26 Sep Take the sample CLOZE test (see Appendix B) and score your results.? What do your results indicate about your comprehension of this text?? Is this text a
Take the sample CLOZE test (see Appendix B) and score your results. What do your results indicate about your comprehension of this text? Is this text at your independent, instructional, or frustration level? How would you teach someone like you if you were a student in your class? Also, have an adult not associated with education take the sample CLOZE test and score their results. What do the results indicate about their comprehension of this text? Is this text at an independent, instructional, or frustration level? How would you teach this person if they were a student in your class?
TEACHING READING
AND MATH
EDU 622
Online Studies Student Syllabus
© Belhaven University | Updated August 11, 2022;
Updated October 12, 2023, Updated June 10, 2024
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Course Description This graduate-level course provides an advanced study focusing on the selection and utilization of
materials and methodologies for teaching both reading and math skills in elementary school
contexts. The course looks into current literature and best practices in literacy and numeracy
education. Through critical inquiry and analysis, candidates explore advanced strategies aimed at
fostering comprehensive literacy and numeracy development among elementary school students. By
integrating insights from contemporary research, candidates gain the theoretical knowledge and
practical skills necessary to design and implement effective instructional interventions that support
students' literacy and math proficiency.
Student Competencies • Examine issues in teaching CCRS from a Christian worldview.
• Recognize and embrace the instructional challenges required in crafting summative
assessments on a mathematics topic, incorporating the shifts in rigor enhanced
formatting, and increased demand on reading as part of assessments. (InTASC 6)
• Integrate fiction and non-fiction, text through pictures and media sources into instruction
on a targeted competency (InTASC 8)
• Develop skill in creating text-based questions, teaching students how to do close
reading, and developing students’ higher-order thinking skills. (InTASC 6)
• Analyze student reading comprehension assessment data and use it to develop
instructional and intervention plans for increased student achievement
(InTASC 6)
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Assessment Criteria
Assignments Weight
Writing Assignments 30%
Discussion Questions 20%
Quizzes 10%
Final Projects 40%
Total 100%
Grading:
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 70-76%
D+ 67-69%
D 63-66%
D- 60-62%
F 059%
Resource Inventory
No Textbook required for this course.
The Holy Bible
Research Articles: Locate articles by accessing the Belhaven Library Online
http://belhaven.libguides.com/az.php
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Expectations of Online Studies Education Candidates
Attendance
Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are to
be marked as present if they interact with the course by submitting a paper, posting to a discussion
forum, or taking a quiz. If the student performs any of these elements, he or she is to be marked
present for that week. If not, the student is marked absent. Viewing a lecture does not constitute
attendance for a student.
Due Dates
A unit is considered to be Monday – Saturday. You are encouraged to “Observe the Sabbath day and
keep it holy” (Exodus 20:8). Good time management is essential to career and academic success.
Early submissions of assignments and discussion responses are encouraged. Unless indicated
differently by the instructor prior to the start of the course, assignments submitted late will be
subject to a 30% reduction for each day they are late up to two days and will not be accepted late
after two days. Due dates are posted to the assignments.
Communication
Communicate questions related to the course directly to the professor, except in cases where you
need to contact technical support. Your Belhaven University email address will be utilized for the
class, so check it frequently.
Americans with Disabilities Act (ADA)
Belhaven University offers students disability accommodation in accordance with the guidelines of
the Americans with Disabilities Act. The student must make his or her disability known to the
Office of Student Care, provide current documentation of the disability from an appropriate licensed
professional, and complete the Belhaven ADA Request Form for accommodation. The student must
provide such a request to the Office of Student Care at least two weeks prior to the beginning of
each semester for which the accommodation is requested. Approved accommodations will be
communicated to the student and made within a reasonable time period after completion of the
official request. Students must present their official accommodations letter to the instructor of each
course they are enrolled in to receive the accommodations. Apply under the Quick Links on the
Student Life/Services tab.
Required Formatting
The required formatting for your papers, assignments, projects, discussions, or anything else that
may be research-based is the latest Publication Manual of the American Psychological Association
(APA). APA information can be located on your Canvas course page by clicking on Academic
Resources and then Academic Help and APA Resources. The only exception to this is the Bible
courses, which use Chicago Turabian formatting. Help for this formatting is also available in the
Academic Help and Resources.
Responsible Research
Responsible research is a critical component of education, and any individual conducting research
must learn how to investigate, read, understand, synthesize, interpret, and finally explain complex
ideas and issues in writing. An individual conducting research must also understand that ideas found
in literature, media presentations, interviews, or any other form of media do not belong to the
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researcher and, therefore, must be given credit through proper documentation. It is required that
every person conducting research provides proper credit through the correct use of documentation
not only to prevent plagiarism but also to demonstrate respect to the idea’s originator. To ensure
that all papers possess originality, faculty members will use Turnitin. Any paper exceeding 20% of
non-original material or noticeable undocumented information will be subject to a discount in points
at the discretion of the faculty.
