RED450 Assignments & Guidelines Assignment Name Points Due Date Shared Reading Lesson Plan & reflection 30 Instructional Plan with differentiated instruction 20 Early Literacy Assessment (ELA) 5 Classroom Library Environment & Critique 0 Field Log 6 Final Exam 24 In-class activities (4 @ 5 points each) 20 Shared Reading Lesson Plan and Reflection (30 points) Candidates develop a lesson plan that uses explicit, direct instruction steps to support students development of literacy. Candidates apply current theories of second language reading and writing development for ELLs to construct appropriate lesson plan. Candidates implement their lesson and reflect on their learning. Embedded in the development of candidates understanding about this type of lesson is information about how theories of second language reading and writing development for ELLs may be incorporated to enhance student learning. Candidates will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading by writing and implementing and reflecting about a Shared Reading Lesson. Related to the Shared Reading Lesson, candidates will identify defining aspects of each of the six components. (oral language, phonological awareness, phonics, vocabulary, comprehension, and fluency) and identify a specific research-based strategy for each that could be used to build upon the Shared Reading Lesson.. With the host teacher, identify approximately 5 students for whom a Shared Reading Lesson would be appropriate (or, if your field placement is in grade 2 or 3, identify a small group of students for whom the Shared Reading Lesson is most closely appropriate your task is to learn to effectively plan and deliver a Shared Reading Lesson). 2. Select text appropriate for a Shared Reading Lesson (ex. repeated or patterned text, a poem, a song, a short, powerful narrative or expository text). 3. Select the format for the text (ex. big book, chart, overhead transparency, sentence strips), and practice reading the text (with a pointer) using the format you have selected. 4. Develop a Shared Reading Lesson plan, using the format provided in class (see attached lesson planning guidelines and notes). In the procedure column of your lesson plan, you must include () the Shared Reading Lesson steps (introduce book, picture walk, teacher reads text, student response, teacher rereads text and invites students to read along), and (2) direct instruction steps (Explain, Demonstrate, Guide, Practice, Application, Students Reflect) that focus on the foundational concepts about print. The instruction will need to explicitly address the six components of reading (language, phonemic awareness, phonics, vocabulary, fluency and comprehension). After you deliver your lesson, write a three level reflection of your experience:
Three Level Reflection () Describe what you did. (Descriptive Writing) Name the title and author of type of text you used to teach the lesson. Describe the contents of the text you selected and how it related to the Shared Reading lesson you taught. Explain the teaching strategy that you used to teach a group of diverse students. Explain how you prepared to teach the lesson. What steps did you take? What were the students responses to the lesson? Provide specific examples of what the students said and/or did. How well did the students answer the Bloom s questions pertaining to their understanding of the book? (2) A critique of what you did: (Analytical Writing) Explain whether your lesson was successful or not successful. Provide supporting statements. What did you learn from writing this lesson plan? What did you learn from implementing the lesson plan with the students? What, specifically, went well? Why? What, specifically, did not go well? Why? What would you do the same the next time you teach this lesson? Why? What would you do differently if you were to teach this lesson again? Explain the modifications you provided for the ESE students and the ESOL students. Were the modifications helpful? Explain why or why not? What modifications could be made to make your lesson accessible to ESE and ESOL students if modifications were not made? (3) Explain how Shared Reading informs your thinking about teaching reading. What did you know about the importance of teaching concepts of print/book before you taught this lesson? What did you learn about Shared Reading? (in general) How does a Shared Reading lesson incorporate current theories of second language reading and writing development for ELLs from diverse backgrounds and at different English proficiency levels? Why would you teach a Shared Reading lesson in your class when you begin teaching? How could you incorporate other strategies in a shared reading lesson to help the students develop their language, vocabulary, comprehension, or fluency? What did you learn about how concepts of print/book should be taught? RED450 Rubric for Lesson Plans (20 points) In order for your lesson plan to be evaluated, Your Name (heading) you must provide the Subject following: Type of Lesson Topic Grade Level Candidate Yes No Performance Areas for Evaluation Objectives/Learning Outcomes: Content Affective Reading Process Met criteria for evaluation: Mastery Proficient Limited Type, focus and scope of objectives clearly support type of lesson; Wording of objectives clear and precise with focus on student learning outcomes; Type, focus and scope of objectives relevant for type of lesson; Wording of objectives focus on student learning outcomes; Includes and labels types of objectives Objective(s) not appropriate for type of lesson; Wording of objectives focuses on other than student learning outcomes; Points
