DOWLING COLLEGE
Literacy Center, Long Island, NY
Fall 2014
EDL 7523 Literacy Practicum
Literacy Center Coordinator/Seminar Leader:
Program Administrator:
Literacy Coaching Supervisors:
Program Mission Statement
The mission of the Literacy Education department is to provide graduate students with the
opportunity to develop and enhance their theoretical knowledge and pedagogical skills in order
to become effective practitioners and educational leaders in the areas of reading, writing, and
related language arts to students from early childhood to high school levels.
Prerequisite Courses: EDL 5500 (Literacy Acquisition & Development), EDL 6502 (Reading
& Writing Workshop), EDL 7518 (Literacy Assessment Practicum), and a minimum grade of B
in EDL 7519 (Literacy Strategies Practicum)
Graduation Requirement: Overall GPA must be least 3.0 to graduate
Literacy Center Phone: (631) 244-1083
Office Hours: Mondays 4:15 pm – 5:00 pm; 9:00 pm – 9:30 pm; Wednesdays 4:00 pm – 5:00
pm; Thursdays 12:00 pm – 1:00 pm
Literacy Center Schedule
Graduate/Instructor Prep
Student Arrival
Individual Literacy Session
Writing Workshop
Walk Students to North Ed Building
5:00 pm-5:15 pm
5:15 pm
5:20 pm-6:20 pm
6:25 pm-7:25 pm
7:25-7:30 pm
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Student Pick Up
Seminar
7:30 pm
7:30 pm-9:00 pm
Course Description
To continue to develop graduate students’ knowledge, skills, and dispositions related to
diversity, graduate students will increase their understanding of how to provide literacy
assessment and instruction to a student who is a member of one or more of the following
populations: socioeconomically disadvantaged, English language learners, and students who
have disabilities. Graduate students will work with students individually and in small groups,
providing instruction, which includes reading, writing, listening, and speaking. In a cohort
group, they will discuss their students and assessment/instructional approaches appropriate for
their students. Parent conferences are an integral part of this course. Graduate students will
continue to increase their understanding of the topics covered in EDL 7518 and EDL 7519 as
they pertain to their students.
Statement of Professionalism
The Literacy Education Department believes its mission is to develop quality professionals who
will enhance the lives of individuals, improve education, and positively affect educational
systems. Therefore, the Literacy Education Program prepares individuals to serve in a spectrum
of five new professional roles for the 21st century, referred to as Dowling’s FIRST:
Facilitator of Student Learning
Institutional or Curriculum Leader
Researcher-Change Agent
Scholar-Artist
Teacher Educator or Mentor
In addition, four dispositions--Leadership, Innovation, Compassion, and Judgment--are
emphasized across roles and throughout an individual’s literacy education course of study.
Academic Honesty:
Students are expected to be familiar with the Dowling College Academic Honesty policy. See,
Dowling College Student Handbook P. 21-22,
http://www.dowling.edu/mydowling/forms/stu/StudentHandbook.pdf. Any student who violates
the policy in this class will receive a grade of “F” for the semester and violations of the policy
will be reported to the Dean of Students.
Academic Honesty
“Each Dowling College student shares with the College the responsibility for promoting and
maintaining the academic integrity of the College community. The College views all forms of
academic dishonesty, including, but not limited to, plagiarism and cheating, as very serious
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matters punishable by penalties that may include failure in a course or expulsion from the
College.”
Plagiarism
Plagiarism is the act of representing someone else‘s ideas, products, or words as one‘s own. It is
a violation of legal, moral, and educational codes of behavior. Allowing another student to
falsely represent one‘s own work as his or her own is likewise to engage in plagiarism. Materials
and works submitted as fulfillment of course requirements must be the student‘s own work.
Students are expected to know and use proper forms of citation when making use of the ideas or
products of another. Any direct quotation regardless of how long must be accompanied by a
reference citation. Paraphrasing another‘s ideas requires similar documentation. Using ―ghost
written‖ or purchased term papers is a form of plagiarism. Plagiarism might result in a penalty
that may include a grade of F for the paper and a failing grade for the course for the student
involved.
