University of Central Florida
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Teaching and Learning Principles
Elementary Education
Diagnostic and Corrective Reading
RED 4519, Section 01
3 hours
Spring 2012
Tuesdays 10:30-1:20 pm TA 204
Dr. Michelle Kelley
michelle.kelley@ucf.edu (preferred method of communication)
407-823-1764 (no voicemail available, sorry)
COE, Suite 315 N
Tuesdays 1:30-3:30 pm; Thursdays 1:30-3:30
March 6th, 2012
Elementary Program Goal Statement: The 2007-08 Elementary Education Program addresses the following major
themes: assessment; differentiation of instruction; integration of art, music, and movement;
and, classroom management. In addition, the Elementary Education Program continues to emphasize knowledge of
subject matter, research-based “best” practices for all learners, and reflective practice.
Course Description: PR: RED 3012 or C.I. An investigation of the needs of individual learners in reading instruction.
Organizational techniques for promoting optimum reading growth. Must have access to student(s) to complete key
assignment and other assignments. See below for information about volunteering and gaining access to students:
UCF students that want to volunteer in the elementary grades in Orange County Public Schools (or don’t want to work
with the AVID program) should use the following website to choose their school and teacher https://education.ucf.edu/es/signup/service_learning/ (password is 11fall!)
*****SCHOOLS WILL BE ADDED TO THESE WEBSITES DURING THE EARLY PART OF THIS
SEMESTER AS THE SCHOOLS UPDATE THEIR INFORMATION *****
Remind your students to dress professionally when volunteering in the schools.
Please contact Phil Koger (Philip.Koger@ucf.edu) if you have any questions.
Florida ESOL Performance Standards have been infused within the objectives for this course. Course objectives and
assignments are designed to prepare students for the Florida ESOL Endorsement. The Reading Endorsement
Competencies have been infused within the objectives of this course and assignments that are listed in this syllabus are
required in order to prepare students for the Florida Reading Endorsement. It is highly recommended that students
maintain a Reading Notebook to span all of the reading courses taken at UCF. Classroom management and arts
education have also been integrated into the objectives for this course.
Course Goals:
The student will develop knowledge of reading acquisition and factors that affect reading acquisition across different age
groups and among diverse populations. Students will diagnose and assess students in at least one major reading
component. They will use assessment data and knowledge of the reading process to develop assessment plans that are
differentiated instructional plans that address a student’s strengths and needs. This course specifically addresses
Competencies 3,4, and part of 5 for Florida Reading Endorsement.
1
Course Objectives:
Key:
ESOLFEAPPEC –
FSACRECIRA ACEI -
English to Speakers of Other Languages
Florida Education Accomplished Practices
Professional Educator Competencies
Florida Subject Area Competencies: EE =Elementary K-6; R=Reading K-12
Florida Reading Endorsement Competencies
International Reading Association
Association of Childhood Education International
NEW REC- To be adopted fall 2010
The student will: (Objective evaluated through the italicized course assignment/quiz.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Describe the reading assessment process and reading diagnosis as it relates to the instructional responsibilities of
the teacher and to the total reading program.
(FEAP/PEC 2, 8; FSAC EE 6; FSAC-R10; IRA 1, 3; NEW REC 3.7) Teacher Interview and AIPs
Describe the role of assessment in planning and instruction to meet student learning needs, including analyzing
data.
(FSAC-EE 6; REC 3.2, 6.9, 6.10, 6.11; NEW REC 3.5, 3.6) Teacher Interview and AIPs
List and explain the major factors (language, cognitive, cultural, affective) that affect reading proficiency.
(ESOL 25; PEC 14; FSAC-R 9, 10; IRA 1, 3, REC 4.1; NEW REC 4.5) Reflective Summaries
Identify characteristics of language development and stages of reading development for mainstream students,
English Language Learners and diverse populations, and students with exceptionalities. (REC 3.10-3.124.3,
4.4; NEW REC 4.5, 6.6, 4.7) Reflective Summaries, Teacher Interview, and Exams
Identify common difficulties in students’ development of reading components: comprehension, vocabulary,
fluency, phonics, and/or phonemic awareness.
(REC 4.5; NEW REC 4.4, 4.11) Reflective Summaries, AIPs, and Exams
Have knowledge of formal, informal, and performance-based reading assessment measures and be conversant in
the terminology, application, and interpretation of those measures especially in the area(s) of reading.
(ESOL 19, 20, 21; FEAP/PEC 1, 4, 6; PEC 14; FSAC-EE 6; FSAC-R 9, 10; IRA 3; REC 3.3, 6.9-6.11; NEW
REC 1.A.6, 1.B.6, 1.C.7, 1.D.5, 1.E.5, 1.F.6, 1.G.6, 2.A.5, 2.B.5, 2.C.5, 2.D.4, 2.E.3, 2.F.8, 3.1, 3.2, 3.3, 3.4, 3.5
; ACEI 1, 2.1, 3.1, 3.4, 4) Reflective Summaries, AIPs, Teacher Interview, and Exams
Identify appropriate assessment techniques for mainstream students, English Language Learners, and students
with an Individual Education Plan or 504 Plan in all of the areas of reading.
(FSAC-EE 6; REC 3.10- 3.12, 6.9-6.11; NEW REC 3.8, 3.9, 3.10, 3.11) Teacher Interview and AIPs
Be able to interpret diagnostic results and match instruction to appropriate level of intervention (whole group,
small group, individual) with appropriate materials and strategies.
(ESOL 5, 6, 9, 10; FEAP/PEC 1, 7, 8, 9, 10; FSAC-EE 2; FSAC-R 10, 11, 12; IRA 2, 3, 4, REC 3.9, 6.9-6.11;
ACEI 1, 2.1, 3.1, 3.4, 4; NEW REC 2.G.6, 3.7, 4.8, )
Reflective Summaries, AIPs, and Exams
Identify structures and procedures for monitoring student reading progress and classroom management.
(REC 4.10; NEW REC 4.12, 4.13) Teacher Interview
Be able to select reading techniques to help the culturally and linguistically diverse child become a more
proficient reader, including appropriate arts integration.
(ESOL 2, 5, 6, 9,15, 16); FEAP/PEC 5; PEC 14; FSAC-R 9, 10, 11, 12; IRA 1, 2, 3, 4, REC 4.9; NEW REC 4.8;
ACEI 1, 2.1, 3.1, 3.2, 3.4, 4) Reflective Summaries, AIPs, and Exams
Identify intervention strategies that facilitate proficiency in decoding (phonemic awareness, phonics,
vocabulary), fluency, comprehension, content reading, and/or metacognition, including appropriate art
integration. (FEAP/PEC 8; FSAC-R 3, 4, 5, 10, 12; IRA 1, 2, 4, REC 5.3, 5.11; NEW REC 2.A.1, 2.B.1, 2.C.1,
2.D.1, 2.E.1, 2.F.12.G.1, 2.G.2, 4.14, ACEI 3.5) Reflective Summaries, AIP, and Exams
Show how technology can be utilized in the assessment-teaching process.
(FEAP/PEC 9; FSAC-R 10, 11, 14.4; IRA 2.2, 4.2)
Demonstrate a reflective attitude toward the assessment process including knowledge of K-12 student’s attitudes
toward reading and the delivery of instruction.
(ESOL 2, 5; FEAP/PEC 2, 3, 6, 10, 11: PEC 14; FSAC R 6.3, 8; IRA 3.4, 4, 5; NEW REC 2.A.4) AIPs
2
14.
15.
16.
Identify assessment methods, instructional strategies, and authentic materials/books that will aid in
accomplishing Sunshine State Standards Benchmarks for Reading and Literature (decoding,
comprehension of expository and literary texts). (ESOL 6, 15, 1; NEW REC 2.G.47) AIP
Demonstrate knowledge of others (school-based and community support personnel and parents) who
assist students with special reading needs. (ESOL 22) Teacher Interview
Demonstrate knowledge of classroom organizational and management practices that facilitate reading
instruction for individuals and groups. (ESOL 13) Teacher Interview
Modes of Instruction
1.
