Education 626
Literacy and Culture Practicum I: Analysis & Instruction in Literacy
Instructor:
Course Catalog Description:
This is a supervised literacy practicum requiring students to utilize specific literacy assessments
learned in EDUC 526 to design and implement instruction for a selected child. An emphasis is
placed on the instructional practices and professional decision making used for competency in
assisting struggling readers and writers. Candidates conduct this instruction in their own
classrooms or in specified field settings. Prerequisites: EDUC 524, 525, 530, 527, 518 and 526. It
is highly recommended that EDUC 526 be taken the semester prior to taking this course. 3 credit
hours
Text:
Lois Bader: Bader Reading and Language Inventory
Thomas G. Gunning: Assessing and Correcting Reading and Writing Difficulties
Course Objectives
Knowledge:
The candidate will be able to:
1. explain the major components of reading ( phonemic awareness, word identification and phonics,
vocabulary and background knowledge, fluency , comprehension strategies and motivation) and how
they are integrated into fluent reading.
2. explain how to use a variety of assessment tools and practices to plan and evaluate effective reading
instruction and how to apply background data collection to determine causal effects of
underachievement in literacy.
3. explain how to use a wide range of assessment tools that range from individual and group assessment
tests to individual and group informal classroom assessment strategies, including technology based
assessment tools.
4. explain how to place students along a continuum and identify students’ proficiencies and difficulties.
5. explain how to use assessment information to plan evaluate, and revise effective instruction that meets
the needs of all students, including those of different developmental stages and those from diverse
cultural and linguistic backgrounds.
6. explain how to communicate results of assessments to specific individuals (students, parents,
caregivers, colleagues, administrators, etc.
7. explain how to use a wide range of instructional practices approaches and methods for learners at
differing stages of development and implement instruction based on the strengths and needs of an
individual.
8. explain how to use students interests, reading abilities , and backgrounds as foundations for the reading
and writing program, and design reflective instructional programs based on diagnostic information.
9. explain how to apply reflective diagnostic techniques to determine specific proficiency in reading,
writing, and spelling, and interpret, reflect, and analyze results of diagnostic information.
Skills:
candidate will be able to:
1. identify the major components of reading ( phonemic awareness, word identification and phonics,
vocabulary and background knowledge, fluency , comprehension strategies and motivation) and how
they are integrated into fluent reading.
2. use a variety of assessment tools and practices to plan and evaluate effective reading instruction and
how to apply background data collection to determine causal effects of underachievement in literacy.
3. use a wide range of assessment tools that range from individual and group assessment tests to individual
and group informal classroom assessment strategies, including technology based assessment tools.
4. place students along a continuum and identify students’ proficiencies and difficulties.
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5.
use assessment information to plan evaluate, and revise effective instruction that meets the needs of all
students, including those of different developmental stages and those from diverse cultural and linguistic
backgrounds.
6.
communicate results of assessments to specific individuals (students, parents, caregivers, colleagues,
administrators, etc.
7. use a wide range of instructional practices approaches and methods for learners at differing stages of
development and implement instruction based on the strengths and needs of an individual.
8. use students interests, reading abilities , and backgrounds as foundations for the reading and writing
program, and design reflective instructional programs based on diagnostic information.
9. apply reflective diagnostic techniques to determine specific proficiency in reading, writing, and
spelling, and interpret, reflect, and analyze results of diagnostic information.
Dispositions:
As a result of the class discussions, readings, and assignments, the candidate will be able to:
1. recognize the need to motivate children to pursue the use of lifelong literacy activities.
2. appreciate the effectiveness of various techniques and strategies necessary for remediation and
corrective instruction.
3. appreciate the many cultural, ethnic, and linguistic factors that effect performance.
4. appreciate the importance of parents as partners in the education of all students,
7. appreciate assessment as an aid to setting instructional goals, meeting state standards, planning for
instruction
9. appreciate that reading is a process that involves the reader, the text, and the context.
10. appreciate the many challenges individual children that struggle with literacy deal with on a daily basis.
