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EDUC 329

Course Syllabus College of Education

Winona State University

Department: Education Date of Revision: Spring 2011 Course Number: ED 329 Course Title: Teaching Reading and Language Arts II Number of Credits: 3 Offered: Each Semester Prerequisites: Education 328 Instructor: Grading: Grade Only Course applies to: Early Childhood License and Elementary Specialty Licenses A. Course Description

1. Catalog Description

The second of a two-course sequence in literacy methods extends the examination of reading, writing, listening, speaking, and viewing competencies by focussing on learners ages nine to fourteen (4th-8th grade). Emphasis is placed upon strategies for expanding purposes and genres, integration of assessment and instruction, and teaching for self-regulation of comprehension, composing, and editing strategies.

2. Statement of the Major Focus and Objectives of the Course

This course addresses three broad areas of literacy instruction in the preparation of professionals charged with early and extended literacy development: a) Knowledge about Literacy, which includes understanding theories of literacy,

development, individual differences, and principles of assessment. (knowledge) b) Instruction and assessment which includes being able to create instructional

environments, to teach key aspects of literacy development, including vocabulary development, comprehension strategies, strategies for study and long term retention,

composing and editing processes, and to assess student performance and progress. (skills and practice)

c) Organizing and Enhancing a Literacy Program which includes abilities to communicate information about literacy to various groups, to develop a classroom literacy program, to participate in staff development programs, to collaborate with other literacy practitioners, and to engage in professional activities. (professional)

The course supports development of proficiency in the Minnesota Standards for Beginning Teachers with particular emphasis upon Standard 2: Learning and Development, and Standard 4: Instructional Strategies, and Standard 7: Short and Long Range Planning.

3. Course Outline Of Major Topics And Subtopics

I. Metaknowledge about Literacy A. Integration of traditional language arts B. Modeling as foundation for literacy learning II. Literacy Instruction A. Transitional and Intermediate/Advanced Literacy Development

B. Reading a. Readability and Cautions b. Schema Theory and Instructional Implications c. Reading Process Components d. Vocabulary development

1. Direct instruction 2. Student controlled and indirect instruction

e. Comprehension instructional strategies 1. Before 2. During 3. After

f. Word study and Spelling Development 1. Review of within word pattern stage 2. Syllable juncture stage 3 Derivational constancy

g. Spelling Instructional 1. Student writing anchors & Give it a Go 2. Traditional approaches and rules 3. Visual memory approaches 4. Word study approaches

C. Writing a. Writing Process Components b. Writing Workshop approaches

1. Identifying student owned writing territories 2. Drafting, revision conferencing, revising 3. Editing, polishing, and publishing to outside audiences

c. Teacher-directed explicit instruction

d. Editing Mini-lessons and zero tolerance editing D. Listening E. Speaking F. Viewing

III. Literacy Assessment A. Variety and multiplicity B. Informal reading inventories C. Formal measures IV. Technology A. Student Uses B. Teacher Instructional Use V. Children’s Literature

A. Intermediate Genres a. Modern fiction b. Historical fiction c. Fantasy d. Biography

VI. Second Language Literacy A. Materials B. Grouping Practices

C. Affective Development for Sustained Learning VII. MN Grad Standards

4. Basic Instruction Plan And Teaching Methods Utilized

Instructor and student demonstrations, small group discussions, performance projects, and informal assignments may be used.

5. Course Requirements

a. Handwriting proficiency exam (Cursive) b. Participation in in-class projects

6. Methods of Evaluation

Evaluation will be based on student projects, student presentations, written assignments and examinations.

7. Textbook(s) or Alternatives

Cecil, N.L. & Gipe, J.P. (2009). Literacy in Grades 4-8: Best Practices for a Comprehensive Program. Scottsdale: Holcomb Hathaway.

8. List of References and Bibliography

Selected professional journals which focus on literacy instruction: The Reading Teacher Language Arts Reading Horizons Journal of Adolescent & Adult Literacy Selected web sites which focus on literacy instruction: www.ira.org (International Reading Association) www.ncte.org (National Council of Teachers of English) http://www.ed.gov/inits/americareads/index.html (America Reads Challenge)

Atwell, N. (1998) In the middle: New understandings about writing, reading, and learning.

