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EDUC 440/441, Introduction to Teaching Reading and Language Arts in the Elementary and Middle
School
Professor:
E-mail:
Office Hours:
Office:
Office Phone:
Cell Phone:
Class Meeting Time:
Note: When Charlotte Schools open late, you are to arrive when teachers are expected to arrive. When schools
close due to inclement weather or for other reasons, we will either have class back on campus (room to be
determined) or you can access all course assignments through Blackboard and/or e-mail. All assignments and
reading should be completed before the next scheduled class.
Course assignments may need to be changed because of unforeseen circumstances. Students will be given
adequate notification of any changes.
Course Catalog Descriptions:
EDUC 440-Introduction to Teaching Reading and Language Arts in the Elementary and Middle School (N, K6) Reading, both fiction and nonfiction, vocabulary, comprehension, speaking and listening skills, and study
skills will be emphasized. Required for those seeking licensure at the elementary and/or middle school levels.
Prerequisites: EDUC 260 or consent of the instructor.
EDUC 441-Teaching Reading and Language Arts in the Elementary School (N, K-6) Adaptive rates of reading
for emergent and early literacy development will be emphasized as well as word recognition and skills for
content fields such as comprehension, word study, vocabulary, phonics, process writing and handwriting
(manuscript). Literature based and basal reading instruction techniques will be included. Required for those
seeking licensure at elementary levels. Prerequisite: EDUC 260 or consent of instructor.
Textbooks:
DeVries, B. A. (2011). Literacy assessment & intervention for K-6 classrooms. 3rd edition. Holcomb Hathaway,
AZ: Scottsdale.
Tyner, B. (2009). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and
Struggling Readers (2nd ed.). Newark, DE: International Reading association.
Ganske, K. (2006). Word Sorts and More: Sounds, Pattern, and Meaning Explorations K-3. NY: Guilford Press
Or (Depending on the grade level you intend/prefer to teach)
Ganske, K. (2008). Mindful of words: Spelling and vocabulary exploration 4-8. NY: Guilford Press.
You will need to access and print a hard copy of this publication from the Center for the Improvement of Early
Reading Achievement (CIERA). (2003). Put reading first: The research building blocks for teaching children
to read. Washington, DC: Partnership for Reading. The publication can be downloaded free from
http://www.nifl.gov/publications/pdf/PRFbooklet.pdf This publication is aligned with the National Reading
Panel Report, which is also aligned with the Virginia Reading Assessment (VRA) all elementary teachers much
take. The publication is not longer in print.
Competencies of the Longwood Conceptual Framework for Teacher Education:
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CF 1 – Content Knowledge
CF 2 - Planning
CF 3 – Learning Climate
CF 4 – Implementation/Management
CF 5 – Evaluation/Assessment
CF 6 - Communication
CF 7 - Technology
CF 8 - Diversity
CF 9 - Dispositions
Course Objectives:
Knowledge:
The student will be able to:
1. explain the ways that social, cultural, and environmental factors influence language learning (CF 5, 6, 8, 9).
2. explain the interactions of the cueing systems: semantics, syntactics, graphophonics, and pragmatics in the
literacy process (CF 1, 3, 4, 5, 6, 9).
3. explain the role schema theory has in the process of literacy development (CF 1, 5).
4. demonstrate an understanding of language as a symbolic system and the linguistic and cognitive bases for
literacy (CF 1, 6).
5. explain the term inclusion as applied to learners with special needs (CF 1, 8, 9).
6. explain the role of motivation, aptitude, and interest in learning to read (CF 4, 5).
7. explain the role literature plays in creating an integrated curriculum (CF 6, 8).
8. explain the various teaching techniques used for developing a literacy curriculum (CF 1, 2, 3, 4, 5, 6, 7, 8).
9. explain the importance of reading aloud in developing good readers (CF 1, 2, 9).
10. explain the importance of creating a democratic, tolerant classroom (CF 8, 9).
11. understand the historical and philosophical origins of curricula as well as the role of the teacher in curricular
decision making and implementation (CF 1).
12. explore teaching strategies that reach the diverse and developmental nature of all learners (CF 8, 9).
13. describe the components of an elementary and middle school curriculum (CF 2).
14. recognize the various learning theories that have influenced the development of curriculum and instruction
at the elementary and middle school levels (CF 1, 2, 3, 4).
15. recognize the various learning theorists that have influenced curriculum and instruction at the elementary
and middle school levels (CF 4, 5, 6).
16. recognize the impact of Teacher Work Sample on teaching practices and student learning (CF 1, 2, 5, 9).
17. recognize the importance of a well constructed lesson plan (CF 2,5).
Skills:
The student will be able to:
1. participate in self reflection through various types of writing experiences (CF 6, 9).
2. integrate knowledge of recent research findings into curricular design and content area lessons (CF 4, 5).
3. demonstrate how teachers use traditional and current practices to organize and manage for effective content
area instruction (CF 2, 3, 4, 5, 6, 7, 8).
4. assess the efficacy of various instructional approaches through the appropriate use of assessment and
evaluation methods, including the creation of and use of rubrics and scoring guides (CF 1, 2, 5).
5. develop teaching activities following Teacher Work Sample format (CF 1, 2, 3, 4, 5, 6, 7, 8, 9).
6. appraise various questioning techniques for use in the classroom (CF 1, 6, 8, 9).
7. appreciate the role of parent involvement and its importance in the education of children (CF 6, 9).
