Elementary Literacy Methods
TED 4570/5570
Spring 2014
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Professor:
Dr. Karen Gibson
Office:
Phone:
719-304-4893
E-mail:
kgibson4@uccs.edu or
kagibson30@gmail.com
Office Hours: By Appointment
Required Textbook:
Tompkins, G. (2006). Language arts essentials. (1st ed.).
Upper Saddle River, New Jersey: Pearson/Merrill
Prentice Hall.
Tompkins, G. (2012). Teaching writing: Balancing process
and product. (6th ed.). Boston: Pearson.
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Time:
Tuesday: 4:45-7:20
Room:
COB 323
Course Format: This course consists of lectures, use of audio
and visual media, readings from required text and
supplementary texts, classroom discussions, technologymediated interactions, student presentations, and in-class small
group activities.
Course Overview:
The course will provide knowledge and understanding of the
standards, goals and objectives of literacy curricula and
methods, and of its uses and importance within the classroom
setting.
1
Course Expectations:
This is a theory and practice course, emphasizing group and individual learning, for the
effective instruction, curriculum design, and evaluation of student learning in the
elementary grades. The course will provide knowledge and understanding of the
standards, goals and objectives of literacy curricula and methods, and of its uses and
importance within classroom settings. Teacher candidates will learn about and apply
techniques and strategies to create an effective interdisciplinary and multicultural
learning environment through integrating curriculum across the content areas. Teacher
candidates will also have opportunities to integrate technology into their curriculum
design and classroom practices, as well as explore ideas and methods of classroom
management.
Course Objectives:
To meet the objectives, teacher candidates will:
1. Demonstrate knowledge about the cognitive and environmental factors to develop
student literacy in reading, writing, speaking, viewing, and listening, including
phonological, orthographic, semantic, and syntactic processing.
2. Demonstrate the ability to plan, organize, and implement literacy instruction
based on scientific research, ongoing assessment and response to intervention
(RTI).
3. Develop phonological and linguistic skills related to reading including phonemic
awareness; concepts about print, systematic, explicit phonics (both decoding and
spelling); and phonetically irregular exception words.
4. Develop reading comprehension and the promotion of independent reading
including comprehension strategies for a variety of genre, interdisciplinary
contexts, reading fluency and vocabulary development.
5. Support reading through oral and written language development including (a)
development of oral English proficiency in students; (b) development of sound
writing practices in students including language usage, punctuation,
capitalization, & spelling, (c) relationships among reading, writing, and oral
language, (d) vocabulary development, and (e) the structure of standard English.
6. Develop competencies in differentiating instruction and being culturally
responsive in order to the meet the needs of diverse learners.
7. Effectively administer a wide variety of both ongoing formal and informal
assessments that are developmentally appropriate; responsive to the needs of
diverse learners; and inclusive of adopted content standards.
8. Know and be able to assess the READ Act Proficiencies for Kindergarten,
1st, 2nd, 3rd grades, and know how to develop an Individual Literacy Plan (ILP).
9. Utilize Colorado Academic Standards in reading and writing for the improvement
of instruction.
10. Evaluate skills of instruction. Model techniques and coach others in the use of
instructional methods and accommodations.
2
Accreditation Standards:
Professional Associations/State
ACEI—Association of Childhood Education International
CTQS--Colorado Teaching Quality Standards
CDE—Colorado Department of Education Reading Standards
CAEP—Council for the Accreditation of Educator Preparation
Technology Competencies: It is expected that students begin our program with
foundational technology skills that include digital word processing, digital and online
formats (e.g. Blackboard) and using online research databases. Knowledge of the use of
technology-supported multimedia, such as PowerPoint and other audio/video resources,
is expected. Students who need assistance with building technological skills should speak
with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of
course content. All students must obtain a UCCS email address and check it regularly
(every day) so as not to miss announcements. If your UCCS email address is not your
primary one, please have emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high
standards of ethical and professional conduct. This includes attending class, being
adequately prepared, contributing to class discussions both in person and on-line,
submitting high caliber work and representing your own work fairly and honestly. As an
important member of a classroom community, attendance and punctuality is mandatory.
You must actively engage in class and group work to maximize your learning in this
course. If you must miss a class, please inform the professor by phone or email prior to
class. It is the responsibility of the student to obtain course information that is missed
during the absence. Unexcused absences will result in a lower grade. In-class, graded
activities cannot be made up and will result in a score of 0 for that class period.
Blackboard & TaskStream Competencies: All students in the Department of
Curriculum and Instruction are required to use Blackboard to manage the course. This
includes the syllabus, course schedule, and assignment criteria (if not detailed in the
syllabus). Students need to become familiar with document sharing, assignment dropbox, and the grade book. You will also be asked to download and print documents for use
during the course. Blackboard will be used for all on-line portions of this class.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning
community. Please monitor your participation in class discussions and group work and
find ways to contribute intelligently to the discussion without silencing others. All written
assignments must be computer generated unless otherwise indicated by the professor.
3
Professional behavior will be expected in your future teaching/counseling career and is
often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic,
cultural, religious, gender, economic, sexual orientation and ability – while striving to
provide fair and equitable treatment and consideration for all. Any student who believes
that he/she has not been treated fairly or equitably for any reason should bring it to the
attention of the instructor, Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with
disabilities in this course. In compliance with section 504 and the Americans with
Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified
individual with a disability … shall, solely by reason of disability, be excluded from
participation in, be denied the benefits of, or be subjected to discrimination under any
program or activity…” If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact and register with the
Disabilities Services Office, and provide them with documentation of your disability, so
they can determine what accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability
Services Office as soon as possible. Please note that accommodations are not retroactive
and disability accommodations cannot be provided until a “Faculty Accommodation
Letter” from the Disability Services office has been given to the professor by the student.
Please contact Disability Services for more information about receiving accommodations
at Main Hall room 105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military
activities including training and deployment should consult with faculty prior to
registration for any course, but no later than the end of the first week of classes. At this
time, the student should provide the instructor with a schedule of planned absences,
preferably signed by the student's commander, in order to allow the instructor to evaluate
and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified
military activities to be excused absences, on par with those due to other unavoidable
circumstances such as illness. If, however, it appears that military obligations will
prevent adequate attendance or performance in the course, the instructor may advise the
student to register for the course at another time, when she/he is more likely to be
successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the
COE Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf.