Portsmouth, NH : Heinneman. Fox, M. (1993). Radical reflections. San Diego : Harcourt Brace. Gunning, T. (2001). Building words. Boston : Allyn and Bacon. Gunning, T. (2003). Creating literacy instruction for all children. Boston : Allyn and Bacon. Ganske, K. (2000). Word journeys. New York: The Guilford Press. Readence, J. E., Bean, T. W., and Baldwin, R. S. (1995). Content area literacy: An

integrated approach. Dubuque, IA: Kendall/Hunt. Sierra-Perry, M. (1996). Standards in practice grades 3-5. Urbana, IL: National Council of

Teachers of English. Sierra-Perry, M. (1996). Standards in practice grades 3-5. Urbana, IL: National Council of

Teachers of English. Wilhelm, J. (1996). Standards in practice grades 6-8. Urbana, IL: National Council of

Teachers of English. Willis, J. Stephens, E., and Matthew, K. (1996). Technology, reading, and language arts.

Boston: Allyn and Bacon. 9. Core Beliefs

We exist to prepare professionals to continuously improve Birth – Grade 12 student learning in twenty-first century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions to improve students’ learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of – and an ability to respond to – broader psychosocial and global contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking.

10. The Minnesota State teaching standards will be facilitated in course work:

EDUC 329 Standard Learning Opportunity Assessment C. A teacher of children in kindergarten through grade 6

must have knowledge of the foundations of reading processes, development, and instruction, including; C.(1) Oral and written language development, including:

Instructional presentation including:

• Interrelationship of reading, listening speaking, writing, and other visual representations systems;

• The writing process; • 6+1 trait writing; • Informal speaking in

the classroom; • Direct group

discussion; • Formal speaking; • Using dram and

reader’s theater; • Foresting listening

comprehension through Directed Listening-‐Thinking activities;

• Literature groups; • Read alouds and

listening; • ReQuest technique; • Using think alouds; • Question-‐Answer

Relationships

• completion and discussion of interactive reading guides for each assigned chapter;

• midterm and final exam items

C.(1)(a) relationship among reading, writing, and oral language and the interdependent nature of reading, writing, and speaking to promote reading proficiency;


• The fourth grade “slump” and the role of language facility;

• Writing process; • Using writer’s

workshop; • 6+1 trait writing; • Doing I-‐Searches

• Interactive reading guide responses and discussion;

• Developing lesson plans using writer’s workshop and six+1 trait writing (and correlating to state standards);

• Midterm and final examination items.

C.(1)(b) the use of formal and informal oral language and writing opportunities across the curriculum to help students make connections between oral language and reading and writing, particularly in English language learners.


• The writing process; • Writer’s workshops; • 6+1 trait wirting; • Using graphic

organizers (story maps) in understanding story

• Students compose an essay using the writing process and 6+1 traits;

• Peer editing on composition using 6+1 traits to evaluate;

• Construction of lesson plans using state standards in writing,

grammar in what they hear, read, and write

writing workshop, and 6+1 traits;

• Develop a lesson to be used with an elementary school student using story maps and the writing process;

• Midterm and final examination items

C.(2)(a) how the etymology and morphology of words related to orthographic patters in English; and


• Presentation and analysis of etymological Greek and Latin influences in English orthography;

• Use of morphological information in spelling more complex words

• Activity: using Greek and Latin affixes and base/root words to identify and define derived English words;

• Completion and discussion of Chapter Three’s interactive reading guide;

• Midterm and final examination items

C.(3)(a) understanding the critical role vocabulary knowledge plays in reading;


• Reiteration of the importance of vocabulary knowledge and success in literacy endeavors

• Response items on Chapter Four’s interactive reading guide;

• Discussion of responses;

• Items on midterm and final examination

C.(3)(b) how to provide explicit instruction in vocabulary development and in determining the meaning and accurate use of unfamiliar words encountered through listening and reading; and


