TED 5356: Curriculum and Instruction: Reading in the Elementary School – B, 3 Units
Team 25
Fall Quarter 2014 Syllabus
California State University, East Bay
College of Education and Allied Studies
Department of Teacher Education
Instructor: Pennie Trafton
Email:
Office Hours: Before or after class by appointment
Location: Room AE 142
Class Schedule: Thursdays , 4:30-7:00 pm
Required Reading
1. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words Their Way: Word study for Phonics, Vocabulary, and Spelling Instruction (Fifth Edition). Upper Saddle River, NJ: Merrill/Prentice Hall.
2. Tompkins, G. (2014). Literacy for the 21st Century: A Balanced Approach (Sixth Edition). Boston: Allyn & Bacon.
3. Zarrillo, J. (2011). Ready for Revised RICA: A Test Preparation Guide for California’s Reading Instruction Competence Assessment (Third Edition). Upper Saddle River, NJ: Merrill/Prentice Hall.
* The first three texts are available in the bookstore, packaged together.
4. Johns, J. (2012). Basic Reading Inventory (Eleventh Edition). Dubuque, IA: Kendall Hunt.
5. Common Core State Standards http://www.corestandards.org/ and http://www.cde.ca.gov/be/st/ss/
6. Reading Instruction Competence Assessment (RICA): www.rica.nesinc.com
Optional Text (hard copy or online link):
7. Rossi, J., & Schipper, B. (2011). Case Studies in Preparation for the California Reading Competency Test (4th edition). This text provides sample Case Studies that you can work through to help you prepare for the RICA. You can use the following link to purchase an online copy of the text for $8.99. The access is good for 180 days. http://www.coursesmart.com/IR/1149702/9780132732895?__hdv=6.8
School of Education and Allied Studies Theme
To prepare teachers who are committed to social justice, democracy, improving school practices for California’s diverse student populations and who can model such practices in their own classrooms.
Relationship of this Course to the Theme
Teaching children to read and write is the most important academic goal of schooling. Advanced proficiency as a reader, writer, speaker, and listener will enable students to be successful in school and in our democracy. Given Californian’s linguistic diversity, this course will assist credential candidates to identify appropriate instructional strategies and materials for delivering core content to all students with a focus on the needs of English Learners. This course, along with TED 5356 and 5360 will provide you with the knowledge and skills to develop a variety of different lesson plans and techniques to teach reading and the language arts in order to reach all students.
Course Description
This course is the second of a three-quarter series of courses designed to promote development of a balanced, comprehensive program in reading, writing and related language instruction in K-8 classrooms. Focus on development of a balanced, comprehensive program in reading, writing, and related language instruction in K-8 classrooms. Focus on meeting the needs of the full range of learners, planning instruction based on the 2014 English Language Arts/English Language Development Framework, assessment, syllabic and structural analysis, spelling instruction, vocabulary, factors affecting reading comprehension, how to facilitate reading comprehension. Prerequisite: Admission to the Multiple Subject Credential Program.
Course Objectives
Candidates will demonstrate knowledge of:
(1) Methodologically sound research on how children learn to read, including the full range of learners: including struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners.
(2) Approaches and methods consistent with the 2014 ELA/ELD Framework, including instructional planning/objectives design and instructional delivery.
(3) The purposes of reading assessment and best practices related to standards-based, entry-level assessment; monitoring of student progress; and summative assessment (RICA Competency 2).
(4) The role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students’ knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development (RICA Competency 7).
(5) The role of vocabulary, academic language, and background knowledge in reading development and factors that affect students’ development of vocabulary, academic language, and background knowledge (RICA Competency 10).
(6) How to promote students’ development of vocabulary, academic language, and background knowledge (RICA Competency 11).
(7) Literal, inferential, and evaluative comprehension and factors affecting reading comprehension (RICA Competency 12).
(8) How to facilitate reading comprehension by providing instruction that prepares students for the reading task, scaffolds them as needed through the reading process, and prepares them to respond to what they have read (RICA Competency 13).
(9) For the content areas listed in objectives 3 - 8, how to differentiate assessment and instruction to meet the needs of the full range of learners, including struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners.
Grading Standards
1. Regular attendance and appropriate preparation for each class session: All students are required to attend each class session and stay for the entire period. For each absence or tardy unless it is a documented emergency, participation points will be deducted and could have a negative impact on the student’s final grade. (2 points will be deducted for an absence).
2. Required assignments turned in on time: No late assignments will be accepted without prior permission from the instructor. For late assignments, 1 point will be deducted for each day the assignment is late up to a total of 4 points.
3. All assignments should be in final form and reflect your best efforts. Written assignments should be typed, with attention to grammar, usage, spelling, syntax and punctuation.