2.
3.
4.
5.
Class lecture- discussion to consider topics on the course outline.
Reading of required text and related materials.
Collaborative small group examination, experimentation, and discussion of varied formal and informal
assessment instruments and procedures.
Use of multimedia to facilitate a deeper understanding of the assessment instruments, teaching strategies and the
class lecture discussions.
Sharing of and reflection in class on the key assignment is required.
Required Text (Copy of text is available in CMC for in CMC use)
1. DeVries, BA. (2011). Literacy assessment and intervention for the elementary school classroom. 3rd ed. Scottsdale,
AZ: Holcomb Hathaway Publishers. ISBN 978-1-934432-15-0.
2. Course Pack Required- sent by Instructor via email.
3. NOTE: This is the 2nd reading course in a 3 course sequence. It is recommended that you maintain a Reading
Notebook for these courses.
Recommended Supplemental Texts Available as Downloads
1. Put Reading First: The Research Building Blocks for Teaching Children to Read
http://www.nifl.gov/partnershipforreading/publications/PFRbookletBW.pdf
2. Building A Powerful Reading Program: From Research to Practice http://www.csus.edu/ier/reading.html
3. A Child Becomes a Reader Proven Ideas for Parents from Research--Kindergarten through Grade Three
http://www.nifl.gov/partnershipforreading/publications/pdf/low_res_child_reader_K-3.pdf
Course Topics (not in any particular order):
Characteristics of reading development
Assessing reading growth and instruction
Informal assessment procedures
Formal assessment procedures
Interpretation of assessment data
Organizing assessment information
Organizing for and providing appropriate reading instruction
Differentiating Instruction
Emergent Literacy and Phonemic Awareness
Phonics
Fluency
Word Identification and Vocabulary
Comprehension
Study skills and strategies
Metacognitive Awareness
Teaching students with special needs and speakers of other languages
Integration of arts/movement
3
Course Requirements
The conceptual framework (or mission statement) of the College of Education at the University of Central Florida has as
its core the development of its students as reflective professional practitioners. This framework takes into consideration
the three dimensions of professional development: knowledge, skills, and dispositions at three broad levels: preprofessional, professional, and accomplished. Students are required to complete a Professional Portfolio comprised of
performance-based evidence and reflections gathered as they progress through the teacher education program to
demonstrate their growth in the Florida Educator Accomplished Practices (FEAP). As such, reflections are embedded in
most of the assignments in this course. These reflections must accompany the assignments in order to earn the
designated points for the assignment. This course is designed and required to meet Florida Educator Accomplished
Practice (FEAP) # 1 Assessment through the Assessment and Instructional Plan assignment. It is your
responsibility to post your assignment for this course in your LiveText Portfolio before the end of the semester once I
have graded and approved it for submission.
Attendance.
Attendance at each class is expected and required. You are allowed one absence, after one absence 5
points will be deducted from your final grade for each additional absence. If you miss four classes or more you will
receive and “I” or fail the course. Attendance will be taken within the first 30 minutes of class. If you are tardy more
than 3 times during the semester or you leave early more than 3 times you will receive an absence. If you know you are
going to be absent from class you can either e-mail the assignment to me or send it with a peer on that class day. If the
absence is unexpected you are still expected to turn in the assignment before the next class period. Points will be
deducted for all late assignments. Do not assume all e-mails reach me; you will need to follow-up with me to verify
that the e-mail has been received. If I do not respond to you by e-mail then assume I have not received your e-mail.
Participation/Course Reflections (ESOL Competencies: 4, 19, 20, 21, 25; REC: 3.2, 3.3, 3.9, 4.1,
4.3-4.5, 4.9, 5.3, and 5.11; NEW REC 4.2, 4.5, 4.7, 4.8, 4.14. 5.8, 5.14) On-going
During each course meeting/week you may be asked to complete a quick write, a strategy sheet and/or a reflection log
pertaining to the weekly assignment you were given in order to “tie in” your classroom experience to the course content.
Reflections may address content from text assignments and/or class lectures and discussions. Reflections should when
appropriate address relevance of content to major reading components and to English Language Learners. A rubric score
will be assigned to each reflection (note below) and a grade will be obtained from the total number of reflections given
over the semester.
RED 4519 - Course Participation/Reflections Rubric
Rating:
3 = Synthesizes information from text, class, personal experiences; demonstrates clear understanding of
concept(s); includes appropriate specifics and explanations; written in own words/not copied directly
from text (if using text words, uses quotations); demonstrates effort to complete the task.
2 = Demonstrates understanding of concept; needs more specifics and explanations; information may have
been “lifted” from text without credit; needs more synthesis; demonstrates effort but could be more
thoughtful.
1 = Copied directly from text; no specifics or explanations; no synthesis. Little effort, not fully complete.
0 = Not completed.
4
2 Assessment and Instructional Plans (AIPs)- Key Assignment: Paper Copies Due 2/21
and 4/10.
FEAP #1- Assessment; ESOL Standards addressed: 5, 6, 10, 15, 16, 17, 19, 20, and 21 (REC: 3.2, 3.3, 3.11, 3.12,
4.5, 4.9, 5.3, 5.11; NEW REC 3.5, 3.6, 3.7, 3.9, 3.10, 3.11, 4.10, 4.11, 4.14, 5.8)
Directions: Select a reading components: comprehension, phonics, or phonemic awareness. From the list provided by
your instructor, choose an appropriate assessment tool for the component area selected (see chart on next page). You
will:







administer an assessment to a K-6 student. You must do an IRI (Comprehension) for your final AIP.
choose an affective/motivational assessment tool to implement.
interpret the results of each assessment and determine the student’s level of achievement and motivation.
describe an instructional plan specific to the K-6 student you assessed (based on their results), including
connections to motivation.
select at least one Sunshine State Standard Benchmark ( available at http://etc.usf.edu/flstandards/la/index.html)
and one Common Core Standards for English Language Arts (available at
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf ) that aligns with the major reading
component (comprehension, vocabulary, fluency, phonics, phonemic awareness) you assessed and your
instructional plan.
identify accommodations that would be made for the K-6 child who is an English Language Learner, even if the
child you assess is not an ELL. Be sure these are literacy specific and not generic.
reflect on the overall value of assessment as a professional practice; specifically describe how this assignment
demonstrates that you have accomplished the practice of assessment (FEAP #1).
The rubric to determine whether you have demonstrated knowledge of FEAP # 1 Assessment is provided on page 6.
This is the rubric that is used in LiveText. I have included a more specific self-assessment scoring sheet to offer guidance
and determine your grade for the assignment (see page 10; sample pp. 11-15). You will turn in a paper copy of the AIP
and the student’s assessments; use my feedback to remediate any issues prior to uploading to LiveText. You must upload
an Assessment and Instructional Plan (including reflection) prior to the end of the semester, unless advised differently by
the instructor. If you do not upload by end of semester, you will receive a grade of “Incomplete”. Note: it is possible to
pass the class and not the assignment, but the assignment must meet the demonstrated criteria in order for you to
graduate.
RED 4519 Acceptable Assessments for AIP’s- Dr. Kelley
Assessment
Areas
Assessment Tools
AIP #1 Options
Phonemic
Awareness
Phonics
Observation of
Reading
Word Recognition
AIP #2
*Comprehension
and fluency
Pre-Assessment for Phonemic Awareness (pp. 427-430) AND Motivation
Tool (see below)
Phonics Mastery Survey (pp. 439-441) or HO pp. 24-29 AND Motivation
Tool (see below)
Observation Checklist of Student’s Expository Reading (p. 466)
or Concepts About Print Checklist (p. 415 HO pp.9-12) AND
Motivational Tool (see below)
Running Records with Miscue Analysis (Handout pp. 15-16) AND
Motivation Tool (see below)
Informal Reading Inventory (like the DRA) AND Motivation Tool (see
below)
*Comprehension/IRI is required for 2nd AIP.
