Edmx704 s15 syllabus_lloyd

M. Lloyd Revised January, 2015
1
Description:
University of North Carolina at Chapel Hill, School of Education
EDMX 704 Reflective Literacy Teaching- Section 002
3 credit hour graduate level course
Spring 2015
Schedule: Wednesdays; 5:00-7:50 Synchronous; Asynchronous (practicumand online)
Location: Carolina Center for Education Excellence (CCEE); UNC Sakai and UNC VoiceThread
Program
Course
Information:
PROGRAM: Masters for Experienced Teachers (MEDX); Literacy (Reading K-12)
EDUX 704 SECTION 002
COURSE TITLE: Reflective Literacy Teaching
INSTRUCTOR NAME and CONTACT INFORMATION:
Instructor: Mollie Lloyd, PhD; lloydm@email.unc.edu
Office: 919.843.5725; 301N Peabody Hall; Office Hours by Appointment
DATE SYLLABUS REVISED: January 2015
COURSE DESCRIPTION: This is a course on reflective diagnostic practice, which includes fieldwork
practicum. It is based on the idea that the best teaching occurs through an understanding of the processes
of reading, the critical features of the developmental phases of reading, how to question and probe to
discover a student’s thinking about reading, and how to match instruction to a student’s developmental
reading strengths and needs through informal assessment and observation. In this course, teachers will
learn how to think metacognitively about their own learning and to adapt reading instruction; to
problematize assessment of students' thinking about reading; and how to coach and share their
understandings of “what’s going on” with others. This course will enable current literacy teachers and
possible future literacy specialists, to explore the term “struggling readers,” and to critique pedagogy for
literacy engagement and interventions in varying contexts.
UNC-CH
School of
Education
Conceptual
Framework:
Preparing Leaders in Education: The School of Education is committed to the preparation of candidates who can
assume leadership roles in the field of education.Such preparation is accomplished through the coherent integration
of the abilities and predispositions of candidates,the knowledge and abilities of faculty, and the contextual
elements of academic and field settings.Candidates accept their professional responsibilities and focus their
expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a
meaningful involvement in activities within schools and in partnership with parents and the community.
The growth and development of candidates is promoted through curriculum, instruction, research, field experiences,
clinical practice, assessments,evaluations,and interactions with faculty and peers. All of these elements work
togetherto build a solid foundation for exemplary practice in education,creating educational practitioners who are
prepared to betterserve children, families and schools,as well as business and agencies of government within
North Carolina, across the nation and throughout the world.
For Equity and Excellence: Preparation of educational leaders for today's society is based in values of equity and
excellence that assure our candidates'and their students'future success.Attending to the challenge of promoting
both equity and excellence is imperative. To address only one of these goals would, on the one hand,sacrifice those
put at risk by social and cultural hierarchies in society or would, on the other hand,fail to press for the highest
possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all students
are well served and that all are encouraged to perform at their highest level.
Within the School of Education, equity is seen as the state,quality, or ideal of social justice and fairness. It begins
with the recognition that there is individual and cultural achievement among all social groups and that this
achievement benefits all students and educators.Equity acknowledges that ignorance of the richness of diversity
limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been
historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture,
neighborhood,sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions
grounded in equity must establish that a wide range of learners have access to high quality education in order to