Course Outcomes
Graduate students will:
1. Demonstrate the ability to conduct informal literacy assessments, ascertain explicit and/or
implicit causation for the literacy weaknesses and conference with parents to gain
background information. 3.1, 3.2, 3.4
2. Demonstrate an understanding of how to develop a "Literacy Session Plan" based on a
theoretically sound understanding of learning theory and of the reading and writing
processes. This plan will include (a) student's needs (based on assessment findings and
school information) and interests, (b) teacher’s goals, (c) student's goals, (d) Common Core
State Standards, (e) basic procedural plan, and (f) after session reflection. 1.1, 2.2, 3.3
3. Gain an understanding of students who are culturally and linguistically diverse and a respect
and value for these learners. 4.1, 4.2
4. Demonstrate the ability to reflect on and analyze (a) their teaching, (b) their interaction with
their students, and (c) their students’ literacy strengths/weaknesses and behavior. 1.3, 6.2
5. Expand their understanding of the literacy acquisition processes and learn how to translate
this knowledge into the following literacy instructional practices for English speaking
students as well as for linguistically and culturally diverse students. 2.2, 2.3, 4.2, 4.3, 5.1, 5.2,
5.3, 5.4
 Create a supportive environment that fosters interest and growth in all aspects of literacy.
 Integrate reading, writing, listening, speaking, viewing, and critical thinking in
conjunction with both narrative and expository texts.
 Provide appropriately leveled, appealing reading material in varied genres that will
motivate their students to read widely and independently.
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Assess their students’ literacy strengths/weaknesses on a continuous basis in order to
modify instructional approaches when necessary.
Develop their students’ metacognitive awareness of their literacy
strengths/weaknesses and then guide their students in devising a plan to increase their
areas of weakness.
Model and teach their students to use before reading activities for both narrative and
informational text.
Teach their students the conventions of written English, text structure and genres,
figurative language and intertextual links.
Teach their students how to learn word meanings.
Teach their students how to flexibly use and integrate the three cue systems.
Balance direct instruction, guided instruction, and independent learning.
Integrate word study/phonics and reading/writing instruction.
Model and provide direct instruction in how to monitor reading for meaning and how to
use fix-up strategies when comprehension breaks down.
Model questioning strategies so that their students will learn how to ask questions as they
read.
Teach their students how to engage in discussions about what they have read, how to
retell what they have read, and respond in personal ways to what they have read.
Teach their students how to select writing topics that are personally relevant and are for
authentic purposes.
Teach their students pre, during, and after writing strategies for both narrative and
expository text.
Teach their students how to develop their spelling ability as they read and write.
Teach their students how to use print, non-print, and electronic reference sources.
Teach their students how to study and how to use time-management strategies to
complete assignments.
Model and discuss reading and writing as valuable, lifelong activities.
Connect all instruction and planning to the Common Core State Standards
6. Develop an understanding of (a) the impact of family literacy practices on students' literacy
development, and (b) how to explain assessment findings and instructional recommendations
to parents, allied professionals, and para-professionals. 3.4, 4.1, 4.2
7. When presented with qualitative and quantitative assessment findings pertaining to a student,
ascertain the following: (a) the student’s literacy strengths and/or weaknesses and (b) the
explicit or implicit causation for the literacy weaknesses. Based on these assessment findings,
develop an appropriate, theoretically sound instructional plan. 2.2, 3.3
International Reading Association (IRA) Standards for Reading Professionals
Revised 2010 The complete document can be read online at
http://www.reading.org/General/CurrentResearch/Standards/ ProfessionalStandards2010.aspx
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The following Standards and Elements will be addressed during this course:
Standard 1: Foundational Knowledge
Reading Specialist/Literacy Coach Candidates understand the theoretical and evidence-based
foundations of reading and writing processes and instruction.
 1.1: Understand major theories and empirical research that describe the cognitive,
linguistic, motivational, and sociocultural foundations of reading and writing
development, processes, and components, including word recognition, language
comprehension, strategic knowledge, and reading-writing connections.
 1.3: Understand the role of professional judgment and practical knowledge for improving
all students’ reading development and achievement.
Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced
curriculum to support student learning in reading and writing.
 2.2: Use appropriate and varied instructional approaches, including those that develop
word recognition, language comprehension, strategic knowledge, and reading-writing
connections.
 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional
print, digital, and online resources.
Standard 3: Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading
and writing instruction.
 3.1: Understand types of assessments and their purposes, strengths, and limitations.
 3.2: Select, develop, administer, and interpret assessments for specific purposes.
 3.3: Use assessment information to plan and evaluate instruction.
