The University of Texas at El PasoRED 4341-001 Assessment and Teaching of Reading (CRN:23574)

Spring 2018

Instructor: Dr. M. Allen Wednesday. 9:00am-11:50am E-mail: msallen@utep.edu . Location: Education Building Room 312Phone # 591-3622/ 269-9140 January 17- May 2, 2017Office Hours: Wednesday 8:00-9:00amAnd by appointmentOffice: 210L

Course DescriptionAssessment in the Teaching of Literacy, (3-0-2) Standardized and informal materials and techniques for diagnosing strengths and weaknesses of individuals and groups, techniques and materials for building specific reading abilities, and methods of individualizing instruction and grouping, identification and reading strategies for dealing with dyslexia and other reading disorders. Restricted to minor: ALTC. Prerequisites: ECED 3335, or BED 3345, or RED 3335, or RED 3340, each with a grade of "C" or better, admission to Teacher Education and department approval. Field experience required.

Course ObjectivesUpon completion of RED 4341,teacher candidates will have an overview of assessment of and for literacy learning, with an emphasis on identifying and correcting reading and writing difficulties at various stages of literacy development. Participants will learn about the ways in which children develop as readers and writers at the emergent, beginning, transitional, intermediate, and advanced stages of literacy development. The course will provide numerous opportunities to connect theories of reading and writing with both the State Board of Education Certification (SBEC) standards and the Texas Essential Knowledge and Skills for English Language Arts & Reading (TEKS ELA & R/Elementary). You will use formal and informal assessments to analyze children’s literacy development and plan standards-based (TEKS) reading and writing instruction. This core course incorporates the following State Board for Educator Certification (SBEC) standards and Professional Responsibilities (PPR) EC-12 competencies:

Understands basic principles of assessment and plans instruction and ongoing assessments that motivate students and are responsive to their developmental characteristics and needs (SBEC, Standard 10; PPR I, Competency 1).

Understands literacy development and designs literacy assessments & experiences that are responsive to differences among students and that promote all students’ learning (SBEC, Standard 4; PPR I, Competency 2).

Designs effective and coherent instruction and assessment based on appropriate learning goals and objectives (PPR I, Competency 3).

Plans effective, engaging instruction and appropriate assessments (PPR I, Competency 4). Applies principles and strategies for communicating effectively in varied teaching and

learning contexts and promotes inquiry skills as tools for learning (SBEC, Standard 11;PPR I, III; Technology Applications I-V, Competency 7).

Monitors student performance and achievement; provides students with timely, high quality feedback; and responds flexibly to promote learning for all students (PPR I, III; Technology Applications I-V, Competency 10).

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Student Learning Outcomes:Upon completion of this course, students will:

1) Know the importance of oral language, know the developmental processes of oral language and provide a variety of instructional opportunities for young students to develop listening and speaking skills (SBEC Language Arts & Reading EC-6, Standard 1; TEKS ELA & R, K-5th, Listening & Speaking: Listening, Speaking & Teamwork).

2) Identify the components phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language (SBEC Language Arts & Reading EC-6, Standard 2; TEKS ELA& R, K-1st: Reading/Beginning Reading Skills: Phonological Awareness).

3) Articulate the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways (SBEC Language Arts & Reading EC-6, Standard 3; TEKS ELA & R, K-2: Reading/Beginning Reading Skills: Print Awareness; TEKS ELA & R, K-1: Oral & Written Conventions: Spelling).

4) Compare and contrast how literacy develops over time, progressing from emergent to proficient stages and uses a variety of approaches to support the development of students’ literacy (SBEC Language Arts & Reading EC-6, Standard 4; TEKS ELA & R, K-5th, Knowledge & Skills for Reading, Writing, Listening & Speaking, Oral & Written Conventions).

5) Distinguish the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities (SBEC Language Arts & Reading EC-6, Standard 5; TEKS ELA & R, K-3rd Reading/Beginning Reading Skills: Phonics; TEKS ELA & R, 2nd-5th: Oral & Written Conventions: Spelling; TEKS ELA & R, K-5th Reading: Vocabulary Development).

6) Recognize the importance of fluency to comprehension and provide many opportunities for students to improve reading fluency (SBEC Language Arts & Reading EC-6, Standard 6; TEKS ELA & R, 1st-5th: Reading: Fluency).