Includes and labels types of objectives Missing objective(s) &/or labels Content Outline(s) (Applying Past Knowledge to New Situations)* Assessments (Being Analytical)* Clear, precise focus on explanation of knowledge and skills to be learned (not on what students are to do); Detailed information that contains concepts that are anticipated to be discussed, using appropriate/ accurate, professional terminology Clearly match each objective; For each, clear statements about what and how student learning will be assessed; Each aligned with procedure/step where assessment will take place Adequate explanation of knowledge and skills to be learned (not on what students are to do); Includes some concepts that are anticipated to be discussed Match each objective; Indicate what and how student learning will be assessed; Placed in lesson plan in proximity where assessment will take place Little information on topic is listed with few ideas that are anticipated to be discussed; Not related to objectives &/or tell what student will do Missing assessment(s) and/or assessments lack relevance for objectives; Lacks strategic placement in lesson plan Relationship of Objectives/Learning Outcomes, Content Outline(s) and Assessment Clear congruity among objectives, focus of content outline(s) and assessments, demonstrating strong knowledge of reading content and instruction Congruity among objectives, focus of content outline(s) and assessments, demonstrating adequate knowledge of reading content and instruction Lacks congruity among objectives, focus of content outline(s) and assessments; lacks evidence of knowledge of reading content and instruction 3 2-0 Modifications for ESE/ ESL (Being Openminded)* Set/ Advanced Organizer Procedures/Steps (Persisting)* Clear, consistent modifications for ESE/ESL fully support accessibility of lesson content for learners; Modifications extend beyond verbal information only when building concepts Stimulates interest to highly motivate students and Activates prior knowledge key to understanding the topic of the lesson (or helps students acquire/develop necessary concepts) Steps clearly labeled and precisely match type of lesson and/or learning objectives; Provide clear indication of progression of lesson, indicating what teacher and/or what students will do Modifications for ESE/ESL support accessibility of lesson content for learners Stimulates interest and/or activates prior knowledge related to topic. Set relates to student learning outcome(s). Steps labeled and accurate for type of lesson and/or learning objectives Adequately support student learning Actively engage students in several ways No modifications Minimal and/or not helpful modifications for ESE/ESL students Does not stimulate interest to motivate student and/or activate prior knowledge; Minimal or missing set and/or little relation to lesson or purpose of a set Lack labels and/or missing steps or inaccurate steps for type of lesson Lack support for student learning Students minimally engaged in learning
Students actively engaged throughout Performance Areas for Evaluation Materials Uses appropriate materials closely matched to the topic; Materials support and/or enhance student learning; materials aligned with respective procedures/steps Closure/Transfer Closure: Transfer: Mastery Proficient Limited Students summarize what was learned; Closure clearly focuses on student learning outcomes (lesson objectives); More than one student participates in closure Candidate helps students identify other contexts for use of learning outcome(s) from the lesson Closure: -- or Transfer: Provides appropriate materials related to the topic; Most aligned with respective procedures/steps Students summarize what was learned; Closure relates to student learning outcomes (lesson objectives) Candidate helps students identify other contexts for use of learning outcome(s) from the lesson Closure: Transfer Does not provide appropriate materials; Materials selected do not support/enhance student learning; Materials not aligned with procedures/steps No closure or teacher, not students, summarizes learning; Lacks connection to learning outcomes; Very general, not targeted Transfer of learning too general and/or lacks connection to learning outcomes of lesson Points Relationship of Modifications, Set, Procedures, Materials, and Closure/Transfer Clear evidence that congruity of modifications, set, procedures materials, closure/transfer work together to support student learning In general, that congruity of modifications, set, procedures materials, closure/transfer work together to support student learning Lack of congruity of modifications, set, procedures