Language and Word Study For All Learners

College of Education & Human Ecology
Department of Teaching & Learning
EDUTL 5469 –
LANGUAGE AND WORD STUDY FOR ALL LEARNERS
TERM YEAR, 3 CREDIT HOURS, UNDERGRADUATE/GRADUATE
Class Location: Instructor: Somin Park
Distance Learning
Synchronous class meetings on (use subject line “EDUTL 5469”)
select dates (see course schedule) Zoom Office Hours: by appointment
(Zoom link provided in Canvas)
Faculty Contact:
Dr. Shayne Piasta,
Course Overview
Description/Rationale
This 3-credit-hour course provides a detailed examination of the ways that oral and written
languages work and how this supports development of English word reading and spelling skills
for learners who are monolingual speakers of Standard English as well as those who speak other
languages and varieties of English. Students will learn about language development and
structures (e.g., phonology, orthography, morphology), as these apply broadly and specifically to
reading and writing in Standard English. Students will deepen their understanding of
phonological awareness, alphabet knowledge, word reading, and spelling as these develop in
English and learn how to support all learners in developing these skills through word study and
phonics instruction as well as other evidence-based teaching practices. Drawing from asset-
based approaches, students will also further their understanding of the assessment-instruction
cycle as it applies to differentiating word study instruction to support diverse learners with
varying backgrounds and abilities, including those experiencing reading and spelling difficulties
(e.g., those identified as having dyslexia). Course objectives are achieved through a combination
of readings, lecture, in-class activities and discussion, and assignments.
Given the move to virtual learning due to COVID-19, this course will involve both synchronous
and asynchronous components. Details are included in the course schedule. The primary
platform for the course is the Carmen Canvas course site. Course activities will include
participating in synchronous whole class sessions; asynchronously completing course readings
and reviewing recorded PPTs and other materials posted in Carmen Canvas modules; virtual
meetings with classmates for small group/peer discussions, activities, and feedback; and
completing the course assignments detailed in this syllabus. All assignments are submitted via
Carmen Canvas.
COLUMBUS CAMPUS Syllabus Prepared By: Piasta, Gallo, Hagge, Hikida, Moore; March 2019
EDUTL 5469 2
Relation to Other Courses

This course meets state requirements pertaining to (a) a 3-credit hour course in the teaching of
phonics in the context of reading, writing, and spelling, (b) the 12-hour reading and literacy core,
and (c) preparation in effective methods of instruction for individuals with dyslexia. Standards
covered by this course are noted in an Appendix to this syllabus. Along with other courses in the
reading and literacy core, this course prepares students for the Foundations of Reading licensure
exam.
This course is required of all students enrolled in the Early Childhood Education, Middle
Childhood Education, and Intervention Specialist (including Visual Impairment) licensure
programs, and is also required of those enrolled in the Teaching English to Speakers of Other
Languages and World Language Education programs. The course is a prerequisite for the Early
Childhood MEd, Visual Impairments MEd, and the reading endorsement. The course is an
elective for students enrolled in the Child and Youth Studies program.
Prerequisites: EDUTL 5468 Foundations of Reading and Literacy
General Learning Objectives

By the end of this course, students will:
1. Exhibit an assets-based, differentiated approach to the teaching of phonological awareness,
alphabet knowledge, word reading, and spelling
2. Articulate the purposes and structures of oral and written languages and how these are relevant
to reading and spelling in standard English
3. Identify common orthographic rules and patterns of English and how these are influenced by its
historical roots
4. Understand learners’ development of phonological awareness, alphabet knowledge, word
reading, and spelling skills
5. Display knowledge of an array of evidence-based instructional activities and strategies to
support phonological awareness, alphabet knowledge, word reading, and spelling skills for
learners of varying backgrounds and abilities
6. Demonstrate the use of assessments to guide instructional decisions pertaining to these skills
Course Materials
Required
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words their way: Word study
for phonics, vocabulary, and spelling instruction (7th ed.). Pearson.
Clay, M. (2019). An observation survey of early literacy achievement (4th ed.). Heinemann.
(from 5468 course)
*Alternatively, may choose to use 3rd edition (2013)
Clay, M. (2000). Follow me moon. Heinemann (or other Concepts About Print book from 5468
course; IF working with emergent learner)
Moats, L.M. (2020). Speech to print: Language essentials for teachers (3rd ed.). Brookes.
*Alternatively, may choose to use 2nd edition (2010)
EDUTL 5469 3
Additional required readings will be posted to Carmen Canvas.

Hard or digital copies of assigned texts/readings for a given class session should be brought to
class.
Supplemental/Optional
American Psychological Association (2020). Publication manual (7th ed.).
Fox, B.J. (2012). Word identification strategies (5th ed.). Allyn and Bacon.
Ganske, K. (2008). Mindful of words: Spelling and vocabulary explorations 4-8. Guilford.
Ganske, K. (2006 or 2018). Word sorts and more: Sound, pattern, and meaning explorations K-
3. Guilford.
Leu, D.J. & Kinzer, C. (2017). Phonics, phonemic awareness, and word analysis for teachers:
An interactive tutorial (10th ed.). Pearson.
Scarborough, H. S. & Brady, S. A. (2002). Toward a common terminology for talking about
speech and reading: A glossary of “phon” words and some related terms. Journal of
Literacy Research, 34(3), 299-336. https://doi.org/10.1207/s15548430jlr3403_3
Additional texts in the Words Their Way series published by Pearson.
Course Requirements/Evaluation
All written work should be typed (double-spaced, 12-point font). Use APA format (7th ed.) and
carefully proofread and edited. In addition to the APA manual, this website is a great online
resource for APA style:
https://owl.purdue.edu/owl/research and citation/apa style/apa style introduction.html
Assignments must be submitted as Word documents or PDFs through Carmen Canvas.

Documents submitted as .pages or other formats will not be accepted.
Attendance and Engagement

Classroom teachers and other educational professionals are expected to be present, on time, and
prepared. The same expectation holds true for this and other education courses. You and your
peers will engage as a community of learners to understand course content and how it applies to
your professional careers. Therefore, your presence and participation in all class sessions are
essential. Please arrive to class having completed assigned readings and prepared to actively
engage in your and your classmates’ learning.
Attendance will be taken at each synchronous session. While unexpected life events or conflicts
happen, students are more likely to succeed when they regularly attend class. If one of the
following occurs, please contact your instructor as soon as possible (at least one hour before
class) to request an excused absence or provide notification of late arrival/early exit: university
curricular/extra-curricular activity conflict, illness, injury, family emergency, military service, or
religious observance. One excused absence is allowed for course sections that meet once per
week, and two excused absences are allowed for course sections that meet twice per week.
Students experiencing ongoing life events or conflicts that disrupt regular attendance should
work with the Student Advocacy Center; excessive absences may require withdrawal from the
course. Unexcused absences or any excused absences exceeding the allowance noted above will
reduce your final grade: Each will reduce your final grade by 2 points for course sections that
EDUTL 5469 4
meet once per week and by 1 point for course sections that meet twice per week. Each
unexcused late arrival/early exit (missing 10% or more of a class session) will reduce your final
grade by 1 point for course sections that meet once per week and by 0.5 points for course
sections that meet twice per week.
Each week, you will have an opportunity to demonstrate your engagement with the topics and
content. This may involve a completing and documenting a small group or individual activity or
reflecting/responding to a prompt. You will complete the activity/response and submit it to your
instructor via Carmen Canvas by the deadlines indicated in the course schedule. Some of these
activities/responses will take place during synchronous sessions; you will not be able to earn
credit for these “engagement checks” if you are absent or otherwise miss the in-class activity
during the synchronous session, regardless of whether the absence is excused or unexcused.
Timely submission of these assignment constitutes another means through which attendance will
be documented, to comply with University policies pertaining to federal aid funds.
If you experience technical difficulties that prevent you from joining a synchronous session,
please notify the instructor as soon as possible. Students who regularly have trouble connecting
or other extenuating circumstances due to COVID-19 should contact the instructor as soon as
possible to determine accommodations/solutions. Note that all synchronous sessions will be
video-recorded, such that students who are unable to attend will be able to access the video/audio
file afterward.
Class-Generated Concept and Terminology Study Guide