Course Outline
Beginning the Assessment, Diagnostic, and Remediation Process
A. Meeting children and parents
B. Establishing rapport
C. Collecting existing data
II. Evaluation Process
A. Principles of evaluation
B. Gathering background information from parents and students
C. Analyzing and synthesizing results
D. Writing and reporting information
E. Using evaluation to drive instruction
F. Communicating with students and parents
III. Instructional Process
A. Develop, plan and implement instructional program based on assessment of student
V.
Professional Roles and Responsibilities
A. Communication with paraprofessionals, parents, teachers, administrators
B. Planning to plan
C. Reporting diagnostic findings and making instructional suggestions
D. Writing a diagnostic literacy profile
E. Collecting information for portfolios
Clinical/Field Experience:
Working in a local school setting, candidates practice and develop skills in working with individuals
experiencing underachievement in literacy. Candidates will use a variety of formal and informal measures to
diagnose to determine the student’s strengths and needs. Teacher Work Samples will be written for each
child that will show the process of linking instruction with contextual information, pre and post assessment,
and reflection. Literacy profiles will be used as a communication tool between the parent and candidate.
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Candidates are expected to have a parent-teacher conference at the end of the clinical experience to review
the information contained in the literacy profile.
Grades are determined according to the following requirements:
1. Literacy Profile
Candidates will complete a literacy profile on each child under their care. The profile should contain
all relevant information about the children and their assessment, as well as letters of recommendations to
parents, schools, and other agencies on optimum ways to assist the child’s academic progress. Candidates
will reflect on the pre and post assessment and demonstrate their understanding of the cause of reading and
writing difficulties when writing the recommendations for future success. Recommendations should focus
on individual, small and large group interventions and should address the use of various trade books,
teaching techniques and literacy strategies. Evaluation will be based upon appropriate procedures,
appropriateness of recommendations, professional writing, and clarity and correctness of mechanics of
writing.
Using contextual information gathered from the parent and school and the analysis from the pre-assessment,
candidates will plan reflective instruction to meet goals and state standards. Candidates will emphasize the
importance of the interconnectedness between the reader/writer, the text, and the context. A post-assessment
will be done to show student growth. A reflection is written to assist the candidate in furthering their
professional growth.
Daily Lesson Plans
A schedule of daily activities will be written in the effective lesson plan format: before, during and after
reading. Lesson plans should follow the theme/topic and should include daily experiences in:
comprehension, word identification, fluency, writing, read aloud, and SSR. Based on the students needs it
might be necessary to also include study skills. Candidates will demonstrate the interrelation of reading,
writing, speaking, listening and visual representation.
3. Parent Extension Kit
This culminating activity is a creative extension of the young child’s study. Candidates will compile a
detailed list, with description, of activities and books that will assist the parent in continuing to work with
their child in literacy development. A parent conference to present the literacy profile and parent extension
kit will be scheduled individually by each candidate.
Literacy Profile
Daily Lesson Plans
Parent Extension Kit
Attendance, Responsibility, Professionalism
50%
20%
20%
10%
Grading Scale:
A 100-90%
B 89-80%
C 79-70%
D 69-60%
F 59-50%
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Project Details
EDUC 627: Literacy Case Study
Your case study should include the following sections documenting a
minimum of 40 hours contact time with a selected student.
I. You should have a title/cover page with the following information
TITLE
Your Name
July, 2006
EDUC 627
Date
II. Contextual Framework (see chart at end of this document)
Contextual Framework
Using the contextual framework chart as a guide, begin by discussing the community, district, school, and
classroom factors that make up your student’s background information. Move into a more specific
description of the student’s characteristics and then conclude with a discussion of how the contextual
Joe is a fourth grade student
in rural Northeast
Endinburg, a school
comprised of 80% African
american, 15% hispanic,
and 5 % Caucasian students.
characteristics of the community, classroom and student impact your instructional planning and assessment.
III. Pre-Assessment (counts for up to 10 hours contact time)
This section will be based on the work you’ve done for EDUC 629 with
Dr. Wiesendanger. You do not need to ‘reinvent’ what you’ve done, just include
it in this report. You may need to add to it, however. Be sure to list each
assessment used with your student (include any formal and/or informal assessments,
existing data from assessments already given, an interest inventory, and
at least one interview). For each assessment, describe what you learned about the
student from that assessment. Remember that you will be conducting a post
assessment to determine if the student has made progress on the goals you select.
