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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence
they are central to our vision of professional
educators and scholars. These include:




Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
 To prepare highly skilled professionals to assume roles and positions in teaching, research,
educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice, knowledge
acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically
diverse learner.
 To continuously develop a dynamic local, state, national, and international, dimension that
promotes innovations and contributes to scientific educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a
nationally and internationally respected college in the areas of science, mathematics, educational
technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in
regard to preparing teachers, counselors, administrators, educational researchers, and professional at
all levels, not only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the
University and will have national prominence. It will be at the forefront in programs for English
Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be
a model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its
faculty, and the leadership and service they provide to the local, regional, and national educational
communities in the previously mentioned areas.
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Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to graduation
regarding your program during your time here. A second survey will occur within one year
following graduation from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB. Please remember that your response to these
surveys is critical to UTB excellence.
Department of Language, Literacy, and Intercultural Studies
ESL Literacy and Assessment,
EDLI 3329
Prerequisite: Admission into COE
Course relationship in program: NA.
Instructor:
Office: EDBC
Office Hours:
Day and Time the Class meets:
Location of Class:
Course Catalog Description:
Students use state mandated and other formal and informal assessments to help plan instruction
based on their understanding of normal literacy development. They determine independent,
instructional, and frustration levels of reading and analyze miscues to plan instruction and
intervention.
Required Texts:
 Reutzel, D. R. & Cooter, R. B. (2011). Strategies for reading assessment and instruction:
Helping every child succeed (4th ed.). Boston: Pearson.
ISBN: 978-0-13-704838-0;0-13-704838-6
 Flynt E.S., & Cooter, R.B., Jr. (1999). English-español reading inventory for the classroom.
(EERIC). Upper Saddle River, NJ: Prentice Hall.
ISBN: 978-0-1-3955451-3;0-1-3955451-3
 Course packet (in Blackboard). No ISBN.
 Working e-mail on Blackboard. It will be necessary to check the e-mail you gave the
Registrar’s Office at least two times a week to read messages from your professor or class
members. In addition, grades and the assigned articles will be posted regularly on
Blackboard.
 NOTE: A Tk20 account may be required for this course. Your instructor will inform you of
its necessity. Tk20 is an electronic toolkit used by candidates and other school professionals
to provide evidence that they have mastered state and professional standards for the
profession, as a necessary component of the College of Education’s assessment program.
Additional information regarding Tk20 is available at: https://tk20.utb.edu/
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Additional Resources: Additional readings will be assigned.
Course Description Expanded and Purpose of the Course:
This course has a key assessment for NCATE, Assessment 6. Candidates must turn in (or upload,
where applicable) all course assignments associated with the “Reflective Case Study.” Assessment
6 is aligned to National Council of Teachers of English (NCTE) standards.
NCATE standards: This course relates to these College of Education standards for NCATE:
1 (curriculum), 2 (assessment), 3) field experience, and 4 (diversity).
Course Objectives Aligned with National Council of Teachers of English
(NCTE) Standards:
Criterion
1. Uses a variety of formal and informal assessment activities and instruments to
evaluate processes and products and report and reflect on assessment results.
2. Demonstrates knowledge of the practices of oral, visual, and written literacy, and
reading processes.
3. Applies knowledge of language structure, language conventions, figurative
language, and genre to create, critique, and discuss print and non-print texts.
4. Understands and uses a range of print and nonprint texts to teach a child how to
construct meaning and respond to such texts orally and visually to enhance and reflect
on their learning and reading.
5. Employs a wide range of composing processes, writes effectively for different
audiences and purposes, collaborates with peers, and plans ways to collaborate with
others to promote literacy.
6. Demonstrates knowledge of, and skills in the use of, the English language and
composing; accurately assesses a child’s writing.
7. Participates as a knowledgeable, reflective teacher researcher who perceives
assessment and instruction as reciprocal.
8. Communicates assessment results to various audiences orally, visually, and in
writing, for various purposes.
9. Gathers, evaluates, and synthesizes data from a variety of assessments in the
preparation of a professional report.
NCTE
Standard
4.10
3.2, 3.3
3.1, 3.2,
3.6
3.3, 3.6
2.3
3.2, 3.4
3.1, 3.4
4.10
2.3
4.10
2.3, 3.2,
4.10
3.1, 3.4,
4.10
Course Evaluation Method
Final grades will be based on successful completion of all required assignments. You will be able to
keep track of your progress through the Grade Center on Blackboard. Each assignment will have a
point value. You can determine your grade at any point by dividing the points you have by the total
possible, which will give you your percentage in the course. You will be evaluated on:
 Creativity and quality of materials and written assignments
 Clarity and organization of content
 Mechanics or written conventions
 Quality of classroom participation and presentations
 Following directions, including turning in (or uploading, where applicable) materials on time
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 Demonstrating effort and thought
These criteria are important since you will be serving as a role-model for adolescents as a classroom
teacher. Also, administrators, colleagues and parents will judge your effectiveness by your oral and
written communication skills.
Grading Scale
A=900-1000 points
B=800-899 points
C=700-799 points
D=600-699 points
F< 600 points
(exemplary – your work could be used as a perfect example in
other classes)
(above average)
(average)
(below average)
(failing)
Summary of Assignments
Assignment Name
Reflective Case Study (all facets)
Final Exam
Reading Assignments & Quizzes
Participation/Attendance
Total Points
Possible Points
550
170
230
50
1000
GRADING SYSTEM
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on).
Letter grades of “A” through “F” (course final grade) will be awarded based on the following
scale:
A+ 98-100
A 93-97
A- 90-92
B+ 88-89
B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
D+ 68-69
D 63-67
D – 60-62
F 0-59
Rubrics for Evaluation:
Final Exam (170 points)
The purpose of the test is for you to synthesize course concepts. Some of the required
readings will not be discussed in class, so it is the student’s responsibility to know these
concepts for the exam.
Reading Assignments and Quizzes (230 points)
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This correlates with Domain IV of the PPR and the purpose is to synthesize and apply course
content.
This correlates with Domain IV of the PPR and the purpose is to synthesize and apply course
content.