 3.4: Communicate assessment results and implications to a variety of audiences.
Standard 4: Diversity
Candidates create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
 4.1: Recognize, understand, and value the forms of diversity that exist in society and their
importance in learning to read and write.
 4.2: Engage in instructional practices that positively impact students’ knowledge, beliefs,
and engagement with the features of diversity.
 4.3: Develop and implement strategies to advocate for equity.
Standard 5: Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating
foundational knowledge, instructional practices, approaches and methods, curriculum materials,
and the appropriate use of assessments.
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5.1: Design the physical environment to optimize students’ use of traditional print and
technology-based resources in reading and writing instruction.
5.2: Design a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students’ opportunities for learning to read and write.
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5.3: Use routines to support reading and writing instruction.
5.4: Use a variety of classroom configurations (i.e., whole class, small group, and
individual) to differentiate instruction.
Standard 6: Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning and
leadership as a career-long effort and responsibility.
 6.2: Display positive dispositions related to their own reading and writing and the
teaching of reading and writing, and pursue the development of individual professional
knowledge and behaviors.
Required Textbooks
Allen, J. (2008). More tools for teaching content literacy. Portland, ME: Stenhouse.
Fletcher, R., & Portalupi, J(2008). Craft Lessons: Teaching Writing K-8. Second Edition.
Portsmouth, NH: Stenhouse.
Johnston, P. H. (2004). Choice words: How our language affects children’s learning. Portland,
ME: Stenhouse.
Recommended Readings
Fletcher, R. (2013). What a writer needs, 2nd edition, NH: Heinemann.
Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH:
Heinemann.
Fletcher, R. & Portalupi, J. (2001). Nonfiction craft lessons: Teaching information writing K-8.
Portland, ME: Stenhouse.
Additional required readings will be provided by the Coordinator/Seminar Leader.
Other Materials
Tape Recorder
Folder with Pockets
Binder for Blackboard Handouts
Attendance Policy
Graduate students are expected to attend promptly and regularly. Please avoid late
arrivals or early departures (missing more than 15 minutes will count as an absence.)
If You Must Be Absent: If you have an unavoidable absence, it is essential to contact your
supervisor immediately. You are responsible for making up the literacy session with your
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student as soon as possible, preferably before the next Monday night session. You may meet in
our North Education Building or the College Library. These sessions must be audio-taped.
Please Note: After the first absence, two points will be deducted from your final grade even
after you have made up the session with your student. If you miss three Mondays, you will lose 5
points even after the session has been made up. If you miss four sessions, you will lose all 10
points (again, you must make up the instructional time). Please keep in mind that you cannot
pass the course without completing the state-mandated practicum hours. (Discuss unavoidable
circumstances with Dr. Voorhees.)
Points: 10
If Your Student is Absent: If your student misses a session, you are not required to make up
the session, and no points will be deducted; however, you are expected to attend the Monday
night seminar and act as a participant observer during another graduate student’s literacy
session and complete an observation form. (Forms will be available at the front desk.) This will
count toward your state-required practicum hours.
You must complete at least 25 practicum hours with your student.
Professional Attire
Professional attire is required. Please do not wear casual clothing such as sweats, shorts,
short skirts, flop flops, etc. Points will be deducted from the observation grade at the discretion
of the director for inappropriate attire.
Non-Graded Course Requirements
You will receive an Acceptable/Unacceptable for these assignments. They must be
completed in order to pass the course.
1. Call Your Student’s Parent/Guardian: As soon as possible, call your student’s parents
and introduce yourself. During this call, inquire about the student’s (a) literacy
strengths/weaknesses and interests and (b) approximate reading level. This information
will help you provide appropriately leveled books based on your student’s interests for
the Book Selection Activity. Also indicate the date, time, building, and room number
for our first meeting. (Elements 3.2, 3.3)
2. Parent/Teacher/Student Conferences & Parent Contact Log: Conduct the following
2 conferences & summarize each conference on the “Summary of Parent/Student
Conferences” form. See Blackboard for handout. (Elements 3.2, 3.4)
 Initial – Very briefly discuss your student's and his/her parents’ goals for the
sessions. Ask interview questions.
 Final - Discuss the student's reading level, writing ability and progress. Provide
recommendations. (This will be done at the end of the semester – Celebrating
Literacy.)