Dispositions:
The student will be able to:
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
appreciate the strengths and limitations of various models of literacy (CF 1, 9).
appreciate the contributions of various disciplines to the understanding of literacy instruction (CF 9).
appreciate the contributions of past and present researchers to the field of literacy (CF 9).
view oneself as a researcher of teaching and learning and as a professional whose continued growth can best
be met through inquiry, reflection and sustained dialogue with peers (CF 6, 8, 9).
be sensitive to the needs and concerns of individual students in their pursuit for literacy and to be proficient
in the use of continuous and long-term support strategies (CF 8, 9).
foster positive attitudes towards lifelong learning (CF 6, 9).
foster positive attitudes towards lifelong problem solving and learning (CF 6, 9).
appreciate the interconnected nature of all content area knowledge and the maxim, “the whole is greater
than the sum of its parts” (CF 1, 9).
appreciate the strengths and limitations of integrated elementary curricula (CF 5, 6, 9).
appreciate the crucial role that teachers play in determining what is taught and learned (CF 9).
appreciate the positive impact Teacher Work Sample has on student learning (CF 9).
appreciate the various learning theories that have influenced the elementary and middle school curriculum
(CF 4, 5, 6).
know the importance of self-reflection in terms of teacher growth and development (CF 9).
understand that teachers, in order to be reflective leaders and practitioners, must be well versed, organized,
and knowledgeable in their chosen profession (CF 1, 9).
Course Outline:
Characteristics and uses of assessment and screening measures for evaluating students’ language proficiency and
reading skills
A. Formal assessments (norm referenced, criterion referenced)
B. Informal assessments (informal reading inventories, anecdotal records)
C. Formal and informal assessments and screening measures for evaluating emergent readers’ and beginning
readers’ knowledge and skills
1. Concepts of print
2. Phonemic awareness
3. Letter recognition
4. Sound-symbol knowledge
5. Single-word recognition
6. Decoding
D. Formal and informal assessments and screening measures for monitoring ongoing development of students’
reading skills and strategies
1. Word-attack skills
2. Vocabulary
3. Word recognition in context
4. Reading fluency
5. Oral reading comprehension
6. Silent reading comprehension
II. Use of assessment data to plan reading instruction
Use of assessment data to diagnose reading needs of individual students
Use of assessment data to tailor instruction for individual students
Use of assessment data to differentiate instruction to accelerate development of students’ reading skills
Use of assessment data to differentiate instruction to address needs of students with reading difficulties
Role of flexible groupings in instruction to address students’ changing reading needs
III. Development of oral language and oral communication skills
A. Ways to promote growth in students’ use of oral language
B. Ways to develop listening and speaking skills
C. Ways to expand listening and speaking vocabularies
D. Instructional strategies to build oral communication skills
E. Instructional strategies to develop use of oral language for different purposes
I.
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1. To inform
2. To explain
3. To persuade
4. To entertain
F. Instructional strategies to facilitate use of oral language
1. For critical thinking
2. For creative expression
G. Instructional strategies to promote students’ use of oral and nonverbal communication skills in various setting
1. Group activities (subject-related group learning activities)
2. Oral presentations
H. Oral language structures
1. Structural elements in oral stories and oral dramatic activities
2. Correct verb tenses in oral communication
3. Increasingly complex sentence structures in oral communication
I. Effective methods for facilitating learning of Standard American English by speakers of other languages and
dialects
J. Complex nature of language acquisition
K. Unique needs of students with language delays and disorders
L. How to create a learning environment that is respectful of, and responsive to, linguistic and cultural diversity
IV. Phonological awareness and phonemic awareness
E. Phonological awareness
F. Effective instructional strategies for promoting students’ phonological association skills
G. Phonemic awareness
H. Role of phonemic awareness in reading development
I. Types of phonemic awareness
1. Counting phonemes in spoken words
2. Segmenting word into phonemes
3. Blending phonemes to and from spoken words
4. Deleting or substituting phonemes to modify spoken syllables or words
J. Instructional strategies to promote development of phonemic awareness skills
1. Oral rhyming activities
2. Games involving spoken words with same beginning or ending sounds
3. Manipulating phonemes in spoken words of one or more syllables
V. Concepts of print and basic phonetic principles
Instructional strategies to learn concepts of print
1. How print is organized
2. Directionality of print
3. Difference between individual printed letters and printed words or larger units of text
4. Print carries meaning
Instructional strategies to begin to match voice with print
Instructional strategies to promote automatic recognition of high-frequency sight words
Instructional strategies to help students recognize and name uppercase and lowercase letters
Instructional strategies to promote understanding of basic phonetic principles
1. Alphabetic principle
2. Matching consonant sounds and short vowel sounds to appropriate letters
3. Beginning consonant sounds in single-syllable printed words
Connection between invented spellings and understanding of phonetic principles
VI. Explicit, systematic phonics instruction
I. Knowledge of basic phonics elements
1. Consonant blends
2. Consonant digraphs
3. Vowel patterns
II. Explicit instructional strategies to help beginning readers blend consonant and vowel sounds to decode single-syllable
words with regular spelling
III. Instructional strategies to help beginning readers recognize common consonant-vowel patterns
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IV. Ways to apply knowledge of patterns to read single-syllable words
V. Ways to apply knowledge of patterns to decode unfamiliar words through analogy with known words containing
familiar patterns
VI. Explicit instructional strategies for developing and reinforcing students’ skills in using phonics
1. To decode multisyllabic word
2. To read words containing consonant blends
3. To read words containing consonant digraphs
4. To read words containing vowel combinations
5. To read words containing r-controlled vowels
VII. Word-analysis skills and vocabulary development
A. How phonics, syntax, and semantics interact as reader constructs meaning
B. Methods for improving students’ reading proficiency by applying word-analysis skills and word-attack
strategies
C. How to read unfamiliar multisyllabic words, including compound words, by using syllabication and structural
analysis to identify common spelling patterns and morphemes within the word
1. Base words
2. Root words
3. Inflections
4. Affixes
D. Use of context as meaning clues to identify unfamiliar words and technical terms
1. Sentence structure
2. Words with multiple meanings
3. Meaning and pronunciation of homonyms and homographs
E. Instructional strategies for building and extending vocabulary knowledge
1. Identifying word origins
2. Derivations
3. Inflections
4. Synonyms and antonyms
5. Analogies
6. Figurative language
F. Effective use of reference materials to clarify denotative and connotative meanings of words
1. Dictionaries
2. Thesauri
3. Glossaries
Course Evaluation: Student performance in the course will be evaluated through a combination of small
projects, larger projects assigned readings and class attendance and participation.
