RED 5355 Reading in the Elementary School SITE Fal 2011 Course Description: Goals of the Course:

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1 RED 5355 Reading in the Elementary School SITE Fall 2011 ******************************************************************************************* Instructor: Meridith Taylor Strout, Ph.D. Telephone: ******************************************************************************************* Required Texts Michael F. Graves, Connie Juel, Bonnie B. Graves - Allyn & Bacon, Incorporated (2010) - Hardback pages Teaching and Reading in the 21 st Century and Materials: *Articles from Instructor *Stopwatch Course Description: This course will expose students to the instructional components involved in the teaching of reading to elementary school children including current research and will focus on the mechanics of learning to read and the strategies for reading to learn. This course will provide an overview of assessments and materials that may be used by the classroom teacher to observe and document children s reading performance, relate children s performance to appropriate reading instruction, and evaluate children s progress. Goals of the Course: 1. To promote the understanding of the current research and practices in teaching children how to read. 2. To use and interpret a variety of assessment tools and techniques as indicators of children s progress in reading. 3. To assess, diagnose, and create a plan for intervention to be implemented with a target student. 4. To develop as a professional educator In this course, one or more assignments have been selected as Key Tasks that will assess your mastery of knowledge, skills, and/or dispositions that the State of Florida requires of all entry-level educators. These assignments were specifically selected as Key Tasks because they align with the [12 Florida Educator Accomplished Practices (FEAPs), Reading Competencies, ESOL Standards, etc.]. Your mastery of each Indicator will be measured by your performance on a Key Task. To pass this course, you must successfully complete all Key Tasks and receive a rating of either Met or Met with Weakness. No exceptions will be made to this rule, even if you do not plan to practice in Florida after graduation or apply for state certification. Students who receive a Not Met rating will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned by the instructor. Students who do not complete their makeup work satisfactorily (with a Met with Weakness or higher rating) will receive either an Incomplete or a failing grade at the instructor s discretion 1

2 Accomplished Practice: Continuous Improvement Indicator 3.3: Knows where to find resources for continuous professional development. Task: Paper/Quiz The candidate will self-assess their own knowledge and skills for teaching reading and will locate resources in areas in which they are lacking. Student reflection paper will reflect the knowledge and disposition of at least 5 current resources (e.g., books, journals, websites, and organizations) for continuous professional development. Student reflection paper will reflect the knowledge and disposition of at least 3-4 current resources (e.g., books, journals, websites, and organizations) for continuous professional development. Student reflection paper does not provide current resources (e.g., books, journals, websites, and organizations) for continuous professional development. Accomplished Practice: Ethics Indicator 6.1: Knows the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida Task: Case Study The candidate will write a case study which includes items assessing their knowledge of the code of ethics and principle of professional conduct. The candidate continually demonstrates his/her understanding of the Code of Ethics and Professional Conduct of the Education Profession in Florida. All student information will be handled in an appropriate manner The candidate must revise his/her case study to meet the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. The candidate does not demonstrate an understanding of the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. Accomplished Practice: Human Development and Learning Indicator 7.1: Knows established human development/learning theories and concepts (including first and second language acquisition). Task: Lesson Plan The candidates will create lesson plans that include knowledge of established human development/learning theories. The lesson plan documents clear learning goals that are based on appropriate human development/learning theories and concepts, including first and second language acquisition. The lesson plan must be modified, by the candidate, to meet the criteria. The lesson plan documents neither clear learning goals, nor does it meet the other lesson criteria. 2

3 Accomplished Practice: Knowledge of Subject Matter Indicator 8.1: Knows and understands subject matter sufficient to meet state and national standards. Task: Lesson Plan The candidate will develop an engaging lesson plan that demonstrates their knowledge of the subject matter related to state and national standards. The lesson plan includes key concepts of the subject matter that address state and national standards. The lesson plan must be modified, by the candidate, to meet the criteria. The lesson plan does not meet the criteria. Accomplished Practice: Planning Indicator 10.2: Develops engaging lesson plans that address state and national content standards, and grade-level expectations. Task: Lesson Plans The candidate will develop engaging lesson plans that demonstrate their knowledge of the subject matter related to state and national standards, and that evidence appropriate grade level expectations. The lesson plans include whole class, small group and individual activities that effectively promote student learning of key concepts related to state/national standards and grade level expectations. The lesson plans must be modified, by the candidate, to meet the criteria. The lesson plans do not demonstrate the criteria. Accomplished Practice: Technology Indicator 12.2: Uses a variety of technologies to enhance instruction and increase learning for all PK-12 students Task: Case Study The candidates will develop and implement tutoring sessions that demonstrate their knowledge of the subject matter related to state and national standards and that evidences integration of technology to enhance learning. The lesson plan includes the use of a variety of technologies to enhance instruction and increase learning for all students. The lesson plan includes minimal use of technologies to enhance instruction and increase learning for all students. The lesson plan does not include any use of technologies to enhance instruction and increase learning for all students. 3

