SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
SYLLABUS B
EDUC 638 ADVANCED ASSESSMENT AND
INSTRUCTION IN READING
INSTRUCTOR INFORMATION:
Name: Dr. Charles Lucado
Office Location: L-124, Demorest Campus
Phone Numbers: (706)778-8500 X1231 (Office) (706)754-1251 (Home)
E-mail: clucado@piedmont.edu
Fax number: (706)776-0135
Office Hours: Mon. – 3:30 – 5:00 Wed. – 3:30 – 5:00
Tues. – 3:30 – 4:30 Thurs. – 3:30 – 4:30
Others by Appointment
Campus Security (706)778-2222
TIME
AND PLACE:
CAMPUS: Demorest SEMESTER: Spring
YEAR: 2008
Dates:
January 4 –February 28
Time: 5:00 p.m.- 9:30 p.m., Thursday
Place: L-122
COURSE INFORMATION:
Prerequisite: EDUC 631, 632 (331, 332)
Credit: Three
Period: 445
I. TEXT AND SUPPLEMENTARY READINGS: (In
addition to information provided on School of Education Syllabus A – I)
Gillet,
J. W., Temple, C., & Crawford, A. N. (2008). Understanding
reading problems: Assessment and
instruction (7th ed.). Boston, MA: Pearson, Allyn, & Bacon.
Tompkins, G. E. (2004). 50 literacy strategies: Step by step (2nd ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.
Supplemental readings will be required as needed throughout the course. These readings will include research and professional documents, personal reading, and children’s literature. Also, copying some materials to share with the class may be required.
II.
PIEDMONT COLLEGE MISSION; SCHOOL OF
EDUCATION MISSION; &
GRADUATE MAT AND MA PROGRAM GOALS:
(See School of Education Syllabus A – II)
III. COURSE DESCRIPTION AND PURPOSE:
Proficient reading contributes to learning in every academic discipline and in life. This course recognizes the necessity of a teacher to possess a thorough understanding and competence in classroom assessment/diagnostic principles and practices for improving learner reading ability. Emphasis is placed on providing candidates with theoretical and practical experiences that will enhance and strengthen their knowledge base and enable them to gain competence with: 1) the reading processes, 2) the skills of reading, 3) reading assessment tools, 4) techniques and strategies for addressing specific reading strengths and difficulties of students, and 5) procedures for developing individual prescriptions for reading improvement based on identified student needs. Topics include: 1) what teachers need to know about reading assessment, 2) changing trends in assessment, 3) ongoing assessment, 4) periodic in-depth assessment, 5) portfolio assessment, 6) formal measures (norm-referenced, criterion-referenced, and minimum competency testing), 7) instructional strategies for remediation, and 8) assessment factors related to reading problems.
(Field Experience Required).
IV. SCHOOL
OF EDUCATION OUTCOMES: (See School of Education Syllabus A – IV)
(Candidate
Learning Outcomes by Program and Dispositions for All Candidates)
V. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the candidate will be able to:
1. Identify purposes for studying and learning various approaches to reading.
2. Explore, question, and consider current philosophies and concepts in the area of reading as it relates to this course, linking theory to practice.
3. Synthesize old and new knowledge and skills in all areas, and use these skills and techniques in a
diverse classroom setting.
4. Analyze understanding of diagnostics and ability to plan and write effective new lesson plans.
5. Question, reconsider, and use various methodologies in the instruction of students.
6. Analyze and be reflective about his/her own teaching and make suggestions for improvement.
7. Explore and develop knowledge of classroom technology for reading.
8. Develop observational skills in the areas of listening to children read and answer questions.
9. Translate diagnostic findings into a plan for instructional support that is realistic in view of both the
students’ needs and the school’s needs.
10. Demonstrate knowledge and skills of effective ways of organizing and managing reading instruction in the classroom environment for all students including diverse learners and children from different cultural backgrounds.
11. Demonstrate knowledge and skills in observing, recording, and assessing children’s behavior in order to plan an appropriate instructional program and learning environment.
12. Demonstrate competence in the knowledge of child development with emphasis on the implication of the learning process as it relates to reading and emphasis on the development of the self-concept and group responsibility of the child.