materials, closure/transfer 3 2-0 Self-Concept (valued/needed & necessary/capable) (Empathetic Understanding)* FS, FEAP & TESOL (Striving for Accuracy*) Identifies one for each of the three selfconcept builders Precise wording that provides clear evidence of candidate s understanding of how to support development of student s positive self concept FS Provides specific information FEAP Provides specific information TESOL Provides specific information Identifies two of the three self-concept builders Wording provides clear evidence of candidate s general understanding of how to support development of student s positive self concept FS Provides some information FEAP Provides some information TESOL Provides some information Missing one selfconcept builder Wording indicates minimal or inaccurate understanding of how to support development of student s positive self concept FEAP or FS or TESOL Missing one or more; Lacks match to student learning outcome(s) and/or candidate s professional development Knowledge of Reading and Reading Instruction (Applying Past Knowledge to New Situations; Communicates Overall lesson plan provides strong evidence of candidate s positive development in planning high quality literacy instruction (Mastery) Overall lesson plan indicates candidate s development of adequate knowledge and skills relevant for planning quality literacy instruction Overall lesson plan indicates that candidate lacks critical understanding in one or more areas relevant for planning quality literacy instruction (Limited) 4 3 2-0
Accurately; Striving for Accuracy)* (Proficient) Optional Comments: Total points Grade ( )* above reflects candidate dispositions that are developed/refined through the completion of this assignment Instructional Plan with Differentiated Instruction (20 points) Candidates will develop an Instructional Plan for the sensational 6 (oral language, comprehension, phonological awareness, vocabulary, phonics, and fluency) plus writing/spelling. For the writing/spelling area, material about young children s writing development and modes of writing will be reviewed. Additional material and discussions will include listening and speaking strategies appropriate for young children s literacy development. The plan will include one strategy per area with the following information about the strategy: Grade level Name of strategy Procedures/steps Materials such as texts, manipulatives, word lists, etc. Process objective LAFS Instructional Plan Graphic Organizer (IP G.O.) Name Targeted Grade level Oral language Phonological awareness phonics Vocabulary Comprehension fluency Writing Spelling Strategy Name & Objectives Morning message or Dialogic reading Elkonian sound boxes or Phonogram word family Word hunts or Making words Sight/High frequency words Or Concept web Story map or Reciprocal teaching Paired/Choral reading or Reader s Theatre Me in a box or Emerging six traits Material & Procedures/Steps (include modifications for differentiation for ELLs and for students with special needs) Rubric for Instructional Plan (20 Points) Candidate Learning: Mastery Proficient Limited Knowledge & Skills
Instructional Plan includes assessment name, areas for growth (AFG) and strategy with source information Source Information Source information includes the name of the textbook, strategy name, and page number or site address Strategy is specific to the Area for Growth Grade level and standard are included Source information includes some information: The name of the textbook, strategy name, and page number Strategy is somewhat specific to the Area for Growth Grade level and standard are included Source information does not include the name of the textbook, strategy name, and page number Missing information Strategy is not specific to the Area for Growth Grade level or standard missing 2.5.75 Instructional Plan includes developmentally appropriate learning objectives and instructional strategies that lead to mastery including detailed and specific information about instruction Procedures Clear and detailed explanation of the Purpose Clear and detailed explanation of what will be taught Clear and detailed explanation of how the strategy will be taught Complete list of materials Explanation of the Purpose Explanation of what will be taught Explanation of how the strategy will be taught Somewhat complete list of materials Limited explanation of the Purpose Limited explanation of what will be taught Limited explanation of how the strategy will be taught Incomplete list of materials 3 7.5 3.25 Use analytical thinking to critique his/her own progress as an instructor Reflection Candidate uses analytical thinking to reflect on differentiated instruction Candidate generally uses analytical thinking to reflect on differentiated instruction Candidate minimally uses analytical thinking to reflect on differentiated instruction 5 2.5.25 / 20 Early Literacy Assessment and Reflection (5 points) Candidates assess one student using a battery of informal early literacy assessments to identify and recognize student s strength and/or difficulty with reading and early literacy development. Candidates identify various methods for assessing student s literacy progress and various methods for the diagnosis, prevention, and intervention of common emergent literacy difficulties. Candidates will listen to
