Conceptual Framework:
To prepare knowledgeable, reflective, and caring practitioners to facilitate learning for all students in a diverse and technological society
Conceptual Framework Outcomes:
Knowledge, Diversity, Professional Dispositions, Reflection, Communication, Technology
McDANIEL COLLEGE
EDU 2015: Literacy Processes and Acquisition
T/TH 9:40-11:10 a.m.
Academic Hall: Room 203
Spring 2013
Professor XXXX
Academic Hall: Office 265
Office Hours: T/TH 11:20-1:00 p.m., W 3:00-4:00 p.m., and by appointment
Office Phone: XXX
FAX: XXX
E-Mail: XXXX
COURSE DESCRIPTION:
This course examines the acquisition of reading, the foundations of reading development, and
the interactive nature of the reading process. The course content addresses cognitive development,
language acquisition, phonological awareness, phonics, and vocabulary knowledge in relationship to
literacy acquisition. Candidates will also explore the three purposes for reading and various text
formats within a balanced literacy program.
DIVERSITY:
The Education Department at McDaniel College defines diversity as it impacts teaching and
learning as “differences or variety among groups of people based on a range and combination of
backgrounds and histories related to ethnicity, race, gender, language, socioeconomic status, sexual
orientation, disability, geographical area, religious background, and exceptionalities in learning.” The
Education Department is committed to addressing diversity in curriculum, instruction, assessment, and
interpersonal relations.
COURSE PERFORMANCE OBJECTIVES:
(See Attachment for Links to Conceptual Framework and Professional Standards)
The candidates will...
1. analyze the impact of language acquisition on reading development and instruction.
2. investigate the influence of language diversity on reading development and instruction.
3. explore phonology, orthography, morphology, semantics, syntax, and pragmatics of English and
other alphabetic languages.
4. examine historical perspectives and current research to identify predictors of reading and
spelling development.
5. determine the distinguishing characteristics of phonological awareness and phonics and their
relationship to literacy development for diverse learners.
6. investigate the interrelationships among phonological awareness, alphabetic knowledge, phonic
decoding, and spelling.
7. explore the integration of explicit, systematic phonological awareness and phonics instruction in
a balanced literacy program.
8. examine concepts of print and their relationship to literacy acquisition.
9. explore the development of language, reading, and spelling from emergent to proficient levels.
10. analyze the relationships between intrinsic and extrinsic factors in language, reading, and
spelling development.
11. use running records to analyze the reading process, recording, interpreting, and communicating
reading strengths and needs related to word recognition, processing strategies, vocabulary,
comprehension, and fluency.
12. identify and prioritize potential teaching points based on assessment results.
13. review scientifically-based research on language, reading, and spelling difficulties.
14. identify sources of interference for English Language Learners.
15. examine neuroscientific findings related to cognitive processes and reading performance.
16. identify and analyze the characteristics and cognitive demands of varied text formats.
17. evaluate texts and technology-based information resources for culturally diverse readers.
18. reflect on practice, self-evaluate performance, and set goals for future growth.
19. demonstrate professional dispositions with course instructors, College liaisons, mentor
teachers, and education candidates.
REQUIRED TEXTS*:
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Words their way: Word study for phonics,
vocabulary, and spelling instruction (5th Edition). Upper Saddle River, NJ: Pearson Education, Inc.
Otto, B. (2010). Language development in early childhood (3rd Edition). Upper Saddle River, NJ: Pearson
Education, Inc.