13. Enable children to express themselves creatively and enhance their critical thinking skills and decision-making.
14. Explore and analyze the relationships among reading objectives at the local, state, and national levels.
VI. COURSE
POLICIES & PROCEDURES: (In addition to information provided on
School of Education Syllabus A – VI)
1. Class Attendance & Participation (Also review inforamtion about INCLEMENT WEATHER and PARTICIPATION on Syllabus A – VI, #1)
The
allotted number of excused absences for this course is one. Only those absences due to emergencies,
illness, or extenuating circumstances will be excused. Additionally, tardiness or leaving class
early will be considered a partial absence reflected in your grade. Work missed due to an excused absence may be
made up. Please contact me prior to an
absence when possible. It is your
responsibility to inform me in writing how you make up the work. Make-up work must be submitted within two
weeks of the absence. If you are absent
on class #7 or #8, you need to immediately discuss with me arrangements for
make-up. Your writing should be
professional and include: the date you were absent; a statement about why you
were absent; a detailed, quality description of the process you
undertook to make up the work; and a comprehensive summary of the content
that was covered in class. Be sure to
include a cover page.
If work is not made up satisfactorily, the highest grade a candidate can receive for the course is a B. Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester. However, if make up work is approved by the professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmates notes cannot easily duplicate many of the experiences of the course.
2. Written
Work (In addition to the information below, review guidelines on Syllabus A
– VI, #2)
Each paper should have a cover page with your name, course number and name, assignment, and date clearly typed on the front. For example (double spaced and centered), Your name; EDUC 632: Language Arts, Field Experience A: Classroom Observation, Date.
(10% Assignment Parts; 20% APA Format / Citation and Standard Edited English; and 70% quality).
3. Academic Integrity: (See School of Education
Syllabus A – VI, #3)
4. Special Considerations: (See
School of Education Syllabus A – VI, #4)
5. Cell Phone Usage: (See School of Education
Syllabus A – VI, #5)
VII. INSTRUCTIONAL
METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:
1. Instructional Methods: (See School of Education Syllabus A – VII,
#1).
In addition to the approaches listed on Syllabus A, the following will be utilized: reports, projects, individual work, audio and visual representations, role playing, and small group discussions.
2. Description of Assignments:
Readings from the assigned texts will be one focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and candidate. To meet the deadline, assignments may be mailed (post marked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting. Make-up checkpoints will be considered if a reason for missing the original checkpoint is justified. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.
Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
Assignments to Be Completed for This
Course:
15% A. Journal Reading: CO: 1, 2, 3, 4, 5, 7, 14
Select three current journal articles (2004-2008) reflecting research in the teaching of reading in the
primary/elementary school (P-5). Use the following criteria to select the articles: 1) you have not read the article, 2) the article is of interest to you, 3) it broadens your perspective/learning, and 4) the article is in a professional research journal.
The first article should relate to Assessment of Reading, the second to Intervention/Remediation/Amelioration Instructional Strategies for Teaching Reading (Emergent Readers, Beginnining Readers, Developing Readers, Mature Readers, or English Language Learners), and the third to Factors Related to Reading Problems (Special Needs Students, Intellectual Factors, Physical Factors, Language Factors, Special Learning Problems).
(Some suggested professional research journals):
Journal
of Reading Journal
of Reading Education Reading
Today
Georgia
Journal of Reading Reading
Horizons Primary
Voices
Reading
Improvement Reading
Research Quarterly Language
Arts
The
Reading Teacher Reading
Research and Instruction Voices
from the Middle
Educational
Leadership Harvard
Educational Review
Journal
of Educational Issues for Language Minority Students
Guidelines: 1) select and read the article, 2) make a copy of the article and highlight key points, 3) write your reactions and reflections to the key points in the margins by connecting to personal experience and
implications for your teaching (you may write your reactions/reflections on separate paper if you wish),
4) be prepared to discuss the article in class, and 5) make a title page and turn in the article on the due
date noted on the schedule for the semester.
20% B. Individual/Small Group Project/Exploration: (Max. 3 in a group) CO: ALL
Design a project that will allow you to explore more deeply some aspect of teaching and/or assessing reading in the primary/elementary school classroom (P-5). See handout for suggested topics. This project should be usable, neat, practical, professional, and creative. It should reflect your growing knowledge and understandings.
