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RED3393 Differentiated Instruction in Content Reading

Credit Hours: Three

Student Note-If you entered the baccalaureate program during or after Fall 2012 (2012-1), you will submit your E-Portfolio for program level review this term.

Course Description

The student will learn about best practices in the instruction of efferent reading with an emphasis on differentiated instruction. The student will learn to meet the needs of diverse learners, organize the classroom, scaffold for effective instruction, and determine criteria for choosing instructional materials. Fifteen hours of clinical experience are required.

Instructor Information

|Instructor: |Term: |

|Office Hours: |Office Location: |

|Class Location: |Campus: |

|Phone: |Class Time: |

|E-mail: |Class Days: |

National, State, and College Standards

• Florida Subject Matter Competencies - ESE, ESOLC&S, Social Sciences, Biology, Chemistry, Earth/Space, Science, Physics, Middle Grades Science, Math

• Florida Performance Standards for ESOL Teachers

• Florida Educators Accomplished Practices

• Florida Reading Competencies K-12

• Next Generation Sunshine State Standards/Common Core Standards

• Miami Dade College Learning Outcomes

Miami Dade College Learning Outcomes

| | | | | |

|1. Communicate effectively |2. Use quantitative |3. Solve problems using |4. Formulate strategies to |5. Demonstrate knowledge of|

|using listening, speaking, |analytical skills to |critical and creative |locate, evaluate, and apply |diverse cultures, including |

|reading, and writing skills.|evaluate and process |thinking and scientific |information. |global and historical |

| |numerical data. |reasoning. | |perspectives. |

| | | | | |

|6. Create strategies that |7. Demonstrate knowledge of|8. Use computer and |9. Demonstrate an |10. Describe how natural |

|can be used to fulfill |ethical thinking and its |emerging technologies |appreciation for aesthetics |systems function and |

|personal, civic, and social |application to issues in |effectively. |and creative activities. |recognize the impact of |

|responsibilities. |society. | | |humans on the environment. |

Florida Educator Accomplished Practices (2010)

| | | |

|(a) Quality of Instruction |(a) Quality of Instruction |(a) Quality of Instruction |

|1. Instructional Design and Lesson Planning |2. The Learning Environment |3. Instructional Delivery and Facilitation |

| | | |

|(a) Quality of Instruction |(b) Continuous Improvement, Responsibility, and|2. Professional Responsibility and Ethical |

|4. Assessment |Ethics |Conduct |

Course Competencies

Upon completion of this course the student will:

Competency 1: Foundations of Reading Instruction-The pre-service teacher will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary by:

A. Comprehension:

1.A.1 Understanding that building oral and written language facilitates comprehension.

1.A.2 Understanding the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called “academic language.”

1.A.3 Understanding the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity).

1.A.4 Understanding how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement.

1.A.5 Identifying cognitive targets (e.g., locate/recall; integrate/interpret;critique/evaluate) and the role of cognitive development I the construction of meaning of literary and informational texts.

1.A.6 Understanding reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes.

1.A.7 Understanding the reading demands posed by domain specific texts.

1.A.8 Understanding that effective comprehension processes rely on well-developed language, strong inference making, background knowledge, comprehension monitoring and self-correcting. 1.A.9 Understanding how English language learners’ linguistic and cultural background will influence their comprehension.

1.A.10 Understanding the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs.

B. Oral Language:

1.B.1 Understanding how the students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language.

1.B.2 Understanding the differences between social and academic language.

1.B.3 Understanding that writing enhances the development of oral language.

1.B.4 Understanding that the variation in students’ oral language exposure and development requires differentiated instruction.

1.B.5 Recognizing the importance of English language learners home languages, and their significance for learning to read English.

1.B.6 Understanding the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs.

C. Phonological Awareness:

1.C.1 Understanding phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis).

1.C.2 Recognizing the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words & syllables) and progressing to small and abstract units of sound (onset-rimes and phonemes).

1.C.3 Understanding that writing, in conjunction with phonological awareness, enhances reading development.

1.C.4 Distinguishing both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences).

1.C.5 Understanding how similarities and differences in sound production between English and other languages affect English langue learners’ reading development in English.