This form is to be used for an appeal when a student is:
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(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class
without the proper prerequisites. Such requests should be initiated with the department
chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the
university community. The university strives to make the campus community a place of
study, work, and residence where people are treated, and treat one another, with respect
and courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Course Supplies: (bring to class each week)
• Markers/crayons
• Scissors
• Glue Stick
• 2 pocket folder filled with notebook paper (for use as a journal)
• Dividers for folder
5
Overview
Week
Date
Topic
1
1/21/14
Introduction of Course
Language
Arts
Essentials
Chapters
Teaching
Writing
Chapters
*Read Aloud Paper Due 1
week after class read aloud
(on-going)
(FACE TO
FACE)
2
1/28/14
(FACE TO
FACE)
3
4
2/4/14
on-line
2/11/14
(FACE TO
FACE)
5
6
2/18/14
on-line
2/25/14
(FACE TO
FACE)
7
8
3/4/14
on-line
3/11/14
(FACE TO
FACE)
9
Sp.
Brk
10
3/18/14
on-line
3/25/14
4/1/14
(FACE TO
FACE)
11
12
4/8/14
on-line
4/15/14
(FACE TO
FACE)
13
14
4/22/14
on-line
4/29/14
(FACE TO
FACE)
15
5/6/14
Teaching LA Today
Writing Process
Responses from Previous
Week’s Reading
Listening
Developing Strategic
Writers
Responses from Previous
Week’s Reading
Talking
Writer’s Craft
Responses from Previous
Week’s Reading
Reading
Assessing Writing
Personal Writing
Responses from Previous
Week’s Reading
Reading
Poetry and Descriptive
Writing
Responses from Previous
Week’s Reading
Language Tools
Narrative Writing
Biographical Writing
Responses from Previous
Week’s Reading
Expository Writing
Persuasive Writing
Writing Across the
Curriculum
FINAL EXAM
(FACE TO
FACE)
16
5/13/14
(FACE TO
FACE)
Assignments Due
1
1
Blog #1
2
2
Blog #2
3
3
Blog #3
4
4, 5
Writing Lesson Plan
Blog #4
Midterm Exam
4
6, 7
Mini-Lessons
Blog #5
6
8, 10
Guided Reading
Blog #6
9, 11, 12
Personal Narrative
Literacy Portfolio
Journal
Pick Up Final Exam
Projects
Assignments (Graded Activities):
It is important for teachers who are responsible for teaching students to read and write to
be able to write well themselves. You will be role models for your students, and they and
their families will expect all communications from you to be accurate. As a teacher
6
candidate, you are expected to demonstrate high proficiency in all oral and written work.
Therefore, all of your assignments should reflect the high standard of excellence in
literacy expected of future teachers. Written assignments, including drafts for review,
must be typewritten / word-processed, and conform to the APA Style Manual. The
exception is the project requiring the spelling test and writing sample by students at the
partner school, and the individual reading assessment that is coded and scored by the
teacher candidate When turning in assignments, please include a cover page with the title
of the assignment, class and section number, as well as your name. Staple in the upper
left-hand corner.
TED 4570/5570 ASSIGNMENT OVERVIEW
✔
ASSIGNMENT
DUE DATE
EXPLANATION POINTS
Reflective Teaching Blog
Weeks
Syllabus
120
(20 points for each post and 20
3,5,7,9,11,13 Pages 7-8, 26
points for that week’s
comments)
Interactive Read Aloud Project
On-going
Syllabus
100
Paper Due
Pages 8, 27-28
Week after
Presentation
On-line activities
Ongoing
Syllabus
120
(20 points per session)
Page 10
Mini Lesson Project
Week 10
Syllabus
100
Pages 9, 31
Guided Reading Project
Week 12
Syllabus
100
Pages 10, 29
Midterm Examination
Week 9
Syllabus
90
Page 10
Writing Lesson Plan
Week 8
Syllabus
100
Pages 10, 32
Personal Writing Journal &
Week 15
Syllabus
100
Personal Narrative
Week 14
Pages 10, 33
Literacy Portfolio
Week 15
Syllabus
80
Pages 12, 30
Final Examination
Week 15
Syllabus
90
Page 11
1,000
Student Assignments:
Reflective Teaching Blog (120 points)
You will create one blog post every two weeks, beginning week 3 in the semester
for a total of six blog posts during the semester. Each post will capture some of the
important experiences you have in the classroom at your site school.
SPECIFICALLY, write about a strategy that we have studied in class that you
have observed in the classroom at your site school. Describe the strategy, analyze
7
how you saw it used in the classroom, and evaluate the effectiveness of the
strategy. The purpose of the blog is to have a record of your journey, the insights
you gain, and the connections you make between what you experience in your
work with children with what you are learning at UCCS in this methods class.
In addition, you can discuss personal experiences and insights you are gaining
from your students, but the majority of the post should be a connection between
what you are learning in class and what you are seeing at your site school.
Each teacher candidate will blog comments to each of the other class members.
Submit in Blackboard. Six entries--10 points for each entry and 40 points for your
thoughtful responses to you classmates.
Interactive Read Aloud Project (100 points)
A. Using the Interactive Read Aloud Strategy discussed on pages 49- 52 of
Language Arts Essentials (Tompkins, 2006) read an appropriate picture book
aloud to students in site school classroom. (See criteria and rubric.)
B. Read the same book to the TED 4570 class and explain before you begin what
age/grade level your Interactive Read Aloud is designed for. This should last no
longer than 10 minutes. You will probably only read part of the book for this
class because of the time limit, but be sure that you include the steps listed in the
chart on page 49 of Language Arts Essentials (Tompkins, 2006).
C. Focus on culturally responsive teaching and learning (culture, ethnicity,
race, socioeconomic status, gender, exceptionalities, and/or language of the
students) when selecting the book. Try to choose a newer book that many of your
classmates might not have seen or read. Fellow classmates and professor will
evaluate your Interactive Read Aloud using the attached rubric and provide you
with copies to consider.
