Dr. Cher Gauweiler RED 4511 1 of 14 Spring 2020
ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
The mission of the Education Community is to prepare future educators
who will promote lifelong learning and empower diverse communities.
COURSE SYLLABUS
RED 4511
Intermediate Literacy 3-6: Reading, Writing & Thinking
The syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix: RED 4511
Section #: 3242
Credit Hours: 3 credits
Co-requisites: N/A
Pre-requisites: Admission to Elementary Education with Infused ESOL and Reading, AND
RED 3309 and EDG 3620, OR Admission to Exceptional Student Education
with Infused ESOL and Reading, AND RED 3309 and EEX 3241
Day, Time and
Campus:
Thursday 2:00 p.m. – 4:40
p.m., BB 206
Tarpon Springs
Modality: Face to Face
Professor: Cher N. Gauweiler, Ph.D.
Office Hours: As posted on instructor web page at: https://web.spcollege.edu/instructors/id/gauweiler.cher
Click here to enter text.
Office
Location:
Tarpon Springs BB 106
Office Phone: (727) 712-5420
Email Address: [email protected] or through MyCourses (preferred)
ACADEMIC DEPARTMENT: College of Education
Dean: Kimberly Hartman, Ph.D.
Office Location & Number: Tarpon Springs BB 101
I. COURSE DESCRIPTION
This course is an intermediate reading and writing course that combines the study of theory and practice in the
teaching of developmental reading, writing and critical thinking in grades 3-6. The major emphasis of the course
is on current theories, methods, and materials used in reading/literacy and writing instruction. Lecture,
discussion, simulated teaching and fieldwork constitute different course activities. This course includes a
minimum of 20 school-based hours in an approved educational setting. 47 contact hours.
Dr. Cher Gauweiler RED 4511 2 of 14 Spring 2020
II. MAJOR LEARNING OUTCOMES AND COURSE OBJECTIVES
1. The student will explain teaching and learning theories related to best practices in teaching
literacy in the intermediate grades by:
a. identifying components of various teaching and learning theories.
b. comparing and contrasting various teaching and learning theories.
c. reflecting on the application of various teaching and learning theories in the classroom
environment and with specific populations (English Language Learners, children from
poverty).
2. The student will explain the metacognitive processes of reading and writing including the
strategies, skills, knowledge, and attitudes needed to be proficient readers and writers by:
a. identifying strategies needed for proficient reading (e.g. inferring, predicting, retelling,
questioning, visualizing, summarizing) and writing (e.g. brainstorming, the writing process,
conferring, revising, editing and publishing) for various populations, including diverse
populations.
b. analyzing an elementary student’s phrasing, rate of reading, and miscues after listening to the
student read.
3. The student will utilize ongoing assessment and evaluation to plan reading and writing
instruction (e.g., collection, analysis, interpretation of assessment data, instructional decision
making) by:
a. examining various types of reading and writing assessments.
b. conducting a running record and analyzing results (audio-taped student readings may be
used).
c. assessing reading fluency of elementary students by administering a fluency scale (audio-
taped student readings may be used).
d. assessing reading comprehension of elementary students using various methods (e.g.,
retellings, discussion, summaries, response journals).
e. assessing a writing sample of an ELL student to plan for instruction.
4. The student will summarize how to effectively teach reading and writing in grades 3-6 through a
balanced literacy approach by:
a. explaining the components of a balanced literacy program (e.g., modeled, shared, guided,
independent):
b. planning a reading block which incorporates the components of balanced literacy.
c. choosing appropriate literature for each component of balanced literacy (including
multicultural literature.
5. The student will explain the components of reading (e.g., phonemic awareness, phonics/word
work, fluency, vocabulary/concept development comprehension) and the interdependence of
these components, including their effect upon reading as a process for native English speakers
and English Language Learners (ELLs) by:
Dr. Cher Gauweiler RED 4511 3 of 14 Spring 2020
a. examining the components of reading including, phonemic awareness, phonics, fluency and
comprehension.
b. analyzing students’ fluency scores (mock data) and determining appropriate instructional
action.
c. preparing a word study activity and presenting this activity to peers.
d. applying metacognitive strategies during book discussions.