• Strategies for teaching vocabulary in the intermediate and middle grades

• Responses/discussion regarding Chapter Four’s interactive reading guide;

• Pre-‐teaching vocabulary in a clinical setting;

• Final examination items

C.(4)(a) knowledge of how proficient readers read, how to facilitate listening comprehension, and how to develop studentsʼ comprehension of print material;


• Strategies good readers use;

• Teaching strategies use to facilitate reading comprehension: think aloud, QAR, ReQuest, reciprocal teaching, graphic organizers, DRTA, guided reading, KWL/KWLS, prediction guides

• Students will plan and execute three comprehension lessons to be presented in a clinical setting selected from teaching strategies presented in class;

• Responses to and discussion of interactive reading guide questions on reading/listening comprehension;

• Items on final examination.

C.(4)(b) the levels of comprehension, how to explicitly teach and provide guided practice in comprehension skills and strategies; and

Instructional presentations including:

• Review of Barrett’s Taxonomy and QAR;

• Review of teaching strategies introduced in EDUC 328 applied to intermediate and middle school students

• Plan and implement three reading comprehension lessons discussed in class and applied to intermediate level students;

• Responses to and discussion of interactive reading guide questions on reading comprehension;

• Final examination items

C.(4)(c) how to facilitate comprehension at various stages of studentsʼ reading development by selecting and using a range of texts, activities, and strategies before, during, and after reading;


• Review of readability; review of activities to be used in pre-‐, during, and post-‐reading settings;

• Interest inventory

• Interactive reading guide responses and discussion;

• Final examination items;

• Administer an interest inventory in a clinical setting

C.(5)(b) the structures and features of expository (information) texts and effective reading strategies to address different text structures and purposes for reading;


• SQ3R; • Examination of

different text structures in content area materials

• Interactive reading guide items;

• Final examination items on content area reading

C.(6)(a) knowledge of now to provide frequent opportunities to listen to and read high-quality literature for different purposes;


• Literature circles; • Roles in literature

circles; • Reader’s workshop; • Independent reading

• Interactive reading guide questions on Chapter Five pertaining to literature circles;

• Reader’s workshop lesson at intermediate level;

• Items on final examination pertaining to student-‐centered reading approaches

C.(6)(c) knowledge of how to analyze and teach literary text structures and elements and criticism, drawing upon literature and instructional needs and interests;


• Story grammar – text structure;

• Using literature circle roles to foster critical thinking;

• The mini-‐lesson in literature circles and reader’s workshop to accommodate instructional needs;

• Choice in selecting

• Discussion of classroom presentation regarding text structure, literary criticism, and how it’s fostered through literature circles, independent reading, and reader’s workshop

reading materials: independent reading and reader’s workshop

C.(7)(a) basic knowledge of English conventions and the structure of the English language (sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics);


• Using the writer’s workshop mini lesson to foster knowledge of the mechanics of writing;

• Presentation of 6+1 trait writing with attention to “conventions”

• Develop and implement a lesson on 1-‐2 mechanical elements of writing using a think aloud approach

C.(7)(b) knowledge of how to enhance literacy skills helping students understand similarities and differences between language structures used in spoken and written English;


• Review of 328 input on topic

• Plan and tech a mini lesson to an intermediate clinical student on the difference between oral and written language

C.(9)(c) basic knowledge of English syntax and semantics and the ability to use this knowledge to improve reading competence, including how to help students interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking context; and


• Review of presented concepts ad materials from EDUC 328

• Students will write a composition on their favorite teacher using 6+1 traits as a guide

• Peers using 6+1 trait criteria will assess the composition.

• Grammar and conventions are included in this analysis

C.(9)(d) knowledge of how to help students consolidate knowledge of English grammar and improve reading fluency and comprehension by providing frequent opportunities to listen to, read, and reread materials.


