E 401: Teaching Reading

Spring, 2015
4:00-5:15 PM MW; MRBSC 123
Instructor:
Office:
Office Hours:
E-mail:
UTA:
Email:

Dr. Pamela K. Coke

Ingersoll 160
1:30-3:30 PM MW, and by appointment
pamela.coke@colostate.edu
Belle Kraxberger
belle.kraxberger@gmail.com

Course Description:
This course is designed to help you examine theory and pedagogy for understanding, interpreting, and evaluating print and
visual texts.
Required Texts:
Beers, K. (2003). When kids cant read: What teachers can do: A guide for teachers k-12. Portsmouth, NH: Heinemann.
Christel, M., and Sullivan, S. (2010). Lesson plans for developing digital literacies. Urbana, IL: NCTE.
Jeneczko, P. B. (2011). Reading poetry in the middle grades: 20 poems and activities that meet the Common Core
Standards and cultivate a passion for poetry. Portsmouth, NH: Heinemann.
Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann.
One novel of the students own choosing.
Additional articles and readings as posted to the course Writing Studio site.
Intended Learning Outcomes:
1.
By reading and interacting with Beers When Kids Cant Read, students will learn how to identify students
reading needs and how to develop meaningful pre-reading, during reading, and post-reading strategies. Students
will apply this learning to their Interactive Notebooks and their Assessment Portfolios.
2.
By reading and interacting with Christel & Sullivans Lesson Plans for Developing Digital Literacies, students
will learn how to synthesize reading strategies and digital literacies. Students will apply this learning to their
Interactive Notebooks and their Teaching a Text Projects.
3.
By reading and interacting with Jeneczkos Reading Poetry in the Middle Grades, students will learn how to
select poems that are appropriate for an adolescent audience, and they will learn how to teach poetry in
meaningful ways. Students will apply this learning to their Interactive Notebooks and their Teaching a Text
Projects.
4.
By reading and interacting with Kittles Book Love, students will learn how to help students develop the depth, the
stamina, and the passion necessary to be lifelong readers. Students will apply this learning to their Interactive
Notebooks and their Teaching a Text Projects.
Course Requirements and Grading:
1.
Read Aloud (5 points): As part of my teaching philosophy, I believe that I should make time in the classroom for
what I value. In light of this, I ask you to sign up to lead one Read Aloud session where you read aloud from a
text of your choice for 3-5 minutes. The purpose of this is to share reading materials, to show how you are an
active reader (practice what you preach), and to examine the value of reading aloud in the secondary classroom.
Reading selections should be appropriate for a 6th-12th grade audience.
2.
Assessment Portfolio (100 points): Your assessment portfolio will be a tool for generating and reflecting on
reading instruction and assessment appropriate for secondary school students. Based on your questions, interests,
field experiences, future expectations, and so on, you will organize possible solutions around specific needs that
you expect to find in whole-class reading/literature instruction and you will make a plan for assessing how well

students needs have been met. Your portfolio will include: (1) a letter to parents/guardians that explains your
philosophy of teaching reading; (2) three well-developed assessment plans; and (3) a reflective rationale and selfassessment. See assignment sheet and scoring guide for further information.
Teaching a Text Project (100 points): This project is cumulative, incorporating all of the texts and concepts we
study along the way. At the end of the semester, you will have a complete plan for how to teach adolescent
readers about a chosen text. In addition, you will upload this assignment to our Writing Studio site, and you will
leave this course with a set of complete outlines for how to teach a variety of different texts. As you look at the
semester schedule, you will notice that I have built in due dates along the way, so you are not overwhelmed at the
end of the semester. See assignment sheet and scoring guide for further information.
Interactive Notebooks (50 points): Many middle school and some high school English language arts teachers
are using interactive notebooks as a place for students to show how they are interacting with the texts they are
reading. I ask that you purchase a composition (non-spiral) notebook for this course. As you read each text, use
your interactive notebook as a place for you to practice the reading strategies we are studying. I have scheduled
five submission dates for us throughout the semester, 10 points per submission. Please see the assignment sheet
for additional information.
Graduate Students Only (50 points): In an effort to help you organize and synthesize your thinking about your
Masters thesis or project, you will write a minimum of five annotated bibliography entries (the three required
texts for this course plus two texts of your own choosing; 10 points per entry; see Graduate Students Only folder
under Links on our course Writing Studio site). This work is due on Tuesday, May 4, 2015.

3.

4.

5.

General Information:
I will not accept papers after the class session in which they are due. You must submit hard copy on time.
Please wait 24 hours before talking with me or with Belle about disputing any grade.
In this course, we will adhere to the Academic Integrity Policy of the General Catalog and the Student Conduct
Code. For more information, please see http://www.facultycouncil.colostate.edu/files/manual/sectioni.htm#I.5.
I will ask you to sign an Honor Pledge for your Assessment Portfolio and your Teaching a Text project.
Do not plagiarize. A student who plagiarizes or cheats on any assignment in this course faces penalties that may
include an F on the assignment or an F in the course.
I would like to hear from anyone who has a disability that may require some modification of seating or other class
requirements so that appropriate arrangements may be made. Please talk with me after class or during office
hours.
It is my hope that this will be a safe, positive learning environment for all. If you feel harassed for any reason,
please report it to me as soon as possible. I will address it or refer the situation to the appropriate person on
campus.
Please remember to turn off your cell phone before coming into class. Thank you.
Schedule:
Week One
01/21