6. The student will explain the writing process within a balanced literacy model (modeled writing,
interactive, shared, independent) including characteristics of proficient writing in a variety of
writing genres by:
a. composing papers in various genres of writing (e.g. persuasive, descriptive, narrative,
expository).
b. conducting a writing analysis utilizing both a Six-trait analytic rubric and a holistic rubric.
c. choosing appropriate literature to utilize prior to or during writing lessons.
7. The student will prepare appropriate strategies for enhancing the literacy development of
“educationally disadvantaged” populations, including English Language Learners (ELLs),
children with special learning problems, and children from poverty by:
a. identifying obstacles some students face in reading acquisitions (e.g., incomplete beginning
reading instruction, lack metacognitive strategies, limited prior knowledge and experiences,
limited work study skills).
b. demonstrating appropriate interventions to accelerate the progress of students who
experience reading difficulties (e.g., higher level of support, opportunities for more reading
practice, reading materials on appropriate level).
c. demonstrating appropriate strategies for English Language Learners (ELLs) when conferring
with an ELL student during a writing conference.
8. The student will augment reading and writing instruction with the infusion of technology by:
a. designing a lesson/unit requiring students to use the internet as a resource.
b. utilize internet accessed resources in lesson/unit presentation.
c. analyzing web sites pertaining to literacy.
d. creating information using technology such as a Wikispaces, SmartBoard, blogs, etc.
e. sharing information utilizing technological resources.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) Required: Reutzel, D.R., & Jr., Cooter, R. B. (2019). Teaching Children to Read: The
Teacher Makes the Difference (8th ed.). Pearson. ISBN: 9780134742533
Dr. Cher Gauweiler RED 4511 4 of 14 Spring 2020
Chalk & Wire
Chalk & Wire is a requirement for all COE students enrolled in a bachelor’s degree program and for all
EPI students.
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources: Rasinski, T. (2003). The fluent reader.
Allen, J. (2007). Inside words: Tools for teaching academic vocabulary grades 4-12.
Just Read, Florida
Materials: Discussed in class.
Library: http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to
reference MyCourses continuously to assure all current content for class has been accessed.
Additionally, students are expected to be familiar or familiarize themselves with PowerPoint
presentation methods.
The instructor of this course frequently uses interactive white boards, ELMOs, PowerPoint, digital
media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies: Discussed in class.
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours (SBH) or Field Experience Hours (FEH) Course Requirements
This course requires 20 hours of observation/participation in an appropriate setting as approved by the
Office of School Partnerships.
Any student who is registered for a course with SBH / FEH is required to complete the Survey Level
Field Experience Placement Application via the survey link: https://web.spcollege.edu/survey/18896
Dr. Cher Gauweiler RED 4511 5 of 14 Spring 2020
B. ALL Course Assignments
Assignments in BLUE denote IN-CLASS activities. Assignments in YELLOW denote INDIVIDUAL, OUT
OF CLASS activities.
Formative Assessments
ASSIGNMENT DESCRIPTION POINTS/WHERE
TO SUBMIT
Admission Tickets For select class sessions, students will complete
written responses before class based on assigned
reading and viewing materials.
(10 admission
tickets @ 5 points
each = 50 points)
Structural Analysis of Words Find examples of words within narrative and
expository text, used in book discussions for
students in grade 3-6 that show common
prefixes, suffixes, and root words. Write the
meaning, and examples of other words with
those prefixes, suffixes, and root words. Share
with the class common difficulties with word
work at the upper elementary level and
strategies to address the difficulties
10 points
Morphemic Analysis Read and discuss morphology as it relates to
vocabulary development. Then, conduct a
morphemic analysis using a short narrative and
expository text.
10 points
Semantic Analysis Read and discuss structural analysis of words.
Then, develop a semantic map of vocabulary
words from one of the book discussion books.
10 points
Reading Fluency Analysis Conduct a fluency analysis on a whole class of
mock student’s data supplied by the instructor.
Write a one page analysis, noting each learner’s
background, strengths and areas of concern
from the data, and plan of action for future
instruction.
20 points
Book Discussions Response
Records
Select three children’s grade 3-6 texts (to include
both narrative and expository) and apply
metacognitive strategies (e.g., visualization,
making inferences) during simulated book
discussions. Keep a record of book talk
discussion questions that were answered during
class.