5
Note- For the AIP assessment areas (except comprehension) you are required to implement a tool for
motivation. You may choose from the interest inventory or attitude survey for this purpose (see below).
RED 4519 Acceptable Affective/Motivational Tools for AIPS- Dr. Kelley
Assessment
Areas
Motivation
Motivation
Motivation
Assessment Tools
Interest Inventory (p. 427 or 465) AND Attitude Survey (pp. 428-432 or
p. 433)
Interest Inventory (p. 427 or 465) AND Reader Self-Perception Scale
(pp. 435-436)
Interest and Wide Reading Inventory & Attitude and Metacognitive Survey
(Handout pp. 7-8)
Rubric for Key Assignment (for LiveText)- Assessment and Instructional Plan (AIP)
FEAP #1
Assessment
DEMONSTRATED
At least one appropriate
assessment method for one of the
major reading components:
comprehension, vocabulary,
fluency, phonics, phonemic
awareness is implemented with a
K-6 student. An accurate
interpretation of the assessment
result(s) is included as well as an
instructional plan based on the
assessment result(s). At least one
Sunshine State Standard (SSS)
Benchmark is identified and
aligned to the instructional plan.
Appropriate ELL
accommodations are identified in
the instructional plan. Reflection
of the value of assessment as a
professional practice is clearly
included with specific reference
to FEAP #1.
Free of mechanical and
grammatical errors that detract
from the assignment.
NOT DEMONSTRATED
Does not employ an assessment that measures one of
the major reading components: comprehension,
vocabulary, fluency, phonics, phonemic awareness
with a K-6 student. Does not include an accurate
interpretation or application of assessment results.
Does not include an appropriate SSS benchmark
related to the instructional plan described. Does not
address ELL accommodations in the instructional
plan. Does not reflect on the value of assessment as
a professional practice. Mechanical and
grammatical errors are present and detract from the
assignment.
Teacher Interview due by 3/20
(ESOL: 13, 20; REC 3.2, 3.3, 3.7, 3.8, 3.9, 3.10-3.12, 4.10; NEW REC 3.5, 3.6, 3.7, 3.9, 3.10, 3.11, 4.12, 4.13)
Directions: Two Options: #1 Interview a classroom teacher (or other approved school personnel), preferably face-toface, using the questions below. Option #2 Watch the You Tube Videos of the interview with a primary and intermediate
teacher with the guiding questions below. For both options the questions and responses to these questions must be typed
(Question/Response format). For option #1 identify the grade level taught by the teacher, number of years taught, and
any relevant school-related information. For both options, include a reflection on the experience. Were you surprised by
any responses? Relate responses to what you have learned about teaching reading and assessment to date. This includes
relevant course work at UCF, any personal connections, and appropriate Reading Endorsement Competencies must be
identified. See sample of reflection only pp. 19-20. Rubric must be attached to interview.
6
Option 1- SEE Rubric p. 17
1. What type of informal assessments do you use to monitor students and plan for instruction?
Probe- What daily or weekly assessment do you utilize in the classroom?
2. What type of formal assessments or standardized tests do you use?
Probe- Are these school-wide or state-wide assessments?
3. How are these assessments used to guide instruction?
Probe- Can you give me an example of how an assessment is used to group children?
4. How do you organize your reading block?
Probes- Do you have kids working in centers or doing some independent work? How do you launch
your reading block?
5. What are you doing during the reading block?
6. What are students doing during the reading block?
7. What materials/program(s) do you use to teach reading?
Probe- Does the entire school use the same materials/program? Do you have flexibility to choose
materials based on students’ needs and interests?
8. What are some programs you (or your school) offer to promote family involvement?
Probe- Are these done at the school site or at home?
9. What do you (or your school) do to enhance student motivation to read?
10. What do you believe is the most challenging aspect of teaching reading? Why?
Option 2- SEE Rubric p. 18
Watch on You Tube the Primary Teacher Interview on Assessment Tools (K-2)
http://youtu.be/PmqrVZ8LSW0 AND the Intermediate Teacher Interview on Assessment Tools (3-6)
http://youtu.be/IM3VpEaflEM using the following questions:
1.
2.
3.
4.
5.
6.
Why do you assess?
What instruments do you to assess reading?
What do you learn from these assessments?
What particular strategies do you use to facilitate growth of students?
What type of assistance do you give to students who seem to struggle more than others?
What type of assessments do you use for spelling?
Mid Term 3/13 and Final Exam 4/24
(ESOL Competencies: 4, 5, 6, 15, 16, 17, 19, 21, 25; REC: 3.3, 3.9,
4.3-4.5, 4.9, 5.3, 5.11; NEW REC 1.A.6, 1.B.6, 1.C.7, 1.D.5, 1.E.5, 1F.6, 1.G.6, 2.A.5, 2.B.5, 2.C.5, 2.D.4, 2.E.3, 2.F.8,
3.2, 4.2, 4.4, 4.8, 4.14)- more details to follow.
Final exam must address Objectives 3, 6, 10, 14 especially as they relate to the English Language Learner. (Final exam
can address additional objectives.)
Assignment RequirementsAll assignments must be typed unless otherwise noted by the instructor. Ten points per day will be deducted for work
turned in late. If your assignment contains excessive writing errors it will not be accepted. Make sure to proof any
submitted work before turning it in. Typographical and grammar errors will result in the lowering of an assignment
grade per error. The University Writing Center in MOD 608 (near the Communications Building), phone number 407823-2197 is available for this assistance. Hours are Monday- Thursday 8:00 am-8:00 pm, Friday 8:00 am- 3:00 pm, and
Sunday 2:00 pm- 8:00pm. Their website is http://www.uwc.ucf.edu . You will not receive a course grade until all work
is satisfactorily completed.
7
New Writing Center Hours:
Office hours are now held in the UCF Library Room 359 on Mondays through Thursdays from 11 am to 7 pm and 10 am
to 3 pm on Fridays.
Evaluation and Grading Scale: See schedule and assignment for details
Final grades will be based upon the quality of the case study and teaching unit. Weighting will be approximately as
follows:
2 AIPs-Key Assignment
50% (25% each)
Mid Term
10%
Final Exam
15%
Participation
15%
Teacher Interview
10%
The final grade for the course is based on the following criteria (pluses or minuses will be used on the final grade):
90%-92%= A93%-96% = A
97%-100% = A+
80%-82%= B83%-86%= B
87%-89% = B+
70%-72% = C73%-76% = C
77%-79% = C+
60%-62% = D63%-66%= D
67%-69% = D+
Below 60% = F
Classroom Expectations and Group Norms






Be respectful of yourself and others. Talking while others are addressing the class (including the instructor)
is not appropriate. No put downs.
The class will start and end at the instructor’s designated time. If you arrive late or leave early more than
once points will be deducted from your attendance and participation.
No unauthorized guests.
Cell phones, beepers, and pagers must be turned off or placed on vibrate mode.
According to UCF Golden Rule guidelines, academic dishonesty/cheating, which includes plagiarism, is a
violation of student academic behavior standards and is subject to academic and/or disciplinary action.
Such behavior is also a violation of the College of Education’s Professional Code of Conduct.
In addition, the COE has a Professional Code of Conduct (or Fitness to Teach) which is aligned to the
FEAPs. We expect current and future educators to exhibit these personal attributes deemed essential to
success as a professional educator. Concerns in any of these areas can be a cause for an instructor to
institute the Fitness to Teach.
Accommodations for Candidates with Disabilities:
The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities.
Students with disabilities who need accommodations in this course must contact me at the beginning of the semester to
discuss needed accommodations so we can plan for any accommodations to promote your learning in this class. No
accommodations will be provided until the student has met with the professor to request accommodations. Students who
need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone
407-823-2371, TTY/TDD only phone 407-823-2116, before requesting accommodations from the professor. A letter
from the Office of Student Disability may be required.