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release the excellence of culture and character which can be utilized by all citizens of a democratic society.
Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement
and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and
instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker,
problem solver and creator of knowledge. Excellence entails a commitment to fully developing candidates,not only
academically but also in moral and political senses.
In a Democratic Society: The preparation of exemplary practitioners in education to meet the challenges of equity
and excellence is best accomplished through preparation for a democratic society.Democracy around the globe is
an ideal, one with the potential to meet the needs,recognize the interests and establish the rights of all citizens .
Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all.
School of Education Conceptual Framework Principles: The School of Education is committed to diverse,
equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the
knowledge, skills and dispositions that prepare them to support the development and education of all students.
The School of Education uses the following unit principles, applicable at all program levels, to identify the
knowledge and skills that are central to preparation of candidates.It is the School of Education 19s goal that
candidates will become leaders supporting and promoting the development, teaching and learning of all students in
multiple contexts.
1. Candidates possess the necessary content knowledge to support and enhance student development
and learning.
2. Candidates possess the necessary professionalknowledge to support and enhance student
development and learning, including meeting student needs across physical,social, psychological, and
intellectual contexts. Candidates incorporate a variety of strategies, such as technology,to enhance student
learning.
3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate
assessments.
4. Candidates view and conduct themselves as professionals,providing leadership in their chosen
field, including effective communication and collaboration with students and stakeholders.
SOE Conceptual Framework Dispositions: Certain dispositions are essential to prepare leaders who support
equity and excellence in education within a democratic society. Dispositions are beliefs that foster commitments,
leading to actions within educational environments with students,colleagues,families, and communities.
Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their
professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions
connect to and exemplify unit principles, facilitating their enactment in particular programs.
1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop,learn,
and make positive contributions to society.
2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection
can improve professionalpractice.
Course
Objectives:
In this course we will focus on learning and implementing diagnostic assessments with diverse literacy learners,
and concentrate on the assessment and instruction of one student having difficulties in schoolliteracies; and design
and implement a research-based and theoretically driven intervention for this student. Candidates will know and be
able to:
 Give and interpret diagnostic reading assessments and use results to summarize instructional strengths and

3
needs.
 Make recommendations to continuants and develop instruction for one-on-one tutoring.
 Tutor students with reading difficulties and problematize during and after teaching to adapt instruction.
 Make their thinking visible about their own learning.
 Coach their peers on their instructional practice.
 Present the assessment,instruction,and tutoring processes in a way to inform further literacy instruction
and engagements and enhance professional practices across contexts.
Course
Standards
(Addressed
and/or
Assessed):
All of the following standards will be addressed in the course and will be assessed and/or addressed.
North Carolina Department of Public Instruction Standards for Reading Teacher Candidates:
Standard 1: Reading teacher candidates have knowledge of foundations of reading.
Standard 2: Reading teacher candidates use a wide range of reading assessment tools and results in order
to provide developmentally appropriate instruction.
North Carolina Department of Public Instruction Master Licensure Standards:
Standard 1: The candidate demonstrates instructional expertise by applying the theoretical,
philosophical, and research bases for educational practice in P-12 settings to improve student
learning.
School of Education Dispositions and Principles:
NC CH P2 Candidates possessthe necessary professionalknowledge to support and enhance student development
and learning, including meeting student needs across physical,social, psychological, and intellectual contexts.
Candidates incorporate a variety of strategies,such as technology,to enhance student learning.
NC CH P3 Candidates possessthe necessary knowledge and skills to conduct and interpret appropriate
assessments.
NC CH P4 Candidates view and conduct themselves as professionals,providing leadership in their chosen field,
including effective communication and collaboration with students and stakeholders.
NC CH D1 Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and
make positive contributions to society.
Activities &
Assignments:
Description of Assignments: Below is an overview of the course assignments. Specific assignment details and
rubrics may be found in EDMX 704 Assignment Guidelines, located in Sakai/Resources/Assignments.
I. Class Participation and Book Club Blog (25 points): You will lead and participate in a blog based on our
book club of Choice Words and Opening Minds. Dates are posted in the course schedule and blogs should be
completed before the next class. Additionally you should attend and be prepared to participate positively,
professionally, and thoughtfully in all synchronous and asynchronous class sessions; complete all assigned
readings, online blogs,and assignments thoroughly and thoughtfully prior to the class sessions in which they are
due. You will self-evaluate your participation at the end of the semester, and the instructor will confirm or adjust
the self-evaluation based on observations.
II. Case Study (50 points): This course is designed to provide you opportunities to think about what is going on
with readers’ processes and thinking in a variety of texts and situations. Weekly “trying out” assessments and
reflective thinking will be required to complete this assignment. Time has been built into this semester’s schedule
to accommodate discussion about yourassessment procedures,analyses,and summaries of yourwork. During each
face-to-face class you will share your findings with a partner and a learning team, so being prepared will be
essentialto your learning and your team’s learning.
You will conduct assessments with one student and record, analyze, summarize and reflect on each assessment.
From these assessment results you will select appropriate instructional interventions. You will bring the
assessments,interventions,summary sheet, and related reflections to the synchronous classes listed in the course
schedule.
Using the Case Summary Sheet you will develop a reader’s profile, recommendations, and a tutoring plan based on

