Download - EECE 613: Literacy Instruction and Assessment: A Historical Perspective ...€¦ · EECE 613: Literacy Instruction and Assessment: A Historical Perspective (3 credits) Instructor:

MSU Moorhead / EECE 613 / of 9

EECE 613: Literacy Instruction and Assessment: A Historical Perspective (3 credits) Instructor: Barbara Martin Email: [email protected]

Course Description The study and analysis of literacy learning theories as the basis for examining current instructional programs and practices. Prerequisite: Licensed teaching experience and evidence of reading foundations coursework or consent of instructor.

This course is designed to help students begin to consider research, theory, and best practices related to literacy instruction and assessment in order to examine current instructional programs and practices. The course readings, class discussion and activities, written assignments, and practicum will help students situate current best practices within a historical context.

Knowledgeable: MSUM candidates display competence in their subject matter, built upon a strong grounding in liberal studies. MSUM candidates understand the principles of learning, assessment and technology. They understand and apply legal and ethical considerations in all aspects of their work. MSUM candidates are able to integrate theory and practice, and view learning as an active process. MSUM candidates demonstrate the ability to model connections between philosophical foundations and best practices in the field. As life-long learners, MSUM candidates engage in research and complex thinking. They design opportunities for others to seek knowledge and to understand themselves as members of the world community. Reflective: MSUM candidates engage in thoughtful analysis of the meaning and significance of their actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding principle. It is through this reflective process that instruction is improved, new ideas are implemented, ineffective methodologies are abandoned, and learning outcomes for students are enhanced. MSUM candidates are skilled at analyzing their teaching from a variety of perspectives and identifying connections between teaching strategies and student learning. In addition, candidates utilize a variety of techniques to question their procedures and consider alternatives for instruction and student growth. MSUM candidates are able to recognize learning, motivational, and developmental variables in their instructional practice and relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to received wisdom and conventional practice when needed.


Humanistic: MSUM candidates value the personal worth of each individual. This is based on a belief in people's potential and innate ability to develop to their fullest. MSUM candidates' actions are grounded in knowledge of different cultural and ethnic groups within the world community, and in knowledge of the influence of culture and history, ethnicity, language, gender and socio-economics on one's life. This knowledge base informs candidates' decision-making as they create environments that promote freedom, compassion, and success for all learners. MSUM candidates are fair-minded in their interactions with others, as well as sensitive to and accepting of individual differences. Further, MSUM candidates have an understanding of aesthetics and the diversity that is part of the human experience and will incorporate this knowledge into their work. MSUM candidates recognize and accommodate a variety of linguistic and nonlinguistic interpersonal skills in their actions with others. MSUM candidates foster resiliency in the students with whom they work, and model these qualities in their own work. Creative: MSUM candidates understand the powerful resources of the arts and sciences, and use their knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. MSUM candidates recognize the important role creativity plays in the design of instruction and classroom environment they will, for them and for their students, meet new situations with resourcefulness, excitement and curiosity, with an investigative attitude, and with the ability to pose, seek and design solutions to problems. MSUM candidates are cognizant of the aesthetic elements of the world and draw on that knowledge to make curricular decisions designed to help students not only learn about aesthetics, but to also learn how to think about the world at large. Course Objectives/Student Learning Outcomes (From MN Board of Teaching Standards, and aligned with College of Education and Human Services Conceptual Framework: Knowledgeable; Humanistic; Creative; and Reflective).