7) Distinguish the importance of reading for understanding, know the components of comprehension and teach young students strategies for improving comprehension (SBEC Language Arts & Reading EC-6, Standard 7; TEKS ELA & R, K-3rd: Reading/Beginning Reading: Strategies; TEKS ELA & R, K-5th: Reading/Comprehension of Literary Text: Theme & Genre, Poetry, Drama, Fiction, Literary Nonfiction, Sensory Language, Informational Text/Culture & History, Informational Text/Expository Texts, Informational Text/Procedural Texts, Informational Text/Persuasive Texts).

8) Understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication and writing conventions (SBEC Language Arts & Reading EC-6, Standards 8 & 9; TEKS ELA & R, K-5: Writing: Writing Process, Literary Texts, Writing about Experiences, Expository & Procedural Texts, & Persuasive Texts; TEKS ELA & R, K-5: Oral & Written Conventions: Conventions & Handwriting).

9) Identify the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students (SBEC Language Arts & Reading EC-6, Standard 10; TEKS ELA & R, K-5th Knowledge & Skills for Reading, Writing, Listening & Speaking, Oral & Written Conventions.

10) Value the importance of study & inquiry skills as tools for learning and promote students’ development in interpreting, analyzing, and evaluating media literacies (SBEC Language Arts & Reading EC-6, Standards 11 & 12; TEKS ELA & R, K-5th: Reading: Media Literacy; TEKS ELA & R, K-5th: Research: Research Plan, Gathering Sources, Synthesizing Information Organizing & Presenting Ideas.

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Course Readings: Required Textbook:

Cockrum, W.A., and Shanker, J.L. (2012). Locating and correcting reading difficulties, Tenth edition. Boston, MA: Pearson Education, Inc., ISBN: 10:0-13-292910-4. [This book can be purchased at the university bookstore or online at venues such as Amazon.com, half.com, or Barnes and Noble.]

Recommended Textbook: Helman, L., Bear, D. R., Templeton, S., Invernizzi, M. and Johnston, F. (2012). Words their way with

English learners: Word study for phonics, vocabulary, and spelling,Pearson. ISBN: 10 013611902-6 [This book can be purchased at the UTEP bookstore or online through venues such as Amazon.com, half.com, or Barnes and Noble.]

Required readings & websites (in addition to textbook chapters): Texas Essential Knowledge & Skills for English Language Arts & Reading (Elementary).

w w w.t ea .sta t e .t x .us/t e ks Week 1

National Reading Panel:https://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf Five Areas of Reading: http://questgarden.com/47/78/0/070312114233 -

http://questgarden.com/47/78/0/070312114233Week 2 McKenna, M. and Dougherty-Stahl, K. (2009). General concepts of assessment. In Assessment for

Reading Instruction, 2nd Edition (pp. 24-40). New York, NY: Guilford Press. EC-6 Standards. http://www.tea.state.tx.us/index2.aspx?id=6066&menu_ id=2147483671 &menu id2=794

Week 6Fuchs, D., Fuchs, L., & Vaughn, S. (2014). What is intensive instruction and why is it important? Teaching Exceptional Children, 46(13), pp. 13-18. SAGE Publications: Council for Exceptional Children.

Week 8 Fountas, Irene C. & Pinnell, Gay S.(2012) Guided Reading. The Romance and the Reality.

The Reading Teacher, 66(4), pp. 268-284. Newark, DE: International Reading Association. Week 12

Fountas, I. & Pinnell, G.S. (2001). Exploring the writer’s terrain: Writer talks, writer’s notebooks and investigations. In Guiding Readers & Writers Grades 3-6: Teaching Comprehension, Genre, & Content Literacy (pp.423-439). Portsmouth, NH: Heinemann.

Classroom Assessment. http://iris.peabody.vanderbilt.edu/module/gpm/#content Week 13 Texas English Language Proficiency Standards (ELPS).

Week 15RTI WebQuest: ht t p: / /quest g a rd e n . c om / 46/14 / 0/080901151317 / . Sandra Mettler, Fitch Middle School.

Standards of Academic Integrity:Students are expected to uphold the highest standards of academic integrity. Any form ofscholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students, may result in sanctions from disciplinary probation, to failing grades on the work in question, to failing grades in the course, to suspension or dismissal among others.

