T_L 410 02

TL 410 - Teaching Reading in the Elementary School Classroom (TEAM)

2021 Fall Syllabus, Section 02, CRN 14914

Course Information

You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

Times and Location

Instructor Information

Sonja Brandt

About the Professor

For information about your professor for this course, Dr. Sonja Brandt, view the Faculty tab inside our Blackboard course. You can also see her Flipgrid introductory video (link in the Week 1 folder). All students will complete a short introductory Flipgrid video to introduce themselves as well. Note: Dr. Brandt’s evening and weekend hours are of limited availability. You may not receive an immediate response to a question if they are sent during these times.

Course Description

A study of methods for teaching and assessing reading in the elementary school classroom with an emphasis on planning instruction that is child-centered, process-oriented and literature-based.

This methods course prepares future elementary teachers with the essential knowledge, dispositions, and practices for teaching reading in the elementary grades K-8.  The course builds on the foundational knowledge of literacy development, instruction, and assessment, learned in TL 335 Understanding Readers and Writers.  Students will engage in multiple lesson planning, teaching, and reflecting experiences both in class and in the field at a local public elementary school.  Pre-requisites: T&L 328, 335, 339, 417, and Math 227.  Co-enrollment: 430 Social Studies in the Elementary School, 440 Mathematics in the Elementary School, and 470 Science in the Elementary School. Based on these elements, the goals for the course are included below.

Learning Outcomes

The purpose of this course is to prepare you to teach reading to students in the elementary grades. After successfully completing this course, you should be able to:

  • Understand strategies readers use to process text (CAEP 1.2; InTASC 1) 

  • Analyze texts for opportunities to learn and to match readers’ needs (CAEP 1.2; InTASC 1, 2, 3) 

  • Plan assessment for evidence of learning (CAEP 1.3; InTASC 8) 

  • Plan rigorous instruction that supports orchestration of the reading process, including development of reading comprehension (CAEP 1.3; InTASC 4, 8) 

  • Plan lessons using varied approaches:  read-aloud, shared and guided reading, and reading workshop (CAEP 1.4; InTASC 4, 5, 6, 7) 

  • Plan instruction that meets the needs of diverse learners (CAEP 1.4; InTASC 3) 

  • Develop an understanding of how to enrich and support the reading curriculum through the use of technology tools.  (CAEP 1.5, InTASC 7; ISTE for Teachers 1, 2, 3, 5, 6; ESPB 50015.6) 

  • Design and incorporate different technologies when planning, creating, and facilitating reading activities and lessons (ISTE for Educators 5, 6) 

  • Read and write for professional purposes (CAEP 1.2; InTASC 9, 10)   

  • Approach the teaching of reading with commitment and enthusiasm (CAEP 1.2; InTASC 9) 

  • Describe and evaluate a wide variety of approaches to sparking a love of reading in future students (InTASC 2.l, InTASC 3.i, ISTE 5.a, CAEP 1.1, ISTE for Educators 6)

Course Materials

Required Texts:

  • Honig, B., Diamond, L., Gutlohn, L., & Consortium on Reading Excellence. (2000). Teaching reading sourcebook: For kindergarten through eighth grade. Novato, Calif: Arena Press. ISBN: 978-1634022354 

  • Serravallo, J. (2015).  The reading strategies book: Your everything guide to developing skilled readers.  Portsmouth, NH: Heinemann. ISBN: 978-0325074337 

  • Park, L. S. (2020). Prairie lotus. New York, NY: Clarion Books.
    ISBN: 9781328781505  

Recommended Texts: 

  • Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2020).  Words their way: Word study for phonics, vocabulary, and spelling instruction, 7th ed. Upper Saddle River, NJ: Pearson. 
    ISBN: 9780135174623 

  • Richardson, J. (2016). The next step forward in guided reading: An assess-decide guide framework for supporting every reader.  New York, NY: Scholastic. ISBN: 978-1338161113

Note: Additional readings and resources shown on the course schedule will be made available electronically in Blackboard.