D. Write a 2 to 3 page (no longer) double-spaced paper in Microsoft Word, in 12point font. Briefly describe the rationale for selecting the book considering grade
or age level/s and diversity of the students who you might want to later read this
book to. Discuss how you previewed the book preparing stopping points to
discuss vocabulary and important concepts. Explain how you activated student’s
back-ground knowledge, and set a clear purpose for listening. Discuss your afterreading activities and how the students reacted. Be sure to cite the book chosen in
APA format. The paper should include a self-assessment of the processes
including a compilation of the student evaluations and what you learned from
them. Reflect on the process, including the lessons you learned, teachable
moments, and things you will change the next time you read aloud. (This will
comprise the final paragraphs of your paper.) Submit a copy to the instructor the
week following the presentation. (Sign up for read aloud presentations will begin
the second week of the semester.)
E. Submit a paper copy to professor and a copy on Blackboard.
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Mini Lesson Project: (*Core Assignment) (100 points)
Using Mini-Lessons in the classroom is an effective part of teaching. You will write
Mini-Lessons using the format described in Language Arts Essentials (Tompkins, 2006).
1. Introduce the Topic
2. Share Examples
3. Provide Information
4. Supervise Practice
5. Assess Learning
You will write four mini lessons chosen from the Language Arts categories listed below.
You will use strategies that will be appropriate for struggling readers/writers. Ideally,
you will teach them to the students in your Site school classroom.
• Listening
• Writing
• Spelling
• Talking
• Grammar
• Capitalization
• Reading
• Vocabulary
• Punctuation
You will share your4 mini lessons electronically with your classmates so that everyone in
the class has a rich portfolio of mini-lessons to use in their own teaching.
Submit a paper copy of all mini lessons to professor and upload to Blackboard.
9
Writing Lesson Plans: (100 points)
Using the appropriate lesson plan format, you will create a detailed lesson plan that is
appropriate for struggling readers/writers. If your supervising teacher allows, you might present
this in the classroom where you are observing.
Personal Writing Journal and Personal Narrative: (100 points)
We will engage in a writing workshop in TED 4570. Various writing prompts and exercises will
be given during class sessions and on-line. Students will be required to keep all of their writing
in a journal that will be graded at the end of the semester.
The Journal will also include one PERSONAL NARRATIVE that will be created in a Writing
Workshop setting. A final copy of the personal narrative will be turned in with a Wordprocessed format.
On-Line Activities: (120 points)
On the weeks that we have on-line classes, there will be a variety of assignments and
responses. These activities will be worth 20 points per on-line session for a total of 120
points.
Guided Reading Project-- Lesson Plan to Be Taught to a small group of students (100
points)
You will develop a guided reading lesson plan for this course. The lesson will consist of
a small group (4-6 students) guided reading lesson that will include the following:
• Copies of a book for each child that can be read with 90-94% accuracy
• Introduction of book by teacher
• Students reading independently
• Students responding to the book, as in a grand conversation
• Concepts taught by teacher such as phonics skills, comprehension strategies, review of
vocabulary words, or examination of story structure.
• Additional time for independent reading.
In consultation with your clinical teacher, find a convenient time to choose a small group
of students with similar reading abilities to whom you will teach your lesson. After
presenting the lesson at your site school, you will write a reflection (Commentary) paper
in which you will critically analyze your teaching, your planning, and your students’
performance.
Midterm Examination (90 points)
A midterm test will encompass the concepts and learning from the texts, class lectures,
and other course presentations.
Literacy Portfolio (*Core Assignment) (80 points)
Throughout the semester you will implement and observe the components of a
comprehensive language arts program in your clinical experience. Keep all evaluated
projects in a Literacy Portfolio. You will either keep a notebook or a digital portfolio.
Your notebook will have the sections listed below. Feel free to include other Language
Arts artifacts that you want to remember from your site school experience.
•
•
•
•
•
•
•
•
•
TED 4570/5570 Graded Papers and Projects
Handouts from TED 4570/5570
In class quizzes and projects
Language Arts Lesson Plans
A list of mentor texts (picture books) that you can use for instruction. The list
should contain title/author/skill or strategy taught
A list of picture books for children with special needs
Language Arts Mini Lessons
Personal Writing Journal
Anything pertaining to Language Arts that you observe in your site school
classroom
Think of the portfolio as a Scrapbook of your Literacy Learning. This will also be
something that you will take with you when you begin your teaching career.
Final Examination: (90 points)
The final comprehensive examination will encompass the concepts from the course, and
an application of these concepts.
Resubmission of assignments may occur only if the original assigned grade falls below
the B- level. The highest possible assigned grade for significantly improved work will be
a B-. This policy is consistent among and between all methods faculty in the Teacher
Education Program at the University of Colorado at Colorado Springs.
Grading and Evaluation: Grades will be based on the quality of your projects, timely
completion of the written assignments, in class projects, quizzes, and participation in both
in class and on-line discussions and the activities. In consideration of the written
assignments and the projects, the mechanics of writing including spelling, punctuation
and grammar WILL affect your grade. Before you submit anything as a final draft, be
sure that it is final. Be sure to proofread, spell check, edit, check for logic and
readability, grammar, etc. The Publication Manual of the American Psychological
Association will be used to guide your mechanics. (It is sold in the bookstore, and is
available in the library.) Concise prose, clarity of ideas and creative synthesis of the
concepts will be expected. All work, unless otherwise indicated, must be typed in 12
point font, double spaced and on time. All papers should include a title page. Late
assignments will be penalized 5% for each day past due, including weekends. No
papers will be accepted after scored papers are returned in class.
11
Each assignment will be awarded points based on criteria, which fit the nature of the task.