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Course requirements:Successful completion of this course will be based on several key elements:

Collaborative Groups/ Discussions: It is expected that students will give openly of their ideas and constructively react to the ideas of others. Participation in class discussions and collaborative group work is the key to our success as learners. Throughout the semester, students will participate in a variety of strategies/interventions/lessons that are designed to assist them as they read and learn from the textbook/ webquests / etc. In order to participate, students must be present. In case of an absence, students need to make arrangements with a classmate to collect handouts that have been disseminated on that given class date.

Literacy Diagnostic Kit In order to organize a variety of informal literacy assessments for use with the literacy case study report, the students will create a literacy diagnostic kit. Each student will create their own literacy diagnostic kit. Using copies of assessments from the Cockrum & Shanker and Helman et al. textbooks as well as literacy assessments distributed in class, the students will organize literacy assessments according to the following categories: Phonemic Awareness & Letter Knowledge; Elementary Spelling Inventory; Assessing Decoding Skills—Phonics & Structural Analysis; Assessing Fluency & Comprehension Knowledge—Sight Vocabulary Assessments, Grade-level Oral Reading Passages, & Estimate of Reading Comprehension; Reading Motivation Survey; and Literature Quick Write. A rubric for the literacy diagnostic kit can be found in the appendix

Curriculum Projects (25 Points). The professor will introduce the chapter concepts. Then to further facilitate the students’ understanding of reading and the specific dimensions-phonemic awareness, phonics, vocabulary, fluency, comprehension- the students will work in pairs to discuss, identify, and clarify the definition and successful teaching of one of the assigned topic. In pairs, the students will independently research and review course material to define their reading topic. The students will design a PowerPoint to reiterate pertinent facts to include, but is not limited to: the definition, discussion, assessments, direct instruction, the link between the reading area and TEKS expectations, and demonstrations of instructional strategies that support learning. The students will begin by clearly stating the title of the presentation, the literacy development stage/grade level(s), the aligned TEKS standard(s) and proceed to present their graphic representations to the class as a powerpoint with handouts for their colleagues. On the day of their presentation, both students will present and the professor will share the teaching role. The length of each presentation should be approximately 20 minutes; however, it must not exceed 30 minutes. ALL group members must participate in the presentations. Following the presentation, the class members will assess classmates knowledge of concepts taught. A rubric for presentation can be found in the appendix.

**The presenters will summarize their findings and give a hard copy of said findings to the professor and their colleagues . The student will discuss concepts with the professor one week before presentation. **

Reading Web Quest (10 points). Template will be given. Read the National Reading Panel Summary Report at http://reading.uoregon.edu The Big Ideas in Beginning Reading website is designed to provide information, technology, and resources to teachers, administrators, and parents with special emphasis on the five areas of early literacy: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. Source: National Reading Panel Report--w w w. n a t i on a lr e a din g p a n e l.o r g /pub l ic a t i ons/sum m a r y .ht m .

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Response to Intervention (10 points). Response to Intervention, RtI, is not an instructional program, a curriculum, or an intervention; rather it is a commitment by the school district and the school that a logical, decision-making framework will be used to guide all students’ instruction with academic and behavioral programs. This process will include general education, gifted education, Title I, special education and English Language Learners (ELL). The school’s goal is to assure high levels of learning for all students using a three-tier model of school support. Tier 1 is the core program, Tier 2 incorporates supplemental interventions, and Tier 3 involves intensive interventions. A Brochure will be developed with a partner to include all the pertinent data necessary for families to understand Response to intervention which will include, but is not limited to: a summary of RTI, school Name. Title, Date, multi tiered framework, essential components, Process and what it enables schools to do (purpose) and graphics. Samples will be disseminated for peer review. Students will present brochure to class and give a copy of it to their peers.Writing Module (10 points). Complete each section of the writing module at the Iris Peabody site (https://iris.peabody.vanderbilt.edu/module/gpm/#content); then answer the assessment questions at the end of the module. Please insert the question before the answer. Questions will also be listed on Blackboard. Use APA format (https://owl.english.purdue.edu/owl/resource/560/01/)

Mini Lessons: Trade Book (25 Points). Students will construct a lesson plan using a “trade book.” Trade book MUST be reviewed by instructor for content and grade-level appropriateness prior to presentation. Lesson plan will be presented to class. Refer to Howard Gardner’s theory on multiple intelligences – learning styles. Be creative. Points Awarded

