Course Syllabus

Course Information
ED 4357 Diagnostic Reading sections 001--002-003-501
Spring 2009

Professor Contact Information

Dr. Candice Chandler TDC 972-883-2730
Office: Founders North 3.206
Office Hours: - 20 minutes before class in CBW classroom, or by appointment CBW 1.203
Email (UTD only): Candice.Chandler@utdallas.edu

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Reading 1, Reading 2 or secondary reading

Course Description
This course examines a variety of assessment and evaluation strategies that are appropriate for the
classroom teacher to utilize. Although formal and informal procedures are introduced, the main
focus is on the non-intrusive, naturalistic processes that occur in a classroom and result in
instructional decisions. You are required to work with a student for a minimum of six one-hour
sessions. The student must be in the grade level for the certification you are seeking, and at least
in the third grade.

Student Learning Objectives/Outcomes

1. Students will develop and use of a variety of assessment tools and practices to plan and
evaluate effective reading instruction.

Given an informal reading inventory (Burns), the student will administer, assess, evaluate, and
analyze the instructional strategies needed for an effective individualized diagnostic reading plan.

Using a case study template, the students will administer a reading attitude inventory, an interest
inventory, and other reading assessments to complete the analysis and synthesis of the findings
of the assessment tools to complete the case study.

2. The students will create a tutoring environment that fosters reading and writing by
integrating foundational knowledge, use of instructional practices, and approaches and methods,
curriculum materials, and appropriate use of assessments for elementary, middle school, and
secondary students.

Given the tutoring lesson plan format, the student will design and implement 6-10 hours of
individualized reading lessons (tutoring) based on the elements of reading, writing, other
communicative arts (le. Visual),as well as, other reflective practices, and, assessments.

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Utilizing the summary and self-reflection format for diagnostic reading, the learners will write
summaries, self-reflections, and final summaries and final self-reflections for the tutoring
experience addressing the elements identified in the rubric.

3. Students will implement a developmental continuum and identify students' proficiencies and
difficulties.

Given the tutoring lesson plan format, the student will design and implement 6-10 hours of
individualized tutoring lessons based on the assessment outcomes of proficiencies and difficulties
identified in the case study.

Utilizing the summary and self-reflection format for diagnostic reading, the learners will write
summaries, self-reflections, and final summaries and final self-reflections for the tutoring
experience.

Required Textbooks and Materials

Rubin, Dorothy and Michael Opitz (2007). Diagnosis and Correction in Reading Instruction (5th
ed) Allyn and Bacon

Roe, Betty, Paul Burns (2007). Informal Reading Inventory: PrePrimer to Twelfth Grade (7th ed)
Houghton

Chandler: ED 4357 Diagnostic Reading Handbook purchased in Bookstore (off campus only)

Suggested Course Materials Download and print the following booklets

Download and print the following booklets. We will use them for lesson planning

1)A copy of the Reading/Language Arts/English TEKS for either 1st-6th, EC-4th grade, 4th - 8th
grades or 8th – 12th grades. You can access the TEKS at (www.tea.state.tx.us).

2)Essential Reading Strategies for the Struggling Reader: Activities for an Accelerated
Reading Program (all certifications must print this one)

Optional: Download and print the following booklets if you are seeking EC-6,4-8
certification
News Flash: Link to Revised Texas Essential Knowledge and Skills (TEKS) English Language
Arts/Reading

The ELA/Reading TEKS may be viewed at

http://www.tea.state.tx.us/rules/tac/chapter110/index.html. Please note the following:

Figure 19 - Reading/Comprehension Skills chart is located at

http://www.tea.state.tx.us/rules/tac/chapter110/index.html, chapters 110.10, 110.17, and 110.30.
When the screen opens, please click on "Figure 19".
Elementary TEKS may be found in chapters 110.10 - 110.16

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Middle School TEKS may be found in chapters 110.17 - 110.20
High School TEKS may be found in chapters 110.30 - 110.34
The current TEKS may be found on the above noted webpage.

