Elementary Literacy Methods
TED 4570-001 & 4570-002
Fall 2013
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
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
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.
Dow, R. & Baer, G. (2013). Self-Paced phonics. (5th ed.).
Boston: Pearson.
http://www.uccs.edu/~coe/
Time:
Section 001: 5:15-8:40
Section 002: 1:40-5:05
Room:
COB 322
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.
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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, st
1 ,
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, 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. In addition to using Blackboard, all TELP students are required to have
TaskStream accounts.
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.
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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
• Spiral Notebook (for personal journal)
5
Overview
Week
Date
Topic
Language
Arts
Essentials
Chapters
Teaching
Writing
Chapters
SelfPaced
Phonics
Chapters
1
8/27/13
Introduction of Course
2
9/3/13
1
1
3
9/10/13
2
2
1&2
4
9/17/13
2
3
3
5
9/24/13
3
4
4
6
10/1/13
3
5
5
7
10/8/13
4
6
6
8
10/15/13
4
7
7
9
10/22/13
4
8
8
10
10/29/13
5
9
9
11
11/5/13
Teaching
LA/Phonics/Writing
Process
Listening/Phonics/Strategic
Writers
Listening/Phonics
Vocabulary &
Phonemes/Writer’s Craft
Talking/Emergent Literacy
& Phonics/Writing
Assessment
Talking/Phonics
Generalizations/Personal
Writing
Reading/Phonics:
Consonants & Vowels
/Descriptive Writing
Reading/Phonics:
Syllabication and
Accenting/Poetry Writing
Reading/Phonics:
Diagnostic
Teaching/Narrative
Writing
Expository
Writing/Phonics
Biographical Writing
5
10
12
11/12/13
Persuasive Writing
5
11
13
11/19/13
Language Tools/Writing
Across the Curriculum
6
12
14
12/3/13
Language Tools/Writing
6
15
12/10/13
FINAL EXAM
Assignments
Due
*Read Aloud
Paper Due 1
week after
class read
aloud (ongoing)
Phonics PreTest
Blog #1
Blog #2
Blog #3
Mid Term
Examination
Blog #4
Guided
Reading
Lesson
Mini-Lessons
Due
Blog #5
Phonics Post
Test
Culturally
Responsive
Paper Due
Blog #6
Writing
Lesson Plans
Due
Literacy
Portfolio Due
Personal
Journal Due
Blog
Comment
Form Due
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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
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 ASSIGNMENT OVERVIEW
✔
ASSIGNMENT
DUE DATE
EXPLANATION POINTS
Reflective Teaching Blog
Weeks
Syllabus
60
3,5,7,9,11,13 Pages 8, 28, 29
Interactive Read Aloud Project
On-going
Syllabus
50
Paper Due
Pages 8, 9, 30, 31
Week after
Presentation
Phonemic and Phonological
TBD
Syllabus
50
Skills Inventory (Pre/Post)
Page 10
Responses to Readings,
Ongoing
Syllabus
90
Lectures, Quizzes, Attendance
Page 10
and In-Class Activities
Mini Lesson Project
Week 10
Syllabus
200
Pages 9, 35
Guided Reading Project
Week 9
Syllabus
100
Pages 11, 32
Culturally Responsive Survey
Week 14
Syllabus
50
(Pre/Post)
Pages 11, 33
Reflection Paper
Midterm Examination
Week 7
Syllabus
50
Page 12
Writing Lesson Plans
Week 13
Syllabus
200
Pages 9, 36
Personal Writing Journal
Week 14
Syllabus
50
Pages 10, 37
Literacy Portfolio
Week 14
Syllabus
50
Pages 12, 34
Final Examination
Week 15
Syllabus
50
Page 12
1,000
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Student Assignments:
Reflective Teaching Blog (60 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
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 at
least one time during the semester and record on Blog Comment Form which will
be turned in on week 14.
Submit in Blackboard. Six entries--10 points for each entry.
Interactive Read Aloud Project (50 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 after-
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reading 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.