(4 pts.) A complete instructor’s packet, (copy of lesson plan/all handouts) must be turned in to instructor a week before the presentation. In addition, copies of lesson plan; a summary of novel, and accompanying handouts must be distributed to class members. Include the following:(1pt) Lesson Format must include: Heading, Name, Objectives: (“The learner will…”)Targeted Grade Level (Choose one) Student Expectations (“SE’s” aka “TEKS”)(2 pts.) Materials – Be detailed and specific (Name/author of trade book and a short summary)(4 pts.) Procedure - (Direct Instruction and Guided Practice) (2 pts.) Assessment Lesson plan Presentation(1 pt.) Be prepared to present on date assigned (20 minutes) (10 pts.) Focus on highly motivational instructional strategies that include engaging activities for your students; make sure what you have created looks professional. POWERPOINTS OR JEOPARDY GAMES must not exceed 5 minutes of your lesson. Utilize hands-on activities involving UTEP students / eliciting class discussion. Demonstrate use of upper-level reading remediation methods for struggling readers. Posters/signs, increased type size cannot standalone as examples of upper-level remediation techniques.

(6 pts.) Clear understanding of lesson. Be organized, clearly communicate objectives, direct instruction/ instructional procedure, Guided Practice, Reteach and Assessment.

A rubric for the trade book can be found in the appendix.

Midterm (10 points) Final (15 points) )The key purpose of the final is to help prepare the students for the TExES and PPR certification exams that students are required to take before student teaching. The final exam will be comprehensive, covering all readings and class content from the entire semester. Questions will be multiple choice and short answer and will be similar to those found on the TExES/PPR exams. If students pass their state exam they will be exempt from taking these tests.

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Paired Word Study Demonstrations (10 points) In order to apply an understanding of orthographic development and word study strategies for English learners in the letter name- alphabetic, within-word pattern, syllables & affixes, & derivational relations stages, you will work with a partner to construct one of the pic t u re /w o r d s o rt s (from the Helman et al. textbook or other source) for a letter name-alphabetic, within-word pattern, syllables & affixes, or derivational relations developmental spelling stage. These activities for English learners in each developmental spelling stage are at the end of the chapters in the textbook, Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling; chapter 5 (letter name-alphabetic stage), chapter 6 (within-word pattern stage), chapter 7 (syllables & affixes stage) and chapter 8 (derivational relations stage). Choose a picture/word sort; games are not acceptable. Carefully read the information and procedures for the word study sort from the textbook and make an instructional activity to support English Learners’ orthographic development. For copies of the picture/word sort, you will need to access the online PD Toolkit for Words Their Way with English Learners; click the Sorts & Games tab and search for the sort’s number.

On the day of presentations, the students will act as the teacher and share the teaching role; you will select 4-5 volunteers from the class to act as your students. Begin by clearly stating the title of the word study sort, the literacy development stage/grade level, the aligned TEKS standard, and an explanation of the purpose of the word study activity. Students will then demonstrate the word sort using the following format:

1.Introduce the sort and name and clarify the meaning of the pictures and/or words.2.Ask students what they notice about the pictures/words and get students’ ideas about what the categories will be.3.Present the key picture/word (headers) for each category and place it at the top for each column.4.Model how to place several pictures/words in each category by using a think aloud: Say aloud the picture/word, compare it to the header picture/word, and then explain why the word/picture fits in the category. Sort at least one word/picture for each category before asking for students’ help.

The teacher demonstration is followed by student practice whereby the group of volunteer students will practice sorting the pictures/words into the categories. Use the following format for guided student practice:

1.Student says the picture/word aloud & decides which category to place it in.2.When all the pictures/words have been sorted into categories, the students read aloud the pictures/words in each column and checks for accuracy and makes changes.

3.Students tell their conclusions (make generalizations) about the sounds, patterns, and other features of the pictures/words and tell what they learned about the feature(s) of the word sort (reflection).Your lesson demonstration should last between 8-10 minutes. On the day of the lesson demonstration, you should provide on e , on e- page handout that includes the following: (1) title of the word sort, developmental & spelling stages, TEKS standard and a short explanation of the purpose of the word sort—i.e. feature. (2) an explanation of how you would extend the word study activity for repeated practice i.e. buddy sorts, write words in word study notebooks, re- sorts & word hunts, games, etc. (3) an explanation of how you will assess students’ knowledge of the spelling feature sound, pattern, meaning. A rubric for the paired activity demonstration can be found in the appendix.