Subp. 3. Subject matter standard. A candidate for licensure as a teacher of reading must complete a preparation program under subpart 2, item B, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction: (1) demonstrate the ability to support a philosophy of literacy instruction with theory and research; (2) indicate knowledge of reading theories and how these translate into effective practices; (3) apply reading research studies and articulate how these studies impact reading instruction at the

elementary, middle and high school levels; (4) understand the physical, social, emotional, moral, and cognitive development of children,

preadolescents, and adolescents as it pertains to reading instruction; (5) understand the progression of reading development (emergent, beginning, transitional,

intermediate and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers;

(6) describe developmental progress in oral language and its relationship to reading; (7) teach and foster emergent reading skills such as phonemic awareness, alphabet recognition, and

understanding that printed words convey meaning; (8) teach and foster word recognition skills including phonics, structural analysis and contextual

analysis;


(9) foster the development of an initial sight vocabulary and an increasingly larger and more

complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness;

(10) teach and foster fluency and automaticity in both oral and silent reading; (12) teach comprehension strategies such as adjusting reading approach, activating background

knowledge, summarizing, generating questions, constructing mental representations and self monitoring;

(13) teach and foster critical thinking skills and behaviors such as thinking independently,

withholding judgment, recognizing point of view and bias and considering multiple solutions B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods and curriculum materials to support reading instruction: (1) organize and manage effective reading instruction appropriate across developmental levels,

proficiency and linguistic backgrounds; (2) implement a variety of appropriate grouping strategies including individual, small group and

whole group reading instruction;

E. A teacher of reading must view professional development as a career-long effort and responsibility including: (1) Serve as a role model and display positive attitudes toward literacy in the district/building by

engaging in reading and writing practices; (2) Promote & facilitate ongoing self-reflection related to teaching and student learning;

(5)Actively seek opportunities to participate in learning communities and professional organizations; (7)Engage in, initiate, implement, and evaluate professional development programs; (8)Understand current state and federal legislation as it relates to reading. Instructional Strategies Instructional strategies for this course will include class reading, online discussion, individual and group research projects. Course Requirements The following course requirements are designed to help you examine what the research literature (both historically and today) has to say with regard to reading instruction and assessment, as well as to examine your own and others’ ideas about that body of literature in order to better understand current views of best practice in reading instruction and assessment:

• Class Discussion (10 pts per post twice weekly =180pts): Candidates are expected to thoughtfully

engage in biweekly class discussions via Desire To Learn about course topics and the application of


course learning during practicum experiences. Class discussion of weekly topics will be used to evaluate candidates’ acquisition of knowledge, based on candidates’:

Response Accuracy & Depth (comments demonstrate accurate grasp, understanding and application of assigned readings and comments of fellow candidates) Professional dispositions (tone of voice, professional mannerisms, demonstrated respect for others’ points of view, willingness to consider new information or viewpoints, collaborate well with peers)

• Wimba Participation (15 pts x 5 = 75 pts): Candidates will participate in a online class discussions via Wimba during four different mandatory sessions. All candidates will earn participation points based upon assignment readiness, discussion participation and group collaboration during the online Wimba sessions. Sessions are mandatory and cannot be replaced or made up if missed.

• • Reading-Curriculum Analysis (20pts x 6=120 pts) Candidates will closely examine reading

programs for alignment with best-practice reading research, and with federal, state, and local reading mandates, and district-level policies. This will be an ongoing small-group project for the course and is designed to help you develop an in-depth understanding of how to evaluate reading curriculum.

NOTE: These papers have been identified as a PRIMARY assessment of candidates’ knowledge acquisition for standard B1, B2

• Synthesis Papers (25pts x 2= 50 pts) Candidates’ understanding of course readings will be assessed through their writing of two synthesis papers in which they link the history of research for a particular reading component with current federal and state education policies and instructional best practices. The papers will address emergent reading issues word recognition, vocabulary development, fluency/automaticity, comprehension and metacomprehension , and assessment issues.

NOTE: these papers have been identified as the PRIMARY assessments for candidates to demonstrate knowledge of emergent reading skills and word identification identified in standards A1- A10, A12, A13

• Case Study Report (50 pts) Candidates will create a field portfolio in which they keep student’s assessment data, lesson plans, and student work samples that document emergent reading abilities, as well as teaching reflections that document candidates’ understanding of emergent reading skills in a teaching and learning context. Candidates will use evidence from the portfolio to write a case study report of learning from a previous field experience.

