duval county public schools professional development

DCPS Professional Development 1

DUVAL COUNTY PUBLIC SCHOOLS PROFESSIONAL DEVELOPMENT

Florida Reading Endorsement Alignment Matrix

Competency 1

Competency 1: Foundations of Reading

Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency,

and vocabulary.

Course

#

Name of

Course

Indicator

Code

Specific

Indicator

Curriculum Study Assignment Assessment

Foundation

of Reading

1.A.1

Performance

Indicator A:

Comprehension

Understand that

building oral and

written language

facilitates

comprehension.

Interactive Lesson: Power Point Presentation: Comprehension. Participants will engage

in an interactive presentation focusing on the following topics: importance of building

oral and written language, essential components of language, text structure and academic

language, text structure and complexity, student motivation, the process of reading and

the complexities of comprehension. Throughout the presentation, participants will engage

in professional reading, discussions, and reflections.

Professional Reading: Reading Comprehension Requires Knowledge – of Words and the

World. (Hirsch).Take notes using Insert Notation Method (Read and mark the text using

post-its or

with + or – (understand or don‘t understand)

Portfolio Task:

Begin the portfolio by creating a KWL organizer for the topic: Foundations in Language

and Cognition. Several pages will need to be designated for reflecting on their learning

throughout the course. Each day, participants will add to the ―L‖ as they work through

the course and gain knowledge of the foundations of reading.

The following

methods for

assessment will be

utilized throughout

the course:

-Facilitator

Observation

-Class Discussion

-Summative

Assessment #1-

Portfolio

Performance Tasks:

The portfolio will

include tasks

assigned each day

of the course. The

assignments

include tasks to be

completed while

attending the daily

sessions and task to

be completed

outside of class.

-Summative


Assessment #2: Lesson Plan

Development for

the components of

reading

-Summative

Assessment #3: Course pretest and

posttest.

-Summative

Assessment #4:

Participants will

complete an online

course module after

each face-to-face

session using

Blackboard. The

modules will

include

professional

reading,

assignments related

to the content of the

face-to-face

module, and online

discussions.

1.A.2

(1.E.1, 1.E.2)

*2.1.b. Understand

the importance of

learning syntax,

semantics,

pragmatics,

vocabulary, and

text structures

required for

comprehension of

formal written

language of

school, often

called ―academic

language.‖

Interactive Lesson: Power Point Presentation: Comprehension. See 1.A.1

Participants will learn a perspective for thinking about how students learn words and how

that learning can be supported and maintained. Also understand criteria for selecting

words for instruction and take a close look at the foundation for all.

Professional Reading: Read Bringing Words to Life ( Beck) -Chapters 1– 2 Take notes

Portfolio Task: Chapter Activities:

Complete the chart activity:

―Word Knowledge is Multifaceted‖ Read the words and put a check under the

appropriate category to show your knowledge of each word.

1. Know it well, can explain it, use it.

2. Know something about it, can relate it to a situation

3. Have seen or heard the word

4. Do not know the word

Deciding what words to teach:

1. Select a text that your students will be reading.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks


2. List all the words that are likely to be unfamiliar.

3. Analyze the word list: Which words can be categorized as Tier Two words?

Which are most necessary for comprehension? Are there other words needed for

comprehension?

Which ones?

4. On the basis of your analysis, which words will you teach? Which will only

need brief attention? Which will you give more elaborate attention to?

1.A.3

(1.E.2) Understand

the impact of text

upon reading

comprehension

(e.g., genre,

readability,

coherence,

text structure, and

text complexity).


Professional Reading: Text Complexity- Chapter Four: Matching Readers to Text and

Tasks. Fisher, Frey, and Lapp

Textbooks and the Students Who Can’t Read Them, Chapter One- Improving Students’

Understanding of Textbook Content

Portfolio Task:

Participants will review a text passage in formal academic language. Identify and explain

a strategy to facilitate student understanding of the syntax and comprehension of the

passage.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.A.4

Understand how

the interaction of

reader

characteristics,

motivation,

purpose of

reading, and text

elements impacts

comprehension

and student

engagement.


Professional Reading: Text Complexity- Chapter One: The Case for Struggle. Fisher,

Frey, and Lapp

Textbooks and the Students Who Can’t Read Them: Chapter Two: The Students, The

Textbooks, The Instruction

Portfolio Task:

Participants will analyze a variety of text samples recording how the comprehension was

considerate or inconsiderate, focusing on the reader, the text, and the context.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.A.5 (1.E.3) Identify

cognitive targets

(e.g., locate/recall;

integrate/interpret;

critique/evaluate)

and the role of

cognitive

development in the

construction of

meaning of literary

and informational

texts.

Interactive Lesson: PowerPoint Presentation: Comprehension. See 1.A.1

Professional Reading:

Textbooks and the Students Who Can’t Read Them: Chapter Four: Using Textbooks with

Low Readers

Portfolio Task:

Participants will review a variety of literacy tasks found in textbooks. For each task, the

following will be identified and recorded in the portfolio: type of text, cognitive target,

level of complexity

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.A.6 (1.E.4)Understand

reading as a



Facilitator

Observation


process of

constructing

meaning from a

wide variety of

print and digital

texts and for a

variety of

purposes.

Textbooks and the Students Who Can’t Read Them, Chapter Five-What Does a Really

Good Textbook Look Like?

Portfolio Task:

Explain in writing why students need to be taught that all texts are not read the same way.

Class Discussion

Portfolio

Performance Tasks

1.A.7 Understand the

reading demands

posed by domain

specific texts.


Professional Reading: Literacy and Learning in the Content Areas Chapter 3: The Role

of Texts in Content Area Learning

Portfolio Task:

Analyze the reading demands of a domain specific selection of text by identifying

vocabulary essential for the reader to understand in order to comprehend the passage.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.A.8 Understand that

effective

comprehension

processes rely on

well developed

language, strong

inference making,

background

knowledge,

comprehension

monitoring and

self-correcting.


Professional Reading: Unlocking Literacy: Chapter Four-Metacognitive Aspects of

Reading and Spelling.

Portfolio Task: Participants will view an online video of a literacy lesson and record

comprehension activities using graphic provided. A class discussion will follow.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.A.9

Understand how

English language

learners‘ linguistic

and cultural

background will

influence their

comprehension.



Assessing Students’ Background Knowledge in the ELL Classroom, Kristina Robertson-

retrieved from www.readingrockets.org

Portfolio Task:

Work with a classmate to create a list of linguistic and cultural factors to take into account

when addressing classroom literacy tasks and different types of text.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.A.10 (3.2) Understand

the role of formal

and informal

assessment of

comprehension in

making

instructional

decisions to meet


Observe a video of a literacy lesson that highlights various methods of comprehension

assessment. Record what the teacher used to assess understanding and guide instruction.

Class discussion of the assessment practices will follow.

Portfolio Task:

Explain how you use informal as well as formal reading assessment to record student

performance and guide instruction.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

http://www.readingrockets.org/


individual student

needs.

1.B.1

Performance

Indicator B: Oral

Language

Understand how

the students‘

development of

phonology, syntax,

semantics, and

pragmatics relates

to comprehending

written language.

Interactive Lesson: PowerPoint Presentation: Oral Language. Participants will engage

in an interactive presentation focusing on the following topics: the connection between

oral language and written language, differences between social and academic language,

oral language exposure and how to differentiate, English language learners, and how to

assess oral language to guide instruction. Throughout the presentation, participants will

engage in professional reading, discussions, and reflections.


Young Children’s Oral Development, Celia Genishi, Retrieved from

www.readingrockets.org

Portfolio Task:

Participants will complete a closed sort focused on phonology, syntax, semantics, and

pragmatics. Working in small groups, participants will sort texts that align with each

language component.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.B.2 Understand the

differences

between social and

academic

language.

Interactive Lesson: PowerPoint Presentation: Oral Language. See 1.B.1


Closing the Achievement Gap for English Learners: The Role of Language in Academic

Development.

PortfolioTask:

Participants will compare two selections of text, identifying characteristics that

differentiate between social and academic language.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.B.3 Understand that

writing enhances

the development

of oral language.


Professional Reading: Learning to Read and Write: What Research Reveals. Retrieved

from www.readingrockets.org

Portfolio Task: Participants will jigsaw the article by grade bands. Discuss and create a

chart listing the characteristics for the following bands: Birth to preschool, kindergarten,

primary years.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.B.4

Understand that

the variation in

students‘ oral

language exposure

and development

requires

differentiated

instruction.


PortfolioTask: Participants will view a video clip of a teacher conducting an oral

language lesson in a primary classroom. Participants will analyze the video clip for the

following components: promotion of oral language, differentiation, informal assessment,

class environment that supports literacy. Discussion will follow.

Videoclip: Building Oral Language

http://www.learner.org/libraries/readingk2/wilson/before.html

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.B.5

Recognize the

importance of

English language

learners‘ home

languages, and

their significance




Development.

Comprehension: Helping English Language Learners Grasp the Full Picture- video,

retrieved from www.readingrockets.org

Facilitator

Observation

Class

DiscussionPortfolio

Performance Tasks



https://webmail.duvalschools.org/owa/redir.aspx?C=RZ4eAF_FSUOy6DF-XsnNViTrj588U88IiLvbvh2qyNjhcOdLEfDG4oJ5L_osds-jK-_bwsE-thc.&URL=http%3a%2f%2fwww.learner.org%2flibraries%2freadingk2%2fwilson%2fbefore.html



for learning to read

English.

Portfolio Task: Participants will explain how using before, during, and after reading

strategies assist English language learners with transitioning from home language to

reading English. Specific strategies will need to be identified and a rationale as to why the

particular strategy aides comprehension.

1.B.6 (3.2) Understand

the role of formal

and informal oral

language

assessment to

make instructional

decisions to meet

individual student

needs.



Assessing Student Oral Language Proficiency: Cost-Conscious Tools, Practices &

Outcomes, retrieved from International Association of Language Learning Technology

http://www.iallt.org

Portfolio Task: Participants will view a video clip of a teacher conducting an oral






Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.C.1

Performance

Indicator C:

Phonological

Awareness

(1.A.1)

Understand

phonology as it

relates to language

development and

reading

achievement (e.g.,

phonological

processing,

phonemic

awareness skills,

phonemic analysis

and synthesis).

Interactive Lesson PowerPoint Presentation: Phonological Awareness. Participants will

engage in an interactive presentation focusing on the following topics: phonological

awareness and the relationship to language development, phonological awareness skills

progression, the relationship between writing and phonological awareness, how to assist

with PA development with English language learners, and modes of informal and formal

assessment. Throughout the presentation, participants will engage in professional reading,

discussions, and reflections.

Professional Reading: Phonological Awareness is Child’s Play. Retrieved from:

http://www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdf

Portfolio Work: Participants will complete a Survey of Language Knowledge. Survey

included the following tasks: phoneme counting, syllable counting, phoneme matching,

and sound symbol correspondence. Participants will create a ―flip-book‖ for taking notes

from the reading. Subtopics for the notes: Phonological awareness, syllables, onset-rime,

phonemic awareness, continuum.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.C.2

Recognize the

phonological

continuum

beginning with

sensitivity to large

and concrete units

of sound (i.e.,

words & syllables)

and progressing to

small and abstract

units of sound

Interactive Lesson PowerPoint Presentation: Phonological Awareness. See 1.C.1

Professional Reading: Heads Up! Reading: Phonological Awareness Continuum.

Retrieved from http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/

Heads+Up+Reading+Phonological+Awareness+Continuum.pdf

The Development of Phonological Skills, Louisa Moats and Carol Tolman Retrieved from

www.readingrockets.org

Portfolio: Participants will create a continuum chart for phonological awareness. Using

online and print resources, activities will be listed for each level of phonological awareness

development.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

http://www.iallt.org/



http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/



(onset-rimes and

phonemes).

1.C.3 Understand that

writing, in

conjunction with

phonological

awareness,

enhances reading

development.


Professional Reading: Connecting Phonological Awareness, Writing, and Reading

Retrieved from: http://ici-bostonready-pd-2009-

2010.wikispaces.umb.edu/Connecting+Phonological+Awareness,+Writing,+and+Reading

Portfolio Task: Participants will review writing samples aligned with different levels of

phonological development. Discuss with table partners the relationship between writing

and phonological awareness. Reflect in writing.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.C.4

(1.A.2.,

5.10)Distinguish

both phonological

and phonemic

differences in

language and their

applications in

written and oral

discourse patterns

(e.g., language &

dialect

differences).

Interactive Lesson PowerPoint Presentation: Phonological Awareness.. See 1.C.1

Professional Reading: What Does Research Tell Us About Teaching Reading to English

Language Learners? Suzanne Irujo.

Portfolio Task: Participants will use the ―text coding‖ strategy while reading the text. The

following codes will be used: R for recommendations, S for strategies, C for challenges,

and D for difficulties. A structured discussion forum will follow using the C.R.I.S.S.

strategy, Discussion Webs. Participants will summarize the reading and discussion by

writing to explain how the reading components are interdependent and their effect on the

reading process of English language learners and speakers of English.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.C.5 Understand how

similarities and

differences in

sound production

between English

and other

languages affect

English language

learners‘ reading

development in

English.