Quizzes (35 points). All assigned readings must be completed before each class session. The textbooks, readings and handouts will form the basis of quizzes, class discussions, and activities. In a community of learners, participation in class discussions and collaborative group work is key to your success as learners. For homework readings, you are given a list of questions in the syllabus to think about during reading. Use these questions (located in the course schedule of the syllabus) to guide your reading of the chapter and prepare written answers to the questions. Each set of questions followed by the answers.

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Assessment of Student Learning Outcomes

Assignment Due Date Points Assessment of Learning Outcomes

Curriculum/ Chapter Project

Ongoing 25 points Learning Outcomes #1-10

Trade book Lesson Ongoing 25 points Learning Outcomes #1-7 & 9

MidTerm 3/7/2018 10 points Learning Outcomes #1-10

Paired Word Study Lessons 4/25/2018 10 points Learning Outcome #2, 3, 4,5, 8 & 9

Quizzes Ongoing 35 points Learning Outcomes #1-10Writing Module 10 points Learning Outcomes #1-10Reading Web quest 2/21/2018 10 points Learning Outcomes #1-7 & 9Final TBA 15 points Learning Outcomes #1-10RTI Brochure 3/21/2018 10 points Learning Outcomes #1-10Total Points 150 points

Grading:A 150-136 pointsB 135-120 pointsC 119-110 pointsD Below 110 points

Grading Based on University Policies

GRADES POINTS A+ = clearly outstanding in all areas 150-146A- = outstanding 145-136B+ = very good 135-130B = good-meeting all requirements 129-126B- = good 125-120C+ = satisfactory 119-115C = satisfactory- meeting minimum requirements 114-110

Below 110- retake course

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Professor Expectations:The following guidelines will help the students learn together in a positive environment: Cell phones must be turned off while class is in session. Attendance, punctuality, professional courtesy, and positive, collaborative attitudes are required for RED 4341. A positive and professional relationship is expected at all times; this class will help empower students to be ready for their internship which mandates that they demonstrate collegiality with their peers, knowledge of the profession, and desire to work with children and their families. The professor reserves the right to change procedures, readings, and topics as necessary. To be eligible for a course grade, it is expected that the student will complete all of the requirements and assignments in a timely manner. All assignments must be typed in 12 pt. font and either Times New Roman or Courier, unless otherwise stated by the professor, and are due on the date specified. All work will include: (a.) Title of Project, (b.) Course number and title, (c.) Date, (d.) Professor’s name and school, and (e.) student’s name. The professor invites the students to communicate with her via email, phone, or in person if they have any questions about the course or assignments. All students must have a UTEP live mail address for correspondence.Assignments are due at the beginning of class on the due date. If a student is absent, he/she may give it to a colleague and have them turn it in for them. Only hard copies will be accepted. One letter grade will be dropped for each day an assignment is late. Attendance and active participation are vital to this course. The Teacher Education Department considers missing more than one day of class as excessive. After several absences, the student may be dropped for lack of attendance. If a student is going to miss a class, they need to contact Dr. Allen immediately via text (915) 269-9140 or email to msallen@utep.edu.

Class Attendance:The students are expected to attend all classes and laboratory sessions. It is the responsibility of the students to inform the professor of extended absences. Attendance will be taken at the beginning of class. The student’s attendance and active participation in class discussions and presentations are vital to this course. The Teacher Education Department considers missing three weeks of class as excessive. The student may be dropped for lack of attendance.

Students with Disabilities:If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Disabled Student Services located in Union E Room 203. Students who have been designated as disabled must reactivate their standing with the Office of Disabled Student Services on a yearly basis. Failure to report to this office will place a student on the inactive list and nullify benefits received. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Services. You may call 747-5148 for general information about the Americans with Disabilities Act (ADA).