NOTE: this assignment has been identified as a PRIMARY assessment for candidates to apply with students their knowledge of emergent reading skills and word identification identified in standards A1- A10, A12, A13.

• Professional Organizations Resources Guide (25 pts) Candidates will collaborate to develop a resource guide of written and electronic documents to foster their own and others’ professional development to improve literacy instruction. (for example: national, state, regional meetings; consultants, speakers, websites) available from selected professional organizations (e.g., CEC, NCTE, IRA, ALA, ACEI, NAEYC) for one area related to the improvement of literacy. The resource guide will be shared with and evaluated by peers.

NOTE: this assignment has been identified as a PRIMARY learning opportunity and assessment for candidates to demonstrate their knowledge of available professional reading resources identified in standard E1. E2, E5, E7, E8

Assignment Point Value Class Discussion 10 pts per post twice weekly = 180pts Reading Curriculum Analysis 20pts x 6 = 120 pts Synthesis Papers 25 pts x 2 = 50pts Case Study Report 50 pts Professional Organization Resource Guide 25 pts Wimba Participation 5 x 15pts = 70pts Quizzes 15 x 4 = 60 pts Total 560 pts

Evaluation Standard/Course Grading Policy


Grade A B C D F Total-Points 100-90 89-90 79-70 69-60 Below 60

Required Texts/Readings State of Minnesota K-12 Standards for Reading and Writing

(http://education.state.mn.us/html/intro_acad_standards.htm) Click on Academic Standards in Language Arts (on the left-hand menu)

Reading-related sections of No Child Left Behind *Allen, K. D., et. al., Reading Comprehension Improvement with Individualized Cognitive Profiles and

Metacognition. Literacy Research and Instruction v. 47 no. 2 (2008) p. 124-39 *Cheesman, E. A., et. al., First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction. Teacher Education and Special Education v. 32 no. 3 (August 2009) p. 270-89 *Fisher, P. Learning about Literacy: From Theories to Trends. Teacher Librarian v. 35 no. 3 (February 2008) p. 8-12 *Law, C., et. al., An Analysis of the Use of Critical Thinking Skills in Reading and Language Arts Instruction. Reading Improvement v. 46 no. 1 (Spring 2009) p. 29-34 *MacInnes, G. Preschool and Early Reading. Education Week v. 28 no. 32 (May 20 2009) p. 22-3 *Marzano, R. J. Six Steps to Better Vocabulary Instruction. Educational Leadership v. 67 no. 1 (September

2009) p. 83-4 *McGee, L. M., et. al., Using Scaffolding to Teach Phonemic Awareness in Preschool and Kindergarten. The

Reading Teacher v. 62 no. 7 (April 2009) p. 599-603 *Mercier Smith, J. L., et. al., Planning, Evaluating, and Improving Tiers of Support in Beginning Reading. Teaching Exceptional Children v. 41 no. 5 (May/June 2009) p. 16-22 *Morris, D., et. al., Transformative teaching in a developmental reading program. Journal of College Reading and Learning v. 39 no. 1 (Fall 2008) p. 88-93 *Nixon, S., et. al., Enhancing Comprehension and Retention of Vocabulary Concepts through Small-group Discussion: Probing for Connections among Key Terms. Journal of College Science Teaching v. 38 no. 5 (May/June 2009) p. 18-21 *Palumbo, A., et. al., Helping Struggling Middle School Literacy Learners Achieve Success. The Clearing House v. 82 no. 6 (July/August 2009) p. 275-80 *Pikulski, J. J., et. al., Fluency: Bridge between decoding and reading comprehension. The Reading Teacher v. 58 no. 6 (March 2005) p. 510-19

*Rasinski, T. V., et. al., Oral reading in the school literacy curriculum. Reading Research Quarterly v. 38 no. 4 (October/November/December 2003) p. 510-2

*Rasinski, T., et. al., Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other. The Reading Teacher v. 62 no. 3 (November 2008) p. 257-60


*Revisiting Read-Aloud: Instructional Strategies That Encourage Students' Engagement With Texts. The Reading Teacher v. 63 no. 2 (October 2009) p. 110-18

*Robinson, R. & McKenna, M. (2008). Issues and trends in literacy education, Fourth, edition. Boston: Allyn

& Bacon. *Schwartz, R. M. Decisions, decisions: Responding to primary students during guided reading. The Reading Teacher v. 58 no. 5 (February 2005) p. 436-43 *Sternberg, R. J., et. al., Improving reading instruction: the triarchic model. Educational Leadership v. 58 no.