You will have 12 chapter quizzes, worth 10 points per chapter (120 points). Each quiz (except
ch.9) consists of 10 questions and each question is worth 1 point; ch. 9 has 5 questions at 2
pts. each. You will also have one quiz on the course syllabus (worth 10 points). Next, you will
have a quiz on readability and cloze procedures (based on my Tegrity presentation and
PowerPoint and worth 20 points), and one quiz on reading models and philosophies (based
on my Tegrity presentation and PowerPoint and worth 20 points). Additionally, you will need
to do homework related to three articles, which you will find in Blackboard for our course.
These are: Allison Baer’s Symbolic Reading Inventory, Rio’s Family Stories article, and Klein’s
and Necochea’s My Mother Never Read to Me. These three articles are worth 20 points each
and will be evaluated on completion of assigned pages, demonstrated effort, and following
directions. Assignments are to be turned in when class starts. They will not be accepted late.
As stated in the academic honesty policy of this syllabus, you cannot collaborate on reading
assignments.
Participation/Attendance (50 points)
This correlates with Domain IV of the PPR and the purpose is to share and learn ideas that will
help your future teaching.
As professionals, your attendance is required at all class sessions. The question to ask is,
“What will my future students get out of this class if I’m consistently late or absent?” You will
miss experiencing important strategies and discussions if you are late or absent. Please note:
10 points will be deducted for every absence, regardless of the circumstance, but if you have 3
absences, or if you arrive 15+ minutes late, or if you leave 15+ minutes early 4 or more times
you will receive a zero (0/50) for participation, regardless of the circumstances. If you have 4
or more absences, you will be dropped from the class. Every five tardies or early exits under
14 minutes or less constitute one absence. Excused absences are not accepted, except if the
circumstances warrant an “Incomplete.” Points will be deducted at the end of the semester.
Besides attendance and punctuality, participation will be evaluated on: actively participating
in small group and whole class discussions and activities; volunteering to speak on a regular
basis, but not dominating; on-task behavior (no texting or emailing); listening to others
completely and respectfully; and staying in class until it is over (unless a health or family
emergency is explained before leaving).
Reflective Case Study (550 points) The goal is to determine how assessment informs instruction
and to learn and acquire important reading, writing, viewing, and representing skills and knowledge,
which will apply to your future classroom of diverse learners. Work with a person who is at least in
grade two, who is close to your certification level, and who struggles with reading or writing in
Spanish or English. You will be posting all completed assessment instruments, artifacts, and
reflections (hence, everything for this project) in Tk20 using Microsoft Word, PDF, and Jpeg
files. The instructor will contact Hector Castillo to set Tk20 up and Mr. Castillo can come to the
class. Hand-write or type each analysis on the bottom or back (indicate with arrow) of each
form or type each analysis and include it when you upload the assessment; analyses will be
graded on following directions and depth. The analyses must be entitled by you: Analysis of
Student partner and Analysis of Tool. Go over the results with the student partner at the end
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or start of each session, but make it into a game in which s/he guesses the results. This game
will build the student partner’s performance awareness (a facet of metacognition and the
intrapersonal intelligence). You must have a code name for all you write and say about the
student partner’s for confidentiality and privacy. Over 10 errors in written conventions in any
component will result in a 20% grade reduction.
(10 points) Permission Slip
This permission slip is not required for NCATE, but it is mandatory for our class. It must be signed
by guardian of the student partner; if the tutee is an adult, have her/him sign it anyway to verify s/he
understands all of the components. Do not detach this permission slip. You will receive 0 project
points if you don’t have a guardian’s written permission.
-----------------------------------------------------------------------------------------------------------“I give _________________ permission to assess and tutor ___________________, who
UTB student
me, my child, niece, grandson, etc.
is in __ grade in school, in reading and writing this semester. I have looked over the
assessments. I understand what will be expected and that they will be done with other people
around.” ____________________________ __________________
guardian’s signature
date of signature
OR
----------------------------------------------------------------------------------------------------------“Doy mi permiso a ____________________ para evaluar y ayudar mi _______________
nombre de estudiante de UTB
hijo/a, nieto/a, etc.
en el __ grado escolar con la lectura y la escritura este semestre. He visto todas las tareas
incluido. Entiendo que todo va a estar en la presencia de otra gente.”
________________________
______________________
firma de la guardián
fecha de la firma
A. Interests. The goal is for you to figure out the tutee’s strengths, needs, and interests, as well as any
obstacles s/he may be facing that impact her/his learning (little sleep, hates reading, too much TV
watching, etc.). Please see weekly modules for the form.
Analysis of tutee: name, grade level, age, literacy likes, literacy dislikes, hobbies, greatest obstacle,
her/his attitude toward the assessment, what you would do differently, and how the results of this
assessment could be used for effective literacy instruction. Analysis of tool: Discuss the reading model
and philosophy, purpose, and strengths and limitations of this assessment.
B. 24-hour reading log. The goal is for the tutee to realize s/he uses reading for authentic purposes outside
of school. Please see weekly modules for the form.
Analysis of tutee: How does the tutee use reading and/or writing in her/his life? How did s/he respond to
your ideas about environmental print and the linguistic landscape? How could this assessment be used
for effective literacy instruction and what would you do differently? Analysis of tool: Discuss the
reading model and philosophy, purpose, and strengths and limitations of this assessment.
C. Burke’s Reader Interview. The goal is for you to determine the tutee’s primary reading model,
processes, and strategies so you can strengthen those s/he doesn’t use enough. Please see weekly
modules for the form.
Analysis of tutee: Discuss the strategies s/he uses and why, her/his reading processes and primary
reading model, and what the tutee believes reading is. What was the tutee’s attitude toward the
assessment, what you would do differently, and how could the results of this assessment could be used
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for effective literacy instruction? Analysis of tool: Discuss the reading model and philosophy, purpose,
and strengths and limitations of this assessment.
D. Standardized Test Results and Synthesis. The goal is to triangulate informal and formal assessment
results. Have the tutee provide you with her/his most recent standardized test results. If results cannot be
found, have the tutee take a new standardized reading comprehension test at her/his age/grade level.
Analysis of tutee: Synthesize this formal assessment in terms of her/his strengths and needs on the
separate skills that relate to reading (main idea, detail, etc.). What was the tutee’s attitude toward the
assessment, what you would do differently, and how could the results of this assessment could be used
for effective literacy instruction? Analysis of tool: Discuss the reading model and philosophy, purpose,
and strengths and limitations of this assessment. You may find different reading models and philosophies
for different sections of the test.