Guidelines:
Attendance policy:
1. Students are expected to attend and participate in all class activities. Points will be deducted for each
unexcused absence. Written documentation is needed to confirm an excused absence such as:
participation in a college sponsored activity, a recognized emergency, or from a serious illness. It is the
responsibility of each student to assume the loss of instruction when not in attendance. The instructor
may assign a grade of zero or “F” on work missed because of unexcused absences. The instructor has
the right to lower a student’s course grade by no more than one letter grade if the student misses 10% of
the scheduled class meeting times for unexcused absences. The instructor has the right to assign a
course grade of “F” when a student has missed a total (excused and unexcused) of 25% of the scheduled
class meeting times.
2. Class assignments are due during the class period on the assigned date. Points will be deducted for each
day an assignment is not turned in on time.
3. All written assignments will be in APA style (double spaced, Times New Roman, 12pt font) unless
otherwise specified.
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4. Students who require special arrangements for taking notes and/or tests, and have documentation from
Academic Support Center, should make arrangements with the instructor at the beginning of the
semester.
5. If serious circumstances necessitate a make-up test/exam, students must present a doctor's note and
complete the alternate test/exam by arrangement with the instructor.
6. In no case should assignments for this course be ones which 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.
7. Please put your cell phone away during instructional times.
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. Students must follow the policy of
the Honor Code as described in the current college catalog and refrain from lying, cheating, stealing, and
plagiarism.
Assignments for EDUC 440/441, Fall 2011
Class Participation, Attendance and Assigned Readings (210 points—@ 22; 10 points per day)
This is an essential part of the preparation to be a teacher. You will be modeling for yourself and your
peers the behavior you will expect of your students. You will be expected to:
a. Be present and on time
b. Be attentive and engaged
c. Be respectful of yourself and others
d. Be receptive to new ideas
e. Be positive and encouraging of others
f. *Be sure to have read all assigned readings
g. *Be actively involved in all activities and discussions
h. Be helpful to each other
i. Be supportive of each other
* You will be asked to complete additional in-class assignments throughout the semester that relate to
the topics being studied. The assignments will include discussions, group presentations, peer teaching,
and small projects, etc… These assignments will be crafted in accordance with class needs for
additional practice/knowledge acquisition in specific areas. The assignments must be of high quality
and must be completed before you come to class. You will receive full credit for each of these
assignments if they are completed in a thorough manner in which you provide support for your answers.
This support should be directly related to your readings and class discussions (looking for transfer of
skills and knowledge).
Assignment 1- Literacy Throughout the Day (50 points)
Students will spend an entire day observing the school environment. Your assignment is twofold: (1) To
notice the amount and types of literacy you see throughout the day and in different school settings. You
will observe and follow your students for the entire day. If your class attends any specials (music, art,
PE, library, etc...) or goes to lunch and recess you will join them. As you observe, you will take notes
and use the Sample Evaluation Form to check off things you notice about literacy in the student’s school
environment. The form is not an exhaustive list; however it will give you a clear idea of what to look for
that day. Please feel free to add items as you see them. (2) To notice how students are currently
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functioning in the literacy environment and then decide what instructional changes could be made to
better meet their needs.
In addition to observing a classroom for an entire school day in all settings, taking notes regarding what
you observe, completing the Sample Evaluation Form, and informally assessing the students within each
setting, you will also write-up a reflection paper describing what you saw and your impressions related
to what you witnessed. Requirements for the paper include:
1.
2.
3.
4.
Title page in APA style format
Double space and typed, Times New Roman, 12 pt
3-4 pages in length (maximum)
Include observations that you noticed throughout the day (summary of the types of literacy you
saw and the places where these were located)
5. Include your personal impressions regarding the amount of literacy (what were the benefits?,
was it enough?, why or why not???)
6. Include insightful reflection about what was missing or what you might recommend to
strengthen the amount of exposure to literacy and how these recommendations would be used
instructionally.
Be sure to turn in all forms and notes taken during the observation with your final paper. This assignment is due
Wednesday, August 30 2011.
Assignment 2- Whole Group DLTA Lesson and Lesson Plan (75 total points, 25 for lesson plan, 30 for
lesson implementation and 20 points for lesson reflection write-up)
The student will develop, implement and reflect on a DLTA/Dialogic Whole Group Lesson. The student
will choose a content related trade book (can be part of TWS) to read in the DLTA or dialogic style
(make sure the trade book is age appropriate and fits with your Math, Social Studies or Science thematic
unit) to a whole class of students. The student will plan with the cooperating teacher (and Dr. Aerni) to
schedule a time to teach the lesson. Prior to teaching the lesson, the student will use the assigned lesson
plan template (can be found on Blackboard) to develop a written lesson plan. This lesson plan will be
shared with the cooperating teacher and then sent to Dr. Aerni 48 hours before the lesson is taught for
feedback. Once the student has received feedback, the student will make all necessary changes and have
a final printed copy on the day of the taught lesson.