Professional Reading: Closing the Achievement Gap for English Learners: The Role of

Language in Academic Development

Portfolio Task: Participants will analyze a case study of an English language learner

student for oral language levels and needs.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.C.6 (3.2) Understand

the role of formal

and informal

phonological

awareness

assessment to

make instructional

decisions to meet

individual student


Professional Reading: Phonological Awareness is Child’s Play. Retrieved from:


Portfolio Task: The participants will observe a video clip of a teacher conducting a

phonological awareness assessment.

http://www.youtube.com/watch?v=XulEwlcGDII&playnext=

1&list=PL72951ED11AEE51FD&feature=results_main

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/Connecting+Phonological+Awareness,+Writing,+and+Reading

http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/Connecting+Phonological+Awareness,+Writing,+and+Reading


http://www.youtube.com/watch?v=XulEwlcGDII&playnext=%201&list=PL72951ED11AEE51FD&feature=results_main

http://www.youtube.com/watch?v=XulEwlcGDII&playnext=%201&list=PL72951ED11AEE51FD&feature=results_main


needs. Methods of assessment will be reviewed in class. Participants will role play as

student/teacher and participate in administering/taking phonological awareness

assessments.

1.D.1

Performance

Indicator D:

Phonics

(1.B.1) Understand

that phonological

units (words,

syllables, onset-

rimes, and

phonemes) map

onto orthographic

units (words,

rimes, letters) in

alphabetic

languages.

Interactive Lesson: PowerPoint Presentation: Phonics. Participants will engage in an

interactive presentation focused on the following topics: the relationship between

phonology and orthography, sound-spelling patterns, structural analysis, the relationship

between oral language and phonics, and phonics assessments. Throughout the

presentation, participants will engage in professional reading, discussions, and reflections.

Professional Reading: Tompkins, G. E. (2010). Literacy for the 21st century, a balanced

approach. (5th ed. ed.). Boston: Allyn & Bacon. Pgs 155-167.

Portfolio Task: Participants will demonstrate their level of understanding by completing a

Comprehensive Survey of Language Knowledge-Unlocking Literacy. Skills assessed

include syllables, morphemes, open and closed syllables, onsets-rimes, and spelling

patterns.

Two-column notes will be modeled by the facilitator and used by the participants to

capture key ideas from the reading. The notes will be used to support classroom

discussion.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.D.2 Understand sound-

spelling patterns

and phonics

(grapheme-

phoneme

correspondence

rules).

Interactive Lesson: PowerPoint Presentation: Phonics. See 1.D.1

Professional Reading: Unlocking Literacy Chapter Six: Beginning Readers(phonics and

spelling patterns)

Portfolio Task: Text Analysis- Participants will analyze selected material to identify

any potential instructional issues linked to phonics. Findings will need to be presented in

a graphic organizer. Based on the findings, the participants will develop a phonics mini-

lesson aligned with the instructional issues identified in the text. Lessons will be shared

with classmates and submitted in the portfolio.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.D.3 (1.D.3 was ―apply)

Understand

structural analysis

of words.


Professional Reading: Unlocking Literacy Chapter Seven: Advancing Readers(morphemes)

Portfolio Task: Text Analysis- Participants will analyze selected material to identify any

potential instructional issues linked to phonics. Findings will need to be presented in a

graphic organizer. Based on the findings, the participants will develop a phonics mini-

lesson aligned with the instructional issues identified in the text. Lessons will be shared

with classmates and submitted in the portfolio.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.D.4 Understand that

both oral language

and writing can be

used to enhance

phonics

instruction.



approach. (5th ed. ed.). Boston: Allyn & Bacon. Pgs 155-167

Videos: http://www.youtube.com/watch?v=2fkdoG8dTlA

http://www.youtube.com/watch?v=jQkxBVEdXpo&feature=channel&list=UL Portfolio Task: Participants will observe two phonics lessons via video. Working with a

partner, the participants will brainstorm writing activities that would support the phonics

instruction highlighted in the clips. Class discussion of ideas.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

http://www.youtube.com/watch?v=2fkdoG8dTlA

http://www.youtube.com/watch?v=jQkxBVEdXpo&feature=channel&list=UL


1.D.5 Understand the

role of formal and

informal phonics

assessment to

make instructional

decisions to meet

individual student

needs.



approach. (5th ed. ed.). Boston: Allyn & Bacon. Pgs 155-167

Portfolio Task: Participants will review phonics assessments, both formal and informal.

Participants will role play as student/teacher and participate in administering/taking

phonics assessments. Class discussion and reflection.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.E.1

Performance

Indicator E:

Fluency

(1.C.1, 1.C.2)

Understand that

the components of

reading fluency are

accuracy,

expression, and

rate which impact

reading endurance

and

comprehension.

Interactive Lesson: PowerPoint Presentation: Fluency. Participants will engage in an

interactive presentation focused on the following topics: components of fluency, effective

readers and reading rates, the relationship between fluency-word recognition-

comprehension, the relationship between fluency-oral language-writing, and methods of

assessment. Throughout the presentation, participants will engage in professional reading,

discussions, and reflections.


When Kids Can’t Read What Teachers Can Do-Chapter Ten: Fluency and Automaticity,

Kylene Beers

Video-Dr. Reid Lyon: Building automaticity in the component skills is analogous to

learning to ride a bike Retrieved from http://reading.uoregon.edu/big_ideas/flu/

Portfolio Task: Participants will read selected text and complete a ―chunking the text‖

graphic organizer. The information gleaned from the text will be shared during class

discussion.

Participants will work with a partner. Each participant will be assigned a selection of text

to read out loud. A fluency rubric will be used to assess accuracy, expression, and rate.

Participants will explain how the components of fluency impact endurance and

comprehension.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.E.2

Understand that

effective readers

demonstrate

flexibility by

adjusting their

reading rate to

accommodate the

kinds of texts they

are reading in

order to facilitate

comprehension.

Interactive Lesson: PowerPoint Presentation: Fluency.

See 1.E.1

Professional Reading: When Kids Can’t Read What Teachers Can Do-Chapter Ten:

Fluency and Automaticity, Kylene Beers

Portfolio Task: Participants will work with a partner for this task. Using text selections

at different levels of complexity, participants will record reading rates for each genre of

text, noting the relationships between word recognition, comprehension, and fluency.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.E.3 Understand the

relationships

among fluency,

word recognition,

and

comprehension.


See 1.E.1



Video-Dr. Reid Lyon: The focus of reading instruction is not only on getting students to

know sounds or letters but to get to the meaning Retrieved from

http://reading.uoregon.edu/big_ideas/flu/

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks




Common Core Standards: Appendix A- To be used with text complexity activity

Portfolio Task: Participants will work with a partner for this task. Using text selections

from at different levels of complexity, participants will record reading rates for each

genre of text, noting the relationships between word recognition, comprehension, and

fluency.

1.E.4

Understand that

both oral language

and writing

enhance fluency

instruction.


See 1.E.1


approach. (5th ed. ed.). Boston: Allyn & Bacon.

Portfolio Task- Case Study: Participants will review a case study and determine

characteristics that make a fluent reader and fluent writer. Information will be charted and

used in a class discussion.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.E.5 (3.2)Understand

the role of formal

and informal

fluency assessment

to make

instructional

decisions to meet

individual student

needs.


See 1.E.1



Portfolio Task: Participants will assess the oral reading rate of a student via audio/video.

Participants will use a fluency rubric to assess the student. Discussion will follow.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.F.1 Performance

Indicator F:

Vocabulary

Understand the

goal of receptive

and expressive

vocabulary

instruction is the

application of a

student‘s

understanding of

word meanings to

multiple oral and

written contexts.

Interactive Lesson: PowerPoint Presentation: Vocabulary. Participants will engage in an

interactive presentation focused on the following topics: receptive and expressive

vocabulary, the relationship between morphology and vocabulary, principles of

semantics, academic language, the relationship between vocabulary knowledge and

writing, and informal/formal assessments. Throughout the presentation participants will

engage in professional reading, discussions and reflections.

Professional Reading: When Kids Can’t Read What Teachers Can Do- Chapter 9:

Figuring Out What Words Mean, Kylene Beers

Portfolio Task: Participants will complete a text analysis focused on vocabulary. After

identifying issues students may have with vocabulary within the text, an intervention

lesson plan will be developed.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.F.2 (1.D.1)

Understand

morphology as it

relates to

vocabulary

development (e.g.,

morphemes,

inflectional and

Interactive Lesson: PowerPoint Presentation: Vocabulary. See 1.F.1

Professional Reading: Teaching Morphology: Enhancing Vocabulary Development and

Reading Comprehension, Mary Stowe, M.Ed

Portfolio Task: Participants will select a passage of text from his or her content area.

Complete an analysis of the vocabulary in the text to show how an understanding of

individual morphemes can lead to vocabulary development.

Facilitator

Observation

Class Discussion

Portfolio Performance

Tasks


derivational

morphemes,

morphemic

analysis).

1.F.3

(1.D.2) Identify

principles of

semantics as they

relate to

vocabulary

development (e.g.,

antonyms,

synonyms,

figurative

language, etc.).


Professional Reading: Adolescent Literacy: Turning Promise into Practice-Mastering

the Art of Vocabulary Instruction, Janet Allen

Bringing Words to Life, Chapter 5: Developing Vocabulary, Beck and McKeown.

Portfolio Task: Participants will analyze a selection of academic text and identify

vocabulary words that can be taught using semantics. For each vocabulary word

identified, an instructional approach will need to be provided.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.F.4 Understand the

domain specific

vocabulary

demands of

academic

language.


Professional Reading: Bringing Words to Life, Chapter Two: Choosing Words to Teach.

Beck and McKeown

Bringing Words to Life, Chapter Five: Developing Vocabulary in the Later Grades. Beck

and McKeown

Portfolio Task:

Select a text that your students will be reading. List all the words that are likely to be

unfamiliar to the students. Analyze the word list. Which words can be categorized at

general academic? Discipline specific? On the basis of your analysis, what words will

you teach? Which will only need brief attention? Which words will you need to explicitly

teach? Information for this task will need to be submitted in a chart.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.F.5 Understand that

writing can be

used to enhance

vocabulary

instruction.


Portfolio Task: Participants will work in pairs to identify at least two writing activities

that can be used to enhance vocabulary instruction. After working with a partner,

participants will discuss and share ideas with the class. A graphic organizer will be used

to capture the ideas for writing activities.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

1.F.6

(3.2) Understand

the role of formal

and informal

vocabulary

assessment to

make instructional

decisions to meet

individual student

needs.


Professional Reading: Adolescent Literacy: Turning Promise into Practice-Mastering

the Art of Vocabulary Instruction, Janet Allen

Bringing Words to Life, Chapter 5: Developing Vocabulary, Beck and McKeown.

Portfolio: Participants will create a graphic organizer to show their understanding of

multiple types of formal and informal vocabulary assessments presented in class. The

organizer should include the instructional purpose for each assessment.

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks

Performance Professional Reading:Closing the Achievement Gap for English Learners: The Role of Facilitator


1.G.1 Indicator G:

Integration of the

Reading

Components

(1.F.1) Identify

language

characteristics

related to social

and academic

language




Development.

PortfolioTask:

Participants will compare two selections of text, identifying characteristics that differentiate

between social and academic language.

Observation

Class Discussion


Tasks

1.G.2

(1.F.2) Identify

phonemic,

semantic, and

syntactic

variability between

English and other

languages.

Professional Reading: Unlocking Literacy, Chapter Three: Structure of the English

Language

Portfolio Task: Participants will compare diagrammed sentences written in English and

other languages. They will work with a partner to identify and explain the phonemic,

semantic, and syntactic differences.

Facilitator

Observation

Class Discussion


Tasks

1.G.3

(1.F.3., 1.F.4)

Understand the

interdependence

between each of

the reading

components and

their effect upon

reading as a

process for native

speakers of

English and

English language

learners.

Professional Reading: What Does Research Tell Us About Teaching Reading to English

Language Learners? Suzanne Irujo.

Portfolio Task: Participants will use the ―text coding‖ strategy while reading the text. The

following codes will be used: R for recommendations, S for strategies, C for challenges,

and D for difficulties. A structured discussion forum will follow using the C.R.I.S.S.

strategy, Discussion Webs. Participants will summarize the reading and discussion by

writing to explain how the reading components are interdependent and their effect on the

reading process of English language learners and speakers of English.

Facilitator

Observation

Class Discussion


Tasks

1.G.4 (1.F.5)Understand

the impact of oral

language, writing,

and an information

intensive

environment upon

reading

development.

Portfolio Task: Participants will view a video clip of a teacher conducting an oral






Facilitator

Observation

Class Discussion


Tasks

1.G.5 Understand the

importance of

comprehension

Professional Reading: When Kids Can’t Read What Teachers Can Do-Chapter Seven-

Constructing Meaning, Kylene Beers

Portfolio Task: Participants will read and create a graphic organizer of comprehension

Facilitator

Observation

Class Discussion



monitoring and

self correcting to

increase reading

proficiency.

monitoring strategies to use in the classroom. Each strategy will be listed with basic steps

for implementation. Participants will model each strategy listed in the graphic organizer.


