Syllabus -- EDUC 665 -- Practicum in Reading
Summer Term II
Instructor: Julie H. Lester, Ph.D.
e-mail: jlester@selu.edu
Office Hours: 8-9 MTWT, TEC 218
Phone: (985) 549-5271
Course Description: Credit 3 hours. Prerequisites: EDUC 657 & EDUC 661
(elementary) or EDUC 658 and EDUC 661 (middle/secondary). An advanced
laboratory course designed to give practice in developmental reading
techniques appropriate to elementary/middle-secondary students. Experiences
are provided in diagnosis, instructional planning for remediation, on-going
evaluation of reading progress, communication with parents, and the use of
authentic literature. Writing will also be stressed as a way to reinforce
reading abilities.
In order to successfully plan, develop, and implement curricula to meet
the needs of diverse learners in today’s world and to prepare students for
the future, the College of Education and Human Development (COEHD) has
identified four critical components of The Effective Educator: standardsbased instruction (SBI), knowledge of the learner (KL), best pedagogical
practices (PP), an content knowledge (CK).
Textbooks:
Clay, M. (1993). An observation survey of early literacy achievement.
Portsmouth, NH: Heinemann. (optional)
Hagerty, P. (1992). Readers' workshop: Real reading. NY: Scholastic.
(optional)
Leslie, L., & Caldwell, J. (2001). Qualitative reading inventory-3, QRI-3.
New York: Longman. (required)
Course Objectives:
The student will
1. Observe and assess the reading process. (KL) (CK)
2. Design and implement individualized strategy lessons that build upon
readers' strengths and assist in overcoming weaknesses. (KL) (CK) (PP) (SBI)
3. Find and develop appropriate reading materials. (KL) (CK) (PP) (SBI)
4. Facilitate positive attitudes, self-direction, self-control, and selfmotivations among students as language learners. (KL) (PP)
5. Communicate with parents, students, and teachers in a variety of
contexts. (KL) (PP) (CK)
6. Role model enthusiastic reading attitudes and behaviors. (PP)
7. Apply current reading philosophies in a variety of instructional
contexts. (KL) (CK) (PP) (SBI)
8. Reflect on students' learning experiences. (KL) (PP)
9. Experience alternative approaches to teaching reading. (KL) (CK) (PP)
(SBI)
10. Incorporate writing and speaking into reading lessons. (KL) (CK) (PP)
(SBI)
11. Plan and provide a literate environment including activities,
instructional strategies, materials, media, etc., which encourages literacy
learning for all students, regardless of ethnic background, gender, or
disabilities. (KL) (CK) (PP) (SBI)
12. Integrate technology into lesson design. (PP) (CK)
Writing Style:
Attendance:
meetings.
APA--Appropriate language mechanics required on all assignments.
Required at all practicum sessions including pre- and post-
EDUC 665 -- Practicum in Reading, page 2, Lester
Course Requirements:
Points
Pre-test evaluation and case study construction
60
Post-test evaluation and case study construction
60
Daily written lesson plans
50
Observations of teaching
50
Daily reflections, anecdotal records, checklists
30
Complete final written summaries for parents
Pre- and post-test results)*
60
7. Program/Technology project/Duty/Related tasks
50
8. Final Exam (Peer Review Activity)
40
Total Points Possible
400
* Place in a folder in an organized, labeled manner. Reports to parents
should indicate progress experienced in regard to assessment results, etc.,
and be prepared in a professional manner for distribution to parents.
1.
2.
3.
4.
5.
6.
Grading:
93%+ A, 92-85% B, 84-77% C, 76-69% D, 69%- F
Free discussion, inquiry, and expression are encouraged in this class.
Classroom behavior that interferes with either (a) the instructor’s ability
to conduct the class or (b) the ability of students to benefit from the
instruction is not acceptable. Examples may include routinely entering class
late or departing early; use of beepers, cellular telephones, or other
electronic devices; repeatedly talking in class without being recognized;
talking while others are speaking; or arguing in a way that is perceived as
“crossing the civility line.” In the event of a situation where a student
legitimately needs to carry a beeper/cellular telephone to class, prior
notice and approval of the instructor is required.
On-campus note: If children require care, then the employee/student is
expected to provide that care in an environment other than Southeastern
office/classroom space.