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the student’s strengths and needs. You will tutor the student for five, approximately one-hoursessions,during the
asynchronous tutoring classes. This does not mean you tutor at the allotted class time, but will tutoracro ss the
three week window at the convenience of you and the tutee. You will record tutoring sessions and post themin
UNC Voice Thread secured site. During this time you will also peer coach a partner using the Notice,Wonder,
and Consider feedback framework.
Finally, you will present the assessment,instruction,and tutoring processes in a way to inform further literacy
instruction and engagements and will share this with the class, teachers,and families.
You must receive principal and parent permission before working with yourstudent.
The following are components of the case study assignment:
 Case Summary Sheet, Reader’s Profile, and Recommendations (20 points): Due March 4
 Tutoring Plan (5 points): Due March 18
 VoiceThread Tutoring and Coaching (15 points): Due April 18
 Case Study Presentation (10 points): Due April 22
III. Metacognition Journal (25 points): Using John Hattie’s work (Hattie, J. [2011]. Visible Learning for
Teachers: Maximizing Impact on Learning. Routledge: New York), you will keep a metacognitive journal as you
engage in learning and thinking about your learning across the semester as you learn to assess,diagnose,teach,and
provide feedback to students. A journal check-in will be due February 18, and a journal evaluation will be
due April 15.
Required Texts:
 Morris D. (2015). Morris Informal Reading Inventory: Preprimer through Grade 8. The
Guilford Press ISBN 978-1-4625-2 (paper).
 Johnston, P. (2004). Choice Words: How Our Language Affects Learning. Stenhouse Publishers, Portland,
Maine. ISBN-13: 978-1571103895
 Johnston,P. (2012). Opening Minds: Using Language to Change Lives. Stenhouse Publishers, Portland,
Maine. ISBN-978-1-57110-816-6

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Requirements:
Grading Scale:
H (high pass) 90 –100 points
P (pass) 80 – 89 points
L (low pass) 70 – 79 points
F (fail) 69 or less points
Late Policy for Assignments: Since assignments are a crucial part of the class meetings and engagements,
assignments need to be on time. Please let me know well in advance if you will not be able to complete an
assignment on time.
Disabilities Services: If you have a medical condition/disability that may require reasonable accommodation to
ensure equal access to this course, please contact the Department of Disability Services at 962.8300, on the internet
at http://disabilityservices.unc.edu/eligibility/index.html or via email at disabilityservices@unc.edu
UNC Honor Code Information:
The University of North Carolina at Chapel Hill has had a student-administered honor systemand judicial system
for over 100 years. The systemis the responsibility of students and is regulated and governed by them, but faculty
share the responsibility. If you have questions about yourresponsibility under the honor code, please bring them to
your instructoror consult with the office of the Dean of Students orthe Instrument of Student Judicial Governance.
This document, adopted by the Chancellor, the Faculty Council, and the Student Congress,contains all policies and
procedures pertaining to the student honorsystem.Your full participation and observance ofthe honorcode is
expected. If you require further information on the definition of plagiarism, authorized vs.unauthorized
collaboration, unauthorized materials, consequences ofviolations, or additional information on the Honor Code at
UNC, please visit http://honor.unc.edu.
Electronic Mail and Communication
Sakai will be used during this course for class communication. I will use your UNC email for any personal
correspondence.Please check your UNC email regularly. If an announcement is needed for the benefit of the whole
class, I will post a Sakai announcement and email notification.
Attendance/Tardy Policies
SOE Attendance Policy:
You are enrolled in a professionalschool, the School of Education, and are continuing the process of your
professional development. Members of the education profession have special responsibilities, as many otherpeople
depend upon them. Among these responsibilities are meeting all obligations on time and being thoroughly
prepared. With this information in mind, the following attendance policy has been adopted for all classes in th e
School of Education.
1. Attendance and punctuality are required. On rare occasions,it may be necessary to request that an absence
be excused for emergency or professional purposes.Although the university does not recognize religious
holidays, instructors are encouraged to make reasonable accommodations for students requesting to miss
class due to the observance of religious holidays.
2. Students should make every effort to attend class. Students who do not attend class should call or email
the instructorimmediately to explain the absence and discuss ways to make up missed work. An
unexplained absence is automatically an unexcused absence.
3. Any unexcused absence or tardiness may result in a lower course grade. Instructors have the right to limit
the number of excused absences.The Faculty Council gives each instructorthe authority to prescribe
attendance regulations for his or her class at the beginning of the course.
For this class, EDUX 704,the policy is as follows:
If for some reason you are not able to attend one of our regularly scheduled class meetings you must contact the
instructorprior to that class’s scheduled meeting time.
A classroomabsence will be considered excused if 1). It meets the above SOE criteria and; 2). The student contacts
the instructorby email or phone before the class. Due to the nature of this course and limited synchronous classes,
excused absences are limited to one. Also, I will make every effort to be ready to begin at 5:00. Please make every