We will discuss many new concepts and terms related to language and word study in this course.
These concepts and terms are important not only for the course but for you as a future
educational professional. The concepts and terms will aid in reading professional literature,
reviewing curriculum materials, and communicating with your peers. The concepts and terms
are also important for the Foundations of Reading exam required for Ohio teacher licensure. For
this assignment, you will identify key concepts/terms from the given week’s readings and
provide definitions and examples for each concept/term. These will be shared with your
classmates, to generate a study guide that you can use to prepare for the course terminology
assessment (see below) and can also serve as a review guide if and when you take the
Foundations of Reading licensure exam. This assignment will be completed each week for the
first 9 weeks of the course. Specific guidelines and an assignment rubric are provided on
Carmen Canvas, and due dates are indicated in the course schedule. Some of the optional
texts/readings may be helpful in further understanding key concepts and terms.
Terminology Assessment
As noted above, learning new concepts and terms related to language and word study is a key
component of this course. You will complete a terminology assessment to demonstrate your
knowledge of these concepts/terms and how these apply to word study. Your performance on
this assessment will also help you gauge your readiness for the Foundations of Reading licensure
exam. The terminology assessment will be administered via Carmen Canvas, at the date/time
indicated in the course schedule. If you are not satisfied with your score on the assessment, you
may retake the assessment (once). In this case, you must notify your instructor, and your
EDUTL 5469 5
instructor will determine a time for the retake. The exam date is indicated in the course
schedule.
Given the online format of the course, the terminology assessment will be open-book. You must
complete the assessment on your own without the aid of your classmates or anyone else. You
may NOT use websites or any other resources (note that websites may actually give you
incorrect information). Remember that you are bound to the OSU Code of Student Conduct to
maintain academic integrity and the integrity of the exam; please review the academic integrity
policy included in this syllabus. Also know that it is in your best interest to learn these
concepts/terms – the Foundations of Reading exam required by the state will not be open-book.
Language Variation and Ideologies Paper

In the early weeks of the course, we will explore the ways that language variation is normal and
not a “problem” unless we develop schooling structures that privilege certain language practices
over others. In this assignment, you will respond to prompts that will help you synthesize your
learning about language variation and language ideologies. You will write initial responses,
virtually discuss these with classmates to expand your thinking and responses, and ultimately
write a 3-page paper. Specific guidelines and an assignment rubric are provided on Carmen
Canvas, and due dates are indicated in the course schedule.
Instructional Activity Collection

You will gain experience in creating and using evidence-based phonics/word study instructional
strategies by developing a set of instructional activities that you can use in your future career.
You will create four different activities that will be shared with your classmates: (1) activity for
promoting phonological awareness, (2) activity for promoting word study knowledge of learners
in the emergent or letter name stage, (3) activity for promoting word study knowledge of learners
in the within word stage, and (4) activity for promoting word study knowledge of learners in the
syllables/affixes stage or derivational relations stage. Each activity must be based on
information from one of the required or recommended texts/readings or from an article published
in The Reading Teacher or Language Arts; activities drawn from other peer-reviewed journal
articles may be permissible but require prior approval from the instructor. You will create a
lesson plan for the activity, virtually demonstrate the activity for classmates, and write a
reflection on what you learned through this process. Specific guidelines and an assignment
rubric are provided on Carmen Canvas, and due dates are indicated in the course schedule.
Case Study with Lesson Plans

Learners differ in their word study needs, and effective word study instruction requires use of the
assessment-instruction cycle to identify and plan for these varying needs. You will practice
these skills by completing a case study that profiles one learner’s knowledge related to word
reading and spelling, describes the teaching and learning experiences that would benefit this
learner, and includes three explicit phonics/word study lesson plans that address your learner’s
needs. You will identify one learner between the ages of five and twelve whom you will profile.
You will administer assessments taught or reviewed in the course. You will write an 8-12 page
paper describing assessment results along with instructional implications and create three explicit
phonics/word study lesson plans that are appropriate for your learner. Specific guidelines and an
EDUTL 5469 7
• Discussion boards: If you have a question about a concept or assignment, it is likely that one of
your peers has the same question. I encourage you to use the Canvas discussion boards for this
purpose, rather than emailing me as an individual. That way, not only can everyone can see the
response, but your peers might be able to offer insight, too.
• Email: While there is no need to email as if you were writing a research paper, you should
remember to write using good grammar, spelling, and punctuation and always include a
greeting (e.g., Dear XXX) and closing (e.g., Sincerely, XXX). When emailing me regarding course
related questions, include “EDUTL 5469” in the subject line so that I can see that I need to
respond. I do not use the inbox feature of Canvas, so make sure to use email to send me
messages.
• Tone and civility: Let's maintain a supportive learning community where everyone feels
safe and where people can disagree amicably. Remember that sarcasm doesn't always
come across online.
• Citing your sources: When we have academic discussions, please cite your sources to
back up what you say. (For the textbook or other course materials, list at least the title
and page numbers. For online sources, include a link.)
• Backing up your work: Consider composing your academic posts in a word processor,
where you can save your work, and then copying into the Carmen discussion.
Response Times: I am providing the following list to give you an idea of my intended
availability throughout the course. (Remember that you can call 614-688-HELP or use
8help@osu.edu at any time if you have a technical problem.)
• E-mail: I will generally reply to e-mails within 48 hours on school days (M-F).
• Discussion board: I will check and reply to messages in the discussion boards every 48 hours on
school days (M-F).
• Grading and feedback: For weekly assignments, you can generally expect feedback within 7
days. For larger assignments, you can generally expect feedback within 2 weeks.
Netiquette
As a member of a community of learners, it is your responsibility to exhibit professional
behavior and decorum in all modes of communication. Following the rules of etiquette on the
Internet (netiquette) helps improve the readability of your messages, keeps conversations
focused, increases trust, and creates a more positive experience for all participants. Netiquette
includes, but is not limited to, the following guidelines:
• Honor people’s rights to their opinions; respect the right for people to disagree.
• Be professional; use language that is not considered foul or abusive.
• Respond to peers honestly but thoughtfully, respectfully, and constructively.
• Avoid writing in all caps – it conveys shouting and anger.
• Avoid colors like red and green for accessibility reasons; avoid font styles, colors, and sizes that
are difficult to read.
• Address the ideas, not the person, when responding to messages or discussions.
• Be careful when using sarcasm or humor – without social cues like facial expressions or body
language, a remark meant to be humorous could come across as offensive or hurtful.
• Don’t distribute copyrighted materials, such as articles and images (most things online are not
licensed as “fair use”). Share links to those materials instead and be sure to properly cite all
sources to avoid unintentional plagiarism.
EDUTL 5469 8
Policy on Children in Class

