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Syllabus 1 of 14
Syllabus
STRUCTURED LITERACY
EDRD 3304.01
Dr. Betty Coneway
Spring 2018
Contact; Office Hours; and Course Information –
Professor/Instructor:
Dr. Betty Coneway
Email:
bconeway@wtamu.edu
Office:
OM 438
Office Hours:
9:00 a.m. – 11:00 a.m. Mondays & Wednesdays
11:00 a.m. – 5:00 p.m. Tuesdays
Mailbox:
Department of Education, WTAMU Box 60208, Canyon, TX 79016
Office Phone:
(806) 651-2664 office
(806) 679-1949 cell
(Please provide your name and the course title if you contact me by text)
Class Meeting Dates:
1/16/2018 - 5/10/2018: Mondays & Wednesdays
Times:
11:00 AM - 12:15 PM
Location:
Old Main, Room 207
All other appointments are welcome to be made in person, by telephone, or by email.
Mission –
The WTAMU Department of Education prepares confident, skilled, and reflective professionals through
course work and field experiences who are critical creative thinkers, effective communicators, advocates
for diverse learners, users of technology, life-long learners, and stewards of the profession.
Syllabus 2 of 14
Program Educational Outcomes (PEOs) –
After participating in the undergraduate Educator Preparation Program (EPP), candidates will be:
Program Educational Outcomes
(PEOs)
Explanation of PEOs
1. Critical creative thinkers
Who develop solutions to improve the educational environment and
who inspire students or co-workers.
2. Effective communicators
Who use verbal, nonverbal, electronic, and print modes of
communication to establish a positive school or work environment
and promote thinking and learning.
3. Advocates for diverse
learners
Who appreciate, promote, and model the values of diversity.
4. Users of technology
Who seamlessly integrate multimedia in learning environments as
instructional and management tools to enhance learning.
5. Life-long learners
Who take responsibility for their own learning and continuously
foster their professional renewal.
6. Stewards of the profession
Who represent ethical and professional dispositions.
Ethical and Professional Dispositions –
Candidates will:
Items
Dispositions
A.
Demonstrate an expectation that all students can learn and are a vital part of the learning
community.
B.
Display sensitivity to students’ needs.
C.
Work with peers, clinical instructors, cooperating teachers, university field supervisors, and
relevant stakeholders to advance learning.
D.
Model poise, maturity, and sound judgment.
E.
Engage in continuous self-evaluation and improvement.
F.
Promote ethical and professional standards in teaching, learning, and research.
Important Note: See Alignment Sources for PEOs and Ethical and Professional Dispositions with
Standards in the References section. Texts and Other Materials –
Required Texts:
1. Davison, S. S. (2012). Go phonics teacher’s guide (5th Ed.). Chelan, WA: Foundations for Learning.
Syllabus 3 of 14
2. McGuinness, C. & McGuinness, G. (1998). Reading reflex: The foolproof phono-graphix method for
teaching your child to read. Read America, Inc. New York: Simon & Schuster.
Recommended Text:
Carreker, S. (2002). Multisensory grammar & written composition. Houston: Neuhaus Education Center.
Other required materials will be provided in class or within the course container located in WTClass.
Course Specific Texas Education Agency Standards
Course Correlation to Texas Education Agency (TEA) English Language Arts and Reading
Standards (EC-6):
Standard I: Oral Language:
Teachers of young students understand the importance of oral language, know the developmental
processes of oral language and provide a variety of instructional opportunities for young students to
develop listening and speaking skills.
Standard II: Phonological and Phonemic Awareness:
Teachers of young students understand the components of phonological and phonemic awareness and
utilize a variety of approaches to help young students develop this awareness and its relationship to
written language.
Standard III: Alphabetic Principle:
Teachers of young students understand the importance of the alphabetic principle to reading English,
know the elements of the alphabetic principle and provide instruction that helps students understand that
printed words consist of graphic representations that relate to the sounds of spoken language in
conventional and intentional ways.
Standard IV: Literacy Development and Practice:
Teachers of young students understand that literacy develops over time and progresses from emergent to
proficient stages. Teachers use a variety of contexts to support the development of young students’
literacy.
Standard V: Word Analysis and Decoding:
Teachers understand the importance of word analysis and decoding to reading and provide many
opportunities for students to improve word analysis and decoding abilities.
Standard IX: Writing Conventions
Teachers understand how young students use writing conventions and how to help students develop those
conventions.
Course Correlation to Texas Education Agency (TEA) English Language Arts and Reading
Standards (Grades 4-8):
Standard I: Oral Language
Teachers of students in grades 4–8 understand the importance of oral language, know the developmental
processes of oral language and provide a variety of instructional opportunities for students to develop
listening and speaking skills.
Standard II: Foundations of Reading
Teachers of students in grades 4–8 understand the foundations of reading and early literacy development.
Standard III: Word Analysis Skills and Reading Fluency
Teachers understand the importance of word analysis skills (including decoding, blending, structural
analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to
practice and improve their word analysis skills and reading fluency
Standard V: Written Language
Teachers understand that writing is a developmental process and provide instruction that helps students
develop competence in written communication.
Course Description –
Reading instruction for the prevention, intervention or remediation of reading difficulties. Content
includes phonology and phonological awareness, sound/symbol association, syllable instruction,
morphology, syntax, and semantics.