Your pre and post assessments need to be comparable to be valid measures. You
may need to give additional tests to ensure this if the ones you’ve already used don’t
have a pre/post format.
Pre-Assessment
I administered 6 different
assessments for a total of 9.5
hours
The first assessment I did
was to conduct an interview
with Joe…..
IV. Data Analysis
This section should include:
A chart listing the student’s primary strengths and challenges in literacy
(you might also include overall learning, attitude, behaviors related to these
literacy strengths and challenges)
A reading level range for this child’s independent level
Data Analysis
Strengths
challenges
Reading Level
Joe can read most material
independently, without
assistance from others, on a
second grade level as
determined
115by the ….
Interests & Motivations
Explain what data you used to determined this reading level
A list of this child’s topics of interest and potential motivations (such as
preferred learning styles, artistic ability, favorite ways to respond…)
V. Instructional Goals
List two or three literacy goals you have for this child based on his/her strengths and challenges.
It will be difficult to choose just a few, but your focus needs to be on seeing some results from
your work with this child. If you try to do too much, you will have a difficult time seeing and
isolating any results.
Make sure these goals are supported by the evidence from your pre-assessments.
Go through the SOL’s for the student’s current and possibly next grade level and list those that
correspond with the literacy goals you’ve selected. Be sure to put both the number and the
wording. You will use these on your lesson plans so putting them here makes it easy to get to.
VI. Instructional Plan
This is your tentative plan of action. It will most likely change as you work with your student and
you will document that at the end of your paper, but this is the plan you should begin with. Think
about your goals and then think, “first I’ll do this, then I’ll try this…” that’s what you record here.
In this section, include:
Times, dates, locations you plan on working with the child
(remember you need a minimum of 30 hours contact time)
How much and what type of grouping (one on one, small group, whole class) do you plan
on using?
What teaching techniques you’ll use?
How will you ensure the student has ample time to practice and apply what is learned?
How will you assess what is learned and use that assessment to guide your future
instruction?
VII. Evidence of Research Base
Once you have determined the goals you have for this student, you should look into some of the resources to guide your instructional
plan to ensure that it is supported by other professionals in the field.
In this section, provide a bibliographic reference (APA style, of course) for at least 5 resources you consulted when thinking about your
instructional plan. These may include texts from previous courses, articles from professional journals, or professional websites (be
sure, when using websites, to check their scholarly base. For example, UVA has some excellent information that is well documented
and researched but some educational sites are just put up by individuals or companies selling a product.) Under each resource
include a 3-5 sentence paragraph explaining how this resource supports your instructional plan. This may include referring to a
particular theory or someone’s actual implementation of a teaching technique.
ALL SECTIONS PRIOR TO THIS (sections I – VII) ARE DUE BY APRIL 17th. YOU DO NOT
HAVE TO WAIT UNTIL THEN TO BEGIN INSTRUCTION, HOWEVER. YOU CAN BEGIN
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WORKING WITH THE CHILD WHENEVER YOU WANT. I WILL REVIEW THEM AND SEND
THEM BACK TO YOU SO THAT YOU CAN SUBMIT THE COMPLETE PAPER AT THE END OF
THE PRACTICUM.
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VIII. Log
On this page, use a chart similar to the example below to record all the times you work you’re
your student. Remember you need to work with the student a minimum of 30 hours.
Date
Start
time
End
time
I = individual
SG = small group
WC = whole class
Lesson #
Topic/Goal
Lesson Plan
May 15
Lesson #3
IX. Reflective Lesson Plans
In this section of the paper you will include copies of each of your lesson plans.
Remember the reflection at the end of each plan!
A template is attached at the end of this document, but you may modify it to meet
your needs provided the key elements from the template are included.
Each lesson should be numbered to correspond with the dates listed in your Log.
One lesson plan may cover more than one session with your student. You can use
the same plan for several sessions, but be sure to include a reflection for each
session.
X. Post assessment
At a point about two weeks from when you will no longer be working with
the child, conduct post assessments to determine if he/she has made
improvements in the areas of focus. Your post assessment and pre
assessment instruments should be appropriate for such measures (ie. the same
tool) so that you can really see if the student does better on a given task than
he/she did before you began working with him/her. You should also discuss
other assessments you’ve done that may support or refute the post-test data.