Tentative List of Topics by Date **This syllabus is subject to change at any time.
Date
Topic(s) to be Covered in Class Meetings
Class 1
1/10
Ch. 1 (DeVries Text)
Class 2
1/17
10:30-11:30
Review syllabus
Ch. 2 (DeVries Text)
Assignments listed unless dated are
to be completed for the next class meeting.
Read Ch. 1-2
Read Syllabus- Identify Questions
Complete 3-2-1 p. 1 HO
Read Ch. 3
8
Class 3
1/24
Finish Ch. 2 and Begin Ch. 3 (DeVries Text)
**Tentative training at Carillon Elementary 12-1 pm
Revisit Ch. 3
 First AIP Due 2/21
 Teacher Interview- Due 3/20
 Mid-Term – 3/13
Class 4
1/31
Running Records
Interest Inventories, Attitude Surveys and
Metacognitive Surveys.
Observational Tools
Read Ch.4.
Complete PA Anticipation Guide p. 18 HO
 First AIP Due 2/21
 Teacher Interview- Due 3/20
 Mid-Term – 3/13
Class 5
2/7
Florida’s Formula
Oral Language
Ch. 4 Phonemic Awareness (DeVries Text)
DIBELS
Pre-Assessment of Phonemic Awareness
Read Ch. 5
Complete Word Alert! p. 21-22 HO
 First AIP Due 2/21
 Teacher Interview- Due 3/20
 Mid-Term – 3/13
Class
2/14
Ch. 5 Phonics (DeVries Text)
Phonics Mastery Survey and HO survey
Read Ch. 6 & 7
 First AIP Due 2/21
 Teacher Interview- Due 3/20
 Mid-Term – 3/13
Class 7
2/21
Ch. 6 Word Identification (DeVries Text)
San Diego Quick Assessment
Ch. 7 Vocabulary (DeVries Text)
Read Ch. 10
Complete Fluency Anticipation Guide p. 33 HO
 Teacher Interview- Due 3/20
 Mid-Term – 3/13

Class 8
2/28
Class 9
3/13
Class 10
3/20
Class 11
3/27
Class 12
4/3
Class 13
4/10
Class 14
4/17
4/24
First AIP Due
Ch. 10 Fluency
WCPM, WPM
Checklists


Mid Term
First AIP Re-Submits Due
Ch. 8 Narrative Text and Ch. 9 Informational Text
DRA K-3; DRA 4-8

Re-Submits of First AIP Due 10/18
Mid-Term – 3/13
Teacher Interview- Due 3/20
Read Ch. 8 & 9
 Second AIP Due 4/10.

Second AIP Due 4/10.

Second AIP Due 4/10.

Second AIP Due 4/10.

Part I of Final (Take Home Portion)
Given in Class
Part II Study Guide Given in Class
Teacher Interview Due
Complete Ch. 8 Narrative Text and Ch. 9
Informational Text
Comprehension- DRA K-3; 4-8 Continued
Finish Comprehension
90 Minute Block
FAIR/RTI




Second AIP Due
Alternative Assessment
Portfolios
Catch-up- Final Review

FINAL
9
RED 4519 Assessment and Instructional Plan
Self-Assessment- Key Assignment
Name ____________________
Course/Day _______________
Criteria for Evaluation
My SelfEvaluation
Dr. Kelley’s
Evaluation
I identified and implemented an age/grade appropriate
assessment method for a major reading component:
comprehension, phonics, or phonemic awareness with a
K-6 student demonstrating my knowledge of the reading
process. This includes a summary of what the
assessment evaluates and how it is given (protocol).
(10 pts).
I utilized an affective (motivation) assessment to help me
plan instructional activities for the student. This includes
a summary of the purpose of the tool implemented
and how it is given (protocol). (10 pts.).
I included the results of each assessment and accurately
interpreted the assessment result(s). This includes
strengths and needs for each assessment. (10 pts).
I included relevant observations made while assessing the
student for each assessment. (10 pts.).
I included an appropriate instructional plan based on the
assessment result(s). My instructional plan aligns to
student’s need(s) and I have made connections to what
motivates the student. My plan includes why the
activity(ies) would benefit the student (20 pts.).
I identified at least one Sunshine State Standard (SSS)
Benchmark and one Common Core Standard aligned it to
the instructional plan. (10 pts).
I included appropriate ELL accommodations in the
instructional plan and these ELL accommodations are
thoughtfully related to literacy acquisition. (10 pts.).
I reflected on what I learned from giving this assessment,
including future applications, and the value of informal
assessment as a professional practice referring to FEAP
#1 language. (20 pts).
My Total Score
Dr. Kelley’s Total Score
Writing which lacks clarity and or contains distracting
errors will have points deducted from the total received.
Other Comments:
10
AIP Sample
Grade and Age of Student Assessed: Fourth Grader, Age 9
Assessment Chosen and Summary of Area Assessed: Comprehension
The assessment area I chose was comprehension and I used an Informal Reading Inventory (IRI). The IRI I chose to use was the
Developmental Reading Assessment (DRA) designed for students in grades 4-8. The DRA uses information from a student’s oral
reading, engagement habits, and comprehension to estimate the reading level. This helps teachers match students with appropriate
leveled texts and determine areas of strength and need for instruction. The DRA is also used in certain cases to provide information
for a student’s portfolio or to further investigate a student’s suspected reading problem.
DRA Assessment Protocol:
The first part of the DRA is the Student Reading Survey. When completing this survey, the student provides written answers to a
series of questions about the student as a reader. The questions ask about how often the student reads, what type of texts the student
enjoys reading, and how the student evaluates his/her reading skills and strategies. I chose to give this survey in the form of an
interview because the student’s reading level was below grade level and I believed I would get clearer and more complete answers if
the survey was given this way. After the DRA student reading survey, the teacher introduces the selected text and has the student
read aloud the first two pages. While the student reads aloud, the teacher records the student’s oral reading behaviors and marks the
students miscues of the text. The student then completes the prediction section of the student booklet without using the text. The
student then finishes reading the text by himself and completes the summary section of the student booklet. When finished with the
summary section, the student completes the literal comprehension, interpretation, reflection, and metacognitive awareness sections of
the student booklet. The student can use the text when completing these sections. The teacher then calculates the student’s percent of
accuracy, the oral reading fluency rate, and chooses the descriptors that best describe the student’s performance on the teacher
observation guide.
DRA Results and Observations:
Text Level: 30
WPM: 100.29
Reading Engagement Score: 5/8; 62.5%
Oral Reading Fluency Score: 9/16; 56.3%
Comprehension Skills/Strategies Score: 17/24; 70.8%
Total Score: 61; Transitional DRA Stage; Second Grade Level
When the student was conducting the read aloud he read the majority of the words correctly but did not pay any attention to
punctuation or intonation. After the read aloud, I thought that the student would have difficulty understanding the text and answering
the comprehension questions because of his lack of punctuation, intonation, and expression but he did not. He understood most of
the text and completed most of the questions with adequate accuracy. I also observed that when the student read aloud and silently
he often looked to the pictures before and after he read each page. However, the student did not mention that he uses this reading
strategy in either the student reading survey or the metacognitive awareness section. I also noticed that two of the seven miscues
made in the read aloud were not saying the last sound of a word. For example, the student said “drop” instead of “drops”. These
miscues did not seem to affect his comprehension of the text and it seemed he made them because he was attempting to read at a fast
rate.
11
DRA Interpretation of Results:
Strengths: The student is able to read the text and understand what is happening in the story. He is also able to make several
reasonable predictions about what events will take place in the text. The student has the ability to highlight the important events and
characters of the story and form an adequate summary. The student also has the ability to answer literal comprehension questions
about the text. The student understands that he does use strategies when he reads to help him read and comprehend the text. He
knows that some of the reading strategies he uses are connecting the story to his own experiences, rereading, and looking back in the
text to help him better understand a specific part.
