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(EDR 626) Literacy Assessment and Instruction
Syllabus of Record
Catalog Description: Field based literacy course that examines research and theory,
differentiated instruction, and assessment practices appropriate for meeting struggling K-12
student literacy needs. 20 hours of tutoring required. This course meets K-12 teacher
certification renewal requirements. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education; National Council for the
Accreditation of Teacher Education (NCATE).
Advanced Program Standards: National Board for Professional Teaching Standards 1-5
Course Standards and Assessments:
Common Course Outcomes:
NBPTS Proposition 1: Committed to Students and Their Learning
NBPTS Proposition 2: Know Their Subjects/ How to Teach/Implement Them
NBPTS Proposition 3: Responsible for Managing Student Learning
NBPTS Proposition 4: Systematic Thinking about Practice and Experience
NBPTS Proposition 5: Members of Learning Communities
Specialty Program Standards: International Reading Association Standards for
Preparation of Reading Professionals
1) IRA Standard 1: Foundational Knowledge
2) IRA Standard 2: Instructional Strategies and Curriculum Materials
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3) IRA Standard 3: Assessment, Diagnosis, and Evaluation
4) IRA Standard 4: Creating a Literate Environment
5) Standard 5: Professional Development
Course Standards:
NBPTS: 1.a, 1.b, 1.c, 1.d, 2.a, 2.b, 2.c, 3.a, 3.b, 3.c, 3.d, 3.e, 4.a, 4.b, 5.a, 5.b, 5.c;
IRA: 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 5.1, 5.3, 5.4
Common Performance Assessment:
Literacy Assessment & Instruction Portfolio and Field Observations
Major Topics:
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Know students and their needs
Learn about a variety of assessment tools, how to give them, how to create them
and how to analyze results. Learn to write a diagnostic report.
Know the subject matter and how to teach it.
Recognize varied reading/writing levels within and across students and teach to
these levels; using a wide range of instructional methods and materials to
accommodate student learning that is based on evidence-based rationale.
Responsible for managing others learning/work
Use differentiated instruction, intervention approaches and motivational processes
to impact learning, and plan instruction that motivates students.
Think systematically about own practice and learn from experience.
Use evidence-based rationale to accommodate student needs, use self-reflection
and problem solving to determine instructional impact, and base further
instruction on research-based practices and evidence-based rationale.
Become a member of a learning community
Learn techniques to engage in collaboration with others, how to communicate with
others, and how to engage others in learning.
Course Knowledge Base:
Cooper, J.D., & Kiger, N.D. (2001). Literacy assessment: Helping teachers plan instruction.
Boston, MA: Houghton Mifflin Company.
Elias, M. J., Zins, J. E., Weissberg, R.P., Frey, K. S., Greenberg, M. T., Haynes, N. M.,
Kessler, R., Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and
emotional learning: Guidelines for educators. Alexandria, VA: ASCD.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment
techniques for your classroom. Alexandria, VA: ASCD.
Gambrell, L. B., Morrow, L.M., Neuman, S. B., & Pressley, M. (Eds.) (1999). Best Practices
in Literacy Instruction. New York: The Guilford Press.
Gillet, J. W., Temple, C., & Crawford, A.N. (2004). Understanding reading problems:
assessment and instruction. Boston, MA: Pearson, Allen & Bacon.
Glazer, S. M. (1998). Assessment is instruction: Reading, writing, spelling, and phonics for
all learners. Norwood, MA: Christopher-Gordon Pub., Inc.
Hales, L. W., & Marshall, J.C. (2004). Developing effective assessments to improve
teaching and learning. Norwood, MA: Christopher-Gordon Publishers, Inc.
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Hill, J.D., & Flynn, K. M. (2006). Classroom instruction that works with English language
learners. Alexandria, VA: Association for supervision & curriculum development.
Kamil, M.L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.). (2000) Handbook of Reading
Research (Vol. 3). Mahwah, NJ.
Rasinski, T., & Padak, N. (2000). Effective reading strategies: Teaching children who find
reading difficult. Upper Saddle River, NJ: Merrill
Reading Teacher (1980 to Current). A journal of the International Reading Association.
Reading Research Quarterly (1980 to Current). A journal of the International Reading
Association.
Richardson, V. (Ed.) (2001). Handbook of research on teaching (4th Ed.). NY: American
Educational Research Association.
Tomlison, C. A. (1999). The differentiated classroom: Responding to the needs of all
learners. Alexandra, VA: ASCD.
Walker, B. J. (2000). Diagnostic teaching of reading: Techniques for instruction and
assessment. Upper Saddle River, NJ: Prentice Hall.
Wittrock, M. C. (Ed.). (1986). Handbook of research on teaching, (3rd Ed.). NY: MacMillan
Publishing Comp.