 

Technical Requirements/Assistance

You will use Microsoft Word to complete assignments (files created using Pages in Apple can be saved as a Word file before submitting). Students are expected to use their official UND email in the course. Visit the Office 365 Email webpage for information on your UND email and how to download/install a free version of Microsoft Office. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.

Minimum Technical Skills Needed

In order to succeed in this course, at a minimum, you should be able to:

Insert minimum requirements expected and needed. In the bulleted example list below

  • Navigate in and use basic Blackboard functions
  • Download and open electronic documents
  • Create, save, and upload/attach electronic documents
  • Send, receive, and manage email

Course Logistics

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Overview

The course content is organized into eight weeks. Each week contains a purpose, learning outcomes, and a variety of links to articles, instructional video/audio, and other instructional resources selected to enhance the learning experience and support the various topics. Discussions, blogs, wikis, surveys, quizzes, tests and assignments will be used to assess your comprehension and application of those materials over the course of this class.  

TL410: Teaching Reading in the Elementary School Classroom is a “Meets With” course for some graduate students and programs at UND. This means we will have a combination of undergraduate and graduate students learning and working together to learn the literacy topics and methods for teaching reading in an elementary school classroom. Most students will be online synchronous for our course, but some students may be taking this course online asynchronously. All weekly readings, assignments, and lesson plans are due for all students at the same time. Synchronous and asynchronous activities and assignments will be provided each week for each group of students with some overlapping elements so you can all learn from and alongside one another this semester. 

To get the most from your experience, it is recommended that you consider the following: 

  • Review the syllabus and course schedule posted in Blackboard 

  • Use the FAQ Discussion Board found under Resources to ask questions  

  • Participate fully and in a timely manner to get the benefit of learning from your peers and the facilitators

What Should Students Do First?

Prior to the start of the first week you should have reviewed the syllabus and viewed the Week One folder found under Weekly Folders in Blackboard. Make your Flipgrid video and view your Blue or Green TEAM classmates' videos as well! The link for Flipgrid can be found inside the Week One folder.

How Students Should Proceed Each Week for Class Activities

On the left side course menu in Blackboard there is a “Weekly Folders” tab. By clicking on this tab, you will find all weekly content folders containing the required readings, videos, and assignments/activities for the week. An overview of each week can be found in Blackboard under the Schedule tab. Each weekly folder will be opened up on Thursdays by 9:00am CST for the coming week, and (unless otherwise specified), all assignments will be due by 9:00am CST of the following Thursday (ex. Week 1 Thursday materials are open by Thursday, August 26th at 9:00am CST and all Week 1 materials will be due by the start of Week 2 by 9:00am CST, which is Thursday, September 2nd).

Under the Resources tab you will find the FAQ Discussion Board where students can post questions about the course; you are encouraged to respond and help your classmates by answering questions if and when you are able.

Resources

Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Course Requirements/Expectations

  1. Review the syllabus and course schedule posted in Blackboard and continue to monitor these for any changes during the 8-week session. 

  2. Access and follow all weekly instructions and complete all assignments as indicated in the Weekly Assignments folders. 

  3. Complete and submit assignments by the date noted in Blackboard and on the course schedule – typically by the following Thursday by 9:00am CST unless otherwise specified. We will use Central Standard Time for due dates and times.

  4. Participate fully in all online and virtual discussions, Zoom meetings, online discussion boards, and other activities in a timely manner to get the benefit of learning from your TEAM community.

Department of Teaching, Leadership, & Professional Practice Conceptual Framework

All of our programs in the College of Education are grounded on constructivist principles and are accredited by the appropriate agencies (NCATE, ESPB, and the Higher Learning Commission) and are designed to support the development of educators around the three themes that comprise the conceptual framework of our college:

1. Teachers as Learners

2. Teachers as Articulate Visionaries

3. Teachers as Active Agents of Learning

Communication

Announcements: 

Announcements will be posted on the main Blackboard page (and subsequently emailed directly to you) on a regular basis. Be sure to check your email as well as the class Announcements regularly as they will contain important information about class assignments and other class matters. 