The policy described here is a reflection of my own beliefs and commitments to student, staff,
and faculty caregivers:
• All exclusively breastfeeding babies are welcome in class as often as is necessary;
• For older children and babies, I understand that unforeseen disruptions in childcare often put
caregivers in the position of having to miss synchronous class. While this is not meant to be a
long-term childcare solution, occasionally bringing a child to synchronous class in order to cover
gaps in care is acceptable.
• I ask that students work with me to create a welcoming environment that is respectful of all
forms of diversity, including diversity in caregiver status.
• Whenever your children come to synchronous session, I ask that you mute yourself if your little
one needs special attention and may be disrupting learning for other students.
Technology
For help with your password, university e-mail, Carmen, or any other technology issues,
questions, or requests, contact the OSU IT Service Desk. Standard support hours are available at
https://ocio.osu.edu/help/hours, and support for urgent issues is available 24x7.
• Self-Service and Chat support: http://ocio.osu.edu/selfservice
• Phone: 614-688-HELP (4357)
• Email: 8help@osu.edu, carmen@osu.edu
• TYY: 614-688-8743
Technology necessary for this course:

• Computer, laptop, or tablet
• Internet access
• Adobe Acrobat Reader (to view required readings provided in PDF form)
• Microsoft Word and PowerPoint (to view and submit materials and assignments)
Note that all OSU students have free access to Microsoft Office 365:
https://office365.osu.edu. For questions regarding Office 365, visit
https://osuitsm.service-now.com/selfservice/kb_view.do?sysparm_article=kb04728
• Carmen Canvas account: https://carmen.osu.edu/
• CarmenZoom account and app: https://resourcecenter.odee.osu.edu/carmenzoom
• Popplet (free) account: http://popplet.com/ (note that the old version of popplet requires
Adobe Flash; a new version will not quire this)
Baseline technical skills necessary for online/hybrid courses:

• Basic computer and web-browsing skills
• Navigating Carmen Canvas, including accessing and uploading content and using
discussion boards
• Engaging in video chats through CarmenZoom
Academic Integrity in This Class

In addition to adhering to OSU’s academic integrity policy below, you are responsible for
adhering to the following expectations for this class:
EDUTL 5469 9
• Engagement checks: Instructions will be provided for each engagement check, in terms
of whether these are to be completed individually or with peers and the format for
submission (e.g., discussion post, file upload).
• Class-generated concept and terminology study guide: Your study guide entries are to
be completed on your own, without any external help or communication. You are
encouraged to revise your entries based on any instructor feedback. After all study guide
entries have been graded, your instructor will prompt you to share the link to the study
guide with your classmates.
• Terminology assessment: Given the online format of the course, the terminology
assessment will be open-book. You must complete the assessment on your own without
the aid of your classmates or anyone else. You may NOT use websites or any other
outside resources (note that websites may actually give you incorrect
information). Remember that you are bound to the OSU Code of Student Conduct to
maintain academic integrity and the integrity of the exam.
• Discussion posts: If applicable to the content of your post, follow APA style to cite the
ideas and words of your sources. All discussion posts (other than those summarizing
assigned small group/peer work) should be your own original work.
• Language variation & ideologies paper and instructional activities: These
assignments should follow APA style to cite the ideas and words of your sources. You
will have opportunities to receive peer feedback. You are encouraged to use this peer
feedback to revise and improve your work―and encouraged to ask a trusted person to
proofread your assignment before you turn it in―but the final work should reflect your
own thinking and writing.
• Case study: All assessment data used for this assignment must either be collected by you
or provided by the instructor. If you choose to collect your own data, it must be authentic;
in other words, do not make up data or in any way alter the data you have collected. Your
final paper and lesson plans should follow APA style to cite the ideas and words of your
sources. You will have opportunities to receive peer and instructor feedback. You are
encouraged to use this feedback to revise and improve your work―and encouraged to
ask a trusted person to proofread your assignment before you turn it in―but the final
work should reflect your own thinking and writing.
• Collaboration and peer-review: The course includes many opportunities for
collaboration with your classmates. While study groups and peer-review of major written
projects are encouraged, remember that comparing answers on the terminology
assessment or turning in work that is not your own is not permitted. If you are unsure
about a particular situation, please ask the instructor ahead of time.
• Reusing past work: In general, you are prohibited in university courses from turning in
work from a past class to your current class, even if you modify it. If you want to build
on past work or revisit a topic you've explored in previous courses, please discuss the
situation with the instructor.
EDUTL 5469 10
Institutional Policies
Academic Integrity
Academic integrity is essential to maintaining an environment that fosters excellence in teaching,
research, and other educational and scholarly activities. Thus, The Ohio State University and the
Committee on Academic Misconduct (COAM) expect that all students have read and understand
the University’s Code of Student Conduct, and that all students will complete all academic and
scholarly assignments with fairness and honesty. Students must recognize that failure to follow
the rules and guidelines established in the University’s Code of Student Conduct and this
syllabus may constitute “Academic Misconduct.”
The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic
misconduct as: “Any activity that tends to compromise the academic integrity of the University,
or subvert the educational process.” Examples of academic misconduct include (but are not
limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another
student, and possession of unauthorized materials during an examination. Ignorance of the
University’s Code of Student Conduct is never considered an “excuse” for academic misconduct,
so I recommend that you review the Code of Student Conduct and, specifically, the sections
dealing with academic misconduct.
If I suspect that a student has committed academic misconduct in this course, I am