Lesson Plan
Objectives
May 10
Lesson #2
Technique
Text
Lesson Plan
Objectives
Procedure
May 8
Lesson #1
Technique
Text
Objectives
Procedure
Technique
Text
Procedure
Post Assessment
I used a _________ as a
post assessment measure to
determine if Joe’s sight
word recognition had
increased. When we began
he ____________. The post
test shows that Joe
_________. This is further
supported by my
observations of him during
_________
XI. Final Instructional Model
This is what your instructional plan from Section VI actually turned out to be. You may want to
use your original plan from section VI and revise it here. You do not need to include information
from your log like the dates and times, but you should summarize major changes in meeting times,
group format, focus topics, etc. Go back to your original plan and think about how it changed.
What did you delete and why? What did you add and why? How did assessment drive instruction
as you worked with the student? What could you have done differently that may have been more
effective? What worked really well with your plan? The purpose of this section is to have you
reflect on your instructional process.
XII. Additional Evidence of Research Base
In this section, provide a bibliographic reference for any other resources you consulted after the
first ones you listed in section VII. Under each resource include a 3-5 sentence paragraph
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explaining how this resource supports your instructional plan and WHY you sought this resource
out. What happened during instruction that made you look for more information?
XIII. Final Summary & Reflection
In this section, look back on where your student began and where he/she ended up. If your
student made progress, why do you think this was so? If your student did not make progress, why
do you think this was so? What were some of the challenges and some of the benefits from this
type of work with a student? What did you gain, in general, from working on this study?
XIV. Letters of Recommendation
You should write and include in this section two separate letters:
1. parent/guardian letter
2. school and/or next year’s teacher letter
Each should be in letter format and include information appropriate for the audience
intended. For each letter (to varying degrees, depending on the audience), provide a summary of
the student’s strengths and challenges, the goals you worked on, the progress that was made, and
recommendations for continued work with this student. Be especially careful to write the
parent/guardian letter in ‘parent-ese’ rather than ‘teacher-ese’ so it can be easily understood.
XV. Description of Parent Extension Kit
In this section include a detailed description of your parent extension kit. A picture or diagram
would be very helpful since the kits go home with the student. Be sure to include the booklist you
created for the student as well as a list and description of the activities.
Appendix
In the appendix section please provide anything you feel will support the various sections of your
paper. Be sure to refer to the appendix pieces within the body of your paper and number each
piece so it can be easily found.
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Contextual Factors Chart
Contextual Areas
Contextual Factors
Community, District, and
School Factors
geographic location:
community population:
school population:
socio-economic profile:
other environmental factors:
Classroom factors
physical features:
availability of equipment:
resources:
extent of parent involvement:
classroom rules:
classroom routines:
grouping patterns:
scheduling:
classroom arrangement:
other classroom factors:
Student Characteristics
age:
gender:
special needs:
achievements/developmental levels:
skills relevant to learning goals:
prior knowledge relevant to learning goals:
culture:
learning styles/modalities:
other student factors:
Instructional Implications
how do contextual characteristics of the
community, classroom and students have
implicated for instructional planning and
assessment
Data Collected
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Lesson Plan Format
Date: _______________________
Lesson Number in Log: _______________
SOL objective (number & words)
student goal (from your list)
Technique(s) you will use:
Strategy / Strategies of focus
Skill(s) you will develop
The sections above may remain the same for several lessons in row.
For the procedure, you may use this single plan for several sessions with your student if time is too short.
Just record the same lesson number in your log for multiple dates.
Plan for Instruction
Text you will use (include title and first few sentences)
Before Literacy
During Literacy
After Literacy
Assessments—how will you measure the effectiveness of this lesson?
See next page for reflection
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REFLECTION
Student Reflection
(needs to be done at least four times within the total hours you work with
the student)
Ask the student, either orally or in writing, how he/she felt participating in this activity may have helped
him/her to read and/or understand the reading better. Did they like the activity, why or why not? Include
some of their more interesting and informative answers here.
Teacher Reflection
In a paragraph or two, reflect on the lesson. What I really want you to reflect upon is “here’s what
happened” and “here’s what I’ll do next”
Some other things to consider while reflecting:
 What did you learn from observing the student and from the student reflection or
comments/behaviors, etc?
