DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Fall 2009
Title: Apprenticeship in Reading
Course Numbers: CURIN 874-01
Course Time Schedule: Monday, 5:00-8:00
Credit Hours: 3
Room 221, Hughes Hall
Office Phone: 620-235-4483
Instructor: Carolyn R. Fehrenbach, Ph.D.
Office Hours: By appointment
Home Phone: 620-232-7720
Office:
112C Hughes Hall
e-mail: cfehrenb@pittstate.edu
I.
COURSE DESCRIPTION
The reading specialist will acquire advanced skills and knowledge about the role of the
reading teacher in the school and community (Pre K-12) through direct experience in
those settings.
II.
PREREQUISITES
All other reading and language arts courses in the program or with the last course taken
concurrently.
III.
PURPOSE OF THE COURSE
The apprenticeship course will be the capstone course where knowledge and performance
previously learned and acquired will be put to use in an advanced setting and situation.
The reading specialist will acquire advanced skills and knowledge about the role of the
reading teacher in the school and community (Pre K-12) through direct experience in
those settings.
IV.
COURSE OBJECTIVES
As a result of the course, reading specialists should demonstrate knowledge and
performance of the Kansas State Department of Education Standards for Reading
Specialist: Early Childhood through Late Adolescence/Adulthood, Pre K-12 as
addressed in this course.
READING STANDARDS
Standard 1: The reading specialist demonstrates knowledge of the foundations of
reading and writing processes and instruction.
Standard 2: The reading specialist demonstrates the use of a wide range of instructional
practices, approaches, methods and curriculum materials to support reading and writing
instruction.
Standard 3: The reading specialist demonstrates the use of a variety of assessment tools
and practices to plan and evaluate effective literacy instruction.
Standard 4: The reading specialist demonstrates the use of instructional practices,
approaches and methods, curriculum materials, and the appropriate use of assessments to
create a literate environment that fosters effective reading and writing instruction.
Standard 5: The reading specialist demonstrates the importance of continuing
professional development in increasing the knowledge and skills required for teaching all
students to read and write successfully.
ASSESSMENTS FOR KSDE/NCATE STANDARDS
#5 Content-based Assessment Aligned to Standards or Related to Content
Knowledge
Program Completion Portfolio and Reflections Rubric
V. REQUIRED TEXTS AND MATERIALS
No additional text is required
One three-ring notebook with tabs and dividers for the Reading Program Completion
Portfolio and Reflections
VI. INSTRUCTIONAL RESOURCES
Class notes, notebooks, used in all previous reading, language arts, and writing courses
for documentation references
Instructor’ handouts
Professional journals
Internet sources
VII. REQUIREMENTS AND EVALUATION
Reflections for the Kansas Standards for Reading Specialists Program
Completion Portfolio
You will be required to write in narrative form ways you have actively met each of the
five Kansas Standards for Reading Specialists. The reflections assignment is to be word
processed. It will be due at the end of the semester. An example will be shown in class.
The reflections will be assessed as part of the portfolio rubric.
50 Points
Reading Program Completion Portfolio
You will compile a Reading Program Completion Portfolio to demonstrate your
performance on the five Kansas State Department of Education Reading Specialist Standards.
Your portfolio will contain notes and documentation of assignments and reflections. The
portfolio will address seventeen major topics related to the standards. You will be given a list of
topics to be addressed in class and in the portfolio. If you completed the requirement in a
previous class, reference in your Reading Program Completion Portfolio where the information
is located (ie. Name of Class Notebook, Section). The portfolio is to be word processed and
professional looking. It will contain a list of the Reading Standards with Reflections on each
giving how you met the specific standards, a Table of Contents, Dividers, and Tabs for easy
retrieval of information, and documentation in each area addressed. Candidates will share
information from each section and model demonstrations, as needed, as the semester progresses.
The portfolio will be graded by a rubric which includes an assessment on correct syntax,
spelling, and punctuation, and grammar.
Word-processed Completion Portfolio 650 points
PORTFOLIOS AND REFLECTIONS ARE DUE MONDAY, NOVEMBER 30
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PORTFOLIO OUTLINE
This is the format for your portfolio. Please use only one notebook for your portfolio.
Use dividers for each standard and tabs for each subtopic. You are welcome to reference work
completed in other classes.
TABLE OF CONTENTS
KSDE/IRA STANDARDS FOR READING SPECIALISTS (Provide page professor gives you)
STANDARD 1 (Label one page by the standard number as a divider)
REFLECTION FOR STANDARD 1
Write a narrative of ways you actually completed/applied/ implemented requirements for
this standard. If you completed the requirements in another course, state the name of the
course and where that documentation can be found.
STD 1 LANGUAGE ACQUISITION
Emergent reading and prereading skills handouts (If you have used these with students at
this level, provide an example of each.)