Needs: The student needs to work on his reading fluency. When the student reads he ignores punctuations and reads the text in only
one tone. Although the student can highlight important events and characters in a story, he has difficulty including them in the
summary in a concise manner. The student uses a lot of extra words and details to describe the main events in the summary. The
student needs to work on interpreting why certain events happen in a story. The student does not use specific details in the story to
help support his interpretations. Although the student acknowledges some of the reading strategies he uses, he does not realize
and/or understand that he uses the pictures to help him comprehend as well.
Assessments Chosen and Summary of Area Assessed: Motivation Tools
The two assessments that I chose were the Interest and Wide Reading Survey and the Attitude and Metacognitive Survey (p.6-7
handouts). Both of these surveys gather information about a student’s motivation to read. The first survey asks a series of questions
concerning a student’s hobbies, favorite things, and other interests. It then has a chart intended to record a student’s opinions about
the different literary genres. This survey is mainly used to match a student with a book that he or she would be interested in. It might
also be used to make sure that I student has been exposed to different genres.
The Attitude and Metacognitive Survey includes questions that try to determine a student’s preferences about how and where to read.
The survey also tries to determine what strategies a student uses when he or she encounters a problem while reading – for example, an
unknown word – and what the reader thinks of him- or herself as a reader. This survey is mainly used so that a teacher can see where
the student needs assistance – with motivation, with reading strategies, or with some other area identified during the completion of the
survey.
Interest, Wide Reading, Attitude, and Metacognitive Survey Assessment Protocol:
Both of these assessments, depending on the grade level of the student being surveyed, can be completed by the entire class
individually at their seats, in small groups led by the teacher, or on a one-on-one conference with the teacher. It time permits, however,
the survey is the most beneficial when the teacher fills it out while interviewing the students individually. This way, the teacher can
probe further when an interesting answer arises, see a student’s physical reaction to a question, and get a more complete answer for
every question asked. (However, some students – especially the older ones – might not tell complete truths or be more nervous if
asked these questions in an interview format.) I decided to give the surveys in a one-on-one interview format. I wrote down the
student’s exact responses and any interesting observation that I made.
Interest and Wide Reading Survey Observations and Assessment Results:
This assessment does not give the student a percentage or a grade. What I noticed, was that the student loves swimming and anything
to do with Michael Phelps. He also enjoys science fiction TV shows and his favorite subjects are science and math. Concerning the
genre chart, I noticed that the student was completely unfamiliar with the genres of biography historical fiction. I was happy to see
12
that he had more likes than dislikes, but he had the most genres under the “I like it a little.” column. He seems to enjoy fiction books
with action or horror and animal books or sports books when he has to read nonfiction. He was uninterested in romance and comics,
and did not like poetry or realistic fiction.
Interest and Wide Reading Survey Interpretation:
Strengths: The student seems to enjoy nonfiction books about animals since science is one of his favorite subjects. He also enjoys
nonfiction books about swimming. Many students do not gravitate towards this genre; however, this student expressed a great liking
of it since he has found a topic that is enjoyable to him. Overall, this student liked more genres than he disliked. This leads me to
believe that he is a pretty open reader who enjoys reading – even though he did not list reading as one of his hobbies. In addition, the
student seemed familiar with 14 of the 16 types of texts listed. This means that he has had experience (and remembers this
experience) with almost every type of text listed.
Needs: The student needs to be exposed to the genres of historical fiction and biography. He would probably greatly enjoy a
biography on Michael Phelps. Also, the student says that he only enjoys science fiction/fantasy books a little bit; however, his
favorite show is a science fiction show and he admitted to watching SCIFI a lot. This leads me to believe that he would love science
fiction books if exposed to the right ones. There is also a possibility that he has a misconception about what books fall into this genre.
The student also disliked poetry and realistic fiction which could mean that he has had negative experiences with both. He might
have misconceptions about the genre of realistic fiction, as well.
Attitude and Metacognitive Survey Observations and Assessment Results:
This assessment does not give the student a percentage or a grade. I noticed that the student has mixed feelings about reading for fun.
The student likes to read in a quiet place if he cannot discuss the book with a peer (friend). He would also rather read to himself or
with a peer than listen to the teacher read since he has trouble understanding the story when the teacher reads it.
When it comes to strategies to help himself understand what he is reading, he relies on rereading, asking for help, or looking up a
word. He also tries to “think back to a time that [he’s] heard” the word. He said that if those don’t work, he moves on. When he was
asked specifically what strategies he uses, he did not understand the question. After noting this, I elaborated by saying “what do you
do to help you read.” He paused for a long time before saying only that he “tries to imagine it – like pictures.”
When asked about his opinion of himself as a reader, the only thing that he could think of was that he was good at was “us[ing]
expression.” When asked what he would like to improve on, he said understanding and remembering what he read better.
After finishing this survey, he student felt uneasy, saying “The was hard. I liked the first part more.” Part of his feelings of anxiety
was caused by my writing while he was talking. He said that he has never had anyone – including a teacher – do that before.
Attitude and Metacognitive Survey Interpretation:
Strengths: He enjoys reading with a peer, and would greatly enjoy participating in group book talks. He is not totally turned off to
reading, and, with the help of good books, has the potential to truly love it. The student believes that he can read with expression
(which means that he has probably been complimented on his prosody). He understands how to use technology as an educational aid.
He also attempts to access prior knowledge to help him with unknown words. Both of these are important reading strategies that he
did not recognize as strategies, but that he uses all the same.
Needs: The student needs help finding books to help him reassure his love of reading. He uses a parent or a dictionary as a crutch for
unknown words too often. He might not even know or remember other strategies to help him with these words, such as using context
13
clues. The student is unaware of the term “reading strategies” and does not have a knowledge base of “helpful reading tools”
(commonly referred to as reading strategies) to help him when he struggles with reading or understanding text. The student also
mentioned difficulty understanding what the teacher reads aloud. Perhaps he has trouble paying attention or has a slower processing
time; he did mention having to re-read text often. However, his particular teacher might just speak too softly, too quickly, etcetera.
More information would have to be known about the teacher to make the reason clear. Additionally, the student does not feel
confident in his own ability to understand or remember what he is reading.
Sunshine State Standard Benchmarks Related to Instructional Plan:
LA.A.2.2.1: The student reads text and determines the main idea or essential message, identifies relevant
supporting details and facts, and arranges events in chronological order.
LA.C.3.2.1: The student speaks clearly at an understandable rate and uses appropriate volume; uses strategies
to speak clearly, (for example, rate, volume, tone, projection).
Common Core Standards Related to Instructional Plan:
Key Ideas and Details: Reading Literature
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions).
Instructional Plan Description:
Based upon my results and observations from these assessments, I have chosen to focus further instruction for this student on
fluency, summarizing, and interpreting events in a narrative to better answer post-reading questions. Additionally I want to have him
read more widely and expose him to varied genre. To work on fluency, I would have the student complete echo reading, reader’s
theatre, and choral reading activities. Although the student read the majority of the text with good accuracy and rate, he did not read
with any consideration for punctuation, intonation, or expression. The fluency activities I have chosen focus on developing a
student’s understanding of what tone to use when reading to best express the author’s message of a text. The echo reading activity
allows the teacher to spend time with the student, one-on-one, to model how to read with expression and how to know what tone and
expression is appropriate. The reader’s theatre and choral reading activities allow the student to see multiple models of how to read
with punctuation, intonation, and expression and to practice reading with these factors over and over again.
To help the student with his minute collection of reading strategies, I would form a temporary guided reading group of other students
in the classroom with this problem. The group’s focus would start on strategies to help students figure out the meaning of unknown
words. There could be mini-lessons on: using pictures, using, context clues, using root words, and using suffixes and prefixes to find
the meaning of a word. The focus could then move onto other reading strategies to help students to remember and understand what
they read (things that the student said in the interview that he wished he could improve). The student in the interview noted that he
uses his schema to help him, but this lesson might be necessary to start with if other students need help in this area.