information provided by the instructor about how to triangulate data from appropriate reading assessments (primarily the Early Literacy Assessment battery by J. Johns) to guide instruction. Candidates will discuss how to triangulate data from appropriate reading assessments to guide instruction and record information in class notes. They will use the Early Literacy Assessment battery by J. Johns to consider the various types of data they have collected that may be used for triangulation. Reflection Explain how this experience informs your thinking about administering reading assessments. (Reflective Writing) What did you know about assessing early literacy prior to this experience? What did you learn about assessing early literacy knowledge after this experience? What did you learn about assessing early literacy knowledge as related to teaching reading? Why is it important to assess early literacy? Why would you use this assessment with your students when you begin teaching? What have you learned about reading assessments (in general) What have you learned about teaching reading from this experience? Explain any modifications used with the ESOL and the ESE students. If none were used, what could be done to accommodate ESOL and ESE students? Were the modifications helpful? Explain why or why not. Early Literacy Assessment Protocol Report (IMPORTANT: The following is a model of the protocol report you need to use for your early literacy assessment. You need to follow the format exactly. Data have been entered in various places to show you what should be entered there. You should eliminate this data and put in your own. It is very, very important that you enter data from your student and that you interpret that data. As you begin to learn to develop protocol reports, this model will help scaffold your thinking, but, again, you should not just copy and paste without thinking carefully about your student s performance and your interpretation of your student s performance.) Purpose: Early Literacy Assessment This evaluation is designed to assess the literacy knowledge and abilities of children who are at early emergent stages of reading and writing. The evaluation consists of tasks that are similar to everyday activities that students encounter in classrooms. A. Alphabet Knowledge provides information about the student s knowledge of upper-case and lower-case letters of the alphabet. B. The Writing task reveals the student s ability to write letters, words and sentences. C. Literacy Knowledge provides information about the student s knowledge of parts of a book, print directionality, letters, words and sentences. D. Wordless Picture Reading provides information about the student s ability to tell a story using pictures and reread the written dictation of the story.
E. Caption Reading provides information about the student s ability to read a brief story with helpful picture clues. F. The Auditory Discrimination task reveals the student s ability to distinguish between words that differ in one phoneme (sound). G. The Phoneme Awareness (Spelling) task reveals the student s ability to associate letters with the sounds in words. H. The Phoneme Segmentation task reveals the student s ability to segment phonemes (or sounds) in spoken words. I. The Basic Word Knowledge task reveals the student s ability to identify the most basic highfrequency words in English. J. The Pre-Primer Passage task reveals the student s ability to read connected text. Description: Sasha, a five-year-old Kindergarten student, was invited to participate in a variety of reading and writing activities that provide information about her emerging literacy abilities. Explanations for each activity were given, and the student had ample time to complete each task. Findings: A. Alphabet Knowledge Sasha was able to identify out of 26 upper-case letters of the alphabet. Sasha was able to identify out of 28 lower-case letters of the alphabet. Sasha made the following substitutions in lower-case letter identification: Lower-case letter b Sasha s response d B. Writing The student wrote the following: Letters: Words: Sentences:
C. Literacy Knowledge Question Correct Incorrect Show me the front of this book. Point to where I should start reading. Which way should I go? Where should I go after that? (period) What s this? Point to a lower-case letter and say Find a capital letter like this. Point to a capital letter and say Find a lower-case letter like this. Show me one letter. Now show me two letters. Show me only one word. Now show me two words. Show me the first letter of a word. Show me the last letter of a word. Show me a long word. Show me a short word. Show me a sentence. Show me the title. Sasha was able to correctly identify aspects of the assessment, she was not able to identify. D. Wordless Picture Reading Sasha was able to dictate a story that was relevant to the pictures on the page. She demonstrated of sense of story, connection to the pictures and language use. She demonstrated evidence of reading the dictation. E. Caption Reading Sasha s reading of the caption story was related to the illustrations. She identified out of 2 words correctly from the story. F. Auditory Discrimination Sasha identified of the 2 word pairs correctly. The identification of the following word pairs as same/different were incorrect: G. Phoneme Awareness (Spelling) Sasha provided the following sound-spellings: Standard Spelling back Sasha s Sound-spelling