http://www.tea.state.tx.us/reading/products/essential.pdf
• Beginning Reading Instruction
http://www.tea.state.tx.us/reading/products/redbk1.pdf
• Guidelines for Examining Phonics and Word Recognition Programs
http://www.tea.state.tx.us/reading/products/redbk3.pdf
• Comprehension
http://www.tea.state.tx.us/reading/practices/TRI-Comprehension_Instr.pdf
Optional: Download and copy the following booklets if you are seeking 4-8 or 8-12
certification:Comprehension

http://www.tea.state.tx.us/reading/practices/TRI-Comprehension_Instr.pdf
• Research Based Content Area Reading Instruction

http://www.tea.state.tx.us/reading/products/redbk4.pdf
• Promoting Vocabulary Instruction

http://www.tea.state.tx.us/reading/products/redbk5.pdf

Grading Policy
Assignments Points Your points

Test One(OTE #1) 200

Test Two(OTE #2) 200
Portfolio of tutoring with case study & tape 200
Case study with IRI worksheets, forms/tape 100
Reader’s Theater Script and Presentation 75
Lesson Plan (4@ 15 points each) 60
Summary& Self Reflections (4 @ 5 points each) 20
Online/Internet Activities 40
Running Record 50
Read Aloud, TEA printouts (2x5) 35
Professionalism 30
TOTAL POINTS POSSIBLE 1000

Course & Instructor Policies

(1) Attendance - Attendance is one indication of your commitment and professionalism; therefore,
attendance will be taken and absences will be seriously considered when assigning final grades.
You are expected to attend every class and participate fully in class activities. One absence will be
the maximum allowed. Two tardies of 15 minutes or more (or leaving early) will be counted as

ED 4357 Page 3
 one absence. If you have more than four absences, you will receive an F. You are responsible
for determining and making up any work that you missed due to an absence. Please arrange to
have a “buddy” to collect handouts, communicate assignments, and inform you about the material
covered.

(2) Participation/Professionalism – Show up (on time); sit up; eyes up, listen up; and speak up. As a
future or practicing teacher, you should be aware of the disruptive nature of off-task behavior to
the classroom environment. Personal conversations, working on other assignments, eating, or
ringing/texting cell phones, etc. are not acceptable. You are to read the assigned material and
complete homework assignments BEFORE class and take part in discussions, in-class
assignments, and group work. Be prepared to ask questions about material you do not understand.
Quality, neat work is expected. All work must be typed. Work will be graded based upon the
instructor’s evaluation of the quality of the work as well as completion of the work. Your
professionalism is being assessed for the entire semester.
Students are expected to conduct themselves in a professional manner, which includes, but is not
limited to, taking responsibility for completing assignments, contributing to group effort, turning in
assignments on time, contributing to discussions, and attending class. In addition, students will refrain
from any behavior during class that interrupts class and/or disturbs classmates. Respect for the
learning environment is essential.

(3) Due Dates - Assignments are to be completed and turned in on time; late assignments/lesson plans
will not be accepted. You are responsible for assignment due dates as listed in the syllabus and
announced in class. Some work will be assigned a point value; other work will be checked for
completion and considered in the instructor’s subjective evaluation. Late penalty: 25% per day

(4) Exams - Two exams will be given. Make-up tests will only be allowed for exceptional reasons.

Professional Growth Projects - You will be responsible for projects that involve reflection,
research, interaction with the material, and development of effective assessment and evaluation
strategies that guide literacy instruction. Plagiarism is not tolerated in booktalks, reader’s theater,
etc. In addition, your tutoring portfolio will not be returned to you.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained

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 in the UTD publication, A to Z Guide, which is provided to all registered students each academic
year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and
in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrates a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Only emails that are signed with your name, class, and section number will be answered.
Put the course and section number in the subject line of your email to ensure that it gets
through and will be opened. Please address the recipient respectfully and use correct
grammar and spelling. Email correspondence should be appropriate and should not
contain requests for handouts, notes, grades, etc. to be sent or faxed to you, and should
NEVER be a request to treat your coursework and grade differently than what is outlined in
the syllabus. Additionally, you should not request special favors or expect special

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consideration be given to you that is not afforded to other students in the class. Emails
containing such content will not be answered. Inappropriate emails will be forwarded to
the Department Chair. You are to email professor at Candice.Chandler@utdallas.edu. Do not
email professor at WebCT6 or choose reply to my weekly emails to you. This provides the
best connection between student and professor.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688

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 Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Professionalism (30 points) for ED 4357

You are expected to demonstrate the respectful, professional attitude an educator
demonstrates. You will come to class prepared with all readings and assignments. Your
professor will do a professionalism evaluation form on you addressing the entire
semester. There will be a deduction of 10 points for cell phone usage of any type, unless
prior approval for emergencies.