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3. Student Profile Worksheet: Formal and informal literacy assessment information will
be maintained for your student throughout your sessions. On this worksheet you will note
information needed to complete your student’s reports and will be an asset to the child’s
next teacher at the Literacy Center if your child returns next semester. See Blackboard
handout. (Elements 3.2, 3.3, 3.4, 6.3)
4. Read the Assignments: Read all required text and any additional materials handed out
during seminar. Students should always be prepared to discuss the assigned readings.
(Element 6.2)
5. Schedule Conferences with your Supervisor: After you have been observed and
whenever you would like to discuss assignments or assessment and teaching concerns,
please set aside time to speak to your supervisor. It is your responsibility to monitor your
progress and to ask questions. (Element 6.3)
Graded Course Requirements
A. Literacy Assessment and Plan for Sessions (Part I): Base this report on the format of the
sample report. See Blackboard handout. Use double-spacing when you first submit it and
include all of your assessment documents. After you have made corrections indicated by
your supervisor/director, single-space it and hand in the final copy Seminar 13.
(Elements 1.1, 3.1, 3.2, 3.3, 3.4)
Due: Seminar 5
Points: 15
B. Literacy Session Plans: Complete one “Basic Plan for Literacy Session” each week you
teach. Starting with week two (Seminar 2) with your student and ending with week 11
(Seminar 11) (There will be 10 Basic Plans). You will hand in your plan when you arrive
each Monday night. These Basic Plans will align with the CCSS. They can be downloaded at
http://www.p12.nysed.gov/ciai/common_core_standards/
See Blackboard for Basic Plan handout.
(Elements 2.2, 2.3)
Points: 20
C. Literacy Session Reflection/Evaluation Paper (Observing the Self): Audio-record
your Literacy Session At home, listen to the entire lesson carefully and evaluate the quality
of your interactive teaching style in three areas: atmosphere, materials, and instruction.
Audio-tape Seminar 7
Reflection Paper: Based on your evaluation, write a typed Reflection paper. Please submit
your Reflection paper with your Basic Plan and the audio recording of the entire Literacy
Session. (Please be sure your tape recorder is working correctly.)
See Blackboard for handout. (Elements 1.1, 2.2, 2.3, 5.1, 5.2, 6.2, 6.3)
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Paper Due: Seminar 8
Points: 10
D. Observation(s) by your Supervisor: Three graded observations (two literacy sessions and
one writing workshop session) will take place throughout the semester. (Other informal
observations will occur weekly.) A rubric and narrative comments will be used for grading.
For the writing workshop observation, you will facilitate the workshop, which will include a
craft mini lesson. On the week of your writing workshop facilitation, a lesson plan is
required and you must provide copies for your peers. See Blackboard for handout.
(Elements 1.1, 2.2, 2.3, 3.3, 4.3, 5.2, 5.3, 5.4, 6.2, 6.3)
Points: 20
E. Summary of Literacy Sessions and Recommendations Report (Part II): At the end of the
semester, a summary report will be written reviewing your literacy and writing workshop
sessions, explaining your student’s progress, and providing recommendations for future
teachers. (This will be attached to Part I - Literacy Assessment and Plan for Sessions report.)
Please attach student’s work/literacy artifacts or copies, if possible to final copy.
See Blackboard for handout. (Elements 2.2, 2.3, 3.4, 5.1, 5.2, 5.3)
Due: Seminar 13
Points: 15
G. Book Recommendations & Letter: Compose a letter to your student and an inviting
introduction for six to eight appropriate books; these books should be on topics that are
interesting to your student, and they should also be on your student’s independent level (and
if appropriate, for read alouds). The book summaries/introductions must be written
specifically for the student. They may not be cut-and-pasted from the Internet. Give the
letter and book list to your student at the A Celebration of Literacy night. See Blackboard
for handout. (Elements 5.2)
DRAFT Due: Seminar 12
Points: 5
H. Parent Recommendations and Letter: Write recommendations for your student’s parents
so that they can help their son/daughter continue to increase his/her literacy development. If
the student is at an age that reading aloud is appropriate for him/her, add a list of books that
the parent(s) can read aloud to their son/daughter. Share your recommendations with the
parents during your final conference. See Blackboard for handout. (Element 3.4)
DRAFT Due: Seminar 12
Points: 5
I. Comprehensive Exam
Based on quantitative and qualitative information about a student who is experiencing
literacy problems, you will explain your assessment findings and develop an instructional
plan based on the student’s strengths and needs. This exam will include extensive
information from the Literacy Education Program, and therefore, you will be required to
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address both literacy theory and practice. (Elements 1.1, 1.3, 2.2, 2.3, 3.4, 4.1, 4.2, 4.3, 5.1,
5.2, 5.3, 5.4, 6.2)
The exam is graded as PASS/FAI and will be completed in the computer lab. You must
pass this exam in order to complete this course.