Assignment 3- Small Group Guided Reading Lesson and Lesson Plan (75 total points, 25 for lesson plan,
30 for lesson implementation and 20 points for lesson reflection write-up)
The student will develop, implement and reflect on a Small Group Guided Reading Lesson. The student
will teach a lesson using the guided reading framework (begin with a reread for fluency, conduct some
vocabulary and/or decoding work/word work, introduce a new book, conclude with some type of
comprehension activity). The student will plan with the cooperating teacher (and Dr. Aerni) to schedule
a time to teach the lesson. Prior to teaching the lesson, the student will use the assigned lesson plan
template (can be found on blackboard) to develop a written lesson plan. This lesson plan will be shared
with the cooperating teacher and then sent to Dr. Aerni 48 hours before the lesson is taught for feedback.
Once the student has received the feedback on the lesson plan, the student will make all necessary
changes and have a final printed copy on the day of the taught lesson.
**Immediately following one of the two taught lessons, the student and Dr. Maynard will participate in a post
conference to reflect on how the lesson went. Reflections from this post conference and the lesson unobserved
will be written-up and turned in. Please reflect on the following for the reflection write-up: a) What went well
and why?, b) What did not go so well and why? And c) What you would do differently if you could teach this
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lesson again and why? Please use specific examples in your reflection write-ups. You will choose one of the
two lessons for an observation. This lesson needs to be scheduled between Wednesday, Oct. 12th - Wednesday,
Nov. 30 or during the TWS Unit Week.
Assignment 4- Supplemental Materials for Work Sample (110 points)
These assignments are not described in the directions for completing the Teacher Work Sample (TWS). They
are additional assignments that require you to implement literacy across content. The purpose of these
assignments is to become familiar with ways to broaden and strengthen your instruction to meet the needs of all
of your students. These assignments are due Wednesday, Nov. 30, 2011. In addition to turning these in, we will
present these to one another at the end of the semester.
a. All TWS Lesson Plans (10 points) must include at least one English (reading/writing) Virginia
Standard of Learning (SOL). The purpose of this assignment is strengthen your planning and
teaching by increasing awareness that if your lesson includes any type of listening, speaking,
reading, or writing, you are in actuality addressing the English SOLs.
b. PowerPoint/Smartboard Presentation (10 points): You will create a PowerPoint presentation or
find two on the Internet that relate directly to the topic of your TWS. The presentation(s) should
include illustrations or photographs that enhance student understanding. You will include a printed
hard copy in your supplement section of the TWS. Please put this in “Notes Version” so I will be
able to see what the students see and what you as the teacher will say to your students
instructionally. In the notes section, you will write your notes. In this section you will most likely
include the following: a) instructional plan/method of presenting the slide, b) exactly what you will
say to the students and c) probing questions or an activity to go with the slide.
c. Song (10 points): You will find a song that relates directly to the topic of your TWS. You will teach
the song to your classroom students, therefore the words to the song should be printed in a format
that allows all students to see/read them easily (it may need to be in flipchart format for your
students—it can be creatively displayed on regular size paper for the TWS notebook). The purpose
of this assignment is to demonstrate how powerful music and repetition can be in learning, to expose
you to available resources that will enrich your teaching, and to observe how your students respond
to this approach.
d. Parent Letter (10 points): You will write a letter to the parents of your students that would be
appropriate to send at the beginning of your unit. The purpose of the letter is to inform parents about
the topic of the unit, the time line of the unit, important assessments or assignments, and how the
parents can assist the student. This letter does not need to actually be sent but definitely could
after approval from your teacher.
e. Electronic Field Trip (10 points): You will find an electronic field trip or virtual field trip that is
appropriate for your TWS unit. The purpose of this assignment is to expose your students to
resources that are not easily accessible because of cost and distance considerations. You will submit
a printed hard copy of the main pages of the fieldtrip (be sure to include the website address). In
addition, you will need to have a written summary of the filed trip and how it fits into your unit
instructionally (include student benefits).
f. Web Quest (10 points): You will find a web quest that is aligned with your TWS lessons. The
purpose of this assignment is to acquaint you with the structure of web quests, to begin a collection
of “Internet Lessons” that are appropriate for content area instruction, and to give you resources to
teach specific reading and writing skills in the context of science, social studies, and math lessons.
You will submit a printed hard copy of the main pages of the web quest with a short summary of
how this fits into your lesson instructionally. Additionally, critique the content and instructional
methods integrated in the web quest – Are they appropriate?; Do they align with current practices
discussed in class? Are there any pitfalls?
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g. Video Clip (Discovery Learning--formerly United Streaming, BrainPop, TeacherTube--10
points): You will find a video clip that is aligned with --your TWS unit. The purpose of this
assignment is to familiarize yourself with the resources available to teachers that will strengthen
your lessons. You will submit a printed hard copy of the main pages (at least Title Page) of the video
clip and be sure to include the website address. Please include a brief summary of the video clip and
how the clip fits into your unit with your TWS material. In addition, explain how you plan to use it
instructionally and why/how you believe it will enhance student learning.
h. Text Set PowerPoint (40 points):
Text sets are collections of reading materials on a common topic or unit. The student should include
material on all reading levels (below, on and above) the assigned grade level of the students in your
class. In addition, there should be a variety of genres and types of texts, such as magazines, Internet
sites, newspapers, fiction and nonfiction books, travel brochures, textbooks, original documents
available on the Internet, poetry, juvenile and adolescent literature, teacher resources and objects that
are related to the topic being studied. The purpose of this assignment is to learn how to assemble
reading materials that are appropriate for students reading on different levels but studying the same
content, as well as to become familiar with the resources available in the school library, the
Longwood Library, local libraries, bookstores, book clubs, and the Internet. The text set will be
presented in a PowerPoint (in notes format) that will be placed into your TWS. For the TWS
notebook, you can make copies of the ppt in “notes version”. This will let me see the text set
selection and your brief description of the text set selection (which should include a quick summary
of the book, reading level, and how it fits into your unit/lessons (how you plan to use it
instructionally or as a resource for your planning etc…)—can include SOL’s and here as well).