Mini Lesson Project: (*Core Assignment) (200 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.
Ideally, you will teach them to the students in your Site school classroom.
• Listening
• Writing
• Spelling
• Talking
• Grammar
• Capitalization
• Reading
• Vocabulary
• Punctuation
You will choose one of the four mini-lesson to teach to your classmates in TED 4570.
You will share your 4 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.
Writing Lesson Plans: (200 points)
Using the UCCS, lesson plan format, you will write and present to the students at your
site school two writing lesson plans. One of the lesson plans will be presented in your
primary placement and the other for your upper elementary placement. In collaboration
with you clinical teacher, choose a writing skill appropriate for your grade level and for
the standards being addressed. Turn the lesson plan in to your professor along with an
expanded Reflection (Commentary). In the reflection, explain in detail how both students
and evaluator received the lesson. Discuss what you learned by presenting this lesson
and what you would change if you were to present the lesson again. The reflection
should be approximately two pages long.
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Personal Writing Journal: (50 points)
We will engage in a writing workshop in TED 4570. Various writing prompts and
exercises will be given during each class session. 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.
Phonemic and Phonological Skills Inventory: (50 points for Post Test)
Pre and Post Tests
The Pre Test will identify the teacher candidates’ knowledge of 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. During the course of the semester, the students will
gain skill in these areas. At the end of the semester, a Post Test will be given.
Students must attain a score of 80% or higher to show proficiency in these
areas and also meet the course requirements.
Responses to Readings, Lectures, Quizzes, Attendance and In-Class Activities: (90
points)
During the course, there will be in class responses to the readings using iClickers,
quizzes, self-assessments and a variety of activities that you will participate in as
a teacher candidate to expand your knowledge of literacy and best practices in
teaching. The activities will take a variety of forms, and are designed to help you,
as teacher candidates, apply the knowledge base you will need as an elementary
classroom teacher. These activities cannot be made up if the teacher candidate is
absent.
10
Guided Reading Project-- Lesson Plan to Be Taught to a small group of
students at the PDS (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.
• Videotape of your teaching.
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. We will view the short videotape (5 minutes) of highlights of the
lesson during our TED 4570 class. After presenting the lesson at your PDS, you
will write a reflection (Commentary) paper in which you will critically analyze
your teaching, your planning, and your students’ performance.
Culturally Responsive: Pre and Post Teaching/Learning Survey (*Core
Assignment) (50 points)
Culturally responsive teachers understand the cultural contributions of the
cultures represented in the classroom, including literature and other subject areas.
Culturally responsive teachers use this knowledge to design culturally relevant
curricula and instructional activities. As a teacher candidate, you will gain skills
to:
(a) teach students about the contribution of various cultures.
(b) design lessons that incorporate culturally relevant information and
instructional activities.
During the second or third week of the semester, you will take The Culturally
Responsive Teaching Competencies Scale: Pre-Assessment for Teacher
Candidates that has been adapted from the course. The scale will focus on your
current knowledge and skill in being culturally responsive educator, a selfanalysis of these skills, and the competencies you would like to develop during
the semester to become a more knowledgeable, competent and culturally
responsive educator. The Post assessment will be taken towards the end of the
semester. A 2-page paper, in 12-point font, will be required analyzing how you
have grown during the semester in regards to Culturally Responsive Teaching.
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7. Midterm Examination (50 points)
An in-class midterm activity will encompass the concepts and learning from the texts,
class lectures, and other course presentations. The midterm will also include a
handwriting proficiency test for teacher candidates for cursive and manuscript writing.
8. Literacy Portfolio (*Core Assignment) (50 points)
Throughout the semester you will implement 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.
•
•
•
•
•
•
•
•
•
•
Graded Papers and Projects
Handouts
In class quizzes and projects
All Language Arts Lesson Plans
A list of picture books that you have used for instruction. The list should contain
title/author/skill or strategy taught
Language Arts Mini Lessons
Personal Writing Journal
Student writing samples (2 each from primary placement and upper elementary
placement)
Materials related to Language Arts from your Clinical Teacher or Site Professor
A list of Academic Language appropriate for Language Arts Instruction (in
preparation for edTPA)
Think of the portfolio as a Scrapbook of your Literacy Learning.