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Assignments & Academic Calendar for Spring 2009

Week 1, January 12,13

Topics: Course introduction (Read syllabus and packet before next class);
Textbooks, etc.

Assignments: Read Rubin chapter 1 -3, Complete study guides found in packet;

January 14,15

Topic: Knowledge Inventory, Packet, Biopoem, Reader’s Theater, TEKS websites

Assignment: Write and Post biopoem;

Week 2 – January 19 MLK holiday, No class;

January 20

Topic: Introduction to DRI Program; Teacher’s Role Chapters 1,2

Assignments: Complete study guides

January 21, 22

Topics: Rubin Chapter 1,2,3 – (Complete study guides before class);

Assignments: Printout TEKS websites for Struggling Reader and grades you
want to tutor/teach. You may have printed them out for Reading II, those are
fine, too. (2) Completed study guides for chapters 1-3

Due: Biopoem (hard copy)

Week 3, January 26,27

Topics: Literature/UTD library Research Days(off campus)

Assignments:

1. Print Orbis Pictus nonfiction award list for last 5 years at www.ncte.org
2. Print Robert Sibert nonfiction award list for last 5 years at www.ala.org
3. Print out current Bluebonnet, Lone Star or your state award www.tla.org
4. Printout 2009 Newbery and Caldecott Winner/Honors Books www.ala.org
5. Printout 2009 Coretta Scott King awardees or Pura Belpre awardees www.ala.org
6. Print out 2008 Teacher’s Choices and 2008 Children’s Choices awards www.reading.org
7. Choose a 2009 Newbery or Caldecott book that could be used to write a reader’s theater script
Or Choose a 2008 Teacher Choices or Children’s choice book for same purpose Post your choice
on the discussion Board for your class in the appropriate section. Follow packet guidelines.

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 January 28, 29

Topics: Reader’s Theater Research Day and Creative Writing (off campus)

Assignments:
1. Locate and Print out a Reader’s Theater website; printout 3 pages of instructions for a
teacher to create a reader’s theater script, production, etc. for a classroom (3 pts)
2. Write a reader’s theater following the guidelines in the packet (25 pts)
3. Post your completed reader’s theater online in the discussion board section for your class
labeled booktalk selection and reader’s theater thread.
4. Write a booktalk following the format in the packet. Post it online as a thread to your book
choice. No duplicates.
5. Read chapter 9; Complete Study guide
6. Read Burns IRI pg. 1-4, take notes

Due: Post completed reader’s theater for your book choice

Post completed booktalk for your book choice

Week 4, February 2,3

Topics: Instruments and Techniques for the Assessment and Diagnosis of Reading Performance
Assignments:
1. Read Chapters 8,6 and complete study guides
2. Read Burns IRI pg. 1-43
3. Identify your tutoring student above grade 2, complete permission form

Due: Completed hard copy of YOUR Reader’s Theater (25pts) only

Printout of instructions for Reader’s Theater (3 pts)
TEKS printouts for Struggling Reader and LA Grade level for tutoring student (2 at 5 pts each)
Printouts for Orbis Pictus, Sibert, State award, Teacher’s Choices, Children Choices, Newbery,
Caldecott, CSKIng,( total 8 at 3pts each)

February 4,5
Topics: Instruments and Techniques for Assessment and How to administer a running record

Assignments: Rubin 4, 5, and 7, Burns IRI pg. 1-43; complete study guides

Week 5, February 9,10

Topics: Diagnosis of Reading Performance; How to design lesson plan (packet)

Assignments: Rubin Chapter 4,5,7. Complete study guides;

February 11

Topics: Diagnosis of Reading Performance; How to design lesson plan

Assignments: Read Rubin Chapter 4,5,7. Complete study guides; Bingo Review

Due: permission forms

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 February 12 Tutoring /Field Class,

Assignment: Tutoring Session 1:Administer the Running Record to your

tutoring Student

Week 6, February 16 President’s Day No class

Topics: Running Records

Assignments: Tutoring Session 1: Administer running record to your tutoring

student (off-campus)

February 17

Topics: Diagnosis of Reading Performance

Assignments: Read Rubin chapters 4,5,7. Complete study guides, Bingo Review

Due: Running Record (form in book) ; permission forms ( if not turned in)

