Teaching Elementary Reading


  2. A. Course Title: Teaching Elementary Reading
    B. Course Number: ED 243 - 30019
    C. Semester: Fall 2019
    D. Days/Time: Online
    E. Credit Hours: 3
    F. Instructor: Jimenez, Diana
    G. Office: Mansur Hall (MH) 129D
    H. Email Address:
    I. Office Phone: (575) 492-2824
    J. Office Hours: Monday: 5:00:00 PM-7:00:00 PM (MST);
    Tuesday: 1:00:00 PM-02:00:00 PM (MST);
    Wednesday: 8:00:00 AM-12:00:00 PM (MST);1:00:00 PM-02:00:00 PM (MST);
    Thursday: 1:00:00 PM-02:00:00 PM (MST);
    If you would like to meet at a different time, please contact me.
    K. Time Zone: Mountain Time
    L. Prerequisite(s): Acceptance into the Alternative Licensure Program
    M. Corequisite(s):
    N. Class Location: Virtual

    This course will emphasize developing methods and activities that promote success in literacy development of children from the intermediate elementary grades to middle school. The course will cover phonemic awareness, phonics instruction, fluency, vocabulary development, and comprehension skills. Additionally, the important correlation between writing experiences and learning to read will be explored. Practicum assignments provide students experiences outside of class and the opportunity to work with children at various levels. This is a three credit hour course.


    The NMJC Alternative Licensure Program in Elementary Education is designed for individuals who possess a desire to teach in elementary schools, but have a bachelor’s or higher level degree in a field other than education. This course does not meet any requirements for any other teacher education program. If the student is planning to transfer to a four-year college/university, the student should inquire at the receiving institution to see if the course will count toward degree requirements.



    Roe, Betty D. (2012). Teaching Reading in Today’s Elementary Schools, 12th edition. Cengage Learning.


    You can buy your books online at the NMJC Bookstore.


    Students attending New Mexico Junior College will be evaluated according to the following grading scale:

    						90 - 100%	=	A
    						80 -  89%	=	B
    						70 -  79%	=	C
    						60 -  69%	=	D
    					 	 0 -  59%	=	F

    Grading Distribution:

    (The following information may be adjusted, if needed, as the semester progresses.)

    (10) Discussions (20 points each)
    (12) Practice Tests (10 points each)
    (4) Assignments (50-100 points each)
    (6) Tests - 2 chapters per test (100 points each)

    Retrieving Grades from T-BirdWeb Portal
    Go to the New Mexico Junior College T-BirdWeb Portal login page. Please enter your User Identification Number (ID), which is your Banner ID, and your Personal Identification Number (PIN). When finished, click Login.

    Tips for Success in Online Courses:
    1. Log in to class regularly.
    2. Pay attention.
    3. Take notes.
    4. Keep up with readings and assignments.
    5. Ask questions when you do not understand something.
    6. Utilize your professor’s office hours and e-mail.
    7. Read the text.
    8. Adhere to the deadlines posted in the course outline.


    New Mexico Junior College’s institutional student learning outcomes represent the knowledge and abilities developed by students attending New Mexico Junior College. Upon completion students should achieve the following learning outcomes along with specific curriculum outcomes for respective areas of study:


    The New Mexico Junior College Alternative Licensure Program provides students the opportunity to prepare for certification to teach K-8th grade in the state of New Mexico. The program includes the following courses:
    • Teaching Elementary Reading
    • Elementary Curriculum and Teaching Methods
    • Early Literacy and Young Children
    • Elementary Field Experience

    New Mexico Junior College's Education Department uses the Core Competencies established by the Higher Education Department in the State of New Mexico. By the end of the semester, students should be able to:

    -Analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view.

    -Express a primary purpose in a compelling statement and order supporting points logically and convincingly.

    -Use effective rhetorical strategies to persuade, inform, and engage.

    -Employ writing and/or speaking processes such as planning, collaborating, organizing, composing, revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics.