High-quality writing is expected on all assignments. Please be aware of the writing
requirements and grading as detailed in the syllabus (see below).
ASSESSMENT CRITERIA FOR ALL WRITTEN ASSIGNMENTS
It is critical that literacy professionals/educators pay close attention to revising and editing for
effective academic writing. Therefore, Seminar Leaders and Coaching Supervisors hold high
expectations for quality writing by Graduate Students. If you need assistance with writing, please
refer to Blackboard/External Links for information on Academic Support at Dowling College.
For each assignment involving writing:
Writing Expectations
Points Deducted When Expectations Not Met
Format: Writing follows a logical sequence
and is organized. If an outline/model is
provided, the writing clearly follows the
outline/model.
1/2 point is deducted for unclear format
and/or not following the outline/model
(when provided).
Content: All of the necessary/required
information pertaining to the assignment is
included in the writing.
1/2 point is deducted for missing
information.
Accuracy: All of the information included in
the writing is accurate.
1/2 point is deducted for inaccurate
information.
Conventions: Correct spelling and grammar,
including clear and appropriate sentence
structure, are evident throughout the piece. *
1/2 point is deducted for each error.
Typographical Errors: There are no
typographical errors in the writing. *
There is an allowance for the first error only.
After the first error, 1/2 point will be
deducted for each additional error.
LATE ASSIGNMENTS: It is also expected that each assignment will be submitted on time by
the due date indicated. One point will be deducted for each week that an assignment is
overdue. After 3 points (or 3 weeks), the highest grade that can be obtained for the late
assignment is 50% of the maximum points.
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COURSE AGENDA & ASSIGNMENTS
Please Note: Topics/assignments will vary slightly depending on the needs of the students and
program.
Orientation/Seminar #1 9/8
Orientation/Seminar topics include:
 Orientation Information – protocols, schedules, etc.
 Review course syllabus & child information (if available).
 Review Book Selection & Assessment Procedures
 Review Writing Workshop Structure
 Discuss “Basic Plan” for Literacy Sessions
Homework
1. Make contact with your student’s parent immediately (once information is available).
2. Read Johnston text, Chapters 1 & 2
3. Review and prepare for reading assessment procedures for QRI and Naturalistic
Assessment
4. Write Basic Plan for Literacy Session #1 - Assessment: Bring an audio recorder.
5. Bring selection of books for Book Selection Activity
Seminar #2 9/15
Seminar topics include:
 Continue with Assessment Review/Share 1st session issues
 Discuss Johnston text reading assignment
 Discuss Writing Workshop
Homework
1. Read Johnston text, Chapters 3 & 4
2. Review and prepare for continued reading/writing assessments
3. Write Basic Plan for Session #2 Bring an audio recorder
4. Bring books to read (based on book selection)
Seminar #3 9/22
Seminar topics include:
 Review Reading Assessment Results
 Review S-RAM/Strengths/Weaknesses/Causation
 Discuss Literacy Assessment & Plan for Sessions report
 Review Leveled Books & Matching Books to Readers
 Plan Writing Workshop First Session
Homework
1. Fletcher book, Read at least 5 Craft Lessons-Be ready to discuss
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2. Code your students miscues and bring in next seminar
3. Write Basic Plan for Literacy Session #3
4. Prepare for Writing Workshop
Seminar #4 9/29
Seminar topics include:
 Review Miscue Analysis
 Discuss Johnston and Fletcher Text and how it relates to your Guided/Balanced Literacy
