Courses Taught

Courses Taught at UT Arlington

  • Undergraduate courses are taught on campus.
  • Master's level courses are taught online through the U.T. Telecampus. and through the UTA/Partnership program.
 

Course

Description

 
LIST 4373

 

Undergraduate Course

LIST 4373  LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING 3 hours credit.  Balanced literacy approach to teaching with an emphasis on reading and writing.  Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.

Textbook(s) and Material: at UTA Bookstore.

 

 

1) *Cunningham. , P. (2008). Phonics they Use: Words for reading and writing. 5th edition. Boston: Allyn & Bacon Pub.

2) *Cunningham, P. & Cunningham, J.W. (2010). What really matters in writing: Research-based practices across the elementary curriculum. Boston: Pearson Pub.

3) Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse Pub.

4) Beck, I. & McKeown, M. (2006). Improving Comprehension With Questioning the Author. Scholastic.

5) Julius, the Baby of the World by Kevin Henkes. [children's book]

*To help with costs of textbooks, a copy of Phonics they Use and What Really Matters in Writing will be on 3-hour course reserve in the UTA Central  library.

 

Required BOOKLET available free online:

Armbruster, B., Lehr, F., Osborn, J. (2001) Put Reading First: The Research Building Blocks for Teaching Children to Read: Kindergarten Through Grade 3. Washington, DC: National Institute for Literacy.

http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf

 

Additional materials and resources will be available on Blackboard (e.g., lesson plan tutorials, resources for your future classrooms).

 
 

 

 

LIST 4374

 

 

 

Undergraduate course (Summer 1)

 

LIST 4374: Literacy Learning in the Elementary School: Literature and Language  

Balanced literacy approach to teaching with an emphasis on literature and oral language development. Theoretical models, major genres of children’s literature, strategies and techniques for classroom use of literature across the curriculum, use of appropriate media and non-print materials, selection and evaluation of literature, strategies for stimulating and expanding children’s response to literature, and alternatives for developing children’s listening, speaking, and phonemic and alphabetic awareness skills.

 

Textbook(s) and Materials:

1. Galda, L. and Cullinan, B.E. (2009). Literature and the Child (7th ed.). Toronto: Wadsworth.

2. Children’s Literature: See course syllabus for titles.

 

 

LIST 5373

 

Graduate Courses

LIST 5373 - FOUNDATIONS OF LITERACY LEARNING IN THE PRIMARY GRADES (3 - 0)
Balanced literacy approach to literacy instruction in the primary grades (K-4) with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

Required Textbooks:

 

             

  • Smith, J.A. & Read, S. (2009). Early literacy instruction: Teaching reading and writing in today’s primary grades. Boston: Pearson.
  • Dow, R. & Baer, G. (2006).  Self-paced phonics: A text for educators, Fourth Edition. Boston: Pearson, Merrill Prentice Hall.
  • Strickland, D. (2010. Essential readings on early literacy. International Reading Association.

 

 

  • Also, pick ONE book from the following list for your professional book club:

 

1.    Beck, I. L., McKeown, M. G., and Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

2.    Cleaveland, L.B., & K. Wood Ray. 2004. About the authors: Writing workshops with our youngest writers. Portsmouth, NH: Heinemann

3.    Miller, D. (2002). Reading With Meaning: Teaching Comprehension in the Primary Grades. Portland, Maine: Stenhouse.

4.    Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic

5.    Wilhelm, Jeffrey D. 2004. Reading IS Seeing: Learning to visualize scenes, characters, ideas, and text worlds to improve comprehension and reflective reading. New York: Scholastic Professional Books.

6.    Boushey, G., & Moser, J. (2006). The Daily Five. York, ME: Stenhouse.

7.    **Adams, M. (1991). Beginning to Read: Thinking and Learning about Print. MIT Press.

 

**Beginning to Read by Marilyn Adams is a seminal work in the field and is a comprehensive literature synthesis about the research up until the publication date regarding beginning reading. Adams’ work is highly regarded. It is essential reading for literacy scholars. I especially recommend it if you are considering doctoral work in Literacy Studies. There is a “summary” version of this book also available on online bookstore sites, but it is out of print. You can preview a limited version on Google Books to decide if you want to purchase it.

 

  • Selected articles from the UTA Library Databases and online (two articles total).

Articles from the UTA library database and Internet (use your NetId and    password to   login):

·         Beck, I. L., & McKeown, M.G. (2001). Text Talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), p.1- 20. Available: http://libproxy.uta.edu:2066/login.aspx?direct=true&db=a9h&AN=5112390&site=ehost-live

·         Article: ‘The Six Ts of Effective Elementary Literacy Instruction’ byRichard Allington (2002). Available: http://www.readingrockets.org/article/96?theme=print or http://www.alder.k12.oh.us/public/http___www.readingrockets.pdf

 


 

 

 

LIST 5346

 

 

 

LIST 5346 - TEACHING THE WRITING PROCESS (3 - 0)
Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.

 

Textbooks.Please note that the readings in this course are divided between elementary and secondary teachers. In addition, we share some common readings. I’ll designate the following books by elementary, secondary, or ALL.

 

1.     Dorfman, L. R., & Cappelli, R. (2007). Mentor texts: Teaching writing through children's literature, K-6. Portland, ME: Stenhouse Publishers. Elementary. Required by All.

2.     Lane, B. (1993) After THE END: Teaching and learning creative revision. Portsmouth, NH: Heinemann. ISBN 0-435-08714-2. Required by All.

3.     Romano, T. (2004) Crafting Authentic Voice. Portsmouth, NH: Heinemann. ISBN 0-325-00597-4.  Required by All.

4.     Routman, R. (2005) Writing Essentials. Portsmouth, NH: Heinemann. ISBN 0-325-00601-6.  Just for **Elementary only**.

5.     Zemelman, S. & H. Daniels. (1988) A Community of Writers: Teaching Writing in the Junior and Senior High School. Portsmouth, NH: Heinemann. ISBN 0-435-08463-1. **Just for Junior High and Secondary**.

 

Optional Texts: These books are strongly recommended for all students

 

Fletcher, R.  & Portaluppi, J.(2007). Craft lessons: Teaching writing K through 8. York, ME: Stenhouse Publishers. Second Edition. This book is especially useful for designing your Mentor Text lessons.

 

Samway, K.D. (2006). When English language learners write: Connecting research to practice, K-8. Portsmouth, NH: Heineman. This book is recommended for all students.

 

 

 

LIST 4378

LIST 4378. TEACHING, READING, WRITING, AND LITERATURE IN THE MIDDLE LEVEL GRADES (2-2) 3 hours credit. Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary, and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours.

Required Textbooks:

1. Worthy, J., Broaddus, K., & Ivey, G. (2001). Pathways to Independence: Reading, Writing, and Learning in Grades 3-8. New York: The Guilford Press. (ISBN: 1-57230-647-5).

2. Templeton, S., Johnston, F., Bear, D.R., & Invernizzi, M. (2009). Vocabulary Their Way. Boston, MA: Allyn & Bacon.

Two Book Club Books from: http://www3.uta.edu/faculty/peggys/study_guides.htm (books will be provided in class).
 

 

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