The instructor will do grading, with peer and self-evaluation occurring at certain points in
the course. Grade points for this course are weighted as follows:
Reflective Teaching Blog & Responses
Read Aloud Project & Reflection Paper
On-line Activities
Guided Reading Project & Reflection (Commentary) Paper
Midterm Examination
Literacy Portfolio
Mini Lesson Project
Writing Lesson Plan
Personal Writing Journal & Personal Narrative
Final Examination
TOTAL
Criteria for Grading:
940-1,000 A
94-100%
900-939 A90-93%
870-899 B+
87-89%
840-869 B
84-86%
800-839 B80-83%
770-799 C+
77-79%
740-769 C
74-76%
700-739 C70-73%
670-699 D+
67-69%
640-669 D
64-66%
600-639 D60-63%
599-0 F
59% or below
12
120
100
120
100
90
80
100
100
100
90
1000
Alignment of Course Objectives, Standards, and Conceptual Framework
ACEI—Association of Childhood Education International
CTQS—Colorado Teaching Quality Standards
CDE—Colorado Department of Education Reading Standards
CAEP—Council for the Accreditation of Educator Preparation
Course Objective
Assignment,
ACEI
CTQS CAEP
Activity, or
Required
Reading(s)
Demonstrate knowledge
Readings:
about the cognitive and
Language Arts
1.0
1,2,3,4,6 1,3
environmental factors to
Essentials
2.1
develop student literacy in (Tompkins)
3.5
reading, writing, speaking,
4.0
viewing, and listening,
Activities:
5.1
including phonological,
In class activities
orthographic, semantic,
and discussion
and syntactic processing.
Assignments:
Guided Reading
Project,
Reflective
Teaching Blog
Demonstrate the ability to
Readings:
1.0
1,2,3
1,2,3
plan, organize, and
Language Arts
2.1
implement literacy
Essentials
3.1
instruction based on
(Tompkins)
3.4
scientific research, ongoing
4.0
assessment and response to
intervention (RTI).
Activities:
In class activities
and discussion
Develop reading
comprehension and the
promotion of independent
reading including
comprehension strategies
for a variety of genre,
interdisciplinary contexts,
reading fluency and
Assignments:
Guided Reading
Project, Mini
Lesson Project
Readings:
Language Arts
Essentials
(Tompkins)
Activities:
In class activities
13
1.0
2.1
3.3
4.0
1,2,3,6
1
vocabulary development
and discussion
Assignments:
Guided Reading
Project, Read
Aloud Project
Support reading through
oral and written language
development including (a)
development of oral
English proficiency in
students; (b) development
of sound writing practices
in students including
language usage,
punctuation, capitalization,
& spelling, (c)
relationships among
reading, writing, and oral
language, (d) vocabulary
development, and (e) the
structure of standard
English.
Readings:
Language Arts
Essentials
(Tompkins)
Teaching
Writing
(Tompkins)
Develop competencies in
differentiating instruction
and being culturally
responsive in order to the
meet the needs of diverse
learners.
Readings:
Language Arts
Essentials
(Tompkins)
1.0
2.1
3.1
3.3
4.0
5.1
1,3
1,3
3.1
3.2
4.0
3
3
2.1
3.2
4.0
1,2,3,6
1,2
Activities:
In class activities
and discussion
Assignments:
Personal Writing
Journal, Read
Aloud
Evaluations,
Writing Lesson
Plans
Activities:
In class activities
and discussion
Effectively administer a
wide variety of both
ongoing formal and
informal assessments that
are developmentally
appropriate; responsive to
the needs of diverse
learners; and inclusive of
adopted content standards.
Readings:
Language Arts
Essentials
(Tompkins)
Teaching
Writing
(Tompkins)
Activities:
In class activities
14
and discussion
Know and be able to assess
the READ Act
Proficiencies for
Kindergarten, 1st, 2nd, 3rd
grades, and know how to
develop an Individual
Literacy Plan (ILP).
Assignments:
Mini Lesson
Project, Guided
Reading Project
Readings:
2.1
READ Website
4.0
http://www.cde.s
tate.co.us/colora
doliteracy/Read
Act/index.asp
Activities:
In class activities
and discussion
1,2,3,6
1
1.0
2.1
3.1
4.0
1,3,4,6
1
2.1
5.1
1,2,3,4,
5,6
2
Assignments:
Writing Lesson
Plans, Guided
Reading Lesson
Plan
Utilize Colorado Academic
Standards in reading and
writing for the
improvement of
instruction.
Readings:
CDE Standards
Website
http://www.cde.s
tate.co.us/conten
tareas/index.asp
Activities:
In class activities
and discussion
Assignments:
Writing Lesson
Plans, Guided
Reading Lesson
Plan
Evaluate skills of
instruction. Model
techniques and coach
others in the use of
instructional methods and
accommodations
Readings:
Language Arts
Essentials
(Tompkins)
Teaching
Writing
15
(Tompkins)
Activities:
In class activities
and discussion
Assignments:
Writing Lesson
Plans, Guided
Reading Lesson
Plans, Literacy
Portfolio,
Personal Writing
Journal,
Reflective
Teaching Blog
16
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Self-Paced Phonics (Dow)
CDE Standards
5.01 Standard 1: Knowledge of Literacy
The teacher shall be knowledgeable about student literacy development in reading, writing,
speaking, viewing and listening. The teacher has demonstrated the ability to:
Scientifically Bases Reading Research and Comprehensive Literacy Curriculum and
Instruction
Teacher Candidates will:
How competencies are met in TEP 457
A
Understand the cognitive processes
Textbooks:
employed in skillful reading including
Class Lectures and Activities: Ongoing
phonological, orthographic, semantic and Assignments:
syntactic processing
Guided Reading Project
B
C
D
Understand the contributions of both
neurobiological and environmental
factors to reading and writing success
and failure, including genetics, gender,
medical history or condition, sociocultural context, family context,
educational and instructional history, and
language background
Textbooks:
Differentiate instruction for the learning
needs of diverse groups of students,
including students with disabilities,
students from culturally and linguistically
diverse populations, and high-achieving
students.
Analyze the critical elements of a
comprehensive literacy curriculum
(including core and supplementary
programs) that adhere to research-based
principles of instruction.
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Ongoing
Assignments:
Guided Reading Project
Read Aloud Project
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Ongoing
Assignments:
Guided Reading Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Ongoing
Assignments:
5.01.1 Plan and organize literacy instruction based on ongoing assessment.
A
B
C
Understand the purposes of different
kinds of assessments (screening,
progress monitoring, diagnostic and
outcome)
Understand the organization of a “multitiered” school wide model for instruction
and intervention (universal, targeted, and
intensive) and how the process for
making educational decisions about
grouping, time, intensity and duration of
instruction is based on assessed
individual response to
intervention (RTI)
Select, administer and interpret valid and
reliable classroom screening and
monitoring measures to identify students
at risk for reading difficulty and make
How competencies are met in TED 557
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Ongoing
Assignments:
Mini Lesson Project
Guided Reading Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Ongoing
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Ongoing
17
instructional decisions targeted for
improved student outcomes.