E. Literacy Essay. The goal is to determine, discuss, and evaluate the literacy experiences and attitudes of
you and your tutee and to gain experience with the composing, revising, and editing processes. For
NCATE, the candidate must upload into Tk20: in her/his brainstormed list, first draft (very marked up),
written note to partner, her/his final draft, and all of things done with the child.
Your draft: You will do this first as a model for the child and to learn the process. 1) During class you
and peers will create a brainstormed list and you will record what the professor writes on the board. You
will have a few minutes to add to this list. 2) Compose an essay about your experiences with reading and
writing, at home and at school, from the time you can remember. Also describe your current reading and
writing attitudes, what has affected those attitudes, and how you could collaborate with others to promote
literacy to various stakeholders. The goal is to make the essay engaging for the tutee and for you to write
to inform and to express emotion. 3) Read your essays aloud to other candidates and collaborate with
them in the revising and editing processes. Write feedback to a peer on a separate paper, with your name,
grade level certification, and email. Show the peer this paper, and then make a copy of it to upload into
Tk20 for NCATE. 4) Type a second draft that is significantly different from the first. You should have
no more than a few errors for your second draft. Tutee’s draft: Meet with the child and bring your
brainstorming, first and second drafts, and feedback from a peer. 1) Read this prompt aloud and have the
child follow along: “What have been your experiences with reading and writing, at home and at school,
from the time you can remember?” 2) Physically show the tutee our class’s brainstorming, the difference
between your first and second drafts, and your partner’s feedback. 3) Read your second draft to her/him.
4) Have the tutee brainstorm and write ideas with you. 5) The child will compose the essay as you
“busy” yourself with revising and editing your second draft, so s/he won’t feel watched. 6) After 10
minutes, have the tutee read her/his essay aloud to you as you focus on content. Have a conversation
about her/his and your experiences with reading and writing and how a dislike toward reading and
writing is most often related to how these things were taught. 7) Collaborate (gently) with the tutee in
revising and editing the tutee’s essay in terms HOCs and LOCs; s/he must hold the pen/pencil.
Analysis of tutee’s writing processes and content: What are her/his experiences and attitudes about
reading and writing and why? How did s/he respond to the prompt, to you reading about your
experiences, and about your conversations regarding both essays? Did the tutee have a hard time getting
started when s/he was asked to write? Did s/he write continuously or pause a lot? Did s/he write a great
quantity in the 10-minute timeframe? What was the tutee’s attitude toward the assessment, what you
would do differently, and how could the results of this assessment could be used for effective literacy
instruction? Analysis of tutee’s first draft using the Writing Rubrics: Base this analysis on d on the
child’s brainstorming, essay, and your conversations. What written miscues did s/he notice and not
notice? What are the tutee’s strengths and needs in higher order concerns (HOCs)? What are the tutee’s
strengths and needs in LOC’s? Write down some of the errors and what types of errors they are and
how they could be corrected, using research-based best practices. Analysis of tool: Discuss the reading
model and philosophy, purpose, and strengths and limitations of this assessment.
F. Baer’s Symbolic Reading Inventory. The goal is to determine what is happening in your mind and the
tutee’s mind as a reader and to engage children in activities that demonstrate the role of the arts in
learning. For NCATE, the candidate must upload the poem read in class into Tk20, her/his artwork, and
her/his answers to all of the interview questions about her/his visual representation.
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Candidate’s art and responses. You will do this first as a model for the child and to learn the process.
During class you will create a visual representation of a printed text; the instructor will read it aloud and
you will see it. Using only construction paper and glue during class time, tear and make shapes and paste
them onto construction or computer paper to represent your favorite part of the text. Also tear and paste a
shape to represent yourself as a reader. On the back of your artwork, write down answers based on your
interview with each other, using Allison’s Baer’s Symbolic Reading Inventory questions. Your partner
will write your answers and will give you the completed sheet, so you can use it with the child. Ask each
other these questions and write down responses in detail: “Which scene stands out in your mind? What
did you see, feel, hear, smell, and taste as you read and heard the story? Where and what are you and
why? What aspects of this written text influenced your visual interpretation? (knowledge of language
structure, conventions, figurative language, morphology, phonology semantics, and syntax, etc.) What
evidence from the text supports your interpretation? (Why did you create what you did?) Which of your
prior experiences and current contexts influenced your interpretation? After class, you are encouraged to
add more detail for your answers. Each candidate will show the class her/his visual representation of the
text, where s/he is a reader, and what her/his interpretation was. If you are absent this day, this must be
done 1-1 with the professor; please make arrangements.
Tutee’s art and responses. For NCATE, the candidate upload into Tk20: the humanities text s/he
showed and read to the child, the child’s art, and the child’s answers to all interview questions about
her/his visual representation. Have your tutee do the process practiced in class with another printed text.
This explicitly relate to the Humanities (history, human and physical geography, cultural studies,
government, sociology, anthropology, etc.) Bring several colors of construction paper and glue and text.
Read the printed “text” aloud to the tutee as s/he reads it silently. Ask the same interview questions you
asked of each other during class, but also include this question: What did you think of this experience?
Why? How has it helped your reading and learning processes (thinking about what you do when you
read something and how you learn)? Also, ask these questions: Are you taking a social studies class
now? How do you like the class? How does this book relate to social studies? How did our experience
today relate to the arts?
Analysis of yourself: What reading processes and strategies did you use to construct meaning from the
text when we did the activity in class?(e.g., pre-read, skim, scan, visualize things, connect to background
knowledge, express confusion, use fix up strategies (read ahead, reread, sound out, morpholological
analysis, etc.) Analysis of tutee Was your tutee able to suspend reality by placing herself/himself into the
scene? How did s/he see visual images of what was read? Could s/he hear the sounds and voices in the
printed text? Did s/he feel empathy for the characters? Did s/he “Become the Book” (as per Jeff
Wilhelm)? How did the experience help the tutee’s learning and reading processes? What was the
tutee’s attitude toward the assessment, what you would do differently, and how could the results of this
assessment could be used for effective literacy instruction? Analysis of tool: How did Baer’s SRI strategy
help your tutee to imagine? How did this strategy help you to know what was happening in your tutee’s
mind as a reader? Discuss the reading model and philosophy, purpose, and strengths and limitations of
this assessment.