February 18,19

Opportunity to Excel #1 Terms and Definitions OTE I covers chap

1,2,3,4,6,7, 11, Burns and Packet

Week 7, February 23,24

Opportunity to Excel 1 Multiple Choice; OTE I covers chap 1-9; Burns, and
packet

February 25, 26

Topics: Helping Students Acquire and Apply Phonics Knowledge

Assignments: Read Rubin Chapter 10 Complete study guide

Tutoring Session 2: Administer ERAS, Interest Inventory, and Other

literacy activities, and Burns GWL, if time permits

Due: Completed study guides for Chapters 1-9 (Bonus points =27)

Week 8, March 2,3 Informal Reading Inventory Field Class

Topics: Burns Informal Reading Inventory

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 Assignments: Field Class: Tape, Administer, interpret, and Score Burns IRI
with your tutoring student. This is tutoring session 3

Have parents sign and date hours for each tutoring session
(total 6-10 hours)

March 4,5

Topics: In class: Work session for completed Burns IRI and other assessments

Assignments: Burns IRI pg. 214-218

Due: Completed Burns IRI, ERAS, and Interest Inventory.

Lesson Plan 1 with TEKS for each of the 6 required elements

Week 9, March 9,10

Topics: Chapter 11 Word Recognition Skills and Vocabulary

Assignments: Rubin Chapter 11 Complete study guide

Due: CASE STUDY DUE

ERAS/Garfield, Interest Inventory, Graded Word List, Listening

Comprehension, Oral, Silent Reading, and Independent, Instructional, and
Frustration levels identified for each of the above 3 as per models. Miscue
analysis of errors plus qualitative and quantitative analyses sheets form
Burns Pg. Reported on completed case study template with
recommendations and documentation for each.

March 11,12

Topics: Word Recognition Skills and Vocabulary Activities; Benchmark Video

Assignments: Rubin Chapter 11 Complete study guide

Due: 1) Lesson Plan 2 with TEKS for each of the 6 required elements

2) Summary/Self reflection 1 (model in packet)

Spring Break March 16-20 Enjoy

Week 10, March 23,24,25,26

Assignments: Prescriptive Tutoring in Field

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 Due Lesson Plan 3 with TEKS, post online WebCT6 discussion board

Summary Self-reflection 2 post online

Week 11, March 30,31

Topics: Chapter 12 Reading Comprehension

Assignments: Rubin Chapter 12, Complete study guide

Due: Hard copies Lesson Plan 3 with TEKS, post online WebCT6 discussion
board

Summary Self-reflection 2

April 1, 2

Topics: Chapter 12 Reading Comprehension Activities with Tradebooks

Assignments: Rubin Chapter 12, Complete study guide

Due: Lesson Plan 4 with TEKS for each of 6 elements

Summary Self-reflection 3

Week 12, April 6,7

Topics: Chapter 13 Learning Strategies and Study Skills

Assignments Rubin Chapter 13, Complete study guide

Due: Summary Self-reflection 4

April 8,9

Topics: Developing Lifetime Readers; Literature across the curriculum

Assignments Booktalks copies for each student and professor

Due: Summary Self-reflection 4

2) Booktalks

Week 13, April 13,14

Topics: Literature and Literacy

Assignments: Read Aloud Project (field experience) guidelines on WebCT6

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 April 15,16

Topics: Literature and Literacy

Assignments: Portfolio Due

Due: Booktalks, if needed

Week 14, April 20,21

Topics: Special Needs Students and Adaptations Video

April 22,23

Topics: Special Needs Students and Adaptations Video or speaker

Assignments: Bingo Review ;

Due: Read Aloud Activity/Reflection post online(TR)

Week 15, April 27,28 OTE week

OTE #2 Terms and definitions from Burns, Chap. 10-13, 5 pillars

April 29, 30

OTE #2 Multiple Choice and 44 distinct phonemes

May 4: Post Read aloud Reflection and Comprehension/Vocabulary Activity on

WebCT6

May 5,6 Reading Days No classes

Week 16

May 7, May 11 Final (post lesson plan #5 with TEKS for nonfiction book and
comprehension/vocabulary activity WebCT6 online)

1:00 TR 11:00 May 7

2:30 TR 2:00 May 12

4:00 MW 2:00 May 8

7:00 MW 7:00 May 11

These descriptions and timelines are subject to change at the discretion of the Professor.

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