1.C.6 Understanding the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs.

D. Phonics:

1.D.1 Understanding that phonological units (words, syllables, onset-rimes, and phonemes) map onto orthographic units (words, rimes, letters) in alphabetic languages.

1.D.2 Understanding sound-spelling patterns and phonics (grapheme-phoneme correspondence rules).

1.D.3 Understanding structural analysis of words.

1.D.4 Understanding that both oral language and writing can be used to enhance phonics instruction.

1.D.5 Understanding the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs.

E.Fluency:

1.E.1 Understanding that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension.

1.E.2 Understanding that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension. 1.E.3 Understanding the relationships among fluency, word recognition, and comprehension. 1.E.4 Understanding that both oral language and writing enhance fluency instruction.

1.E.5 Understanding the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs.

F.Vocabulary:

1.F.1 Understanding the goal of receptive and expressive vocabulary instruction is the application of a student’s understanding of word meanings to multiple oral and written contexts.

1.F.2 Understanding morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis).

1.F.3 Identifying principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.).

1.F.4 Understanding the domain specific vocabulary demands of academic language.

1.F.5 Understanding that writing can be used to enhance vocabulary instruction.

1.F.6 Understanding the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs.

G. Integration of the major reading components:

1.G.1 Identifying language characteristics related to social and academic language.

1.G.2 Identifying phonemic, semantic, and syntactic variability between English and other languages.

1.G.3 Understanding the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners.

1.G.4 Understanding the impact of oral language, writing, and an information intensive environment upon reading development.

1. G.5 Understanding the importance of comprehension monitoring and self-correcting to increase reading proficiency. 1.G.6 Understanding the role of formal and informal reading assessment to make instructional decisions to meet individual student needs.

Competency 2: Applications of Research-Based Practices- The pre-service teacher will apply the principles of researched based reading instruction, integrate the six components of reading, and engage in the systematic problem solving process by:

A. Comprehension:

2.A.1 Applying intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.). 2.A.2 Using both oral language and writing experiences to enhance comprehension. 2.A.3 Applying appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text.

2.A.4 Providing opportunities for student extended text discussion to enhance comprehension, promote motivation, and student engagement.

2.A.5 Selecting narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided.

2.A.6 Providing comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts.

2.A.7 Scaffolding discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels.

2.A.8 Modeling a variety of strategic activities students can use to foster comprehension monitoring and self- correcting.

2.A.9 Recognizing, describing, and incorporating appropriate comprehension assessments to guide instruction.

B.Oral Language:

2.B.1 Applying intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning).

2.B.2 Creating an environment where students practice appropriate social and academic language to discuss diverse texts.

2.B.3 Recognizing and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English.

2.B.4 Using writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation). 2.B.5 Recognizing, describing, and incorporating appropriate oral language assessments to guide instruction.

C. Phonological Awareness:

2.C.1 Applying intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset-rimes, and phonemes).

2.C.2 Providing opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration). 2.C.3 Understanding and applying knowledge of how variations in phonology across languages affect English language learners’ reading and writing development.

2.C.4 Using writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards). 2.C.5 Recognizing, describing, and incorporating appropriate phonological awareness assessments to guide instruction.

D. Phonics:

2.D.1 Applying intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level.

2.D.2 Recognizing and applying an English language learner’s home language as a foundation and strength to support the development of phonics in English. 2.D.3 Using oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts). 2.D.4 Recognizing, describing, and incorporating appropriate phonics assessments to guide instruction.

E. Fluency:

2.E.1 Applying intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader’s theater, etc.).

2.E.2 Using oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics).

2.E.3 Recognizing, describing, and incorporating appropriate fluency assessments to guide instruction.

F. Vocabulary:

2.F.1 Applying intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, and so on)

2.F.2 Providing for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language.

2.F.3 Incorporating vocabulary instruction through analogies (e.g., cognates, Greek, and Latin roots).

2.F.4 Providing an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.

2.F.5 Incorporating instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content.

2.F.6 Using oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary).