Note common problems with these
comprehension strategies and how these
problems would be addressed.
30 points
(10 points each
session)
Metacognitive Strategies Through small group discussions and a
checklist, students will match metacognitive 20 points
Dr. Cher Gauweiler RED 4511 6 of 14 Spring 2020
strategies with text genres to identify cognitive
targets for reading comprehension.
Genres of Writing Compose four writing pieces in the following
genres: narrative, expository/informational, and
opinion/argumentative. Texts from the book
discussions may be the focus of the pieces.
20 points (each) =
80 points
Text Set Select a book from the book discussions as the
anchor text for developing a multimodal and
multigenre “text set.” This text set will include
texts in different modalities (print, audio/visual)
and several short, high interest informational
and digital texts for a multi-day thematic
learning experience.
Include metacognitive and multi-sensory
strategies and apply explicit instruction for
developing higher order thinking.
Include specific literacy strategies discovered
through the course lectures, activities, readings
and field experience that support students
reading within, across and beyond and texts.
Create an effective response to the text set (i.e.
poem, poster, song, drawing, newspaper
column, TV commercial, game, etc.)
25 points
Literacy Block of Lesson Plans
(Grades 3-6)
Construct a one-day comprehensive literacy
block for students in grades 3-6. Include lesson
plans for word work, comprehension, and
writing using a Balanced Model of Literacy.
Note accommodations and modifications for
English Language Learners and Exceptional
Needs Students and formative assessment
strategies for each component.
50 points
Comprehension Lesson
Presentation
Create and present a lesson plan modeling a
metacognitive think-aloud including
multisensory strategies such as poems, songs,
and drama for students in grade 3-6 based on
the Florida Standards. Activate prior
knowledge, build schema, model thinking,
scaffold instruction, guide practice and assess
within a Balanced Model of Literacy. Please
note accommodations and modifications for
English Language Learners and Exceptional
Needs Students.
20 points
In-class
Presentation
Dr. Cher Gauweiler RED 4511 7 of 14 Spring 2020
Summative Assessments
Reading & Writing Notebook Review the assignments (#1-7) you completed
in class in the areas of Word work/Vocabulary,
Comprehension, Fluency and Writing and the
accompanying textbook and handout readings.
Synthesize this information with your
observations and teaching in your school based
assignment this semester to describe how 1)
vocabulary, 2) comprehension, 3) fluency and
4) writing instruction are integrated into a
balanced literacy model. Include the
appropriate Florida Standards for each section
of the paper.
50 points
Chalk and Wire
ESOL Writing Assessment Conduct a writing assessment with an ESOL
student. Write anecdotal observation notes
during writing block on ESOL student in grades
3-6.
Take a sample of his/her writing and analyze the
student’s writing, noting strengths and
weaknesses. Plan and conduct a writing
conference using appropriate ESOL strategies
with the ELL based on the data collected.
Write a 2-3 paper including background
information, summary of data, a detailed account
of the writing conference with appropriate ESOL
strategies, reflection of the experience and a plan
for future instruction for this English Language
Learner.
25 points
Chalk and Wire
Running Records Conduct at least TWO running records on a
student in grade 3-6. Analyze miscues, assess
comprehension (retell analysis) and fluency.
Write a one-page analysis, noting the learner’s
background, strengths and areas of concern from
the data, and plan of action for future instruction.
This assessment will become part of the Case
Study.
25 points
Chalk and Wire
Case Study Conduct a Case Study on one struggling reader
in grades 3-6.
Summarize the test scores from the pre-existing
data (e g., formal - Florida Standards
75 points
Chalk and Wire
Dr. Cher Gauweiler RED 4511 8 of 14 Spring 2020
Assessment, Stanford 10, IEP and informal test
results DRA, Common Assessments) with a
student.
Conduct three observations of the student during
the reading block in whole group, small group
and independent reading.
Assess the student using a running record. Note
words read in isolation, conduct a miscue
analysis, then assess comprehension and fluency.
Provide two intervention sessions based on the
data.
Write a 2-3-page analysis noting the learner’s
background, strengths and areas of concern from
the data, synthesis of observations, and plan of
action for future instruction.