4. Points of all activities and assessments will be totaled, and a percentage figured based on the grading scale for the course. We will be using the plus (+) and minus (-) grading scale: 94 to 100% = A, 90 to 93% = A-, 87 to 89% = B+, 84 to 86% = B, 80 to 83% = B-, 77 to 79% = C+, 74 to 76% = C, 70 to 73% = C-, 67 to 69% = D+, 64 to 68% = D, 60 to 63% = D-, Any score below 60%= F
Assignments
Attendance and Participation 16 points (2 points/class)
Content Area Activity 4 points
Vocabulary Assignment (in-class) 5 points
Comprehension Lesson Plan 20 points
Johns Section 5 (in-class) 5 points
Case Study 50 points
1. Vocabulary Assignment (5 points) 10/9 in class
In grade-level groups, come up with an age-appropriate vocabulary activity you could do with your students. Include how you address Language Demands (see PACT Rubric 11, second bullet for level 2) and Support Students’ Academic Language (see PACT Rubric 12, second bullet for level 2.) Groups will share their activity with the class. Come to class with ideas of an activity to discuss in your group.
2. Content Area Activity (4 points) 10/30
Select a content area book (could be math, science, social studies, etc.) and read this book to your student teaching class. Plan a language arts activity that connects to the book and have students complete this activity. On 10/30 bring your content area book and sample student work to share with a small group.
4. Comprehension Lesson (20 points) due 11/6 - posted to Blackboard
Focus on Planning for Instruction: Designing Assessments: Rubric 3
Post your lesson plan, student work with summary, and answers to commentary questions on Blackboard.
Description of items to complete:
1.) A lesson plan (12 points) which must have the following sections:
· Time allotted for the lesson
· Prior assessment - why are you doing this lesson?
· Grade level standard(s) being addressed
· ELD standard(s) being addressed
· Lesson objective(s) - what should students be able to do at the conclusion of your lesson?
· Purpose - how will this benefit students?
· Materials and resources - needed to teach the lesson
· Instructional sequence - (Introduction, Body of lesson, Check for Understanding) - include time allotted for each section
· Accommodations - how will you modify the lesson to meet the needs of all students?
· Closure – how will students summarize what they have learned – connected to the lesson objective (s)?
· Assessment - what specific assessment will you use to determine student success of the lesson? This needs to be aligned to standards and correlate directly to objectives.
· Next Steps – What will you do next based on assessment results?
2.) For the assessment you described above: (8 points)
· Include completed assessments from 3 different students: one EL student and two students at different levels. Write a summary addressing areas where they struggled and what they understood.
· Write a commentary on your assessment using PACT Rubric 3, addressing the three bullet points under level 3 (see PACT Rubric 3 on page 10 of this syllabus). This should focus on the class as a whole.
3. Johns Section 5 (5 points) 11/13 in class
1. In small groups, you will be assigned one of the 11 scenarios in section 5 of the book. You will be asked to come up with interventions and document them on chart paper responding to the following questions:
A. What interventions would you put in place for this student?
B. What is your plan for the rest of the class while implementing this intervention with the
student?
2. Chalk Talk assignment - Walk around to the posters on the wall with these questions in mind as you respond:
A. What are some other interventions you might try?
B. What are some other ideas for the rest of the class?
3. Summarize and present your poster.
5. The Case Study (50 points)
Candidates will complete a case study of a struggling reader. Candidates will: (a) gather background information on the student, (b) administer several assessments, (c) identify the child’s strengths and areas of need, and (d) recommend instructional interventions to help the child become a more proficient reader. Assignments for each step of the case study will either be brought to class to share or submitted on Blackboard (in the listed assignment area under Course Materials) by the due dates. The Final Case Study will be organized in a binder in sections for each step. You will bring your binder to present your Final Case Study during the last class and then turn it into the instructor,
Step One: Select a Student (4 points) due 10/2 – Post your narrative on Blackboard
The student must be a (1) struggling reader, (2) who is not an English Learner nor a student with IEP. If only ELs are available, then his/her CELDT score must place him/her at the Intermediate level. Gather background information, including: level of success in reading and writing tasks, prior school experiences, previous assessments, behavior in class, and health issues. Write this as a narrative and post on Blackboard in the area indicated under Course Materials.
Step Two: Conduct the Assessment (11 total points) due 10/16 - Bring all completed assessments for Parts I-IV to class on 10/16
Part I – Reading Attitude Survey (2 points)
Administer the Reading Attitude Survey posted on Blackboard and fill out the scoring sheet, but do not fill in the percentile rank since the table is for mid-year. Include student copy of the survey.
Part II – Basic Reading Inventory Graded Word Lists, Graded Passages and Reading Rate Assessments (5 points)
From the Basic Reading Inventory, administer (a) the Graded Word Lists, (b) the Graded Passages assessments, and (c) determine the Reading Rate. You can add an assessment for the Listening Level at your discretion. This is optional for the assignment, but if you choose to do it, you can earn 1 extra credit point.
For a Kindergarten student or if your student scores at or below the first grade level on either the Graded Word Lists or the Graded Word Passages, then administer the following tests from the Early Literacy Assessments of the Basic Reading Inventory: (c) Alphabet Knowledge, (d) Phoneme Segmentation (Yopp-Singer), and (e) Basic Word Knowledge.
Include all copies of record sheets you used to assess your student. Then complete the two summary sheets at the beginning of the Performance Booklet you used to summarize all of your data.
