KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
EDRD 7717
Department Secondary and Middle Grades Education
Degree Title (if applicable) EdS/EdD
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDRD 7717_
Course Title _Reading Assessment & Instruction__
Credit Hours 3-0-3
Prerequisites Admission to graduate studies
Description (or Proposed Degree Requirements)
An advanced study of reading assessment instruments used for understanding the individual and
diverse needs of all grade-level readers including reading inventories, miscue analysis, and
pausing indices. Students will use assessment data to plan, evaluate, and revise effective reading
instruction that meets the diverse needs of students. Current trends and issues in testing and
assessment in U.S. schools will be studied. A field component is required.
III.
Justification
Mastery of reading skills is basic to successful learning in every school subject. Teachers can
further their training by adding an endorsement in reading to their teaching certificates.
Additionally, a reading endorsement will faciliate teacher acquisition of skills and competencies
needed to help students read and understand content material; it will also aid teachers in
identifying reading problems, providing required interventions, and assisting all students in
improving reading skills. A reading endorsement will provide the incentive, as well as the
opportunity, for teachers to become effective reading teachers and will help them meet state
mandates for highly qualified teachers of reading.
The purpose of this course is to provide candidates with the knowledge and skills to assess the
diverse reading needs of their students. This includes choosing appropriate assessment
instruments, implementing assessment and interpreting the results. Further, this course will help
candidates plan instruction based on assessment data to meet the diverse needs of their students.
After taking this course, candidates will have a stronger understanding of the reading process
including the five dimensions of reading (e.g. phonics, phonemic awareness, fluency,
vocabulary, comprehension) and factors that affect reading (e.g. text, context).
IV.
Additional Information (for New Courses only)
Instructor: Various
Texts:
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
Gillet, J. W. & Temple, C. (2000). Understanding reading problems: Assessment and instruction.
(5th ed). New York: Longman
Johns. J. (2001). Basic reading inventory: Pre-primer through grade twelve and early literacy
assessments. (30th ed). Iowa: Kendall/Hunt Publishing Company.
And the following websites
I Teach; I Learn www.iteachilearn.com
Bilingual Books for Kids: www.bilingualbooks.com
NCTE: http://www.ncte.org
IRA: www.readingonline.org, www.reading.org
Prerequisites: Admission to graduate studies
Objectives:
Course Objectives
Candidate
Performance
Instrument
(CPI)
NCATE
IRA
Reading
Standards
Evidence
Demonstrate knowledge of
psychological, sociological,
and linguistic foundations
of reading and writing
processes and instruction.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.1
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Demonstrate knowledge of
reading research and
histories of reading.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Demonstrate knowledge of
the major components of
reading (phonemic
awareness, word
identification and phonics,
vocabulary and background
knowledge, fluency,
comprehension strategies,
and motivation) and how
they are integrated in fluent
reading
Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices, for learners at
different stages of
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standards
1.4
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
development and from
differing cultural and
linguistic backgrounds.
Use a wide range of
curriculum materials in
effective reading instruction
for learners at different
stages of reading and
writing development and
from differing cultural and
linguistic backgrounds.
Use a wide range of
assessment tools and practices
that range from individual and
group standardized tests to
individual and group informal
classroom assessment
strategies, including
technology-based assessment
tools.
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.3
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.1
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Place students along a
developmental continuum
and identify students’
proficiencies and difficulties
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Use assessment
information to plan,
evaluate, and revise
effective instruction that
meets the needs of all
students, including those at
different developmental
stages and those from
differing cultural and
linguistic backgrounds
Effectively communicate
results of assessments to
specific individuals
(students, parents,
caregivers, colleagues,
administrators,
policymakers, policy
officials, community, etc.)
Use students’ interests,
reading abilities and
backgrounds as
foundations for the reading
and writing program
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.3
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Proficiency 3:
Collaborative
Professionals
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.4
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 4.1
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio,
WebCT
Use a large supply of books,
technology-based information,
and nonprint materials
representing multiple levels,
broad interests, and cultural
and linguistic backgrounds.
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio,
WebCT
Model reading and writing
enthusiastically as valued
lifelong activities.