COURSE REQUIREMENTS/PERFORMANCES:
Point Value
I. FOUNDATIONAL KNOWLEDGE (IRA Standard 1)
Language Development in Early Childhood (Otto) Text Responses
120
Words Their Way (Bear et al.) Text Synthesis
50
Midterm Assessment
100
Final Assessment
125
II. CURRICULUM AND INSTRUCTION (IRA Standard 2) AND
DIVERSITY (IRA Standard 4)
Guided Observation # 2 (Literacy Block and Small-Group Instruction)
25
Guided Observation # 3 (Gradual Release Model of Instruction)
25
Individual Phonological Awareness Lesson and Analysis
80
Small-Group Phonics Lesson Plan
25
Small-Group Phonics Lesson and Analysis
120
III. ASSESSMENT AND EVALUATION (IRA Standard 3)
Guided Observation #4 (Classroom-Based Assessment)
25
Reading Process Case Study
150
IV. CREATING A LITERATE ENVIRONMENT (IRA Standard 5)
Guided Observation #1 (Literate Environment)
30
V. PROFESSIONAL LEARNING AND LEADERSHIP (IRA Standard 6)
Professional Communication
50
Professional Dispositions
25
Practicum Evaluation
50
Point Total:
1,000
REQUEST FOR ACCOMMODATIONS:
McDaniel College, in accordance with the Americans with Disabilities Act of 1990 (ADA)
and the Federal Rehabilitation Act of 1973/ Section 504, will provide reasonable
accommodations for eligible students with disabilities. Candidates requiring special
assistance should see the instructor privately and/or seek assistance directly from the Student
Academic Support Services Office (SASS) on the first floor of the Academic Building (410857-2504). The candidate is responsible for initiating arrangements for accommodations for
tests and other assignments in collaboration with the SASS Office and course instructor.
CLASS CONDITIONS FOR SUCCESS:

Respect is an essential element of a successful learning community. Candidates should
demonstrate respectful conduct in class and during interactions with members of the broader
professional community.

Class attendance is required. Candidates are expected to arrive on time for each class session
and to participate fully in all learning activities. To accomplish this, candidates must remain
current with the reading assignments and come prepared to develop their understandings of the
concepts and practices. Therefore, absences, late arrivals, and/or lack of preparation will result
in a lowered grade for the course.

Three absences will lower a candidate’s final grade by 5%. A fourth absence will require a
conference with the instructor and will result in another grade deduction. In the event that there
is an absence, the candidate should contact the instructor and indicate his/her plans to make up
the missed class work.

Out of respect for others, candidates must turn off all electronic devices prior to class and keep
them packed away until class has ended. Texting in the college classroom or practicum setting
is inappropriate.

All assignments are due on the designated deadlines. If a candidate is unable to attend class due
to illness, he/she may submit the assignment electronically. Assignments handed in after the due
date will be assigned a 10% point penalty.* Any assignment that is more than a week overdue
will receive a score of zero.
*Exception: Text responses must be submitted electronically prior to class on the designated
due date. Late submissions will not be accepted.

Candidates must adhere to the McDaniel College Code of Conduct in the completion of course
requirements. The Honor Code should be recorded on all assignments.
POINTS/GRADING:
980-1,000
921-979
900-920
A+
A
A-
880-899
821-879
800-820
B+
B
B-
780-799
721-779
700-720
C+
C
C-
680-699
621-679
600-620
Below 600
D+
D
DF
EDU 2015 PERFORMANCE PROJECTS
Phonological Awareness Lesson
Candidates will plan, teach, and evaluate a lesson on sound segmentation. When planning
the task, the candidate should incorporate non-alphabetic manipulatives and provide for the gradual
release of responsibility from teacher to learner. Specific criteria are provided in the Phonological
Awareness Lesson Scoring Guide.
Phonics Lesson
Candidates will plan, teach, and evaluate a phonics lesson using an analogy, analytic,
spelling-based, or synthetic approach to instruction. When planning the task, the candidate should
incorporate alphabetic manipulatives and provide for the gradual release of responsibility from
teacher to learners. Specific criteria are provided in the Phonics Lesson Scoring Guide.
Assessments: Midterm and Final
The assessments are designed to promote learning as well as measure understanding of the
text readings. These assessments will incorporate varied response formats, including short essay,
brief constructed response, and mapping. Candidates will receive a study guide one week prior to
the assessment.
Guided Observations
Candidates will complete four guided observations in the practicum setting. Observation
topics include (1) Literate Environment, (2) Organization of Literacy Block and Small-Group
Instruction, (3) Explicit Instruction, Modeling, and Scaffolded Practice, and (4) Assessment. Each
guided observation should include descriptions, examples, and candidates’ impressions of the
observation experience.
Text Projects: Otto Text Responses and Bear et al. Text Synthesis
Contemporary professional resources have been selected for course readings and interactive
discussions. Candidates will thoughtfully examine these volumes to establish a common knowledge
base for analysis and evaluation of assessment-instruction issues. As preparation for discussion,
candidates will synthesize core concepts and practical implications from the Otto text using the text
response framework. Candidates will also identify important concepts in spelling, phonics, and
vocabulary development in Words Their Way and use the project guidelines to prepare a synthesis
of the chapter readings.