A few tips:
The reading and writing SOL’s and objectives should be trickled into your unit. They should be
thematic and fit into your theme-thus not stand alone.
Put both the ppt Presentation and the Text Set in “notes version” then place in the TWS notebook.
See above for what to include in the notes section (your write-up).
Have brief written summaries for the following assignment (see directions above for specifics):
Electronic Fieldtrip, Web Quest and Discovery Learning Video Clip. These can be placed right on
regular paper with a picture of the site or on a separate page (be sure to include the citation of the
site).
Have an “Executive Summary” for every member in class with all the important resources so if they
were to teach this unit they have what they may need. At the end of the course, you will walk away
with many thematic summaries that include lots of literacy resources.
It is fine to include all this into your original TWS (no need to make another copy for me). Please tab
or include assignments in your Table of Contents so I am able to find these items for grading
purposes.
Assignment 5- Tutoring/Tutoring Case Write-Up (160 points)
Tutoring Requirements:
1. Each Longwood student will conduct at least 14 tutoring sessions with their assigned elementary
student.
2. Each Longwood student will begin their tutoring session with at least two assessment sessions that
encompasses implementing all the necessary assessment.
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3. Each Longwood student will analyze their assessment data, fill out the “Assessment Summary Sheet”
and use the data to guide the initial instruction.
4. Using the information gathered from the assessment, each Longwood student will write thorough
tutoring lesson plan (using the appropriate lesson plan format) for each tutoring session and keep them
in your tutoring notebook.
5. Each Longwood student will revise and make comments (conduct running records, record unknown
letters, sounds, or words, etc…) during the tutoring lesson on the existing lesson plan to guide
instruction for the subsequent tutoring sessions.
6. Each Longwood student will fill out 4-5 of the reflection questions (at the end of the tutoring lesson
plan) once the lesson has been completed as a means of reflecting on their instruction.
7. Each Longwood student will show that they are applying the feedback from their professor on the
subsequent lesson plans.
8. Each Longwood student will make sure they have all the necessary materials available and are ready for
each tutoring session.
9. Each Longwood student will take the last two tutoring sessions to post assess (using the necessary
assessments).
10. Each Longwood student will analyze their post assessment data, add to the “Assessment Summary
Sheet” and use the data to determine growth and further instruction that is needed.
11. Each Longwood student will write up a case study after the final session covering the following items:
a. Student background information
b. Description of your primary instruction used (strategies, instructional methods, programs, etc…)
c. Description of the literacy assessments given and the overall student achievement (current
functional levels of the tutee)
d. Recommendations for further instruction (for the school and home)
e. Final thoughts/Conclusions
Assignment 6- Final Exam—Poster Session Fair (50 points)
Once you have completed your tutoring case study assignment, create a poster (16X20) to share the results of
your tutoring assignment. The poster will tell the story of your tutee and his/her growth. Display graphs and
tables of your pre/post test results. While maintaining the confidentiality of your tutees, share key demographic
information (age, gender, grade, ethnicity, reading level assigned by school, etc…). Share one or two key
artifacts to demonstrate student growth during the tutoring sessions.
Course Requirement
Attendance, Participation and Assigned
Reading
Literacy Throughout the Day Write-up
Whole Group DLTA Lesson Plan
Points
21 @ 10 points,
total 210
50
25
Due Date
Throughout the Semester
Wednesday, Aug. 31
Due 48 hours prior to teaching
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Whole Group DLTA Lesson or Small
Group Guided Reading Lesson
Implementation
Whole Group DLTA Lesson Reflection
Write-up
Small Group Guided Reading Lesson
Plan
30
Small Group Guided Reading Lesson
Reflection Write-up
Supplemental Materials for Teacher
Work Sample
20
Poster Session Fair /Final Exam
Tutoring
Total
20
25
110
(See breakdown of
points above)
50
160
(break down of points
forthcoming)
700
the lesson. Final printed copy due
at the time of the taught lesson.
Schedule between Wednesday,
Oct. 12- Wednesday, Nov. 30 or
during the TWS Unit Week.
Due 48 hours after the post
conference.
Due 48 hours prior to teaching
the lesson. Final printed copy due
at the time of the taught lesson.
Due 48 hours after the post
conference.
Wednesday, Nov. 30, 2011
Monday, Dec. 5, 2011
Throughout the semester.
Monday Dec. 5
Grading scale
A = 90-100%
B = 80-89.9%
C = 70-79.9%
D = 60-69.9%
F = Below 60%
Students with Disabilities: Any student who feels s/he may need an accommodation based upon the impact of
physical, psychological, medical, or learning disability should contact me privately so that equitable
arrangements can be made. Students would also be expected to contact Dr. Sally Scott in the Office of
Disability Services (103 Graham Building, 395-2391) to register for services.
Expectations of Professional Behavior: This is a professional field experience in which students are expected
to demonstrate professional behavior at all times. This includes, but is not limited to, professional standards of
dress, adherence to all school rules and policies, participation in mentor class activities as requested by mentor
teachers, and ethically sound interaction with students at all times.