6 (March 2001) p. 48-52 *Swan, A. Teachers as Learners: Professional Development in Early Reading Instruction. Reading Horizons v. 43 no. 3 (January/February 2003) p. 141-60 *Tompkins, Gail E. (2010). Literacy for the 21st Century: A Balanced Approach 5E. Allyn & Bacon.

Tentative Schedule:

Week TOPIC Readings & Assignments Due Readings Discussion

BOT Standards

1. Course introduction

Wimba 1: Course Intro Review Course Docs, D2L Assign Case Study *Fisher, P. Learning about Literacy: From Theories to Trends. Teacher Librarian v. 35 no. 3 (February 2008) p. 8-12 Post #1: Read the article and respond using RSQ technique (Reflect, Summarize and Question) Post #2: Read Ch 1 & 2 Tompkins & Respond -What does the term literacy mean to you? -In recent years there has been a great deal of controversy concerning the best ways to teach reading. On one side are the proponents of a skills-based or phonics approach; on the other side are advocates of a literature –based approach. What role should phonics play in elementary classrooms? Do teachers have to make a choice between the two approaches?

A1

2. Historical, State, National Influences on Reading Instruction and Assessment Today

No Child Left Behind (sections related to reading teaching/ learning) MN Standards for Reading, K-12 MN Standards for Writing, K-12 *Ediger, M. For an Effective Reading Program. Reading Improvement v. 46 no.

3 (Fall 2009) p. 119-22 Post #1: Read the article and complete the Main Idea Wheel. Post #2: Read Robinson Text****

A2, A3


3.

Physical, Social, Emotional, Moral, and Cognitive Development as it Pertains to Reading

*Emergent readers [International Reports; Comp. by S. Botzakis and J. A. Malloy]. Reading Research Quarterly v. 41 no. 3 (July/August/September 2006) p. 394-403

Assign synthesis paper #: Emergent Issues Post #1: Read article and create a concept map using Kidspiration (40 bubbles required) Post #2: Read Ch 4 Tompkins and Respond: Create 3 Literacy Centers; one for primary aged children, one for preadolescents, and one for adolescents. Be sure you have adequate objectives, materials, instructions and assessment options listed for each Lit Center. Take QUIZ 1

A4 – A9

4. Word Recognition WIMBA 2: Share Synthesis paper #1 Emergent Issues Assign synthesis paper #2: Student Choice from remaining topics. Updates on Case Study

A8

5.

Vocabulary Development

*Marzano, R. J. Six Steps to Better Vocabulary Instruction. Educational Leadership v. 67 no. 1 (September 2009) p. 83-4

*Robinson Text Post #1: Read the articles & complete a SNOW response: What you thought was significant. What you wondered as you read. Your opinions of the reading. What you noticed when you read. Post #2: Read Ch 5 Tompkins & Respond: 1. What is the difference between phonemic awareness instruction and phonics instruction? 2. Why is phonemic awareness instruction needed? 3. What is the most effective way to offer phonics instruction?

A9

6. Fluency & Automaticity

Synthesis Paper #2 Due *Rasinski, T., et. al., Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other. The Reading Teacher v. 62 no. 3 (November 2008) p. 257-60 *Pikulski, J. J., et. al., Fluency: Bridge between decoding and reading comprehension. The Reading Teacher v. 58 no. 6 (March 2005) p. 510-19 Post #1: Read the articles and respond using RSQ technique (Reflect, Summarize and Question) Post #2: Read Ch 6 Tompkins & Respond: 1. The best way to improve children’s reading speed is to encourage them to participate in repeated readings. Create a list of 4 books that primary-aged students could use repeatedly to improve reading speed. Be sure the books are similar in theme. Take QUIZ 2

A10


7.