• Review of presented material on these topics from EDUC 328

• University students will prepare a read aloud for each session spent in their clinical experience;

• University students will engage their assigned clinical student to authentic reading experiences during each clinical setting

D. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:

D.(1)(a) oral language Instructional presentations • Interactive reading

development; including: • Literature circles

discussion groups; • Description of

instructors own classrooms and oral language development

guide, Chapter Eight • Midterm question

items pertaining to oral language in the classroom

D.(1)(b) applying a variety of reading comprehension strategies to different types of informational materials and content-area texts including teaching the structures and features of expository texts.


• Strategies good readers use to comprehend text:

o Determining What is Important

o Drawing Inferences

o Predicting o Using Prior

Knowledge o Asking

Questions o Monitoring

comprehension and meaning

o Using “Fix-‐Up” strategies

o Creating Mental images

o Retelling (summarizing/paraphrasing)

o Locating details

o Sequencing o Comparing

and contrasting

o Envisioning Character changes

o Drawing conclusions

o Making connections (text-‐to-‐self; text-‐to-‐text; text-‐to-‐world)

o Determining Cause and Effect

o Taking Multiple perspectives

• Interactive reading guide responses and discussion on Chapter Seven;

• Students will plan and implement a content area reading lesson teaching a comprehension strategy to a clinical student;

• Final examination items on content area reading comprehension.

• Teaching strategies that foster comprehension of expository text;

• SQ3R; • Prediction guides; • Think alouds; • Reciprocal teaching • ReQuest; • DRTA; • Building background

knowledge activities; • Pre-‐reading Plan

(PreP); • Anticipation guides; • Group summarizes

activities; • Learning logs

D.(2)(a) multisensory techniques, to ensure that students learn concepts about print including how to recognize and write letters;


• Model lesson using a big book;

• Using language experiences to teach concepts about print;

• The Fernald approach (VAKT – Visual, Auditory, Kinesthetic, Tactile) in teaching letters and words

• Students with plan and implement a concept about print lesson to be presented to a preschool child;

• Interactive reading guide item on CAP;

• Midterm examination CAP items

D.(2)(b) teaching vocabulary using a range of instructional activities to extend studentsʼ understanding of words; and


• Context clues; • Structural analysis; • Semantic feature

analysis activity; • Vocabulary word map; • Frayer model; • Concept Definition

Mapping; • Semantic Mapping; • Stephens Vocabulary

Elaboration Strategy; • Student VOC Strategy

• Completion of classroom activities based upon instructional presentations;

• Development and implementation of a lesson on vocabulary in a clinical setting;

• Interactive reading guide task completion/discussion;

• Final examination test items

D.(2)(c) both explicit and implicit, in the teaching of comprehension skills and strategies including opportunities for guided and independent work.


• Presentation of the following strategies including hands-‐on activities facilitating each strategy: determining what is important, drawing inferences, predicting

• Interactive reading guide items on reading strategies and literature circles, responses and discussion;

• Planning and teaching two reading strategy lessons embedded within a reader’s

using prior knowledge, asking questions, monitoring comprehension and meaning, using “fix-‐up” strategies, creating mental images, retelling, locating details, sequences, comparing and contrasting, envisioning character changes, drawing conclusions, making connections, determining cause and effect, and taking multiple perspectives

• Using literature circles and basal readers to facilitate guided reading;

• using reader’s workshop for independent reading practice

workshop format; • Reading

comprehension items on final examination.

D.(3)(a) selection and appropriate use of a wide-range of engaging texts representing various genres and cultures when designing reading lessons; (b) the ability to facilitate and develop students; (c)responses to literature and their critical reading abilities through high level, interactive discussions about texts;


• Using literature circles to foster response to literature, interaction/discussion, and critical thinking

• Using literature response charts, literature response logs, open-‐ended questions, “roles” (Connector, Questioner, Literary Luminary, Illustrator, Summarizer, Word Wizard, Scene Setter, Passage Picker, and Artificial Artist)

• Students will develop a literature circle lesson plan including a strategy mini-‐lesson, during-‐reading activities, and post-‐reading discussion activities;

• Literature circle question items on midterm examination

D.(4) selection and appropriate explicit instruction and guided practice to teach written-language structures using a range of approaches and activities to develop studentsʼ facility in comprehending and using academic language;