D
E
Select reading texts appropriate for the
identified instructional outcomes (e.g.,
based on formal and informal
assessments, select text with the
appropriate language complexity,
content and readability for building word
reading accuracy and fluency for
vocabulary and comprehension.
Select, administer, and interpret
progress-monitoring, end-of year
assessments, student work samples and
teacher observations (“body of
evidence”) to (1) evaluate students’
progress toward an instructional goal,
including goals of the ILP, and (2)
determine effectiveness of
instruction/intervention and regularly
articulate progress to students and
parents.
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Weeks 7-9
Assignments:
Guided Reading Project
Textbooks:
Class Lectures and Activities: Ongoing
Assignments:
Guided Reading Project
Mini Lesson Project
5.01.2 Develop phonological and linguistic skills related to reading including:
a) Phonemic awareness
b) Concepts about print
c) Systematic, Explicit Phonics
d) Other Word Identification Strategies
e) Spelling Instruction
Phonemic / Phonological Awareness
Teacher Candidates will:
How competencies are met in TEP 457
A
Identify and pronounce the speech sounds Textbooks:
of English
Class Lectures and Activities:
Weeks 2-10
Guided Reading Project
B
Know the predictive value of phonological
Textbooks:
awareness in early reading development
Class Lectures and Activities:
Weeks 2-10
Assignments:
Guided Reading Project
C
Know a systematic, comprehensive scope
Textbooks:
and sequence, progressing from easy to
Class Lectures and Activities:
more difficult, for phonemic and
Weeks 2-10
phonological awareness instruction based
Assignments:
on the developmental progression of skills
Guided Reading Project
for rhyme, syllables, onset-rime and
phoneme differentiation.
D
Understand and apply systematic, explicit
Textbooks:
instructional techniques for orally teaching
Class Lectures and Activities:
phonological and phonemic awareness for Weeks 2-10
speech sound identification, matching,
Assignments:
blending, segmenting, rhyme, syllables,
Guided Reading Project
onset-rime and phoneme differentiation
E
Select, use and interpret assessments of
Textbooks:
phonological and phonemic awareness
Class Lectures and Activities:
and use them to screen for reading
Weeks 2-10
difficulties, monitor progress, and make
Assignments:
instructional decisions targeted for
Guided Reading Project
improved student outcomes.
Mini Lesson Project
18
Phonics and Word Decoding
Teacher Candidates will:
F
Recognize the development of print
concepts in young children: print conveys
meaning, printed words are composed of
letters, print is read from left to right and
top to bottom, spoken words match printed
words
G
Know the predictive value of letter naming
fluency in early reading development and
why rapid, accurate decoding is an
important skill for the development of
reading fluency
H
How competencies are met in TEP 457
Textbooks:
Class Lectures and Activities:
Weeks 2-10
Assignments:
Primary Writing Lesson Plan
Textbooks:
Class Lectures and Activities:
Assignments:
Guided Reading Project
Know a systematic, comprehensive scope
and sequence, progressing from easy to
more difficult, for teaching the alphabetic
principle, phonics (phoneme-grapheme
association) and orthographic patterns
Textbooks:
Understand the terminology and concepts
of the various syllable structures (e.g.,
open, closed, silent-e, vowel team,
consonant-le, r-controlled), word families
and morphemes (i.e., prefixes, roots,
suffixes) in fluent recognition when reading
single and multisyllabic grade-level
appropriate words.
Use a systematic, explicit approach to (1)
teach phonics and word analysis in
decoding, and (2) apply techniques for
teaching automatic recognition of common
phonetically irregular (i.e., exception)
words in English.
Textbooks:
K
Select, use and interpret phonics surveys,
writing samples, and word identification
assessments to measure alphabetic
knowledge and word decoding skills and
use them to screen for reading difficulties,
monitor progress, and make instructional
decisions targeted for improved student
outcomes.
Textbooks:
Class Lectures and Activities:
Weeks 2-10
Assignments:
L
Understand the reciprocal relationship
between learning orthographic patterns for
reading (i.e., decoding) and spelling (i.e.,
encoding)
Use a systematic, explicit approach to
teach orthographic and morphological
patterns in spelling
Textbooks:
Class Lectures and Activities:
Weeks 2-10
Assignments:
Textbooks:
Class Lectures and Activities:
Weeks 2-10
Assignments:
Phonemic and Phonological Skills inventory
Textbooks:
Class Lectures and Activities:
Weeks 2-10
Assignments:
I
J
M
N
Select, use and interpret diagnostic
spelling inventories (e.g., differences
between phonetic and lexical spelling
patterns) and use them to screen for
spelling difficulties, monitor progress, and
make instructional decisions
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Assignments:
Mini Lesson Project
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Phonemic and Phonological Skills inventory
Textbooks:
Class Lectures and Activities:
Weeks 2-10
Assignments:
Guided Reading Project
19
5.01.3 Develop reading comprehension and promotion of independent reading including:
a) comprehension strategies for a variety of genre
b) literary response and analysis
c) content area literacy
d) student independent reading
Reading Comprehension
Teacher Candidates will:
How competencies are met in TEP 457
A
Understand the relationships among listening
Textbooks:
comprehension, language comprehension and Language Arts Essentials (Tompkins)
reading comprehension and how they change
Class Lectures and Activities:
as reading skill develops
Weeks 7-10
Assignments:
Guided Reading Project
B
Understand the knowledge and processes
Textbooks:
used in reading comprehension: decoding,
Language Arts Essentials (Tompkins)
word naming speed, inference – making,
Class Lectures and Activities:
comprehension monitoring, grammatical
Weeks 7-10
awareness, background and prior knowledge,
Assignments:
word meaning knowledge
Guided Reading Project
C
D
E
F
G
H
Know the factors that influence reading
comprehension – the reader, the text, the
reading task, the environmental context and
the interactions among them
Textbooks:
Teach research-based reading comprehension
strategies (I.e., utilize multiple evidence-based
strategies including: summarization,
generating questions, metacognitive
monitoring, use of graphic organizers, story
structure and visualization).
