Students will be able to:
Course Objectives based upon the State Standards:
The goals of this course are based on the Standards for Reading Professionals developed by the Professional Standards and Ethics Committee of the International Reading Association (IRA); The Standards for English Language Arts & Reading developed by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA).
1. Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, candidates will:
2. Instructional Strategies and Curriculum Materials: Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates will:
3. Assessment, Diagnosis and Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates will:
4. Creating a Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates will:
5. Professional Development: Candidates view professional development as a career-long effort and responsibility. As a result, candidates will:
Focus of the Course:
· Introducing Comprehensive Reading Instruction For All Learners
· Language Learning and the Stages of Literacy Development
· Theoretical Roots of Reading Instruction
· Phonemic Awareness and Phonics Instruction
· Increasing Vocabulary and Word Knowledge
· Improving Reading Comprehension
· Developing Reading Fluency
· Materials and Programs for Literacy Instruction: Basals and Beyond
· Assessing Literacy Learning
· Organizing for Reading Instruction: Starting Out Right in Grades K-3
· Providing Effective K-3 Literacy Instruction: Every Child A Reader
· The Transition Years: Grades 4-6
· Reading in the Middle School
Assessment: Student performance of knowledge and skills will be formally assessed by:
(b) Depth of response. Your responses should clearly show that you have seriously considered the issues or concepts presented in the readings. Although no specific length is required, it is not likely that you could write a response of much depth in less than1½ - 2 pages (double spaced; 12 point font).
(c)Timeliness. Responses are due the class period for which they are assigned. Late responses will not be given full credit. Responses that are more than one week late will not be accepted. All reflections (“Response to Readings”) will be uploaded together via the “Assignments” link on Web CT. See course due dates/calendar for specific date.
1. Goalsfor the student should focus on the areas of language arts in which your student needs additional support. You will identify these areas through observation, written assessments, and interactions with the student. Set 2 specific goals (one for reading, one for writing), keeping in mind how you will develop lesson plans related to the goals and how you will assess whether the student achieved these goals. If it is appropriate for your student, involve her/him in the goal-setting process. This could be as simple as asking what s/he would like to learn or get better at during the time you are there. Keep in mind that the purpose of assessment is to guide instruction. This process should be documented in your lesson reflections (see below).
2. Lesson plansdescribe what you will do, why you will do it, and how you will evaluate it. Each practicum session should include 1) informal observation, 2) reading (shared, guided, and/or independent), and 3) writing (shared writing, guided, and/or independent). The writing goal should focus on the writing process rather than only on mechanics. Your goals and the first lesson plan will be evaluated by the instructor prior to implementation. You can email your first draft through Web CT email. You will also be discussing your practicum experience via the discussion board. This will allow you to receive feedback from your peers. If you have problems, please request additional assistance.
3. Lesson Reflections-After each session with your child, you will write a lesson reflection that describes the opportunities to learn which you provided for your student and how your student responded to them. The focus should be on the child and how the child responded. Be sure to include evidence. What did the child say/do? The student responses will provide evaluative information. In order to capture accurate information about your thoughts and feelings that resulted from each session, lesson reflections should be written as soon as possible so you will not forget pertinent information.
4. Personal Reflections- In this section, you will focus on YOU! You will describe the thoughts, feelings, joys, and concerns you had during the session and will share information about what you are learning about you as a teacher AND about teaching in general from this practicum experience.
The lesson plans, student work, lesson reflections, and personal reflections must be submitted together. You will submit the final product to the “Assignment” link on Web CT.
Participation Policy (Read Welcome Letter on Course Content Page —Web CT/Blackboard)
Participation Policy (Read Welcome Letter on Course Content Page —Web CT)
Please note: 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 and authenticity, and for educational purposes.
Dr. Compton Hall of TWU graciously offered her syllabus and expertise to help with the creation of this course. This syllabus is patterned after her Foundations of Reading course.