Resources:International Reading Association – w w w. r e a di n g.org Response to Intervention (RTI)-- ht t p: / /ww w . r t i 4suc c e ss.o r g / National Reading Panel Report--w w w. n a t i on a lr e a din g p a n e l.o r g /pub l ic a t i ons/sum m a r y .ht m . STAAR--ht t p: / /ww w .te a . state.t x .us/ s tudent.assessment/ s ta a r/ TEKS ELA/R ht t p: / /rit t e r.t ea .state.t x .us/rul e s/ t ac /ch a pte r 110/ch110 a .ht m l TPRI Early Reading Assessment-- ht t p: / /ww w .tpri.or g /about/ i nd e x .ht m l .STAAR--ht t p: / /ww w .te a . state.t x .us/ s tudent.assessment/ s ta a r/

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RED 4341 COURSE CALENDAR (Tentative Overview)

CLASS CLASS (TOPICS) PROJECTS/ ASSIGNMENTS1-17-18Wednesday

Course Requirements Introduction to courseSyllabus Review

The BraceletEmergent Literacy:Phonemic Awareness

Syllabus Review, Lesson Plans, National Reading Panel Report, Stages of LiteracyPhonemic Awareness Development Continuum:

Read the: National Reading Panel Summary Report athttps://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf * Stages of Literacy Development * Findings of the National Reading Panel (NRP)

1-24-18 Wednesday

Emergent Literacy:Phonological and Phonemic Awareness

TYPED

QUESTIONS BEFORE ANSWERS

Read Cockrum & Shanker’s, Chapters 1 & 2Read TEKS ELA & R, K-1st: Reading/Beginning Reading Skills:Phonological Awareness Questions:1.How can teachers provide focused explicit instruction of phonological and phonemic awareness?2.How do you define, assess and explicitly teach Phonemic Awareness3. What phonological & phonemic awareness activities are beneficial for English learners?3.How can teachers communicate with parents about a child’sphonological development and provide ways to promote phonological growth at home?Create Literacy Diagnostic Kit in class*3-ring binder; 40 Sheet covers (plastic sleeves); transparent tape & scissors; 5X8 index cards, 5 pieces of card stock & 7 dividersDevelop literacy diagnostic kit and practice assessments in designated areasCopies will be provided to each student.

1-31-181Wednesday

Developing Sight VocabularyPhonics & Beginning (Letter Name Alphabetic) Stage

Read Cockrum & Shanker’s, Chapters 3 and 4Questions:1.What are examples of letter name-alphabetic word study & spelling activities for English learners in the beginning literacy stage?

1. 2. How are phonemic awareness and phonics different?3.What instructional materials and strategies promote students’ understanding of the alphabetic principle?4.What formal & informal phonics assessments can teachers use to analyzedecoding skills and plan & monitor instruction?4.How is phonics explicitly taught?5.What formal and informal sight words & vocabulary assessments can teachers use to analyze word identification and vocabulary development?6.How can teachers explicitly teach high frequency & irregular words?

2-7-18Wednesday Dimensions of

Reading

Read Cockrum & Shanker’s, Chapters 5,7 and 8Read TEKS ELA & R, K-5th: Reading: Vocabulary DevelopmentQuestions:1.How can teachers support vocabulary growth by explicitly teaching knowledge of word order (English syntax)?2.How can teachers communicate with parents about a child’s word identification & vocabulary development and provide ways to promotevocabulary growth at home?3. How do students attack multi-syllabic words in context?

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2-14-8Wednesday

Developing Comprehension, Reading Fluency & Improving Poor Pronunciation

Five Areas of Reading Hard Copy due: 2/21/2018 (Wednesday)

Read Cockrum & Shanker’s, Chapters 9,10,11-13Read TEKS ELA & R, 1st -5th: Reading: FluencyQ ues t i ons: 1.How can teachers use leveled passages & reading materials to assess fluency development?2.How can teachers provide opportunities for fluency development?3.What fluency instructional strategies are beneficial for English learners?4.How can teachers communicate with parents about a child’s fluency development and provide ways to promote fluency growth at home?5.How can teachers use formal & informal comprehension assessments to assess reading comprehension and provide explicit comprehension instruction based on a student’s individual needs?6.How can teachers model and use a variety of instructional strategies to enhance students’ listening and reading comprehension?Reading Web QuestSource: National Reading Panel summary report: Teaching children to read.https://www.nichd.nih.gov/publications/pubs/nrp/Pages/report.aspx “Mastering the Five Recommendations of the National Reading Panel (http://questgarden.com/47/78/0/070312114233/

2-21-18Wednesday

Oral Diagnosis, Basic Sight Words, Vowels, Prepositional Phrases, Prefixes and Suffixes

Appendices: Read pages 60-75 and 355-506 Questions:1.What are the codes for marking passages in an oral diagnosis?2.How would basic sight word sentences assist a beginning reader?3.How do phonograms in words help beginning readers?4. What are the two vowel rules that beginning readers should know?5. What are two important tools that would help students to decode using structural analysis?