G. Oral Reading Procedures. The goal of the oral reading and miscue analysis are to determine the tutee’s
reading strategies and her/his use of the cueing systems. The goals of the retelling and/or comprehension
questions are to determine the tutee’s ability to comprehend and recall what s/he read orally and for
her/him, to reflect on her/his strengths and needs in reading. Please see weekly modules for the form.
You need to provide these things: the easy-to-hear tape recording of the moment you say hello to the
time you say goodbye (all oral readings, retellings, and comprehension questions). Include a pdf file of
the last story read and comprehension questions for the instructor. The story should be hard enough for
the reader to make a certain amount of miscues (as determined by the professor), but not so hard that s/he
feels defeated. Also, you will not preview for the tutee. You will tell him that you want to hear her/him
read aloud and that s/he will then explain the story to you. When s/he reads aloud, do not make any
corrections or assists, even when asked. Instead say, “Do your best. I cannot help you.” Do not write
anything down as s/he reads; you can do the coding later. Retelling: Right after the student reads, ask the
tutee to recall the story in her/his own words. If s/he cannot recall, you can ask comprehension questions
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that correspond with the story. Retrospective part of the miscue analysis: After the retelling and (if
necessary) comprehension questions, replay the tape and have the student listen to him/herself read. Ask
the tutee to stop the tape whenever s/he hears a semantic miscue (which impedes comprehension or
drastically changes the meaning). Ask her/him to say the word again or give a synonym for it. Ask:
“What tripped you up about this word or the context?” (Write down what the tutee did and said during
this.) Coded Miscue Analysis. This part consists of miscue analysis chart/s you complete. The goal is to
determine the tutee’s strongest cueing systems and her/his strategies during oral reading. Code a section
that s/he read that has at least # “codable” miscues. I cannot read or give credit for more than 15 marked
miscues. Complete all required forms the professor decides to use.
Analysis of tutee: Could s/he retell correctly without being prompted? If not, how did s/he do with the
comprehension questions? Did s/he seem to understand the story? How often did s/he stop the tape?
What miscues did s/he catch? What things did s/he say tripped her/him up? What are her/his most
frequent miscues (from tallies)? What are her/his oral reading strengths (rereading, pausing, can recall
the story well, etc.)? What are her/his oral reading needs (makes semantic miscues that impede
comprehension, etc.)? What cueing systems were her/his strongest? Which cueing systems could s/he
improve on? Based on the taped reading, calculate how many words s/he read in 1 minute and write
wpm by the #. Do not tell her/him you are checking reading rate. Calculate how many words s/he read
correctly in 1 minute and write CWPM by the #. What was the tutee’s attitude toward the assessment,
what you would do differently, and how could the results of this assessment could be used for effective
literacy instruction? Analysis of tool: Discuss the reading model and philosophy, purpose, and strengths
and limitations of this assessment. You may find different reading models and philosophies for different
sections of the test.
Lesson Plan. The goals are for you to create a lesson based on the tutee’s greatest strengths, needs, and
interests (from the assessments you have done). Prior to tutoring, write the 30+ minute lesson, based on the
overall findings from the assessments. If the student loves butterflies, develop a lesson about butterflies. The
lesson plan must match the student’s greatest need, strengths, and interest and must follow this form:
 Your name, student’s pseudonym, rationale (student’s most significant interests, strengths, and needs in
literacy), information in the assessments that led you to believe this lesson would be useful, skill focus
stated explicitly, measurable objective(s), TEKS objective(s), activity you will do step-by-step related to
the student’s most significant interests, strengths, and needs in literacy, materials, and sources
 Verifications: Include verification that the lesson was done (student’s writing, photos taken, drawing the
tutee did, tape recording, etc.) These will be jpeg and pdf files.
 Evaluation: This part must be detailed and must be written after you conducted each lesson with the
tutee. Answer all of these questions in writing: What did you observe as you worked with your tutee on
this strategy? Did the strategy work as you expected it to? Why or why not? Explain how you know the
tutee learned something from your lesson (skills s/he learned, anything demonstrating that her/his
attitude regarding reading or writing changed, etc.). Discuss how s/he performed and on what you taught
her or him and how you know s/he learned from you. Explain how the tutee liked the lesson, and how
you know this. Discuss how you could improve the lesson. Do you think the tutee would benefit from
working with this strategy again? Why or why not? What would you change next time? Explain.
Communicates Assessment Results. The goal is to practice oral communication skills necessary in
teaching.
Class presentation: Discuss major findings with the class in an informal presentation. State your full name;
grade level of certification; the tutee’s code name; tutee’s age and grade level; tutee’s greatest strength, need,
and interest; and how you helped her/him with the lesson. Your presentation must be no longer than 3
minutes.
Stakeholder’s Meeting: Go over your overall evaluation in understandable language with the tutee, and also
the guardian (if the tutee is a minor). Physically show them the assessments and analyses. Ask them what the
tutee liked the most from the assessments and also lesson and what the tutee learned from both; write and
upload their responses. You must provide evidence that you met with the tutee and guardian (if the tutee is a
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minor) and that you discussed the results; this must be their signatures, comments in their handwriting, and
the date and place of the meeting. In writing, discuss in detail what you said and how the tutee and guardian
(if applicable) responded. Professors must take notes of each class presentation and must write Target,
Acceptable, and Unacceptable beside each candidate’s name, as well as the candidate’s grade level of
certification for each presentation. Professors will upload this into TK20.
Case Study Summary. The goal is for you to synthesize the assessments in writing. The case study
summary must have attached all assessments, reflections, and lesson done for the project, in the order they
appear in the syllabus. For the cover sheet, include: your full name; grade level of certification; date, course
name and number, and Case Study Summary. On the next page, include this heading: Overview, and then the
tutee’s code name, age, and grade level, a sentence summary of her/his strengths, a sentence summary of
her/his interests, and a sentence summary of her/his needs. Next, include: Impact on Child. This is where you
discuss what the tutee liked and learned from the assessments and lesson. Next, have headings for each
assessment letter and name and under each assessment, summarize the assessment’s emphasis and how the
child performed. Next, include a Lesson heading and summarize lesson activities and materials, as well as
what the child learned. Last, include a heading entitled Reflection and discuss what you learned from this
project about how assessment and instruction inform each other.