9. Final Examination: (50 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 the
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.
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.
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
Phonemic and Phonological Skills Inventory (Pre/Post)
Quizzes/Self Assessment/Responses to Readings/Discussions/
Lectures/Attendance/Participation in Class Activities
Guided Reading Project & Reflection (Commentary) Paper
Culturally Responsive Survey (Pre and Post) and Reflection Paper
Midterm Examination
Literacy Portfolio
Mini Lesson Project
Writing Lesson Plans & Reflections (Commentary) (one for primary grade and
one for upper elementary; 100 points each)
Personal Writing Journal (Weekly writing and one completed personal
narrative)
Final Examination
TOTAL
60
50
50
90
100
50
50
50
200
200
50
50
1000
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
Students must receive a grade of B- or higher by the end of fall semester to be
eligible for student teaching spring semester. For this reason, all assignments will be
completed during the semester. Students receiving a final grade lower than a B- must see Dr.
Frye.
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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, Self-Paced
4.0
viewing, and listening,
Phonics (Dow)
5.1
including phonological,
orthographic, semantic,
Activities:
and syntactic processing.
In class activities
and discussion
Assignments:
Guided Reading
Project,
Reflective
Teaching Blog,
Phonemic and
Phonological
Skills Inventory
Readings:
Language Arts
Essentials
(Tompkins)
Demonstrate the ability to
plan, organize, and
implement literacy
instruction based on
scientific research, ongoing
assessment and response to
intervention (RTI).
Activities:
In class activities
and discussion
Assignments:
Guided Reading
Project,
Culturally
Responsive
Survey, Mini
Lesson Project
14
1.0
2.1
3.1
3.4
4.0
1,2,3
1,2,3
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.
Develop reading
comprehension and the
promotion of independent
reading including
comprehension strategies
for a variety of genre,
interdisciplinary contexts,
reading fluency and
vocabulary development
Readings:
Self-Paced
Phonics (Dow)
1.0
2.1
3
1
1.0
2.1
3.3
4.0
1,2,3,6
1
1.0
2.1
3.1
3.3
4.0
5.1
1,3
1,3
Activities:
In class activities
and discussion
Assignments:
Phonemic and
Phonological
Skills Inventory
Readings:
Language Arts
Essentials
(Tompkins)
Activities:
In class activities
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)
Activities:
In class activities
and discussion
Assignments:
Personal Writing
Journal, Read
Aloud
Evaluations,
Writing Lesson
Plans
15
Develop competencies in
differentiating instruction
and being culturally
responsive in order to the
meet the needs of diverse
learners.
Readings:
Language Arts
Essentials
(Tompkins)
3.1
3.2
4.0
3
3
2.1
3.2
4.0
1,2,3,6
1,2
1,2,3,6
1
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.
Assignments:
Culturally
Responsive
Survey
Readings:
Language Arts
Essentials
(Tompkins)
Teaching
Writing
(Tompkins)
Activities:
In class activities
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
Assignments:
Writing Lesson
Plans, Guided
Reading Lesson
Plan
16
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
1.0
2.1
3.1
4.0
1,3,4,6
1
2.1
5.1
1,2,3,4,
5,6
2
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
(Tompkins)
Activities:
In class activities
and discussion
Assignments:
Writing Lesson
Plans, Guided
Reading Lesson
Plans, Literacy
Portfolio,
Personal Writing
Journal,
Reflective
Teaching Blog
17
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
Self-Paced Phonics (Dow)
phonological, orthographic, semantic and Class Lectures and Activities: Ongoing
syntactic processing
Assignments:
Guided Reading Project
B
Understand the contributions of both
Textbooks:
neurobiological and environmental
Language Arts Essentials (Tompkins)
factors to reading and writing success
Class Lectures and Activities: Ongoing
and failure, including genetics, gender,
Assignments:
medical history or condition, socioGuided Reading Project
cultural context, family context,
Read Aloud Project
educational and instructional history, and
language background
C
D
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
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
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
18
D
E
at risk for reading difficulty and make
instructional decisions targeted for
improved student outcomes.