Tasks

1.G.6 (3.2) Understand

the role of formal

and informal

reading assessment

to make

instructional

decisions to meet

individual student

needs.

Portfolio Task: See 1.A.10, 1.B.6, 1.C.6, 1.D.5, 1.E.5, 1.F.6

Facilitator

Observation

Class Discussion

Portfolio

Performance Tasks



Competency #2

Competency 2: Application of Research-Based Instructional Practices – 60 In-service Hours

Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will

engage in the systematic problem solving process.

Course

Number

Name of Course Indicator

Code

Specific Indicator Curriculum Study Assignment Assessment

10130890 Competency 2:

Application of

Research-Based

Instructional

Practices

2.A.1

Performance Indicator A:

Comprehension

(2.E) Apply intentional, explicit,

and systematic instructional

practices for scaffolding

development of higher order

thinking, comprehension skills,

comprehension monitoring and self-

correcting (e.g., reciprocal teaching,

―think aloud,‖ etc.).

Interactive Lesson:

PowerPoint Presentation- Comprehension.

Participants will engage in an interactive

presentation using instructional practices for

scaffolding development of higher order

thinking, comprehension skills, comprehension

monitoring and self-correcting. Topics to be

explored include: before, during, and after

reading strategies, text complexity, text

structure, extended text discussion, close

reading, motivation, engagement, and

assessment techniques.

Professional Reading: Principles of instruction: Research-based

strategies that all teachers should know.

American Educator (Rosenshine, 2012).

Teachers will use the jigsaw discussion

strategy. Each group will use a chart to

summarize findings and recommendations for

each principle. Charts will be shared with large

group.

Every child, every day. , Educational

Leadership, (Allington. , & Gambriel, Spring,

2012) - Participants will annotate text while

reading. ―Save the Last Word for Me discussion

strategy will be employed.

Yellow Brick Roads: Shared and Guided Paths

to Independent Reading, (Allen, 2000).

Participants will read Chapter 1 and reflect in

class.




journal using the ―It Says, I Say, and So‖

strategy.

The following methods

for assessment will be

utilized throughout the

course:

Facilitator Observation

Class Discussion

Reflective Journal:

The reflective journal

will be utilized with all

reading, writing, and

discussion activities

included in the course.

Summative

Assessment #1: Participants will

develop and teach a

lesson incorporating

comprehensive

instructional practices,

including before,

during, and after

reading strategies and

writing experiences.

The lesson will address

higher order thinking

and comprehension

monitoring activities.

Accommodations for

ELL students must be

included. A self-

reflection of the lesson

will be included.

Summative



Video: Participants will observe teachers using

strategies for before, during, and after

comprehension instruction. [Web Video].

Retrieved from Project Learn/FCRR.org,

www.fcrr.org

Doing what works: Comprehension strategies

for struggling readers. [Web Video]. Retrieved

from http://dww.ed.gov/Adolescent-

Literacy/Comprehension-

Strategies/learn/?T_ID=23&P_ID=60&intID=1

350&t=1

Reflective Journal: Before reading Principles

of Instruction, participants will brainstorm what

constitutes effective instruction. The reflective

journal will be utilized with all reading, writing,

and discussion activities included in the course.

Blackboard Task: Participants will choose a

specific reading selection, narrative or

nonfiction, to be used with students. They will

select a pre-reading strategy presented in class

and describe online how the strategy will be

used to teach/introduce the text.

develop and teach a


comprehensive


including before,

during, and after


writing experiences. A


will also need to be

included with the

lesson.

Summative

Assessment #3

Participants will work

with each other in small

groups to present a 30

minute ―teach back‖

lesson on the last day of

the course. The

participants will

research professional

articles encompassing

literacy instruction. The

articles selected on the

topic will be the basis

of the lesson. Before,

during, and after

reading strategies will

be demonstrated using

the selected article.

-Summative

Assessment #4:

Participants will

complete an online

course module after

each face-to-face

session using

Blackboard. The

modules will include

professional reading,

assignments related to

the content of the face-

to-face module, and

http://www.fcrr.org/

http://dww.ed.gov/Adolescent-Literacy/Comprehension-Strategies/learn/?T_ID=23&P_ID=60&intID=1350&t=1





online discussions.

2.A.2

Use both oral language and writing

experiences to enhance

comprehension.

Interactive Lesson: PowerPoint Presentation-

Comprehension See 2.A.1



to Independent Reading,(Allen, 2000).



strategy.

Video: Doing what works: Talking about text.

[Web Video]. Retrieved from

http://dww.ed.gov/media/HSR/AL/TD/Learn/fl

ashoverview/index.htm

Reflective Journal: Participants will read

Chapter 9 and reflect in journal using the ―It

Says, I Say, and So‖ strategy. The reflective




Class Discussion

Reflective Journal

Summative

Assessment #1:See

2.A.1

2.A.3 Apply appropriate instructional

practices determined by the

student‘s strengths and needs, text

structure, and the reading demands

of domain specific text.


Comprehension. See 2.A.1


The challenge of challenging text. Educational

Leadership, (Shanahan, Fisher & Frey, March,

2012).

Participants will use Reciprocal Teaching

groups to read and discuss the article.

Video: I Do, We Do, You Do: Scaffolding

Reading Comprehension in Social Studies

[Web Video]. Retrieved from

http://dww.ed.gov/Adolescent

Literacy/Comprehension-

Strategies/see/index.cfm?T_ID=23&P_ID=60

&c1=1084&c2=1087#cluster-1

Reflective Journal: Reciprocal Teaching

basics and reflection. The reflective journal will

be utilized with all reading, writing, and

discussion activities included in the course.

Blackboard Task: Participants will choose a

specific reading selection, narrative or


select at least one during reading strategy

presented by the facilitator and describe how

the strategy will be used to assist with


Class Discussion

Reflective Journal

Summative

Assessment #1: See

2.A.1

http://dww.ed.gov/media/HSR/AL/TD/Learn/flashoverview/index.htm

http://dww.ed.gov/media/HSR/AL/TD/Learn/flashoverview/index.htm

http://dww.ed.gov/Adolescent%20Literacy/Comprehension-Strategies/see/index.cfm?T_ID=23&P_ID=60&c1=1084&c2=1087#cluster-1





comprehending the text while reading.

2.A.4 Provide opportunities for student

extended text discussion to enhance

comprehension, promote motivation

and student engagement.




Classroom Strategies for Interactive Learning,

(Buehl, 2009). Chapter 1: Teaching for

Comprehension.

Reflective Journal: Participants will use the

―Reflect, Reflect, Reflect‖ strategy to discuss

the text (Buehl, page 122). The reflective




Class Discussion

Reflective Journal

Summative

Assessment #1: See

2.A.1

2.A.5 Select narrative or informational

print or digital texts that are

appropriate to the comprehension

instruction to be provided.




The Challenge of Challenging Text,

Educational Leadership (Shanahan, Fisher,

Frey, March, 2012). After reading and

discussing the article, participants will create a

―text set‖ to be submitted via Blackboard.

Common Core Standards for the English

Language Arts and Literacy in History/Social

Studies, Science, and Technical Subjects. Text

Types for K-12. Retrieved from

http://www.corestandards.org/

Blackboard Task: Create a ―text set‖ for a

specific topic of study and grade level.

Blackboard Task: Participants will select a

text and the Common Core Standards

Qualitative Features of Text Complexity Scale

will be used to analyze the selection of text to

determine complexity levels.


Class Discussion

Reflective Journal

Blackboard Task

Summative

Assessment #1: See

2.A.1

2.A.6

Provide comprehension instruction

that supports students‘ ability to

read multiple print and digital texts

and to synthesize information

within, across and beyond those

texts.



Professional Reading: Classroom Strategies

for Interactive Learning, (Buehl, 2009).

Chapter 1: Teaching for Comprehension.

Blackboard Task: Participants will choose two

specific reading selections, narrative or


select an after reading strategy demonstrated or

reviewed in the course. Participants will

describe how the strategy will be used to

summarize and synthesize the information


Class Discussion

Reflective Journal

Summative

Assessment #1:

See 2.A.1



within, across and beyond the texts.

2.A.7 Scaffold discussions to facilitate the

comprehension of text and higher

order thinking skills for students

with varying English proficiency

levels.



Reflective Journal: Identify a strategy from

this session of the course and explain how it

would enhance comprehension for ELL

students. Participants will share their work in

small groups using the ―Save the Last Word for

Me‖ discussion strategy.


Class Discussion

Reflective Journal

Summative

Assessment #1: See

2.A.1

2.A.8

Model a variety of strategic

activities students can use to foster

comprehension monitoring and self

correcting.



Professional Reading: Text Complexity:

Raising Rigor in Reading, (Fisher, Frey &

Lapp. 2012). Pages 105-122.

Video Clip: Close Reading Part One with Doug

Fisher and Close Reading Part Two with Doug

Fisher. [Web Video]. Retrieved from

http://www.youtube.com/watch?v=JhGI5zdjpvc

http://www.youtube.com/watch?v=5w9v6-

zUg3Y


Class Discussion

Reflective Journal

Summative

Assessment #1: See 2.A.1

2.A.9 (3.2., 5.12) Recognize, describe, and

incorporate appropriate

comprehension assessments to

guide instruction.



Professional Reading: Yellow Brick Roads:

Shared and Guided Paths to Independent

Reading, (Allen, 2000). Participants will read


Says, I Say, and So‖ strategy.

So What Do They Really Know? Assessment

That Informs Teachers and Learning (Tovani,

2012). Chapter 1- Assessment, It Doesn‘t Have

to be the Enemy.

Reflective Journal: The reflective journal will




Class Discussion

Reflective Journal

Summative

Assessment #1: See 2.A.1

2.B.1

Performance Indicator B: Oral

Language

Apply intentional, explicit, and

systematic instructional practices

for scaffolding development of

oral/aural language skills (e.g.,


Oral Language. Participants will engage in an

interactive presentation on oral language.

Topics to be addressed include: What is Oral

Language? How does it relate to the Common

Core (CC) Anchor Standards for Speaking and


Class Discussion

Reflective Journal


http://www.youtube.com/watch?v=5w9v6-zUg3Y



language experience approach,

Socratic questioning).language (e.g.,

orthographic skills, phonetic and

structural analysis: rules, patterns,

and generalizations).

Listening and Language? What are effective

methods of supporting oral language? How do

you assess oral language? Participants will

review the CC Anchor Standards and, working

in small groups, develop a list of instructional

practices to support CC.


What is Oral Language Development in

Reading? Retrieved from:

http://www.ehow.com/about_6395103_oral-

language-development-reading_.html



Studies, Science, and Technical Subjects-

Anchor Standards for Speaking and Listening

and Language. Retrieved from






strategy.

Video: Children of the Code- Oral Language

Foundations [Web Video]. Retrieved from

www.childrenofthecode.org

2.B.2

Create an environment where

students practice appropriate social

and academic language to discuss

diverse texts.



interactive presentation of oral language. See

2.B.1


Class Discussion

Reflective Journal

2.B.3

*2.2.b. Recognize and apply an

English language learner‘s home

language proficiency as a

foundation and strength to support

the development of oral language in

English.




2.B.1

Professional Reading: What does research tell

us about teaching reading to English language

learners? The ELL Outlook, Retrieved from

http://www.coursecrafters.com/ELL-

Outlook/2007/jan_feb/ELLOutlookITIArticle1.

htm


Class Discussion

Reflective Journal

2.B.4

Use writing experiences to enhance

oral language (e.g., interactive




Class Discussion

http://www.ehow.com/about_6395103_oral-language-development-reading_.html



http://www.childrenofthecode.org/

http://www.coursecrafters.com/ELL-Outlook/2007/jan_feb/ELLOutlookITIArticle1.htm




writing, student to teacher sentence

dictation).


2.B.1

Reflective Journal

2.B.5 (3.2., 5.12) Recognize, describe, and

incorporate appropriate oral

language assessments to guide

instruction.




2.B.1

Several assessments will be modeled, including

the use of Student Oral Language Observation

Matrix (SOLOM) and Academic Language

Proficiency rubric (CALP).


Class Discussion

Reflective Journal

2.C.1

Performance Indicator C:

Phonological Awareness

(2.A was ―identify‖ Apply

intentional, explicit, systematic

instructional practices to scaffold

development of phonological

awareness. (e.g., blending and

segmenting syllables, onset-rimes,

and phonemes).


Phonological Awareness. Participants will

review the basics of phonological awareness.

They will engage in interactive lessons. (e.g.,

isolation, identifying, categorization, blending,

segmentation, deletion, addition, substitution

of syllables, and onset-rimes, rhyming and

alliteration)

Professional Reading: Phonological and

Phonemic Awareness. Retrieved from

http://www.readingrockets.org/helping/target/p

honologicalphonemic/

Video: Children of the Code- Phonemes [Web

Video]. Retrieved from

www.childrenofthecode.org

Reflective Journal: What is phonological

awareness and how does it relate to reading

development? The reflective journal will be

utilized with all reading, writing, and


Blackboard Discussion/Task: After face

to face session, participants will use

Blackboard to demonstrate understanding of

phonological awareness by completing a RAFT

activity.