Week Two
01/26

01/28
Week Three
02/02

Interactive Notebook: Reading Survey

Introduction to the course, syllabus, etc.
World Caf: Reading Habits Survey (Beers & Probst)Paste into Interactive Notebook
Pam: Hand out assignment sheet for Interactive Notebooks
Interactive Notebook: Try two reading strategies from When Kids Cant Read
When Kids Cant Read, chapters 1 and 2
Interactive Notebook Submission #1 (cover)
Pam: Hand out assignment sheet for Teaching a Text
When Kids Cant Read, chapters 3 and 4
Teaching a Text Project text choice due prior to class (email to Pam and Belle via WS)
Interactive Notebook: Try two reading strategies from When Kids Cant Read
When Kids Cant Read, chapters 5 and 6

02/04
Week Four
02/09
02/11
Week Five
02/16

02/18

Week Six
02/23

When Kids Cant Read, chapters 7 and 8

Workshop:
Teaching a Text: Author Background
Interactive Notebook: Try two reading strategies from When Kids Cant Read
When Kids Cant Read, chapters 9 and 10
Interactive Notebook Submission #2
When Kids Cant Read, chapters 11 and 12
Pam: Hand out assignment sheet for Assessment Portfolio
Interactive Notebook: Try two strategies, each from different texts (Beers, Kittle, Janeczko)
When Kids Cant Read, chapters 13, 14, and appendices
Workshop: Draft of Letter to Parents for Assessment Portfolio
Finish reading text for Teaching a Text Project
Book Love, introduction and chapter 1
Reading Poetry, Abandoned Farmhouse
Workshop:
Teaching a Text: Reading Strategies

Interactive Notebook: Try two strategies, one from Book Love, one from Reading Poetry

Book Love, chapter 2

Reading Poetry, Deserted Farm
Workshop: Draft of Assessment Plan #1 for Assessment Portfolio
02/25
Book Love, chapter 3
Reading Poetry, When It Is Snowing and Poppies
Week Seven Interactive Notebook: Try two strategies, one from Book Love, one from
Reading Poetry
03/02
Book Love, chapter 4
Reading Poetry, Speak Up
Interactive Notebook Submission #3
Workshop: Draft of Assessment Plan #2 for Assessment Portfolio
03/04
Book Love, chapter 5
Reading Poetry, A Poison Tree
Week Eight
Interactive Notebook: Try two strategies, one from Book Love, one from
Reading Poetry
03/09
Book Love, chapter 6
Reading Poetry, Summertime Sharing
Workshop: Draft of Assessment Plan #3 for Assessment Portfolio
03/11
Book Love, chapter 7
Reading Poetry, The Wreck of the Hesperus
SPRING BREAK:

MARCH 14-22, 2014; NO CLASS

Week Nine
Interactive Notebook: Try two strategies, each from a different text (Kittle,
Janeczko, C & S)
03/23
Book Love, chapter 8
Reading Poetry, Every Cat Has a Story
Workshop: Reflective Rationale and Self-Assessment for Assessment Portfolio
03/25
Book Love, chapter 9 and Start Where They Are
Reading Poetry, Street Painting
Week Ten
Interactive Notebook:
03/30
Lesson Plans for Developing Digital Literacies, introductory materials, chapters 1-2
Reading Poetry, Seeing the World
Interactive Notebook Submission #4

04/01

Week Eleven
04/06

Workshop: Complete draft of Assessment Portfolio

Lesson Plans for Developing Digital Literacies, chapters 3-4
Reading Poetry, Four Haiku
Assessment Portfolio Due

Interactive Notebook: Try two strategies, one from Reading Poetry, one from Digital Literacies
Lesson Plans for Developing Digital Literacies, chapters 5-7
Reading Poetry, Tugboat at Daybreak
04/08
Lesson Plans for Developing Digital Literacies, chapters 8-10
Reading Poetry, Ode to Family Photographs
Workshop:
Teaching a Text: Developing Depth, Stamina, and Passion
Week Twelve Interactive Notebook: Try two strategies, one from Reading Poetry, one from Digital Literacies
04/13
No Class; Pam will be at the University of Northern Iowa for Program Review
Lesson Plans for Developing Digital Literacies, chapters 11-13
Reading Poetry, Hoods
04/15
Lesson Plans for Developing Digital Literacies, chapters 14-15
Reading Poetry, Friends in the Klan
Workshop:
Teaching a Text: Poetry and Other Genres
Week Thirteen Interactive Notebook: Try two strategies, one from Reading Poetry, one from Digital Literacies
04/20
Lesson Plans for Developing Digital Literacies, chapters 16-17
Reading Poetry, Spring Storm
Interactive Notebook Submission #5 (last submission)
04/22
Lesson Plans for Developing Digital Literacies, chapters 18-19
Reading Poetry, Foul Shot
Workshop:
Teaching a Text: Digital Literacies
Week Fourteen
04/27
Lesson Plans for Developing Digital Literacies, chapters 20-22
Reading Poetry, A Hot Property
04/29
Lesson Plans for Developing Digital Literacies, chapters 23-24
Reading Poetry, Junkyards
Workshop:
Teaching a Text: Complete Written Draft
Pam: Hand out self-evaluation and course evaluation forms
Week Fifteen
05/04
Teaching a Text:
Work Day
Lesson Plans for Developing Digital Literacies, chapters 25-26
Reading Poetry, Nothing Gold Can Stay
Graduate Students: Graduate Course Component Due (annotated bibliography)
05/06
Teaching a Text:
Work Day
What next?: Implications for further study (last class before finals week)
Workshop:
Teaching a Text: Complete Visual Draft
Self-evaluation due
Course evaluation due
Week Sixteen
Finals Week
Monday, May 11
11:50 AM - 1:50 PM
Film Festival; Teaching a Text Project Due