Tentative Course Schedule: (Assignment Key: Manuscript is from your textbook, Italics can be found on Blackboard or given out in
class, bold are assignments that are due the day they are listed)
Week
Week 1
Monday
Aug 22/23
Wednesday
Topic
Looking at Literacy as a Whole
“Meet and Greet” TBA
All day in school—NO class
Introductions
Assignments
LAI Chapters 1 & 2 (Prepare for DQ # 1)
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Aug 24
Week 2
Monday
Aug 29
1:00-3:00
Wednesday
Aug 31
1:00-3:00
Week 3
Monday
Sept 5
1:00-3:00
Wednesday
Sept 7
1:00-3:00
Review Course Syllabus and Class Expectations
National Reading Panel
Definition of Literacy
Common Core Standards
No Child Left Behind
Universal Design of Learning (UDL) CAST Website
Response to Intervention (RtI)
Tutoring Programs/Types of Assessment
Types of Tutors
Benefits of Tutoring
Characteristics of Successful Tutoring Programs
Reading Recovery, Book buddies
Lesson Plans for Tutoring
Formal and Informal assessments
Informal Reading Inventories (QRI)
Miscue analysis, Checklists, Portfolios, Rubrics
Running Records (WPM, WPCM)
Interest surveys, Attitude surveys
Student self –assessment
Words Their Way/ Word Journey’s (DSA)
Virginia Standards of Learning (SOL’s)
Publisher (textbook) assessments
Tutoring/Assessment Training
NO Class
Tutoring Lesson Plan Training
Planning and conducting tutoring sessions
Guided Reading Components
Assign Mini Presentations (Literacy
Components)
LAI Chapter 13 (Prepare for DQ # 7-9)
In-Class Activity 1— Literacy
Component Presentations—Share
“Foldable” to a small group
LAI Chapter 3 (Prepare for DQ # 3 & 4 )
Ganske (either text)Part 1
In Class Activity 2- Practice giving
tutoring assessments to classmates
Literacy Throughout the Day Due
Tutoring Manual-UFLI
SMGRI Chapter 1-3
In Class Activity 2 (Con’t)- Practice
giving tutoring assessments to
classmates
Be sure to have Tutoring Materials
and Kit/Notebook Prepared.
First Tutoring Lesson Plan Due
Week 4
Monday
Sept 12
1:00-3:00
Tutoring/Writing Lesson Plans
Training in Tutoring Assessment
Wednesday
Sept 14
1:00-3:00
Writing Objectives and Lesson Plans (Using the
Literacy Template)
Week 5
Monday
Sept 19
1:00-3:00
Phonemic Awareness/ Phonics
Emergent Literacy
PA Definitions
Importance of Phonemic Awareness
Principles of Phonemic Awareness
Wednesday
Sept 21
Phonics Definitions
Importance of Phonics
Thoroughly read Chapter in SMGRI that
relates to your tutees reading level.
Tutoring Begins
Objective Manual
In-Class Activity 3—Writing Effective
Objectives Activity
LAI Chapter 4 (Prepare for DQ # 1-5)
In Class Activity 4- Teach a mini-PA
lesson from LCAI Ch. 4, WTW Ch. 4 or
Ganske--K-3 Part 2, FCRR, PALS)
LCIA Chapter 5 (Prepare for DQ # 1-4)&
6 (Prepare for DQ # 1-4)
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13
1:00-3:00
Week 6
Monday
Sept 26
1:00-3:00
Wednesday
Sept 28
1:00-3:00
Week 7
Monday
Oct 3
1:00-3:00
Wednesday
Oct 5
1:00-3:00
Week 8
Monday
Oct 10
1:00-3:00
Wednesday
Oct 12
1:00-3:00
Week 9
Monday
Oct 17
1:00-3:00
Wednesday
Oct 19
Principles of Phonics Instruction
Importance of Word Identification (Sight
Words/High Frequency Words)
The Four Cueing Systems
Spelling/Fluency
Introduction to Spelling
Developmental Stages of Spelling
Strategies and Activities to Teach Spelling
Characteristics of Good and Poor Spellers
Introduction to Fluency
Importance of Fluency
Components and How to Teach Fluency
Strategies and Activities to Improve Fluency
Vocabulary/Comprehension
Importance of Vocabulary
Definition (Four Types)
How to teach vocabulary
Strategies and Activities to Teach Vocabulary
Struggling Readers and Vocabulary Challenges
Robust Instruction/Text Talk Extension (Narrative
Text)
LINC/ Webbing Instruction (Expository)
The Importance of Comprehension
Comprehension in the Two Types of Text
(Narrative/Expository)
Comprehension Strategies (BDA)--Metacognition
DLTA/Dialogic Reading/Bloom’s Taxonomy
Catching Up
NO Class-Fall Break
Reality Check—Lesson Implementation
Expectations (Scheduling)
In-Class Activity 4—Teach a miniphonics lesson from LAI Ch. 5, WTW
Ch. 5 or Ganske--K-3 Part 2, FCRR,
PALS)
LCIA Chapter 12 (Prepare for DQ # 1-6)
WJ 76-111 & One assigned chapter from
3-7
In-Class Activity 5—Pick a spelling
sort, based on spelling pattern(s) and
describe what a week of instruction
would look like
LCIA Chapter 10 (Prepare for DQ # 1-4)
In-Class Activity 6—Explain and teach a
fluency lesson form the FCRR website
LCIA Chapter 7 (Prepare for DQ # 1-5)
In-Class Activity 7—Teach a minivocabulary lesson (using expository text)
LCIA Chapter 8 (Prepare for DQ # 1, 2,
4-6)
LCIA Chapter 9 (Prepare for DQ # 1-5)
In-Class Activity 8--Design a BDA
lesson for one skill, highlighting the
cognitive benefits for the students (be
sure to include accommodations and how
you will assess the accommodation and
skill mastery)
Comprehension (Con’t)
Cognitive Learning Strategies Con’t
Reading Comprehension Across Curriculum
Analysis of Informational Text
Readability Formula (LCIA pp.41-44)
Reading Level Assessments (Finding the Student’s
Independent, Instructional and Frustration Formally)
Bring Tutoring Notebook to class for me
to look over and provide feedback
In-Class Activity 9—Conduct a
readability of a textbook
In-Class Activity 10—Practice giving an
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1:00-3:00
QRI/Bader
Week 10
Monday
Oct 24
1:00-3:00
Wednesday
Oct 26
1:00-3:00
Week 11
Monday
Oct 31
1:00-3:00
Wednesday
Nov 2
1:00-3:00
Week 12
Monday
Nov 7
1:00-3:00
Wednesday
Nov 9
1:00-3:00
Week 13
Monday
Nov 14
1:00-3:00
Teacher Work Sample (TWS)
Teaching Work Study Unit
Wednesday
Nov 16
1:00-3:00
Week 14
Monday
Nov 21
1:00-3:00
Reading-Writing Connection
Strategy and Activities to Teach Writing
The Writing Process
Writing
Shared/Interactive Writing
Mini Lessons (Instruction and Remediation)
Genres/Types of Writing
Wednesday
Nov 23
1:00-3:00
Week 15
Monday
Nov 28
1:00-3:00
No Class—Happy Thanksgiving!!!