2 feet 3 step 4 junk 5 picking 6 mail 7 side 8 chin 9 dress 0 peeked lamp 2 road H. Phoneme Segmentation Sasha was able to correctly segment of the 22 words spoken to her. I. Basic Word Knowledge Sasha was able to correctly identify of the 20 words. She identified correctly:. She incorrectly identified:. She said I don t know when asked to call the following words:.. J. Pre-Primer Passage When reading the Pre-Primer passage, Sasha performed as follows: Words read correctly: Substitutions: Insertions: Omissions: Reversals: Repetitions: Self-Correction of Unacceptable Miscues: Meaning Change (Significant Miscues): Comprehension Level: Retelling Ability: Interpretation: Sasha seems to be developing in her knowledge of. At this time she seems to have (more, less, same) knowledge about upper-case letters than about lower-case letters when she is asked to identify the letters in isolation. Sasha seems to have knowledge about reading a story using helpful picture clues. At the time, Sasha seems to be developing in. Sasha seems to also have awareness of concepts of books and/or concepts of print. She still seems to be (developing, has mastery, has difficulty) in her knowledge. Strengths: Sasha is generally able to recognize all 26 letters of the alphabet in their upper-case form.
Sasha is generally able.. Areas for Growth: Sasha could benefit from instruction Sasha could benefit from instructional experiences that help her distinguish between pairs of spoken words that differ in one phoneme. Sasha could benefit from instruction Evaluation of Classroom Library (5 points) View or take a picture of the classroom library area (may have more than one). This picture must be include when your turn in your assignment. Make a copy of this checklist and use it to evaluate the classroom library area. Checklist for Classroom Library Criteria Yes No If you were the teacher what would you do? Physical Environment Clearly designated library space in the classroom Enough shelves or containers for many books Comfortable space with comfortable seating Easy access to books Significant number of books displayed with covers forward Content of the Classroom Library An adequate number of books (at least 0 per student) Many high-quality books (appealing, quality content, good condition) A range of text formats (big books, picture books, short chapter books) appropriate for the grade level A good mix of narrative, expository, and environmental text A variety of genres (realistic fiction, historical fiction, poetry, information, biography, etc.) Books appropriate for students reading at, above, or below grade level Many books that are relevant to students cultural backgrounds and communities Many books that can be used to support content area instruction (math, science, social studies) Organization Clear system for organizing the books is in place Books are labeled or grouped by format, genre, level, or topic Students can find books at their just right level quickly and easily Adapted from Building an Effective Classroom Library, S. Catapano, J. Fleming, & M. Elias (2009).
After you have completed this checklist. write a well developed paragraph that summarizes the strengths of the classroom library 2. write a well developed paragraph that summarizes the weaknesses of the classroom library 3. write a well developed paragraph in which you identify a minimum of two ways, with details, that you would improve the classroom library. 4. What organizational model and environmental support will be used in your classroom to support all students literacy development? Books Too Good To Miss Reading Assignment Purpose(s): Through this assignment, candidates will. Identify a variety of Books-to-Good-to-Miss (quality Children s Literature) 2. Identify a variety of books appropriate for teacher read-alouds in primary classrooms 3. Present a read-aloud experience to colleagues, followed by a professional development dialogue related to his/her Books-to-Good-to-Miss Procedure(s):. Identify and read five (5) new-to-you books that you would classify on a bookshelf as Books-to-Goodto-Miss. These books should be appropriate for the teacher to read aloud to children in the primary grades. 2. Develop a one to two page reference sheet with information about all 5 books. Include the following for each book: a. Basic book citation APA style (ex. Son of Citation Machine) b. ISBN number for the book c. A one to three sentence summary of the book basically identifying the focus of the book d. A brief, two or three sentence explanation about why you would classify the book in the category of Books-to-Good-to-Miss e. A brief, two or three sentence explanation of how you would specifically integrate this book into your classroom curriculum. 