Originality
Writing assignments will be evaluated for originality using Turnitin. Belhaven University
encourages a high degree of originality in writing. Quoted material should seldom be used and must
be limited to phrases that cannot be paraphrased or summarized without losing effectiveness.
Students must cite and reference all sources of information and images using APA style. APA
information can be located on your Canvas course page by clicking on Academic Resources and
then Academic Help and APA Resources. Non-originality exceeding 20% on papers will be subject
to a grade discount at the professor’s discretion, or referred back to the student to redo the
assignment, and students may be referred to a writing lab for assistance with originality.
Graduate School of Education Policy on Use of Generative Artificial Intelligence
(AI) for MAT, M.Ed. and Ed.S. Candidates
It is the responsibility of the Graduate School of Education to prepare teacher and administrator
candidates that:
– Communicate effectively in the school setting with parents, students, educational
professionals, and the community at large;
and
– Utilize instructional strategies that will yield students that are strong thinkers, writers, and
leaders.
To accomplish this, it is imperative that degree candidates are required to address challenging
writing prompts and produce documents that adequately address the problem posed.
Hence, candidates for the masters and specialist degree programs in education at Belhaven
University will NOT be allowed to utilize Artificial Intelligence for creation of responses to ANY
course assignments since practice in creation of original works is necessary preparation for those
responsible for training young children, adolescents, and teachers to be critical thinkers, writers, and
problem solvers.
***It is expected that all assignments are produced by the candidates themselves. Use of a
generative AI tool to create a response to an assignment constitutes academic dishonesty and will be
reported as an Honor Code violation. The BU School of Education reserves the right to require a
demonstration of learning at any time.
Key Reminders
• Do not attempt to get a research paper from the Internet (or anywhere else) and submit as
your paper. This is dishonest and unethical.
• Do not copy from any book, article, or encyclopedia, and submit this for your paper. This is
not acceptable research.
• Include references (including source and page numbers) that document every source upon
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which you have in any way relied for each paragraph of your paper. If sources are not
properly referenced, the student has cheated the sources out of deserved credit and cheated
readers out of valuable information.
• Do not use material from any other student’s paper or work unless you give that student full
credit in reference notes.
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Summary of Assignments
Writing Assignments
Writing assignments must use APA-compliant formatting and include a title page, appropriate
citations, and references. Each will be evaluated using the individual assignment rubrics located in
the module appendices. Assignments are due no later than 11:59 p.m. (CT) on Saturday. Earlier
submissions are encouraged.
NOTE: Be sure to read the writing guidelines in the Appendix section of this syllabus to improve
your understanding of expectations.
Discussion Questions
Discussion questions are available on the first day of each week. You should respond to the initial
discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to
classmates’ discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are
encouraged. Initial discussion question responses must be 250 – 300 words each. A response to a
classmate must be at least 100 words. Fewer than this will automatically result in a significant
reduction in one’s grade. Three responses to classmates’ postings are required.
You must mention the person’s name to whose comments you are responding and quote what aspect
of his or her post you are addressing. Without either, it is not possible to see the direction of your
comments, and the comments will not receive any points.
Quizzes
Candidates will complete quizzes on all reading assignments and lectures. Quizzes are available
once all week lectures have been viewed. Quizzes must be completed by Saturday at 11:59 p.m.
(CT).
Viewing Lectures
The viewing of each unit lecture counts toward the overall quiz grade.
Final Project
The Final Project components must be completed to receive a grade for the course. Failure to
complete the Final Project will result in a final grade of F, no matter what grade you had prior to
those Final Project components being due.
The final projects cover the array of topics discussed and presented in the course and are due at the
end of weeks 3, 6 and 7. The projects will be evaluated using the rubrics found in Appendix B.
(Due Unit 3) Prepare the CCRS Math Assessment (150 points) using the following guidelines:
You will create an ORIGINAL math assessment consisting of 25 original (not copied,
downloaded, taken from your district’s assessments, etc.) math questions. Your assessment
will consist of 10 enhanced multiple-choice items, 10 constructed response items, and 5
performance items.
Your math assessment will address standard 5.MD.5 of the 2016 Mississippi College- and Career-
Readiness Standards for Mathematics.
Multiple-Choice Items (12 questions)
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• Purpose: Assess CCRS math standards and incorporate both math standards and
math practices in real-world applications.
Constructed Response Items (8 questions)
• Students show their work in completing two or more tasks or one more extensive
problem.
Performance Items (5 questions)
• Students apply the identified math concepts to new and novel situations.
(Due Unit 6) Prepare the Analysis of Reading Comprehension paper (150 points) using the
following guidelines:
• Using your knowledge of reading comprehension (e.g., literal comprehension, inferential
comprehension, engagement of schema, self-monitoring), write a response in which you:
▪ Identify and discuss one of the student’s strengths relating to reading
comprehension;
▪ Identify and discuss one of the student’s weaknesses relating to reading
comprehension.
(Due Unit 7) Prepare Text-Based Questions across Sources (100 points) using the following
guidelines:
• Read page 102 from the Mississippi ELA Curriculum Guide (available at
https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrame
works/ELA/2016-MS-CCRS-ELA.pdf and copied into Canvas.