Wednesday
Nov 30
1:00-3:00
Integration of Technology into Literacy
Parental Expectations of Teachers
Importance of Parental Involvement/Communication
Working with Volunteers
informal Reading assessment to
classmates
Teaching Work Study Unit
Teacher Work Sample (TWS)
Teaching Work Study Unit
Teaching Work Study Unit
No Class
No Class
Comprehension/Writing
Finish QRI/Bader
Literacy Circles
Reciprocal Teaching
Struggling Learners/Technology/Collaboration
Students with Special Needs
Direct Instruction
English Language Learners (ELL)
In-Class Activity 10 (con’t)--Practice
giving an informal Reading assessment
to classmates
LCIA 14 Chapter 11(Prepare for DQ #)
In-Class Activity 11—Teach a writing
mini-lesson from an assigned genre/type
of writing
In-Class Activity 12— Technology
Enhancement for Struggling Learners—
Find a website that is interactive and
benefits struggling learners
LCIA 14 (Prepare for DQ # 1 & 2)
In-Class Activity 13—Develop a list of
ways you can work with parents and
volunteers (cite references)
Turn in TWS Supplemental Material
Week 17
Maynard, 2010
15
Tuesday
Dec 5
11:00-2:00
Poster Session Fair
Present Tutoring Case Study (in a poster
session format)
Representative Works Consulted, EDUC 440:
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Urbana-Champaign, ILL: Center for the
Study of Reading.
Au, K. H. & Scheu, J. A. (1996). Journey toward holistic instruction: Supporting teachers' growth. The Reading
Teacher, 49 (6), 468 – 454.
Beck, I. L. & Carpenter, P. A. (1986). Cognitive approaches to understanding reading: Implications for instructional
practice. American Psychologist, 41, 1098-1105.
Bissex, G. (1980). GNYS at work: A child learns to write and read. Cambridge, MA: Harvard University Press.
Clakins. L. M. (2001). The art of teaching reading. New York, NY: Longman.
Calkins, L. M., (1991). Living between the lines. Portsmouth, NH: Heinemann.
Camborne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Auckland, New
Zealand: Scholastic.
Chomsky, C., (1971). Write first, read later. Childhood Education, 47, 296-299.
Clay, M. M. (1975). What did I write?. Portsmouth, NH: Heinemann.
Clay, M. M. (1987). Writing begins at home. Portsmouth, NH: Heinemann.
Coate, S. & Castle, M., (1989). Integrating LEA and invented spelling in kindergarten. The Reading Teacher, 41, 516519.
Cooper, J. D. (1993). Literacy: Helping children construct meaning. Boston, MA: Houghton Mifflin.
Cudd, E. T., & Roberts, L., (1989). Using writing to enhance content area learning in the primary grades.
The Reading Teacher, 42, 392-404.
Cullinan, B. E., (1987). Children's literature in the reading program. Newark, DE: International Reading
Association.
Daniels, H. (2001). Literature circles: Voice and choise in book clubs and reading groups. Portland, ME:
Stenhouse Publishers.
Daniels, H. (2001). Looking into literature circles. Portland, ME: Stenhouse Publishers.
Duffy, G.G. & Rocehler, L. R. (1989). Improving classroom reading instruction: A decision-making approach (2nd
ed.). New York: Random House.
Ehri, L. C., Gibbs, A. L., & Underwood, T. L., (1988). Influence of errors on learning the spellings of English words.
Contemporary Educational Psychology, 13, 236-253.
Fitzgerald, J., & Teasley, A. B., (1986). Effects of instruction in narrative structure on children's writing. Journal of
Psychology, 78, 424-432.
Maynard, 2010
16
Fitzgerald, J. (1993). Literacy and students who are learning English as a second language. The Reading Teacher, 46 (8),
638 - 647.
Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth NH:
Heinemann.
Fountas, I. C. & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, kPortsmouth NH: Heinemann.
3.
Franklin, E. A., (1988). Reading and writing stories: children creating meaning. The Reading Teacher, 42, 184-190.