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.
Assignments:
Guided Reading Project
Mini Lesson Project
Textbooks:
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.
Textbooks:
Class Lectures and Activities: Ongoing
Assignments:
Guided Reading Project
Mini Lesson Project
Language Arts Essentials (Tompkins)
Class Lectures and Activities: Weeks 7-9
Assignments:
Guided Reading 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
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Phonemic and Phonological Skills inventory
Guided Reading Project
B
Know the predictive value of phonological
Textbooks:
awareness in early reading development
Self-Paced Phonics (Dow
Class Lectures and Activities:
Weeks 2-10
Assignments:
Phonemic and Phonological Skills inventory
Guided Reading Project
C
Know a systematic, comprehensive scope
Textbooks:
and sequence, progressing from easy to
Self-Paced Phonics (Dow)
more difficult, for phonemic and
Class Lectures and Activities:
phonological awareness instruction based
Weeks 2-10
on the developmental progression of skills
Assignments:
for rhyme, syllables, onset-rime and
Phonemic and Phonological Skills inventory
phoneme differentiation.
Guided Reading Project
D
Understand and apply systematic, explicit
Textbooks:
instructional techniques for orally teaching
Self-Paced Phonics (Dow)
phonological and phonemic awareness for Class Lectures and Activities:
speech sound identification, matching,
Weeks 2-10
blending, segmenting, rhyme, syllables,
Assignments:
onset-rime and phoneme differentiation
Phonemic and Phonological Skills inventory
19
E
Select, use and interpret assessments of
phonological and phonemic awareness
and use them to screen for reading
difficulties, monitor progress, and make
instructional decisions targeted for
improved student outcomes.
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
I
J
K
L
M
Guided Reading Project
Textbooks:
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Guided Reading Project
Mini Lesson Project
How competencies are met in TEP 457
Textbooks:
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Primary Writing Lesson Plan
Textbooks:
Self-Paced Phonics (Dow)
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:
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:
Understand the reciprocal relationship
between learning orthographic patterns for
reading (i.e., decoding) and spelling (i.e.,
encoding)
Textbooks:
Use a systematic, explicit approach to
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:
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Guided Reading Project
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
Textbooks:
20
teach orthographic and morphological
patterns in spelling
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:
Weeks 2-10
Assignments:
Phonemic and Phonological Skills inventory
Textbooks:
Self-Paced Phonics (Dow)
Class Lectures and Activities:
Weeks 2-10
Assignments:
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
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
21
G
H
I
J
K
L
M
N
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
information in maps, charts, graphs, tables,
diagrams, and other graphics in printed or
electronic texts.
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.
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 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)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
22
O
P
Q
R
S
T
U
V
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.
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.)
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
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
23
W
X
Identify and apply explicit and implicit oral
passage reading techniques for providing
feedback and increasing reading fluency (e.g.,
increasing time spent reading at independent
level; paired reading, echo reading, reading
while listening).
Select, use and interpret assessments of
reading fluency and use them to screen for
reading difficulties, monitor progress and make
instructional decisions targeted for improved
student outcomes.
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
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
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.
Language Arts Essentials (Tompkins)
Class Lectures and Activities:
Weeks 7-10
Assignments:
Guided Reading Project
Mini Lesson Project
24
F
G
H
I
J
K
L
M
Teach students to determine and distinguish
connotative and denotative meanings of
words
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
written products
Teach and encourage students to use
standard forms of communication (e.g.,
correct grammar, sentence structure,
capitalization, spelling, etc.)