Email: 

You are encouraged to post your questions about the course in the FAQs Discussion Board Forum in the Blackboard site (found under Resources). This is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information.  I will respond back to you within 48 hours during the week and may not respond on the weekend until the next business day. If you have not heard back from me within 48 hours, please email again.  

Discussion Forums, Blogs, & Wikis: 

These tools are an excellent way for you to engage with the course material and with your peers.  Each week will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions. 

Netiquette:  

When participating in (an online) class it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails, just as you would in a school setting or other professional position. Our online posts are our main interactions and discussions as a community of teachers and learners. Please be respectful of your classmates at all times even if you disagree with their ideas. Consider the perspectives of others, participate on time and completely, and make sure your tone is considerate and collegial when engaging with others. In addition, almost all assignments depend on the contributions of each of you. Your reflections, ideas, and suggestions are required for us to engage with and learn reading content. Your learning and understanding will be enhanced by reading and responding to others’ work. As with any class, please complete assignments fully and on time and promptly communicate if you have questions or if any issues should arise. We are here to support each other’s teaching and learning for the benefit of you and your future students, so be willing to take risks and put yourself out there among your classmates! We are here to learn from and alongside one another! 

Resources:

Many services are available to online students such as writing assistance from the UND Writing Center (virtual appointments), free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Assessments

Grading Information

This course is made up of a series of assignments and lesson plans  to assist you in achieving the course learning objectives/outcomes. (Please refer to Blackboard for specific dates, directions, and prompts as needed).

Weight of assignments/ percentage and point distribution for grading are as follows: 

  • Weekly assignments, homework, and participation: 40% of the course 

  • "River of Dreams" Integrated Unit: 10% of the course 

  • Peer Teaching Lesson Plan: 10% of the course 

  • Reading Field Experience Lesson Plans with Reflections: 20% of the course 

  • UbD Field Experience Lesson Plan with Reflection: 20% of the course 

Grade Scale

  • A = 93 – 100% 
  • B = 81 – 92%
  • C = 71 – 80%
  • D = 61 – 70%
  • F = 0 – 60%                     
  • To successfully complete TEAM and become eligible for student teaching, you must receive a “C” or better in each of your TEAM classes! 
  • GPA of 2.75 is required for teacher licensure! 

Description of Major Assignments

“For each of us, the more we understand ourselves and can articulate reasons why we are what we are, do what we do, and are headed where we have chosen, the more meaningful our curriculum will be.”  (Teachers as Curriculum Planners: Narratives of Experience, Connelly and Clandinin, 1988, p. 11)

 

Assignments – Participation, Homework, & In Class Work (40%):

Active engagement calls for your attendance and participation in class, and completion of in-class assignments, activities and/or other assignments. Participation involves engaging with the course in ways that demonstrate a disposition towards becoming a successful classroom teacher, which includes completion of all reading assignments, bringing all necessary materials for class, engaging in critical dialogue with peers and the instructor, being an advocate for your learning, remaining open to learning new ideas, and practicing teaching with a learner-mindset. Reader response activities, technology tools, and other assignments will be used to assess your participation. Some homework assignments are designed for you to learn the material, some are designed so you can experience a topic in the same way your future students might, and some are designed so you can practice finding and creating your own lessons to teach your students. Each of these assignments will be weighted equally. This means that an assignment for a writing lesson is “worth” the same as a reading technology project. Although the points vary, the weight does not.  (Think percentage, not points!)

“River of Dreams” Integrated Unit Plan with Reflection (10%):

You will be responsible for planning and presenting an integrated unit plan based upon your learning experiences with the “River of Dreams” STEAM project. This will be a project you create within a small group and share with the entire TEAM during one of our live Zoom sessions. More information will be available in our Blackboard course and shared throughout the course. 80% of your total points for this project will be based on your ROD Unit Plan and 20% of your points will be based on your ROD Presentation.