Then I would work on summarizing. I would use a summarizing activity where the student must identify and write out the main
events of a story in response to teacher prompts. For example, when the teacher says “where?” the student will write where the
narrative takes place. In the beginning of this activity, the student is only allowed to respond with short phrases and then later the
student can develop a complete summary by taking the phrases, forming complete sentences, and arranging them in a logical order.
Although the student did form an adequate summary in the assessment, he had difficulty highlighting and explaining the main events
clearly and without extra details. This activity would help the student to practice summarizing the story clearly, concisely, and using
only the necessary and important details.
14
To work on interpreting events of a narrative to better answer post-reading questions, I would complete the reciprocal questioning
activity with the student. In this activity, the teacher and the student read through a narrative together. While reading, the teacher
and student stop periodically to ask questions. First the student will ask the teacher a question about the text. Once the teacher
responds, he/she then asks the student a question. Teachers and students can ask literal, inferential, critical, and/or evaluative
questions. In this activity, teachers have the opportunity to model how to answer a question using specific details from the text and
ask the type of questions that the student needs to practice. Although the student was able to answer the post-reading questions
adequately in this assessment, he was unable support his answers with details from the text. In this assessment, the student either did
not provide supporting details or invented details of his own to support his answers. Through this activity, the student can watch the
teacher model how to answer a question using details from the text and the practice the skill multiple times. This activity can also be
done by pairing the student needing additional instruction with a more advanced reader.
Since the student also needs to be exposed to biography and historical fiction, as well as realistic fiction and poetry I might use these
types of text to accomplish the fluency and summarizing foals I have identified. He also needs to have his misconceptions on science
fiction/fantasy corrected. Since I have determined his reading level is at a 2 nd grade level, I will find a biography on Michael Phelps –
there are quite a few for elementary-age students. Before finding s historical fiction book for this student, I would try to learn more
about his historical interests – what time periods or events interest him? If he has none that he can name, I could try to pick a historical
fiction book with an adventure or sports as the theme since the student said that he liked those topics “a lot.” Not only would this
expose him to the genres, but it would also help to interest him in these genres.
To expose him to realistic fiction that he would be more interested in, I would find a book about a boy who loved to swim or who
competed in swim meets. As far as poetry goes, I could find a book of poems on sports or just humorous poems. (Although the
student did not say anything that led me to believe that he would enjoy humorous poems, many boys his age like these much more
than literary, wordy poems.) For the science fiction/fantasy genre, I would try to find some good science fiction books that perhaps
mirrored the theme of the Sarah Connor Chronicles. This would show the student that the themes in his favorite shows can be found
in books, too – which could inspire him to read more.
ELL Accommodations:
If the student is an English language learner these activities will work well for the student to further develop and practice his/her
English. The fluency activities provide multiple models of fluent reading and can help English language learners develop their rate,
automaticity, and prosody. The reader’s theatre and choral reading can be further adjusted for English language learners by
providing pictures or translations to help explain key words and/or key concepts. This would help English language learners
comprehend the texts of the reader’s theatre and choral reading better and in turn help them read with more fluency. The
summarizing and questioning activities can be further adjusted for English language learners by using texts with pictures to help
students understand the story. English language learners can also draw pictures with their summaries to help them better remember
what they wrote in English. The summarizing activity can also be done with the student giving the answers to the teacher prompts
orally and the teacher recording the student’s answers. The teacher can then review the written answers with the student.
15
Reflection:
After having the opportunity to conduct an interview with a student using the interest and wide reading inventory and the attitude and
metacognitive survey, I see how much useful information can be gleaned from these few questions. I was able to find so many
strengths and needs from a simple comment or answer. On top of that, I was able to translate these strengths and needs into
instructional plans to help this student become a better reader who could more readily read and enjoy many different genres. For
example, the student noted that he enjoyed watching SCIFI and the Sarah Connor Chronicles on T.V., but that he only liked science
fiction “a little.” From this, I decided that the student probably had a misconception about the genre of science fiction. My plan of
action concerning this need would be to find some good science fiction books that mirrored the theme of the Sarah Connor
Chronicles.
These surveys have an immense usefulness in figuring out how many genres a student has been exposed to and how he or she feels
about the different genres. The interest survey in particular also provides teachers with information that teachers can use to change
student’s minds about certain genres. For example, the student that I interviewed might enjoy poetry about swimming or participating
at a swim meet. The attitude and metacognitive survey takes much more thinking on the student’s part, but is incredibly useful to the
teacher. For instance, I learned that the student uses a parent or a dictionary as a crutch for unknown words. To help him with his
lack of strategies, I could put him in a temporary guided reading group whose focus would be on strategies to help students figure out
the meaning of unknown words.
From this AIP, I learned – as I expected I would – that these surveys are tools that will be incredibly beneficial in my future
classrooms. I plan on using them throughout the year – first as an initial reference and then as assessment of growth or change in
interests. One thing that I unexpectedly learned in the process of this AIP was how nervous it can make a student when the
interviewer writes while the student is talking. In my classroom, I plan to do this often so as to get students used to the necessary
process. To ease students into this, I might, at first, have two sheets of paper that I record on. One sheet would be for positive things
or comments on minor improvements that should be made, which I would share them with the students. The other sheet would be for
more drastic improvements that should be made or needs of students which they might consider embarrassing to admit to, which I
would not show students. I might do this until my students feel less anxious about my recording interviews.
After completing a variety of assessments, it is clear to me that informal and formal assessment is an integral part of effective
teaching and meaningful learning. Without informal and formal assessments, students and teachers would not be held accountable for
their own learning and teaching efforts. Assessment provides a way for teachers to learn about students’ strengths and needs in
specific academic areas. Teachers can then use the information to differentiate instruction and provide the best learning activities and
environment for each individual student. Assessment also provides a way for teachers to learn about their own teaching skills and
strategies. Using the results and observations from the different assessments, teachers can better evaluate their own teaching.
Teachers can see how certain teaching methods are working or not working for the whole class or for certain individual students.
Teachers can only continue to be effective and grow as educators if they are constantly monitoring their own teaching progress as
well as their students’ progress. Overall, assessment provides a way for teachers to know what information should be taught to which
students and in which method it should be taught with, to achieve the best results. Without it, students’ learning efforts and teachers’
strategies would not be as appropriate, meaningful, or effective.
16
UCF Student Name ________________________
Section _________
OPTION #1: RED 4519 Teacher Interview Rubric
Exemplary (3)
Teacher, grade level, number
of years teaching identified.
Proficient (2)
Teacher, grade level, number of
years teaching identified (2 of
3).
All questions were asked and
teacher responses included.
Unacceptable (1)
Identifying data
incomplete (1 of 3).
Missing (0)
No identifying
data.
Questions/responses
missing.
No Q & A.
Probes included if original
response not specific
enough.
Few responses lacked
specificity (without probes).
Many responses lacked
specificity (without
probes).
Reflection addresses and
clearly identifies Reading
Endorsement Competencies
(see below for more
specifics).
Reflection addresses but does
not specify clearly the Reading
Endorsement Competencies
(see below for more specifics).
Reflection does not
address Reading
Endorsement
Competencies (see below
for more specifics) and
therefore must be redone.
Reflection includes your
thoughts and connections to
what you have learned about
assessing and teaching
reading.
Reflection needs more of your
thoughts and connections to
what you have learned about
assessing and teaching reading.
Reflection includes few if
any thoughts and
connections.
Interview is typed and free
of mechanical errors.
Interview is typed; contains few
non-distracting errors.
Interview is typed;
contains many nondistracting errors.
Including an explanation of
any acronyms.
Most acronyms are explained
first time used.
Few acronyms are
explained first time used.
No reflection.
Interview is not
typed with errors.
Acronyms are not
explained first
time used.
Following %’s will be applied to possible points for assignment.
3=100%, 2.75=92%, 2.5=83%, 2.3=77%. Must redo assignment if score is below a 2.1 and/or the reflection
does not address the Reading Endorsement Competencies.
