Mondays and Wednesdays: 12:30 pm-2:20 pm
Teaching strategies for classroom teachers to use for the continuous diagnostic and prescriptive teaching of reading.
1. Participation: 50 points
Merely attending class is not sufficient to earn the class participation credit. You are expected to 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. Read any assigned course materials, bring your texts and course materials to every class session, and take responsibility for your share of the discussion. Absence will affect your participation grade. Each absence will lose 10 points for participation.
2. Tutoring Performance: 50 points
a. During the semester, you will design and carry out 8 tutoring lessons during designated tutoring hours (1:00-2:30pm), starting on Wednesday, Oct. 2 and ending on Nov. 20. In case of illness, you should notify the instructor and the classroom teachers by 11:30 am on the day of your tutoring lesson. Appropriate attire is required. No jeans, shorts, sweats, tennis shoes, flip flops, etc. No bare midriff. No tongue rings.
b. You must have a lesson plan for each tutoring session. Prepare two typed lesson plans (one for yourself and one for the instructor) with 2 inches of margin on the right side.
c. Take anecdotal notes during and after your tutoring sessions to record your observations of student engagement in reading and writing activities.
d. Demonstrate professionalism in your speech and action at all times when interacting with children, teachers, school staff, and the school principal.
e. Write thoughtful reflective journals after each tutoring session.
f. Details of writing lesson plans and reflective journals will be discussed.
g. Turn in your lesson and reflection journal after finishing each lesson.
3. Double-Entry Journal on Class Readings(Group Project) 150 points
Each group needs 3 students. Each week you will write a journal entry outside of class in response to the each chapter’s reading, which will be based on the Opitz, Rubin, & Erekson textbook (Reading diagnosis and improvement) and Johns Text (Basic Reading Inventory) or some supplemental materials which will be given in the class. Each journal entry has two columns. On one side, you’ll write at least 5 quotes that strike you during the reading; on the other side, you should write your personal responses to these quotes. The response can be related to your prior knowledge on this topic, other readings you have done, your own schooling/learning experiences, and/or how this quote makes you feel and why, etc. You are expected to bring your journal to each class for sharing in small groups or with the whole class. You need to turn in your journal entry after every 5 chapters and some supplemental reading materials. Since Chapter 15 only has a few pages, you do not have to write reflections for the chapter, but you need to write briefly five ideas that you have learned in this class and how you will apply these ideas to your future classroom (Due days are Sept. 16, Nov. 11, and Dec. 2). An example of a Double Entry is listed on page number 19.
Each group needs 3 students to compile a notebook of 30 teaching strategies/activities/routines/ideas that you could use to support literacy development. These ideas could be from the two texts, adapted and written in your own words or from class sessions or other resources approved by the instructor. Reference all sources. You need this strategy notebook when you are tutoring students or doing student teaching next semester. Be creative! New ideas of teaching!! Be well-prepared for your future career. An example of a Literacy Teaching Resource Notebook will be posted on the D2L.
The strategies should be divided into the following categories: breaking the code: phonics (2), spelling (1), structural analysis, fluency (2), and vocabulary (5), strategies for understanding narrative text and poetry (5), strategies for understanding expository text (5), grammar and mechanics (5), and writing process (5). Each entry should use the following format:
A. Heading: Name of strategy/activity/routine/idea
B. Purpose: what will the students learn? Why do the routine?
C. Description of the procedures: How would you do this in a classroom or tell someone else how to do this?
D. Materials needed.
E. Activities that could extend the learning.
F. Reference: Where did you get this idea?
You may cross-reference strategies if you feel that they fit into more than one category, however each strategy will be counted only once. Choose strategies that relate to your major areas. The rubric is listed on page number, 20.
5. Professional Development(Group Project) 100 points
Each group needs 3 students. An important aspect of being a teacher is continued professional development, or continued learning about children, literacy, learning, and teaching. This continued professional development can occur when you read professional journals/magazines; read books about teaching and learning; talk to teaching colleagues; attend conferences and share information with your colleagues; observe and work with the student; or investigate new materials to use in literacy development.