obligated by University Rules to report my suspicions to the Committee on Academic
Misconduct. If COAM determines that you have violated the University’s Code of Student
Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a
failing grade in this course and suspension or dismissal from the University.
If you have any questions about the above policy or what constitutes academic misconduct in
this course, please contact me. Other sources of information on academic misconduct (integrity)
to which you can refer include:
• The Committee on Academic Misconduct web pages (COAM Home)
• Ten Suggestions for Preserving Academic Integrity (Ten Suggestions)
• Eight Cardinal Rules of Academic Integrity (www.northwestern.edu/uacc/8cards.htm)
Accessibility Accommodations
The University strives to make all learning experiences as accessible as possible. If you
anticipate or experience academic barriers based on your disability (including mental health,
chronic or temporary medical conditions), please let me know immediately so that we can
privately discuss options. To establish reasonable accommodations, I may request that you
register with Student Life Disability Services. After registration, make arrangements with me as
soon as possible to discuss your accommodations so that they may be implemented in a timely
fashion.
SLDS contact information: slds@osu.edu; 614-292-3307; slds.osu.edu; 098 Baker Hall, 113
W. 12th Avenue.
Accessibility of course technology: This course requires use of Carmen (Ohio State's learning
management system) and other online communication and multimedia tools. If you need
EDUTL 5469 11
additional services to use these technologies, please request accommodations with your
instructor. Carmen (Canvas) accessibility documentation.
Grievances
According to University Policies, available from the Division of Student Affairs, if you have a
problem with this class, “You should seek to resolve a grievance concerning a grade or academic
practice by speaking first with the instructor or professor. Then, if necessary, with the
department chairperson, college dean, and provost, in that order. Specific procedures are outlines
in Faculty Rule 3335-7-23, which is available from the Office of Student Life, 208 Ohio Union.”
Copyright Disclaimer
The materials used in connection with this course may be subject to copyright protection and are
only for the use of students officially enrolled in the course for the educational purposes
associated with the course. Copyright law must be considered before copying, retaining, or
disseminating materials outside of the course.
• Course Audio and Video Recording: Video or audio recording of classes without the explicit
written permission of the instructor/professor is a violation of the Code of Student Conduct or
Students who wish to record their classes must first obtain written permission of the
instructor/professor. Otherwise, such recording constitutes a violation of the Code of Student
Conduct. Note that the instructor (only) will be recording synchronous class sessions via Zoom
for use during this semester only.
• Student Generated materials: Any materials generated by a student(s) is copyrighted.
Permission must be obtained to use these materials other than the intended purpose inside the
course.
• Course materials: These materials are copyrighted and are owned by the author. Copyrights
have been secured or they are considered fair use inside/for the course but this does not apply
to uses outside of the course.
Mental Health Statement