Class Discussion

Reflective Journal

Blackboard

Discussion/Task

2.C.2 Provide opportunities for students to

use oral/aural language to enhance

phonological awareness (e.g.,

rhyming and alliteration).


Phonological Awareness. See 2.C.1


Class Discussion

Reflective Journal

2.C.3 Understand and apply knowledge of

how variations in phonology across

languages affect English language

learners‘ reading and writing

development.





Outlook/2007/jan_feb/ELLOutlookITIArticle1.h


Class Discussion

Reflective Journal

http://www.readingrockets.org/helping/target/phonologicalphonemic/

http://www.readingrockets.org/helping/target/phonologicalphonemic/

http://www.childrenofthecode.org/




tm

Discussion: Participants will brainstorm how

variations in phonology affect English Language

Learners. Groups will create charts to present to

the class. After reading the phonological

awareness section of What Does Research Tell

Us About Teaching reading to English Language

Learners, participants will add new information

to the charts.

Reflective Journal: Information from the

charts will be captured in the journal.

2.C.4

Use writing experiences, in

conjunction with phonological

instruction, to enhance reading

achievement (e.g., Elkonin boxes or

magnetic letters, individual response

whiteboards).


Phonological Awareness. See 2.C.1

Participants will use Elkonin boxes to

experience the strategy and gain a deeper

understanding of how to use it with students.

They will also use individual whiteboards to

experience strategies to use with students for

teaching phonological awareness.

Reflective Journal: Participants will use

the journal to capture key ideas for each

strategy and reflect on how it will enhance their

teaching.


Class Discussion

Reflective Journal

2.C.5 (3.2, 5.12) Recognize, describe, and

incorporate appropriate

phonological awareness assessments

to guide instruction.


Phonological Awareness. See 2.C.1. Work with

an elbow partner to practice using phonological

awareness activities as assessments to guide

instruction.


Class Discussion

2.D.1 Performance Indicator D:

Phonics

(2.B was ―identify) Apply


instructional practices for

scaffolding phonics development on

a continuum from the individual

phoneme-grapheme level through

the multi-syllabic word level.


Phonics. Participants will review the basics for

applying intentional, explicit, systematic

instructional practices for phonics development.

Six Syllable Patterns Foldable- Participants will

create a graphic organizer to review the Six

Most Common Syllable Patterns in the English

Language: (Closed, Vowel Consonant-e, Open,

Vowel Teams, Vowel-r, Consonant-le).

Professional Reading: To build background

knowledge, participants will read National

Institute for Literacy- What Content-Area

Teachers Should Know About Adolescent

Literacy (decoding) pgs 3-7. (National Institute

for Literacy, 2007).

Elementary Teachers will have the option to


Class Discussion

Reflective Journal

Blackboard Task


read Chapter 2 Phonics and Decoding of The

Threads of Reading: Strategies for Literacy

Development, (Tankersley, 2003).




Participants will capture key ideas from the

articles by using a concept map. Share with

elbow partner and class discussion.


strategies for phonics instruction: Decoding

Words, by Amy Thomas and Say it Faster

Move it Closer- Molly Arntz. [Web Video]

Retrieved from Project Learn/FCRR.org,

www.fcrr.org


to face session, participants will use

Blackboard to demonstrate understanding of

phonics by responding to the following

question: What two specific ideas, approaches,

or strategies do you plan to incorporate in your

own classroom/learning environment to assist

students who are having difficulties with

phonics? Describe how you will integrate the

strategies and provide a rationale for your

selections.

2.D.2

Recognize and apply an English

language learner‘s home language

as a foundation and strength to

support the development of phonics

in English.






tm

Discussion: Participants will brainstorm how an

ELL home language serves as a foundation and

strength with the development of phonics in

English using the strategy Think-Pair-Share.

After reading the phonics section of What Does

Research Tell Us About Teaching Reading to

English Language Learners, participants will

add new information to their journal and share

with a thinking partner.

Reflective Journal: Participants will add new

information to their journal about ELL students

and fluency instruction and share with a thinking


Class Discussion

Reflective Journal






partner.

2.D.3

Use oral/aural language and writing

experiences to enhance phonics

instruction (e.g., sentence strip

words, phrases, and pocket charts).


Phonics. See 2.D.1. Participants will use

individual whiteboards to experience strategies

to use with students for teaching phonics (e.g.,

word families, blends, digraphs, onset-rime, and

clusters).

Reflective Journal: Participants will use

the journal to capture key ideas for each

strategy and reflect on how the new

information will enhance their teaching.


Class Discussion

Reflective Journal

2.D.4 (3.2, 5.12) Recognize, describe, and

incorporate appropriate phonics

assessments to guide instruction.


Phonics. See 2.D.1.Work with an elbow partner

to practice using phonics activities as

assessments to guide instruction. Participants

will research assessments available for teachers

at www.FCRR.org


Class Discussion

Reflective Journal

2.E.1

Performance Indicator E:

Fluency

(2.C was ―identify‖) Apply



accuracy, expression, rate, and

reading endurance (e.g., paired

reading, repeated reading, echo

reading, reader‘s theater, etc.).


Fluency. An interactive lesson focused on

fluency instruction. Fluency activities and

assessment techniques will be modeled and

used by the participants throughout the

PowerPoint. (e.g., echo reading, paired reading,

reader‘s theatre, choral reading, repeated

reading, one-minute reads, charting progress,

and fluency rubrics)

Professional Reading: National Institute for

Literacy- What Content-Area Teachers Should

Know About Adolescent Literacy – Fluency.

Retrieved from

http://www.nichd.nih.gov/publications/pubs/upl

oad/adolescent_literacy.pdf


to Independent Reading, Chapter 5 pgs 58-78.

(Allen, 2000)

Reflective Journal: What is fluency and how

does it relate to reading and comprehension?


to face session, participants will respond to the

following online discussion prompt: Why is

fluency important? Select two research-based

methods to support your students' fluency

development. Briefly discuss how you plan to

implement the strategies in your classroom


Class Discussion

Reflective Journal

Blackboard Task


http://www.nichd.nih.gov/publications/pubs/upload/adolescent_literacy.pdf



instruction/learning environment. Please provide

a rationale for your selections.

2.E.2

Use oral/aural language and writing

experiences to enhance fluency

(e.g., poetry charts, song lyrics).


Fluency. See 2.E.1. Participants will use poems

and short stories to practice fluency strategies

with an elbow partner.


Class Discussion

Reflective Journal

2.E.3

(3.2., 5.12) Recognize, describe, and

incorporate appropriate fluency



Fluency. See 2.E.1.Work with an elbow partner

to practice using one minute fluency assessments

and fluency scales as assessments to guide

instruction.


Class Discussion

Reflective Journal

2.F.1

Performance Indicator F:

Vocabulary

(2.D was ―identify‖) Apply



vocabulary and concept

development (e.g., shared reading,

semantic mapping, etc.).


Vocabulary. Research, statistics, and

instructional practices will be explored.

Throughout the presentation, participants will

use vocabulary instructional practices

(kinesthetic vocabulary, root word trees, word

splash, shades of meaning, concept chains,

circle maps, I have, who has, and word sorts).

Professional Reading: National Institute for

Literacy- What Content-Area Teachers Should

Know About Adolescent Literacy -Vocabulary

pgs 14-18. Retrieved from

http://www.nichd.nih.gov/publications/pubs/upl

oad/adolescent_literacy.pdf

Six Steps to Better Vocabulary Instruction,

Educational Leadership, (Marzano, 2009).

Participants will use an A-Z Brainstorming

chart to activate prior knowledge about

vocabulary instruction. After reading the

article, participants will discuss the pros and

cons of the recommendations.

Reflective Journal: What is effective

vocabulary instruction? What are some

effective methods and instructional practices

for vocabulary and concept development?


strategies for vocabulary instruction (Frayer

Model, Vocabulary Posters, Semantic

Mapping). [Web Video] Retrieved from Project

Learn/FCRR.org, www.fcrr.org


to face session, participants will respond to the


Class Discussion

Reflection Journals

Blackboard Task

Summative

Assessment #2

Participants will

develop and teach a

vocabulary lesson. The

lesson will need to

include one or more of

the instructional

practices modeled in

class for vocabulary

and concept

development.

Accommodations for

ELL students must be

included. A reflection

of the lesson will also

need to be included.





following online discussion prompt: Share at

least one vocabulary strategy you currently use in

the classroom. Your posting should address the

following questions: How does it work? How

often do you use it? What materials do you need

to implement it successfully? Feel free to include

a website related to your strategy.

2.F.2

Provide for continual integration,

repetition, and meaningful use of

domain specific vocabulary to

address the demands of academic

language.


Vocabulary See 2.F.1.Throughout the

presentation, participants will use vocabulary

instructional practices (kinesthetic vocabulary,

root word trees, word splash, shades of

meaning, concept chains, circle maps, I have,

who has, and word sorts).

Reflective Journal: Documentation of multiple

methods of vocabulary instruction modeled in

within the interactive lesson.


Class Discussion

Reflection Journals

Summative Assessment

#2- See 2.F.1

2.F.3

Incorporate vocabulary instruction

through analogies (e.g., cognates,

Greek and Latin roots).


Vocabulary. See 2.F.1. Throughout the






Reflective Journal: Documentation of

multiple methods of vocabulary instruction

modeled in within the interactive lesson.


Class Discussion

Reflection Journals


#2- See 2.F.1

2.F.4 Provide an environment that

supports wide reading of print and

digital texts, both informational and

literary, to enhance vocabulary.


See 2.A.1

Discussion: Participants will individually

brainstorm a list of genres of text used in the

classroom. Participants will be grouped

according to the reading bands from Common

Core- K-5 and 6-12. Each group will review the

―Range of Text Types for K-5‖ and ―Range of

Text Types for 6-12‖. The participants will

compare their brainstormed list to the Common

Core recommendations and use online resources

to develop text sets aligned with topics of study

within the curriculum.

Professional Reading: Common Core Standards

for the English Language Arts and Literacy in


Class Discussion

Reflection Journals

Blackboard Task


#2-See 2.F.1


History/Social Studies, Science, and Technical

Subjects- Text Types for K-12. Retrieved from





Blackboard Discussion/Task: Participants will

use online resources and research-based

guidelines for selecting literature and domain

specific print and digital text appropriate to

students‘ age, interests and reading proficiency

to create a ―text set‖ to share with others.

2.F.5 *3.2.j Incorporate instructional

practices that develop authentic uses

of English to assist English

language learners in learning

academic vocabulary and content.


Vocabulary. See 2.F.1

Discussion-Participants will brainstorm

authentic uses of English to assist with the

development of vocabulary in English using the

strategy Think-Pair-Share. After reading the

phonics section of the article, What Does

Research Tell Us About Teaching reading to

English Language Learners, The ELL Outlook,

Retrieved from



tm , participants will add new information to

their journal and share the information with a

thinking partner.

Reflective Journal: Information from the class

charts will be captured in the journal.


Class Discussion

Reflection Journals


#2- See 2.F.1

2.F.6 Use oral/aural language and writing

experiences to enhance vocabulary

(e.g., interactive word walls, word

sorts, word charts for secondary).


Vocabulary See 2.F.1. Throughout the






Class Word Walls: A class word wall will be

utilized throughout the course. Each vocabulary

word will include the word, definition, and a

visual representation. Words will be added by

the participants and they will also keep a

―Portable Word Wall‖ in the back of the


Class Discussion

Reflection Journal


#2- See 2.F.1






reflective journal.

Reflective Journal: Documentation of new

vocabulary terms by using a ―Portable Word

Wall.‖

2.F.7

Use multiple methods of vocabulary

instruction (e.g. multiple contexts,

examples and non-examples,

elaborations, etc.).


Vocabulary. See 2.F.1.Throughout the






Reflective Journal: Documentation of multiple

methods of vocabulary instruction modeled in

within the interactive lesson.


Class Discussion

Reflection Journals


#2- See 2.F.1

2.F.8

(3.2, 5.12) Recognize, describe, and

incorporate appropriate vocabulary


Professional Reading: Creating Robust

Vocabulary, Frequently Asked Questions and

Extended Examples, (Beck, McKeown &

Kuccan, 2008). Participants will work with a

partner to create a Vocabulary Concept Map for

the term, Vocabulary Assessment.

Reflective Journal: Vocabulary concept map

will be included in the journal.

Before reading the text, participants will respond

to the following question: How do you assess

vocabulary in your classroom? After reading

and discussing the text, participants will respond

to the following question: How will you change

your methods of assessing vocabulary? What

new aspects of vocabulary assessment will you

include?


Class Discussion

Reflection Journal

Summative

Assessment #2

See 2.F.1

2.G.1

Performance Indicator G:

Integration of the Reading

Components

(2.F.1, 2.F.2 was ―identify‖) Apply

comprehensive instructional

practices, including writing

experiences that integrate the

reading components.