2.F.7 Using multiple methods of vocabulary instruction (e.g., multiple contexts, examples and non-examples, elaborations, and so on)

2.F.8 Recognizing, describing, and incorporating appropriate vocabulary assessments to guide instruction.

G. Integration of the reading components:

2.G.1 Applying comprehensive instructional practices, including writing experiences, that integrate the reading components.

2.G.2 Identifying instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes).

2.G.3 Using resources and research- based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading.

2.G.4 Using research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests, and reading proficiency (e.g., young adult literature, informational texts).

2.G.5 Demonstrating understanding of similarities and differences between home language and second language reading development.

2.G.6 Triangulating data from appropriate reading assessments to guide instruction.

Competency 4: Foundations and Applications of Differentiated Instruction. Has a broad knowledge of students from differing profiles, including students with disabilities and those from diverse populations, in order to understand and apply research based practices by differentiating process, product, and context and engage in systematic problem solving.

4.1 Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students.

4.2 Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency. 4.3 Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.

4.4 Identify factors impeding student reading development in each of the reading components or the integration of these components.

4.5 Recognize how characteristics of both language and cognitive development impact reading proficiency.

4.6 Recognize the characteristics of proficient readers to more effectively differentiate instruction.

4.7 Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.

4.8 Select and use developmentally appropriate materials that address sociocultural and linguistic differences.

4.9 Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.

4.10 Differentiate reading instruction for English language learners with various levels of first language literacy.

4.11 Scaffold instruction for students having difficulty in each of the components of reading.

4.12 Implement a classroom level plan for monitoring student reading progress and differentiating instruction.

4.13 Monitor student progress and use data to differentiate instruction for all students.

4.14 Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

4.18 Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.

4.19 Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.

ESOL Domain 2: Language and Literacy (Applied Linguistics)

Standard 3: Second Language Literacy Development

Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning.

2.3.a. Understanding and applying current theories of second language reading and writing development for ELLs from diverse backgrounds at varying English proficiency levels.

2.3.b. Demonstrating understanding of similarities and differences between L1 and L2 literacy development.

2.3.c. Demonstrating understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs’ learning.

2.3.d. Understanding and applying knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ L2 literacy development in English.

2.3.e. Understanding and applying knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development.

ESOL Domain 3: Methods of Teaching English to Speakers of Others Languages (ESOL)

Standard 2: Standards Based ESL and Content Instruction

Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content by:

3.2.a. Organizing learning around standards-based content and language learning objectives for students form diverse backgrounds and at varying English proficiency levels.

3.2.b. Developing ELLs’ L2 listening skills for a variety of academic and social purposes.

3.2.c. Developing ELLs’ L2 speaking skills for a variety of academic and social purposes.

3.2.d. Providing standards-based instruction that builds upon ELLs’ oral English to support learning to read and write in English.

3.2.e. Providing standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency.

3.2.f. Providing standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels.

3.2.g. Developing ELLs’ writing through a range of activities, from sentence formation to expository writing.

3.2.h. Collaborating with stakeholders to advocate for ELLs’ equitable access to academic instruction(through traditional resources and instructional technology).

3.2.i. Using appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels.

3.2.j. Incorporating activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary nd content-area material.

3.2.k. Providing instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels.

Standard 3: Effective Use of Resources and Technologies

Teachers will be familiar with and be able to select, adapt, and use a wide range of standards-based materials, resources, and technologies by:

3.3.a. Using culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels.

3.3.b. Using a variety of materials and other resources including L1 resources, for ELLs to develop language and content-area skills.

3.3.c. Using technological resources to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels.

Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs

Teachers will know understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum by:

4.1.a. Planning for integrated standards-based ESOL and language sensitive content instruction.

4.1.b. Creating supportive, accepting, student-centered classroom environments.

4.1.c. Planning differentiated learning experiences based on assessment of students English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences.

4.1.d. Planning learning tasks for particular needs of students with limited formal schooling (LFS).

4.1.3. Planning for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives.

Standard 2: Instructional Resources and Technology

Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies by:

4.2.a. Selecting and adapting culturally responsive/sensitive, age-appropriate, and linguistically accessible materials.

