Tuesday, 5:30 p.m.
1. Demonstrate an understanding of reading theories and research that support children’s successful literacy learning.
Standards: IRA (2010): 1.1, 1.2
Assessment:
Class discussions of course readings
Group discussions and activities
Course assignments
2. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all children.
Standards: IRA (2010): 2.1
3. Use instructional approaches supported by literature and research for areas such as concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and the reading and writing processes.
Standards: IRA (2010): 2.2
4. Support classroom teachers and education support personnel to implement instructional approaches as appropriate for all children.
5. Assist teachers in analyzing and using classroom, individual, grade-level, or schoolwide assessment data to make instructional decisions.
Standards: IRA (2010): 3.3
6. Demonstrate the ability to communicate results of assessments to various audiences.
Standards: IRA (2010): 3.4
7. Assist teachers in developing reading and writing instruction that is responsive to diversity.
8. Support and assist teachers in creating supportive learning environments for all students.
Standards: IRA (2010): 5.2, 5.3, 5.4
9. Use knowledge of children, teachers, and curriculum to build effective professional development programs.
Standards: IRA (2010): 6.1
10. Demonstrate effective interpersonal, communication, and leadership skills.
Standards: IRA (2010): 6.2
Participation:
You cannot participate if you are not in class. Unexcused absences will affect your participation grade. Come to class prepared and ready to actively participate in each class session: ask questions, answer questions, share your knowledge and experiences, and actively participate in whole class and small group discussions and activities to assist in the development of self-reflective practice. One of the privileges of a community of learners is gaining feedback from others as you learn. Read any assigned course materials, bring your texts and course materials to every class session, and take responsibility for your share of discussion.
Literacy Coaching Practicum Assignments:
1. Choose two chapters from the Vogt and Shearer textbook. You will be responsible for presenting the chapter information in PowerPoint form and for leading a chapter discussion for each chapter. The presentation and discussion of each chapter should be approximately one hour. You may include any supplemental materials related to the information in the chapter. Consider each presentation to be a type of seminar presentation for a group of teachers who want to learn more about literacy coaching. Provide handouts or e-mail copies of the materials to everyone. Evaluation criteria will be handed out at a later date. Due as assigned.
2. Interview a reading specialist or literacy coach. Develop at least a 10 item questionnaire concerning information you have about the role of a reading specialist or literacy coach. Interview a reading specialist or literacy coach at your school, at another school in the district, or in another district. Record the interview data on the questionnaire sheet. Analyze the results of the interview data. Prepare a word processed, double-spaced written reflection on the results of the questionnaire, include your understanding of this individual’s literacy coaching role as identified in Chapter Two of our text. Attach a copy of the questionnaire with field notes to the word processed written reflection you hand in. Present and discuss the information from this interview in a PowerPoint presentation for the class. Evaluation criteria will be handed out at a later date. Due as assigned.
3. Observe a reading specialist or literacy coach at work at for at least two complete sessions. Document each observation on the observation form template that will be handed out. Prepare a word processed, double-spaced written reflection on the observation experience addressing such questions as the following: Where did the observations take place? What was the role of the literacy coach during each observation? What did you learn from the observations? Is there anything you observed that you might change in a similar situation? How will what you observed impact your own future as a literacy coach? Hand in your observation template with your field notes on it along with your written reflection. Prepare a PowerPoint Presentation on the observation experiences to present and discuss with the class. By sharing observations, the entire class is able to vicariously participate in many observations of literacy coaches, enriching each individual’s learning experience.
4. Literacy Coaching Project: Each of you will choose a project from those listed below. You will complete the project according to evaluation criteria for that specific project. You will also present and discuss your project in a culminating PowerPoint presentation and discussion at the end of the project.
Option 1: Together, you will plan and carry out a total of two lessons each; one of you will serve as the literacy coach for two lessons, while the other teaches the lessons. Then you will reverse roles for the other two lessons.
Option 2: Together, you will team-teach four lessons together. These roles are similar to those of Option 1, except that the literacy coach co-teaches the lessons with the individual in the teacher role.
2. Select a classroom teacher who is not a fellow classmate but who would welcome more information about literacy instruction in her classroom. Participate in this teacher’s planning for literacy lessons, team-teach four literacy lessons with her, and participate in joint reflections on the results of the lessons. Lesson forms and project evaluation criteria will be provided at a later date to those interested in this project. Due as assigned.
3. Serve as a reading diagnosis and intervention literacy coach for an undergraduate or graduate student during at least four of that student’s diagnosis and intervention course tutoring experiences. Lesson forms and project evaluation criteria will be provided at a later date to those interested in this project. Due as assigned. For more information on this option, see your professor.
Grades: Grades are determined by weighing the course requirements in the following manner:
Participation in a variety of class and group activities 10%
Responsibility for two chapter PowerPoint presentations, discussions, handouts 20%
Literacy Coach Interview, PowerPoint presentation, written reflection, discussion 15%
Literacy Coach Observations, PowerPoint presentation, written reflection, discussion 20%
Literacy Coaching Project, PowerPoint presentation, other required forms 35%
Grading Scale:
90 - 100 A
80 - 89 B
70-79 C
60-69 D
Assignments are due as assigned according to the syllabus.
Attendance:
Attendance and participation are required to obtain a complete understanding of course material. Students are expected to be in attendance, on time for class, and to stay for the entire class. Attendance will be taken at each class session. Students who are more than 10 minutes late to class or who leave class early will be counted absent for the class session. It is yourresponsibility to make up any missed work. If you miss class, it is your responsibility to obtain notes, class announcements, assignments, and handouts from another student, or the professor, prior to the next scheduled class time. Excused absences will be approved only on a case by case basis.
Cell Phones: Please turn off all communication devices (cell phones) during class. Please use your cell phones on break and not during class.
Syllabus Changes: This syllabus is subject to change. Any changes will be announced in class.
Disability Access: Students with disabilities who believe they may need accommodations in this class are encouraged to contact the MSU Counseling and Disability Office at 940 – 397 – 4618.
Plagiarism Statement: Plagiarism (submitting another person’s work as your own or using another person’s words without giving them proper credit) is academic dishonesty and will be considered grounds for failing this course. “By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and for educational purposes” (Student Handbook).