Explain your project/exploration by writing a scholarly, reflective paper (APA 5th ed.) with subheadings which includes: a rationale for the project with current research views (at least 4 references), a thorough description of the project/exploration, materials needed (if applicable, in columns, bulleted, single-spaced), how you will (or do) assess the quality of the project/exploration, and any additional points that you think are important. This paper should be 5 to 7 pages, excluding cover page and reference section. If you work in a group, you must also include an additional 2 to 3 page individual reflection on how the project/exploration specifically relates to your experiences and work with a final paragraph addressing your contributions to the group work.
Be prepared to share your project with the class on May 3 (10 min. for individuals; 15 min. for groups). Provide a handout for each member of the class at the time of the presentation about your project (details will be discussed in class).
20% C. Learning Log: CO: 1, 2, 3, 4, 5, 6, 10, 12, 14
You will be provided a set of questions for several chapters of the required text readings. Select two questions for each Learning Log #1, #3, and #4; and three questions for Learning Log #2 (ONE QUESTION FROM EACH SECTION ON THE HANDOUT). You may select a topic from your reading of the chapter that you would like to address in lieu of a question from the chapter (one selection per Learning Log). Your responses should encompass: notes that summarize the key points from the readings of the chapter and your own knowledge base (bullet form) and a narrative of connections to your experience and expertise including specific examples as well as thoughtful reflections regarding implications for assessment and instruction of reading. See “Tentative Schedule and Topic Outline” for deadlines and chapters to include. (1½ to 2 typed pages for each question response).
Special Guidelines:
1) Number the question as it is on the handout.
2) Type the question as it is written on the handout in bold print and single-spaced.
3) Single spaced bullets for key points, and double space the narrative for connections and reflections.
4) Continue your writing according to guidelines under “Written Work”.
5) Review criteria for assessment under “Assessment and Evaluation”
15% D. Read a Book: CO: 1, 2, 5, 13
Read a book of your choice (that you have not read before) for enjoyment. The book should be substantial, something on the order of a chapter book or short novel. Be prepared to share at the April 19th class meeting (5 - 10 min. each). More details will be discussed in class.
15% E. Attendance and Participation: CO: ALL
Refer to information under under VI, “Course Policies & Procedures,” #1 above”
15% 3. Field Experiences: CO: 4, 5, 6, 7, 8, 9, 10, 11, 12, 14
Each candidate is responsible for arranging and documenting his/her field experiences at an appropriate grade level. Keep in mind that Early Childhood Majors are required to work in grades P-K, 1-3, and 4-5. When selecting your field experiences, be sure that you are getting a good representation from each of the grade level areas for documentation of field experiences. Initial certification candidates must document a minimum of five hours for this course. Advanced certification candidates must document a minimum of two hours for this course. Candidates adding a new field must document a minimum of three hours.
* * * *
CHOOSE ONE (A - H) * * * * *
A. Prediction/Process Paper (INITIAL):
(The following are some suggestions to get you started.)
1. Raise interesting questions about a reader or group of readers (expert reader(s), average
reader(s), or slow reader(s)). Create a situation/plan to help you explore answers to these questions. For example, you could use a standardized test, a test you create, interviews, etc. If you use a test, be sure you understand the nature of the test. Focus on why you think various aspects are important.
2. Carry out your plan. Summarize what the reader(s) did. Focus on objective information and
include materials used. What are your interpretations/judgments of what occurred? Do you have
evidence to support your judgments? (You should have several quotes that are representative.)
Illustrate typical examples of responses. Raise new questions.
B. Analyze Student’s Work (ADVANCED):
Select four samples from an assignment you had students complete in one of your reading lessons. (Include copies of the students’ work). Analyze each sample by answering the following questions:
1. How did the students do on the task?
a. Quantitatively
b. Qualitatively
c. Conclusions
2. How successful was the task itself?
a. What were the students asked to do?
b. What kind of time did it take?
c. What was the nature of the prompts and resources available to the students during the task? Were they “user friendly”?
d. How was the grading of this assignment handled? (Was it discussed prior to the assignment? After?)
C. Lesson Plan (ADVANCED):
Analyze a previous reading lesson you have taught and redesign it based on new understandings and ideas you acquire in the course. Teach the new lesson. Then write a reflective paper about the process and what you learned. Include a copy of the original plan and the new plan.