Select, use and interpret formal and informal
assessments of reading comprehension and
use them to make instructional decisions and
to plan instructional interventions targeted for
improved student outcomes.
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Collaborate with school-based teams to
identify, evaluate and select classroom
materials that support reading within content
area classrooms such as social studies,
science, and mathematics
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
All assignments with students in site schools
UNDERSTAND, RECALL, AND INTERPRET
Teach students to summarize, make
inferences, draw conclusions, and interpret
complex information in literary, informational,
and technical texts.
Teach students to follow extended instructions
in informational or technical texts, including
interpretation, evaluation and use of
20
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
information in maps, charts, graphs, tables,
diagrams, and other graphics in printed or
electronic texts.
I
J
K
L
M
N
O
P
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Teach students to translate information (e.g.,
from text to graphic or graphic to text)
presented in prose, maps, charts, graphs,
timelines, tables, and diagrams.
Language Arts Essentials (Tompkins)
Teach student to recognize explicit or implied
relationships among ideas (e.g., cause-effect,
sequence, adversative) in texts.
Teach the conventions, elements, and text
structures associated with (literary texts (e.g.,
poems, plays, stories, novels) including plot
structure, theme, narrator’s point of view,
rhyme, meter, stage directions, etc., and (w)
informational texts drawn from history,
mathematics, science, and other content
areas, including author’s purpose or stance,
organization plan, etc.
ANALYZE, SYNTHESIZE AND EVALUATE
Teach students to analyze literary and
informational texts to determine (1) text forms,
literary elements, and text features related to
meaning, and (2) the historical period in which
they were written
Teach students to analyze and evaluate the
ways in which an author’s technique and text
organizational structures support or confound
meaning or purpose
Teach students to compare, contrast, and
synthesize information from multiple texts,
including electronic texts
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Teach students to evaluate complex
informational and technical texts, including
electronic texts, for their accuracy, clarity, and
coherence.
Teach students to analyze and critique text to
identify an author’s attitudes, viewpoints and
beliefs.
21
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Q
R
S
T
U
V
W
X
Teach students to read critically and establish
a purpose for reading (e.g., to distinguish fact
from opinion, explicit information from
inferences, make distinctions among texts
based on credibility, reliability, consistency,
and strengths and limitations of evidence.)
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
ENGAGEMENT, MOTIVATION AND APPRECIATION
Know how to encourage students to read
Textbooks:
independently and to help guide student reading Language Arts Essentials (Tompkins)
choices.
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Scaffold discussions by asking questions that
Textbooks:
increase student engagement in interpretation,
Language Arts Essentials (Tompkins)
analysis, and literary response, expand thinking, Class Lectures and Activities:
and support affective dimensions of reading
Weeks 7-10
comprehension.
Assignments:
Guided Reading Project
Mini Lesson Project
Know how to collaborate with school-based
Textbooks:
teams and develop parent-school and schoolLanguage Arts Essentials (Tompkins)
community support to promote independent
Class Lectures and Activities:
reading
Weeks 7-10
Assignments:
All assignments requiring site school
participation
FLUENCY (THE ABILITY TO READ ORALLY WITH SPEED, ACCURACY, AND PROPER
EXPRESSION) National Reading Panel Report, 2000
Identify expectations/norms for fluency as
Textbooks:
reading skill develops.
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Identify factors that may impact fluency (e.g.
Textbooks:
word reading skill, vocabulary knowledge, text
Language Arts Essentials (Tompkins)
difficulty, background knowledge, reason for
Class Lectures and Activities:
reading, type of text.)
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Identify and apply explicit and implicit oral
Textbooks:
passage reading techniques for providing
Language Arts Essentials (Tompkins)
feedback and increasing reading fluency (e.g.,
Class Lectures and Activities:
increasing time spent reading at independent
Weeks 7-10
level; paired reading, echo reading, reading
Assignments:
while listening).
Guided Reading Project
Mini Lesson Project
Select, use and interpret assessments of
Textbooks:
reading fluency and use them to screen for
Language Arts Essentials (Tompkins)
reading difficulties, monitor progress and make
Class Lectures and Activities:
22
instructional decisions targeted for improved
student outcomes.
Weeks 7-10
Assignments:
Guided Reading Project
5.01.4 Support reading through oral and written language development including:
a) development of oral English proficiency in students
b) development of sound writing practices in student including:
language usage, punctuation, capitalization, sentence structure & spelling
c) relationships among reading, writing, and oral language
d) vocabulary development
e) the structure of standard English
Oral Language
Teacher Candidates will:
How competencies are met in TED 457
A
Understand how oral and written
Textbooks:
vocabularies develop in first and second
Language Arts Essentials (Tompkins)
language learners
Teaching Writing (Tompkins)
B
C
D
E
F
G
Class Lectures and Activities:
Ongoing
Assignments:
Primary Writing Lesson Plan
Textbooks:
Provide support (e.g., informal, non-explicit)
for students’ vocabulary and oral language
development
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Textbooks:
Use research-based approaches for the
explicit teaching of word meanings and
teach students to use morphology (e.g.,
roots and affixes) to determine word
meanings.
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Teach students to use dictionaries and
thesauruses (including electronic versions)
to determine spelling and meaning of words.
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 13 and 14
Assignments:
Primary Lesson Plan
Mini Lesson Project
Textbooks:
Teach students to use context to determine
or clarify the meanings of unfamiliar or
ambiguous words, including idioms and
metaphors, and understand the importance
of utilizing quality literature in a variety of
genre to reinforce and support students’ use
of vocabulary.
Teach students to determine and distinguish
connotative and denotative meanings of
words
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
Writing
Understand and know how to teach students
to engage effectively in the writing process—
planning, composing, revising, and editing of
23
Textbooks:
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
written products
H
I
J
K
L
M
N
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Teach and encourage students to use
standard forms of communication (e.g.,
correct grammar, sentence structure,
capitalization, spelling, etc.)