As a student you may experience a range of issues that can cause barriers to learning, such as
strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty
concentrating and/or lack of motivation. These mental health concerns or stressful events may
lead to diminished academic performance or reduce a student’s ability to participate in daily
activities. The Ohio State University offers services to assist you with addressing these and other
concerns you may be experiencing. If you or someone you know are suffering from any of the
aforementioned conditions, you can learn more about the broad range of confidential mental
health services available on campus via the Office of Student Life’s Counseling and
Consultation Service (CCS) by visiting ccs.osu.edu or calling 614-292-5766. CCS is located
on the 4th Floor of the Younkin Success Center and 10th Floor of Lincoln Tower. You can
reach an on-call counselor when CCS is closed at 614-292-5766 and 24-hour emergency
help is also available through the 24/7 National Suicide Prevention Hotline at 1-800-273-
TALK or at suicidepreventionlifeline.org.
Diversity Statement
The Ohio State University affirms the importance and value of diversity in the student body. Our
programs and curricula reflect our multicultural society and global economy and seek to provide
opportunities for students to learn more about persons who are different from them. We are
EDUTL 5469 12
committed to maintaining a community that recognizes and values the inherent worth and dignity
of every person; fosters sensitivity, understanding, and mutual respect among each member of
our community; and encourages each individual to strive to reach his or her own potential.
Discrimination against any individual based upon protected status, which is defined as age, color,
disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or
veteran status, is prohibited.
Title IX Statement
Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights
offenses subject to the same kinds of accountability and the same kinds of support applied to
offenses against other protected categories (e.g., race). If you or someone you know has been
sexually harassed or assaulted, you may find the appropriate resources at http://titleix.osu.edu or
by contacting the Ohio State Title IX Coordinator at titleix@osu.edu.
Student Resources
Technology:
EHE Tech Help OSU Tech Support
Academics:
EHE Homepage EHE Advising
OSU Advising OSU Library
Dennis Learning Center EHE Office of Research
OSU Office of Research
Student Life:
OSU Student Health Services EHE Undergraduate Student Services
OSU Student Life OSU Student Advocacy Center
OSU Student Financial Aid EHE Career Services
OSU Career Counseling and Support Services OSU Office of Diversity and Inclusion
EHE Office of Diversity, Inclusion, and Community
Engagement
EDUTL 5469 13
Course Schedule
Week/ Class format Case Study
Topics and Key Learning Objectives Readings and Assignments Due
Date Progress
1 Synchronous OVERVIEW AND RELEVANCE OF THE Language Essentials CH 1
8/31 session at COURSE
9-10:30 AM Diaz-Rico, L.T. & Weed, K.Z. (2002). The crosscultural,
& HOW LANGUAGES WORK language, and academic development handbook: A complete K-
Asynchronous 12 reference guide (pp. 28-45). Allyn and Bacon. CH 2 –
session with a Key objectives: Learning about language structure
recorded PPT • Understand the purpose of the course
under Week 1 as relevant to intended professional Assignments:
career - Carefully review syllabus
*Class will be held • Understand the course syllabus and -Study guide entry #1 due by 9/7 9am
during part of our assignments -Engagement check #1 due by 9/2 5pm
regular course • Understand the functions of oral and
time via Zoom; it written language
will be recorded • Understand that language is dynamic,
and posted. complex, and structured
• Name the foundational components of
language
(Core standards 1.1, 1.2)
EDUTL 5469 14
2 Asynchronous LANGUAGE DEVELOPMENT AND Lightbrown, P.M. & Spada, N. (2013). How languages are Carefully read
9/14 session ACQUISITION FOR MONOLINGUAL AND learned (pp. 5-34). Oxford University Press. CH 1 – Language case study
MULTILINGUAL LEARNERS learning in early childhood section of the
*We will NOT syllabus and
meet as a class Key objectives: Goldenberg, C., Hicks, J., & Lit, I. (2013). Dual language review the
this week. I will • Define what bilingualism is, types of learners: Effective instruction in early childhood. American assignment on
post a recorded bilingualism, and who is a bilingual Educator, 37(2), 26-29. Carmen Canvas,
PPT under Week • Describe typical developmental including the
2. You are trajectories for monolingual first Ramirez, N.F. (2016). Why the baby brain can learn two guidelines/outline
responsible for language learners, simultaneous languages at the same time. The Conversation. and rubric.
the readings, bilingual learners, and sequential https://theconversation.com/why-the-baby-brain-can-learn-
reviewing the bilingual learners two-languages-at-the-same-time-57470
recorded PPT, • Specify key differences between
completing and monolingual first language acquisition, Assignments:
posting the simultaneous bilingual acquisition, -Study guide entry #2 due by 9/14 9am
engagement sequential bilingual acquisition, and -Engagement check #2 due by 9/16 5pm
check. second language acquisition
• Explain how communities vary in how
they organize learners’ linguistic
environments and support language
development
• Critically examine normative models
for organizing learners’ language and
literacy development
(Core standards 1.1, 1.2, 1.5, 1.6, 2.1)
EDUTL 5469 15
3 Synchronous LANGUAGE IDEOLOGIES AND Sensoy, O., & DiAngelo, R. (2011). Is everyone really equal? An Review the Case
9/21 session at LINGUISTIC DISCRIMINATION introduction to key concepts in social justice education (pp. 57- Study Information
10:00-11:45 AM 74). Teachers College Press. CH 5 – Privilege Sheet. Identify a
& Key objectives: child with whom
Asynchronous • Understand the linguistic diversity in Souto-Manning, M. & Martell, J. (2016). Reading, writing, and to work for
session with a US schools today, in terms of varieties talk: Inclusive strategies for diverse learners, K-2 (pp. 17-38). purposes of the
recorded PPT of English and languages Teachers College Press. CH 2 – Understanding the diversity of case study. Begin
under Week 3 • Define and provide examples of children’s language and literacy practices collecting
language ideologies, linguistic information for
*Class will be held discrimination, and privilege Murillo, L.A. & Smith, P.H. (2011). “I will never forget that:” and completing
during part of our • Recognize and critically reflect on Lasting effects of language discrimination on language-minority the Case Study
regular course consciously and subconsciously held children in Columbia and on the US-Mexico border. Childhood Information
time via Zoom; it language ideologies Education, 87(3), 147-153. Sheet.
will be recorded • Articulate ways that privilege shapes https://doi.org/10.1080/00094056.2011.10521714
and posted. language varieties and literacy
practices that are valued in schools Assignments:
• Approach learners’ linguistic resources -Study guide entry #3 due by 9/21 9am
as assets to be leveraged -Engagement check #3 due by 9/23 5pm
(Core standards 1.5, 1.6, 2.1, 2.8)
EDUTL 5469 16
4 Synchronous STRUCTURES ACROSS LANGUAGES Revisit Diaz-Rico & Weed (2002) Continue