Comprehension and Metacomprehension

Wimba 3: Assign Professional Organization Resource Guide *Nixon, S., et. al., Enhancing Comprehension and Retention of Vocabulary Concepts through Small-group Discussion: Probing for Connections among Key Terms. Journal of College Science Teaching v. 38 no. 5 (May/June 2009) p. 18-21 *Allen, K. D., et. al., Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition. Literacy Research and Instruction v. 47 no. 2 (2008) p. 124-39 Post #1: Read the articles & complete a SNOW response: What you thought was significant. What you wondered as you read. Your opinions of the reading. What you noticed when you read. Post #2: Read Ch 8/9 Tompkins & Respond. 1. Create a graphic organizer for text-text, text-self and text-world connections. Include a summary of instructions for its use. 2. Write a poem using your choice of form on the topic of reading comprehension using evidence from the chapter.

A12, A13

8.

Sound Principles for Assessing & Evaluating Reading Curriculum

Assign Reading Curriculum Analysis *Mercier Smith, J. L., et. al., Planning, Evaluating, and Improving Tiers of Support in Beginning Reading. Teaching Exceptional Children v. 41 no. 5 (May/June 2009) p. 16-22 *Robinson Text Post #1: Read the article and complete the Main Idea Wheel. Post #2: Read Ch 3 Tompkins & Respond 1. Use the techniques presented in the text to determine a suggested reading level for a list of ten books. After leveling the books, provide a written rationale for determining the levels. Take QUIZ 3

B2

9. Analyzing Reading Programs

Professional Organization Resources Guide Due *Schwartz, R. M. Decisions, decisions: Responding to primary students during guided reading. The Reading Teacher v. 58 no. 5 (February 2005) p. 436-43 *Sternberg, R. J., et. al., Improving reading instruction: the triarchic model.

Educational Leadership v. 58 no. 6 (March 2001) p. 48-52 Post #1: Read article and create a concept map using Kidspiration (40 bubbles required) Post #2: Read Ch 10 Tompkins & Respond: 1. What are the advantages and disadvantages of basal reading programs? 2. What steps should teachers take when developing literature focus units? 3. How can teachers effectively manage literature circles? 4. What steps should teachers take to organize reading and writing workshop?

B2


Attendance Policy Candidates are expected to attend each class and to come fully prepared to participate in class activities and discussions.

Academic Honesty Candidates are expected to prepare and present their own work for this class. Please refer to the MSUM Student Handbook for policies regarding academic honesty (http://www.mnstate.edu/sthandbook/).

Special Accommodations From the Disabilities Service Office: Students with disabilities who believe that they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disabilities Services, at 477-2652 (phone) or 477-2047 (TTY), CMU 222, as soon as possible to ensure that accommodations are implemented in a timely fashion.

10.

Professional Resources Guide due

*Swan, A. Teachers as Learners: Professional Development in Early Reading Instruction. Reading Horizons v. 43 no. 3 (January/February 2003) p. 141-60

*Ediger, M. For an Effective Reading Program. Reading Improvement v. 46 no. 3 (Fall 2009) p. 119-22

Post #1: Read the articles and respond using RSQ technique (Reflect, Summarize and Question) Post #2: Read Ch 11/ 12 Tompkins & Repsond: 1. Gather a text set of 4-5 books that would help children explore the one of the following topics; Olympic Games, presidential elections, or recycling. The text set should include materials for students who are struggling readers, those who are reading on grade level, and those whose reading ability exceeds grade level expectations. Be sure to include a summary & your rationale for each book. Take QUIZ 4

E1, E2, E5, E7, E8

11.

Case Study Presentations

Wimba 4: Case Study Presentations Due Assign Reading Curriculum Analysis

All course standards

apply

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