Peer Teaching Lesson Plan (10%):

You will be responsible for planning and leading a reading strategy lesson (typically self-selected partners or small groups from this course) to teach to the class. These lessons must be original, creative, and include clear standards and learning objectives, direct instruction in a strategy or skill, followed by modeling and guided practice of the strategy or skill in an engaging learning activity.  You will also complete an individual reflection with a group member assessment following your lesson experience.

Field Experience Lesson Plans with Reflections (20%):

Several field-based experiences with students in a school setting (your field experience classroom placement) will help you link theory to practice.  These experiences will involve observation, collaboration, planning, implementation, and reflection opportunities.  This semester you will be starting in your field experience classroom during Week Four of the semester and continuing through Week Sixteen. You will plan and teach one Reading Lesson Plan to your field experience classroom as well as your final Field Experience UbD Lesson Plan during the eight weeks of our course. More information for each assignment will be provided in Blackboard.

Reading Field Experience Lesson #1:

IRA and Student Assessments

For your first field experience, you will plan an interactive read aloud (IRA) reading lesson in

order to build a small-group community of readers with your students.  You will: 

  1. Prepare all materials, monitor students for appropriate and active engagement, assess student learning, and re-teaching content and/or redirecting student behavior throughout the lesson 

  2. Create group norms/expectations with your students

  3. Create and share a student interest inventory with your students

  4. Prepare a favorite read-aloud text for your IRA lesson using state standards and related reading skills or strategies

  5. Conduct a series of assessments (running records or an ABC analysis) to learn about the developmental literacy levels of your students, and 

  6. Prepare other materials to engage and excite your students for reading  

  7. Afterwards, you will write an analysis of your students’ literacy levels using the Assessment Analysis document provided (also used in Field Experience Reading Lesson #2) and set instructional goals for your Field Experience Reading UbD Lesson.

Reading Lesson #2:

Digital Literacies Lesson Plan Assignment (All students) and Field Experience Lesson #2 (Asynchronous Graduate Students Only)

  • All TEAM students will complete a Digital Literacies Lesson Plan assignment during Week 5 of our course. It is optional whether you teach this lesson to your field experience students. Visit with your cooperating teacher to see if this is a possibility for you!

  • To complete the requirements for the graduate-level work required for this course, asynchronous graduate students will complete a second reading lesson plan. 

  • Design instruction based on appropriate student learning goals for this FE Reading Lesson #2

  • Include plans to revisit the group norms/expectations created together in Lesson #1

  • Prepare all materials and include in your lesson plans how you will: 

    1. monitor students for appropriate and active engagement

    2. assess student learning

    3. re-teach content and/or re-direct student behavior throughout the lesson  

  • After completing running records with your two students in Reading Lesson #1, you will use the same Assessment Analysis document to help you set instructional goals for your Reading Lesson #2. 

    1. Conference with your same students individually and then add notes to your Assessment Analysis document from Lesson #1

    2. After teaching this second lesson, you will write a reflection based upon your teaching and students’ learning experiences as well as describe your ideas for a possible follow-up lesson with this small group of students.

UbD Field Experience Lesson with Reflection (20%): Key Assessment:

For the purposes of this assignment, you are required to create and teach one whole group reading lesson within the confines of your field experience classroom. You and your cooperating teacher should discuss and plan the topic(s) of your lesson, but you will be responsible for the planning and teaching of all lesson elements. The purpose of this Key Assessment is two-fold:  to measure your progress as an educator in meeting CAEP educator standards and to measure the effectiveness of UND’s educator preparation program.  More specific information for the requirements and expectations for this Key Assessment is included below, and will also be provided by your instructor.

