Teaching Elementary Reading


  2. A. Course Title: Teaching Elementary Reading
    B. Course Number: ED 243 - 30019
    C. Semester: Fall 2018
    D. Days/Time: Online
    E. Credit Hours: 3
    F. Instructor: Newman, Lynda
    G. Office: Mansur Hall (MH) 129C
    H. Email Address:
    I. Office Phone: (575) 492-2826
    J. Office Hours: Monday: 8:00:00 AM-9:45:00 AM (MST);1:30:00 PM-02:00:00 PM (MST);6:45:00 PM-7:15:00 PM (MST);
    Tuesday: 8:00:00 AM-12:30:00 PM (MST);
    Wednesday: 8:00:00 AM-9:45:00 AM (MST);
    Thursday: Office times will vary; teacher observations conducted off campus
    If you would like to meet with me but are unable to during my regular office hours (above), I will be happy to schedule an appointment with you.
    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. (978-1-337-56629-2)


    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

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    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.


    Student Requirements
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    Tutoring Assistance
    Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center 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 20, 2018. 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.


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