Review nine articles from professional journals related to some aspect of literacy learning and/or teaching. Head your paper with a correct bibliographic entry for the article. Critically review the most significant points of the article, discuss why you chose the article, and address the question, “would you recommend this article to a colleague or pre-service teacher (or how would use this information with students?) Why or Why not?” in your conclusion. The journals you may use are the following: Reading Teacher, Language Arts, Reading Research and Instruction, Phi Delta Kappan, Childhood Education, Young Children, Journal of Learning Disabilities, Primary Voices, Journal of Adolescent and Adult Literacy, Voices from the Middle, English Journal or a research journal in the area of literacy. You must select peer-review articles!! You also need to attach all articles that you select for this project when you turn in the project.
6. Lesson plan(Individual Project ) 80 points
The reason for conducting reading diagnosis is to ascertain one or two children’s reading strengths and needs in order to adjust your instruction to benefit their learning. It also depends on the school needs such as the numbers of students who need to receive tutoring sessions. In order to learn how to diagnose the children’s strengths and needs and how to adjust instruction, you will assess and tutor two children. On the basis of your analysis of the data from the assessments you administer and from your observations, you will design and implement approximately eight, 60-90 minute tutoring sessions in which you will utilize the children’s literacy strengths to improve their literacy needs. To conduct instructional sessions, you need to collect assessment data to assist you in planning for instruction. You will need to determine what data to collect and what instruction you must provide. You must make decisions about the reading strengths and needs of the children you are tutoring. You are to write a weekly tutoring lesson plan for each tutoring session. The format of the lesson will be discussed in class, and a form for writing the lesson plan is provided.
There are two lesson plan formats listed in the syllabus (pp.21-22). Session#1 (pre-test) will be focused on using a variety of assessments; you will apply different strategies to meet each child’s need after the tutoring session # 2. A hard copy of the typed, single-spaced, 12 font (Times New Roman font, like this syllabus), lesson plan is due in the class on Mondays so that I can give you feedback before the next tutoring session. The sessions 2-7 are a treatment period. This means that you not only provide a variety of strategies to meet the students’ instructional needs, but also include some informal assessments such as taking observation notes, asking questions, etc. Assessment and instruction are always tied together during your tutoring sessions. The final session will be an overview to determine whether the students have made improvement, and it is more like a post-test. An example of lesson plan will be posted to the D2L.
As Part of the Tutoring Lessons, You Will Administer and Analyze the Following Assessments for the Children You Are Tutoring: As part of the course requirements, you will be working at one of the local schools. You will use a variety of assessment instruments to identify the literacy strengths and needs of the student you will be tutoring. These assessments will be introduced and discussed in class during the semester. From the assessments discussed in class, you will select the informal assessments that are most appropriate for the child you are tutoring, based on the preliminary information you are given about that child. Please remember that any information about the children you are tutoring is confidential and should not be discussed or shared with anyone other than the children’s parents, teachers (if tutoring children recommended by their teacher and the clinic is located at the school), or within our READ 4223 course classroom discussions
(1) Interest Inventory
Several interest inventories are available. You will administer the one most appropriate for the child you are tutoring. Administer the interest inventory during the first tutoring session. Following the tutoring session (do not take tutoring time to analyze the form), summarize in your lesson plan what you learned about the child from the interest inventory. In the written lesson reflection, reflect on that information. How will it affect your tutoring?
(2) Garfield, Burke’s, or the Metacognitive Reading Interview
You will be introduced to several reading interview forms during class. The objective of a reading interview is to discover how the child you are tutoring views reading. You will administer the most appropriate interview for the child you are tutoring. Administer the reading inventory during the first tutoring session. Following the tutoring session (do not take tutoring time to analyze the form), summarize in your lesson log what you learned about the child’s views of reading from the interview. In the written lesson reflection, reflect on that information. How will it affect your tutoring?
During one of the first tutoring sessions and during one of the last tutoring sessions (3 times), collect a writing sample from the children you are tutoring. Do not use tutoring time to do the analysis, use the form handed out in class to analyze each child’s writing in terms of syntactic usage, semantic usage, graphophonic usage, writing mechanics usage (capitalization, punctuation, spacing, and legibility/penmanship). In your lesson plan summarize what you learned about the children’s writing from the writing sample. In the written lesson reflection, reflect on that information. How will it affect your tutoring? How can you help each child with writing during the tutoring lessons?