For this lesson you will:  

  • Teach a third reading lesson to your whole class 

  • Apply course concepts to your reading lesson plan 

  • Include assessment and assessment artifacts with your lesson (for example: upload an example/artifact that you have assessed, show the results of applying a rubric to artifacts, supply anecdotal notes documenting reading behaviors, supply a combination of assessments) 

  • Must make use of digital technologies in the lesson, referencing ISTE standards  

You will use the UbD Reading Lesson Plan template found within our Blackboard course and Via LiveText. You need to upload a copy of your full UbD lesson plan to the TL486: Field Experience course 24 hours before you plan to teach your lesson. After teaching, you will upload your full UbD Lesson as well as your written reflection inside Via LiveText. Your reflection describes in detail how your lesson went, what you would do to improve it should you teach it again in the future, and a chart or other evidence of student learning and data.  Your grade will be determined by the quality and completeness of the lesson plan.  Even if you do not get to teach a complete lesson with all of the steps, write a complete lesson plan, then indicate in your reflection how much of it you actually were able to teach. It is important that you negotiate with your cooperating field experience teacher to make sure that you actually teach content. Remember that the next lessons you will be teaching will be during Student Teaching, so this lesson/teaching experience is extremely important!  Make it a meaningful experience!  

This full UbD lesson plan and reflection will be used as part of your overall course grade and also as a Key Assessment for UND’s Teacher Education program. You will also create and teach a UbD lesson for the other TEAM content areas as well as part of this key assessment piece of the program. As a student in the UND Teacher Education program, your progress towards becoming an effective teacher is evaluated by a variety of Key Assessments throughout your time in the program. Full information on this assessment process is provided in the Teacher Education handbook. A copy of the rubric can be found within our Blackboard course as well as within Via LiveText; other information is included below.

In this course you will be evaluated on your progress towards meeting the InTASC standards and required CAEP standards as demonstrated through your Lesson Plan Key Assessment.   You will be specifically evaluated on the following InTASC and CAEP standards: 

InTASC #1:  Learner Development 

InTASC #2:  Learning Differences 

InTASC #3:  Learning Environments 

InTASC #4:  Content Knowledge 

InTASC #5:  Application of Content 

InTASC #6:  Assessment 

InTASC #7:  Planning for Instruction 

InTASC  #8:  Instructional Strategies 

InTASC #9:  Professional Leadership and Ethical Practice 

InTASC #10: Leadership and Collaboration

CAEP #1.2:  Apply evidence and research in instructional decision-making 

CAEP #1.4:  Demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards  

CAEP #1.5:  Model and apply technology standards in designing, implementing and assessing instruction 

CAEP #2.3: Produce evidence of creating and using assessments to impact student learning 

A copy of the rubric used to score your UbD Lesson Plan has been provided for you; please familiarize yourself with it.  For each criteria, you will be assessed on a scale of “does not meet expectations”, “progressing towards expectations”, “meets expectations”, and “exceeds expectations”.  At this point in the Teacher Education program, the majority of your scores should be in the “meets expectations” range.  If you receive “progressing towards expectations” in any area, you should consider this an opportunity for self-growth and discuss with your instructor ways in which you can improve in the future.  If you receive a score of “does not meet expectations” in any area, the Office of Teacher Education will review your progress in the program.   

This evaluation is separate from your grade on this assignment or your grade in the course.  Your scores on this key assessment will be recorded in Via LiveText and you may view them there.  Data collected from this key assessment will also be used for program improvement purposes.  If you have any questions about this assessment, please contact Dr. Donna Pearson, Associate Dean of Student Services and Assessment.