    -Integrate research correctly and ethically from credible sources to support the primary purpose of a communication.

    -Engage in reasoned civic discourse while recognizing the distinctions among opinions, facts, and inferences.


    Teaching Elementary Reading emphasizes the concepts and methods needed to teach reading across the curriculum at the intermediate elementary and middle school levels.

    By the conclusion of this course, the successful student should be able to

    • design instruction based on the following reading components: phonemic awareness, phonics, fluency, vocabulary development, and comprehension J2(c);
    • differentiate methods of instruction based on needs of students, providing success for students with exceptionalities J2(c);
    • design comprehensive reading and writing instruction that result in students becoming proficient in the language arts content standards, benchmarks, and performance standards J2(d);
    • explain the foundations of reading and language arts development J2(a);
    • discuss the use of classroom reading assessment to diagnose students’ instructional needs and modify instruction appropriately J2(b), D5;
    • describe the connection between assessment and instruction of reading to New Mexico language arts content standards, benchmarks, and performance standards J2(b),;
    • identify a variety of assessment tools, including but not limited to portfolios, performance-based assessment, and student writing D11;
    • recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information D10;
    • analyze student responses, explanations, and demonstrations as well as a variety of methods, strategies, and procedures students use in producing the correct answer D12, D13;
    • recognize the importance of technology as a tool for learning and communication as well as demonstrate the use of a variety of technologies into planned activities B7, E3, K14;
    • discuss how to promote higher order thinking skills, creativity, and independent thinking B8;
    • evaluate lesson plans by observing classroom interactions, questioning, and analyzing student work B10;
    • identify current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender F3;
    • evaluate curriculum materials according to stereotypes and biases as well as adapt instruction appropriately F4, F5;
    • identify and develop appropriate responses to differences among language learners being specifically sensitive to New Mexico’s unique linguistic and cultural diversity F6, F7;
    • discuss the central role that community and family play in the learning process of a child and should be able to utilize these experiences to enhance learning G2;
    • explain the importance of communicating with parents and community members as well as the importance of parents’ and community members’ participation in classroom and school curriculum development and the decision making process G6, G7;
    • develop IEPs and design language arts lessons according to IEPs as well as discuss the responsibilities in implementing objectives set in an IEP H3, H4, H5;
    • discuss the social, emotional, physical, and academic needs of students with exceptionalities H9;
    • identify his/her role in the educational decision-making process as an advocate for children, school, district, community, and self A4;
    • demonstrate communication skills both orally and in writing K2;
    • explain communication theories, language development, and the role of language in student learning K3, and;
    • recognize that the conventions and skills of language are connected and need to be taught in meaningful and authentic contexts K5, K6.

  11. I. New Student Orientation Video Transcript

    II. Basic Computer Skills: How to use an email account, how to attach, upload, and download files. How to view, save, rename, and print files. Have basic word processing skills and are familiar with using different web browsers

    III. Canvas Technical Requirements

    IV. Technology Requirements for Students: A Desktop or Laptop that is no more than five years old, has at least Windows 7 or MAC OSX 10.6 with 1 GB of memory, 2.4 GHz Processor, has a webcam and a microphone. The Internet speed is between 5 to 10 Mbps per second.

    V. Technical and Academic Support

    Call the 24/7 Canvas Help Desk at (575) 399-2199 for assistance and have your course CRN (ex. 10023) and your Username available.

    If you have not already received login information for Canvas/T-BirdWeb Portal/E-mail, you will need to contact the Enrollment Management office at (575) 492-2546.


    Students will be held responsible for the information on these pages.

    Academic Honesty
    Each student is expected to maintain the highest standards of honesty and integrity in online academic and professional matters. The College reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; and nondisclosure or misrepresentation in filling out applications or other College records. Cheating or gaining illegal information for any type of graded work is considered dishonest and will be dealt with accordingly.