Instruction, Writing Workshop, and current school policy
 Review Craft Lessons/Assign Writing Workshop Lessons
 Plan Writing Workshop Lesson Graduate Facilitator 1
Homework
1. Read Johnston Text Ch. 5
2. Write Basic Plan for Literacy Session #4.
3. Complete Literacy Assessment & Plan for Sessions” Report, Due Seminar #5
Seminar #5 10/6
Seminar topics include:
 Continue discussion/review of Guided/Balanced Literacy Lessons
 Continue discussion of Johnston text
 Plan Writing Workshop Lesson Graduate Facilitator 2
Homework
1. Read Johnston Text Ch. 6
2. Review Allen Flip Book – Be prepared to discuss one strategy
3. Write Basic Plan for Literacy Session # 5
Seminar #6 10/20
Seminar Topics
 Strategy Favorites – Sharing what you are doing with your student; Allen Flip Book
 Explain how to plan for next week’s literacy session, which will be taped and handed in
 Plan Writing Workshop Lesson Graduate Facilitator 3
Homework
1. Read Johnston Text Ch. 7
2. Write Basic Plan for Literacy Session #6
3. Bring Tape Recorder
Seminar #7 10/27
Seminar Topics
 Discuss Johnston Reading Assignment
 Discuss “How did it go audio-taping?”
 Discuss possible topics for next Seminar
 Plan Writing Workshop Lesson Graduate Facilitator 4
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Homework
1. Read Johnston Text Ch. 8
2. Write Instructional Plan for Literacy Session #7
3. Complete “Literacy Session Reflection/Evaluation paper – Due Seminar #8
Seminar #8 11/3
Seminar Topics
 Discussion of Johnston Text
 Clarification Issues
 Plan for Writing Workshop Lesson Graduate Facilitator 5
Homework
1. Read Article Handout
2. Write Basic Plan for Literacy Session #8
Seminar #9 11/10
Seminar Topics
 Explain Book recommendations and Parent Recommendations Assignment
 Explain Evidence Binder
 Discussion of Article
 Plan for Writing Workshop Lesson Graduate Facilitator 6
Homework
1. Write Basic Plan for Literacy Session #9
Seminar #10 11/17
Seminar Topics
 Begin Comprehensive Exam Review
 Explain how to write Summary of Literacy Session & Recommendations Report
 Plan for Writing Workshop Lesson Graduate Facilitator 7
Homework
1. Write Basic Plan for Literacy Session #10
2. Practice exercise for exam
Seminar #11 11/24
Seminar Topics
 Individual Conferences
Homework
1. Practice exercise for exam
2. Complete Letters/Recommendations for Parents and Student
3. Complete Summary of Literacy Sessions and Recommendations Report, due Seminar 12
Seminar #12 12/1
Seminar Topics:
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 Share Letters/Recommendations with cohort
 Discuss the Celebration of Literacy Night
 Discuss Final Requirements
Homework
1. Bring in Parent and student Letters, Recommendations, and Book List for Literacy Night
2. Bring Parent Conference form
Seminar #13 12/8
Literacy Celebration with Students and then Seminar
Seminar Topics
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Discuss Practicum Experiences
Complete Parent Conference Form
Checkout with your Supervisor
Homework
1. Study for comprehensive
2. Bring in Completed Student Profile Sheet for file
Seminar #14 12/15
Comprehensive Exam – Computer Lab 5:15pm-8:15pm
POINT DISTRIBUTION – EDL 7523
Student: ____________________________ Coaching Supervisor: ___________ _________
Requirements
Due
Literacy Assessment & Plan for Sessions
10/6
Basic Plan for Literacy Sessions: Total of 10 Plans
Audio Recorded Literacy Session Reflection/SelfEvaluation Paper
Observations of Literacy Sessions
(Two observations)
Observation of Writing Workshop
Rec’d
Pts. Earned/
Total Pts.
/15
/20
Each week
11/3
/10
/10
/10
Summary of Literacy Sessions & Recommendations
12/1
/15
Book Recommendations & Student Letter
12/1
/5
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Parent Recommendations & Letter
12/1
/5
Attendance
12/15
/10
Student Profile Worksheet
Practicum Hours Completed
Parent Conference Form
Cumulative/Comprehensive Exam
12/15
12/8
12/8
12/15
Acceptable/Unacceptable
Acceptable/Unacceptable
Acceptable/Unacceptable
PASS/FAIL
Letter Grade Earned in EDU 7523:
Attendance: Grad Student Absent= GA or Late = GL; Child Absent = CA or CL
Session
Date
1
2
3
4
5
6
7
8
9
10
11
12
13
14
9/8
9/15
9/22
9/29
10/6
10/20
10/27
11/3
11/10
11/17
11/24
12/1
12/8
12/15
A Celebration
Of
Literacy Night
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EXAM
No
Students
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