9/28 session SYNTAX, SEMANTICS, AND completing the
10:00-11:45 AM PRAGMATICS Language Essentials CH 6 and 7 Case Study
& Information
Asynchronous Key objectives: Pérez, B. (2004). Writing across writing systems. In B. Pérez Sheet.
session with a • Define and give examples of the (Ed.), Sociocultural contexts of language and literacy (pp. 57-
recorded PPT structures of language 75). Lawrence Erlbaum. Read pp. 62-72
under Week 4 • Articulates the different orthography
systems used in written language Charity Hudley, A.H. & Mallinson, C. (2010). Understanding
*Class will be held • Identify common cross-linguistic English language variation in U.S. Schools. Teachers College
during part of our influences on structures of language Press. Skim sections on “Features of AAE-Grammar” (pp. 89-
regular course • Explore learners’ linguistic miscues 95), “Intonation” (pp. 98-99), and “Conversation” (pp. 101-105)
time via Zoom; it from an asset-based approach
will be recorded (Core standards 1.5, 1.6, 2.1) Assignments:
and posted. -Study guide entry #4 due by 9/28 9am
-Bring language variation and ideologies initial response to
synchronous session
-Engagement check #4 due by 9/30 5pm
5 Asynchronous PHONETICS AND PHONOLOGY OF Language Essentials CH 2 and CH 3 pp. 53-81 Case Study
10/5 session STANDARD ENGLISH Information
Charity Hudley, A.H. & Mallinson, C. (2010). Understanding Sheet due.
*We will NOT Key objectives: English language variation in U.S. Schools. Teachers College
meet as a class • Define terms associated with Press. Read section on “Features of AAE-Sound” (pp. 79-84)
this week. I will phonetics and phonology
post a recorded • Understand how sounds are produced Recommended: Helman (2004). Building on the sound system
PPT under Week and how co-articulation, phonetic of Spanish: Insights from the alphabetic spellings of English-
5. You are variation, and other factors complicate language learners. The Reading Teacher, 57(5), 452-460.
responsible for phonology https://www.jstor.org/stable/20205383
the readings, • Accurately produce the common
reviewing the phonemes of standard English Assignments:
recorded PPT, • Understand how linguistic diversity -Study guide entry #5 due by 10/5 9am
completing and influences phonology -Case Study Information Sheet due by 10/7 5 pm
posting the (Core standards 2.4, 2.8) -Language variation and ideologies final paper due by 10/5 12
engagement pm
check. -Engagement check #5 due by 10/7 5pm
EDUTL 5469 17
6 Synchronous PHONOLOGICAL AWARENESS Language Essentials CH 3 pp. 81-88 Review Case
10/12 session Study Checklist
10:00-11:45 AM YOPP-SINGER TEST OF PHONEME May wish to preview Words Their Way pp. 100-103, 126-130, and think about
& SEGMENTATION 189-190 which
Asynchronous assessments are
session with a DYSLEXIA Yopp, H.K. (1995). A test for assessing phonemic awareness in appropriate for
recorded PPT young children. The Reading Teacher, 49(1), 20-29. your learner.
under Week 6 Key objectives: https://www.jstor.org/stable/20201554
• Define terms associated with Start
*Class will be held phonological awareness, phonological Hudson, R.F, High, L., & Al Otaiba, S. (2007). Dyslexia and the administering
during part of our processing, and dyslexia brain: What does current research tell us? The Reading assessments (e.g.,
regular course • Articulate why phonological Teacher, 60(6), 506-515. https://doi.org/10.1598/RT.60.6.1 attitude survey,
time via Zoom; it awareness/processing is important for writing samples,
will be recorded reading and spelling, especially for International Dyslexia Association (2015). Effective reading other
and posted. learners with dyslexia instruction for students with dyslexia. assessments that
• Describe developmental patterns https://dyslexiaida.org/effective-reading-instruction/ you know how to
related to phonological awareness do).
• Understand how speaking/learning Assignments:
multiple languages and language -Study guide entry #6 due by 10/12 9am
varieties may influence phonological -Bring phonological awareness instructional activity to
awareness development synchronous session
• Identify evidence-based strategies and -Engagement check #6 due by 10/14 5pm
activities for supporting phonological
awareness
• Demonstrate the ability to assess
phonological awareness
• Articulate the characteristics and
instructional needs of learners with
dyslexia
(Core standards 1.1, 1.2, 1.5, 2.2, 2.3,
2.4, 2.6, 2.10, 7.1, 8.2)
EDUTL 5469 18
7 Asynchronous ORTHOGRAPHY AND MORPHOLOGY OF Language Essentials CH 4 and 5 Continue
10/19 session STANDARD ENGLISH administering
Review Observation Survey CH 4 and 6 assessments and
*We will NOT ASSESSMENT REVIEW: begin to analyze
meet as a class CONCEPTS ABOUT PRINT Assignments: data.
this week. I will LETTER IDENTIFICATION -Study guide entry #7 due by 10/19 9am
post a recorded LETTER-SOUND IDENTIFICATION -Phonological awareness instructional activity due 10/19 12pm
PPT under Week -Engagement check #7 due by 10/21 5pm
7. There will be a Key objectives:
word sort activity • Define terms associated with
that you and your orthography and morphology
classmates need • Describe the historical roots of written
to meet virtually English and how this makes English
(You may use the spelling complex
regular course • Explain the regularities and common
time to complete patterns of English orthography
this activity with • Demonstrate the ability to assess
your assigned concepts of print, letter knowledge,
partner(s)). and grapheme-phoneme
You are correspondences
responsible for (Core standards 2.4, 2.5, 2.9, 8.2)
the readings,
reviewing the
recorded PPT,
completing and
posting the
engagement
check, and
working with your
assigned partner
to demonstrate
word sort
activities.
EDUTL 5469 19
8 Synchronous WORD READING AND SPELLING Words Their Way CH 1 and 2 Complete Case
10/26 session DEVELOPMENT Preview Words Their Way Appendix A Study Checklist.
10:00-11:45 AM
& SPELLING INVENTORIES Review Observation Survey CH 5 Continue
Asynchronous administering and
session with a ASSESSMENT REVIEW: RUNNING Ascenzi-Moreno, L. (2018). Translanguaging and responsive analyzing
recorded PPT RECORDS assessment adaptations: Emergent bilingual readers through assessments,
under Week 8 the lens of possibility. Language Arts, 95(6), 355-369. Read including a
Key objectives: section on “Documenting emergent bilinguals’ miscues: Ella’s spelling inventory
*Class will be held • Explain how decoding and encoding practice in an ENL setting” (pp. 360-362) and running
during part of our are reciprocal processes and relate to records as
regular course reading/writing for meaning Assignments: appropriate.
time via Zoom; it • Describe developmental patterns in -Study guide entry #8 due by 10/26 9am Score your
will be recorded learners’ word reading and spelling -Engagement check #8 due by 10/28 5pm spelling inventory
and posted. abilities and how this is influenced by -Bring Case Study Checklist to synchronour session by Week 10.
their language and literacy experiences
• Articulate the basic strategies that
learners use to recognize/spell words
in English
• Demonstrate the abilities to use
spelling inventories and running
records to assess word reading and
spelling knowledge
(Core standards 1.1, 1.2, 1.5, 2.3, 2.5,
2.8, 2.9, 8.2, 8.4, 8.5, 9.2)
9 Asynchronous PHONICS AND WORD STUDY Words Their Way CH 3 and skim CH 9 Finish