Reading Process Case Study
Candidates will assess one reader using running records. The completed project will consist
of (a) coded running records for independent, instructional, and frustration levels, (b) analysis of
reading behaviors, (c) description of intrinsic and extrinsic contextual factors, (d) interpretation of
data, (e) connections to IRA and Common Core State Standards, and (f) instructional implications
for text selection and planning. Specific criteria are outlined in the Reading Process Case Study
Scoring Guide.
COURSE TOPICS:
Session 1 (1/29)
Course Overview
 Professional Dispositions
 Professional Standards: Common Core State Standards and International
Reading Association Standards
 Course Syllabus
Session 2 (1/31)
Language Acquisition and Reading Development
 Historical Perspectives
 Contemporary Language Acquisition Theories
 Components of the Language Process: Phonetics, Morphology, Semantics,
Syntax, and Pragmatics
 Relationship of the Language Components to Reading Development
Due: Otto Chapter 1 & Chapter 2 (pp. 23-39) Text Response
Session 3 (2/5)
Phonological Awareness and Early Reading Development
 Defining Phonological Awareness and Related Terminology
 Development of Phonological Awareness: Levels of Complexity
 Relationship between Phonological Awareness and Early Reading
Due: Otto Chapter 6 Text Response
Session 4 (2/7)
Integrating Phonological Awareness Instruction in the Reading/Language
Arts Program
 Phonological Awareness Instruction in a Meaningful Context
 Interactive Techniques Using Texts, Music and Manipulatives to Develop
Rhyming Knowledge, Sound Matching, Blending, Segmentation, and
Sound Manipulation
Due: Otto Chapter 7 Text Response
Session 5 (2/12)
Integrating Phonological Awareness Instruction in the Reading/Language
Arts Program
 Phonological Awareness Instruction in a Meaningful Context
 Interactive Techniques Using Texts and Manipulatives to Develop
Rhyming Knowledge, Sound Matching, Blending, Segmentation, and
Sound Manipulation
Due: Otto Chapter 8 Text Response
Session 6 (2/14)
Planning a Phonological Awareness Lesson: Gradual Release Model
 Overview of the Gradual Release Model of Instruction
 Content Summary, Performance Objectives, and Materials
 Instructional Procedures
Due: Otto Chapter 9 Text Response
Session 7 (2/19)
Planning a Phonological Awareness Lesson: Gradual Release Model
 Individualization
 Escapes
 Closure, Debriefing, and Evaluation
Due: Otto Chapter 10 Text Response
Guided Observation # 1
Session 8 (2/21)
Alphabetic Principle, Alphabetic Knowledge, and English Orthography
 Relationship between Spoken Words and Print
 Relationship between Spoken Sounds and Letters
 Letter and Letter-Sound Knowledge
 English Language Learners
Due: Otto Chapter 11 Text Response
Session 9 (2/26)
Phonics and Word Recognition
 Defining Phonics: Understanding Terminology
 Development of Phonics Knowledge
 Developmental Milestones of Early Word Recognition
 Challenges for English Language Learners
Due: Bear et al. Chapter 1 Text Reading
Session 10 (2/28)
Phases of Reading Development
 Developmental Phases of Reading
 Relationships among Word Recognition, Comprehension, Vocabulary, and
Fluency
Due: Guided Observation # 2
Session 11 (3/5)
Relationships among Phonological Awareness, Phonics, and Early Spelling
 Developmental Milestones of Spelling
 Characteristics of Emergent and Letter-Name Alphabetic Spellers/Readers
 Concepts about Print
Due: Bear et al. Chapter 4 Text Reading
Session 12 (3/7)
MIDTERM ASSESSMENT
Session 13 (3/12)
Explicit, Systematic Phonics Instruction for Emergent and Letter-Name
Alphabetic Readers/Writers
 Phonics Instruction in a Meaningful Context
 Interactive Writing
Due: Phonological Awareness Lesson, Analysis, Self-Assessment
Session 14 (3/14)
Explicit, Systematic Phonics Instruction for Emergent and Letter-Name
Alphabetic Readers/Writers
 Adapted Interactive Writing
 Word Building and Solving