Reading, (Allen, 2000).

Interactive Lesson: Summative Assessment #3

Participants will work with each other in small

groups to present a 30 minute ―teach back‖

lesson on the last day of the course. The

participants will research professional articles

encompassing literacy instruction. The articles

selected on the topic will be the basis of the

lesson. Before, during, and after reading

strategies will be demonstrated using the


Reflective Journal

Summative


develop and teach a


comprehensive


including before,

during, and after



selected article. writing experiences. A


will also need to be

included with the

lesson.

Summative

Assessment #3

Participants will work

with each other in small

groups to present a 30

minute ―teach back‖

lesson on the last day of

the course. The

participants will

research professional

articles encompassing

literacy instruction. The

articles selected on the

topic will be the basis of

the lesson. Before,

during, and after

reading strategies will

be demonstrated using

the selected article.

2.G.2 Identify instructional practices to

develop students‘ metacognitive

skills in reading (e.g., text coding

such as INSERT, two column

notes).

Interactive Lessons/Demonstrations:

Throughout Competency Two the following

metacognitive strategies will be utilized:

―It Says, I Say, and So‖

Annotating Text

Text Coding

Questioning

Graphic Organizers

Structured Discussions

Reflective Journal

Directed Note-Taking

Two-Column/Cornell


Class Discussion

Reflection Journal

Summative #2

Summative #3

2.G.3 (2.F.3 was ―identify‖) Use resources

and research-based practices that

create information intensive

environments (e.g., diverse

classroom libraries, inquiry

reading).



Reading, (Allen, 2000). Participants will read



Blackboard Discussion/Task: Describe how


Class Discussion

Reflection Journal

Blackboard Task


you would create an information intensive

environment that is language and print rich.

2.G.4

(2.F.4 was ―identify‖) Use research-

based guidelines for selecting

literature and domain specific print

and digital text appropriate to

students‘ age, interests and reading

proficiency (e.g., young adult

literature, informational texts).

Professional Reading: The challenge of

challenging text. Educational Leadership,

(Shanahan, Fisher & Frey, March, 2012).

After reading and discussing the article,

participants will create a ―text set‖ to be

submitted via Blackboard.



Studies, Science, and Technical Subjects- Text

Types for K-12. Retrieved from






strategy.

Discussion: Participants will individually

brainstorm a list of genres of text used in their

classrooms. Lists will be compared to the

guidelines from Common Core Standards.

Participants will be grouped according to the

reading bands from Common Core. Each group

will review the ―Range of Text Types for K-5‖

and ―Range of Text Types for 6-12.‖

Reflective Journal: List of classroom genres,

comparison to CC Text Bands

Blackboard Task: Create a ―text set‖ for a unit

of study. Text set will include diverse texts,

including online resources.


Class Discussion

Reflection Journal

Blackboard Task

2.G.5 Demonstrate understanding of

similarities and differences between

home language and second language

reading development.

Professional Reading: “Key Differences

Between First and Second Language

Acquisition”

Participants will review the charts and work with

a partner to identify reading strategies from the

course that could be adapted to meet the needs of

an ELL student.


Class Discussion

2.G.6 Triangulate data from appropriate

reading assessments to guide

instruction.

Interactive Lesson: Participants will review a

case study for a K-12 student with a partner.

Based on the information provided in the study,

recommendations for reading instruction will be

presented to the class.


Class Discussion




Competency #3

Competency 3: Foundations of Assessment – 60 In-service Hours

Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the

needs of all students. Teachers will engage in the systematic problem solving process.

Course

Number

Name of

Course

Indicator

Code


10130990 Fl.

Reading

Compete

ncy 3

3.1 Performance

Indicators

(3.1) Understand and

apply measurement

concepts and

characteristics of

reading assessments.

Review current research

Peer definition of assessment

Read Seven Blind Mice – Discuss

implications for assessment

Read the article Finding Balance:

Assessment in the Middle School

Classroom.

Tea Party Protocol – Use quotes on

assessment. Then discuss.

Discuss the relationship between the

components of reading

Journal Response

Written Summary

Written review of current research—analysis

of assessment terms, ideas, and strategies from

the research [see Performance Task #1]

Read articles on the components of reading.

Complete a chart showing the definition and

importance of each component. Participants

will continue adding assessments to this chart

throughout the course [see Performance Task

#2].

10130990 Fl.

Reading

Compete

ncy 3

3.2

(3.2) Understand the

purposes of various

informal assessments

(e.g., informal reading

inventories, analyzing

writing samples)

including an emphasis

on matching reader to

text.

Administer a fluency probe

Take a Cloze and score the test

Take a Maze and score the test

Chart the pros and cons of the Cloze

and Maze.

Discussion to compare the tests‘

uses and value and analyze how the

data informs instruction.

Practice finding the Lexile level of

books by using a book they are

currently reading for pleasure.

Administer the following informal assessments.

Provide a reflective written response that

includes the assessment results and analysis of

the data:

one-minute fluency probe and the Multi-

dimensional fluency probe on five students.

[see Performance Task # 6]

Miscue Analysis [see Performance Task

#11]

The San Diego Quick Reading Assessment

and FAIR Phonics Inventory [see

Performance Task #12]


DAR [see Performance Task #14]

Maintain anecdotal records. Analyze this data

and add to the Assessment portfolio [see

Performance Task # 8].

In groups of two OR three, present research on

tests and administer a short sample to

participants (including QRI, DAR, SRI, FAIR,

Miscue Analysis and Running Record, and

FAIR assessments). Include information on

reliability and validity as well as qualitative

and quantitative aspects [see Performance Task

# 4]

Determine the Lexile level of at least 15 books

currently in the classroom library.

Use Lexile Analyzer online or Okapi to find the

Lexile level of a 500 word passage from a

current class textbook or article [see

Performance Task # 7].

10130990 Fl.

Reading

Compete

ncy 3

3.3

(3.3, 3.4) Understand

the purpose of various

formal assessments

including the

differences between

norm-referenced and

criterion-referenced

assessments and how

to interpret data

reports.

Read the article FCAT Scoring the

Test

Read the article Cognitive

Complexity Classification of FCAT

Test Items

Read the article Formal Assessment

Method. Jigsaw the reading and

then share.

Chart the features of norm

referenced tests as well as criterion

referenced assessments.

Class discussion on the different

types of norm and criterion

referenced assessments.

Analyze and interpret formal data for 10

students. Include data from at least 5

assessments [see Performance Task #3].

10130990 Fl.

Reading

Compete

3.4

(3.5) Understand the

meaning of test

reliability, validity,

and standard error of

measurement and

Read Chapter 6 from A Practical

Guide to Alternative Assessment:

Ensuring Reliable Scoring.

Participants jigsaw the reading.

Class discussion

Written journal response

Complete a chart of key formal and informal

assessments showing aspects of reliability and


ncy 3 describe major types

of derived scores from

standardized tests.

Groups of 4 discuss, create visual

presentations, and then presents: on

the following:

o Understanding THE

Importance of Reliability and

Consistency

o Achieving consistency through

Training

o Ensuring Equitable Judgment

during scoring

o Providing Evidence of

Reliability

validity of each assessment.








# 4]

10130990 Fl.

Reading

Compete

ncy 3

3.5

(3.6) Demonstrate

knowledge of the

characteristics,

administration, and

interpretation of both

quantitative and

qualitative

instructional

assessments (to

include each of the

following: screening,

progress monitoring,

diagnosis and

outcome measures).

Read the article Assessment Through

the Student’s Eyes by Rick Stiggins

Presentation slides from facilitator‘s

guide from Just Read Florida,

Competency 3 [FLaRE]

Journal response: How does this

information on quantitative and

qualitative instructional assessments

affect reading assessment in my

classroom?








# 4]

1013099

0

Fl.

Reading

Compet

ency 3

3.6 (3.7) Analyze data to

identify trends that

indicate adequate

progress in student

reading development.

Read the article Healthier Testing

Made Easy by Grant Wiggins

Participants bring two-three student

samples for at least five students. In

groups of four, participants create a

graphic to show trends in student

progress (positive or negative).

Participants discuss next steps in

assessment and instruction the

common trends and needs.

To demonstrate an understanding of how to

formatively assess students and analyze the

data, participants must:

create and administer 5 exit slips within

one unit of study.

Group students for next instructional

day based on exit slip data.

Provide a written analysis of the data

that clearly explains trends in student

learning, reasons for student groupings,

explanations of how these results drove

day-to-day instruction, and analysis of

how your grouping met the needs of all


students.

[see Performance Task # 9].

1013099

0

Fl.

Reading

Compet

ency 3

3.7 (3.8, 3.9) Understand

how to use data within

a systematic problem

solving process to

differentiate

instruction, intensify

intervention and meet

the needs of all

students. (e.g.,

grouping practices,

appropriate curriculum

materials).

Read ‗Different Perspectives for

Reading‘ [pages 73-75 from

Classroom Strategies for Interactive

Learning by Doug Buehl

Participants discuss the importance

of differentiating and looking at

students from other perspectives.

Read the article ‘Using Data to

Plan Differentiated Instruction’.

To demonstrate an understanding of how to

formatively assess students and analyze the

data, participants must:

create and administer 5 exit slips within

one unit of study.

Group students for next instructional

day based on exit slip data.

Provide a written analysis of the data that

clearly explains trends in student learning,

reasons for student groupings, explanations

of how these results drove day-to-day

instruction, and analysis of how your

grouping met the needs of all students.


1013099

0

Fl.

Reading

Compet

ency 3

3.8 (3.10) Identify

appropriate criteria for

selecting materials to

include in portfolios

for monitoring student

progress over time.

Participants work in groups to share

their charts of progress monitoring

materials to include in student

portfolios.

Groups create charts to share and

post in class.

Instructor shares slides, handouts,

and charts on portfolio types.

Presentation and charts show three

types of portfolios (growth,

showcase, and evaluation) with their

purposes and possible materials for

inclusion.

Participants take notes and include

handouts of charts in their

assessment portfolio.

Class discussion

Written journal response

Complete a chart of appropriate criteria for

selecting materials to be included in student

portfolios. Criteria should include but not be

limited to: items for ongoing progress

monitoring, student self-assessment forms,

fluency charts to show reading growth, writing

samples over time, baseline and post tests for

units of study.

1013099

0

Fl.

Reading

Compet

ency 3

3.9 (3.11) Identify

interpretive issues that

may arise when

assessments in English

are used to measure

reading proficiency in

Read Ensuring Accommodations

Used in Content Assessments Are

Responsive to ELLs.

Add accommodations to the

Complete an ‗Allowable Accommodations‘

chart for ELLs.

Analyze one lesson plan and one assessment.

Identify and/or add appropriate


English language

learners. ‗Allowable Accommodations Chart‘.

Also include those that you already

use in your classroom. Participants

share.

accommodations for ELLs [see Performance

Task # 15].

1013099

0

Fl.

Reading

Compet

ency 3

3.10 (3.12) Identify

appropriate

assessments and

accommodations for

monitoring reading

progress of all

students.

Brainstorm a list of appropriate

assessments and accommodations.

Presentation slides on appropriate

assessments and accommodations

while participants take notes.

Work in groups to create a graphic

organizer showing appropriate

assessments and accommodations

for monitoring reading progress.

Complete an Assessment Decision Tree to

assess appropriate interventions for struggling

readers [see Performance Task # 13].

1013099

0

Fl.

Reading

Compet

ency 3

3.11

Identify and

implement appropriate

and allowable

accommodations as

specified in the

Individual Education

Plan or 504 Plan when

assessing students

with disabilities in the

area of reading.

Read FCAT accommodations guide.

Add accommodations to the

‗Allowable Accommodations Chart‘.

Also include those that you already

use in your classroom. Participants

share.

Complete an ‗Allowable Accommodations‘

chart for students with disabilities.

Analyze one lesson plan and one assessment.

Identify and/or add appropriate

accommodations for students with disabilities



Name

School

Competency 3 Portfolio

Please include a cover sheet with the information shown above. NOTE:

o Please do not include last names for students. o All information must be typed, 12 font.


Performance Task 1 – Current Research on Assessment Write answers for this task in narrative format. Use conventions correctly. Select a recent (not more than 5 years old) article on any aspect of assessment.

Purpose: review up-to-date literature/research on assessment

Include a copy of your article.

Respond to three assessment terms discussed in your article with which you may have already been familiar. Name and explain them.

Respond to three major ideas, concepts, or strategies found in your reading. Name and explain them in a two-column format.

Reflect on the ideas included in the article and provide a rationale as to how they can be included in your classroom. Plan to share a summary of the article with the class, addressing the above listed bullets. Each participant will have two minutes to present the article and review.

This task should be completed by .

Performance Task 2 – Components of Reading

Purpose: increase/refine background knowledge concerning the basic components of reading according to the National Reading Panel, 2000.

Read the articles provided by the facilitator on the essential components of reading: Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

Create and complete a chart with key information for each component. See example of chart below.

Save this document and throughout the course, add assessments for each component.

Be prepared to discuss your findings and conclusions in class.