Schedule of Topics and Assignments

Week of Reading(s): Agenda/Topic: Due:
8/23 Week 1 / Week 8 Aug. 26 - Sept. 2 Oct. 14 - 21
Read: Teaching Reading Sourcebook Section II: Early Literacy (Ch. 3-5)
Read/Skim: Serravallo Goal 2
Read/Skim: Balanced Literacy Readings (Blackboard)
Read: Interactive Read Aloud article (Barrentine – Bb)
Read: “Understanding the Big 5 in Reading” (PDF - Bb)
TEAM Orientation
Introductions (using FlipGrid.com)
Reading Autobiography assignment (Blackboard)
Introduction to the course
Developing an equitable & caring classroom community
Morning Meeting/Hopes & Dreams
Early Literacy: Print Awareness, Letter Awareness, Phonological Awareness
Interactive Read Alouds: Model IRA by Dr. Brandt
Literacy Essential in the Elementary Classroom: Balanced Literacy Approach, The Developmental Model of Literacy, Gradual Release of Responsibility model of instruction
Literature Study: Prairie Lotus novel
Due by the start of Week 2, Thursday at 9:00am CST: Flipgrid introduction video (Thursday by 9:00am in Flipgrid; link in Bb)
Due: Literature Study: Read Prairie Lotus Chapters 1-12 with reading response assignments (due next Thursday by 9:00am)
Do: Research state ELA Standards that align with your field experience grade level & Interactive Read Aloud book (use alongside IRA Slides assignment - see next)
Do: Find a book for your Week 2 IRA Assignment (Share in Week 2 Zoom session & Bb)
Due: Reading Autobiography (due Thursday by 9:00am in Bb)
8/30 Week 2 / Week 9 Sept. 2 - 9 Oct. 21 - 28
Read: Teaching Reading Sourcebook Section III: Decoding & Word Recognition (Ch. 6-8)
Read/Skim: “Equitable Assessment” PDF
TEAM Field Experience Orientation
Decoding & Word Recognition: Phonics, Irregular Word Reading, Multisyllabic Word Reading
Principles & Practices in Effective Literacy Instruction
The literacy block in a typical day of classroom life
A responsive & balanced literacy program
Literacy Assessment: Motivation to Read Profile
Response to Intervention (RtI)
Using mentor texts
Equitable Assessment Practices: Review the reading standards, text leveling, overview of lesson plans, Field Experience Lesson Plan #1 & Interactive Read Aloud workshop
Model IRA Lesson by Dr. Brandt
Literature Study: Prairie Lotus novel
Due by the start of Week 3: Create a literacy-focused classroom model (due Thursday by 9:00am in Bb)
Due: Literature Study: Read Prairie Lotus Chapters 13-19 with reading response assignments (Bb)
Due: Interactive Read Aloud lesson plan Before, During, & After Reading template (Thursday at 9:00am in Bb)
Due: Text leveling activity (extra credit)
9/6 Week 3 / Week 10 Sept. 9 - 16 Oct. 28 - Nov. 4
Read: Teaching Reading Sourcebook Section IV: Reading Fluency (Ch. 9-10)
Read: Richardson Guided Reading (Ch. 1) PDF (Bb)
Read/Skim: CAFÉ Ch. 7 PDF (Bb)
Read/Skim: Daily 5 Ch. 3 PDF (Bb)
Read: “Strategies that Work” Ch. 4 PDF
TEAM River of Dreams Professional Development Session
Reading Fluency: Fluency Assessment, Fluency Instruction
Literacy Assessment: Running Record Overview
Organizing classroom instruction (small groups & one-on-one):Book Clubs, Literacy Stations, Guided Reading, Coaching Students (Conferencing), Record Keeping
Organizing classroom instruction (whole class): Independent reading, Reader's Workshop, Mini Lessons, Interactive Read Aloud, Shared Reading
Lesson Plan Workshoo
A responsive & balanced literacy program
Literature Study: Prairie Lotus
Lesson Plan Demonstration by Dr. Brandt: Emergent Readers & Writers
Peer Teaching Lesson Presentation: Early Literacy
Due by the start of Week 4: Literature Study: Read Prairie Lotus Chapters 20-27 with Assignments (Thursday by 9:00am in Bb)
Due: Find an Activity/Icebreaker for Reading Field Experience Lesson #1
Due: Create a Reading Interest Survey for FE Lesson #1 (Thursday by 9:00am in Bb)
Do: Practice Running Records or ABC Assessment for FE Lesson #1
Do: Look at examples of Expectations/ Group Norms for your Field Experience Lesson #1 (Week 4 Assignment)
Due: Peer Teaching Lesson Plan (upload to Bb by the start of class Thursday at 9:00am & present to the class during the week you signed up for)
Due: Peer Teaching Reflection & Group Member Assessment (ASAP after presenting; upload in Bb)
9/13 Week 4 / Week 11 Sept. 16 - 23 Nov. 4 - 11 (No School at UND Nov. 11 for Veteran’s Day)
Read: Teaching Reading Sourcebook Section V: Vocabulary (Ch. 11-13)
Read/Skim: Serravallo Goals 1 & 3
Read/Skim: Serravallo Goals 4, 5, & 6