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Standard 4.3
Portfolio,
WebCT
Motivate learners to be
lifelong readers.
Proficiency 2:
Facilitators of
Learning
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4.4
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio,
WebCT
Instructional Method:
Seminar, whole class and small group instruction, workshop, lecture.
Method of Evaluation:
Analysis of Reading Process (20%): Candidates will work with a group of 3-5 diverse students in their
classroom setting to understand student reading process (reader profiles). Candidates will keep a running
record of reading behavior as students read during regular classroom activies (including content area
textbook readings and self-selected texts). Running records should include all significant miscues, rate
and fluency, and comprehension. Running records will be demonstrated and discussed within the course.
Once data has been collected, candidates will analyze student reading behavior in light of the five
dimensions of reading; factors related to the reader, text, and context; as well as issues of diversity,
interest, and motivation. Candidates will then make recommendations for instruction in both whole group
and individual settings. An organizer for this project will be available on WebCT.
Assessing SBRR (20%): Candidates will choose one of the five dimensions of reading and examine
research methods of assessing the dimension (across all grade levels) using the National Reading
Panel’s Report as a starting point. Research for this project should include at least two scholarly sources
(in addition to course readings) and atleast two methods of assessment. A concluding statement should
discuss implications of the findings for reading instruction as well as meeting the needs of diverse
students. Synthesis of findings will be written as a formal paper (5-7 pages) following APA (5th edition)
guidelines using 12 pt. font and double spaced.
Impact on Student Learning: Assessment & Instruction (40%): During this course, you will constantly
be assessing the influence of your instruction on your students’ learning and considering what factors,
such as student diversity, might affect your students’ achievement. For this assignment, assess your
students reading, design a unit of study to meet the needs of your students, and analyze its impact on
your students’ learning. Then, you will reflect on the impact that particular unit had on your students’
learning using the “Impact on Student Learning Analysis” Rubric as a guide. (A copy of this rubric is
available on the course WebCT site.) You will want to consider how the differences that every student
brings to the classroom setting may have influenced learning. (See the definition of “every student” at the
top of the “Impact on Student Learning” rubric). The length of the reflection is up to you, but it should be
concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for
greater detail.)
WebCT Discussions (10%). Throughout this course, you will be asked to reflect on the readings and to
post your reflections on the class WebCT discussion board. This activity provides us with the opportunity
to share thoughts and ideas with each other, to learn from and about other’s perspectives, and to allow
time for personal reflection. The focuses of the prompts are designed to ensure that your attention is
drawn to key elements in the readings and to encourage reflection on aspects that I consider important to
your understanding of the content. Full credit is given to responses that incorporate reflection, address all
components of the prompt(s), and are posted by the assigned date.
Portfolio (10%). In this class, you will continue to develop your online portfolio in which you illustrate your
growth and expertise as a reading teacher. The portfolio will be a “tab” in your graduate program portfolio.
Within this tab, you will compile evidence that illustrates you have met the goals and objectives of the
reading endorsement program (See attached objectives, IRA Standards and CPI). At the end of the
reading endorsement, you will write a narrative as a final reflection of your experience. I will provide
further details throughout the course.
V.
Resources and Funding Required (New Courses only)
Funding is addressed in the comprehensive proposal for the umbrella Ed.D
degree
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education
EDRD 7717
Rdg Assessment
3-0-3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDRD 7717
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
READING ENDORSEMENT
Spring 2007
I. COURSE NUMBER/SECTION: EDUC 7717
COURSE TITLE: Reading Assessment and Instruction
II. INSTRUCTOR:
Name:
Dr. Faith H. Wallace
Office:
Office Phone:
E-mail:
Office Hours:
Kennesaw Hall 1008
678 797-2125
fwallac1@kennesaw.edu
TBD
III. CLASS MEETING:
M XXPM-XXPM, KH XXXX
IV. TEXT(S):
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
Gillet, J. W. & Temple, C. (2000). Understanding reading problems: Assessment and instruction.
(5th ed). New York: Longman
Johns. J. (2001). Basic reading inventory: Pre-primer through grade twelve and early literacy
assessments. (30th ed). Iowa: Kendall/Hunt Publishing Company.