2-28-18Wednesday Word Study

Writing ProcessAnd Writing Strategies

Read TEKS ELA & R, K-5th: Writing: Writing Process, Literary Texts, Writing about Experiences, Expository & Procedural Texts, & Persuasive Texts. Read TEKS ELA & R, K-5th: Oral & Written Conventions: Conventions & Handwriting.

Writing strategies: Word Study: A New Approach to Teaching SpellingBy: Diane Henry Leipzig http://www.readingrockets.org/article/80/Writing process url The 5-Step Writing Process: From Brainstorming to Publishing url: https://www.liferichpublishing.com/AuthorResources/General/5-Step-Writing-Process.aspxand https://www.bcps.org/offices/lis/writing/secondary/process.html#processQuestions:1.What are the steps in the writing process and the expectations? 2.Name five editing symbols.3.Explain the four types of writing.

3-7-18Wednesday

OrthographicAssessment & Word Study in Multilingual Classrooms

MIDTERM

Site: RTI : ht t p: / /quest g a rd e n . c om / 46/14 / 0/080901151317 / .Quiz on Wednesday ** Be prepared to answer questions below. **

1.Describe the purpose & advantages of the RTI model.2.Describe the characteristics of high quality Tier I instruction.3.Describe effective Tier 2 & 3 intervention and progress monitoring****Use handout to answer questions for assignment. RTI Brochure

Partners select word/picture sort from the Helman et al. textbook and sign-up for Word Study Lesson DemonstrationsIn class Tradebook lesson demonstrations

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3-14-18Wednesday Spring Break

3-21-18Wednesday

DevelopingReading Lessons

RTI Brochure due

Site: RTI : ht t p: / /quest g a rd e n . c om / 46/14 / 0/080901151317 / .Quiz on Wednesday ** Be prepared to answer questions below. **

1.Describe the purpose & advantages of the RTI model.2.Describe the characteristics of high quality Tier I instruction.3.Describe effective Tier 2 & 3 intervention and progress monitoring****Use handout to answer questions for assignment. RTI Brochure

In class Tradebook lesson demonstrations Effective teachers of reading integrate a wide variety of trade books into their reading curriculum; thus introducing students to a wide range of genres, authors, and topics. These books will assist them in becoming more proficient readers than students who limit their selection of texts

3-28-18Monday

DevelopingComprehension Knowledge

Read Cockrum & Shanker’s, Chapter 6Questions1.How can teachers use formal & informal comprehension assessments to assess reading comprehension and provide explicit comprehension instruction based on a student’s individual needs?2.How can teachers model and use a variety of instructional strategies to enhance students’ listening and reading comprehension?3.What comprehension strategies are beneficial for English learners?4.Explain teaching strategies for comprehension of literary elements in narrative texts.In class Tradebook lesson demonstrations

4-4-18Wednesday

Effective Reading Program

In-Depth Assessment of Comprehension AbilityInformal Reading Inventories

A common feature of an effective reading program is student access to a wide variety of appealing tradebooks and other reading materials (Cullman an, 2000). Informal Reading Inventory Q ues t i ons

1. How are omissions, repetitions, insertions, & substitutions defined?2. What are running records used for?3. What information is obtained from Informal Reading Inventories

(IRI)?4. What information is obtained from an ERAS?

In class Tradebook Lesson demonstrations (If necessary)

4-11-18Wednesday

Guided Reading

In-Depth Assessment of Comprehension Ability-Informal Reading Inventories

Guided reading is an instructional approach that involves a teacherworking with a small group of students who demonstrate similarreading behaviors and can all read similar levels of texts. The text is easyenough for students to read with some support. Research Fountas and Pinnell website: http://www.fountasandpinnellleveledbooks.com/aboutLeveledTexts.aspx

4-18-18Wednesday

Classroom Assessment

Assessment Questions1. How does progress monitoring affect the academic outcomes of students? 2. Why is it important for the teacher to be aware of her students’ progress?