    Americans with Disabilities Act (ADA) Information
    Any student requiring special accommodations should contact the Special Needs Student Services Coordinator at (575) 492-2576 or by e-mail at

    Attendance Policy and Participation Expectations
    It is expected that you regularly log into class at least three times weekly and check your Canvas mail to ensure you have not missed any changes/updates. Students are expected to complete discussions/quizzes/tests/ assignments before deadlines expire.

    Canvas Help
    If you experience difficulty with Canvas you may reach the Canvas Helpdesk at, or by calling the 24 hour helpdesk phone at (575) 399-2199.

    The professor is responsible for monitoring and evaluating student conduct and student behavior within the Canvas course. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to log into the class regularly and to behave in an appropriate manner at all times. Disruptive behavior may result in the student being removed from the class and dropped for the semester. For comprehensive information on the common rules of netiquette and other online issues, please review the NMJC Online Student Handbook.

    Online Learning Environment
    By participating in an online class, you undertake responsibility for your own progress and time management.

    Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. Plagiarism violates the academic honesty policy and is considered cheating.

    Tutoring Assistance
    Free tutoring services are available to all NMJC students through Brainfuse or the Academic Success Center. Brainfuse is an online tutoring service that can be accessed from your course navigation menu in Canvas and there is no need to create an account. The Academic Success Center is located at the Pannell Library on the 1st floor.

    Withdrawal Policy
    The instructor has the right to drop any student who has failed to log on to Canvas for two weeks or more, but it is not guaranteed that the instructor will drop you. If the student chooses to stop attending a class, he/she should withdraw from the class by accessing your student account in the T-Bird Web Portal at, or submitting the required paperwork to the Registrar’s Office by 5:00 p.m. on Tuesday, November 19, 2019. Failure to withdraw yourself from a course by this date may result in your receiving an “F” in the course. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.


    The following is a general outline (tentative) and may be adjusted as the semester progresses for holidays and at the discretion of the instructor to best meet the needs of the students. 

    Online students see “Modules” in Canvas for specific and up-to-date assignments.




    Week 1

    Introduction to the course

    NMJC Assignments

    Generally, you will follow the following routine each week during the semester (see module):

    ·         Read and study chapter

    ·         Discussion - Read and reply to my questions and respond to 2 other classmates (20 points))

    ·         Practice Tests (10 points)

    ·         Possible assignment

    ·         Chapter test as assigned (100 points)


    Introduction to the course:

    ·         NMJC webpage – Click on Canvas on right

    ·         Before logging into Canvas, work through the “Canvas Student Orientation) under blank boxes

    ·         Log-into Canvas

    ·         Course & Groupsàclick on this course

    ·         Modules (menu column on left) – Work through the assignments in the following modules:

    o   Course Information

    o   Module Zero

    o   Week 1

    Week 2

    Ch. 1 – The Reading Act


    Week 3

    Ch. 2 – Assessment and Intervention


    Week 4


    Ch. 3 – Understanding Diverse Literacy Needs


    Week 5


    Ch. 4 – Emergent Literacy


    Week 6


    Ch. 5 – Word Recognition


    Week 7


    Ch. 6 - Phonics


    Week 8


    Ch. 7 - Fluency


    Week 9



    Ch. 7 - Assignment: Repeated Reading/Reading Rate 

    Week 10


    Ch. 8 - Vocabulary


    Week 11


    Ch. 9 – Comprehension (Part 1)

    Ch. 9 – Comprehension (Prior Knowledge – Schemata)

    Week 12

    Ch. 10 – Comprehension (Part 2)


    Week 13



    Week 14

    Ch. 11 – Major Approaches & Materials for Literacy Instruction


    Week 15

    Ch. 12 – Content Area Literacy

    Inspiring Students (Video Assignment) 

    Week 16


    Ch. 12 - Assignment (Using Textbooks Effectively) 

    Week 17

    Finals Week

    Due:  Final Exam