The following websites will get you started with some class research:
I Teach; I Learn www.iteachilearn.com
Bilingual Books for Kids: www.bilingualbooks.com
NCTE: http://www.ncte.org
IRA: www.readingonline.org, www.reading.org
V. CATALOG DESCRIPTION:
An advanced study of reading assessment instruments used for understanding the individual and diverse
needs of all grade-level readers including reading inventories, miscue analysis, and pausing indices.
Students will use assessment data to plan, evaluate, and revise effective reading instruction that meets
the diverse needs of students. Current trends and issues in testing and assessment in U.S. schools will
be studied. A field component is required.
VI. PURPOSE/RATIONALE:
Mastery of reading skills is basic to successful learning in every school subject. Teachers can further their
training by adding an endorsement in reading to their teaching certificates. Additionally, a reading
endorsement will faciliate teacher acquisition of skills and competencies needed to help students read
and understand content material; it will also aid teachers in identifying reading problems, providing
required interventions, and assisting all students in improving reading skills. A reading endorsement will
provide the incentive, as well as the opportunity, for teachers to become effective reading teachers and
will help them meet state mandates for highly qualified teachers of reading.
The purpose of this course is to provide candidates with the knowledge and skills to assess the diverse reading needs
of their students. This includes choosing appropriate assessment instruments, implementing assessment and
interpreting the results. Further, this course will help candidates plan instruction based on assessment data to meet
the diverse needs of their students. After taking this course, candidates will have a stronger understanding of the
reading process including the five dimensions of reading (e.g. phonics, phonemic awareness, fluency, vocabulary,
comprehension) and factors that affect reading (e.g. text, context).
Conceptional Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and
that only through the implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners,
the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
The graduates of advanced programs at Kennesaw State University, in addition to being effective
classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a
spirit of inquiry, and facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
Professional Portfolio Narrative:
A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of the
portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with
regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to
include a narrative, which includes descriptive, analytic and reflective writing in which you reflect on each
proficiency and how you make the case that the evidence you have selected in your portfolio supports a
particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be
comprehensive, documenting research-based best practices.
Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved in
a variety of leadership and school-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational experiences, you
are encouraged to explore every opportunity to learn by doing.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
This course is designed for graduate candidates who are completing a program of study leading to a
reading endorsement. The knowledge base for this course is reflected in the textual readings, references,
objectives, assignments and in-class activities. Program candidates will have an opportunity to
demonstrate pedagogical knowledge and skills related to student needs and motivation, various family
and community literacies and the process of active learning.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for educators. Candidates in this course will explore and use
instructional media to assist teaching. They will master productivity tools, such as multimedia facilities,
local-net and Internet, and feel confident to design multimedia instructional materials and create WWW
resources.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings
to making instructional decisions that foster the success of all learners. The following grid aligns course
objectives with the PTEU Proficiency (documented in the Candidate Performance Instrument--CPI),
NCATE, IRA Professional Reading Standards and NCTE Professional Standards for the English
Language Arts:
Course Objectives
Candidate
Performance
Instrument
(CPI)
NCATE
IRA
Reading
Standards
Evidence
Demonstrate knowledge of
psychological, sociological,
and linguistic foundations
of reading and writing
processes and instruction.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.1
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Demonstrate knowledge of
reading research and
histories of reading.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Demonstrate knowledge of
the major components of
reading (phonemic
awareness, word
identification and phonics,
vocabulary and background
knowledge, fluency,
comprehension strategies,
and motivation) and how
they are integrated in fluent
reading
Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices, for learners at
different stages of
development and from
differing cultural and
linguistic backgrounds.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standards
1.4
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Use a wide range of
curriculum materials in
effective reading instruction
for learners at different
stages of reading and
writing development and
from differing cultural and
linguistic backgrounds.
Use a wide range of
assessment tools and practices
that range from individual and
group standardized tests to
individual and group informal
classroom assessment
strategies, including
technology-based assessment
tools.