Record of Hours Submit completed number of hours for this
course (minimum of 20) and accompanying
Record of Hours form
Chalk and Wire
Final Exam Written exam comprised of questions reflecting
the components of reading and writing as a
process for students in the intermediate grades.
100 points
MyCourses
TOTAL POINTS:
600
UCC Assignments: Teacher candidates must demonstrate Uniform Core Curriculum (UCC)
competencies and earn a 2 or higher for each indicator on all UCC assignments [FEAP, ESOL,
FSAC, Reading Competencies (RC), Other Elements and Florida State Standards (FSS)] in order to
successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above,
he/she may have an opportunity (within the term) to work with the instructor to improve the
understanding of the concept. The assignment must then be corrected and resubmitted, and will not
receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72
for consequences.
Students in a degree program must upload into Chalk & Wire all FEAP, ESOL, and RC assignments
(identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table
at the end of the syllabus.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy
and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may
Dr. Cher Gauweiler RED 4511 9 of 14 Spring 2020
read through the given source for ideas, but then rethink and rewrite the idea in your own words with
your own modifications to meet the needs of the assignment. Anything adapted or used verbatim
must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your
work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-
BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE * SUBJECT TO CHANGE AT PROFESSOR’S
DISCRETION - No assignments will be accepted after the last date to submit posted on the
Syllabus/calendar/MyCourses.
ALL READING ASSIGNMENTS AND ADMISSION TICKETS DUE BEFORE CLASS EACH WEEK.
NO LATE ADMISSION TICKETS WILL BE ACCEPTED. MUST BE PRESENT TO RECEIVE
POINTS FOR IN-CLASS ACTIVITIES.
Week/Date
1: January 16
Activities/Chapters/Topics
Introductions/Syllabus
Becoming an Effective Literacy
Teacher
Homework/Reading/Assessments
DUE
Download syllabus from MyCourses, bring
to class
Review Ch. 1, pp. 12-22
Descriptive Writing
Dr. Cher Gauweiler RED 4511 10 of 14 Spring 2020
2: January 23
Creating the Affective Environment
Choice and Motivation
Voting for the Novel Study (Extended
Text)
Chapter 12, pp. 533-537 (Motivation and
Engagement) AND Chapter 7, pp. 300-305
AND
“Must Everyone Read the Same Book?”
(available on MyCourses)
Admission Ticket #1 DUE
3: January 30 Setting up the Intermediate Literacy
Classroom: What SHOULD be
happening?
A Closer Look at the Florida
Standards for Reading/Language Arts
Integrating Reading and Writing
The Writing Process
Read Ch. 12, pp. 505-523
AND
Review select materials on Florida
Standards
Admission Ticket #2 DUE
4: February 6
Narrative Writing in response to
Fiction and Informational Text
Using Short Text in the Classroom
Read/Review Chapter 8, pp. 341-344;
Review How Writing Develops, pp. 317-322
Read/Review pp. 323-325 (Unique Writing
Patterns Used by Authors)
Admission Ticket #3 DUE
Narrative Writing
5: February 13
Comprehension
Strategies Good Readers use
Schema/Prior Knowledge
Read/Review Chapter 7, pp. 250-256 and
pp. 266-274
Admission Ticket #4 DUE
BOOK ONE DUE
Book Discussion Response Record #1
Metacognitive Strategies
Dr. Cher Gauweiler RED 4511 11 of 14 Spring 2020
6: February 20
Comprehension continued…
Questioning
Student-generated questions
Text-dependent questions
Read Chapter 7, pp. 278-283
Admission Ticket #5 DUE
Metacognitive Strategies
7: February 27
Comprehension continued…
Visualizing and Inferring
Close Reading
Assigned readings on MyCourses including
“What is Close Reading?”