• Present that academic language is a set of words and phrases that describe content-‐area knowledge and procedures;

• Expresses complex thinking processes and

• Students will read a common information article containing a variety of academic language, identify those terms that might require instruction, and develop a plan as their facilitation

abstract concepts; • Creates cohesion and

clarity in written and oral discourse;

• Discuss how academic language acquisition can be facilitated through the Direct-‐Reading-‐Thinking Activity, making an academic language word wall, using context clues, guided reading, dictionaries, and literature circles

D.(5)(a) development of a literacy framework to coherently organize reading programs and effectively implement lessons, including a variety of grouping strategies, guided practice and independent work; and


• Lead a discussion regarding the class reading.

• Illuminate how such a framework can develop continuity in reading programs, give direction to teachers of reading, provide assessment criterion, and assist district reading curriculum coordinators in articulating the literacy curriculum.

• Criterion-‐referenced testing and corresponding teaching is presented;

• How students can be grouped according to shared needs;

• How lessons can be developed based upon criterion-‐referenced evidence;

• Guided practice and independent work is provided in targeted areas of need.

• Amended November 2010:

• During field placement practicum with Partners in Progress (PiP) candidates will implement flexible grouping strategies to

• Final examination responses on benefits of reading frameworks;


• Students will provide written documentation of the project, which will include the reading activity developed for the P-‐12 students

work on specific areas for the P-‐12 students.

• For example, PiP emphasizes increasing fluency;

• Therefore, candidates will have experiences using ROAR strategies.

Additionally, in this field placement students will also observe ability grouping in reading and mathematics

D.(6) the ability to design purposeful lessons/tasks basked on the qualities, structures, and difficulty of texts and the reading needs of individual students including the selection and use of supplementary materials to support the reading development of struggling and gifted readers


• Matching readers with materials: readability issues;

• Using multiple text sources in content area reading

• Responses to and discussion of interactive reading guide questions on differentiated instruction

E. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a variety of assessment tolls and practices to plan evaluate effective reading instruction, including:

E.(1) formal and informal tools to assess studentsʼ:

E.(1)(a) oral and written language development;


• Active review of the Scoring Rubric for Oral Expression

• Students will complete the Scoring Rubric for Oral Expression after observation of and interaction with a clinical student

E.(1)(b) vocabulary knowledge in relation to specific reading needs and texts;


• Teaching students to identify troublesome words;

• How teaches can identify words to pre-‐teach

• Students will develop and implement a DRTA lesson where students identify “troublesome” words during the reading process.

E.(1)(c) comprehension of narrative and expository texts and their use of comprehension strategies including determining studentsʼ independent, instructional and frustration reading levels;


• Instructor provides an in-‐depth presentation and guide to using the Analytical Reading Inventory and the Adapted Misuse

• Student will administer the Analytical Reading Inventory to a participating elementary school clinical student and analyze the results using the Adapted

Analysis worksheet

Misuse Analysis

E.(1)(d) comprehension in content area reading;


• Instructor provides an in-‐depth presentation and guide to using the A.R.I. and the Adapted Miscue Analysis worksheet

• Students will administer the A.R.I. – expository text passages – to assess comprehension levels;

• Students will use the Adapted Miscue Analysis worksheet to analyze strategies readers use/don’t use while reading expository text

E.(1)(e) ability to evaluate and respond to a range of literature and analyze text structures and elements; and


• Instructor presents a lesson on observing students performing various roles in literature circles where they analyze and respond to a wide range of literature, text structures, and literary elements;

• Instructor introduces the use of reading logs where readers respond to convergent and divergent questions pertaining to literature, text structures, and literary elements

• Students will develop several questions (one convergent; one divergent) on text structures to which an elementary clinical student will respond in a reading log-‐like assignment

E.(1)(f) oral and written language to determine their understanding and use of English language structures and conventions.


• Instructor provides guidelines in administering and interpreting information garnered from the list below:

• Oral Language: o Scoring Rubric

for Oral Expression (Cecil and Gipe, 2009).

• Written Language: o Editing

Checklist (Cecil and Gipe, 2009).

o 6 Point

• Students will use the 6 Point Writer’s Rubric to assess writing competence in using English language structures and conventions.

Writer’s Rubric (on 6+1 writing traits) (Northwest Regional Educational Laboratory, 2010).

o Student Self-‐Assessment Checklist for Effecetive Writing (Cecil and Gipe, 2009)

E.(2) formal and informal tools to:

E.(2)(a) plan, evaluate and differentiate instruction to meet the needs of all students from various cognitive linguistic and cultural backgrounds; and


• The instructor will introduce the Winona State University Student Teaching Lesson Plan information sheet and format, including the elements of “Accommodations” (Did you write accommodations for all students who will have an IEP?), and “Enrichment/Extensions” (What activities are in place to challenge or enrich those gifted and talented students at the same time remediate or extend understanding for those who need additional information/time?)

• Students will include the elements of accommodations, modifications, and enrichment/extension when preparing lesson plans for practice as well as implementations in clinical settings

E.(2)(b) design and implement appropriate classroom interventions for struggling readers and enrichment programs for gifted teachers.


• The instructor will provide input on interpreting the various assessment devices introduced in EDUC 328 and EDUC 329 and discuss appropriate

• Students will administer a variety of appropriate assessments to their assigned clinical student, interpret results, and implement fitting instructional interventions/enrichments under the advice

instructional implications.

• The instructor will additionally introduce a variety of instructional techniques show to benefit struggling and/or gifted/talented students (e.g., phonics instruction, echo reading, neurological impress method, repeated readings; using literature-‐based programs)

and supervision of the course instruction.

E.(3) the ability to work with reading specialists, gifted and talented specialists, and other staff and advanced intervention and enrichment programs;


• The instructor will provide input regarding positive working relationships between regular classroom teachers and reading specialists, gifted and talented, and special education personnel

• Amended November 2010: Building on the knowledge established in EDUC 328 and EDUC 329, during their student teaching (EDST460) student teachers will document collaborative efforts taken in regard to two ro more of their students representing at least one with higher abilities and one with lower abilities in reading

• Collaborate could include G/T specialists, Special Education resources, reading specialists, and/or curriculum specialists

• Students will use the KWL activity/chart indicating growth in understanding of the relationships above

• Amended November 2010: Documentation, including artifacts (lesson plans, intervention plans), will be included in the final student teaching portfolio

E.(4) the ability to communicate results of assessments to specific


• The instructor will

• The students will be assigned one student to tutor in a local elementary school

individuals in accurate and coherent ways that indicate how the results might impact student achievement;

present a model of a case study, discuss the included elements, and make the assignment of developing a case study during his or her students’ clinical experiences

• Each student will construct a Case Study including relevant descriptive information, assessments administered, interpretations of assessment data, and relevant instruction provided

• A summary and recommendations section will be provided by the student and assessed by the instructor

E.(5) the ability to understand the appropriate uses of each kind of assessment and the concept of validity and reliability


• The instructor will provide the appropriate context when and why all assessment instruments introduced are used in particular instructional settings

• Concepts of validity are reliability are introduced

• Students will select appropriate assessments to use with their assigned clinical student;

• Concepts of validity and reliability are assessed during the final examination

F. A teacher of children in kindergarten through grade 6 must have the ability to create a literate and motivation environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

F.(1) Knowledge of how to use of studentsʼ inserts, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write;


• The instructor will present and discuss the administration and interpretation of interest inventories

• Instruments: Sippola Interest Inventory (Sippola, 2004), Interest Inventory

• All lessons developed by students will include a description of pre-‐reading activities designed to foster background knowledge;

• Students will align clinical students with books reflecting their interests and reading

(Cecil, 2007), and Reading Interest Inventory (Cecil & Gipe, 2009)

• Instructor will present and discuss the administration of the Analytical Reading Inventory – 8th Edition (Woods & Moe, 2007) to assess reading abilities

• Instructor will present the necessity of determining background knowledge before proceeding with any literacy lesson and the importance of building up background knowledge before reading experiences

abilities

F.(2) The ability to support students and colleagues in the selection or design of materials that match studentsʼ reading levels, interests, cultural and linguistic backgrounds;


• The instructor will provide an articulation of the importance of matching readers with text.

• Elements of readability, interests, language proficiency, and cultural relevance will be presented

• Appropriate assessments (discussed earlier) are encouraged

• Students will align their assigned clinical students with text reflecting knowledge of readability, interest, language proficiency, and culture

F.(3)The development and implementations of classroom and school-wide organizational structures that include explicit instructions, guided practice independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;


• The instructor will provide information about specific organizational structures/instruction strategies by discussing;

• Think alouds for explicit instruction;

• Guided reading for guided practice;

• Reader’s workshop for independent reading, literature circles for

• Students will plan and implement appropriate instructional techniques with their assigned clinical students.


• Documentation, including artifacts, will be included in the final student teaching portfolio

interactive talk, reading response logs for responding literature, and thematic units for reading and writing across the curriculum.

• The above are examples.

• There are many ways in which these elements are included in the literacy program


• During their student teaching (EDST 460) student teachers will document collaborative efforts taken in regard to two or more of their students representing at least one with higher abilities and one with lower abilities in reading.

• Collaboration could include G/T specialists, Special Education Resources, reading specialists, and/or curriculum specialists.

• The student teacher will develop and intervention for these students informed by school-‐wide organizational structures and district assessment data.

• Additionally, while student teachers show their cooperating teachers they will observe and interact in all curriculum meetings;

• Thus, they will be included in all grade level meetings and school wide curriculum mapping.

F.(4) The ability to create and maintain a motivating


• Group activity: develop a poster listing all

classroom and school environment and teacher and student interactions that promotes ongoing student engagement and literacy for all students;

• Articulate of the importance of choice in reading;

Discussion of the Gambrelle article

practices that promote motivation to read and lifelong reading

F.(5) The ability to foster independence and self-efficacy in readers;


• The instructor will discuss approaches to reading that foster independence such as independent reading and reader’s workshop;

• The instructor will discuss how portfolio assessment involving student input positively affects the reader’s sense of self-‐efficacy

• Responses to items regarding independence in reading and fostering self-‐efficiency on the final examination;

• Students will offer their assigned clinical students choices when engaging in reader’s workshop

F.(6) The development of independent reading by encouraging and guiding students in selecting independent reading materials, promoting extensive independent reading by providing daily opportunities for self-selected reading and frequent opportunities for sharing what is read; and motivating students to read independently by regularly reading aloud to students and providing access to a variety of reading materials;


• Examples of how these standards are addressed in EDUC328/329: Selecting independent reading materials: independent reading program (IRP);

• Reader’s workshop; • Using “leveled” books; • “Rule of Thumb”; • And “Goldilocks”

strategy • Promoting extensive

independent reading by providing daily opportunities for self-‐selected reading: Sustained Silent Reading;

• IRP; • Reader’s Workshop. • Frequent opportunities

for sharing: Share circles involved in reader’s workshop;

• Group discussions in literature circles.

• Motivating students to read independently by

• Responses to various items presented on the midterm and/or final examination;

• Class discussions; • Carious applications of

the standard’s elements in a clinical setting

regularly reading aloud to students: Instructor reading good literature aloud to his or her college students, modeling proficient read aloud skills;

• Presentation and discussion of the handouts: Guidelines for Classroom Reading of Informational Texts to Children (Sippola, 1996).

• Providing access to a variety of reading materials: Instructor discusses having a print-‐rich environment including books (fiction and non-‐fiction), magazines, newspapers, and internet access.

F.(7) The use a variety of strategies to motivate students to read at home; encourage and provide support for parents or guardians to read to their children, in English and/or in the primary language of English language learners, and/or to use additional strategies to promote literacy in the home.


• Newsletters home: content about what parent can do at home;

• Book backpacks; • Using the school and

public library; • Home SSR

• Students write a mock letter to parents advising of home activities that might facilitate reading.