• Go to https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/ and study the
information about Ruby Bridges.
• Go to http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm and
study the three sections on Ruby Bridges.
• Pay particular attention to the images as well as the text.
• Write 4 text-dependent questions pertaining to the life of Ruby Bridges. Each question will
be scored according to this checklist:
▪ The standard measured is copied and bolded prior to the question stem.
▪ The question assesses understanding of the designated standard.
▪ The question requires analysis of the text.
▪ The question requires text evidence in the response.
▪ A sample student response is provided.
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Unit One
o Reading Assignments
o Askey, Richard. Knowing and Teaching Elementary Mathematics. American Educator,
v23 n3 p 6-9, 12-13, 49 Fall 1999. (see Canvas for copy of article)
o Strom, Erich. Common Core: Solve Math Problems.
https://archive.org/details/ERIC_EJ991955 (A PDF copy is available in Canvas.)
o Scriptures: Matthew 6: 25–34; Philippians 4:4-13
• View Lecture – Unit 1
• TAKE QUIZ – UNIT 1
• Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59
p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question: (10 points)
Discuss the relevance and integration of the two selected passages for this section of the
course into the teaching and learning of mathematics, including various approaches to
assessment and remediation. You are looking at this from a secular point of view as
well as a Christian point of view – how would a non-Christian teacher approach the
teaching of mathematics and the changes required in instruction and assessment? How
would a Christian teacher approach it? Post a thorough discussion, and comment freely
and deeply on the comments of your classmates?
• Writing Assignment: Submit by Saturday 11:59 p.m.
o Writing Assignment (50 points)
Following the description in the reading assignment "Common Core: Solve Math
Problems,” select one end-of-lesson assessment problem that is rich and representative
of the bulk of the concepts in the standard you are targeting. Develop three different
stations in three different ways—concretely, representationally, and abstractly. Include a
description of what will be happening in each station.
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Unit Two
o Reading Assignments
o Zemelman, Harvey and Hyde, Arthur. Best Practices for Mathematics Instructions.
Available at http://www.heinemann.com/shared/onlineresources/E00744/sample.pdf
and copied into Canvas.
• View Lecture – Unit 2
• TAKE QUIZ – UNIT 2
• Discussion Question: Post your initial responses to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question: (10 points)
Reflect on “Chocolate Algebra” from this week’s reading assignment. Which of the
identified qualities of best practice in teaching mathematics are represented in this
lesson? How can you apply elements of this lesson in your teaching at your grade
level?
• Writing Assignment: Submit by Saturday 11:59 p.m.
o Writing Assignment (50 points)
Create 3 ORIGINAL math assessment items for the Mississippi Mathematics
competency 5.MD.5. One item is to be an enhanced multiple-choice item, one is to
be a constructed response item, and one is to be a performance item. This
assignment is to make sure you understand the differences between these three
formats. The questions you create MAY be used as part of your 25-question math
test (due in week 3). This standard has been unpacked for you at
http://www.ncpublicschools.org/docs/acre/standards/common-core-
tools/unpacking/math/5th.pdf . This document is also copied into Canvas
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Unit Three
o Reading Assignments
o Shaw, Jean. Manipulatives Enhance the Learning of Mathematics.
https://sgarciaellsummer.weebly.com/uploads/5/4/5/0/54501133/manipulative_in_m
ath1.pdf?c=mkt_w_chnl:aff_geo:all_prtnr:sas_subprtnr:1538097_camp:brand_adtyp
e:txtlnk_ag:weebly_lptype:hp_var:358504&sscid=81k6_citsp
(A PDF copy is available in Canvas.)
o Mississippi Department of Education College- and Career-Readiness Standards for
Mathematics Overview. Available in Canvas and at
https://districtaccess.mde.k12.ms.us/curriculumandInstruction/Mathematics%20Reso
urces/MS%20CCSSM%20Framework%20Documents/2016-MS-CCRS-Math.pdf
o Scriptures: Matthew 6: 25–34; Philippians 4:4-13
• View Lecture – Unit 3
• TAKE QUIZ – UNIT 3
• Discussion Question: Post your initial responses to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
o Discussion Question: (10 points)
How does the CRA model of instruction support students’ development of deep
conceptual understanding? Be specific and cite evidence from this week’s reading or
other sources in your response.
• Final Project 1 – Complete your Final Project – math assessment: Submit by Saturday
11:59 p.m.
o Create an ORIGINAL math assessment consisting of 25 original (not copied,
downloaded, taken from your district’s assessments, etc.) math questions. Your
assessment will consist of 12 enhanced multiple-choice items, 8 constructed response
items, and 5 performance items. See Appendix B for complete details. (150 points –
Final Project Part A). You are to use the same Mississippi Mathematics
competency 5.MD.5 that you've used for other assignments in this course.
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Week Four
o Reading Assignments
o Wren, Sebastian. Ten Myths of Reading Instruction. Available at
http://www.sedl.org/pubs/sedl-letter/v14n03/2.html and copied into Canvas.
o Scriptures: John 14:12 – 17; Psalm 13