Part III – Words Their Way Spelling Inventory (2 points)
From Words Their Way, administer the appropriate Spelling Inventory from the back of the text. Then complete the appropriate Feature Guide (following the Inventory) where you determine the student’s spelling level. Include the student’s spelling list and the completed Feature Guide.
Part IV – Writing Sample (2 points)
Collect a writing sample from the student. The student should be allowed to use invented spelling. A good sample would be from a rough draft that the student has written. Use the sample to analyze orthographic knowledge and literacy development. Write a paragraph about your findings.
Step Three: Analyze the Data (15 points) due 10/23 – Post your analysis on Blackboard
Analyze your information from the assessments you gave from the Johns text and the Spelling Inventory to determine the student’s areas of strengths and needs. Identify 3 areas of strengths or needs that are top priority for the student. Explicitly state why, using the assessment data you collected for Step Two. The Case study response for RICA has to be 300-600 words (see page 133 in RFR - organizing with subtitles.) Write your response in this format.
Step Four: Develop an Instructional Plan Including Rationales (15 points) due 11/20 - posted on Blackboard
Write an instructional plan of 3 instructional strategies that will further develop the student’s strengths and/or remediate his or her areas of need. Write a rationale for each instructional strategy. Post your plan on Blackboard in the area indicated under Course Materials.
Step Five: Submit the Case Study Report for Steps I-IV in a Binder (5 points) due 12/4 - Bring to class to share with your classmates and give to instructor
Each step must have a tab. Be sure to submit all assessment data (record sheets and summaries) and the assignments you posted to Blackboard.
Course Calendar: This course outline serves the credential candidate only as a general guideline. The instructor may delete or add topics and/or assignments.
Date / Topic(s) / Readings Due / Assignments Due/Materials to Bring to Class1 / Thursday,
9/25 / Syllabus
Instructional Approaches to Reading
Meeting the Needs of All Learners
How effective teachers organize for instruction, flexible grouping, differentiation
Introduction to Case Study
Johns Section 1
Case Study Step 1 / Review Tompkins Chapters 10 and 11 / Bring Johns texts to class
Date / Topic(s) / Readings Due / Assignments Due/
Materials to Bring to Class
2 / Thursday,
10/2 / Diagnostic Assessment
Administering Reading Inventories
Vocabulary Instruction and Assessment
Technique, contextual redefinition, semantic mapping, cluing, developing word consciousness / Johns – Section 2
Tompkins – Chapter 7
RFR – Chapters 10 and 11 / Due: Case Study Step 1- posted on Blackboard in the area indicated under Course Materials
Bring Johns text to class
3 / Thursday,
10/9 / Diagnostic Strategies
Determining oral, silent, and listening levels through Running Records, and Miscue
Analysis.
Giving the Spelling Inventory.
Vocabulary Activity – in class with grade level groups
Group work: Case Study Step 2 discussion in grade-level groups / Johns – Sections 3 and 4, Skim Section 6
Words Their Way – review pages 25-36 / Due: Vocabulary Activity done in class. Please come with ideas to share with your grade-level group.
Bring Johns and Words Their Way texts to class
4 / Thursday,
10/16 / Comprehension: Reader Factors
Group work: Case Study Step 3 discussion in grade-level groups / Tompkins - Chapter 8
RFR – Chapters 12 and 13 / Due: Bring completed Case Study Step 2 – Parts 1-IV (all assessments)
5 / Thursday,
10/23 / Comprehension: Text Factors
Group work: Brainstorm ideas for Comprehension Lesson Plan (due 11/6). Discuss evaluation using PACT Rubric 3. / Tompkins - Chapter 9
RFR – Chapters 14 and 15 / Due: Case Study Step 3 – posted on Blackboard
If you have started planning your comprehension lesson, bring it to discuss.
6 / Thursday,
10/30 / Content Area Literacy
Share assignment 2 - Content Area Activity in small groups. / Bring your content area book and sample student work form the language arts activity that followed the reading of your book to share with classmates.
Class 7
Thursday,
11/6
/ ONLINE CLASS
Complete comprehension lesson. / Due: Comprehension Lesson Plan including:
--lesson plan
--3 student work samples and
your summary
--your commentary for PACT Rubric 3
Post all on Blackboard in the area indicated under Course Materials
Class 8
Thursday,
11/13 / Read aloud
Quick write – Reflection on student teaching
Targeted Interventions: Data to Instruction
Johns Section 5: In pairs read the assigned scenario (1-11) and write a response. Participate in Chalk Talk. Present your scenario to the class.
Case Study Step 4 discussion / Johns – Section 5
Class 9
Thursday,
11/20 / ONLINE CLASS
RICA Review – Complete RICA Practice Test online / RFR – Chapters 16, 17, 18 / Due: Case Study Step 4 – posted on Blackboard
Thursday,
11/27 / THANKSGIVING HOLIDAY
Class 10
Thursday,
12/4 / Read aloud
Quick write – Reflection on student teaching
Final – Presentation of complete case study in small groups / Due: Complete Case Study Step 5.
Bring your complete Case Study in a binder (with tabs) to share and give to instructor.
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