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.3
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.1
Analysis of Reading
Process,
Assessment &
Instruction Project,
Assessing SBRR,
Portfolio,
WebCT
Place students along a
developmental continuum
and identify students’
proficiencies and difficulties
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Use assessment
information to plan,
evaluate, and revise
effective instruction that
meets the needs of all
students, including those at
different developmental
stages and those from
differing cultural and
linguistic backgrounds
Effectively communicate
results of assessments to
specific individuals
(students, parents,
caregivers, colleagues,
administrators,
policymakers, policy
officials, community, etc.)
Use students’ interests,
reading abilities and
backgrounds as
foundations for the reading
and writing program
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.3
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Proficiency 3:
Collaborative
Professionals
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 3.4
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills, &
Dispositions
Standard 4.1
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio,
WebCT
Use a large supply of books,
technology-based information,
and nonprint materials
representing multiple levels,
broad interests, and cultural
and linguistic backgrounds.
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4.2
Analysis of Reading
Process,
Assessment &
Instruction Project,
Portfolio,
WebCT
Model reading and writing
enthusiastically as valued
lifelong activities.
Proficiency 2:
Facilitators of
Learning
Standard 4.3
Portfolio,
WebCT
Motivate learners to be
Proficiency 2:
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Standard 4.4
Analysis of Reading
lifelong readers.
Facilitators of
Learning
Candidate
Knowledge,
Skills &
Dispositions
Process,
Assessment &
Instruction Project,
Portfolio,
WebCT
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
Analysis of Reading Process (20%): Candidates will work with a group of 3-5 diverse students in their
classroom setting to understand student reading process (reader profiles). Candidates will keep a running
record of reading behavior as students read during regular classroom activies (including content area
textbook readings and self-selected texts). Running records should include all significant miscues, rate
and fluency, and comprehension. Running records will be demonstrated and discussed within the course.
Once data has been collected, candidates will analyze student reading behavior in light of the five
dimensions of reading; factors related to the reader, text, and context; as well as issues of diversity,
interest, and motivation. Candidates will then make recommendations for instruction in both whole group
and individual settings. An organizer for this project will be available on WebCT.
Assessing SBRR (20%): Candidates will choose one of the five dimensions of reading and examine
research methods of assessing the dimension (across all grade levels) using the National Reading
Panel’s Report as a starting point. Research for this project should include at least two scholarly sources
(in addition to course readings) and atleast two methods of assessment. A concluding statement should
discuss implications of the findings for reading instruction as well as meeting the needs of diverse
students. Synthesis of findings will be written as a formal paper (5-7 pages) following APA (5th edition)
guidelines using 12 pt. font and double spaced.
Impact on Student Learning: Assessment & Instruction (40%): During this course, you will constantly
be assessing the influence of your instruction on your students’ learning and considering what factors,
such as student diversity, might affect your students’ achievement. For this assignment, assess your
students reading, design a unit of study to meet the needs of your students, and analyze its impact on
your students’ learning. Then, you will reflect on the impact that particular unit had on your students’
learning using the “Impact on Student Learning Analysis” Rubric as a guide. (A copy of this rubric is
available on the course WebCT site.) You will want to consider how the differences that every student
brings to the classroom setting may have influenced learning. (See the definition of “every student” at the
top of the “Impact on Student Learning” rubric). The length of the reflection is up to you, but it should be
concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for
greater detail.)
WebCT Discussions (10%). Throughout this course, you will be asked to reflect on the readings and to
post your reflections on the class WebCT discussion board. This activity provides us with the opportunity
to share thoughts and ideas with each other, to learn from and about other’s perspectives, and to allow
time for personal reflection. The focuses of the prompts are designed to ensure that your attention is
drawn to key elements in the readings and to encourage reflection on aspects that I consider important to
your understanding of the content. Full credit is given to responses that incorporate reflection, address all
components of the prompt(s), and are posted by the assigned date.
Portfolio (10%). In this class, you will continue to develop your online portfolio in which you illustrate your
growth and expertise as a reading teacher. The portfolio will be a “tab” in your graduate program portfolio.
Within this tab, you will compile evidence that illustrates you have met the goals and objectives of the
reading endorsement program (See attached objectives, IRA Standards and CPI). At the end of the
reading endorsement, you will write a narrative as a final reflection of your experience. I will provide
further details throughout the course.