STD 1 WRITING SKILLS
Emergent writing handout (If you have worked with students at this level, provide an
example.)
Stages of Writing Handout (If you have samples of students’ work, include these)
Writing Activities from CURIN 845 Approaches to Teaching Writing
Writing Process Format: Prewriting, drafting revising, editing and proofreading
______________________________________________________________________
STANDARD 2 (Label one page by the standard number as a divider)
REFLECTION FOR STANDARD 2
Write a narrative of ways you actually completed/applied/ implemented requirements for
this standard. If you completed the requirements in another course, state the name of the
course and where that documentation can be found.
STD 2 READING MATERIALS
Documentation of some of the fiction and nonfiction books you use in class
List of varied cultural materials you use with students for literacy skills
List of technology-based materials you use with students for literacy skills
State how you provide reading materials for varied reading levels
Put in three examples of interest inventories for varying grade levels.
(Include one student’s inventory)
Document how you allow time for independent and pleasure reading in your classroom
STD 2 COMPREHENSION STRATEGIES
Compilation of four strategies for teaching comprehension
Documentation of using comprehension strategies with students
Samples of students’ work
STD 2 VOCABULARY STRATEGIES
Compilation of four strategies for teaching vocabulary
Documentation of using vocabulary strategies with students
Samples of students’ work
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STD 2 STUDENT STUDY STRATEGIES
Time management strategies
Organizational strategies
Test-taking strategies
Study skills
STD 2 PARAEDUCATORS
Discuss how you work with paraeducators
Discuss how you provide evaluation feedback
List the benefits of having pareducators
----------------------------------------------------------------------------------------------------------STANDARD 3 (Label one page by the standard number as a divider)
REFLECTION FOR STANDARD 3
Write a narrative of ways you actually completed/applied/ implemented requirements for
this standard. If you completed the requirements in another course, state the name of the
course and where that documentation can be found.
STD 3 CONTEXTUAL FACTORS
Provide a comprehensive report on contextual factors impacting students’ learning.
Include:
Community, District and School Factors
Classroom Factors
Assessments utilized in the district
Assessments utilized in your classroom
Student population
School reading programs utilized in your district
Note: Most of this information can be accessed from a district’s website.
STD 3 ASSESSMENTS
Informal assessments (List types you have used)
Formal assessments (List types you have used)
STD 3 INDIVIDUAL STUDENT CONFERENCES
Documentation of an individual conference with a student to discuss strengths and areas
for improvement and ways to achieve improvement
STD 3 LESSON PLANS/CURRICULUM
Results of assessments in planning (Just reference Reading Practicum)
Documentaton of implementation of flexible grouping options (individual, small group,
whole class) and explain the rationale for their use to meet students’ needs
STD 3 REFERRALS
Documentation of referral process in your school or district
STD 3 IEP MEETING
Documentation of attending an IEP meeting
Documentation of your input for instructional planning
Conferencing with colleagues (psychologists, counselors, librarian, media specialists,
speech or language therapists, technology specialists, and/or administrators) in planning
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STD 3 PARENTS AS PARTNERS
List of ways you communicate with parents (Examples: newsletters/
e-mail/notes/ etc.)
Strategies for parents to help their students
************************************************************************
STANDARD 4 (Label one page by the standard number as a divider)
REFLECTION FOR STANDARD 4
Write a narrative of ways you actually completed/applied/ implemented requirements for
this standard. If you completed the requirements in another course, state the name of the
course and where that documentation can be found.
STD 4 READING SKILLS (Include one page on each of the following:)
Rate of reading information
Ways to access prior knowledge
List of questioning strategies
Ways for students to organize information
Ways to help students summarize information
***********************************************************************
STANDARD 5 (Label one page by the standard number as a divider)
REFLECTION FOR STANDARD 5
Write a narrative of ways you actually completed/applied/ implemented requirements for
this standard. If you completed the requirements in another course, state the name of the
course and where that documentation can be found.
STD 5 LITERACY COACHES
Research on literacy coaches (Provide four or more professional sources)
Interview a literacy coach, reading coordinator, or reading specialist (Questionnaire
furnished by professor)
STD 5 PROGRAMS/GRANTS
List a total of three or more federal, state, and/or local grants available to help students in
literacy
STD 5 PROFESSIONAL GROWTH
List the names of professional literacy journals (local, state, regional, and.or national)
List the names of professional literacy organizations (local, state, and/or national)
A copy of a journal article summary and reflection you have reviewed related to literacy
(Can be from another class)
Document participation in three or more literacy organizations, conferences, or
professional activities (Examples: International Reading Association, Kansas Reading
Association, Southeast Kansas Chapter of IRA, etc.)
Reviews potential sources for professional and/or written publication and include their
manuscript requirements (Example: Kansas Journal of Reading)
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Apprenticeship
SyllabusFall09.Apprent.doc