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Topics &
Course
Schedule:
effort to be ready to begin class at this time. Absences and tardiness will be considered in the final grade.
INCLEMENT WEATHER AND/OR SCHOOL SYSTEM BREAKS: We will generally follow the UNC
calendar; exceptions may be made if days must be missed due to schoolsystemclosings. Accordingly, if road
conditions are treacherous,DO NOT make an attempt to attend class, even if the school systemis open. I will
email you with class cancellations and other important information, so be sure to check yourUNC email account
when weather conditions are hazardous. Cancellations due to inclement weather may result in rescheduled class
sessions oronline discussions.
Course Schedule/Topics/Assignments
Date and Topic
Readings Due from Text &
Article Selections
Choice Words & Opening Minds Blog
and Assignments Due
Jan 7
CCEE
Course Overview
Current Issues, Reading
Assessment/Informal Reading
Inventories; Word Recognition
Morris: Preface, Section 1,
pp.18-23
Jan 14
Asynchronous
Language and Learning
Informal Reading Diagnosis
Choice Words Ch. 1-2/ Blog
Begin Metacognition Journal
Asynchronous Case Study Assignment
Select case study student and collect
permissions: Begin interview and
Word Recognition assessment.
Jan 21
CCEE
Contextual Reading (Oral and
Silent)
Case Summary
Morris: pp. 23-36
Bring assessments and Case Summary
Sheet (Morris, p. 155) to class
Jan 28
Asynchronous
Morris: (See pp. 40-45) Choice Words Ch. 3-4/ Blog
Asynchronous Case Study Assignment:
Contextual Reading (Oral & Silent)
Feb 4
CCEE
Spelling and Reading
Correlations
Case Summary
Morris: pp. 37-39
Feb 11
Asynchronous
Asynchronous Case Study Assignment:
Spelling

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Feb 18
CCEE
Interpretation of Reading Scores
Case Summary
Instructional Recommendations
Morris: Section 3
Metacognition Journal Check-In
Feb 25
CCEE
Assessing the Beginning Reader
Phonological and Phonemic
Awareness
Morris Section 4
Bring Scoring Sheets to Class.
Mar 4
Asynchronous
Asynchronous Assignment:
Beginning Reading Inventory
Case Summary Sheet, Reader’s
Profile, and Recommendations Due
Mar 11
Spring Break No Class
Mar 18
CCEE
Instructional Coaching and
Reading Instruction
Opening Minds Ch. 1-3/ Blog
Bring BRI to class
Tutoring Plan Due
Mar 25
Asynchronous
Reading Instruction
Tutoring and Online Coaching
VoiceThreads Posted
Apr 1
Asynchronous
Reading Instruction
Tutoring & Online Coaching
VoiceThreads Posted
Apr 8
Asynchronous
Reading Instruction
Tutoring & Online Coaching
VoiceThreads Posted

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Resources
Apr 15
CCEE
Thinking Together, Working
Together
Bring draft case study presentation to
class
All VoiceThreads/Tutoring &
Coaching Due
Metacognitive Journal Due
Apr 22
CCEE
Changing Learning Narratives
Case Study Presentation Due
Participation Self-Evaluation Due
*Schedule is subject to change as the course progresses
Web resources:
Center for the Improvement of Early Reading Achievement - http://www.ciera.org/library/index.html
Florida Center for Reading Research: http://www.fcrr.org/
International Reading Association--http://www.reading.org/
Issues in Literacy Development--http://www.eduplace.com/rdg/res/literacy/
Literacy Web at UConn: http://www.pathstoliteracy.org/resources/literacy-web-university-connecticut
Literacy Research Association: http://www.literacyresearchassociation.org/
National Council of Teachers of English-- http://www.ncte.org/
National Research Center on English Learning and Achievement--http://cela.albany.edu/
Reading Online-- http://www.readingonline.org
Read/Write/Think.org: www.ReadWriteThink.org

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