11/2 session administering
ASSESSMENT-INSTRUCTION CYCLE AND Mesmer, H.A.E. & Griffith, P.L. (2005). Everybody’s selling it – assessments.
*We will NOT DIFFERENTIATION TO MEET NEEDS OF But just what is explicit, systematic phonics instruction? The Continue your
meet as a class ALL LEARNERS Reading Teacher, 59(4), 366-376. analysis.
this week. I will https://doi.org/10.1598/RT.59.4.6
post a recorded Key objectives: Draft sections I, II,
PPT under Week • Define terms related to phonics and Language Essentials pp. 271-275 and III of your
9. There will be a word study instruction case study.
group activity that • Explain the importance of phonics and Watts-Taffe et al. (2012). Differentiated instruction: Making
you and your word study instruction as part of informed teacher decisions. The Reading Teacher, 66(6), 303-
classmates need comprehensive literacy instruction 314. https://doi.org/10.1002/TRTR.01126
EDUTL 5469 20
to meet virtually • Understand historical tensions
(You may use the regarding phonics and word study Recommended: International Literacy Association (2019).
regular course • Understand and demonstrate use of Meeting the challenges of early literacy phonics instruction.
time to complete word sorts to support reading and https://literacyworldwide.org/get-resources/position-
this activity with spelling development statements
your assigned • Describe use of the assessment-
partner(s)). instruction cycle and differentiated Assignments:
You are instruction to meet needs of diverse -Engagement check #9 due by 11/4 5pm
responsible for learners -Study guide entry #9 due by 11/2 9am
the readings, (Core standards 1.3, 1.6, 2.3, 2.7, 2.10,
reviewing the 3.5, 7.1, 7.3, 7.4, 7.5, 8.5, 8.7, 8.8, 9.2)
recorded PPT,
completing and
posting the
engagement
check, and
working with your
assigned partner
to demonstrate
group activities.
EDUTL 5469 21
10 Synchronous UNDERSTANDING AND SUPPORTING Words Their Way CH 4 and 5 Preview the
11/9 session LEARNERS IN THE EMERGENT STAGE *You will be assigned one of these chapters to read closely chapter of Words
10:00-11:45 AM Their Way that is
& UNDERSTANDING AND SUPPORTING Assignments: relevant to your
Asynchronous LEARNERS IN THE LETTER NAME- -Bring emergent/letter name-alphabetic instructional activity to learner.
session with a ALPHABETIC STAGE synchronous session
recorded PPT -Bring scored spelling inventory to synchronous session
under Week 10 Key objectives: -Engagement check #10 due by 11/11 5pm
• Define terms related to these stages -Share study guide with classmates on the discussion board!
*Class will be held • Describe the knowledge and
during part of our development of learners in these
regular course stages
time via Zoom; it • Identify evidence-based strategies and
will be recorded activities for supporting diverse
and posted. learners in these stages
(Core standards 2.3, 2.7, 2.9, 2.10, 7.1,
7.3, 7.5, 9.2)
EDUTL 5469 22
11 Synchronous UNDERSTANDING AND SUPPORTING Words Their Way CH 6 Determine the
11/16 session LEARNERS IN THE WITHIN-WORD teaching/learning
10:00-11:45 AM STAGE Miles, K.P., Rubin, G.B., & Gonzalez-Frey, S. (2017). Rethinking opportunities
& sight words. The Reading Teacher, 71(6), 715-726. that would best
Asynchronous TEACHING IRREGULAR WORDS AND https://doi.org/10.1002/trtr.1658 support your
session with a DEVELOPING SIGHT WORD learner.
recorded PPT VOCABULARIES Assignments:
under Week 11 -Bring within-word instructional activity to synchronous session Draft section IV of
Key objectives: -Emergent or letter name-alphabetic instructional activity due your case study.
*Class will be held • Define terms related to this stage and by 11/16 12pm
during part of our sight word vocabularies -Engagement check #11 due by 11/18 5pm
regular course • Describe the knowledge and
time via Zoom; it development of learners in this stage
will be recorded • Identify evidence-based strategies and
and posted. activities for supporting diverse
learners in this stage
• Articulate the importance of fluently
recognizing sight words
• Identify evidence-based strategies and
activities for teaching irregular words
and building sight word vocabularies
(Core standards 2.3, 2.7, 2.9, 2.10, 7.1,
7.3, 7.5, 9.2)
EDUTL 5469 23
12 Synchronous UNDERSTANDING AND SUPPORTING Words Their Way CH 7 and 8 Review the Case
11/23 session LEARNERS IN THE SYLLABLES AND *You will be assigned one of these chapters to read closely Study Lesson
10:00-11:45 AM AFFIXES STAGE Template and
& Revisit Language Essentials pp. 160-168 begin designing
Asynchronous UNDERSTANDING AND SUPPORTING lesson plans.
session with a LEARNERS IN THE DERIVATIONAL Assignments:
recorded PPT RELATIONS STAGE -Bring syllables and affixes/derivational relations instructional If you are in an
under Week 12 activity to synchronous session off-campus
Key objectives: -Within-word instructional activity 11/23 12pm section, draft
*Class will be held • Define terms related to word analysis -Engagement check #12 due by 11/25 5pm section X of the
during part of our and these stages case study.
regular course • Describe and demonstrate how word
time via Zoom; it analysis can help with reading and
will be recorded spelling words
and posted. • Describe the knowledge and
development of learners in these
stages
• Identify evidence-based strategies and
activities for supporting diverse
learners in these stages
(Core standards 2.3, 2.5, 2.7, 2.9, 2.10,
6.2, 7.1, 7.3, 7.5, 9.2)
EDUTL 5469 24
13 PART 1. TERMINOLOGY ASSESSMENT *The terminology assessment will be completed Incorporate any in-class feedback
11/30 Synchronous session through Canvas. The assessment will be into your case study.
9:00-11:45 AM FEEDBACK ON CASE STUDIES available from 9:00am to 10:30am on 11/30.
AND LESSON PLANS You will access the exam by clicking on the link Finalize lesson plans and write
*Class will be held during under Week 13. I will be available in our Zoom section V of your case study.
part of our regular Key objectives: classroom during this time if you have any issues
course time via Zoom. • Demonstrate understanding or questions. You will be able to see the results Finish your case study by adding
of key terms and concepts of your exam immediately after you finish; these sections VI, VII, VIII, and IX.
• Demonstrate abilities to use will not be available to you after this time so
and interpret assessments please go through any items for which your If you are in an off-campus section,
• Demonstrate use of responses were incorrect. You must complete make photocopies of all
assessment-instruction cycle the assessment on your own, without the aid of assessment data and finalize
to plan differentiated your classmates or anyone else. Because I section X.
instruction cannot proctor the exam, you may use your
(Core standards 2.3, 2.10, 7.1, textbooks (only – no websites, plus you may get
7.3, 7.5, 8.2, 8.5, 8.6, 8.7, 8.8) incorrect information from websites).
Remember, however, that the Reading
Foundations Test will *not* be open book, so
you must learn this information! Also remember
that you are bound to the OSU Code of Student
Conduct to maintain academic integrity and the
integrity of the exam (see more info on the
syllabus re academic integrity). Recall that you
have the option to retake the assessment if you
are not satisfied with your score; email me by
5pm on 12/2 if you wish to reschedule a retake.
*After completing terminology assessment, we