Due: Bear et al. Chapter 5 Text Reading
March 19 & 21: SPRING BREAK
Session 15 (3/26)
Explicit, Systematic Phonics Instruction for Transitional Readers/Writers
 Characteristics of Transitional Within-Word Pattern Spellers/Readers
 Word Building and Solving
Due: Bear et al. Chapter 6 Text Reading
Session 16 (3/28)
Word Study for Intermediate Readers/Writers
 Characteristics of Syllables and Affixes Stage Spellers/Readers
 Relationship of Phonology and Morphology to Spelling
 Syllable Patterns
Due: Bear et al. Chapters 7 & 8 Text Reading
Session 17 (4/2)
Word Study for Advanced Readers/Writers
 Characteristics of the Derivational Relations Stage Spellers/Readers
 Spelling, Vocabulary Knowledge, and Comprehension
 Greek and Latin Word Elements
Due: Guided Observation #3
Session 18 (4/4)
Assessing the Reading Process: Administration Procedures for Running
Records
 Introduction to Running Records
 Running Record Codes and Coding Procedures
 Retelling
Due: Plan for Phonics Lesson (Electronic Submission)
Session 19 (4/9)
Assessing the Reading Process: Coding and Scoring for Running Records
 Coding Practice
 Scoring Procedures
Session 20 (4/11)
Assessing the Reading Process: Coding and Scoring for Running Records
 Coding Practice
 Scoring Procedures
Session 21 (4/16)
Assessing the Reading Process: Analyzing Running Records
 Language Cueing Systems
 Reading Miscues at Point of Error
 Self-corrections
 Use of Language Cues/Performance Patterns
 Fluency
Session 22 (4/18)
Class Meeting with Liaison
Due: Phonics Lesson, Analysis, and Self-Assessment
Session 23 (4/23)
Assessing the Reading Process: Analyzing Running Records
 Reading Process Strategies: Checking and Self-monitoring Behaviors,
Searching and Correcting Behaviors
 Use of Processing Strategies – Performance Patterns
 Analysis and Interpretation of Performance Patterns
Session 24 (4/25)
Assessing the Reading Process: Analyzing Running Records
 Analysis of Retelling
 Evidence of Comprehension and Vocabulary Knowledge
 Analysis of Intrinsic and Extrinsic Factors
Due: Words Their Way Text Synthesis
Session 25 (4/30)
Using Assessment Information for Text Selection
 Use of Assessment Results to Select Learner Objectives and Teaching
Points
 Use of Assessment Results to Select Texts
 Selection and Evaluation of Reading Materials
Due: Guided Observation # 4
Session 26 (5/2)
Text Complexity across Genres
 Text Structure of Goal-based and Descriptive Narratives
 Cognitive Demands of Narrative Text Structures for Diverse Learners
 Considerate vs. Inconsiderate Text
 Content Vocabulary, Concept Load, Syntactic Complexity, and
Comprehension
 Cognitive Demands of Informational and Procedural Texts for Diverse
Learners
Due: Otto Chapter 3 Text Response
Professional Dispositions Form
Session 27 (5/7)
Independent Work on Reading Process Case Study
Session 28 (5/9)
Reading Difficulties: Sources of Interference
 Language Diversity
 Defining Dyslexia
 Review of Research on Reading Difficulties
 Cognitive Processes
 Implications and Questions for Educators
Due: Reading Process Case Study
EDU 2015: Literacy Processes and Acquisition
Links to Standards
Course Objectives
Conceptual
Framework
Outcomes
International Reading
Association Standards
Review theories of brain research and
identify implications for reading
development
1: Knowledge
2: Diversity
1: Foundational Knowledge
Analyze the impact of language
acquisition on reading development and
instruction
1: Knowledge
2: Diversity
1: Foundational Knowledge
Investigate the influence of language
diversity on reading development and
instruction.
1: Knowledge
2: Diversity
1: Foundational Knowledge
Determine the distinguishing
characteristics of phonological awareness
and phonics and their relationship to
literacy development for diverse learners
1: Knowledge
2: Diversity
1: Foundational Knowledge
Explore the integration of explicit,
systematic phonological awareness and
phonics instruction in the reading/
language arts program.