What is it? Why is it important? Assessments Oral Language Phonemic Awareness Phonics Fluency Vocabulary Comprehension


Performance Task 3 – Data Collection

Purpose: demonstrate understanding of how to collect and record data on students (RTI).

Collect assessment data on 10 students and present in a chart of spreadsheet (see example below).

The chart should show at least 5 pieces of data for each student.

Column titles need to be clearly stated.

Both formal and informal assessments may be included.


Students FCAT SRI FAIR Benchmark PMA 1 2 3 4 5 6 7 8 9 10 Performance Task 4 – Reading Assessment Presentation

Purpose: be familiar with the components of reading assessments used in schools

Select an assessment and a presentation partner.

Test include: QRI, DAR, SRI, FAIR, Miscue Analysis/Running Record, any assessment in the FAIR Toolkit.

Research your test. Plan a presentation to include the following items: o Type and purpose of the assessment o To whom it is given o How it is administered (when, length of administration, reading components assessed, how data is used for

reading instruction)

Prepare a short sample of your assessment to administer to the class

Include information on test reliability and validity, as well as qualitative, and quantitative aspects

Each team will have 20 minutes to present.

Presentation dates will be the 2nd and 3rd class days.


Performance Task 5 – Research on Reading Assessment

Purpose: to determine and understand the issues of reading assessment – to find the balance between the “old” and the “new”.

Read the article in Essential Readings on Assessment (“Reading Assessment: Time for a Change”) pages 18 – 23.

After reading, submit a response which includes the following: o Based on your reading, respond on how the topic of this article is still true today. Be sure to read carefully

the chart on page 19. o Answer: How can teachers resolve the discrepancy between what we know and what we must measure? o Answer: What are three things you can learn only by talking to a student one-on-one? Why is it impossible

for standardized assessments to measure these three things?

This should be completed by .

Performance Task 6 – Administer Fluency Assessments

Purpose: to administer a reading assessment to determine reading fluency and allow one-on-one time with students

Collect Oral Reading Fluency scores for 5 students using passage appropriate for grade level. Attach the passage showing errors and computation of WCPM for each student. Include only first names of students and the date of administration.

If you are a Read 180 teacher, do not use scores from the Read 180 computer test.

The assessments must be administered by you, not copied from the reading teacher or reading coach.

Complete a multi-dimensional reading rubric will need for each student.

Provide a reflective written response to this task including what you have learned about fluency assessments and your students and how the results from the assessment will affect your teaching methods.


Performance Task 7 – Instructional Text Analysis Using Lexile Measures

Purpose: to demonstrate an understanding of Lexile scores and how the scores relate to student readability levels

Give the Title and Lexile of at least 15 books in your classroom library.

Create a sample reading of 500 words for Lexile Analyzer or 200 words for Okapi. Show the Lexile and readability for the selection.



Performance Task 8 – Anecdotal Record Keeping

Purpose: to demonstrate understanding of how to collect and record informal reading data on students.

Provide documentation of anecdotal records kept on 5 students. The records should indicate two observational periods/occurrences for each student. Observations should be taken at lea

Provide a reflective written response to this task including what you have learned about anecdotal records and how your observations have helped in your overall assessment of your students.


Performance Task 9 – Formative Assessments – Exit Slips based on content

Purpose: to demonstrate an understanding of how to formatively assess students, check for comprehension, and analyze the data

Create and administer exit slips within one unit of study. Include 5 students’ slips.

Group students for next instructional day, based on your exit slip data. Include your grouping chart.

Provide a written analysis of the data that clearly explains trends in student learning, reasons for student groupings, explanations of how these results drove day-by-day instruction, and an analysis of how your grouping met the needs of all students.


Task 10 – Pretest and Posttest for a Unit of Study or an Identified Instructional period

Purpose: to demonstrate an understanding of how to target instruction and differentiate context based on student data.

Create a baseline assessment for an upcoming unit of study or time period. The assessment needs to include questions based on the content and standards to be taught during the instructional period. Include tests for 5 students.

Create a posttest for the same unit of study or time period. The posttest will need to include questions based on the content and standards taught during the instructional period. Include the posttests from the same 5 students.

The baseline and the posttest do not need to be laborious. No more than 20 questions should be included on either assessment.



Performance Task 11 – Administer a Miscue Analysis

Purpose: to demonstrate an understanding of how to administer and nalyze a miscue analysis.

Administer a miscue analysis to one student using a passage appropriate for your grade level.

Include: o Student first name only o Copy of the passage o Notes, markings, and analysis of miscues complete and accurately recorded o Identify next steps in instruction.

Provide a reflective written response to this task. What have you learned about reading assessment and you students? How will the results from this assessment affect your teaching methods?


Performance Task 12 – Administer Decoding Assessments

Purpose: to administer phonics/decoding assessments to determine level of proficiency.

Administer the San Diego Quick Reading Assessment and the FAIR Toolkit Inventory to two students.

Include: o Copy of student tests and scores o Instructional implications for each student

Provide a reflective written response to this task. What did you learn about your students’ decoding abilities? How do the results of this assessment compare to other assessments?


Performance Task 13 – Identify Methods for Monitoring Reading

Purpose: to demonstrate an understanding of reading interventions

Create an Assessment Decision Tree to assess appropriate interventions for struggling readers.

Include SSS and Grade-Level Expectations

The Decision Tree should include no less than five (5) “If” and “Then” scenarios.

Provide a reflective written response to this task.



Performance Task 14 – Administer and analyze DAR

Purpose: to understand how to administer and analyze a research-based diagnostic reading assessment

Administer the DAR to one student using appropriate sections for your grade level.

Required assessments within the DAR include: “Word Recognition” lists (p. 15), the “Silent Reading Comprehension” (p. 29), and “Word Meaning” (p. 49).

You should include results from any additional test necessary.

Copy page 55 and compile the results for each student.

Provide a written response to this task. What did you learn about your student that surprised you? What next steps did this assessment indicate for this student?


Performance Task 15 – Accommodations for ELL, 504, and Students with Disabilities

Purpose: to identify accommodations for English Language Learners and those classified as students with disabilities (Individual Education Plans and 504 plans)

Read Ensuring Accommodations Used in Content Assessments are Responsive to ELLs.

Add accommodations to the “Allowable Accommodations Chart”. Include those that you already use in your classroom.

Participants share within class.


Performance Task 16 – Reflections

Submit the class journal you have been instructed to write throughout the course.

Include a short “Reflection” page about the benefits of this course, your recommendations for changes or additions, and how you will implement what you have learned in your class next year.

This task is due when you turn in your portfolio at the end of the course.



Competency#4

Competency 4: Foundations and Applications of Differentiated Instruction – 60 In-service Hours

Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by

differentiating process, product, and context. Teachers will engage in the systematic problem solving process.

Course

Number

Name of

Course

Indicato

r

Code

Specific

Indicator

Curriculum Study Assignment Assessment

14065400 Competency

4:

Foundations

and

Applications

of

Differentiate

d Instruction

4.1

Performance

Indicators

*2.3.d.Underst

and and apply

knowledge of

socio-cultural,

socio-political

and

psychological

variables to

differentiate

reading

instruction for

all students.


Reading and the English language Learner.

Participants will engage in professional reading,

demonstrations of effective practices, discussion, and

reflection on the following topics: socio-cultural,

socio-political, and psychological variables, first and

second language stages and the relationship to

reading and comprehension.


Differentiating instruction for the english as a second

language students. (n.d.). Retrieved from

http://eslc.teachers.ab.ca/About

theCouncil/Documents/65d126e3e018454a962b6601f

7d5e04eESL35.pdf

Robertson, K. (2009). Reading 101 for english

language learners. Retrieved from http://www.colorincolorado.org/article/33830/?theme=print Video: Erker, J. (Producer) (2011). Culturally responsive

teaching and learning [Web]. Retrieved from

http://www.youtube.com/watch?v=_uOncGZWxDc&

feature=related&safety_mode=true&persist_safety_m

ode=1&safe=active

Reflection Journal: The reflective journal will be

utilized with all reading, writing, and discussion

activities included in the course.


Class Discussion

Reflection Journal


#1:

Action Research.

Participants will conduct

six weeks of action

research with three

students. The six

components of reading will

be the focus for each

student. The action

research will include the

following components for

each student:

a. Investigating

area of concern

b. Assessment

analysis and

plan of action

c. Instructional

resources and

practices

d. Instructional

lesson plans and

http://eslc.teachers.ab.ca/About%20theCouncil/Documents/65d126e3e018454a962b6601f7d5e04eESL35.pdf



http://www.colorincolorado.org/article/33830/?theme=print

http://www.youtube.com/watch?v=_uOncGZWxDc&feature=related&safety_mode=true&persist_safety_mode=1&safe=active




reflection

e. Assessments

results: baseline,

formatives, and

summative

f. Weekly analysis

and reflection of

the process and

a summative

analysis


#3:

Case Study: Differentiating

Instruction for English

language learners.

Participants will work with

a partner to develop a

lesson differentiated

reading lesson for ELL

students.

4.2 Understand the

stages of

English

language

acquisition for

English

language

learners and

differentiate

reading

instruction for

students at

different levels

of English

language

proficiency.














7d5e04eESL35.pdf


language learners. Retrieved from


Class Discussion

Reflection Journal


#3: See 4.1






Video: Stages of language development [Web]. (2007).

Retrieved from

http://www.youtube.com/watch?v=Eoca1Ou_6TE&fe

ature=related&safety_mode=true&persist_safety_mo

de=1&safe=active



activities included in the course.

4.3

2.2.aUnderstan

d and apply

current theories

of second

language

acquisition to

differentiate

instruction for

English

language

learners of

diverse

backgrounds

and various

levels of prior

education.












http://eslc.teachers.ab.ca/About the

Council/Documents/65d126e3e018454a962b6601f7d

5e04eESL35.pdf


language learners. Retrieved from http://www.colorincolorado.org/article/33830/?theme=print Walqui, A. (2000). Contextual factors in english

language acquisition. ERIC clearinghouse on

language and linguistics, Retrieved from

http://www.cal.org/resources/digest/digest_pdfs/0005

-contextual-walqui.pdf

Video:



activities included in the course


Class Discussion

Reflection Journal


#3: See 4.1


http://www.youtube.com/watch?v=Eoca1Ou_6TE&feature=related&safety_mode=true&persist_safety_mode=1&safe=active



http://eslc.teachers.ab.ca/About%20the%20Council/Documents/65d126e3e018454a962b6601f7d5e04eESL35.pdf




http://www.cal.org/resources/digest/digest_pdfs/0005-contextual-walqui.pdf

http://www.cal.org/resources/digest/digest_pdfs/0005-contextual-walqui.pdf


4.4 (4.5) Identify

factors

impeding

student reading

development in

each of the

reading

components or

the integration

of these

components.

Interactive Lesson: PowerPoint Presentation: The

Reading Process. Participants will engage in

professional reading, demonstrations of effective

practices, discussion, and reflection on the following

topics: language, cognitive, and reading acquisition at

different age groups, how language and cognitive

development impact reading proficiency,

characteristics of proficient readers, and the factors

impeding reading development in each of the reading

components.


McAndrew, S. (2008). Diagnostic literacy

assessments and instructional strategies: A literacy

specialist’s resource. Newark, DE: International

Reading Association.

Strickland, K. (2005). What's after assessment:

Follow-up instruction for phonics, fluency and

comprehension Portsmouth, NH: Heinemann.

Video:





Class Discussion

Reflection Journal


#1.b

4.5 (4.1, 4.3)

Recognize how

characteristics

of both

language and

cognitive

development

impact reading

proficiency.










components.

Professional Reading: McAndrew, S. (2008). Diagnostic literacy



Class Discussion

Reflection Journal




Video:




4.6 (4.8)

Recognize the

characteristics

of proficient

readers to more

effectively

differentiate

instruction.










components.

Professional Reading: Harvey, S., & Goudvis, A. (2007). Strategies that

work: Teaching comprehension for understanding

and engagement. Portland, Maine: Stenhouse

Publishers.









Class Discussion

Reflection Journal

4.7 (4.2) Compare

language,

cognitive, and

reading

acquisition of

different age

groups

(primary,










Class Discussion

Reflection Journal


intermediate,

secondary

levels) and

abilities.


components.


Reading in the Brain, Dehaene 2009. Chapter

5:Learning to Read

Chall’s Six Stages of Reading Development Excerpt

from Direct Instruction Reading, by D.W. Carnine, J.

Silbert, E.J. Kame'enui, S. G. Tarver, 2004 edition, p.

13-15.