4.2.b. Selecting and adapting a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing English language and literacy.

4.2.c. Selecting technological resources to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels.

The effective educator consistently demonstrates research based instruction by:

(a)1b. Sequencing lessons and concepts to ensure coherence and required prior knowledge.

1c. Designing instruction for students to achieve mastery.

2h. Adapting the learning environment to accommodate the differing needs and diversity of students.

3b. Deepening and enriching students’ understanding through content area literacy strategies,

verbalization of thought, and application of the subject matter.

3e. Relating and integrating the subject matter with other disciplines and life experiences.

3h. Differentiating instruction based on an assessment of student learning needs and recognition of

individual differences in students.

Required Textbooks

Vacca, R, & Vacca, J. (2011). Content Area Reading: Literacy and Learning Across the Curriculum. New York: Allyn and Bacon.

Tomlinson, C.A. (2001). (2nd ed). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Pearson.

Electronic Resources

LiveText ISBN 0-9718331-6-8

LiveText

All students enrolled in the teacher education program are required to purchase and use Live Text throughout their coursework. All assignments are to be submitted via Live Text. Since prospective teachers are to serve as role models for their own students, written work will be evaluated on the basis of content, composition, and spelling.

Course Outline

The professor reserves the right to make changes in the order of topic presentation and assignments.

|CLASS |DATE |TOPIC(S) |ASSIGNMENT(S) |

|1 | |Content Literacy in a Standards Based Curriculum | |

| | |NCLB | |

| | |Scaffolding Instruction | |

|2 | |Assessing Students and Texts | |

|3 | |Struggling Readers and Writers | |

| | |English Language Learners | |

|4 | |Culturally and Linguistically Diverse Learners | |

|5 | |Learning With Trade Books | |

|6 | |Learning With Electronic Texts | |

|7 | |Designing and Planning Units of Study | |

|8 | |Vocabulary Knowledge and Concepts | |

|9 | |Activating Prior Knowledge | |

|10 | |Preparing Reading Guides | |

|11 | |Reading and Study Guides | |

|12 | |Writing to Learn | |

|13 | |Writing to Learn | |

|14 | |Studying Texts | |

|15 | |Final Evaluation/ Presentations | |

|16 | |Portfolio Review | |

Required Assignments

Assignment #1: Literature Review (Reading1.A.9,2.A.4,2.A.5,2.G.3,2.G.4 ESOL2.3.d,3.3.a,r.2.a,4.2.b)

Description: It is important for the pre-service teacher to keep current by evaluating literature such as books and digital print materials which can be utilized to create information intensive environments for a diverse population of literacy learners.

Directions: Select a grade level. Select a topic which correlates with the grade level content and Next Generation Sunshine State Standards/Common Core Standards. List the books and digital print materials in APA format.

1. Research three (3) fiction literature texts (select 1 Caldecott and 1 Newbery award winner), and three (3) non-fiction texts. Use culturally responsive, age-appropriate, and linguistically accessible materials to meet the literacy and content instructional needs of a diverse population of students.

2. Provide the following information in table format:

• Author

• Illustrator

• Publisher

• Year Award was won

• Summary of the plot/content

• Appropriate grade level

3. List and discuss a minimum of three (3) research based strategies per book to be utilized in instruction of a diverse population of students including ELLs and students with disabilities. Include the six reading components-phonological awareness, phonics, oral language, vocabulary, fluency, and comprehension.

4. Provide an explanation of the appropriateness of each strategy and one (1) example of actual use in the instruction of each book and how it can influence and develop comprehension in a diverse student population.

5. Apply knowledge of sociocultural, sociopolitical, and psychological variables in evaluating the selected resources

Assignment #2: Thematic Interdisciplinary Unit (FEAPa1b,a3b,a3e Reading1.A.1,1.F.3,1.F.4,2.A.6,-2.A.8,2.B.4,2.E.1,2.E.2,2.G.1,2.G.2,4.11,4.14-4.18 ESOL3.2.b,3.2.c,3.2,.f,3.2.g,3.2,k,3.2.j,3.2.k,3.3.b,3.3.c,4.1.a)

Description: Thematic units are interdisciplinary and connect different areas of the curriculum to a theme. The pre-service teacher will plan and create an original thematic unit which implements research-based practices in all six of the reading components and is comprised of five (5) sequenced lessons designed to deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, ensures coherence, and provides opportunities for relating, integrating, applying prior knowledge to subject matter, other disciplines, and life experiences.

