RED 5991

Course Title: Foundations of Research-based Reading Practices
Course Credit Hours: 3 semester hours
Course Description:  This course specifically addresses Competency 2 of Florida's Reading Endorsement program. Presented in this course are methods for teaching reading using research-based and evidence-based practices; emphasis on teaching the five major reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension), relating basic reading skills to content area instruction, and practical classroom instruction; includes observation of and participation in reading instructional settings.
Student Learning Goals: 
Students will:

• Understand the cognitive operations involved in the reading process. (REI:1F1; FDE 1.1, 1.2, 2.1, 2.2,2.3)
• Demonstrate knowledge of the major reading components (phonemic awareness, phonics, vocabulary, fluency, and comprehension) and appropriate instruction. (REI: 1F3, 1F4, 1F5; 1.1, 1.2, 2.1, 2.2,3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5)
• Identify appropriate reading instruction using a variety of reading instructional methods to include literature-based and basal-based instruction. (REI: 2A, 2B, 2C, 2D, 2E, 2F1, 2F2, 2F3, 2F4; FDE 11.1, 11.2, 12.1, 12.2, 12.3, 12.4, 12.5)
• Demonstrate the ability to address issues associated with content area reading to include readability of text, instructional strategies, and structures of text. (FDE 5.1, 5.2, 5.3, 5.4, 5.5; REI 2E)
• Identify authentic, formal, and informal assessment procedures used to guide reading instruction. (FDE 10.1, 10.2, 10.7; REI 3.1, 3.2)
• Plan lessons that encompass good teaching practices.
• Plan instructional strategies in keeping with appropriate ages and stages of human growth and development.
• REI = Reading Endorsement Indicators  FDE = Florida Reading Competencies and Skills

Student Learning Outcomes
Upon completion of the course, successful participants will demonstrate proficiency in Competency 2: Foundations of Research-Based Practices of the K-12 Reading Endorsement Competencies: http://info.fldoe.org/docushare/dsweb/Get/Document-1004/ReadingEndorsement_Competencies.pdf
Specifically, students will:

• Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation).  *
• Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations).
• Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader’s theater).
• Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies).
• Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, prediction, “think-aloud” strategies, sentence manipulation, paraphrasing).
• Identify comprehensive instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading) including technology-based practices.
• Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn).
• Identify resources and research-based practices that create language-rich and print-rich environments  (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks).
• Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency.

Required Text/Materials:

• Alverman, D. E., Phelps, S. F., & Ridgeway, V. G. (2007). Content area reading and literacy: Succeeding in today’s diverse classrooms (5th ed). Boston MA: Pearson Education. ISBN: 0-205-48938-9
•  TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)

Major Course Requirements:

• Discussion. Each lesson has required Discussion assignments. The Discussion requires students to read, research, and respond to content information presented in the text and lesson. (10 points)
• Lesson Plans. Two Lesson Plans will be completed. You will plan, teach, and assess a word study/vocabulary and a comprehension lessons for your students. Lesson plan template, evaluation rubric, and reflection guidelines will be provided. (20 points)
• Activities. You will complete 4 activities in this course. Specific details and supporting documents (templates, directions, due dates, etc.) are provided within the D2L course. Lesson activities include  (20 points)
• Phonics Instruction Scope and Sequence
• Fluency lessons and progress monitoring chart
• WebQuest
• Readability Measures
•  Quizzes. 5 quizzes will be given during the semester. Quizzes will assess your knowledge of content material found in the lessons and supporting texts. Quizzes will be timed and taken online. Check the course calendar for quiz dates. (50 points)