Developmental Milestones Chart.

http://uppua.org/pdfs/CW%20II%20Handouts/Effects

%20of%20Abuse%20and%20Neglect%20on%20Chil

d%20Development/Development_Chart_for_Booklet

.pdf

An Overview of Piaget’s Stages of Cognitive

Development

http://psychology.about.com/od/behavioralpsycholog

y/l/bl-piaget-stages.htm

Video:

Chall Stages of Reading Development:

http://teacher.scholastic.com/reading/bestpractices/ass

essment/c4_l2t3_tv_chall.htm

Reflection Journal:

The reflective journal will be utilized with all

reading, writing, and discussion activities included in

the course

4.8 (4.9) Select

and use

developmentall

y appropriate

materials that

address

sociocultural

and linguistic

differences.






socio-political and psychological variables, first and






Class Discussion

Reflection Journals


#1.c


#3

http://uppua.org/pdfs/CW%20II%20Handouts/Effects%20of%20Abuse%20and%20Neglect%20on%20Child%20Development/Development_Chart_for_Booklet.pdf




http://psychology.about.com/od/behavioralpsychology/l/bl-piaget-stages.htm

http://psychology.about.com/od/behavioralpsychology/l/bl-piaget-stages.htm

http://teacher.scholastic.com/reading/bestpractices/assessment/c4_l2t3_tv_chall.htm

http://teacher.scholastic.com/reading/bestpractices/assessment/c4_l2t3_tv_chall.htm





7d5e04eESL35.pdf


language learners. Retrieved from http://www.colorincolorado.org/article/33830/?theme=print Video:




4.9 Plan for

instruction that

utilizes

increasingly

complex print

and digital text,

embeds

assessment,

includes

scaffolding,

and provides

re-teaching

when

necessary for

individuals and

small groups.

Interactive Lesson: PowerPoint Presentation:

Reading Instruction and Rigor. Participants will

engage in professional reading, demonstrations of

effective practices, discussion and reflection on the

following topics: Common Core Standards for

Reading, Writing, Speaking and Listening and

Language, the connection between reading and

writing, instructional practices to develop higher

order thinking and the ability to read critically.


Allan, S., & Goddard, Y. (2010). Differentiated

instruction and rti: A natural fit. Retrieved from

http://www.ascd.org/publications/educational-

leadership/oct10/vol68/num02/Differentiated-

[email protected]



comprehension. Portsmouth, NH: Heinemann.

Video:

The Common Core State Standards: Complex Text

and Its Implications in the Classroom-Dr. Timothy

Shanahan http://www.youtube.com/watch?v=-

dL1AuuE93M&safety_mode=true&persist_safety_

mode=1&safe=active


#1


#2

Comprehension Lesson.

The participant will create

and teach a lesson designed

for deeper comprehension

of text. The lesson will

need to address:

a. Instructional

practices for

reading complex

text

b. Development of

critical thinking

skills through

discussion and

questioning

c. Writing as a tool for

deepening

understanding of

complex texts





http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/[email protected]



http://www.youtube.com/watch?v=-dL1AuuE93M&safety_mode=true&persist_safety_mode=1&safe=active




The Common Core State Standards: Emphasis on

Complex Text-

http://www.youtube.com/watch?v=b5-

uhmwsD6Y&safety_mode=true&persist_safety_mod

e=1&safe=active




4.10 (5.10)

Differentiate

reading

instruction for

English

language

learners with

various levels

of first

language

literacy.






socio-political and psychological variables, first and








7d5e04eESL35.pdf


language learners. Retrieved from http://www.colorincolorado.org/article/33830/?theme=print Video:

Reading Comprehension and the ELL Student

http://www.youtube.com/watch?v=sVlcr_ORpQk&sa

fety_mode=true&persist_safety_mode=1&safe=activ

e





Class Discussion

Reflection Journal

4.11 (5.3) Scaffold

instruction for

students having


Differentiated Instruction and the Components of

Reading. Participants will engage in professional


Class Discussion

Reflection Journals

http://www.youtube.com/watch?v=b5-uhmwsD6Y&safety_mode=true&persist_safety_mode=1&safe=active







http://www.youtube.com/watch?v=sVlcr_ORpQk&safety_mode=true&persist_safety_mode=1&safe=active




difficulty in

each of the

components of

reading.

reading, demonstrations of effective practices,

discussion and reflection on the following topics: six

components of reading, research-based practices for

each component of reading, what‘s after assessment,

how to differentiating instruction in each of the

components of reading, and accommodations for

students with disabilities.









(2007). The reading teacher's sourcebook.

Characteristics of Struggling Readers and Effective

Instruction for All Students. Dallas, TX: The

Meadows Foundation. Retrieved from

http://www.meadowscenter.org/vgc/materials/second

ary.asp

Fountas, I., & Pinnell, G. (2010, April). Expert

teaching in literacy lessons: Teaching, prompting,

and reinforcing problem-solving behaviors. Paper

presented at International Reading Association

International reading association conference.

Retrieved from

http://www.heinemann.com/fountasandpinnell/hando

uts.aspx

Video: Florida Center for Reading Research Recommended

Instructional Practices for all Components of Reading.

The florida center for reading research. (n.d.).

Retrieved from www.fcrr.org




#1.d

http://www.meadowscenter.org/vgc/materials/secondary.asp

http://www.meadowscenter.org/vgc/materials/secondary.asp

http://www.heinemann.com/fountasandpinnell/handouts.aspx

http://www.heinemann.com/fountasandpinnell/handouts.aspx




4.12 (4.10)

Implement a

classroom level

plan for

monitoring

student reading

progress and

differentiating

instruction.


Assessment that Informs Teaching and Student

Learning. Participants will engage in professional


discussion and reflection on the following topics:

how to monitor student progress, using data to

differentiate instruction,


Hall, T. (2008). Differentiated instruction for

reading. Retrieved from

http://www.k8accesscenter.org/training_resources/rea

dingdifferentiation.asp

Teacher Self-Assessment: Differentiating Curriculum

and Instructional Practices. Retrieved from:

http://files.solution-

tree.com/pdfs/reproducibles_tbss/differentiatedcurric

ulumandinstructionalpractices.pdf. (2012).

Video:

Wormeli, R. (2010, November 10). Rick wormeli:

Formative and summative assessment. Retrieved

from

http://www.youtube.com/watch?v=rJxFXjfB_B4&fea

ture=BFa&list=PL6B023ED7777EECF8





Class Discussion

Reflection Journals


#1.b

4.13 (4.10) Monitor

student

progress and

use data to

differentiate

instruction for

all students.









Michalec, L. (2007). Decidedly doable


Class Discussion

Reflection Journals


#1.b

http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp

http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp

http://www.youtube.com/watch?v=rJxFXjfB_B4&feature=BFa&list=PL6B023ED7777EECF8

http://www.youtube.com/watch?v=rJxFXjfB_B4&feature=BFa&list=PL6B023ED7777EECF8


differentiation. Retrieved from

http://ohiorc.org/adlit/inperspective/issue/2007-

02/Article/vignette2.aspx




Video:

Tovani, C. (Writer), & Bennett, S. (Writer) (2012). So

what do they really know: Part one and two[Web].

Retrieved from

http://www.youtube.com/watch?v=c3ir43_qzPU&fea

ture=BFa&list=PL0CCF1FF68B8444F2




4.14 (5.4, 5.5, 5.6,

5.7, 5.9)

Implement

research-based

practices in

comprehension

, oral language,

phonological

awareness,

phonics,

fluency and

vocabulary to

differentiate

instruction for

all students.



















Video:

Florida Center for Reading Research Recommended

Instructional Practices for all Components of Reading.


Class Discussion

Reflection Journals


#1.c, 1.d

http://ohiorc.org/adlit/inperspective/issue/2007-02/Article/vignette2.aspx

http://ohiorc.org/adlit/inperspective/issue/2007-02/Article/vignette2.aspx

http://www.youtube.com/watch?v=c3ir43_qzPU&feature=BFa&list=PL0CCF1FF68B8444F2

http://www.youtube.com/watch?v=c3ir43_qzPU&feature=BFa&list=PL0CCF1FF68B8444F2


The florida center for reading research. (n.d.).

Retrieved from www.fcrr.org Expressive Oral Reading vs. Comprehension and the Impact on Fluency http://www.youtube.com/watch?v=lCDNLvz26KI&feature=related Reflection Journal: The reflective journal will be



4.15 (5.8)

Implement

research-based

instructional

practices for

developing

students‘

higher order

thinking.











Harvey, S., & Goudvis, A. (2007). Strategies that



Publishers. Chapter 1- Reading is Thinking; Chapter

2- Reading is Strategic; Chapter 3- Effective

Comprehension Instruction; Chapter 4-Tools for

Active Literacy.





Brown, S. (2012, March 19). [Web log message].

Retrieved from

http://sheronbrownphd.com/2012/03/19/the-work-is-

in-the-thinking/

Six shifts in ela. (n.d.). Retrieved from

http://elaccss.ncdpi.wikispaces.net/file/view/Six


Class Discussion

Reflection Journals


#2.a, 2.b, 2.c


http://www.youtube.com/watch?v=lCDNLvz26KI&feature=related

http://www.youtube.com/watch?v=lCDNLvz26KI&feature=related

http://sheronbrownphd.com/2012/03/19/the-work-is-in-the-thinking/

http://sheronbrownphd.com/2012/03/19/the-work-is-in-the-thinking/

http://elaccss.ncdpi.wikispaces.net/file/view/Six%20Shifts%20in%20ELA.pdf


Shifts in ELA.pdf

Video:

Characteristics of Critical Thinking-

http://www.youtube.com/watch?v=-85-

j7Nr9i4&feature=related




4.16 (5.8)

Implement

research-based

instructional

practices for

developing

students‘

ability to read

critically.














Publishers. Chapter 1- Reading is Thinking; Chapter

2- Reading is Strategic; Chapter 3- Effective

Comprehension Instruction; Chapter 4-Tools for

Active Literacy.





Brown, S. (2012, January 1). [Web log message].

Retrieved from

http://sheronbrownphd.com/2012/01/01/what-is-

close-reading/

Shanahan, T. (2012, June 18). [Web log message].

Retrieved from

http://www.shanahanonliteracy.com/2012/06/what-is-


Class Discussion

Reflection Journals


#2.a, 2.b

http://www.youtube.com/watch?v=-85-j7Nr9i4&feature=related

http://www.youtube.com/watch?v=-85-j7Nr9i4&feature=related

http://sheronbrownphd.com/2012/01/01/what-is-close-reading/

http://sheronbrownphd.com/2012/01/01/what-is-close-reading/

http://www.shanahanonliteracy.com/2012/06/what-is-close-reading.html


close-reading.html

Video:

Close Reading Part One with Doug Fisher and Close

Reading Part Two with Doug Fisher. [Web Video].

Retrieved from



Coleman, D. (Performer) (2011). Middle school ela

curriculum video: close reading of a text [Theater].

Available from

http://engageny.org/resource/common-core-video-

series/




4.17 Implement

research-based

instructional

practices using

writing to

develop

students‘

comprehension

of text.














Publishers.

Chapter 1- Reading is Thinking; Chapter 2- Reading

is Strategic; Chapter 3- Effective Comprehension

Instruction; Chapter 4-Tools for Active Literacy.






Class Discussion

Reflection Journals


#2.c



http://engageny.org/resource/common-core-video-series/

http://engageny.org/resource/common-core-video-series/


Video:




4.18 (4.6)

Implement

appropriate and

allowable

instructional

accommodatio

ns as specified

in the

Individual

Education Plan

or 504 Plan

when

differentiating

instruction for

students with

disabilities.











Professional Reading: McAndrew, S. (2008).

Diagnostic literacy assessments and instructional

strategies: A literacy specialist’s resource. Newark,

DE: International Reading Association.

Video:





Class Discussion

Reflection Journals


#1

4.19 Modify

assessment and

instruction for

students with

significant

cognitive

disabilities

while

maintaining

high

expectations

for

achievement

that reflect








Professional Reading: Ferlazzo, L. (2012, January 10). How do we include

students in the formative assessment process? [Web

log message]. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferla

zzo/2012/01/matt_townsley_asked_carol_boston.html McAndrew, S. (2008). Diagnostic literacy


Class Discussion

Reflection Journals


#1.b, 1.c. 1.d

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/01/matt_townsley_asked_carol_boston.html

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/01/matt_townsley_asked_carol_boston.html


appropriate

levels of access

to general

education

instruction.




Video:

Blackburn, B. (Writer) (2012). Rigor and the common

core state standards [Web]. Retrieved from

http://www.youtube.com/watch?v=z7FpqXDfpBQ&s

afety_mode=true&persist_safety_mode=1&safe=acti

ve

Blackburn, B. (Writer) (2012). Rigor 101 [Web].

Retrieved from http://www.youtube.com/watch?v=FJr8p7E3j-

A&safety_mode=true&persist_safety_mode=1&safe=active Reflection Journal: The reflective journal will be



http://www.youtube.com/watch?v=z7FpqXDfpBQ&safety_mode=true&persist_safety_mode=1&safe=active



http://www.youtube.com/watch?v=FJr8p7E3j-A&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=FJr8p7E3j-A&safety_mode=true&persist_safety_mode=1&safe=active



Competency #5

Competency 5: Demonstration of Accomplishment– 60 In-service Hours

Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to

implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process.

Course

Number

Name of Course Indicator

Code


Competency 5:

Demonstration of

Accomplishment

5.1

Performance Indicator 1: Use

assessment and data analysis to

monitor student progress and

guide instruction over time to

ensure an increase in student

learning.