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Teach students how to organize or structure
writing effectively (e.g., introductions, wellconstructed paragraphs, conclusions,
transitions).
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Teach students to write effective narratives,
expository/explanatory pieces, and
persuasive texts that develop a central idea
with consideration of diverse audiences
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Teach students to adjust their writing for the
needs of various audiences and
communication contexts(including using
appropriate formal, informal, literary, or
technical language)
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Teach students how to develop clarity,
quality of explanation and expression,
descriptiveness, and elaboration when
writing
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Analyze children’s writing samples for
phonological, orthographic, syntactic, and
semantic patterns and plan instruction based
on this analysis
Teach students how to employ technologies
to facilitate their writing and research
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Textbooks:
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
Class Lectures and Activities:
Weeks 1-14
Assignments:
24
Writing Lesson Plans
5.01.5 Utilize Colorado Model Content Standards in reading and writing for the improvement of
instruction.
A
Know the Colorado Model Content
Textbooks:
Standards and Benchmarks for Reading and http://www.cde.state.co.us/
Writing
Class Lectures and Activities:
Ongoing
Assignments:
Guided Reading Project
Writing Lesson Plans
B
Know the progression of underlying skills
Textbooks:
(i.e., phonemic awareness, phonics,
http://www.cde.state.co.us/
vocabulary, language comprehension,
Class Lectures and Activities:
spelling and writing skills) necessary to
Ongoing
demonstrate proficiency on the reading and
Assignments:
writing CSAP tests.
Guided Reading Project
Writing Lesson Plans
C
Know and be able to assess the READ Act
Textbooks:
st
nd
rd
for Kindergarten, 1 , 2 and 3 grades, and http://www.cde.state.co.us/
know how to develop an Individual Literacy
Class Lectures and Activities:
Plan (ILP).
Ongoing
Assignments:
D
Use CSAP assessment frameworks in
Textbooks:
reading and writing including assessment
http://www.cde.state.co.us/
objectives for each grade level to develop
Class Lectures and Activities:
curriculum that will support reading and
Ongoing
writing achievement.
Assignments:
E.
Identify and analyze examples of
Textbooks:
unsatisfactory, partially proficient, proficient,
http://www.cde.state.co.us/
and advanced student work at various grade Class Lectures and Activities:
levels and the implication for instruction.
Ongoing
Assignments:
25
TED 4570/5570 Grading Rubric
Reflective Teaching Blog
Teacher Candidate___________________________________________
120 possible points
Week
Total Points _________
Content
3
•
5
•
•
7
•
•
9
•
•
11
•
•
13
•
•
•
•
Points
Points
Possible Awarded
Effective Classroom Strategy from TED 4570
Observed/analyzed/evaluated for effectiveness
(required)
Personal Experiences (optional)
Effective Classroom Strategy from TED 4570
Observed/analyzed/evaluated for effectiveness
(required)
Personal Experiences (optional)
Effective Classroom Strategy from TED 4570
Observed/analyzed/evaluated for effectiveness
(required)
Personal Experiences (optional)
Effective Classroom Strategy from TED 4570
Observed/analyzed/evaluated for effectiveness
(required)
Personal Experiences (optional)
Effective Classroom Strategy from TED 4570
Observed/analyzed/evaluated for effectiveness
(required)
Personal Experiences (optional)
Effective Classroom Strategy from TED 4570
Observed/analyzed/evaluated for effectiveness
(required)
Personal Experiences (optional)
Thoughtful and insightful comments on classmates
blog posts
Notes:
26
10
10
10
10
10
10
60
TED 4570/5570 Grading Rubric
Interactive Read Aloud Activity & Paper
Teacher Candidate __________________________________________
100 possible points
Points _________
READ ALOUD
• Was the read-aloud an overall success?
40 points_______
WRITTEN PAPER
60 points_______
• Citation in APA format
• Explain why you chose book as a read aloud
• Explain the Grade/Age Level the book is appropriate for
• Explain how your previewed the book and decided where to pause for vocabulary and
other relevant instruction or discussion
• Explain how you activated student’s background knowledge, and set a clear purpose for
listening.
• Explain how you involved students in after-reading activities.
• Was the book successful as a read-aloud?
• Include pertinent details about reading experience & how other students reacted
• Reflect on the input from fellow students and professor on their Read-Aloud Evaluation
Form. Give specific examples of input.
• Reflect and analyze the total experience (lessons learned/things you will change the next
time).
• Well-written with few grammatical errors
Notes:
27
Read-Aloud Evaluation Form
Date:__________ Age/Grade Level________Title of Book:____________________________
TC Evaluated:__________________________________________________
(circle one)
1. Did the presenter give a brief introduction to the read-aloud
Y N
activating background knowledge, and setting a clear purpose
for listening?
2. Was the read-aloud appropriate to the age group intended?
Y
N
3. Did the presenter consider diversity (ethnicity, race, socioeconomic
status, gender, exceptionalities, and/or language) when selecting the
book to read aloud?
Y
N
4. Did the presenter seem well prepared by choosing places to pause
and engage students with the text?
Y
N
5. Did the presenter seem to enjoy her/himself during the read aloud?
Y
N
6. Did the presenter use eye contact with students as he/she read?
Y
N
7. Did the presenter follow up the read aloud with any after-reading
questions/activities?
Y
N
8. Did the presenter stay within the 10-minute time limit?
Y
N
9. Did the presenter read loud enough to be heard?
Y
N
10. Did the presenter use inflection in his/her voice?
Y
N
11. Circle your rating of the presenter’s skill in reading aloud?
Outstanding
Very Good
Good
Fair
Poor
12. Please make any comments that you think might be helpful to the reader. (You may also
use the back of the sheet):
28
TED 4570/5570
Guided Reading
Rubric
Due Date: _____________________________________________
Teacher Candidate:___________________________________________________________
100 possible points
Total Points _________________
Activity
Create a lesson plan for the Guided Reading Lesson. (See page
88 in Tompkins). Print the lesson plan to turn in with your
paper.
Teach the Guided Reading Lesson to 4-6 students after
consulting with your clinical teacher and deciding which group
of students with similar reading abilities would be appropriate
to teach.
Write a Reflection paper in which you critically analyze your
teaching, your planning, and your students’ performance in this
Guided Reading Lesson.
