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Course Syllabus

Course Information
ED 4357 Diagnostic Reading sections 001-501-002
Spring 2007

Professor Contact Information

Dr. Candice Chandler (972) 883-4005 or TDC 883-2730
Office: Founders North 3.208
Office Hours: - Tuesday 5-7; 30 minutes before class in CBW classroom, or by appointment
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 introduces, 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 second 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

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

Required Textbooks and Materials

Rubin, Dorothy (2002). Diagnosis and Correction in Reading Instruction (4th ed) Merrill

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

Chandler: ED 4357 Diagnostic Reading Handbook purchased in Bookstores (on/off campus)

Suggested Course Materials Download and print the following booklets

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). Put them in a
notebook and bring them to class each time. YOU MUST PRINT THIS OUT.

Download and print the following booklets

• Essential Reading Strategies for the Struggling Reader: Activities for an

Accelerated Reading Program (all certifications)
Download and print the following booklets if you are seeking EC-4 certification
• Beginning Reading Instruction

• Guidelines for Examining Phonics and Word Recognition Programs

• Comprehension

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Download and copy the following booklets if you are seeking 4-8 or 8-12 certification:

• Comprehension

• Research Based Content Area Reading Instruction

• Promoting Vocabulary Instruction


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 (25) and Presentation(50) 75
Lesson Plan (6 @ 10 points each) 60
Summary& Self Reflections (6 @ 5 points each) 30
Online/Internet Activities 40
Running Record 50
Professionalism (30)/Course Final Reflection (15) 45

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Assignments & Academic Calendar
Date Topics Assignments for ED 4357 Spring 07
1/08 Introduction of Course Š Use course packet for instructions, rubrics, samples,etc
1/10 Syllabus Š http://netid.utdallas.edu for network id for email
Blackboard Š Post information about yourself for fellow class members
Š Access Blackboard http://blackboard.utdallas.edu
Š Sign on as if forgot password. They will email you instructions.
Š Post biopoem (5 pts) hard copy print out due second class
1/15(MLK) Introduction to DRC Program Š Read chapters 1 & 2 in Rubin; compete study guides
1/17 Teacher’s role Š Research TEA websites for grade level (printout: 10pts)
1/22 Internet Research Day 1. Print out 2007Newbery,Caldecott awardees for this year (www.ala.org )
1/24 Literature and Reading 2. Coretta Scott King 2007 awardees (www.ncte.org) (3x5pts)
Trade books 3. reader’s theater website printout (3pg) with teacher instructions for use in
classroom (10 pts)
4. POST Booktalk/reader’s theater book choice (2006 to present) on
Blackboard discussion at appropriate grade level
5. Read chap. 3,4; complete study guides
1/29 Nature and Interelatedness of • Read chapter 5,6,7 complete study guides
1/31 Factors that Affect Reading • Teacher instructions (3pg) for Reader’s Theater hard copy plus RT
Performance posted(10) Hard copies of all internet assignments
• Printouts of 2007 awardees of Newbery, Caldecott, CSKing(15)
2/5 Instruments and Techniques Š Read chapters 7,8,9; complete study guides
2/7 for the Assessment and Š Post completed booktalk and reader’s theater on Blackboard
Diagnosis of Reading Š Turn in reader’s theater hard copy in class (25 pts see syllabus)
Performance Š Bingo review of terms (You will present booktalk later)
2/12 OTE #1 exam Š Rubin chapters 1-9, all materials and notes
2/14 Š Tutoring Permission form due
Š Lesson Plan 1 due with TEKS for each required LP element
2/19 Administer the Running Š Running Record Activity; Locate running record site: www.Readinga-
2/21 Record to learner –field z.com or similar site for instructions for running record (50 pts)
Š Print all teacher instruction pages to administer and score running record
Š Administer a running record to appropriate grade level student
Š Score and calculate all the data: error rate
Š Read Burns IRI pg. 1-43
2/26 Diagnostic Reading Program • Read chapters 10,11 complete study guides
2/28 in Action • Read Burns IRI all pages
• Lesson Plan 2 with TEKS for each required element
3/5-9 Spring Break • Summary, Self-reflection 1 due
3/12 Diagnostic Reading Session Š Post Lesson Plan 3
3/14 for Burns IRI with student; Š Post Summary 2, Self-reflection 2(1/2 pg each same page)
tutoring off campus Š Tape/Administer/Interpret/score Burns IRI
Š Tape MUST be turned in with portfolio/case study
3/19 Word Recognition Skills and Š Read chapter 12, complete study guide
3/21 Vocabulary Š Lesson Plan 3,4
Š Summary 3, Self-reflection 3 (1/2 pg. Each same page)
Š Identify 2 initial goals from Burns IRI, bold at top of lesson 3,4
3/26 Reading Comprehension and Š Chapters 13,14 complete study guides
3/28 Literature Š Lesson Plan 5

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Case Study Š Summary 4, Self-reflection 4 (1/2 pg. Each same page)
Š Identify 2 initial goals from Burns IRI, bold at top of 5
Š Booktalks
4/2 Š Lesson Plan6
4/4 Literacy Š Summary 5, Self-reflection 5
Š Identify 2 goals from Burns IRI, bold at top of lesson 6
Š Read chapter 15,16; complete study guides
4/9 Developing Lifetime Readers: Š CASE STUDY DUE (100 pts)
4/11 Literature Across the Š ERAS/Garfield
Curriculum; Š Interest Inventory of your student
Portfolios Š Graded Word List
Š Listening Comprehension
Š Oral/Silent Reading with audiotape of sessions
Š Miscue Analysis of errors plus qualitative and quantitative analyses
Š Completed template with recommendations and documentation
Š Chapter 15, complete study guide, chap.16
Š Summary 6, Self-reflection 6
Š Booktalks
4/16 Review Š PORTFOLIO DUE (200 points)
4/18 Special Needs Video Š Title Page APA format
Š Second page: description of child and setting (see syllabus)
Š Initial goals page on page 2
Š Copy of completed case study template
Š Lesson Plans, summaries/sr/ student’s work in 6 tabs for each lesson
Š 2 copies of parents/ teacher letter
Š 1 stamped addressed envelope to mail to parents/teacher
Š Summary of all 6 tutoring sessions
Š Self-reflection of all 6 tutoring sessions
Š Booktalks (if needed)
Š Bingo review
4/23 OTE #2 Š CHAPTERS 10-16
4/25 Š Personal assessment of professionalism & final course reflection

(Monday 4-30 only conferences as scheduled)

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
one absence. If you have more than two 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

(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

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

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).

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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.

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

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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

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
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.

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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.

Course Reflection (15 points)

You will be required to write a detailed reflection of your learning in this course. Include
in your discussion an evaluation of the text, class discussions and experiences,
assignments, and discoveries you made during the course. Please respond to the
following: Which experience in this class had the greatest impact on your learning? How
did the course make changes in your thinking? How did TEA, TExES, and other
standards within this class promote your professional development and learning
experiences as a pre-service teacher? In addition, provide ration for the grade YOU
believe you have earned in this class. Please address your professionalism, attitude,
effort, participation, attendance, work ethics, etc. Please bring this reflection to the final
class meeting. Rubric will be provided.
These descriptions and timelines are subject to change at the discretion of the Professor.

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