Interactive Lesson:

PowerPoint Presentation- Assessment

To include a review of reading assessment tools

such as F.A.I.R., DRA2, Fluency Probes, FCAT

(each strand) Scholastic Reading Inventory

(SRI) Progress Monitoring Assessment (PMS),

Teacher observations and Anecdotal records

Participants will jigsaw F.A.I.R. data handout

and review samples of well-analyzed data.

Create a mini-book with assessment data ideas.

Professional Reading: Bringing Words to Life (Beck, 2002). Participants

will read chapter 5.

Teachers will use the jigsaw discussion strategy.

Each group will use a chart to summarize

findings. Charts will be shared with large group.

Balanced Assessment (Burke, 2010).

The following methods

for assessment will be

utilized throughout the

course:


Class Discussion

Portfolio

Summative

Assessment #1: Select 3 students

within the class who

represent different

abilities: high

performing, medium

performing, low

performing for whom

you will conduct case


Participants will read chapter3 and will annotate

text while reading. ―Save the Last Word for Me

discussion strategy will be employed.

So What Do They Really Know? Assessment

That Informs Teachers and Learning (Tovani,

2012). Chapter 1- Assessment, It Doesn’t Have

to be the Enemy.

Assignment:

Administer an informal reading inventory or

assess each of the six major areas of reading.

Name the test(s) and provide a brief description

of what it is designated to assess and describe

the outcome. Present a clear and concise

summary of the tests you administered for each

student.

Reference website:

Visit: www.fcrr.org

www.floridastandards.org

studies.

Summarize the

assessment findings.

Present a summary of

the students‘ reading

strengths and needs

based on the data

compiled. Based on

the data, tell what this

student needs to do to

improve or continue to

grow as a reader.

5.2

Performance Indicator 2:

Demonstrate research-based


facilitating reading

comprehension.


Comprehension

To include a review of teaching with the end in

mind, planning instruction that is responsive to

the individual needs of students, providing

opportunities for students to respond by writing

or drawing, using student work and talk to assess

past instruction, guide future instruction and

assess and evaluate student performance

Add to the mini-book: What comprehension

strategies do you find successful?


Strategies That Work (Goudvis, Harvey 2007).

Participants will read Chapter 3, ―Effective

Comprehension Instruction : Teaching, Tone

and Assessment”, and reflect by using the ―It


Classroom Strategies for Interactive Learning,

(Buehl, 2009). Chapter 1: Teaching for

Comprehension. Review this chapter and note

the strategies to use in teaching comprehension.


Class Discussion

Summative

Assessment #2:

Develop a lesson plan

using the ―I do, we do,

you do,‖ model of

instruction to teach

reading comprehension

and video tape the

lesson. Include a

reflection explaining

how the student

responded to the

lesson, tell what the

student learned,

describe the

instructional practices

used to teach the

lesson, explain the

research used to

support your


http://www.floridastandards.org/


You Tube: Top Ten Things You don‘t Learn

About Teaching in College

After watching video participants will discuss

and chart the ten things.


and tell what the

research says for each

strand of reading and

you must provide the

source. Tell what you

learned from teaching

this lesson, and what

you would do

differently if you

taught this lesson

again.

5.3 Performance Indicator 3:



developing oral/aural language

development.


Oral/Aural Language.

Participants will review the strategies for

supporting oral language during reading

instruction like repetition, readers‘ theater, echo

reading, memorizing poems, listening to books

on tape, and the importance of conversations and

discussions.

Add to the mini-book: What oral/aural language

strategies do you think will benefit your

students?


Visit: http://www.readingrockets.org

http://www.ehow.com/about_6395103_oral-

language-development-reading_.html

This website will provide articles about oral

language. Participants will read and discuss in

class.


Class Discussion

Summative

Assessment #2



you do.‖ Model of


oral language

development and video

tape the lesson.

Include a reflection

explaining how the

student responded to

the lesson, tell what

the student learned,

describe the


used to teach the

lesson, explain the

research used to

support your


and tell what the







you would do





differently if you

taught this lesson

again.




developing students’ phonological

awareness.


Phonological Awareness.

Participants will review the basics of

phonological awareness. They will engage in

interactive lessons. (e.g., isolation, identifying,

categorization, blending, segmentation, deletion,

addition, substitution

of syllables, and onset-rimes, rhyming and

alliteration)

Add to the mini-book: What phonological

awareness strategies do you think will benefit

your students?


Visit: Select article on phonological awareness

http://www.tampareads.com/phonicsindex.htm

Participants will discuss with their elbow partner

the three important points of the article.


Class Discussion

Summative

Assessment #3:



you do.‖ Model of


phonological

awareness and video

tape the lesson.

Include a reflection

explaining how the

student responded to

the lesson, tell what

the student learned,

describe the


used to teach the

lesson, explain the

research used to

support your


and tell what the







you would do

differently if you

taught this lesson

again.




developing phonics skills and

word recognition.


Phonics

Participants will review research that concluded

that the most effective way to teach children to

read is through instruction that includes a

combination of methods. It was determined that


Class Discussion

Summative

Assessment #4:



http://www.tampareads.com/phonicsindex.htm


effective reading instruction includes teaching

children to break apart and manipulate the

sounds in words (phonemic awareness), teaching

them that these sounds are represented by letters

of the alphabet which can then be blended

together to form words (phonics), having them

practice what they‘ve learned by reading aloud

with guidance and feedback (guided oral

reading), and applying reading comprehension

strategies to guide and improve reading

comprehension.

In mini-book: List phonics activities you use.


Visit:

http://www.atozphonics.com/phonicsdefinition.h

tml

http://www.proteacher.com/070171.shtml

Select an article from each website, read and

discuss in class.

you do.‖ Model of


phonics and video tape

the lesson. Include a


how the student

responded to the


student learned,

describe the


used to teach the

lesson, explain the

research used to

support your


and tell what the







you would do

differently if you

taught this lesson

again.




developing reading fluency and

reading endurance.


Fluency.

Review how fluency can be used for oral

reading, how it can be used to build word

recognition, fluency, and comprehension when

using nontraditional methods, like read aloud,

repeated readings, performance reading and

timed reading.

In mini-book- List fluency strategies you will

use.

Professional Reading: The Fluent Reader (Rasinski 2003). Participants

will review this book by Jigsawing the chapters

and charting the multiple strategies provided to

support fluency.


Class Discussion

Summative

Assessment #5:



you do.‖ Model of


fluency and video tape



how the student

responded to the


student learned,

describe the

http://www.atozphonics.com/phonicsdefinition.html

http://www.atozphonics.com/phonicsdefinition.html

http://www.proteacher.com/070171.shtml


Fluency websites:

http://www.lessonplanet.com/search?gclid=CLX

Kku_bxqMCFV195Qods2tMtw&keywords=flue

ncy&media=worksheets

www.aaronshep.com

www.fcrr.org


used to teach the

lesson, explain the

research used to

support your


and tell what the







you would do

differently if you

taught this lesson

again.




developing both academic and

domain specific vocabulary.


Vocabulary

Review the tenets of learning vocabulary: An

awareness and interest in word meanings, word

consciousness allows learners to develop an

appreciation of the power of words, an

understanding of the importance of word choice,

and an awareness of the differences between

spoken and written language. Word

consciousness is especially important for English

language learners who must be critically aware

of figurative language, such as idioms, which

makes word learning more challenging.

In mini-book: List vocabulary activities you will

use in class.


Words,Words,Words (Allen,1999). Participants

will share their work in small groups using the

―Save the Last Word for Me‖ discussion

strategy.

Active Word Play (Feber, 2006). Review the

book to select appropriate vocabulary activities

to embed in the vocabulary lesson plan.

Video:


Class Discussion

Summative

Assessment #6:



you do.‖ Model of


fluency and video tape



how the student

responded to the


student learned,

describe the


used to teach the

lesson, explain the

research used to

support your


and tell what the




http://www.lessonplanet.com/search?gclid=CLXKku_bxqMCFV195Qods2tMtw&keywords=fluency&media=worksheets



http://www.aaronshep.com/



Not on the Test

After viewing, participants will discuss the

validity of learning vocabulary for the Friday

Vocabulary test.

Websites: www.k12reader.com/effective-strategies-

for-teaching-vocabulary/ After visiting this

website, select several strategies to include in

the mini-book.




you would do

differently if you

taught this lesson

again.



instructional practices to facilitate

students’ monitoring and self

correcting in reading.


Monitoring and Self Correcting in Reading

Review the strategies for self correcting in

reading. Monitoring reading, searching their own

work for clues in word sequences, discovering

new things for themselves, and rereading to

confirm their understanding.

Discuss and give examples.


http://users.oasisol.com/daireme/self

Participants will visit the website to read about

the strategies to use for self correcting in

reading.


Class Discussion



comprehension instructional

practices for developing students’

higher order thinking to enhance

comprehension.


Higher order thinking to Enhance

Comprehension

Review the research about comprehension:

Readers need to construct their own meaning. In

order to do this, they need to apply reading

strategies- conscientiously at first, but eventually

it becomes more automatic.

Professional Reading: Reading and Writing

with Understanding. Participants will read

Chapter 2, take notes for group discussion.

I Read It, but I Don‘t Get It (Tovani, ( 2000).

Participants will review the book and choose the

most important chapter to share with the class.


Class Discussion

5.10





Instructional Practices for Developing Students’

Ability to Read Critically.


Class Discussion

http://www.k12reader.com/effective-strategies-for-teaching-vocabulary/

http://www.k12reader.com/effective-strategies-for-teaching-vocabulary/

http://users.oasisol.com/daireme/self


developing students’ ability to

read critically.

Participants will review pre-reading activities

such as K-W-L and activating prior knowledge,

use of graphic organizers, retelling, rereading

and writing about what you read

Close reading will be discussed and reviewed.


Visit:

www.fcrr.org

www.corestandards.org

5.11


Demonstrate differentiation of

instruction for all students

utilizing increasingly complex

print and digital text.


Differentiate the Level of Task and Content

Review: Students of different academic abilities

or at different stages of developmental readiness,

differ in how easy or difficult they find the

learning. Step up or down the difficulty to create

the appropriate level of challenge for each

student.

Discuss the strategies to increase the Difficulty:

Create higher tiers or levels for lessons and

projects

Add additional ―Challenge‖ or ―Bonus‖

problems or procedures

Provide more sophisticated materials

Delve beyond the facts to higher-level thinking

Develop a wide array of thinking skills

Ask open-ended questions

Teach the concept in a different way


Class Discussion

5.12


Demonstrate skill in assessment

and instruction with English

language learners from diverse

backgrounds and at varying

English proficiency levels.


Assessment and Instruction with English

Language Learners

Professional Reading: What does research tell us

about teaching reading to English language

learners? Review :The ELL Outlook, Retrieved

from http://www.coursecrafters.com/ELL-

Outlook/2007/jan_feb/ELLOutlookITIArticle1.ht

m

Participants will brainstorm how variations in

phonology affect English Language Learners.

Groups will create charts to present to the class.


Class Discussion







What Does Research Tell Us About Teaching

reading to English Language Learners,

participants will add new information to the

charts.


Create an information intensive

environment that includes print and

digital text.


Reading in the Digital Age

Digital reading has proliferated into electronic

text, tweeting, texting, audio books, Internet and

search engines like Google.


Article: Emerging Reading and Writing

Strategies Using Technology by John Castellani

and Tara Jeffs

Participants will read the article to find strategies

to use with digital print and learn the benefits

offered by internet sites that often contain

graphics, sound, video and animation that

engages and motivates the student.

Web Sites:

http://wwwkeynews.org/

http://www.otan.dni.us/


Class Discussion


Use a variety of instructional

practices to motivate and engage

students in reading.


Motivation and Engaging Students

School is a social setting and students seem

automatically programmed for interactive

discourse, from the moment they hit the

hallways before the first bell rings in the

morning to the last telephone call before

bedtime. Classroom discussions provide teachers

with a vehicle for successfully channeling kid-

talk into the reading curriculum.


Reading and The High School Student

Strategies to Enhance Literacy (Irvin, Buehl,

Klemp, 2003) Chapter 4 Learning Environments

That Motivate Students.

Participants will review the chapter, select 4

important strategies to engage and motivate

students. Information will be charted and shared

out in whole group.


Class Discussion

http://wwwkeynews.org/

http://www.otan.dni.us/


5.15


Demonstrate intentional, explicit,

systematic writing instruction as

it relates to the ability to read

written language.


Connecting Writing Instruction to Reading

Success

Composing consists of joining bits of

information into relationships, many of which

have never existed until the composer utters

them. Simply by writing-that is, by composing

information-you become aware of the

connections you make, and you thereby know

more than you knew before starting to write. In

its broadest, sense, knowledge is an awareness of

relationships among pieces of information. As

you compose, your new knowledge is your

awareness of those relationships.--- Albert

Douglass Van Nostrand, ―Writing and the

Generation of Knowledge‖

Participants will take this quote and have table

discussions about the meaning as it applies to the

instruction of writing.


Reading and Writing with Understanding

(Hampton, Resnick, 2008). Chapters 5, 6, 7, and

8. Participants will jigsaw these chapters, chart

important information, share in large group.


Class Discussion