Fuhler, C. J. (1990). Commentary: Let's move toward literature-based reading instruction. The Reading Teacher, 43,
312-315.
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S, A, (1996). Assessing motivation to read. The
Reading Teacher, 49 (7), 518- 533.
Glazer, S. (1995). Do I have to give up phonics to be a whole language teacher? Reading Today, 12 (4), 3.
Goodman, K. (1993). Phonics Phacts. Portsmouth, NH: Heinemann.
Goodman, K. (1996). On Reading. Portsmouth, NH: Heinemann.
Gough, P. (1984). Word recognition. In P. D. Pearson (Ed.)., Handbook of reading research (pp. 225-253). New York:
Longman.
Guthrie, J. T. (1996). Educational contexts for engagement in literacy. The Reading Teacher, 49 (6), 432- 445.
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London:
Elsevier.
Handel, R. D. (1992). The partnership for family reading: Benefits for families and schools. The Reading Teacher, 46 (2),
116-126.
Harris, S. (1996). Bringing about change in reading instruction. The Reading Teacher, 49 (8), 612- 618.
Harste, J. C., Short, K. G. & Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth, NH:
Heinemann.
Harvey, S. (1998). Nonfiction matters. Portland, ME: Stenhouse Publishers.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving comprehension. Portsmouth, NH: Heinemann.
Hubbard, R., (1988). Allow children's individuality to emerge in their writing: Let their voices through. Young
Children, March, 3338.
Jaggar, A. & Smith-Burke, M. T., (1985). Observing the language learner. Newark, DE: International Reading
Association.
Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston: ME. Allyn and Bacon.
Kingen, C. (2000). Teaching language arts in middle schools. Mahwah, NJ: Lawrence Erlbaum Associates.
Maynard, 2010
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Landrum, J. (2001). Selecting intermediate novels that feature characters with disabilities. The Reading Teacher, 55
(3),
252-259.
Marshall, J. C. (2002). Are they really reading? Expanding SSR in the middle grade. Portland, ME: Stenhouse
Publishers.
Moore, D. W., Alvermann, D. E. & Hinchmann, K. A. (2000). Struggling adolescent readers: A collection of
teaching strategies. Newark, DE: International Reading Association.
Nagel, G. K. (2001). Effective grouping for literacy instruction. Boston, ME: Allyn and Bacon.
Parsons, L. (2001). Response journals revisited” Maximizing learning through reading, writing, viewing,
discussing, and thinking. Portland, ME: Stenhouse Publishers.
Pinnell, G. S. & Fountas, I. C. (2001) Leveled books for readers, Grades 3-6. Portsmouth, NH: Heinemann.
Rasinski, T.V., & Nathenson-Mejia, S. (1987). Learning to read, learning community: Considerations of the social
contexts for literacy instruction. The Reading Teacher, 41, 260-265.
Rayner, K. & Polletsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall.
Routman, R. (1988). Transitions. Portsmouth, NH: Heinemann.
Routman, R. (1991). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.
Sadler, R. C. (2001). Comprehension strategies for middle grade learners: A handbook for content area
teachers. Newark, DE: International Reading Association.
Smith, F. (1994). Understanding Reading (5th Ed.). Hillsdale, NJ: Lawrence Erlbaum.
Smith, M. W. & Wilhelm, J. D. (2002). “Reading don’t’ fix no chevy’s: Literacy in the lives of young men.
Portsmouth, NH: Heinemann.
Stanovich, K.E. (1990). A call for an end to the paradigm wars in reading research. Journal of Reading Behavior, 22,
221-231.
Topping, D. & McManus, R. (2002). Real reading, real writing: Content area strategies. Portsmouth, NH:
Heinemann.
Tovani, C. (2001). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME:
Stenhouse Publishers.
Tunnel. M. O., & Jacobs, J. S., (1989). Using "real" books: Research findings on literature based reading instruction. The
Reading Teacher, 42, 470-477.
Yopp, R. H. & Yopp, H. K. (2001). Literature-based reading activities (3rd ed.). Boston, ME: Allyn and Bacon.
Journals:
Book Links. American Library Association Chicago, IL
Journal of Adolescent and Adult Literacy (formerly Journal of Reading).
Language Arts. National Council of Teachers of English.
Literacy Research and Instruction
The Reading Teacher.
Reading Online
Maynard, 2010
18
American Educational Research Journal
Journal of Educational Research
Journal of Learning Disabilities
Journal of Literacy Research
Journal of Reading Behavior
Reading Psychology
Reading Research and Instruction
Reading Research Quarterly
Important Websites:
Alliance for Excellent Education
http://www.all4ed.org/publications/ReadingNext/
Florida Center for Reading Research
http://www.fcrr.org/
International Reading Association
http://www.reading.org/
Literacy Coaching Clearinghouse
http://www.literacycoachingonline.org/
National Center for ESL Literacy Education
http://www.cal.org/ncle/links.htm#publications
National Reading Panel
http://www.nationalreadingpanel.org/Documents/pr_finalreport.htm
Office of Education Research and Instruction
http://www.ed.gov/offices/OERI/
PALS Web Site
http://curry.edschool.virginia.edu/go/pals
Reading First
http://www.readingfirst.virginia.edu/
Reading Excellence Act
http://www.ed.gov/offices/OESE/REA/
National Institute for Literacy
http://www.nifl.gov/
Reading Quest: A website for teachers that explore comprehension and content reading strategies and
use them in social studies.
www.readingquest.org
Virginia Standards of Learning:
http://www.pen.k12.va.us/VDOE/Instruction/wmstds/home.shtml
Annenberg Foundation Videos:
http://www.learner.org
when to
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, and Communication Disorders
Maynard, 2010