2f. Scoring guide for the assessment
MET
Criterion
(Each of the 7
assessments)
1. Uses a variety of
formal and informal
assessment activities
and instruments to
evaluate processes and
products and to reflect
on conducting
assessments differently
in the future. NCTE
Standard: 2.3
Unacceptable
(1)
Acceptable
(2)
Conducts fewer than
Must conduct and
six of the seven
interpret at least six
assessments, which are assessments. Most are
mostly incorrect and
correct and complete and
incomplete; most of the interprets most of them
interpretations are
correctly and completely.
incorrect and
For each assessment,
incomplete, also. Does describes what the
not describe what the candidate would do
candidate would do
differently the next time
differently the next
s/he administers the
time s/he administers assessment.
the assessment.
(Baer’s SRIDoes not demonstrate Candidate’s art:
candidate’s own and appropriate reading and Demonstrates some
child’s)
sensory strategies to
reading and sensory
2.Demonstrates
interpret and appreciate strategies to interpret and
knowledge of reading the text. For the
appreciate the printed text,
processes.
analysis of her/himself, which the partner records
does not accurately
and the candidate adds to
NCTE Standards: 3.3 discuss her/his reading after class. Accurately
processes and strategies discusses her/his reading
appropriately and in
processes and strategies
detail. Child’s art: Does appropriately,. Child’s art:
not accurately discuss Accurately and discusses
the child’s reading
the child’s reading
processes and
processes and strategies.
strategies.
(Must do all adequately.)
Target
(3)
Conducts each of the seven
assessments correctly and
completely with the tutee and
reflects on them accurately
and in detail. For each
assessment, describes in
detail what the candidate
would do differently the next
time s/he administers the
assessment.
Candidate’s art: Explains
many reading and sensory
strategies to interpret and
appreciate the printed text,
which the partner records and
the candidate adds to after
class. For the analysis of
her/himself, accurately and in
detail discusses her/his
reading processes and
strategies appropriately and
in detail. Child’s art:
Accurately and completely
discusses the child’s reading
processes and strategies.
Score
3, 2, or
1
1_
2_
3_
4_
5_
6_
7_
Cand.
___
Child:
_____
11
(Baer’s SRIcandidate’s own and
child’s)
3.Demonstrates
knowledge of the
practices of oral,
visual, and written
literacy.
Does not do
adequately: create a
visual representation
and paste her/himself
into the scene, supply
answers about it during
the class interview, or
interview the other
adult and record the
answers; does not
follow and document
the same procedures
appropriately with a
child.
Creates a visual
representation and pastes
her/himself into the scene,
supplies answers about it
during the class interview,
interviews the other adult
and records the answers,
and
and follows and
documents the same
procedures appropriately
with a child. (Must do all
adequately.)
Creates a thoughtful visual
Cand.
representation and pastes
___
her/himself into the scene,
supplies detailed answers
about it during the class
interview, and also interviews
another adult and records the
answers in legible
handwriting and in an
organized fashion, and
follows and documents the
Child:
same procedures
appropriately and in detail
_____
with a child.
(Baer’s SRIDoes not apply
candidate’s own)
appropriate knowledge
4.Applies knowledge of: knowledge of
language structure,
of language
structure, language conventions, figurative
language, morphology,
conventions,
figurative language, genre, and cueing
systems (semantics,
genre, and cueing
graphophonics, and
systems to create,
syntax).
Adequately demonstrates
knowledge of most:
language structure,
conventions, figurative
language, morphology,
genre, and cueing systems
(semantics,
graphophonics, and
syntax).
Candidate describes
Cand:_
application of many
____
accurately: knowledge of
language structure,
conventions, figurative
language, morphology, genre,
and cueing systems
(semantics, graphophonics,
and syntax).
(Baer’s SRIcandidate’s own and
the child’s)
5.Uses practices
designed to assist
students in developing
habits of critical
thinking.
Candidate: Explains
Candidate: Explains in detail
evidence from the text and and accurately: evidence
also personal experiences from the text and also
that influenced her/his
personal experiences that
interpretations. Defends influenced her/his
argument interpretation
interpretations. Defends
with some evidence from argument accurately and in
the text. Child: Candidate detail with much evidence
follows and documents the from the text. Child:
same procedures and
Candidate follows and
discusses how s/he helped documents in detail and
the child to read more
accurately the same
critically. (Must do all
procedures and discusses in
adequately.)
detail how s/he helped the
child to read more critically.
Cand.
___
Demonstrated s/h showed
the child the candidate’s
art, the text read in class,
and the candidate’s
Cand.
___
NCTE Standard: 3.2
critique, and discuss
print and non-print
texts.
NCTE Standard: 3.1
Candidate: Does not
explain adequately:
evidence from the text
and also personal
experiences that
influenced her/his
interpretations. Does
not defend
interpretation with
evidence from the text.
NCTE Standard:
Child: Candidate does
2.4
not adequately follow
or document the same
procedures, nor
discusses how s/he
helped the child to read
more critically.
(Baer’s SRIDoes not do
candidates’ own and adequately: show the
with child)
child the candidate’s
6.Engages children in art, the text read in
In the reflection, the
candidate appropriately and
in detail states that s/he:
showed the child the
Child:
_____
12
texts and experiences
to demonstrate the role
of arts in learning and
reading.
class, and the
candidate’s interview
responses; does not
follow the same
procedures adequately
NCTE Standard: 2.6 with the child with an
appropriate humanities
text. Does not discuss
with the child the
relationship of the text
to art and the
humanities.
(Literacy Experiences No appropriate
Drafts – candidate does brainstormed list is
by her/himself)
included. There are no
7.Employs a wide
differences in the
range of composing
candidate’s drafts; the
processes, writes
essay is not written in a
effectively for different way to engage the tutee
audiences and
and the latter
purposes
responded unfavorably
NCTE Standard:
to the candidate’s
3.2, 3.4
essay.
(Literacy Experiences The candidate does not
Drafts – candidate does collaborate
by her/himself)
appropriately with
8.Collaborates with,
peers during class and
and supports, peers in does not write
the writing process,
adequately how s/he
and plans ways to
can collaborate with
collaborate with others others to promote
to promote literacy.
literacy.