3. On (date ), bring to class a. One of your Books-to-Good-to-Miss to read aloud to others in our class Note: If you miss class on (date ) there will not be a way to make up the read-aloud and professional development dialogue parts of this assignment, and your grade for the assignment will reflect the missing parts. Professional Development Field Log (6 points) Make an introduction for this assignment. On this first page, include your name and Panther Id., the name of your field school, the school s phone number, the name of your field teacher, the grade level of your field placement classroom. For 5 different days that you are in your field placement classroom, you must complete a field log. In this log, you must: a. make a bulleted list of everything you did in your field placement for RED 450 during this day that you are in your field classroom b. identify one () great idea from the field (related to literacy) that you want to be sure to remember. Describe the idea in a well-developed paragraph and why you want to remember it (for example -- How does the idea support literacy development?) c. write a well-developed paragraph in which you reflect about how your experience in field this day informs your thinking about teaching reading (professional development). Submit in this order:
5 Professional Development Field Logs (following a-b-c format) above. Rubric for Literacy Log Assignment Candidate Learning: Knowledge & Skills Candidate demonstrates the ability to support literacy development in a variety of ways in primary classroom. Candidate demonstrates the ability to identify great ideas that support literacy development in primary classrooms. Candidate demonstrates the ability to reflect on his/her field experiences that lead to personal professional develoment in the area of literacy. Candidate demonstrates the ability to communicate ideas clearly and accurately, using format, style and conventions to enhance readability. (Communication) RED 450 Rubric for Field Log Assignment (6) Candidate Learning: Dispositions Showing curiosity and passion about learning through inquiry (Being Inquisitive). Adopt a critical eye toward ideas and actions (Being Analytical). Thinking about his/her own thinking (Reflective Thoughtfulness). Take time to check over work because of being more interested in excellent work than in expediency (Striving for Accuracy). Mastery Proficient Limited Well-developed bulleted lists of a diverse variety of ways candidate supported literacy development in the field classroom. Bulleted lists show some ways candidate supported literacy development in the field classroom. Lists are not bulleted or missing or incomplete or simplistic. 4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 0 Consistently identifies Identifies some Great ideas great (quality) ideas identifies great missing or to support literacy (quality) ideas to simplistic; development in primary support literacy explanations are classrooms; development in missing or consistently quality primary classrooms; simplistic and/or explanations. generally quality incorrect. explanations. 4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 0 Consistently welldeveloped paragraphs that reveal how experiences have informed thinking about literacy development and/or instruction. Consistently maintains the required format for each part of the assignment. For each part, the word choice, style and use of conventions enhance readability. Generally welldeveloped paragraphs that reveal how experiences have informed thinking about literacy development and/or instruction. Paragraphs are missing or simplistic and/or present incorrect information. 4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 0 Generally maintains the required format for each part of the assignment. For each part, the word choice, style and use of conventions generally enhance readability. Format of all or part of the assignment and/or lacks depth. The word choice and/or style and/or use of conventions detract from readability. 4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 0 Checklist of Classroom Library and Books-Too-Good-To-Miss -- Total Points = /6 Quizzes and Tests to be announced
LESSON PLAN FORMAT Please change page orientation to landscape for format use Name I. SUBJECT/TOPIC/GRADE II. CONTENT OUTLINE(s). Book/Text (Summary of the book/text the student will be reading) 2. Strategy/skill definition (Explain the strategy to be taught and the teaching idea that will be used to teach the strategy) III. PROFESSIONAL TEACHING PERFORMANCE Lesson Part FSS TESOL Set / Advanced Organizer (Stimulate interest in the topic; activate prior knowledge) Body Objectives/Outcomes (Cognitive Objective, Reading Objective, Affective Objective). (Activity to stimulate interest in the topic) Lesson Steps/Procedures Explain, Demonstrate, Guide, Practice, Application, Student Reflects Materials (Align where used in the LP Steps) Assessment (What student learning will be assessed; and How student learning will be assessed) Closure/Transfer Modifications for ESE/ESOL Self-Concept (C/V/N & N)