Metacognitive Strategies
8: March 5
Assessing comprehension
Running Records
Text complexity (qualitative,
quantitative, reader and text factors)
Assigned readings on MyCourses
Admission Ticket #6 DUE
9: March 12
NO CLASS:
SPC SPRING
BREAK
10: March 19
Oral Language
Vocabulary/Word Work
Read/Review Ch. 2, pp. 26-35
AND
Read/Review Ch. 6, pp. 211-217; 223-228
Admission Ticket #7 DUE
BOOK TWO DUE
Book Discussion Response Record #2
Structural Analysis of Words
Morphemic Analysis
Dr. Cher Gauweiler RED 4511 12 of 14 Spring 2020
11: March 26
Vocabulary/Word Work Read Ch. 6, pp. 218-229
Admission Ticket #8 DUE
Semantic Analysis
ESOL Writing Assessment DUE
12: April 2
Determining Importance in Text
Summarizing
Text Features
Text Structures
Read Ch. 12, pp. 489-492 AND pp. 533-537
Admission Ticket #9 DUE
BOOK THREE DUE
Book Discussion Response Record #3
Metacognitive Strategies
Expository (Informational and and/or
Explanatory) Writing
13: April 9
Argument and Opinion Writing
Readings available on MyCourses
Persuasive (Argument and/or Opinion)
Writing DUE
Case Study DUE
14: April 16
Reading Foundational Skills including
Phonics
Fluency
Read/Review pp. 177-186 AND 189-193
Admission Ticket #10 DUE
Reading Fluency Analysis
15: April 23
Integrating New Literacies and
Technology
Research Writing
Readings available on MyCourses
Text Set
Reading and Writing Notebook DUE
Record of Hours DUE
16: April 30 Lesson Presentations
Synthesis
Comprehension Lesson Plan Presentations
In-Class
Literacy/ELA Block of Lesson Plans DUE
Dr. Cher Gauweiler RED 4511 13 of 14 Spring 2020
17: May 4-8 Final Exam – DATE AND TIME TBA Final Exam
VII. Uniform Core Curriculum / Program Learning Objectives Assignments
Assignment FEAP FSAC ESOL Reading C
&
W
Book Discussion Response
Records
1.1.10
Text Set Assignment 1.1.11
Literacy Block of Lesson plans
(Grades 3-6)
3.b 1.1.6,
1.3.5,
1.4.6
Comprehension Lesson Plan
Presentation
1.1.7,
1.1.8
2.2
Genre of Writing 1.3.3,
1.3.4
ESOL Writing Assessment 1.3.6 2.2 2.A.8, 1.A.9, 2.A.7, 1.A.10,
2.A.9, 1.B.3, 2.B.4, 1.B.5,
2.B.3, 1.B.6, 2.B.5, 2.D.2,
1.D.4, 2.D.3, 1.D.5
Yes
Reading & Writing Notebook 1.D.1, 2.D.1, 1.D.2,1.D.3,
2.D.1, 2.D.4,
Yes
Case Study 1.A.1, 2.A.2, 2.A.4, 1.A.2,
1.A.3, 1.A.4, 1.A.5, 1.A.6,
2.A.5, 2.A.6, 1.A.7, 2.A.3,
1.A.8, 2.A.1, 1.E.1, 1.E.2,
1.E.3, 2.E.1, 1.E.4, 2.E.2,
1.E.5, 2.E.3,
Yes
This course offers opportunities for students to engage with the following Universal Design for Learning
(UDL) General Understandings and Essential Components (1.0s and 2.0s): 1.1, 1.3, 1.4, 2.1, 2.3.
Dr. Cher Gauweiler RED 4511 14 of 14 Spring 2020
CLASSROOM CONTRACT
To promote the most conducive environment for learning and teaching, I would appreciate your willingness
to:
o Arrive to class by the beginning of class time. Three or more tardies (even if you’re only a few minutes
late) and/or leaving class early will result in an absence for that class session.
o Notify me through e-mail or phone call if you will miss class so I can document your absence.
o Remain in the room unless we have a break, or I am not directly teaching (you’re engaged in partner,
small group activities, etc.)
o Refrain from side conversations because it’s distracting to others.
o Turn off your cell phone during class (unless it’s an emergency; you can also notify me ahead of time if
you are expecting an important call and need to take it).
o Refrain from texting.
o Please do not use personal laptops/electronic devices unless we need them for a specific task. Laptops
are a great resource, but they should only be used for this course. In the past, students have worked on
other assignments, checked e-mail, surfed the ‘Net, updated Facebook, etc. While in class, I need you to
“be” here…body and mind.
o Notify me privately if there is a problem. I can’t help you if I don’t know about it.
Thank you for your cooperation. – Dr. G.
In return, please list what you expect from me as an instructor. I will try my best to accommodate your learning
needs:
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