Field Experience Begins (Week 4)
Vocabulary: Specific Word Instruction, Word-Learning Strategies, Word Consciousness
Lesson Plan Demonstration by Sonja: Transitional Readers & Writers
Digital Literacies Lesson Plan Workshop & assignment overview
A responsive & balanced literacy program
Literacy Assessment: Benchmark Review
Inclusive Instruction for EL Students
Due: Literature Study: Prairie Lotus wrap-up
Due: Completed Field Experience Lesson Plan #1 (due Thursday at 9:00am in Bb)
Due: Field Experience Assignment: Reading in Your Classroom Notes (Thursday at 9:00am in Bb)
Do: Complete the mid-semester Google Forms feedback on our course
Due: Peer Teaching Lesson Plan (upload to Bb by the start of class Thursday at 9:00am & present to the class during the week you signed up for)
Due: Peer Teaching Reflection & Group Member Assessment (ASAP after presenting; upload in Bb)
9/20 Week 5 / Week 12 Sept. 23 - 30 Nov. 11 - Nov. 18 (Zoom session Nov. 18)
Read: Teaching Reading Sourcebook Section VI: Comprehension (Ch. 14-15)
Read/Skim: Serravallo Goals 7, 8 & 9
Read: “Behind Test Scores” (Bully) PDF (Bb)
Read: “When Kids Can’t Read” Ch. 1-3 PDF (Bb)
Teach Reading Lesson #1 in field experience classroom (Week 5)
Peer Teaching Lesson Presentation: Reading Fluency
6+1 Traits of Writing
Inclusive instruction for below-grade level students
Due by the Start of Week 6: Digital Literacies Mini Lesson Plan (due Thursday at 9:00am in Bb)
Due: Struggling Readers Discussion Post (due Thursday at 9:00am in Bb)
Due: Struggling Readers Discussion Post (due Thursday at 9:00am in Bb)
Due: Write your Lesson #1 Reflection (due inside Week 5 folder)
Do: Take notes during Lesson #1 using the Assessment Analysis chart (due inside the Week 6 folder)
Due: Peer Teaching Lesson Plan (upload to Bb by the start of class Thursday at 9:00am & present to the class during the week you signed up for)
Due: Peer Teaching Reflection & Group Member Assessment (ASAP after presenting; upload in Bb)
9/27 Week 6 / Weeks 13 - 14 Sept. 30 - Oct. 7 Nov. 18 - Dec. 2 (No new folder open over Thanksgiving break: Nov. 24 - 26)
Read: Teaching Reading Sourcebook “MTSS for Reading Success” section (pp. 743-754)
Read/Skim: Serravallo Goals 10, 11 & 13
Read: All Children Read Ch. 10 PDF
Teach Reading Lesson #2 in field experience classroom (Week 6): Digital Literacies Lesson Plan (teach if possible!) or Field Experience Lesson #2 for Graduate Students (can be flexible with teaching dates)
Peer Teaching Lesson Presentation: Vocabulary &/or Comprehension
Overview of Field Experience UbD Lesson Plan & materials
Due by the start of Week 7: Read classmates’ Struggling Readers Posts from Week 5 (Comments on peers’ posts optional, but due Thursday at 9:00am in Bb)
Due for Graduate Students: Reading Lesson #2 & Reflection (Upload inside Week 6 folder)
Due: Assessment Analysis Document (reading assessment(s) data & student interest survey information) (due Thursday at 9:00am in Bb)
Do: Begin planning your Field Experience UbD Reading Lesson Plan
Due: Peer Teaching Lesson Plan (upload to Bb by the start of class Thursday at 9:00am & present to the class during the week you signed up for)
Due: Peer Teaching Reflection & Group Member Assessment (ASAP after presenting; upload in Bb)
10/4 Week 7 / Weeks 15 - 16 Oct. 7 - 14 Dec. 2 - 9
No new readings
Week 7: River of Dreams Unit Overview
Week 14: River of Dreams Presentations
Teach UbD Lesson in Field Experience classroom (Weeks 7-8-9)
Literacy Topics Review
Course wrap-up
Due by the start of Week 8: Advice to Your Future Teacher Self with Bumper Sticker (due Thursday by 9:00am in Bb)
Due: Literacy Topics Review Assignment (Thursday by 9:00am in Bb)
Do: Continue planning your Field Experience UbD Reading Lesson
Due: Peer Teaching Lesson Plan (upload to Bb by the start of class Thursday at 9:00am & present to the class during the week you signed up for)
Due: Peer Teaching Reflection & Group Member Assessment (ASAP after presenting; upload in Bb)
10/11 Week 8: Oct. 14 - 21
No new readings
Teach UbD Lesson in Field Experience classroom (Week 8 or 9)
Complete & submit all TEAM Reading assignments
Due by the start of Week 9/End of our course: “River of Dreams” Integrated Unit Plan (Thursday at 9:00am in Bb)
Due: UbD Field Experience Lesson Plan & Reflection due in TL486 24 hours before teaching; upload lesson plan & reflection in Via Live Text after teaching (due in Week 9 / Week 16)