(4) Writing Interview
During one of the first tutoring sessions, administer the writing interview to the children you are tutoring. You may need to reword some of the items for younger children. In your lesson plan summarize what you learned about the children’s views of writing from the writing interview. In the written lesson reflection, reflect on that information. How will it affect your tutoring? How can you help each child with writing during the tutoring lessons?
(5) Spelling Inventory
You will be introduced to more than one spelling inventory form during class. During one of the first tutoring sessions, administer the appropriate spelling inventory to the children you are tutoring. In your lesson plan summarize what you learned about their spelling from the spelling inventory. In the written lesson reflection, reflect on that information. How will it affect your tutoring? What are each child’s spelling strengths? What are each child’s spelling needs? What patterns do you see? How can you help the children with spelling during the tutoring lessons, or is spelling a strength on which you do not need to focus?
(6) Informal Reading Inventory (IRI) and Miscue Analysis Summary Sheets
Administer the various parts of the Johns Informal Reading Inventory. This includes the word lists and oral reading passages. You will only administer the silent reading passages and listening passages if the children you are tutoring are a certain age level. Each part of the inventory provides specific information about the children’s reading ability. After administering the IRI, score each part and complete the appropriate summary forms. Following the tutoring session, analyze the information from the forms (do not take tutoring time to do your analysis). Provide a brief summary of the information from each part of the IRI in your lesson plan for that tutoring session. In the written lesson reflection, reflect on that information. How will the IRI information affect your tutoring? What is each child’s reading level? What are their reading strengths—word ID or comprehension? What are their reading needs? What patterns do you see in their reading? How can you help each child with reading during the tutoring lessons?
(7) Tutoring Session Running Records
The running record should be completed on a familiar reading—a 100 to 150 word passage that each child read during the prior tutoring session. In order to administer the running record, you will need a copy of the material the children read. You will mark any miscues as they read. Analyze the reading miscues after the tutoring session. Do not take session time to complete your analysis of the reading. In your lesson plan summarize what you learned about each child’s reading from the running record. For example, what is your interpretation of the miscue analysis? What patterns do you see in the children’s reading? In the written lesson reflection, reflect on that information. How will it affect your tutoring? What are their reading strengths? What are their reading needs? Have the children’s reading levels changed? If so, why do you think they changed? If not, why didn’t they change? Based on information from the running record, how can you help the children with reading during the tutoring lessons?
(8) Other Assessments
Based on the strengths and needs of the children you are tutoring, are there other assessments that should be completed? Other assessments may be suggested by your professor which you may need to complete. If you complete another assessment for the children you are tutoring, identify the assessment and summarize the information from the assessment in the lesson plan. In the written lesson reflection, reflect on that information. How will this information affect your tutoring?
7. Written Reflections of the Tutoring Lessons(Individual Project) 80 points
Following each tutoring lesson, you will write a 1-1 ½ page written reflection of the lesson—what went well, what went wrong, why did it go well, why didn’t it go well, what might you have done differently, and so on. You also need to analyze the results of any assessments you administered during the lesson and write up your final tutoring report by the end of the semester. Written reflections are due with the typed lesson (double-spaced, 12 font, Times New Roman) in the class on Monday so that I can give you feedback before the next tutoring session. A reflective indicator includes: (a) things that worked;(b) things that did not work;(c) things to be done differently;(d) plans for future lessons; (e) strengths and weaknesses of the child;(f) anything that stands out/unique/interesting;(g) reasons for lesson activity development; materials selections; (h) student progress in strategy use; (i) request for support of instructional materials and teaching strategies/activities. An example of a reflection will be posted on the D2L.
8. Final Tutoring Report(Individual Project) 200 points
At the end of your tutoring experience, you will synthesize all of the data you have gathered about the children you tutored into a case report presentation. Utilizing information from the assessment data, the tutoring lessons, and your written journal reflections, you will describe what you discovered about the tutored students’ reading levels, strengths and needs, useful instructional strategies, and so on. You will write a tutoring report and in this report you will describe the instructional strategies that you used with the student. Discuss the effectiveness of the different instructional strategies on the learner’s literacy development (i.e. word identification, vocabulary fluency, comprehension/meaning construction, writing), and include recommendations for continued literacy learning. Final tutoring report’s evaluation is listed in the syllabus (page 23). An example of a tutoring report will be posted on the D2L.