4 Scientifically Based Reading Instruction (Reading Competencies) Students will: (have substantive knowledge of language structure and function and cognition for each of the five major components of the reading process.) Competency 1 (1.A.1) Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological processing, inventory of phonemes, phonemic awareness skills, phonemic analysis) (1.A.2) Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences) (1.B.1) Identify structural patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes). (1.B.2) Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advanced phonics skills). (1.C.1) Identify the principles of reading fluency as they relate to reading development (1.C.2) Understands the role of reading fluency in development of the reading process. (1.D.1) Identify and apply principles of English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis) (1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.) (1.E.1) Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations) (1.E.2) Understands the impact of variations in written language of different text structures on the construction of meaning (1.E.3) Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation) (1.E.4) Understands the transactive nature of the reading process in constructing meaning for a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world (1.F.1) Identify language characteristics related to informal language and cognitive academic language (1.F.2) Identify phonemic, semantic, and syntactic variability between English and other languages. (1.F.3) Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning) (1.F.4) Understands the interdependence between each of the major reading components and their effect upon comprehension (e.g., construction of meaning: vocabulary, fluency) (1.F.5) Understands the impact of dialogue, writing to learn, and print environment upon reading development. 4

5 Competency 2 (2.A) Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, Etc.)* (2.B) Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations) (2.C) Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader s theater, etc.) (2.D) Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies, etc.) (2.E) Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, prediction; think-aloud strategies, sentence manipulation, paraphrasing, etc.) (2.F.1) Identify comprehensive instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.) (2.F.2) Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.) (2.F.3) Identify resources and research-based practices that create both languagerich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.) (2.F.4) Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students interests and independent reading proficiency Reading Competencies 1 & 2 Task: Case Study The candidates will participate in and complete a case study project that includes assessment, data collection, rationale for student selection, tutoring sessions, a reflection paper and a presentation that all address the indicators in reading competencies 1 and 2. The candidate achieves a score of on this project. The candidate achieves a score of on this project. The candidate achieves a score of less than 40 on this project. Course Topics by Week: 5

6 August 29 Course overview: Chapters 1, 2, 3 get a head start on reading. September 5 Reading and Learning to Read, Reading Instruction, Motivation and Engagement Introduction to the Case Study Assignment Chapters 1, 2, 3 (Read/Respond forum due 11:59 on 9/5) September 12 Classroom Assessment: Assessing Targeted Students at Primer and Preprimer Level Assessing Targeted Students Beyond Primer Level (IRAS) Chapters 4 (Read/Respond forum due 11:59 Sept. 12) September 19 Differentiating Instruction and Intervention Chapters 5 September 26 Emergent Literacy Chapter 6 October 3 Word Recognition Chapter 7 October 10 Fluency Chapter 8 October 17 Vocabulary Development Chapter 9 October 24 Comprehension Chapter October 31 Independent Reading and Reader Response Chapter 12 November 7 Writing and Reading Chapter 13 November 14 Professional Development November 21 Happy Thanksgiving - Enjoy the Week November 28 Case Study Work December 5 Case Study Power Point Presentation December 11 Case Study Due Due Dates and Deadlines September 26 Student Assessment Profiles on target student October 10 November 14 Tutoring sessions (3 x a week for 6 weeks) with target student November 22 All Chapter reflections due November 14/21 Post - assessments with students Last tutoring session December 5 6

7 Case Study Power Point 5-8 slides December 11 Case Study Notebook all parts uploaded Grades: Participation Article/Chapter Forums Case Study 20 points 30 points 50 points 100 points Grading Scale: points A points B points C Below 75 points D Student Honor Code* Adhere to the University honor code that includes the following pledge: We, the members of the University of Florida community, pledge to hold our peers and ourselves to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is applies: On my honor, I have neither given nor received unauthorized aid in doing this assignment. *Plagiarism is a criminal offense, and carries with it the consequence of failing this course as well as other possible consequences. UF Computer Policy All assignments completed for this class must be typed using a word processing program, unless otherwise requested by instructor. Students with Disabilities Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation when requesting accommodation. If you have a need for accommodations due to disabilities, please schedule a meeting during office hours. All work is due on the dates stated. No late work will be accepted for a grade and attendance is required. This syllabus is subject to change under the direction of the Professor. 7

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