1: Knowledge
2: Instruction and Materials
Develop familiarity with the International
Reading Association web site and
analyze the phonemic awareness and
phonics position statements
1: Knowledge
6: Technology
1: Foundational Knowledge
2: Instruction and Materials
INTASC Principles
Maryland Teacher
Technology
Standards
1: Learner Development
2: Learning Differences
4: Content Knowledge
1: Learner Development
2: Learning Differences
4: Content Knowledge
1: Learner Development
2: Learning Differences
4: Content Knowledge
1: Learner Development
2: Learning Differences
4: Content Knowledge
1: Learner Development
2: Learning Differences
4: Content Knowledge
5: Application of Content
7: Planning for Instruction
8: Instructional Strategies
1: Learner Development
4: Content Knowledge
5: Application of Content
8: Instructional Strategies
9: Professional Learning
1: Information Access
7: Professional Growth
Examine concepts of print and their
relationship to literacy acquisition
1: Knowledge
1: Foundational Knowledge
1: Learner Development
4: Content Knowledge
Use running records to record and
analyze, interpret, and communicate
reading behavior
1: Knowledge
2: Diversity
3: Assessment and Evaluation
6: Assessment
Identify and prioritize potential teaching
points based on assessment results
1: Knowledge
2: Diversity
2: Instruction and Materials
3: Assessment and Evaluation
2: Learning Differences
7: Planning for Instruction
Design and implement instructional
plans using the McDaniel College
planning format
1: Knowledge
2: Instruction and Materials
Reflect on practice, self-evaluate, and set
goals for future performance
1: Knowledge
4: Reflection
5: Professional
Development
Identify and analyze the characteristics
and cognitive demands of varied text
formats
1: Knowledge
2: Technology
2: Instruction and Materials
4: Literate Environment
Evaluate texts and technology-based
information resources for culturally
diverse readers
2: Diversity
6: Technology
2: Instruction and Materials
4: Literate Environment
5: Communication
5: Professional
Development
Demonstrate professional dispositions
with course instructors, College liaisons,
mentor teachers, and education
candidates.
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
7: Planning for Instruction
8: Instructional Strategies
9: Professional learning
10: Leadership and Collaboration
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
10: Leadership and Collaboration
2: Communication
2: Communication
2: Communication
1: Information Access
3: Legal/Ethical Issues
5: Technology in
Curriculum/Instruction
2: Communication
Course Performance Measures
Conceptual
Framework
Outcomes
International Reading
Association Standards
Guided Observations:
1) Literate Environment
2) Organization of Literacy Instruction
and Whole- and Small-Group
Instruction
3) Explicit Instruction, Modeling,
Scaffolded Practice
4) Assessment
1: Knowledge
2: Diversity
4: Reflection
1: Foundational Knowledge
2: Instruction and Materials
3: Assessment and Evaluation
4: Literate Environment
Phonological Awareness Lesson
1: Knowledge
2: Diversity
4: Reflection
5: Communication
1: Foundational Knowledge
2: Instruction and Materials
Phonics Lesson
1: Knowledge
2: Diversity
4: Reflection
5: Communication
1: Foundational Knowledge
2: Instruction and Materials
INTASC Principles
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
6: Assessment
7: Planning for Instruction
8: Instructional Strategies
9: Professional Learning
10: Leadership and Collaboration
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
6: Assessment
7: Planning for Instruction
8: Instructional Strategies
9: Professional Learning
10: Leadership and Collaboration
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
6: Assessment
7: Planning for Instruction
8: Instructional Strategies
9: Professional Learning
10: Leadership and Collaboration
Maryland Teacher
Technology
Standards
2: Communication
2: Communication
2: Communication
Reading Process Case Study
1: Knowledge
2: Diversity
3: Assessment and Evaluation
1: Learner Development
2: Learning Differences
3: Learning Environment
4: Content Knowledge
5: Application of Content
6: Assessment
7: Planning for Instruction
8: Instructional Strategies
Assessments
1: Knowledge
1: Foundational Knowledge
4: Content Knowledge
Text Responses and Synthesis
1: Knowledge
1: Foundational Knowledge
4: Content Knowledge
5: Application of Content
2: Communication
2: Communication