You will teach one original lesson from the thematic unit in the clinical classroom setting which will be observed by your MDC SOE reading professor.

Directions: You will plan, create, and analyze in developing an original thematic unit which includes sequenced lessons and concepts to ensure coherence and required prior knowledge. The product is the unit plan which is designed to deepen and enrich students’ understanding through content area literacy strategies, verbalization of thoughts, and application of the subject matter in a variety of ways, all of the lesson plans included in it, and a written analysis of the results. Using the guidelines in Vacca and Vacca,(2011) create an interdisciplinary unit on a theme of your choice which relates and integrates subject matter with other disciplines and life experiences.

The unit should include at least three content areas and consist of five lessons. You may use your differentiated lesson plan and web quest, provided they are appropriate to the content of the thematic unit. The unit should include the following:

1. A title reflecting the topic you have chosen

2. Introduction: What are the characteristics of your students; performance levels and cultural characteristics?

3. Rationale: A narrative description of the unit that explains why this theme was chosen, its relevance, and your goals and objectives

4. Content standards: Use the Next Generation Sunshine State Standards (Common Core Standards) for the language arts and content areas integrated in the thematic unit.

5. The concepts to be learned: What research based strategies will you use to activate background knowledge and motivate the students?

6. What concepts are important for students to learn? What graphic organizers or other visuals will you use?

7. Vocabulary: What vocabulary is relevant for understanding the content? How will the vocabulary be taught in context?

8. The lessons must include:

• A listening and discussion activity which includes strategies that scaffold and develop diverse students’ ability to read and comprehend multiple print/digital texts and synthesize information (e.g., graphic organizers, language experience)

• An oral language and writing activity to enhance oral language development and reading fluency (e.g., interactive writing, poetry, drama) in a diverse population of students

• A writing activity to enhance specific domain vocabulary skill development for a diverse population of students

• Web Quest designed for a diverse population of students

• Differentiated Instruction Lesson which scaffolds instruction for a diverse population of students having difficulty in each of the components of reading

9. Use the MDC SOE Lesson Plan Template to create the five lessons included in the unit.

Assignment #3: Creation and Administration of an Informal Vocabulary Assessment (FEAPa4b Reading1.E.5,1.F.2,1.F.6,1.G.6,2.B.5,2.C.5,2.D.4,2.E.3,2.F.8)

Description: Students need to develop effective word-learning strategies that include:

• phonological awareness and phonics principles

• how to use information about word parts (morphology) to figure out the meanings of words in

text

• how to use context clues to determine word meaning

• fluency

• how to use dictionaries and other reference aids to learn word meanings and to

deepen knowledge of word meanings.

The pre-service teacher will design and align an informal oral vocabulary formative assessment that matches learning objectives, administer it to a minimum of 2 students, analyze the data, and create a differentiated lesson plan to remediate assessed weaknesses and lead to mastery.

Directions: The pre-service educator will create an informal vocabulary assessment using Tier 2 and Tier 3 words.

1. Include the assessment of prefixes, suffixes, and words in context. The following web page provides guidance in creating assessments for each of the vocabulary competencies listed above: . Refer to Section 4-Vocabulary-pages 67-73.

2. Assess a minimum of two (2) students. One of the students should be an English Language Learner.

3. Record your data.

4. Provide an analysis of the data. Include a discussion of the students strengths, weakness, the possible influence of socio-cultural, socio-political, and psychological variables.

5. Based on the assessment results, discuss suggested remediation materials, strategies, and activities that will support and develop each students’ oral, written, and reading vocabulary fluency.