• How did the students react to the lesson?
• Was the lesson appropriate to struggling readers?
• What would I change the next time I do this lesson?
• Well written with few errors.
Notes:
29
AVAILABLE
POINTS
50 points
10
40 points
EARNED
POINTS
TED 4570/5570
Literacy Portfolio
Rubric
NAME_______________________________________________________________________
TOTAL POINTS AWARDED___________________________________________________
COMPONENTS
TED 4570/5570 Graded Papers and
Projects
Possible
Points
Points Awarded
5
Handouts from TED 4570/5570
10
In-class quizzes and projects
10
Language Arts Lesson Plans
A list of mentor texts (picture
books) that you can use for
instruction. The list should contain
title/author/skill or strategy taught
5
10
A list of picture books for children
with special needs
10
Language Arts Mini-Lessons
10
Personal Writing Journal
10
Anything pertaining to Language
Arts that you observe in your site
school classroom
10
TOTAL POSSIBLE
80
30
Comments
TED 4570/5570
Mini Lesson Rubric
Teacher Candidate_____________________________________
Possible Points
Points
Awarded
Mini Lesson #1
Topic _________________________________________________
• Introduce the Topic (10)
• Share Examples (10)
• Provide Information (10)
• Supervise Practice (10)
• Assess Learning (10)
Mini Lesson #2
Topic _________________________________________________
• Introduce the Topic (10)
• Share Examples (10)
• Provide Information (10)
• Supervise Practice (10)
Assess Learning (10)
Mini Lesson #3
Topic _________________________________________________
• Introduce the Topic (10)
• Share Examples (10)
• Provide Information (10)
• Supervise Practice (10)
Assess Learning (10)
Mini Lesson #4
Topic _________________________________________________
• Introduce the Topic (10)
• Share Examples (10)
• Provide Information (10)
• Supervise Practice (10)
Assess Learning (10)
TOTAL POINTS
25
25
25
25
100
Notes:
31
TED 4570/5570
Writing Lesson Plan Rubric
Teacher Candidate_____________________________________
Level of Lesson Plan: (circle one)
Primary
Upper Elementary
COMPONENTS
Basic Information
Possible Points
Points Awarded
5
Standards & Assessments
5
Instructional Strategies
40
•
•
•
Focus (How did you engage
students?) (10)
Explain in detail what part of the
writing process students were
working on (prewriting,
drafting, revising, editing,
publishing) and how you
instructed them in the process?
(20)
Closure: How did you bring the
lesson to a close without
stopping the writing process?
(10)
Differentiated Instruction
5
Reflection (Commentary)
40
Well Written with few errors
TOTAL POSSIBLE
5
100
32
Comments
TED 4570/5570
Personal Writing Journal Rubric
Teacher Candidate_____________________________________
Points Possible
(100) _________
• Weekly Writing Assignments (50)
• Personal Narrative (50)
_____________
_____________
Comments:
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References
Airasian, P. (2000). Assessment in the classroom. 2nd Ed. Boston: McGraw Hill.
Block, C. (2003). Literacy difficulties: Diagnosis and instruction for reading specialists
and classroom teachers. 2nd Ed. Boston: Allyn and Bacon.
Cambourne, B. & Turbill, J. (Eds.). (1994). Responsive evaluation: Making valid judgments
about student literacy. Portsmouth, NH: Heinemann.
Calkins, L. (1994). The art of teaching writing. Ontario, Canada: Irwin Publishing Co.
Calkins, L. & Harwayne, S. (1991). Living between the lines. Portsmouth, New Hampshire:
Heinemann.
Cooper, J.D., T.G. (2005). Literacy assessment. 2nd ed. Boston: Houghton Mifflin
Company.
Dillon, D. (2000). Reconsidering how to meet the literacy needs of all students.
Newark, Delaware: International Reading Association.
Gibson, K. (2002). Crash bang boom: Exploring literary devices through children’s literature.
Fort Atkinson, Wisconsin: Upstart Books.
Gibson, K. & Wise, S. (2008). If you give a teacher a book: Using picture books to teach the
traits of writing. Janesville, Wisconsin: Upstart Books.
Gonzalez, V., Rusca, R. & Yawkey, T. (1997). Assessment and instruction of linguistically,
culturally and diverse students with or at-rick of learning problems: From Research to
practice. Boston: Allyn and Bacon.
Laminack, L. & Wadsworth, R. (2006). Reading aloud across the curriculum. Portsmouth,
New Hampshire: Heinemann.
Ray, K. (2010). In pictures and in words: Teaching he qualities of good writing through
illustration study. Portsmouth, New Hampshire: Heinemann.
Ray, K. (1999). Wondrous words: Writers and writing in the elementary classroom. Urbana,
Illinois: National Council of Teachers of English.
Richek, M., Caldwell, J., Jennings, J., and Lerner, J. (2002). Reading problems: Assessment and
teaching strategies. 4th Ed. Boston: Allyn and Bacon.
Routman, R. (2000). Conversations: Strategies for teaching, learning, and evaluating.
Portsmouth: New Hampshire: Heinemann.
Spandel, V. (2001). Creating writers through 6-trait writing assessment and instruction. New
York: Longman.
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Spandel, V. (Ed.). (2001). Books, lessons, ideas for teaching the six traits. Wilmington,
Massachusetts: Great Source Education Group.
Stephens, E. and Brown J. (2000). A handbook of content literacy strategies. Norwood,
Massachusetts: Christopher-Gordon Publishers, Inc.
Tompkins, G. (2001). 50 literacy strategies: Step by step. 3rd ed. Boston: Pearson.
Wiesendanger, K. (2001). Strategies for literacy education. New Jersey:
Merrill/Prentice Hall.
Websites
Colorado Department of Education
http://www.cde.org
University of Iowa Phonetics
www.uiowa.edu/~acadtech/phonetics/#
Florida Center for Reading Research
www.fcrr.org
Children of the Code
www.childrenofthecode.org
Reading Rockets
www.readingrockets.org
National Right to Read Foundation
www.nrrf.org
American Library Association
http://www.ala.org
Teacher Pay Teachers
www.teacherspayteachers.com
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