Score ________ = __________ %
Please include the following in your teacher interview reflection. Address what you learned from the interview
that helps you to accomplish the Reading Endorsement Competencies stated below.
REC 3.2 Understands the role of assessment in planning instruction to meet student learning needs
REC 3.3 Interpret students’ formal and informal test results.
REC 3.7 Analyze data to identify trends that indicate adequate progress in student reading development
REC 3.8 Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction: ii vs. iii)
REC 3.9 Understand how to interpret data with application of instruction that matches students with appropriate level of
intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials.
REC 3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress
over time.
REC 3.11 Identify interpretive issues that may arise when English language tests are used to assess reading growth in
LEP students.
REC 3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of
LEP students and students with disabilities in the area of reading.
REC 4.10Identify structures and procedures for monitoring student reading progress.
17
UCF Student Name ________________________
Section _________
Exemplary (3)
Primary Teacher Questions
and Responses are typed
verbatim.
OPTION #2: RED 4519 Teacher Interview Rubric
Proficient (2)
Unacceptable (1)
Most Primary Teacher
Many questions/responses
Questions and Responses are
missing from primary
typed verbatim.
teacher.
Missing (0)
No Q & A for
primary teacher.
Intermediate Teacher
Questions and Responses are
typed verbatim.
Most Intermediate Teacher
Questions and Responses are
typed verbatim.
Many questions/responses
missing from intermediate
teacher.
No Q & A for
intermediate
teacher.
Reflection includes a
thoughtful comparison and
contrast of primary and
intermediate teacher
responses.
Reflection includes a
comparison and contrast of
primary and intermediate
teacher responses.
Reflection includes a
comparison or a contrast
of primary and
intermediate teacher
responses.
No reflection.
Reflection addresses and
clearly identifies Reading
Endorsement Competencies
(see below for more
specifics).
Reflection addresses but does
not specify clearly the Reading
Endorsement Competencies
(see below for more specifics).
Reflection does not
address Reading
Endorsement
Competencies (see below
for more specifics) and
therefore must be redone.
Reflection includes your
thoughts and connections to
what you have learned about
assessing and teaching
reading.
Reflection needs more of your
thoughts and connections to
what you have learned about
assessing and teaching reading.
Reflection includes few if
any thoughts and
connections.
Interview is typed; contains few
non-distracting errors.
Interview is typed;
contains many nondistracting errors.
Most acronyms are explained
first time used.
Few acronyms are
explained first time used.
Interview is typed and free
of mechanical errors.
Including an explanation of
any acronyms.
Interview is not
typed with errors.
Acronyms are not
explained first
time used.
Following %’s will be applied to possible points for assignment.
3=100%, 2.75=92%, 2.5=83%, 2.3=77%. Must redo assignment if score is below a 2.1 and/or the reflection
does not address the Reading Endorsement Competencies.
Score ________ = __________ %
Please include the following in your teacher interview reflection. Address what you learned from the interview
that helps you to accomplish the Reading Endorsement Competencies stated below.
REC 3.2 Understands the role of assessment in planning instruction to meet student learning needs
REC 3.3 Interpret students’ formal and informal test results.
REC 3.7 Analyze data to identify trends that indicate adequate progress in student reading development
REC 3.8 Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction: ii vs. iii)
REC 3.9 Understand how to interpret data with application of instruction that matches students with appropriate level of
intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials.
REC 3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress
over time.
REC 3.11 Identify interpretive issues that may arise when English language tests are used to assess reading growth in
LEP students.
REC 3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of
LEP students and students with disabilities in the area of reading.
REC 4.10Identify structures and procedures for monitoring student reading progress.
18
Teacher Interview- Sample Reflection Option #1
Assessment is used to monitor students’ progress and modify and/or direct instruction. It is clear from
my past experience, course work, and from this interview that taking the time to execute at least some type of
assessment daily is necessary in order for things to run smoothly and efficiently in the classroom. Ms. Wright
takes advantage of frequent, daily informal assessments in order to achieve this. She assesses her students in
many different ways, such as listening to answers, discussions, and how well they are reading, watching to see
that her students are on task, understanding the material, and performing running records. I was excited to hear
that a teacher was using a form of assessment that we have been discussing in my RED 4519 class, which
showed me how important it will be to practice and become comfortable with such assessments. Formal
assessments are also very important for a teacher to use. Ms. Wright uses weekly reading tests from stories
they have been reading in class. It tests students’ comprehension, vocabulary, phonics, grammar, and phonemic
awareness, all of which are important for children to learn in order to become successful readers and writers. I
was really impressed that she used tests that touched on so many areas, which I would imagine would be
extremely helpful to see exactly what students are struggling with. (REC 3.3)
Ms. Wright clearly uses these informal and formal assessments results to her advantage. After
interpreting the results she is able to identify student’s strengths and weaknesses and plan accordingly. First
and foremost, she can use the results to guide her instruction. If the students have mastered the skill, she knows
she can move on. However, if it is clear that many students have not performed well, she will go back and reteach. She will also go back and try to think of an alternate way of presenting the material. I have experienced
such a situation during one of my field experiences. One of my one-on- one sessions didn’t go over too well,
and it was clear my student did not understand the material. The next time I worked with her we revisited the
topic, but I approached it in a different way. I know first hand that making these decisions can be really helpful
to the student.
Another important way to use the results is to determine how to group students in centers or reading
groups. Ms. Wright groups her students by ability depending on the activity. Sometimes she groups the higher
and lower achieving students together so that the higher level students can help the lower ones. Other time she
will group them based on their achievement level so that she can give the high level groups more challenging
activities and review with students who are struggling. I was not surprised by the way she grouped her
students. I have seen this in many schools and have been taught about it in many of my classes, most recently
RED 4519. Grouping is very important and if carefully considered, can be very beneficial to the student (REC
3.8).
Centers are utilized on a daily basis, in Ms. Wright’s class. Here she takes her small groups, which she
has set up based on strengths and weaknesses found in their test results, and has students work independently
and together on various activities, as well as with her to improve on reading skills. When she is working with
one of her groups she uses the Treasure Reading Series and other leveled readers. I have never heard of these
series, but they apparently work very nicely. They focus on many different skills and come with practice
books, including ones for grammar and spelling. Other than teaching and practicing reading independently and
in small groups, she also has students work one-on-one. For example, she sends her students home with a
backpack filled with a stuffed animal and a story. The students are to read the story to the stuffed animal and
then to a family member. This is another strategy that I have heard about in my classes, but have not seen. She
also has special events, such as Donuts with Dad, where the fathers come in to eat breakfast and read with their
children. These activities not only have students practicing one-on-ones with someone, they also encourage
family involvement, which I think is so great. I think it would bring families closer and if reading is involved it
also would help the child to see that reading is a fun and enjoyable thing. I believe that both of these would be
great motivation tools, as well (REC 3.9)
It was comforting to hear that another teacher finds it difficult to accommodate all of the needs of
students. I worked at a reading camp for a couple of months and worked with 3 children that were in the same
grade level. One child was below their grade level, one was just at the level, and the other was way over their
level. I found this very difficult to work with and it was only with 3 children. I could only imagine how it will
19
be with a whole classroom. With that being said, this interview has stressed the importance of daily and weekly
assessments to continually monitor students’ progress. This in turn helps the teacher group the students and
plan instruction based on their needs. Working in small groups and one-on-one with students is very beneficial
because you can focus in on their individual needs. Setting up special events, such as Donuts with Dad or
taking a reading backpack home are great motivators and great ideas for the classroom. I am very glad that I
had the opportunity to interview a teacher. Although I was already familiar with most of things Ms. Wright
does in the classroom, it did show me just how important assessment is in the classroom and why, as a future
teacher, it is so important for me to learn how to do them and what to do with the results.
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Assessment and Diagnosis Resources
Calkins, L., Montgomery, K., & Santman, D. (1998). A teacher's guide to standardized reading tests.