 Successes and problems you found while implementing this lesson.
 Would you use this lesson again? Why or why not?
 Changes you would make if you use this lesson again.
 If you took assessment data, what did it tell you?
Guidelines:
Attendance policy:
1. Candidates are expected to attend and participate in all class activities.
2. Candidates must assume full responsibility for any loss incurred because of absence..
3. Class assignments are due during the class period on the assigned date.
4. All written assignments will be typed unless otherwise specified.
5. Candidates who require special arrangements for taking notes and/or tests should make arrangements
with the instructor at the beginning of the semester.
6. If serious circumstances necessitate a make-up test/exam, candidates must present a doctor's note and
complete the alternate test/exam by arrangement with the instructor.
7. In no case should assignments for this course be ones that have been submitted for another course. Mere
submission of work does not guarantee a passing grade. Grades are assigned on the quality of the work
according to the professional judgment of the instructor.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood
community.” When accepting admission to Longwood College, each student made a commitment to respect,
support, and abide by the college’s honor code system without compromise or exception. Candidates must
follow the policy of the Honor Code as described in the current college catalog and refrain from lying,
cheating, stealing, and plagiarism.
Writing Style: Written work in this course must be prepared according to APA style.
Department of Record: Questions about this course and its instruction should be addressed to the
Department of Education, special Education, Social Work, & Communication Disorders.
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Bibliography
Representative Words Consulted:
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Urbana-Champaign, ILL:
Center for the Study of Reading.
Au, K. (2001). Assessment and accountability. Serafini, F. (2001). Three paradigms of assessment:
Measurement, procedure, and inquiry. The Reading Teacher, 54 (4), 394-396..
Barillas, M. D. (2000). Literacy at home: Honoring parent voices through writing. The Reading Teacher,
54 (3), 302-308.
.Brock, C. (2001). Serving English language learners: Placing learners learning on center stage. Language
Arts, 78 (5), 467-475.
Goldenberg, C. (2000). The voices of researchers: Conflict and consensus in reading research and policy.
The Reading Teacher, 53 (8), 640-641..
Hoffman, J. V., Assaf, L. C. Paris, S. G. (2001). High-stakes testing in reading: Today in Texas,
tomorrow? The Reading Teacher, 54(5), 482-492.
Hubbard, R., (1988). Allow children's individuality to emerge in their writing: Let their voices through.
Young Children, March, 33-38.
Indrisano, R., & Squire, J. R. (Eds.). (2000). Perspectives on writing: Research, theory, and practice.
Newark, DE: International Reading Association.
Johnston, F. P. (2001). The utility of phonic generalizations: Let’s take another look at Clymers’s
conclusions. The Reading Teacher 55(2). 132-143.
Kamil, M.L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.). (2000). Handbook of reading research:
Volume III. Newark, DE: International Reading Association.
Padak, N. D., Rasinski, T. V., Peck, J. K., Church, B. W., Fawcett, G., Hendershot, J., Henry, J. M., Moss,
B. G., Pryor, E., Roskos, K. A., Baumann, J. F., Dillon, D. R., Hopkins, C. J., Humphrey, J. W., & O'Brien,
D. G. (Eds.). (2000). Distinguished educators on reading: Contributions that have shaped effective literacy
instruction. Newark, DE: International Reading Association.
.Serafini, F. (2001). Three paradigms of assessment: Measurement, procedure, and inquiry. The Reading
Teacher, 54 (4), 384-393.
.Wooten, D. A. (2000). Valued voices: An interdisciplinary approach to teaching and learning. Newark,
DE: International Reading Association.
Worthy, J., & Broaddus, K. (2002). Fluency beyond the primary grades: From group performance to silent,
independent reading. The Reading Teacher, 55(4). 334-343.
Journals consulted on a regular basis:
The Reading Teacher
Language Arts
Primary Voices
Reading Research and Instruction
Reading Research Quarterly
Journal of Reading Behavior
Remedial and Special Education
Journal of Adolescent & Adult Literacy
Writing Style: Written work in this course must be prepared according to APA style.
Department of Record: Questions about this course and its instruction should be addressed to the
Department of Education, Special Education, Social Work, & Communication Disorders.
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