9. Comprehensive Tutoring Report Presentation(Individual Project) 100 points
In order to assist you in preparing your presentation, keep detailed and accurate notes and information from each assessment and tutoring session. Your lesson plans will also provide you with valuable information as you prepare your presentation. Plan to describe two instructional strategies that you have used with your tutoring student during the semester. Your presentation will include a complete explanation of the strategies with PowerPoint visual aids. An evaluation criterion is listed on page 24.
10. Comprehensive Case Study Portfolio Folder(Individual Project) 40 points
On the first day of tutoring, begin to collect and store in a folder the materials from each tutoring session. Materials should be arranged chronologically with the most recent materials on top. The folder will include the original assessments, copies of your lesson logs, and copies of your written reflections. The folder and its contents will become part of the reading clinic files.
It is very important that you complete all tutoring lesson plans, assessments, and written reflections in a timely manner in order to prepare for the next tutoring lesson; therefore, late work will not be accepted. If you have any unfinished assignment, you will receive “incomplete” on your final grades till you completely finish all course required assignments. Meanwhile you will lose 100 points for your final grade.
Grades are determined by weighing the course requirements in the following manner:
Participations/Tutoring Performance 100
Double Entry Journal 150
Literacy Teaching Resource Notebook 150
Professional Development 100
Lesson Plans 80
Written Reflections 80
Final Tutoring Report 200
Comprehensive Case Study Portfolio Folder 40
Comprehensive Tutoring Report Presentation 100
Total 1000 points
A= 1000- 900 Work that is outstanding and exemplary
B= 899-800 Work that is above the minimum requirements
C= 799-700 Work that meets expected level of performance for most students
D= 699-700 Work that falls short of minimum criteria
F= 599 below Work that falls well below the expected level of performance for most students
A hard copy for every assignment. More details please refer to the course syllabus.
No late work is acceptable. 50 points per day will be deducted for late assignments. Arrangements for exceptional cases must be made AT LEAST two days prior to the due date, but only one time per semester. Turn in your assignments with a hard copy on the due day which is listed on the course calendar.
1st Absence – No penalty.
2nd Absence – 80 points deducted from your final grade average
3rd Absence – 150 points deducted from your final grade average
More than 3 absences – additional 100 points deducted from your final grade average for each absence beyond the first 3.
If you have an unexpected medical treatment, you must turn in a doctor's note at the time you return to class. It is your responsibility to provide the written documentation to the instructor to avoid the loss of points.
( a) Punctuality is also expected for all classes. When you arrive 5 minutes after classhas started you are considered tardy. Three tardieswill result in a loss of 50 points from your final point total. Five tardies will lose 100 points in your final point. When you arrive 10 minutes after class has started or leave before it ends you will be counted absent for that class period.
(b) Disability Access: In accordance with the law, MSU provides academic accommodations for students with documented disabilities. Students with documented disabilities who believe they may need accommodations in this class are encouraged to notify the instructor and to contact the MSU Disability Support Services, Clark Student Center, Room 168, phone: 940 – 397 – 4140.
Honesty is a fundamental precept in all academic activities, and those privileged to be members of a university community have a special obligation to observe the highest standards of honesty and a right to expect the same standards of all others. Academic misconduct in any form is inimical to the purposes and functions of the university and therefore is unacceptable and rigorously proscribed. Academic dishonesty may result in a failing grade for the semester and will be reported to the appropriate authorities within the College. This policy applies to issue of plagiarism, in particular. It is critical that you cite your sources and give people the credit they deserve.
Inclement Weather Policy
In case of inclement weather, the instructor will post an announcement regarding the status of the class through email. Students are also encouraged to call the department if they have no immediate access to the Internet.
Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact the professor as soon as possible so we can discuss accommodation necessary to ensure your full participation in the course and to facilitate educational opportunities.