Developmental Reading

Conceptual Framework Overview

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

• Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
• Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
• Diverse Learners - GWCOE recognize the value and challenges of individual differences:
• Reflection - GWCOE engage in individual and group reflection to improve practice.
• Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
• Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
• Professional Development - GWCOE actively engage in continuous learning and professional development.
• Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
• Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
• Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
• Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

TExES Preparation: The Language Arts and Reading content preparation test and review for the EC-6 Generalist and 4-8 Language Arts certification will be given during this block.

Course Objectives based upon the State Standards:

The goals of the Reading Block 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 Association of Childhood Education International (ACEI) and the International Reading Association (IRA). See addendum.

Teacher Prep Margin Notes within chapters in Reutzel & Cooter Teaching Children to Read link chapter concepts with national and state standards.  Students may link directly to these and all major standards at www.prenhall.com/reutzel

Standards/Objectives: 

1.  Foundational Knowledge:  Candidates have knowledge of the foundations of reading and writing processes and instruction.  As a result, candidates will:

• compare and contrast varied approaches to the teaching of reading. (EX, CA)
• explain the stages of language learning and literacy development (EX, CA)

• explain how the theoretical roots of reading instruction influence classroom practice (EX, CA)

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:

• explain/demonstrate the major components of reading (phonemic awareness, alphabetic principle, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. (EX, P, LP, CA)
• plan instruction using a variety of instructional strategies, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds in a public school setting.  (P, LP)
• analyze materials and programs for literacy instruction (basals and beyond) (CA)
• describe/plan instructional grouping options as appropriate for accomplishing given purposes. (P, LP)

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: 

• describe a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies.  (CA)
• plan effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds.  (P)

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:

• describe/design a classroom for balanced literacy instruction to include grouping plans; organization of materials, display areas, learning centers, volunteers, parent involvement, etc. and plans for the beginning of school. (E, P, CA)

5.  Professional Development:  Candidates view professional development as a career-long effort and responsibility.  As a result, candidates will:

• read, analyze, evaluate professional literature related to reading instruction.(P)
• display positive dispositions related to reading and the teaching of reading (LP,CA)

Human Diversity Standards

2. To learn to apply concern for diversity to the learning process

6. To ensure responsiveness to diverse sociological, linguistic, cultural and other factors that may affect students’ development and learning

Dispositions:  The reading faculty expects students to demonstrate the performances essential for meeting the reading instructional needs of all students. 

Reading education professionals are committed to using research-based instruction.

Reading education professionals assess learner needs to plan appropriate instruction.

Reading education professionals are aware that best assessments are conducted over time and compare the child’s past and present abilities.

Reading education professionals display positive dispositions related to reading and the teaching of reading.

Reading education professionals value students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.

Reading education professionals model reading and writing enthusiastically as valued lifelong activities.

Reading education professionals help parents find ways to support learning begun at school in enjoyable ways.

Focus of the Course:

·        Effective Scientifically-Based Reading Instruction:  The Teacher Makes the Difference

·        Developing Children’s Oral Language

·        Early Reading Instruction:  Teaching the Essentials (Phonological/Phonemic Awareness & Alphabetics)

·        Phonics and Word Identification

·        Developing Children’s Reading Fluency

·        Increasing Reading Vocabulary

·        Teaching Reading Comprehension

·        Writing

·        Evidence-Based Programs, Interventions, and Standards for Reading Instruction

·        Assessment

·        Effective Reading Instruction and Organization in Grades K-3

·        Effective Academic Literacy Instruction and Organization in Grades 4-8

Assignments:

      The intern will prepare and organize a portfolio (hard copy) which documents the intern’s experience in the public school classroom.  The portfolio will also be submitted electronically via TK20. Dr. Capps will provide additional TK20 training. The contents of the portfolio will include:

• Portfolio
  • Table of Contents

• Lesson Plans: lesson plans for four lessons (use lesson plan form on WebCt.)
  • Reading Skill-Vocabulary (observed by instructor)
  • Literature Response (observed by mentor)
  • DLTA (observed by instructor)
  • Reading Skill (NO DLTA) (e.g. main idea, summarization, phonological awareness, study skills, questioning, etc…)

• Lesson Reflections: a reflection is required for each lesson (use reflection form available on WebCt.) Be sure to use your own experiences and lesson feedback (from cooperating teacher and university instructor) to guide your reflections.

• Summary of Field Experience: summary of the overall field experience

• Student Artifacts: examples of pupils’ work

• Field Experience Validation: a time log AND a validation slip signed by the classroom teacher

• Mentor Evaluation Form: see mentor letter for instructions (include unopened and signed envelope in portfolio)

Classroom Map (10%): Each intern will analyze the layout of your assigned classroom (see chapter 11 DEV. RDG. of your textbook). Make a layout map of your assigned classroom (use Microsoft Picture It or Inspiration or Microsoft Word – drawing component) AND THEN make a map of how you would organize/set up the classroom for literacy instruction (e.g. critical learning centers, recommended learning centers, furniture arrangement, etc…) AND provide a rationale for your design. ALSO, please submit this electronically along with your portfolio (TK20). THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS!!!  One point will be taken off for every misspelled word and every grammatical error in the classroom map.

Grading Procedures:

Examinations (47%):  Forty-seven percent of the intern’s final grade will be determined by performance on tests which will cover material covered in class and material in the required text.  (3 tests)

Classroom Map (10%): Each intern will analyze the layout of your assigned classroom (see chapter 11 DEV. RDG. of your textbook). Make a layout map of your assigned classroom (use Microsoft Picture It or Inspiration or Microsoft Word – drawing component) AND THEN make a map of how you would organize/set up the classroom for literacy instruction (e.g. critical learning centers, recommended learning centers, furniture arrangement, etc…) AND provide a rationale for your design. ALSO, please submit this electronically along with your portfolio (TK20). THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS!!!  One point will be taken off for every misspelled word and every grammatical error in the classroom map.

Field Experiences (43%):  Forty-three percent of the intern’s final grade will be determined by the preparation and organization of the portfolio which documents the intern’s experience in the public school classroom (lesson plans, lesson presentations, journal, time log, etc.)  THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS!!!  One point will be taken off for every misspelled word and every grammatical error in the portfolio.  The intern’s teaching will be observed by the instructor and the mentor teacher.

Class Activities/Participation:  Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment.  Attendance is very important.  See attendance policy for points deducted for absences from class.

All assignments are submitted as a hard copy to the instructor. All assignments will also be uploaded to TK20.

Points will be deducted for assignments turned in after the deadline. Assignments that are more than a week late are not accepted.

Attendance Policy:

Be on time and don’t leave early.  Students who arrive after class has started or leave before it ends will be counted absent.  Class attendance and promptness to class are crucial to successful completion of this course.    Points will be deducted for each absence as follows:  1 absence = 2 points from final grade; 2 absences = an additional 3 points from final grade; 3 absences = an additional 5 points from final grade; 4 absences = dropped from the class.  For example, if you have two absences, five points will be deducted from your final grade.

Other Class Policies:

Please turn off all communication devices during class (both in the MSU class and in the field assigned classroom).  Do not bring lap tops to either setting.

Academic Honesty:  MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed.  Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work.  Additionally, academic honesty involves the proper citation of other author’s works.

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.