Course Policies

Assignment Policy:

Assignments are expected to be submitted either in class or on Blackboard as specified on their designated due dates. If you feel you require an extension on an assignment, please see me in person in advance in order to discuss options. Late assignments without such a request will result in a reduction in points.

If you feel you need to revise and resubmit an assignment in order to improve your own learning and success, please email me to set up an appointment to discuss. Such instances will be considered individually as they arise. 

Class Participation:

Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as discussion board, blogs, and wikis as well as be fully engaged and participate during our live Zoom sessions.

Incompletes:

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

Course Requirements:  

In this course, students are expected to:  

  • Complete all readings and coursework in a reflective and critical manner  

  • Demonstrate professional-level skills in thinking and communication  

  • Be considerate of others’ thoughts and opinions  

Assignments that are not well-written or well-thought out or those that are incomplete will be returned to the student for revision. Unless otherwise directed, format assignments using 12 pt. font and 1-inch margins and follow APA style. All assignments must be posted in Blackboard unless otherwise directed. E-mailed assignments will not be accepted without prior permission from the instructor. 

Central Standard Time (CST) is used for class due dates and times. 

Effort/Course Rigor:  

Plan to spend sufficient time on the course. You are expected to put in the same amount of time into online courses as you would if you were enrolled in a face-to-face course on campus. For example, if a three credit course were meeting on-campus it would meet for three hours a week for sixteen weeks. In addition to this meeting time, you would be expected to spend, at minimum, an additional hour for each hour of class time on assignments and readings. Therefore, for a three credit online course you can expect to spend at least six hours a week on the course. However, because our three-credit course only spans across eight weeks instead of sixteen weeks, you can anticipate spending at least ten – twelve hours each week working on our course. This will include readings, assignments, group work, discussions, etc. Also keep in mind that you will be taking two TEAM Methods courses at one time instead of four, so the number of hours and workload will equate to the same for each set of 8 weeks as if you were taking four courses at once for the entire semester.  

Ensure Accessibility

To comply with the latest accessibility guidelines, documents posted online, including, but not limited to, Adobe PDF files, Microsoft Word documents, Microsoft PowerPoint presentations, and online flipbooks, must be screen-reader friendly. For directions on how to make your syllabus and other course materials accessible, visit the Creating Accessible Content webpage on the TTaDA site.