Textbooks:
Language Arts Essentials (Tompkins)
Teaching Writing (Tompkins)
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
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)
Class Lectures and Activities:
Weeks 1-14
Assignments:
Writing Lesson Plans
Personal Writing Journal
Textbooks:
Analyze children’s writing samples for
phonological, orthographic, syntactic, and
Language Arts Essentials (Tompkins)
25
semantic patterns and plan instruction based
on this analysis
N
Teach students how to employ technologies
to facilitate their writing and research
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:
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:
26
TED 4570 Grading Rubric
Reflective Teaching Blog
Teacher Candidate___________________________________________
60 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)
Notes:
27
10
10
10
10
10
10
TED 4750
Blog Comments Form
Teacher Candidate_________________________________________
Since you are to comment on every classmate’s blog at least once, please use this sheet as a way
to keep track of those comments. If you have commented multiple times, you do not need to
note every comment. Place the date that you commented beside the name of the class member.
You will turn this in on the last class session before the final exam.
STUDENTS
Date Comment Made (only one comment per person
needs to be noted)
28
TED 4570 Grading Rubric
Interactive Read Aloud Activity & Paper
Teacher Candidate __________________________________________
50 possible points
Points _________
READ ALOUD
• Was the read-aloud an overall success?
10 points_______
WRITTEN PAPER
40 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:
29
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):
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TED 4570
Guided Reading
Rubric
Due Date: _____________________________________________
Teacher Candidate:___________________________________________________________
100 possible points
Total Points _________________
Activity
Create a lesson plan in Task Stream for the Guided Reading
Lesson. (See page 88 in Tompkins). Print the lesson plan to
turn in with your paper but do not submit it.
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.
You will video tape the lesson and edit it to approximately 5
minutes highlighting important segments of the lesson.
Write a Reflection (Commentary) paper in which you critically
analyze your teaching, your planning, and your students’
performance in this Guided Reading Lesson. (see edTPA
Assessment Handbook, pages 14-16)
• Central Focus
• Knowledge of Students to Inform Teaching
• Supporting Students’ Literacy Learning
• Supporting Literacy Development Through Language
• Monitoring Student Learning
• Well written with few errors
Notes:
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AVAILABLE
POINTS
35 points
NA
10
55 points
(10)
(10)
(10)
(10)
(10)
(5)
EARNED
POINTS
TED 4570
Culturally Responsive Survey/
Reflection Paper Rubric
TEACHER CANDIDATE_______________________________________________________
TOTAL POINTS AWARDED___________________________________________________
Requirement
Completion of Pre-Culturally
Responsive Survey
Possible
Points
Points Awarded
10
Completion of Post-Culturally
Responsive Survey
10
Thorough analysis of your growth
during the semester in regards to
culturally responsive teaching.
Well written paper with few
grammatical errors.
25
TOTAL
50
5
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Comments
TED 4570
Literacy Portfolio
Rubric
NAME_______________________________________________________________________
TOTAL POINTS AWARDED___________________________________________________
COMPONENTS
Graded papers and projects
Possible
Points
Points Awarded
5
Handouts
5
In-class quizzes and projects
5
All Language Arts Lesson Plans
from Site School
List of Picture Books used for
Instruction
Language Arts Mini-Lessons
5
Personal Writing Journal
5
Student Writing Samples (2
Primary and 2 Upper Elementary)
Materials Related to Language Arts
from Clinical Teacher or Site
Professor
TOTAL POSSIBLE
5
10
5
5
50
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Comments
TED 4570
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
50
50
50
50
200
Notes:
34
TED 4570
Writing Lesson Plan Rubric
(A separate rubric will be used
for each lesson plan—100 points each)
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
See edTPA Assessment Handbook Pages
14-16)
• Central Focus (10)
• Knowledge of Students to
Inform Teaching (10)
• Supporting Students Literacy
Learning (5)
• Supporting Literacy
Development Through Language
(5)
• Monitoring Student Learning
(10)
Well Written with few errors
5
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Comments
TOTAL POSSIBLE
100
TED 4570
Personal Writing Journal Rubric
Teacher Candidate_____________________________________
Points Possible
(50) _________
• Weekly Writing Assignments (25)
• Personal Narrative (25)
_____________
_____________
Professor 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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