D. Interview (INITIAL AND ADVANCED):
Interview a number of students (4 – 6) in a grade level of your choice about their reading interests. Based on your findings, suggest to students appropriate titles for independent reading. The recommendations you make should include the most recent literature available. Also include at least six criteria you would use for recommendations for titles. Write a description of your findings, recommendations, and criteria.
E. Teaching Strategies (INITIAL AND
ADVANCED):
Select
three strategies for teaching
reading that you have never used before and try them out. You could use any of the strategies found in 50 Literacy Strategies: Step by Step by
Gail Tompkins or those presented in your text (Gillet,
F. Computer Survey (INITIAL
AND ADVANCED):
Examine three reading computer software programs that are new to you. Provide a rich written description of each program including the advantages and limitations. Try the programs yourself or with a child, then write a reflective paper in which you focus on how you could use these programs in your classroom to assist students’ development in the area of reading.
G. Attend an Event at a Children’s Bookstore
(INITIAL AND ADVANCED):
Write an in-depth description of the event you attend and your overall impressions. Include implications for creating environments that enhance reading as well as approaches for teaching reading. Consider issues such as: how the presenter reads and develops a rapport with the audience, management strategies, materials used, layout and atmosphere of the room, etc.
H. Design and Implement a Field Experience (INITIAL AND ADVANCED): (must be approved)
VIII. RESOURCES:
1. Bibliography:
Applegate,
M.D., Quinn, K.B. (2004). The
critical reading inventory: Assessing students’ reading and
thinking. Upper Saddle River, NJ: Prentice Hall
Carbo, M. (1988). Teaching students to read through their individual learning styles. New Jersey:
Prentice Hall.
Clay, M. (1998). Reading: The patterning of complex behaviour. New Hampshire: Heinemann.
Coles, G. (1998). Reading lessons: The debate over literacy. New York: Hill and Wang.
Cunningham, P. M. (1995). Phonics they use: Words for reading and writing (2nd ed.). New York:
Harper Collins.
Cunningham,
P. M., & Allington, R. L. (1998). Classrooms that work: They can all read and
write (2nd
ed.). New York: Addison Wesley.
Cunningham,
P. M., Hall, D. P., & Heggie, T. (1994).
Making words: Multilevel hands on
developmentally appropriate spelling and phonics activities. California: Good Apple.
Flippo, R. F. (1999). Bring life into learning: Create a lasting literacy. Portsmouth, NH: Heinemann.
Flynt,
S.E., Cooter, R.B. (2004). Reading inventory for the classroom &
tutorial audiotape package, 5/e.
Upper Saddle River, NJ: Prentice Hall
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth,
NH: Heinemann.
Fountas,
comprehension, genre, and content literacy. Portsmouth, NH: Heinemann
Fountas,
I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency:
Thinking, talking, and
writing about reading, k-8. Portsmouth, NH: Heinemann.
Fox,
M. (1993). Radical reflections: Passionate opinions on teaching, learning, and
living.
A Harvest Original Harcourt, Inc.
Fox,
M. (2001).
Diego: A Harvest Original Harcourt, Inc.
Freeman,
E. B., & Person, D. G. (1998). Connecting informational children’s books
with content area
learning. Needham Heights, MA: Allyn & Bacon.
Goodman,
D. (1999). The reading detective club:
Solving the mysteries of reading, a teacher’s guide.
Portsmouth, NH: Heinemann.
Goodman, K. (1999). Phonics phacts. Portsmouth, NH: Heinemann.
Goodman, K. (1986). What’s whole in whole language? NY: Scholastic.
Goodman,
Y., Watson, D. J., & Burke, C. L. (1996).
Reading strategies: Focus on comprehension.
Katonah, NY: Richard C. Owen.
Graves, M. F., Broek, P. V., Taylor, B. M. (Eds.). (1996). The first r: Every child’s right to read. NY:
Teachers College Press.
Graves, D. (1999). Bring life into learning: Create a lasting literacy. Portsmouth, NH: Heinemann.
Heilman, A. W. (1998). Phonics in proper perspective (8th ed.). Upper Saddle River, NJ: Merrill/Prentice
Hall.
Herrell, A.L. Jordan, M. (2004). Fifty strategies for teaching english language learners, 2/e.
Upper Saddle River, NJ: Prentice Hall
Holdaway, D. (1979). Foundations of literacy. Portsmouth, NH: Heinemann Educational Books.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth,