EASTERN CONNECTICUT STATE UNIVERSITYCourse Syllabus

Fall 2013*Syllabus is subject to minor changes

Department: Education

Course Number: ECE 355

Title: Reading and Writing in the Primary YearsCredit Hours: 3

Instructor: Dr. Theresa Bouley

Phone: 465-0069

Office Hours: Eastern Hall # 3Monday 12:00-3:00Tuesday 3-4Thursday 2-3

Other times by appointment only.

Email: Bouleyt@easternct.edu

Catalog Description: An examination of reading, writing, and oral language development from ages 5 to 8, including ways that teachers can support this growth through shared reading, language intervention, the environment, and a planned, balanced reading and writing curriculum. Promotes the integration of reading, writing, and verbal and nonverbal communication in all areas of the classroom and across the curriculum.

 Course Purpose: Prepares students in best practices in facilitating reading, writing, and oral language development in children from kindergarten through third grade. This includes opportunities to develop strategies for integrating reading, writing, and communicating within all areas of a literature-based curriculum. Constructivist methods for development of a print-rich environment, book sharing, and teacher-child discourse are examined. Issues in bilingual/multicultural education and special education are presented. Microcomputer applications and the role of software programs in language and literacy development are addressed. Issues and strategies for providing a comprehensive reading and writing curriculum within a constructivist framework are addressed.

1

ALIGNMENT KEY

National, State, and Unit StandardsEastern Candidate Proficiencies (CF)

Preservice Teacher Competencies (PSC)

Common Core of Teaching (CCCT)

ELA CT Common Core State Standards(CCSS)

NAEYC (National) Standards

Council for Exceptional Children (CEC) Standards

CT Foundations of Reading Test(CFRT) Strand

1: Content Knowledge (CNK)

2: Pedagogical Knowledge (PDK)

3: Integration of Knowledge (INT)

4: Technology as a Tool to Teach (TTT)

5: Diversity (DIV)

6: Professionalism (PRF)

1: Development and Characteristics of Learners2: Evidence-based/Standards-based Instruction3: Evidence-based Classroom and Behavior Management4: Assessment5: Professional Behaviors and Responsibilities

Domain 1: Content and Essential SkillsDomain 2: Classroom Environment, Student Engagement, and Commitment to LearningDomain 3: Planning for Active LearningDomain 4: Instruction for Active LearningDomain 5: Assessment for LearningDomain 6: Professional Responsibilities and Teacher Leadership

ELA Domains:

Reading: Literature

Reading: Informational Texts

Reading: Foundational Skills

Writing

Language

Speaking and Listening

Standard 1:Promoting Child Development and LearningStandard 2:Building Family and Community RelationshipsStandard 3:Observing, Documenting, and Assessing to Support Young Children and FamiliesStandard 4:Using Developmentally Effective Approaches to Connect with Children and FamiliesStandard 5:Using Content Knowledge to Build Meaningful CurriculumStandard 6:Becoming a Professional

Standard 1:FoundationsStandard 2:Development and Characteristics of LearnersStandard 3:Individual Learning DifferencesStandard 4:Instructional StrategiesStandard 5:Learning Environments and Social InteractionsStandard 6:LanguageInstructional PlanningStandard 7:AssessmentStandard 8:Professional and Ethical PracticeStandard 9:Collaboration

I. Foundations of Reading Development

II. Development of Reading Comprehension

III. Reading Assessment and Instruction

IV. Integration of knowledge and Understanding

2

Course Outcomes Aligned with the Education Department’s Performance Expectations (CF) NAEYC and CCCT Standards, CFRT, and with Related Key Experiences

Course Outcomes CF NAEYC/CEC

CCCT/PSC

CCSS (Grades 1-3) & CFRT

Experiences/Assignments

1.Understand and explain theoretical models of how children acquire reading competence.

CF1.1 NAEYC, 1CEC 1

CCCT 1PSC 2

CFRT I, IV

Field ExperienceExit card

2) Understand and explain the reading process including knowledge of the three cueing systems, syntactic, semantics, and phonology and the role of schema in reading.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, IVCCSSReading: Foundational Skills

Reading InterviewsRunning Records/RetellingsShared Reading LessonQuizExit card

3) Understand and explain the role of comprehension in reading and identify ways to help readers develop solid meta-cognitive skills and become strategic readers who self-select, self-pace and self-monitor their reading.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, III, IVCCSS: Reading: LiteratureReading: Foundational SkillsReading: Informational TextReading: Speaking & Listening

Reading InterviewsRunning Records/RetellingsShared Reading LessonQuizExit card

4) Understand and explain the role of phonics in reading, demonstrate knowledge of the alphabetic principle, and identify major phonics generalizations.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, IV

CCSSReading: Foundational Skills

Reading InterviewsRunning Records/RetellingsShared Reading LessonWord Study GroupsQuizExit card

3

5) Understand and explain the role of word identification strategies such as structural analysis, the study of onsets and rimes, sight words, use of phonics, use of context cues, and use of analogy.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, IVCCSS: Reading: Foundational Skills

Reading InterviewsRunning Records/RetellingsWord Study GroupsQuizExit card

6) Understand and explain the role of fluency in reading, the connection between fluency and comprehension and the role of text difficulty/readability.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, III, IVCCSS: Reading: LiteratureReading: Foundational SkillsReading: Informational Text

Running Records/RetellingsWord study groupQuizExit card

7) Practice multicultural, research-based, constructivist approaches to teaching reading including shared and guided reading, reading conferences, and word study groups.

CF 2.1; 2.2; 5.1

NAEYC 4, 5CEC 4

CCCT 1, 3,4PSC 2, 5

CFRT III Field Experiences and Related Projects

Shared Reading LessonWord Study Group

Exit card8) Use national standards in reading and language arts, including those of NAEYC, IRA and NCTE, the Connecticut Common Core of Teaching, CCSS, and suggestions from reports such as that of the NRP and the NELP

CF 1.1, 2.1, 2.2, 2.35.1

NAEYC 4, 5, 6

CCCT 6PSC 5

CFRT I, II, III, IV

Cooperative Learning ProjectReading InterviewsMulticultural BibliographyWord study GroupRunning RecordExit card

9) Demonstrate the ability to develop and integrate meaningful literacy activities into other areas of the curriculum through the use of themes, learning centers, and content area reading such as the use of biographies, expository and informational texts.

CF 2.1. 3.1

NAEYC 4,5

CCCT 2,3,4PSC 2

CFRT II, III

CCSS:Reading: Informational Text

Field Experiences and Related Projects

4

10) Describe the use of venn diagrams, time-lines, and semantic mappings as ways to aid the comprehension of texts.

CF 2.1. 3.1

NAEYC 4,5

CCCT 2,3,4PSC 2

CFRT II, III, IVCCSS: Reading: LiteratureReading: Foundational SkillsReading: Informational Text

Shared ReadingQuiz

11) Describe ways to support literacy growth among children of diverse cultures, supporting home language preservation, and creation of an anti-bias, multicultural environment for literacy and language

CF 5.1, 6.1

NAEYC 2, 4, 5,6CEC 3, 4, 6

CCCT 1,2,3PSC 2, 5

CFRT I, II, III

Shared ReadingWord Study GroupMulticultural Bibliography and Lesson PlanExit cardWriting Interviews/Writing Workshop Conferences

12) Describe ways to support English language learners develop reading and writing proficiency.

CF 1.1, 5.1

NAEYC 4,5,6CEC 3, 4, 6

CCCT 1,2,3PSC 1,2,5

CFRT I, II, III

CCSS:Language

Shared ReadingWord Study GroupQuizMulticultural Bibliography and Lesson PlanExit cardWriting InterviewsWriting Workshop Conferences

13) Describe ways to modify environments and literacy instruction and materials to meet the needs of all children, including individuals with disabilities and developmental delays

CF 1.1, 5.1

NAEYC 4, 5CEC 3, 4, 7

CCCT 1,2,3PSC 1,2,5

CFRT III Running RecordsQuizShared ReadingMulticultural Lesson PlanWriting InterviewsWriting Workshop Conferences

14) Understand, practice, critique, and adapt direct instructional strategies prevalent in public schools, including grouping, isolated vs. integrated instruction, reading programs, differentiated instruction, and published reading and language arts series.

CF 1.1, 2.1, 2.2, 2.3

NAEYC 4,5,6

CCCT 4,6

PSC 2, 5

CFRT III Field Experience ObservationsRunning Records

QuizExit CardsWriting Workshop Conferences

5

15) Observe, record and use authentic, performance-based assessment of children's reading and writing including miscue analysis, comprehension retellings, portfolios, rubrics, and interviews.

CF 1.1 2.4

NAEYC 3CEC 8

CCCT 5PSC 4

CFRT I, II, III, IV

Running RecordsRetellingsReading InterviewQuizExit CardsWriting InterviewsWriting Workshop Conferences

16) Identify and describe ways the information gained from assessments can be used immediately to plan reading and writing instruction, curriculum and adaptations.

CF 1.1, 2.4

NAEYC 3,4,5CEC 8

CCCT 4,5PSC 4

CFRT II, III, IV

Running RecordsRetellingsReading InterviewQuizExit CardsWriting InterviewsWriting Workshop Conferences

17) Describe methods and strategies for involving parents and families in assessing and planning for individual children and developing a collaborative relationship between home and school.

CF 5.1, 6.1

NAEYC 2, 4, 5CEC 8, 10

CCCT 3,4,5, 6PSC 4, 5

Field ExperienceMulticultural Lesson PlanExit CardsReading/Writing Interviews

18) Discuss appropriate uses of technology and software in supporting reading and writing including assistive technology for children with disabilities.

CF 4.1, 5.1

NAEYC 4,5CEC 4, 7

CCCT 2,3PSC 2, 5

CFRT III Shared Reading LessonExit cards

19) Understand and explain theoretical models of how children acquire writing competence.

CF 1.1 NAEYC, 1CEC 1

CCCT 1PSC 2

CCSS: Writing

Writing Interviews/Writing Workshop ConferencesExit card

20) Understand and explain the writing process from identifying ideas, to crafting and revising.

.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CCSS: Writing

Writing Interviews/Writing Workshop ConferencesExit card

21) Understand and explain the role of schema, book reading or story schema, and oral language on writing development.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, III, IVCCSS: WritingReading: Literature

Writing Interviews/Writing Workshop ConferencesMulticultural Bibliography/Lesson PlanExit card

6

22) Understand and explain the characteristics of effective writing such as development and organization of ideas, sentence fluency, word choice, voice, and conventions.

CF 1.1 ,2.13.2

NAEYC 1

CCCT 1PSC 1

CCSS: Writing

Writing Interviews/Writing Workshop ConferencesExit card

23) Understand and explain the role of spelling in writing, phonemic awareness and phonics in spelling, and identify major phonics generalizations.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, IVCCSS: WritingReading: Foundational Skills

Writing Interviews/Writing Workshop ConferencesWord study groupExit card

24) Understand and explain the role of structural analysis in writing and examine affixes, roots, and use of analogy.

CF 1.1 NAEYC 1

CCCT 1PSC 1

CFRT I, II, IVCCSS: WritingReading: Foundational Skills

Writing Workshop ConferencesWord study group

Exit card

25) Practice multicultural, research-based, constructivist approaches to teaching writing including shared and guided writing, writing workshop, writing conferences, and word study groups.

CF 2.1; 2.2; 5.1

NAEYC 4, 5CEC 4

CCCT 1, 3,4PSC 2, 5

CFRT III Writing InterviewsWriting Workshop ConferencesWord study group

Exit card

26) Describe classroom scheduling and environments which are supportive of writing growth focusing on physical settings, routines, and transitions.

CF2.1; 2.2

NAEYC 4, 5CEC 4

CCCT 2PSC 2, 3

Writing Interviews/Writing Workshop Conferences

Exit card27) Understand, practice, critique, and adapt direct instructional strategies prevalent in public schools, including writing prompts, isolated vs. integrated instruction, spelling programs, and published writing programs.

CF 1.1, 2.1, 2.2, 2.3

NAEYC 4,5,6

CCCT 4,6

PSC 2, 5

CFRT III Writing Interviews/Writing Workshop ConferencesExit card

Connecticut ELA Curriculum Standards 2010ELA Grades 1-3

1)Reading and Responding2) Exploring and Responding to Literature

3) Communicating with Others4) Applying English Conventions

7

355 Key Experiences/Assignments CCCS Studied/Observed/Assessed

Writing Conferences 1,3,4Word Study Lessons: Phonics Generalizations/Structural/Morphemic Analysis

1, 3, 4

Burke Reading Interview (Metacognition/Reading Strategies)/Running Records (Word identification strand, Fluency, etc.)/Comprehension Retellings

1,2,3, 4

CFRT Quizzes 1, 2, 3, 4Shared Reading 1, 2, 3, 4Annotated Bibliography and Multicultural Literature Lesson Plan

1, 2

Class Discussions/Readings 1,2,3,4

Course Outline:

1) What Do We Know about Literacy? Establishing a Multicultural Perspective

2) Defining Reading: Theory for Practice

3) The Reading Process: Metacognition and the Three Cueing Systems

4) Running Record and Comprehension Retelling Demonstrations

5) Reading Conferences

6) Reading Methodology: Shared Reading and Read Alouds

7) Reading Methodology: Guided reading

8) Organizing for Literacy Instruction: Temporal and Physical Environments

9) Independent Reading: Individualized Instruction

10) Phonological Awareness: Phonemic Awareness, Phonics, and Beyond

11) English Language Learners and Instruction in Phonology

12) Word Identification Strand: Structural Analysis/Word Study, Use of Phonics, Context

and Analogy

13) Comprehension: Making Meaning from Texts

14) Role of Culture/Schema and Vocabulary in Comprehension

15) Strategic Reading: Developing Metacognitive Skills

16) Role of Fluency in Comprehension

17) Leveling Texts: Readability

18) Review of Reading/Writing Materials and Programs

8

19) Review of National and State Standards

20) Reading/Writing Assessment

21) Parents/Families as Literacy Partners

22) Role of Technology in Reading/Writing Development, Instruction, and Assessment

23) What does it mean to be a writer? Establish multicultural perspective

24) The craft of listening: Reading our world and the role of voice

25) Defining writing: Theory for practice

26) Writing process: Writing workshop model

27) Conditions of writing

28) What is quality writing and how do we teach it?: The 6-trait model

29) The writing conference: How to provide the “nudge” and individualized instruction

30) The writing environment: Physical, temporal and interpersonal

31) The role of reading and story schema: Cultural implications

32) Inventive spelling: Phonics, phonemic awareness, and structural analysis

33) Sharing: The role of social interactions in writing

34) Teaching the conventions of writing and handwriting

35) How have I grown as a writer? Teacher as writer

Required Texts:Honig, B., Diamond, L. & Gutlohn, L.

(2008). Teaching Reading Sourcebook. Arena Press.

Clay, Marie. (2000). Running Records for Classroom Teachers. Portsmouth, NH: Heinemann.

  

Taberski, Sharon. (2010). Comprehension From the Ground Up. Portsmouth, NH: Heinemann.

 Spandel, Vicki (2012). Creating writers: 6-trait,

Process, Workshop, and Literature. Prentice Hall. Recommended Texts:

Leu, Donald, and Kinzer, Charles. (2011). Phonics, Phonemic Awareness, and Word Analysis for Teachers. Pearson.

Farstrup, A. & Samuels, S.J. (2002). What Research has to Say About Reading Instruction. International Reading Association.

9

Kamil, M., Pearson, P.D., Birr Moje, E. & Afflerbach, P. (Eds). (2011). Handbook of Reading Research. Routledge/Taylor & Francis Group.

Routman, R. (2003). Reading Essentials; the Specifics you Need to Teach Reading Well. Portsmouth, NH: Heinemann

The Ministry of Education (2003): Effective Literacy practices in Grades 1 to 4.

.CT Blueprint for Reading Achievement and

Beyond the Blueprint available at http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320866.

Put Reading First: Kindergarten-Grade 3 at http://www.nifl.gov/publications/pdf/PRFbooklet.pdf

Graves, Donald. (1994). A Fresh Look at Writing. Portsmouth, NH: Heinemann.

Diversity Seminar: ECE students are expected to attend a yearly seminar on diversity. The week after the seminar students should write their one-pagers based on their experience at the seminar rather than readings. We will discuss these in class.

Key Learning Experiences:

1) Attendance Attendance is essential. Any more than one absence will affect your grade by one whole grade level. For example, if you have two absences and a grade of 90, than your final grade may be 80. If you must miss any session, please notify me in advance if possible. Please refer to the Education Department Attendance Policy (attached).

2) Class Participation We will come to class session prepared to participate actively and in an informed manner through discussion and response. A professionalism rubric will be given to you (attached) at the beginning of the semester and will be used to evaluate your class professionalism including participation, attendance, and dispositions. At the end of the semester you will use this rubric to self-evaluate your classroom behavior and I will be completing the rubric for each of you as well. Although for core II the rubric is completed in this course, your behavior in all core II classes will be considered. Students who receive more than one score of 2 or 1 may be asked to discuss their class behavior with all early childhood faculty before continuing on to core III.

3) Readings We will read all assigned readings according to the time frame on the syllabus. Due to the amount of content in this course it is critical that you keep up with the readings. Students who keep up with the readings, pay attention in class, review their notes and come to me with questions will develop a deep understanding of the material and have a much easier time passing the Connecticut Foundations of Reading Test that is mandatory for certification.

10

While we cover all of the material on the CFRT, there is a lot more covered in this course than just what is on the test. You must study the CFRT material on a regular basis. Your success on the test will be a combination of effort/success in this course, attendance at test review sessions, and outside of class studying. You must bring a copy of the practice test to each and every class and keep a CFRT folder with study guides and flash cards. The practice test can be located at www.ct.nesinc.com

Students are expected to take the CFRT in December or January. All tests are now computer based. Go to the web site above to register.

4) Exit Cards Purpose: Reflection is an important element of being an early childhood professional. It is important to be open to new ideas, be flexible and willing to adjust our views to best meet the needs of young children. It is equally important to question and ask for clarification to clear up areas of confusion or misunderstanding.

You will write weekly exit cards on which you do exactly this. The exit card gives you the opportunity to ask a question you were thinking during class time and/or while you were reading the text. You can also ask a question about something you observed during one of your field experiences.

5) Annotated Bibliography/Lesson PlanYou will read, list, and annotate 25 books. These books must represent all types of

diversity: cultural, ethnic, linguistic, SES, gender, family, sexual orientation, special needs, etc. For this bibliography you must write bibliographic information (title, author, illustrator, awards, publisher, ISBN #) for 25 children’s books. You must also write a brief annotation describing each book. Books chosen should be age appropriate for grades 1-3 and considered high quality literature. It may be best to complete this assignment on index cards so you have one card per book and can easily continue to build this great teaching resource. Multicultural Lesson Plan

You will choose one of the books in your bibliography to write a literature based multicultural lesson plan. The lesson plan format is attached and must be followed. This lesson plan must have one clear RLA objective from the IRA/NCTE standards and one from the CCCS. You must also choose one of the six multicultural goals listed.

6) Field Experience Assignments You will participate in teaching/learning experiences with students. Once you have finished each experience, you create a report describing what you did and evaluating your experience. Your papers must demonstrate your knowledge of the assessment tool, the skill being assessed, related CCSS, related CFRT content and your understanding of the readings/research. You will also include any materials you and/or the student used during the experience. If possible, include samples or copies of students' responses. (You will find a description of each field experience assignment below.) A rubric for each assignment will also be provided.I reserve the right to grant students permission to rewrite assigned papers. This option will be given only to students who are engaged in class, show evidence of keeping up with the course readings, and show basic understanding of the material. All rewrites must be in within two weeks of the original date and all changes to the paper must be in bold print. In addition, the original paper must be included. The original grade and the new grade will be averaged for the final paper grade.

11

 1. Burke Reading Interview (Metacognition and Reading Strategies)Purpose Interviewing students can be an affective assessment to determine their reading awareness, attitudes, preferences, and confidence. Many teachers see reading conferences or interviews as the backbone of their ELA pedagogies. It is during these student centered discussions that teachers can learn imperative information to direct their instruction and therefore implement student centered, individualized reading/writing curricula and pedagogy. Metacognition or children’s ability to think about their thinking related to what they are reading is an important strand on the CFRT. Terms such as self-monitoring, visualizing or mental images, active reading, etc. are all examples of metacognitive skills and are on the CFRT. This is an opportunity to determine what children think they do as readers. Look to and discuss the CCSS for standards related to metacognition (of which there are many). Also reading strategies are critical to reading success/comprehension. When readers have a “bag of tricks” they can pull from to quickly decode unknown words they are more fluent in their reading and this fluency leads to solid comprehension. During this interview you will ask what the reader does when he comes to a word he does not know. Be sure to show your understanding of the role reading strategies and fluency play in comprehension of texts and look to the CCSS for reading strategy and fluency related standards. ProceduresYou will be given the Burke Reading interview in class. You will administer the Burke interview to 2 students in order to determine their metacognitive skills and reading knowledge (conduct one at a time). During this interview you will want to be sure to scaffold and probe, asking the child the question in a slightly different way to be sure he/she understand what you are asking. Transcribe as much of the interview as possible to review later. Your transcriptions should be attached to your written report. Immediately after you conduct the interview you will be doing running records of the child’s reading. This will be your chance to compare what the reader said he/she does when reading, to what he actually does while reading. You will be comparing and contrasting the two students’ reading behaviors, strategies, and comprehension. Be sure to interview the students individually and be careful to practice listening! Immediately after the interview you will conduct the running records/retellings as explained below.

ReflectionImmediately after the interview/running record/retelling take time to reflect. Think about not only what the child said but what they didn’t say, his/her body language, etc.How are the interviews and students responses alike and different? What might the responses tell you about each student as a reader and their experiences with reading? When comparing and reflecting on the interviews be sure to apply and synthesize the readings/research and class discussions. This is critical. After reflecting go to Honig and Taberski texts and your class notes and make connections between your practice/experience and the research. These connections must be evident in your paper. You must demonstrate your understanding of CFRT terms such as metacognition, self-monitoring, visualizing or mental images, active reading, comprehension strategies, reading strategies, fluency, etc.

2. Administration of Running Records/Comprehension Retellings (CFRT Essays)PurposeThe running record is the most informative assessment of a child’s reading (not to mention one of the two essays on the CFRT). By conducting running records on a regular basis teachers can

12

determine students’ reading strengths and weaknesses, strategy use, and appropriate book-child match. In order to implement and analyze a running record you must have a solid understanding of the reading process and best practices in the teaching of reading so conducting and analyzing a running record is an extremely complex task.Comprehension retellings also play a critical role in reading assessment and teaching (and a retelling is the second essay on the CFRT). Reading is synonymous with comprehension. Sight words and word identification skills lead to reading fluency which leads to comprehension. Comprehension may fall apart of the word level (too many unknown words) or the text level (lack of schema, etc.). It is critical that teachers keep a close eye on children’s comprehension. The best way to assess if a child understands his/her reading is to engage him/her in a retelling by asking what the story is about. As we will read/discuss, running records and retellings are flexible tools that allow teachers to best understand their students as readers and use that information to direct their instruction. It is critical that you understand both tools as a future teacher but also to pass the CFRT. The CFRT contains two essays; one is a running record analysis and the other is a comprehension retelling. It is critical that you use this assignment as an opportunity to develop a deep understanding of these assessment tools, the reading process and development, and teaching. If you do, you will do well on the essays. In fact, within this paper you will embed a sample CFRT essay by using all of the CFRT essay terms in your analyses. ProceduresRight after the Burke interview you will conduct two Running Records and retellings with both students (one at a time-total of four records) according to the guidelines demonstrated in class (see handout). Your student should be a first or second grader, or a third grader who is reading at a first or second grade level. This will allow you to see hands-on the correlation between what the children said in the interview and what they actually do when reading. One Running Record should be on a familiar text and the other on a text the student has not seen. You will need to get guidance from the child’s teacher in choosing appropriate books. You will need to get the books ahead of time to be familiar with them and to create a retelling guide (see handout). ReflectionImmediately after you have completed the interview/Running Records/retellings spend some time reflecting on what you could learn about this reader. Compare the interview responses you’re your observations of the child reading. Calculate the accuracy and s/c rate, etc. Remember that what is most informative to you are not the scores but the recordings that will show you what the child said/did while reading. Look over the recordings; the ticks, etc. Do you see any patterns? Look at miscues and ask yourself, “What led the child to say that?” or : What led the child to s/c?”. This is when you do your MSV’s. Compare the two readings. Think about what role the story played: quality of story, style, content or background knowledge, etc. Look over the Honig and Taberski texts and class notes and apply what you have learned about reading. Look over the interview and apply what you have learned about the child. Also apply what you know about the classroom. Now if you were this child’s teacher how would you use this information to direct your instruction? Combined PaperOnce you have finished and reflected on this experience, you will write a paper synthesizing the readings related to these assessments, describing your experience, evaluating and reflecting on your experience, and making connections to the research/readings. This paper will be approximately 8-10 typed, double-spaced pages (you will not have one-pagers due dates). Your paper must demonstrate your knowledge of the assessment tools-reading conferences, running records and retellings as well as the reading process, related CFRT terms, the children’s reading behaviors, and your understanding/application of the readings/research. It also must include definitions and analyses of all 8 of the CFRT essay terms. You will include the running records, retelling guide, retelling notes, and copies of the books read (see

13

handout). A rubric will also be provided for this paper and the week before the paper is due we will discuss my expectations in class.

CT SDE CALI Component

In class when the running record/retelling assessments are due, students will form a mock data team to analyze overall results and develop hypothetical differentiated lesson plans. Students will share their data and use the SDE “ Data Team Form *: Sample Data Analysis Template”. Students will refer to the CSDE Grades 1-3 reading standards. Students will develop Scientific Research-Based Interventions (SRBI) or “the use of educational practices, which have been validated through research as effective, for improved student outcomes. Educational practices that are implemented in a school or district which, through data analysis, demonstrate effectiveness (also known as Response to Intervention)” (http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322294)

In addition, students will use the CALI Glossary of Terms to help them understand the data team process (http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/cali_glossary.pdf).

3) Shared Reading Session (Aligned with the Teach-Reteach Collaborative Project) This assignment will give you an opportunity to demonstrate your understanding of a shared reading experience, evaluate and then re-teach. PurposeShared reading plays a critical role in early childhood reading pedagogy. When a teacher invites children to read with her by using a big book or song/poem on chart paper it sets up opportunities for rich modeling and numerous teachable moments. While the first goal of shared reading is to read and enjoy a piece of quality text together, teachers should use this time to introduce a new phonics skills, comprehension strategies, vocabulary, etc. or reinforce those already introduced. This is the ideal time for the teacher to model and emphasize to students what it is that good readers do or use when reading. ProceduresChoose a big book that relates in some way to your theme. As an initiation to the activity you will conduct a shared reading lesson with the class. Choosing a book is the most important part and you need to consider quality of the text and what you think the text would lend itself to in terms of instruction. The text must be a big book. You must follow the Taberski guidelines (chapter 7) for a shared reading lesson and write a lesson plan (handout). As part of this plan you must prepare pre-during-post reading activities. Be sure to prepare the students for the reading by involving them in some type of pre-reading activity. For instance, you might write down two or three of the predictions children gave about what the story might be about or you could do a picture walk or introduce new vocabulary or terms For the during reading activity you should chose a reading strategy to emphasize that we have identified as on the CFRT. Then use this information when picking out a text but remember text must always be picked for quality first. Since this is the initiation to your cooperative project, your post reading activity will be whatever you planned for your teach-reteach cooperative learning lesson. You should also try to incorporate a post reading strategy that we have identified as on the CFRT such as using a venn diagram to summarize the story or a character map, etc. Remember the most important goal is to enjoy a story together! You must hand-in the shared reading lesson plan at least two weeks before the first teach.

4) Word Study Group (Word Identification Strand)Purpose

14

Research shows that fluency plays an important role in reading comprehension. Children need strategies to decode unknown and multi-syllable words that will allow them to maintain fluency in their reading. Word study can and should be done during shared and guided reading lessons as well as during reading conferences. Yet, having a word study group time allows the teacher to pull together a small number of children who have demonstrated a need for certain word-attack strategies. ProceduresBased on feedback from the classroom teacher and your own observations chose an objective(s) for this word study group. This could be focusing on a certain rime(first grade only) and playing with onsets and rimes, attacking multi-syllable words, prefix or suffix study, emphasizing a phonics generalization, examining compound words, morphemic analysis, etc. (all on the CFRT). You must use the Honig and/or Taberski text to create your lesson plan which must include hands-on materials. You also must refer to the word identification strand of the CCSS. Examples will be demonstrated in class. Conduct the lesson with the small group of students for which it was designed.ReflectionIn a reflection paper write what you learned about structural analysis, morphemic analysis, etymology, phonics generalizations, conducting words study groups, and the role of word study on children’s reading. Observe these children during field experiences. Read with them and observe their word attack strategies and reading fluency. In this reflection paper you must demonstrate your understanding of CFRT related terms such as structural and morphemic analysis, etymology, phonics generalizations, role of speed and accuracy of decoding (fluency), and refer to the Honig/Taberski text as support.

5) Five CFRT QuizzesFive quizzes will be given over the course of the semester. These quizzes will evaluate your participation and understanding of class lectures and the course readings. They will also be closely matched to the Connecticut Foundations of Reading Test (CFRT). One quiz will measure your understanding of phonemic awareness and early literacy (ABC knowledge, onsets and rimes, and concepts about print) a second will focus on phonics, the third comprehension and content area reading, fourth, structural and morphemic analysis, ELL, and assessment and the fifth, running records (word identification strategies) and retellings (CFRT essays).

6) Individual/Small Group Writing ConferencesPurposeInterviewing students can be an affective assessment to determine their writing awareness, attitudes, abilities, school/home experiences, preferences, and confidence. Graves and Spandel describe conferences as the backbone of the teaching of writing. It is during these discussions that teachers can learn imperative information to direct their instruction and therefore implement student centered, individualized writing instruction. The primary goal of the writing conference is to, through careful listening, help writers to listen to themselves and become a critical evaluator of their writing.

ProcedureWriting conferences are most beneficial to the writer and teacher when they are conducted in the context of real writing. Hopefully, you will be able to conduct conferences with children about their writing, when they are writing, and during writing workshop. It does not matter at what stage in the writing process you conduct the conference. But, unfortunately, some of you may find the students in your class are not engaged in writing workshop or sometimes, any real,

15

process writing at all. If that is the case it would be great if you did this assignment in another class where you are certain children are getting time for real writing. If this is not possible you will do the following: You will take the seven conditions of writing from chapter 7 of Graves’ text as the guide for this interview. Once you are familiar with these conditions you will prepare questions to determine children’s experience’s with each condition. For example, for the condition of choice, prepare questions such as : “Do you get to choose what you write about?” “Where do your ideas come from?” “Do you like writing prompts?” etc. You will administer the interview to a small group of 3-4 students. During this interview you will want to be sure to scaffold and probe, asking the children the question in a slightly different way to be sure they understand what you are asking. Transcribe as much of the interview as possible to review later. Your transcriptions should be attached to your written report. Immediately after you conduct the interview take time to write down your reflections on the children’s responses. Compare these to Graves’ text. Before conducting the interview reread Graves’ page 17 and be sure to practice listening! You will also get a sample of the child’s writing, even if it is prompted. You will analyze the sample using Spandel’s 6-trait model. Using the appropriate rubric in the Spandel text, how did the writer integrate the 6-traits into his/her writing (i.e., what did you learn about the child’s word choice, or sentence structure?)

ReflectionAfter conducting the conference(s) take time to reflect on how it went and what you have learned about the writing process and instruction, and the child, as a writer. Did you feel you were able to listen well? What did the child(ren) say that made you think of our discussions/readings? What did you learn about the needs/experiences of the writer? What did you learn about the teaching of writing? How might you use what you learned to direct your instruction or future conferences?How are the interviews and students responses alike and different? What do the responses tell you about each student as a writer? What might their responses tell you about their experiences with writing? What is the evidence that Graves’ conditions and Spandel’s 6-traits are or are in place or being taught in this child’s classroom? Is there a difference between the child’s attitudes towards writing at home vs. at school? When comparing and reflecting on the interviews be sure to apply and synthesize the readings/research and class discussions. This is critical. After reflecting go to Spandel text or your class notes and make connections between your practice/experience and the research. These connections must be evident in your paper. Be sure to be clear about how you would use this information to direct your writing instruction in the future.Your report will include the context of the conference (was it during writing workshop, why was the child chosen, etc.- so set the stage), a summary of what was said (a transcription may be included as an appendix) and an analysis of what learning you think took place (did the conference help the child with his/her piece, what did you learn about your ability to listen or the child as a writer, what did you learn about the child as a writer, what might you assume about his experiences writing, i.e. does she appear to have TIME to write, CHOICE of topic, etc.). You will want to discuss what was good about the conference and any changes you might make if you were to do the conference again. In your paper be sure to demonstrate your understanding of the Graves text including process writing, writing workshop, guidelines for conducting writing conferences, and the conditions for writing discussed in chapter 7 and the 6-trait model designed by Spandel. Include copies of any student writing upon which the conference was based. This paper will also include insights into yourself as a writer and what you have learned about the writer within . This paper should be approximately 4-6 pages.

Course Evaluation:Evaluation is the cornerstone of the whole class. Teaching and learning are processes of continual self-reflection, self-evaluation, and personal goal setting: we document our progress

16

weekly through our portfolios and other venues, and use what we learn to guide our subsequent action. You will be given time in class on days when assignments are returned to you to write a reflection on what value you place on the assignment, what learning took place, and what you might do differently next time.  Rewrites:I reserve the right to grant students permission to rewrite assigned papers. Rewrites will only be offered to students who pay exceptional attention in class, always come to class prepared, and show evidence of keeping up with course readings. All rewrites must be in within two weeks of the original date and all changes to the paper must be in bold print. In addition, the original paper must be included. The original grade and the new grade will be averaged for the final paper grade.

Assignment of Grades:

Students will be assigned grades based on the quality of their work on all assignments. Grades will be calculated using the following weighting:

Project: Percentage of Final Grade:CFRT Quizzes 25%Multicultural Bibliography/Lesson Plan 10%Burke/Running Records/Retellings 35%Writing Conference 15%Word Study Lessons 10%Shared Reading Lesson 5%Total: 100%

Grading Procedure:A 95 and above C+ 78A- 90 and above C 75B+ 88 C- 72B 85 D+ 68B- 80 D 65

If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of Disability Services at (860) 465-5573. To avoid any delay in the receipt of accommodations, you should contact the office of Disability as soon as possible. Please understand that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of Disability Services. Your cooperation is appreciated.

Students are encouraged to use the support offered by the Academic Services Center located on the ground floor of the Library.   Tutoring, Math, Writing, and supplemental Advising Services are available for students in the Center at the following times: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4272 or check the ASC website at http://www.easternct.edu/asc/

17

 COURSE SCHEDULE

NOTE: All due dates listed here are tentative and may change.

DATE TOPIC ASSIGNMENTAugust 29

Introduction.What Do We Know about Literacy? Core I reviewEstablish Multicultural PerspectiveIntroduction to writing

 Review following terms for CFRT core one quiz: Phonemic awareness, onsets and rimes, concepts of print, alphabetic principle, 5 predictors.

Spandel 1-3Sept 3 and 5

Progressive Writing Instruction, Part 1

Read: Spandel, 4-7

Sept 10 and 12

 Progressive Writing Instruction Part 2 Etymology and word study

Read: Spandel 8-10Honig : Chapter 13

Sept 17 & 19

Progressive Writing Instruction Part 3Spelling and phonics

Read: Spandel 11-14Honig : chp 5,6

Sept 24 and 26**

Environments: Temporal and PhysicalOrganizing for Literacy InstructionReading Methodology:Independent Reading (SSR)

Reading Methodology:Shared Reading and Read Alouds

Read: Taberski Chapter 1-2

**Writing Conference Paper Due

Oct 1 and 3

Reading Methodology: Guided Reading

Reading Methodology:Reading Conferences

Read: Taberski chp 3, 4

October 8 and 10 Defining Reading: What is

the reading process?

Identify and define the CFRT StrandsReview of reading research and National and CT CCSS

Read: Hand-out TBACSDE RLA Standards

Read: Honig: Chapter 1

18

October 15 and 17**

Running Record Demonstration CFRT review-RR Essay

Read: Marie Clay, entire text

Oct 22 and 24* Role of Fluency

Word Identification Strand:Etymology, Sight words,Structural/Word AnalysisMorphemic AnalysisContext cues

Read: Honig section IVTaberski chp 6

*Due: Bibliography/Multicultural lesson Plan

Due: Take on-line CFRT Structural Analysis Quiz a minimum of 3 times

Oct 29** and 31

Word Identification Strand:Use of Phonics and Beyond ELL’s and PhonicsCFRT review: phonics

Read: Honig Section III*Tuesday CFRT quiz word analysis/etymology, morphemic, structural, sight wordsDue: Take on-line CFRT Phonics Quiz a minimum of 3 times

*Due Thursday: Word Study Group Reflection

November 5 & 7

Helping Students Make Meaning from Texts: Comprehension andRole of schema (background knowledge) in reading

Read: Taberski Chp 7, 9,Honig Section VI

Nov 12 and 14**

Content Area Reading/Informational texts: Use of Venn diagrams and other ways to summarize non-fictionCFRT review: Comprehension and Content Area ReadingRetelling essay: Literal/inferential comprehension, self-monitoring, engagement of schema

Read: Honig-Section VIDue: Take on line CFRT comprehension quiz a minimum of 3 times

*CFRT Phonics Quiz

19

Nov 19 and 21*

Building a Repertoire of Reading Strategies

Vocabulary and comprehension

CFRT: Assessment terms,Reading/writing connections, Reading methods, leveling, readability, etc.

*Tuesday: In Class Quiz: CFRT Comprehension terms/content area reading

Read: Taberski Chp 5, 8, 10Honig Section V

*Thursday Quiz: RR and retelling essay sections of CFRT

Nov 26* (28 No Class Thanksgiving)

CFRT Review: Word Identification: Phonics and Beyond ELL’s and PhonicsStructural/Word AnalysisMorphemic AnalysisOral Language and Vocabulary

**Tuesday CFRT Quiz ELL, 8 essay terms, assessment, reading strategies, etc.Study/Review Honig**Thursday Due: Interview/Running Record/Retelling Paper

Dec 3** and 5**

Overall CFRT Review Study Flash CardsStudy/review Honig text and CFRT class handouts

20