NCTE Standard:
2.3
(Literacy Experiences
Essay – candidate does
by her/himself)
9.Demonstrates
knowledge of, and
skills in the use of, the
English language;
accurately assesses a
child’s writing
NCTE Standards:
3.1
(Lesson Evaluation
and Case Study
Summary)
10.Participates as a
knowledgeable,
The candidate’s second
draft has 10 or more
errors. The candidate
cannot find most
problems in HOCs and
LOCs in the tutee’s
first draft, even though
they exist. The
candidate does not
evaluate the tutee’s
writing accurately.
Neither is adequate: In
the lesson evaluation,
does not write how s/he
could improve the
lesson. In the case
interview responses;
followed the same
procedures with the child.
Engaged the child in
creating an artistic
representation of a text
chosen related to the
humanities and discussed
with the child the
relationship of the text to
art and the humanities.
(Must do all adequately.)
A brainstormed list is
included. Drafts are
somewhat different from
each other. The essay is
written in a way to engage
the tutee somewhat and
the latter responded
somewhat favorably to the
candidate’s essay. (All
must be done adequately.)
candidate’s art, the text read
in class, and the candidate’s
interview responses, and that
the candidate and child
followed the same
procedures done in class to
create and discuss the art and
text, explicitly related to the
humanities; explains in detail
how s/he discussed with the
child the relationship of the
text to art and the humanities.
The brainstormed list is
detailed and drafts are
substantially different from
each other; the essay is
written in a way to engage
tutee and the latter responded
favorably to the candidate’s
essay.
The candidate collaborates
with peers during class
and writes how s/he can
collaborate with others in
the future to promote
literacy. (All must be done
adequately.)
The candidate collaborates
with peers during class
successfully and provides
much substantive comments
to the peer; s/he writes in
detail how s/he can
collaborate with others in the
future to promote literacy.
Feedback to
peer:__
__
Plans
to
collab.
to promote
literacy
____
The candidate’s second
draft has fewer than six
errors. The candidate finds
most problems in HOCs
and LOCs in the tutee’s
first draft. (All must be
done adequately.)
The candidate’s second draft
demonstrates mastery of the
English language and is
typed. The candidate
discusses all major problems
accurately in HOCs and
LOCs in the tutee’s first
draft.
Own
draft
2_
Did not upload either the
lesson evaluation or the
discussion of what the
candidate learned from
assessing and planning
In the lesson evaluation,
writes in detail how s/he
could improve the lesson. In
the case study summary,
writes in much detail what
Less.
Eval:
__
Child:
_____
Cand_
_
Child’s
draft
1__
Case
13
reflective teacher
researcher who
perceives assessment
and instruction as
reciprocal.
NCTE Standards:
2.3
(Communicates
Assessment Results)
11. Communicates
assessment results to
various audiences
orally, visually, and in
writing, for various
purposes.
NCTE Standards:
3.2
study summary, does instruction, or performed
not write what s/he
just adequately on both.
learned from assessing
and planning
instruction based on the
project.
s/he learned from assessing study
and planning instruction
summ:
based on the project and how __
assessment and instruction
are interrelated.
Class Presentation:
Does not synthesize
orally the assessment
results adequately.
Stakeholder: Does not
provide appropriate
evidence that s/he met
with the tutee and
guardian to discuss the
results. Does not write
acceptably: what the
tutee liked and learned
from the assessments
and lesson.
Class Presentation:
Synthesizes all results
accurately and clearly and
covers required topics
succinctly. Stakeholder:
Provides date and location of
meeting and stakeholder’s
signature and handwritten
comments. The stakeholders
handwrite reactions and they
state the meeting went well
and the candidate also
provides her/his reaction to
the meeting. The candidate
writes in detail what the tutee
liked and learned from the
assessments and lesson.
Writes a formal, professional
report in the appropriate
register. Includes a cover
page and provides a complete
overview of the tutee, her/his
greatest strengths, needs, and
interests from all assessments
and synthesizes each
informal and formal
assessment using clear,
detailed language and
standard English.
Class Presentation:
Synthesizes all results and
covers required topics.
Does three of the four
adequately: 1)
Stakeholder: Provides
location and date of
meeting; 2) stakeholder’s
signature and handwritten
comments; 3) the
candidate’s reaction to the
meeting; and 4) the
candidate’s written
summary of what the tutee
said s/he liked and learned
from the assessments and
lesson.
(Case Study Summary) Writes an inappropriate Writes a report and
12.Gathers, evaluates, report and leaves out follows most required
and synthesizes data
key report elements
report elements and key
from a variety of
and also assessments. assessments. (Must do
assessments in the
both adequately.)
preparation of a
professional report.
NCTE standards:
3.4
Pres:
__
Stakeholder
__
Case
sum__
_
Fall 2012 Course Calendar
Note: Bolded items indicate what is due. Italicized items indicate the activities planned.
Wk1
M Aug. 27
Buy textbook, English Español Reading Inventory for the Classroom (EERIC), and the course
packet. The bookstore will return textbooks on the shelves in 2 weeks. Find a student partner.
You can give the student partner assessments A-D to complete alone, with a family member, or
with you.
Activities: Complete student information sheet and background check. Write and share reading and
writing experiences for essay. Go over syllabus and discuss who can be your student partner and
what will be expected. Reading models and related philosophies and their connections to reading
materials, activities, and assessments. Reflections.
14
Wk. 2 Labor Day Holiday NO CLASS
Wk.3
M Sept. 10
Show me the guardian’s permission; upload it into Blackboard. Read the Family Stories Funds of
Knowledge article in weekly modules/Blackboard. Write a one paragraph summary of the article,
then a one paragraph application to your future teaching; demonstrate a complete reading of the
article. Read: “My Mother Never Read to Me…” by Zulmara and Necochea. Draw a picture of
your favorite part of the article and draw yourself into the scene (fly on the wall, a character, etc.).
Write on the back: why this was your favorite scene and why you drew yourself as a certain
object/character. Drawing and writing that appear to have taken less than 3 mins. to do each will
receive a lower grade. Stick figures are fine, as long as the drawing shows detail/effort. Read:
course syllabus; finish Blackboard quiz before class starts. Bring in any junk mail, food wrapper,
or any example of environmental print. Activities: Announcements. Discuss the two articles and
chapter 3. Models and philosophies, cont. Apply models and philosophies to Burke’s Reading
Interview with a student volunteer. Environmental print versus linguistic landscape (to help you
with the 24-hour log). Discuss linguistic landscape (Landry and Bourhis, 1997) and environmental
print (Shirley Brice Heath). Reflections.