will convene via Zoom as a class at 10:30 am on
11/30. You will work with an assigned partner to
receive feedback on your case study and lesson
plans. Of course, I will be available in our Zoom
classroom during this time if you have questions
or would like my feedback. You can also feel
free to email me to set another time for an
individual Zoom meeting.
EDUTL 5469 25
*Bring your case study assessment data, draft
text, and draft lesson plans to synchronous
session
Assignments:
-Terminology assessment will be completed on
11/30 during synchronous session
-Syllables/affixes or derivational relations
instructional activity due by 11/30 12pm
-Engagement check #13 due by 12/2 5pm
EDUTL 5469 26
PART 2. LEARNING STANDARDS Preview Ohio English Language Arts standards Carefully proofread full case study
Asynchronous session PERTAINING TO LANGUAGE and Birth Through Kindergarten Entry Learning and check against rubric before
AND WORD STUDY and Development standards: submitting your final version.
* I will post a recorded https://education.ohio.gov/Topics/Learning-in-
PPT under Week 13. You FINDING AND EVALUATING Ohio/English-Language-Art/English-Language-
are responsible for the PHONICS/WORD STUDY Arts-Standards
readings, reviewing the ACTIVITIES AND MATERIALS
recorded PPT, https://education.ohio.gov/Topics/Early-
completing, and posting COURSE WRAP UP AND Learning/Early-Learning-Content-
the engagement check. REFLECTION Standards/Birth-Through-Pre K-Learning-and-
Development-Stand
Key objectives:
• Identify how course content Hibbert, K. & Iannacci, L. (2005). From
aligns with state standards dissemination to discernment: The
• Identify phonics and word commodification of literacy instruction and the
study-related resources, fostering of good teacher consumerism. The
including those from Reading Teacher, 58(8), 716-727.
professional organizations https://doi.org/10.1598/RT.58.8.2
• Critically evaluate materials,
activities, and other resources Duke, N.K. & Martin, N.M. (2011). 10 things
related to phonics and word every literacy educator should know about
study research. The Reading Teacher, 65(1), 9-22.
• Critically reflect on course https://doi.org/10.1598/RT.65.1.2
content as relevant to intended
professional career Assignments:
(Core standards 1.4, 7.2, 7.8, Engagement check #14 due by 12/2 5pm
10.2, 10.4) Case study with lesson plans due by 12/4 5pm
The schedule above is subject to change based on course and student needs. Any changes in schedule will be posted in Carmen Canvas.
EDUTL 5469 27
Appendix
Applicable Standards
Ohio 12-Hour Reading and Literacy Core Standards
1.1 The candidate understands the theoretical and evidence-based foundations of language and literacy learning
for monolingual/English learners, and for students who speak more than one language (bi/multi-lingual) or
dialect (bi/multi-dialectical).
1.2 The candidate understands the major theories and empirical research that describe the cognitive, linguistic,
motivational, sociocultural, and critical foundations of language and literacy learning.
1.3 The candidate understands the historically shared knowledge of the profession and changes over time in the
perceptions of language and literacy learning.
1.4 The candidate understands the role of evidence-based professional judgment and informed practical knowledge
for improving all students’ language and literacy learning.
1.5 The candidate understands and is sensitive to differences among learners, including developmental (physical,
perceptual, emotional, social, cultural, environmental, and cognitive) and background experiences and how
these differences influence language and literacy learning.
1.6 The candidate understands and demonstrates respect for cultural, linguistic, and ethnic diversity and
recognizes these as assets to language and literacy learning.
2.1 The candidate applies basic theories of child language development, language change and variation, and
language learning–including first and second language acquisition and early bilingualism–to the teaching of
reading, writing, and spelling.
2.2 The candidate demonstrates understanding of the developmental progression concerning phonological
awareness skills, including the relationship between phonological awareness and early concepts about print
(e.g., the concept of sentence structure, spaces between words, and matching one spoken to one written word).
2.3 The candidate understands and demonstrates a variety of explicit teaching strategies (e.g., modeling, guided
practice, independent practice) to develop phonics competencies, beginning with an oral language base to
enhance phonological awareness (e.g., rhyming and alliteration) and a range of phonics skills. Skill
instruction should provide students with opportunities to practice applying their knowledge of letter-sound
relationships when reading continuous text, as well as with focused activities, such as word building, word
sorting, and inventive spelling to scaffold development of phonological awareness and phonics skills.
2.4 The candidate understands the alphabetic principle and can explain and apply key linguistic terms related to
phonological awareness (e.g. phoneme, morpheme, grapheme, syllable, onset, rime, initial, medial, final
sounds) in practice.
2.5 The candidate understands key components of word structure and function, including grapheme-phoneme
relationships; the six basic syllable types in English spelling; common prefixes, roots, suffixes; and how to
analyze words at both the syllable and morpheme levels.
2.6 The candidate identifies evidence-based, developmentally appropriate activities for increasing phonological
skills (word awareness, onset-rime, syllables, rhyming) and phonemic awareness skills (identifying sound
position and matching, blending, segmenting, substituting, and deleting sounds).
2.7 The candidate understands how writing experiences, in conjunction with phonics instruction, can enhance
reading development (e.g., Elkonin boxes or magnetic letters, interactive writing, shared writing, or individual
response whiteboards).
2.8 The candidate understands how multilingual learners apply first-language knowledge to learning to spell in
English, and can identify and recognize common phonological patterns across languages and language
varieties to explain how students’ diverse language experiences inform their understanding of phonological
patterns of standardized English (e.g., minimal pairs, such as s/z and d/th).
2.9 The candidate demonstrates understanding of developmental spelling and applies this knowledge to spelling
instruction, including being able to recognize and use common orthographic rules and patterns in the English
language, in conjunction with other linguistic resources that students possess, as an aid in spelling and word
identification.
2.10 The candidate demonstrates understanding of intentional, explicit, systematic, cumulative instructional
practices for teaching phonemic awareness, phonics and word identification skills and strategies, and applies
this knowledge to reading and writing instruction.
3.5 The candidate uses structured routines and a variety of classroom configurations and groupings to to support
literacy learning and differentiate literacy instruction.
EDUTL 5469 28
6.2 The candidate teaches students to develop vocabulary through the use of syntax, semantics, morphology,
etymology, and the relationships among them.
7.1 The candidate designs evidence-based instruction with developmentally appropriate materials that
acknowledge sociocultural and linguistic differences, to create an effective learning environment for the
diverse needs of learners (e.g. students with dyslexia, students identified as gifted, or students with
disabilities).
7.2 The candidate uses knowledge of relevant research to evaluate and select different instructional materials
(e.g., reading programs, print materials, and technology) for various instructional purposes and to design
research- based practices for developing students’ literacy practices.
7.3 The candidate uses appropriate and varied instructional approaches, including those that develop word
recognition, language comprehension, strategic knowledge, and reading-writing connections across multiple
domains of literacy (i.e. phonological skills, phonics, decoding, spelling, word recognition, fluency,
vocabulary, comprehension and writing).
7.4 The candidate uses independent, collaborative, small group, and whole class instruction to support individual
learning goals and provides varied options for how students will demonstrate mastery on a range of authentic
literacy tasks using a variety of texts and media.
7.5 The candidate scaffolds literacy instruction for students who may need additional support with any
foundational concepts of reading (e.g. phonological awareness, phonics, vocabulary, fluency and
comprehension).
7.8 The candidate selects and aligns curriculum and instruction with state and local standards.
8.2 The candidate can select and administer appropriate assessments for individual, small group and classroom-
level purposes, taking into account sociocultural, linguistic, and individual learner factors.
8.4 The candidate uses a variety of texts to create authentic classroom-based literacy assessment tasks, which take into
account the complex nature of reading, writing, and language.
8.5 The candidate can monitor progress of a student’s reading development and determine appropriate targets for
instruction.
8.6 The candidate can appropriately communicate assessment results to students, colleagues, families, and other
stakeholders.
8.7 The candidate can provide evidence-based intervention instruction aligned with needs identified by
assessment.
8.8 The candidate uses information from multiple assessments to inform instruction for individual, small group
and whole class instruction.
9.2 The candidate demonstrates understanding of developmental writing and applies this knowledge to writing
instruction.
10.2 The candidate continually uses multiple indicators of student growth and engagement in literacy to reflect on
and improve practice.
10.4 The candidate is active in professional organizations related to literacy and works as an informed advocate
with these organizations, as well as with families and public policy decision makers, to establish policies and
legislation that support the literacy development of all children.
Ohio Educator Preparation Program—Dyslexia Preparation
Candidates must be prepared to:
a. know and recognize that assessment, prevention, and remediation for students with dyslexia are critical
factors in raising reading proficiency rates throughout the state;
b. understand the content of effective instruction that emphasizes the structure of language including
phonology (speech/sound system), orthography (the writing system), syntax (sentence structure), and
morphology (meaningful parts of words);
c. develop requisite skills critical for providing differentiated reading instruction to at-risk readers of
varying ages and ability levels;
d. recognize the principles that form the basis of the NICHD/IDA definition of dyslexia and identify
distinguishing characteristics of this reading disorder; and
e. recognize the effectiveness of systematic, explicit, multisensory (the simultaneous incorporation of
visual, auditory, kinesthetic, and tactile pathways for learning) reading instruction to ameliorate reading
failure.
Ohio Administrative Code 3319.24
(A) As used in this section:
EDUTL 5469 29
(1) "Coursework in the teaching of reading" means coursework that includes training in a range of instructional
strategies for teaching reading, in the assessment of reading skills, and in the diagnosis and remediation of
reading difficulties;
(2) "Phonics" means the techniques and strategies used to teach children to match, blend, and translate letters
of the alphabet into the sounds they represent, which techniques and strategies are systematically integrated
and thoroughly practiced in a developmentally appropriate instructional program to assist the child in learning
to read, write, and spell;
(3) "Course in the teaching of phonics" means a course providing the background necessary for effectively
teaching and assessing phonics, phonemic awareness, and word recognition, including, but not limited to, the
following topics:
(a) Phonological and morphological underpinnings of English spellings and the history thereof;
(b) The nature and role of word recognition in proficient reading;
(c) Methods and rationale for the instruction of phonemic awareness, decoding, spelling, and the application
thereof in reading and writing;
(d) Methods and rationale for the assessment of phonemic awareness, decoding, spelling, and the application
thereof in reading and writing;
(e) The relation of deficits in phonemic awareness, decoding, spelling, and word recognition to reading
disabilities;
(4) "Phonemic awareness" means the awareness of sounds that make up spoken words and the ability to use
this awareness of sounds in reading.
(B) The rules adopted under section 3319.22 of the Revised Code shall require an applicant for a resident educator
license designated for teaching children in grades kindergarten through six or the equivalent to have successfully
completed at least six semester hours, or the equivalent, of coursework in the teaching of reading that includes at
least one separate course of at least three semester hours, or the equivalent, in the teaching of phonics in the
context of reading, writing, and spelling. In addition, such rules shall require that the subsequent issuance of a
professional educator license be contingent upon the applicant having completed six additional semester hours or
the equivalent of coursework in the teaching of reading. The rules shall permit an applicant to apply
undergraduate coursework in order to meet this requirement for additional coursework.
Council for the Accreditation of Educator Preparation Standards
1.b Candidates use their understanding of individual differences and diverse families, cultures, and communities
to plan and implement inclusive learning experiences and environments that build on children’s strengths and
address their individual needs.
3.a Candidates administer formative and summative assessments regularly to determine students’
competencies and learning needs.
3.c Candidates plan instruction including goals, materials, learning activities and assessments.
3.d Candidates differentiate instructional plans to meet the needs of diverse students in the classroom.
Role of Technology
The course relies heavily on Carmen Canvas as the primary platform for sharing content and
submitting assignments. Class sessions will incorporate technology in a variety of ways (e.g.,
sharing content via video and/or podcasts, using apps as tools in word study, evaluating apps and
web-based materials as these apply to word study).

Language and Word Study For All Learners

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College of Education & Human Ecology

Department of Teaching & Learning

Relation to Other Courses

Prerequisites: EDUTL 5468 Foundations of Reading and Literacy

General Learning Objectives

Additional required readings will be posted to Carmen Canvas.

Assignments must be submitted as Word documents or PDFs through Carmen Canvas.

Attendance and Engagement

Class-Generated Concept and Terminology Study Guide

Language Variation and Ideologies Paper

Instructional Activity Collection

Case Study with Lesson Plans

Policy on Children in Class

Technology necessary for this course:

Baseline technical skills necessary for online/hybrid courses:

Academic Integrity in This Class

If I suspect that a student has committed academic misconduct in this course, I am

Mental Health Statement

*After completing terminology assessment, we

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