G. A teacher of children in kindergarten through grade 6 must demonstrate a view professional development as a career-long effort and responsibility including:

G.(1) Displaying positive dispositions toward the act of reading and the teaching of reading, including a belief that all students can learn to read regardless of their cognitive, cultural, or linguistic backgrounds;


• The instructor will discuss classroom practices that model reading as a positive experience: reading during SRR;

• Discuss/give book talks about books that may be of interest to individuals or groups in the classroom;

• Items regarding fostering positive dispositions toward reading on the final examination

• Exude enthusiasm during read alouds;

• Feature authors and genres in read alouds;

• Read multicultural children’s books.

G.(2) Providing support for studentsʼ reading development by communicating regularly with parents/caregivers and eliciting their support in a studentʼs reading development;


• The instructor discusses parent newsletters and content intended to support reading in and outside of the classroom;

• Parent volunteerism

• Students construct a mock parent newsletter informing them of ways in which they can foster continued literacy at home.

G.(3) Understanding how to provide instructions for paraprofessionals and volunteers working in the classroom to ensure that these individuals provide effective supplementary reading instruction;


• The instructor describes ways in which paraprofessionals and/or volunteers can assist literacy instruction: hot to instruct paraprofessionals and volunteers through written descriptions of techniques, strategies, and activities and how they may assist in these practices;

• Inviting paraprofessionals and volunteers to observe the classroom practices;

• Providing in-‐service to paraprofessionals and volunteers regarding literacy practices in the classroom

• Item on the final examination

G.(4) Engaging in personal learning as a daily and long-term to inform instructional practices, including reflection on practices, to improve daily instructional decisions and interactions with students; and


• The instructor will discuss resources intended to inform and improve literacy practices: professional journals (Reading Teacher, Journal of Adolescent and Adult

• Students will read two articles from recent Reading Teacher publications and provide précis of both.

Literacy, Language Arts);

• Using the internet (ReadWriteThink), Participating in local school district literacy curriculum committees;

• Active participation in local, state, regional, and/or national professional literacy organizations (IRA; NCTE)

G.(5) Collaborate with order professionals on literacy learning initiatives.


• The instructor will discuss means of collaboration with other professionals on matters of literacy learning: curriculum committees, membership in IRA and/or NCTE at the local, state, regional, national, and/or international level.


• As part of their student teaching practicum, students will document their participation in the professional learning community related to literacy issues.

• Review at least one position statement on reading practices by the International Reading Association and write a reaction paper. The reaction paper will be discussed in class.


• Documentation will be included in their portfolio

Graded requirements

• Mid-term (100 points) • Final (100 points) • In-class work (100 points) • Development of a teacher-directed literature circle book unit (100 points) • …Or: Field Experience* (contingent upon time frames…)

Specifications

Midterm – Objective and essay questions will assess your knowledge base. (100 points)

Final – Objective and essay questions will assess your knowledge on content presented after the midterm. (100 points) In-class work – Students will participate in activities producing tangible and reproducible documents. These documents will be word processed for use in your professional portfolio. (100 points)

Literature Circle Book Unit – You will choose a high quality “chapter book” and develop a chapter-by-chapter unit on that book. You will write a description of what you will have the children do pre-reading, during reading, and after reading for each chapter of the book. (100 points)…or *Field Experience – A tutoring experience with a third or fourth grader in the PIP program. You will do assessments, plan lessons, execute those lessons, evaluate effectiveness, and develop a case study. (100 points)

Final Grade Point Scale 370-400 points = A 300-369 points = B 250-299 points = C 200-249 points = D less than 200 = F

TOPICS (in order of presentation) Introductions Syllabus 4th grade slump Motivation IRA’s “Rights” statement Balanced reading instruction Reader’s Workshop Literature Circles Comprehension theories Comprehension teaching Vocabulary Study groups for midterm Midterm Exam Fluency Struggling Readers/Differentiated Instruction Writing Handwriting Instruction Literacy assessment

Spelling Oral language development Synthesis Study groups followed by Final

educ 329 - winona.edu · ages nine to fourteen (4th-8th grade). ... (4)(b) the levels of...

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