4-25-18Wednesday

Word Study Lesson Demonstrations

5-2-18 Part I

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5/9/18 Part II Syllabus Subject to Change** APPENDIXGrading Rubrics for Course Assignments

Curriculum Project (25pts)Criteria Poor 1 pt. Fair 2 pts. each Good 4 pt. each Excellent 5 pts. each

Organization Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Audience is able to follow as student presents information in logical sequence.

Audience is able to follow as student presents information in logical, interesting sequence.

Presentation Student mumbles, incorrectly pronounces words, and speaks too softly with no eye contact.

Student's voice is low, incorrectly pronounces words, difficult to hear presentation and little eye contact.

Student's voice is clear, pronounces most words correctly, and audience can hear presentation and maintains eye contact.

Student is energetic, a good public speaker: uses a clear voice, precise pronunciation of words, eye contact. Knows whether class is following along.

Subject Knowledge: Defines & explains the concepts

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with subject and able to answer questions, but fails to elaborate.

Clear, innovative, and exciting definitions and explanations of the concepts

Visual Aids/Technology: Clarity of the graphic representation

Student uses superfluous visual aids or no props.

Student occasionally uses visual aids that rarely support text and presentation.

Student's visuals and props relate to text and presentation.Technology is incorporated into lesson.

Student's visuals explain and reinforce text and presentation.Technology is incorporated seemingly into lesson.

Describes concepts and stimulates interaction with the class

Presentation includes a few concepts without clarity and no class interaction

Presentation includes all concepts abet audience has difficulty following presentation and little interaction

Presentation includes all concepts and audience participates

Presentation includes all main concepts and audience is actively engaged throughout presentation

Possible Score 5 10 20 25

Student’s Score

Trade Book Lesson Plan/ Presentation (25 points)

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Criteria Possible Pts.

Points Earned

Instructor’s and Students’ Packet 5Format/ Mechanics 5Materials 2Procedure/Teach/ Direct Instruction: Utilizes a wide range of reading strategies/materials for effective reading instruction for learners at various stages of reading.

5

Presentation: Length and Date 1Guided Practice: Demonstrates understanding, analysis, and implementation of the instructional strategies and products.

5

Assessment: Clear and concise 2Clear Description of Book: TEKS, objective, materials, directed instruction, guided practice, independent practice, reteach, assessment and closure.

5

Total 25

Paired Word Study Demonstration

Criteria PossiblePoints

PointsEarned

Clear statement of the title of the word study activity anddevelopmental & spelling stages:

Beginner—1st grade: Letter Name Alphabetic Stage. Transitional—2nd grade: Within-Word Pattern Stage Intermediate—3rd grade: Syllables & Affixes Stage Advanced—4th & 5th grades: Derivational Relations Stage.

Clear explanation of aligned TEKS standard and the specific purpose of the word study activity.

2

Teacher demonstration of the word study activity by both students:1. Introduce the sort and name & clarify the meaning of all

of the pictures/words used in the sort.2. Ask students what they notice about the pictures/words

and get their ideas about what the categories will be.3. Present the key picture/word (header) for each category

andplace it in the header for each column.

4. Model how to place several pictures/words in each category by using a think aloud: Say aloud the picture/word, compare it to the key picture/word, and then explain why it fits in the category. Sort at least one word

3

Student practice: students sort the remaining pictures/words intothe categories using the following format:

1. The student says the picture/word aloud & decides which category to place it in.

2. When finished sorting all of the pictures/words, the studentsread aloud the pictures/words in each column and checks for accuracy & makes changes.

3. Students tell their generalizations about the sounds, patterns, &other features of the pictures/words and tell what they

3

1 Handout/Preparation (one page) with the following information: Title, developmental & spelling stages, grade level,

TEKS, & purpose of the word sort activity. Explanation of how you would extend the word sort

activityfor repeated practice i.e. repeated independent practice & write words in word study notebooks, resort words & word hunt, buddy sort, games, etc.

Explanation of how you will assess students’ knowledge of the spelling feature sound, pattern, and/or meaning of

2

Total 10 points

English Language Arts and Reading

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Generalist EC–6 Standards

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Standard IV. Literacy Development and Practice: Teachers of young students understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students’ literacy.

Standard V. Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.

Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.

Standard VII. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.

Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication.

Standard IX. Writing Conventions: Teachers understand how young students use writing conventions and how to help students develop those conventions.

Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy.

Standard XI. Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.

Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce. http://www.tea.state.tx.us/index2.aspx?id=6066&menu_id=2147483671&menu_id2=794

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