy:


The majority of the class activities will be interactive in nature and difficult to “make up” if you are absent.  Be on time and don’t leave early.  Students, who arrive after class has started or leave before it ends, will be counted absent.  Class attendance and promptness to class are crucial to successful completion of this course.  Points will be deducted for each absence as follows:  1 absence = -2 points from final grade; 2 absences = an additional 3 points from final grade; 3 absences = an additional 5 points from final grade; 4 absences = dropped from the class.  For example, if you have two absences, five points will be deducted from your final grade.

Other Policies


Other Class Policies:

Please turn off all communication devices during class (both in the MSU class and in the field assigned classroom).  Do not bring lap tops to either setting.



Academic Honesty:  MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed.  Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work.  Additionally, academic honesty involves the proper citation of other author’s works.


Please noteBy enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.