Wk. 4
Sept. 17
Upload into Blackboard: Case Study A (Interests) & B (24-hr. Reading Log) + 2 copies of analyses
of the student partner and tools. Watch Tegrity presentation over models and philosophies. Read:
chapter 2 (response to intervention, RtI) and chapter 3 (oral language and philosophies); finish 3
Blackboard quizzes (one over the Tegrity models/theories presentation and two over chapters 2
and 3 before class starts. Bring in a tutee’s standardized test results (with the name blocked).
Activities: Announcements. Discuss chapters 2 and 3. Discuss Assessment Project. Discuss D (MI’s)
and E (standardized tests). Start on Baer’s Symbolic Reading Inventory. Discuss lesson 1 (reading).
Tutoring lesson plans vs. Madeline Hunter format. Reflections.
Wk. 5
Sept. 24
Read: chapters 4 (concepts about print) and 5 (phonemic awareness and alphabetic principle);
finish Blackboard quizzes before class starts. Upload in Blackboard: Case Study C (Burke) & D
(Standardized test) + 2 Upload it into Blackboard: analysis of the student partner and tools. Read
Baer’s Symbolic Reading Inventory article in Blackboard. Write a one paragraph summary of the
article, then a one paragraph application to your future teaching; demonstrate a complete reading of
the article.
Activities: Announcements. Discuss chapters. Go through samples of the TPRI/Tejas Lee and
discuss vis-à-vis models and theories. Discuss Assessment Project. Discuss lesson 1. Finish your
part of Baer’s Symbolic Reading Inventory (to show your student partner). Write from Art: What
can you do if your student partner does not write much about her/his literacy experiences. Begin
Literacy Experiences Essay: brainstorm individually, then as a class, then sloppy copy (to show
your student partner). Reflections.
15
Wk. 6
Oct. 1
Upload into Blackboard: Case Study E (Literacy Experiences Essay Procedures and Analyses), +
2 Upload into Blackboard: analyses of the student partner and tools. Upload it into Blackboard: F
(Symbolic Reading Inventory), + Upload it into Blackboard: analyses of the student partner and
tools.
Activities: Announcements. Evaluating writing. TAKS writing essays (pair work and overheads).
Finish Literacy Experiences Essay (revising and editing rubrics and suggestions from classroom
peers). How to help struggling writers. Scoring Saturation Research. RAFT. The handwriting
quandary. Diane DeFord’s and Elaine Garan’s findings on the three reading models and students’
writing. “How do you spell …?” Keeping spelling lists in use in the classroom. Writing words 3+
times each: what does the research say? Contextualized spelling and grammar. Reflections.
Wk.7
Oct. 8
Read: chapters 1 (assessment and teaching/learning cycle) and 6 (phonics); finish Blackboard
quizzes on these chapters before class starts. Upload it into Blackboard: Lesson 1 (reading or
writing, based on child’s greatest need)+ 2 copies of lesson evaluation.
Activities: Announcements. Discuss chapters. Continue assessment techniques. Writing, cont. Begin
miscue analysis (related to chapter 1). Reflections.
Wk.8
Oct. 15
Read: chapters 7 (fluency) and 9 (comprehension); finish Blackboard quizzes on these chapters
before class starts. Have Case Study G (Oral Reading Procedures and analysis part ½ done.
Activities: Announcements. Discuss chapters. Continue miscue analysis (related to chapters 7 and
9). Reflections.
Wk.9
Oct. 22
Read: chapter 11 (new literacies); finish Blackboard quiz on it before class starts. Have Case
Study: G (Oral Reading Procedures and analysis) ¾ done.
Activities: Announcements. Discuss chapters. Continue miscue analysis. Reflections. Readability
formulas. Cloze tests (how to calculate, maze, modified, syntactic/semantic acceptability, exact
replacements, scoring, etc.) Reflections.
Wk.10
Oct. 29
Upload it into Blackboard: Case Study G (Oral Reading Procedures) + Upload it into Blackboard:
the analysis of the student partner and tools.
Activities: Announcements. Other ways to do miscue analyses (Running Records, etc.) in your
classroom. Readability and cloze, cont. Reflections.
Wk.11
Nov. 5
16
Read: chapter 8 (vocabulary); finish Blackboard quiz on it before class starts. Watch Tegrity
Presentation on readability and cloze; finish Blackboard quiz: readability and cloze before class
starts.
Activities: Announcements. Discuss chapter 8 related to cloze tests. Vocabulary assessment and
instruction. Sight words and critique. Constructing Difficult Texts. Visual Verbal Word Association.
Community Words. Recycling words. Speaking about Words. Morphological analysis. Reflections.
Wk. 12
Nov. 12
Upload it into Blackboard: Lesson 3 (based on child’s greatest need and all assessments) + 2
copies of the lesson evaluation. Read: chapter 12 (family relations); finish Blackboard quiz on it
before class starts.
Activities: Announcements. Discuss meeting with stakeholders. Discuss chapter. Role plays and
fluency tips: five second wait rule, parrot/echo reading, previewing hard words, and highlighting
punctuation.
Reflections.
Wk.13
Nov. 19
Read: chapter 10 (comprehension: focus on the text); finish Blackboard quiz on it before class
starts. Upload it into Blackboard: Meeting with Stakeholders.
Activities: Announcements. Discuss chapter. Discuss how meeting with stakeholders went. Extrinsic
and intrinsic motivation, praise and encouragement, and external vs. internal locus of control.
Reflections.
Wk.14
Nov. 27
Upload it into Tk20: Case Study Summary and 1 copy of all of the assessments you did (in order).
Note: The Tk20 process must be complete in order for you to receive a final grade in the course.
Activities: Announcements. Briefly describe your student partner’s greatest strength, need, and
interest, as well as the lessons you implemented to help her/him. Discuss final exam. Reflections.
Wk. 15
M Dec. 4
LAST CLASS
Activities: Announcements. Ways to modify Burke’s Interview, sight word lists, cloze tests, and
other assessments we did in class for whole class assessments. Multiple Intelligences and highstakes testing. Discuss final exam. Reflections.
Wk. 16
FINAL EXAM: Monday, December 10, 2012 8:00pm-10:30pm
Course Policies
1. Attendance is mandatory. Late arrivals, early exits, and absences will affect your course
grade. Absence from three classes will constitute a loss of a letter grade. Students who miss
four classes will be dropped from the course. Any early exit or tardy totaling over 1/3 of a
class session will constitute an absence.