IX. Evaluation and Grading:
Grading Scale:
90 – 100%. =A
80 – 89% =B
70 – 79% =C
60 – 69% =D
Late Work
I will accept late work. However, I do deduct points from all late work. No exceptions. I consider work late
if it is not handed in during the assigned class time. Each day an assignment is late, the activity will
receive a 25% grade reduction per day. (If an assignment is due on Tuesday and you turn it in on
Thursday, the assignment is two days late.) I do count Saturday and Sunday. Should you turn in work on
the day of class but AFTER the class is over, the work is one day late.
I cannot be responsible for work placed under my door, in my mailbox, or via email, etc., unless we have
a mutual arrangement. I will consider incompletes for extenuating circumstances. I expect all work to be
turned in on time; being absent from class will not serve as an adequate reason for failing to submit work
in a timely manner or for being prepared for class.
Standards:
When submitting work, please remember the following:
secure single sheets of paper—DO NOT dogear or turn in loose sheets
type/word process all assignments (crisp, clear printout)
no report covers or plastic sleeves
along with your name, please include the date and course # on work
All work should be edited well. Points will be deducted from all work that does not meet professioinal
standards. In some cases, I may return the work without a grade.
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work,malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of
alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students
are expected to attend classes in accordance with the scheduled time of the course. Should you be
absent, you are responsible for making up the work missed. In-class activities may not be made up.
XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). I have indicated the dates
that readings from your text are due. I may also assign other readings which are are NOT
indicated in the reading schedule. I prefer to leave a bit of reading open until we see your needs
and interests. I will announce them as need arises.
Week 1
Introduction/Syllabus
What is assessment? Why assess reading?
Informal and formal assessment
GT Chapter 1 & 5
NRP Introduction
Article on SBRR
Week 2
Stages of Reading; Review of 5 Dimensions of Reading
Assessing Factors that Affect Reading: Reader, Text, and Context
Begin Analysis of Reading Process
Choose Dimension for Assessing SBRR
GT Chapter 1 & 5
NRP Alphabetic Principles
Week 3
Assessment Instruments: Interviews, Inventories, Observational Checklists
Assessing Interest, Attitude, and Reading Habits
Planning Instruction Based on Assesment Data
NRP Fluency
Week 4
Assessment Instruments: Running Records, Miscue Analysis, Informal Reading Inventory
Assessing the Five Dimensions of Reading
Work on Analysis of Reading Process
JJ Chapter 1 & 2
Assessment & Instruction Project: Part 1 due
Week 5
Assessment Instruments: Running Records, Miscue Analysis, Informal Reading Inventory
Assessing the Five Dimensions of Reading
Begin Assessment & Instruction Project
JJ Chapter 3 & 4
NRP Comprehension
Week 6
Assessment Instruments: Informal Reading Inventory, Retelings, Comprehension Assessment
Assessing the Five Dimensions of Reading
Work on Analysis of Reading Process
Work on Assessment & Instruction Project
JJ Chapter 5 & 6
Analysis of Reading Process due
Week 7
Assessment Instruments: Informal Reading Inventory, Retelings, Comprehension Assessment
Assessing the Five Dimensions of Reading
Planning Instruction based on Assessment Data
Work on Assessment & Instruction Project
GT Chapter 3 & 8
NRP Vocabulary
Week 8
Assessment Instruments: Cloze Passages, Word Analysis, Pausing Index
GT Chapter 2 & 7
Week 9
Assessment Instruments: Cloze Passages, Word Analysis, Pausing Index
Assessment & Instruction Project Part 2 due
GT Chapter 2 & 7
Week 10
Work on Assessment & Instruction Project
Assessment Instruments: Think Alouds, Reading/Writing Checklists
Planning Instruction based on Assessment Data
Week 11
Assessing Metacognition
Assessment & Instruction Project Part 3 due
Week 12
Assessing Texts and Texbooks – What does this mean for instruction?
Technology and Assessment
GT Chapter 9
Assessing SBRR due
Week 13
Assessing English Language Learners
GT Chapter 10 & 11
Week 14
Assessment & Instruction Project Part 4 due
Week 15
Portfolios: Yours and Theirs
GT Chapter 4
Assignment: Portfolio
XIII.
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