If you are a qualified student with a disability seeking accommodations
under the Americans with Disabilities Act, you are required to selfidentify with the Office of Disability Services, Room 203, Student
Union. No accommodations will be granted without documentation from
the Office of Disability Services.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Tentative Class Schedule
June
- Pre-practicum meeting
- Test all students and interpret results
- First day of class: introduction, syllabus, evaluate case studies,
assessment questions, process writing, content area reading, other
strategies and activities, group discussions for teaching, multisensory instruction, discuss student groupings, technology project
- Group students, evaluation checklists, anecdotal records (RW, pp. 21-23),
lesson plan format, Readers' Workshop, pre-test case studies due
(including assessment forms and narrative prescriptions), duty days,
discuss post-testing and program (see Program Note), lesson plans for
first week with individual student goals due, final class preparations
- students attend reading program
- course wrap up
- final exam — peer review
EDUC 665 -- Practicum in Reading, page 3, J. Lester
Summary of Course Activities
1. Pre-test evaluation and case study construction (60 points)
Contact parent to make a pre-assessment appointment. Complete the following
assessments for each student assigned to you:
Reading Interview
Observation Notes
Listening Assessment
Taped Oral Reading Assessment
Attitude & Interest Survey
Word Lists
Comprehension Silent Readings
Writing Sample
2. Post-test evaluation and case study construction (60 points)
An integration of the main points from the pre-test evaluation and case study
information and the information gained from the summer reading program
activities and interaction and post-test results.
3. Daily written lesson plans (50 points)
Must be turned in prior to Monday of each teaching week.
4. Observations of teaching (50 points)
Observations will be based on the teacher’s ability to demonstrate knowledge
of/understanding of the:
reading process
role literacy plays in comprehension
principles of language development
differences among learners, including competencies, cultural/ethnic
backgrounds, socioeconomic status, and gender
causes/diagnoses of reading and writing difficulties
individual/group interventions
appropriate reading materials that meet individual student needs
use of a variety of materials
literacy-rich environment
strategies that enhance literacy competencies (pre/during/post reading)
parental involvement to support reading/writing development
professional behavior
5. Daily reflections, anecdotal records, checklists (30 points)
Each day a reflection sheet will be completed by each teacher noting lesson
strengths, weaknesses, plans for improvements, changes, unexpected factors,
etc.
6. Final written summaries for parents (60 points)
A summary report of the pre-assessment information, interaction with the
student during the program, and the post-assessment information. Written so
that parents can understand the evaluation and the suggestions/recommendations
for continued work with the child to support and enhance literacy competencies.
7. Program/Technology project/Duty/Related tasks (50 points)
A program for parents and guests will be presented on the last day of
class that showcases student literacy accomplishments. At least one
technology project must be included for each student. Duty assignments
will be shared as well as other classroom tasks that need attention.
8.
Final Exam (40 points)
A peer-review activity.
EDUC 665 --
Practicum in Reading, page 4, J. Lester
Supplementary Resources:
Cheek, E. H., Jr., Flippo, R. F., & Lindsey, J. D. (1997). Reading for
success in elementary schools. Madison, WI: Brown & Benchmark
Publishers.
Collins, M. D., & Cheek, E. H., Jr. (1993). Diagnostic-Prescriptive
reading instruction: A guide for classroom teachers (4th ed.).
Madison, WI: Brown & Benchmark Publishers.
Combs, M. (2002). Readers and writers in primary grades: A balanced and
integrated approach (2nd ed.). NJ: Merrill Prentice Hall.
Galda, L., & Cullinan, B. E. (2002). Literacy and the child (5th ed.).
United States: Wadsworth.
Heibert, E. H., & Raphael, T. E. (1998). Early literacy instruction.
New York: Harcourt Brace College Publishers.
Johns, J. L. (1994). Basic reading inventory (6th ed.). Dubuque, IA:
Kendall/Hunt Publishing Company.
Johns, J. L., VanLeirsburg, P., & Davis, S. J. (1994). Improving reading: A
handbook of strategies. Dubuque, IA: Kendall/Hunt Publishing Company.
Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J. W. (2003).
Developing readers and writers in the content areas K-12 (4th ed.). New
York: Allyn & Bacon.
Reutzel, D. R., & Cooter, R. B., Jr. (1999). Balanced reading strategies and
practices: Assessing and assisting readers with special needs.
Columbus, Ohio: Merrill.
Sucher, F., & Allred, R. A. (1981). The new Sucher-Allred reading placement
inventory. Oklahoma City: The Economy Company.
Tierney, R. J., & Readence, J. E. (2000). Reading strategies and practices: A
compendium (5th ed.). Boston: Allyn & Bacon.
Tompkins, G. E. (2003). Literacy for the 21st century (3rd ed.). NJ: Merrill
Prentice Hall.
Journals
Educational Leadership
Journal of Adolescent and Adult Literacy
Journal of Literacy Research
Reading: Exploration and Discovery
Review of Educational Research
The Reading Teacher