17
2. Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the
instructor to a student who has been unable to complete the course requirements due to a
serious interruption not caused by the student’s own negligence.
3. The instructor reserves the right to make changes in the syllabus as deemed necessary.
Students will be notified of any and all changes. It will be necessary to check the e-mail you
registered in Blackboard at least two times a week to read messages from your professor or
class members.
4. Cell phones are not to be used during class, unless specified by the instructor; computers
should only be used in class for class-related work; otherwise they should be stored away.
5. Please use correct written conventions and diplomacy when communicating with the
instructor via email. Please note: 20% will be deleted from any assignment that has more
than 10 errors in written conventions.
6. If a student decides to withdraw from this class, it is his/her responsibility to complete the
paperwork. If the student’s name appears on the roster at the end of the semester, he/she will
receive the grade earned.
7. No late work will be accepted. No rewrites will be accepted on major assignments turned in
or uploaded after the due date/time. The instructor cannot reset quizzes if s/he is not notified
by the student at least 24 hours before class starts. Turn in (or upload, where applicable)
what you have done the day it is due; this is better than having an entire grade affected. A
family member/friend can turn in work for you or you may turn assignments in early; or if
you have to upload it, you can do this early. Emailed or faxed assignments cannot be
accepted, but you may post your work in the Discussion Board of Blackboard if you are
going to be absent.
8. As per the Scholastic Dishonesty statement in this syllabus, all work turned in/uploaded for
a grade must represent that student’s original work and thinking. Please cite anyone’s work
used and refrain from using more than 20% of another person’s work.
INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify those
students who are experiencing difficulty with their courses. Satisfactory Academic Progress
(Sap) is based upon two components: GPA of 2.0 or higher and successful course
completion of at least 70% of coursework attempted. Students remain in good standing with
the university and Financial Aid when both criteria are met. Students who do not maintain
these required minimum standards will be placed on probation or suspension as appropriate.
The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory
Academic Progress for Financial Aid policy can be found in the current Undergraduate
catalog. For more information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including
the possibility of failure in the course and expulsion from the University. Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for
credit of any work or materials that are attributable in whole or in part to another person,
taking an examination for another person, any act designed to be unfair advantage to a
student, or the attempt to commit such acts. Since scholastic dishonesty harms the
18
individual, all students and the integrity of the University, Policies on scholastic dishonesty
will be strictly enforce. (Board of Regents Rules and Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at anytime, be
dropped from course. This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program, academic
course, partially or entirely, will be made available on the MyUTBTSC Blackboard course
management system. This allows faculty members and students to continue their teaching
and learning via MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the
university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their course(s). To receive credit for a
course, it is the student’s responsibility to complete all requirements for that course. Failure
to access course materials once reasonably possible can result in a reduction of your overall
grade in the class.
To facilitate the completion of class, most or all of the communication between students and
the institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by
following the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal.
In the event of a disaster, that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to continue the
learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with federal
law, a student requesting accommodations must provide documentation of his/her disability
to the Disability Services counselor. For more information, visit Disability Services in the
Lightner Center, call 956-882-7374, or e-mail steve.wilder@utb.edu.
Charts that each EDLI 3329 professor will complete for every section of EDLI 3329.##
Semester and year here (N = ??).
Instructors: Please check with Hector.castillo@utb.edu regarding the analysis in Tk20. Also,
send this analysis to Daniela.canales@utb.edu for all 4-8 and 8-12 English majors. Students
must buy a Tk20 account and must upload all files into this account and professors must check
to ensure all files are uploaded. Contact hector.castillo@utb.edu for details on Tk20.
19
Student 1, Student name______________, Major__________________, Grade level certification ____
Criterion
Unaccept
able
(1)
Acceptab
le
(2)
Target
(3)
1. Uses a variety of formal and informal assessment activities and
instruments to evaluate processes and products and to reflect on
conducting assessments differently in the future.
2. Demonstrates knowledge of reading processes.
3. Demonstrates knowledge of the practices of oral, visual, and
written literacy.
4. Applies knowledge of language structure, language
conventions, cueing systems, figurative language, and
genre to create, critique, and discuss print and non-print
texts.
5. Uses practices designed to assist students in developing habits of
critical thinking.
6. Engages children in texts and experiences to demonstrate the
role of arts in learning and reading.
7. Employs a wide range of composing processes, writes effectively
for different audiences and purposes.
8. Collaborates with, and supports, peers in the writing process,
and plans ways to collaborate with others to promote literacy.
9. Demonstrates knowledge of, and skills in the use of, the English
language; accurately assesses a child’s writing.
10. Participates as a knowledgeable, reflective teacher researcher
who perceives assessment and instruction as reciprocal.
11. Communicates assessment results to various audiences orally,
visually, and in writing, for various purposes.
12. Gathers, evaluates, and synthesizes data from a variety of
assessments in the preparation of a professional report.
__ % met or exceeded standards.
Student 2, Student name______________, Major__________________, Grade level certification ______
Criterion
13. Uses a variety of formal and informal assessment activities and
instruments to evaluate processes and products and to reflect on
conducting assessments differently in the future.
14. Demonstrates knowledge of reading processes.
15. Demonstrates knowledge of the practices of oral, visual, and
written literacy.
16. Applies knowledge of language structure, language
conventions, cueing systems, figurative language, and
genre to create, critique, and discuss print and non-print
texts.
Unaccept
able
(1)
Acceptab
le
(2)
Target
(3)
20
17. Uses practices designed to assist students in developing habits of
critical thinking.
18. Engages children in texts and experiences to demonstrate the
role of arts in learning and reading.
19. Employs a wide range of composing processes, writes effectively
for different audiences and purposes.
20. Collaborates with, and supports, peers in the writing process,
and plans ways to collaborate with others to promote literacy.
21. Demonstrates knowledge of, and skills in the use of, the English
language; accurately assesses a child’s writing.
22. Participates as a knowledgeable, reflective teacher researcher
who perceives assessment and instruction as reciprocal.
23. Communicates assessment results to various audiences orally,
visually, and in writing, for various purposes.
24. Gathers, evaluates, and synthesizes data from a variety of
assessments in the preparation of a professional report.
% met or exceeded standards.