Portsmouth, NH: Heinemann.
Cappuis and Stiggins, R. (2002). “Classroom Assessment for Learning”. Educational
Leadership 60(1).
Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Cooper, J.D. & Kiger, N.D. (2001). Literacy assessment: Helping teachers plan instruction. Boston, MA:
Houghton Mifflin Company.
Falk, Beverly. (2000). The heart of the matter: Using standards and assessment to learn. Portsmouth, NH:
Heinemann.
Farr, R. (1992) “Putting It All Together: Solving the Reading Assessment Puzzle.” Reprinted, 1999, in
Reading Assessment, Principles and Practices for Elementary Teachers. Newark, DE: International
Reading Association.
Farstrup, A. E. & Samuels, J. (2002) What research has to say about reading instruction. Newark, DE:
International Reading Association.
Fountas, I.C. & Pinnell, G.S., (2001). Guided reading and writing: Grades 3-6 teaching comprehension,
genre, and content literacy, Portsmouth, NH: Heinemann.
Gaffney, J.S. Ed. (1999). Stirring the waters. Portsmouth, NH: Heinemann.
Good, R.H., Kaminski, R. A., Simmons, D., & Kame’enui, E. J. (2001). “Using Dynamic Indicators of Basic
Early Literacy Skills (DIBELS) in an Outcomes-Driven Model.” OSSC Bulletin, 44 (1), 1-24.
Grant, J.M., Hieffler, B. & Mereweather, K. (1995). Student-Led conferences. Markham, Ontario: Pembroke
Publishers.
Guevremont, K. Draft Assessment Module being prepared by UCF for FL DOE. to be published Q1 2003.
Harp, B. (2000). The handbook of literacy assessment and evaluation.
Christopher- Gordon Publishers.
Harris, T., & Hodges, R. (eds.) (1995). Literacy dictionary the vocabulary of reading and writing. Newark,
DE: International Reading Association.
Linquist, E. F. (1951). “Preliminary Considerations in Objective test Construction”. Educational
Measurement. American Council on Education.
Linn, R. L., Baker, E.L., & Dunbar, S. (1991). “Complex, Performance-Based Assessment: Expectations and
Validation Criteria”.
Educational Researcher. 20 (8).
Manzo, A.V. & Manzo, U. (1993). Literacy disorders: Holistic diagnosis and remediation. Wadsworth.
Reading First Assessment Training DIBELS (Dynamic Indicators of Basic Early Literacy). (2002). Florida
State University. The Florida Center for Reading Research (FCRR).
Silvaroli, N.J.. & Wheelock, W.H. (2001). Classroom reading inventory (specifically prepared for training).
McGraw Hill.
Salvia, H. J. & Ysseldyke, J. E. (1991). Assessment in special; and remedial education (5th ed). Boston, MA:
Houghton-Mifflin.
Sweet, D. (1993). Education Research, Consumer Guide ( 8th(8th ed.). OR 93-3013. Office of Educational
Research and Improvement (OERI), U.S. DOE.
Stiggins, R.J. (2000-2001). “Learning Teams for Assessment of Literacy”.Orbit. 30(4).
Stiggins, R.J. (2001). Student-involved classroom assessment. (3rd. ed). Merrill Prentice Hall.
Stiggins, R. & Arterand, J. (2002). Training the Trainer in Assessment Literacy. NSDC. Boston, MA.
Taylor, B., Harris, L. A., Pearson, P.D., Garcia, G. (1995). Reading difficulties instruction and assessment.
McGraw Hill.
Tihen, L.D., (2003). "No child left Behind and its relationship to the Lee County Reading Initiatives".
Presentation at Lee County Reading Council Mini-Conference for Educators, February 22, 2003.
Torgesen, J.K. (2002). “The Prevention of Reading Difficulties”. Journal of School Psychology. 40, pp.7-26.
Wilde, S. (2000). Miscue analysis made easy: Building on student strengths.
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Relevant Terminology:
Assessment is a system. It involves review of records, interview, observation, and
testing (RIOT) to determine strengths and weaknesses.
Validity is the extent to which an assessment measures what it is intended to measure,
i.e., accomplishes its intended purpose.
Reliability is the extent to which the results of an assessment are consistent or
dependable.
Screening is how we learn what each student knows. Screening assessments are typically
administered to all students at the beginning of the year, or when the student first attends
a class, to identify those who will need help and/or alternative forms of instruction.
Diagnosis is conducted anytime in the school year for in - depth analysis of strengths and
weaknesses.
Progress monitoring is conducted routinely to estimate rates of reading improvement.
Formal assessment results are norm referenced. The results of students’ scores are
compared to the performance of others. These achievement results provide a
comprehensive or summative measure and are considered an “outcome” measure.
Summative assessment results determine and report student learning at end of unit or
year and report progress over time.
Informal assessments might be developed by the teacher, the teacher and student, a
group of teachers or purchased from a vendor. These assessments are viewed as
formative and are designed to assess how well individual students are doing in
comparison to a commonly understood goal or standard.
Formative assessment is continuous gathering of information from daily activities to
determine progress toward meeting standards; used to accelerate, scaffold instruction, or
make adaptations.
Performance based assessment is the measurement of educational achievement by
tasks, which require the student to produce a response through portfolio, project, or
product.
Alternative assessment is the use of any assessment other than standardized tests.
A running record is behavioral evidence of comprehension and word identification
taken as the student reads orally from any text.
Evaluation is gathering information, from several sources, to make decisions.
Measurement involves comparison with a known standard, often assigning numbers to
represent a “characteristic”.
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ESOL Syllabi Addendum
Program Elementary Education
Course Title & Number: RED 4519--Diagnostic and Corrective Reading Strategies
Course Description: PR: RED 3012. An investigation of the needs of individual learners in reading instruction. Organizational techniques for promoting optimum reading
growth. Must have access to student(s) to complete key assignment.
Teaching Strategies Used:
Classify, categories
Use students’ experiences
Reading logs
Field experience
Compare and contrast
Overheads
Concept mapping
Brainstorming
Cooperative learning
Think, Pair, Share
Outlines
Graphic Organizers
Peer tutoring
KWL
Role play, simulations
Learning logs
Show patterns
Reflective thinking
Small groups
Summarize
ESOL Performance
Standards addressed
in course
Related Course Objectives: (Matching Assignment/Assessment in parentheses at end of each objective.)
4, 25
A.
List and explain cultural, linguistic, cognitive, affective, and physical factors that relate to individual differences
in reading; identify those factors that may lead to reading difficulties. (Exam)
5, 6, 15, 16
B.
Be able to select reading techniques to help the culturally and language different child become a better reader.
(AIP, Exam, Participation Assignments)
10
C.
Interpret diagnostic results and plan appropriate reading instruction (strategies and materials) to meet both
strengths and needs of a student. (AIP)
15, 16, 17
D.
Identify assessment methods, instructional strategies, and authentic materials/books that will aid in accomplishing
Sunshine State Standards Benchmarks for Reading and Literature (decoding, comprehension of
expository/content area and literary texts). (AIP, Exam)
19, 20, 21
E.
5, 6, 10, 15, 16, 17, 19, 20,
21
B. C. D. E. Develop an AIP that addresses a child’s phonemic awareness, decoding, fluency, vocabulary, and/or
comprehension based on the student’s strengths, needs. This includes instructional recommendations
based on the administration of an informal assessment measure. If child is not ELL, then student will
provide additional description in which student describes what additional interpretations and instructional
recommendations would be needed to meet ELL needs. (AIP)
4, 5, 6, 15, 16, 17, 19, 21, 25
A. B.D.E.
Administer formal, informal, and performance-based authentic reading assessment measures and demonstrate
knowledge of terminology, application, and interpretation of those measures. (AIP, Exam)
Related Readings, Class Activities, & Assignments: (Letters correspond to objectives listed above.)
Successful completion of final exam. (Exam)
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