Assignment #4: Differentiated Instruction Lesson Plan/Observation (FEAPa1c,a2h,a3h Reading1.D.1-1.D.5,1.E.1-1.E.5,1.G.5,1.G.6,2.B.1-2.B.5,2.C.1-2.C.5,2.D.1-2.D.4,4.1-4.19 ESOL2.3.A-2.3.E,3.2.A,3.2.D,3.2.E,E.E.1,E.E.B,4.1.B,-4.1.E)

Description: Differentiated instruction is an approach to planning so that one lesson is taught to the entire class while meeting the individual developmental, cognitive, and academic needs of each child. The teacher weaves the individual goals into the classroom content utilizing research based instructional strategies. The content and research based instructional strategies are the vehicles by which the teacher meets the literacy needs of all the students. The pre-service teacher will design and teach a literacy based differentiated lesson plan emphasizing the use of writing to develop vocabulary, fluency, and comprehension. Informal and/or formal assessment of all reading components must be included. The lesson must demonstrate accommodations and recognition of the differing needs/diversity of students and allow them to achieve mastery.

Directions: The pre-service educator plans, creates, and instructs a differentiated lesson plan that includes research based writing strategies to assist a diverse population of students in developing vocabulary, fluency, and comprehension. The lesson will be included in the interdisciplinary thematic unit.

The lesson must:

• be created using the MDC SOE Lesson Plan Framework

• include the six reading components-phonological awareness, phonics, vocabulary, oral language, fluency, and comprehension

• include a or several content areas

• include definite literacy and content objectives for all students, including English Language Learners (ELLs)

• include a variety of research based problem solving strategies aimed at reaching students at all levels, assisting them in the acquisition of new knowledge, and assessing mastery of the instructional objectives through informal, formal, oral, and written instruments and means

• include a variety of materials that are culturally responsive, and cognitive and age appropriate,

• consider student learning styles in presentation of lesson

• involve all students in the lesson through the use of questioning aimed at different levels of thinking (Webb’s DOK, Bloom’s Taxonomy) and encourages/scaffolds oral language skills and discussion of text

• encourage inclusion and accommodation of all students including ELLs and students with disabilities through application of socio-cultural, socio-political, and psychological variables and application of current theories of second language literacy

You will be observed by your professor teaching your differentiated lesson in a K-12 setting.

Assignment #5: Web Quest (FEAPa2i Reading2.G.2 ESOL3.2.h,4.2.c)

Description: A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, to develop students’ metacognitive skills in reading, and to support learners' thinking at the levels of analysis, synthesis and evaluation. For a WebQuest, teachers provide the required Web resources in order to save time and allow students to complete the activity efficiently during the assigned class time. The pre-service teacher will create a web quest that complements an original thematic unit, implement it in the clinical setting, and enable a diverse population of students (including ELLs) to participate in high-quality communication interactions in achieving their educational goals.

Directions: You will create a web quest that complements your thematic unit. The WebQuest activity must correlate and support a minimum of two of the stated standards and instructional objectives from your thematic unit. Familiarize yourself with the web quest creation process by visiting:

The web quest must contain the following elements:

1. Title

2. Introduction

3. Tasks

4. Process

5. Evaluation (Rubric)

6. Conclusion

Write an analysis of your work after implementing the web quest in the K-12 field experience setting:

1. Analyze the effectiveness of the web quest with particular reference to the extent to which the process impacted student learning.

2. Describe how and why you selected the materials you utilized and they correlate with your thematic unit standards and instructional objectives.

3. Describe any improvements you would make the next time you create a web quest.

Clinical Experience

As per the Florida Department of Education regulations, students enrolled in this course MUST complete fifteen hours (15) of clinical activities during regular school hours in a Miami-Dade County Public School setting. Students are expected to systematically observe and analyze information in the clinical setting using methods of gathering data. The placement will be in a K-12 setting providing experience with literacy. The clinical environment should include ELLs. You will be observed teaching a lesson in the clinical setting by a MDC professor. All completed clinical experience hours must be signed off by the cooperating teacher on the official MDC School of Education clinical experience form and uploaded onto LiveText before the final examination for this course. Students unable to complete their clinical hours and observation will receive an unsatisfactory grade in the course. An “I” will NOT be assigned in order for students to complete clinical hours or their observation because required completion of these must occur during enrollment in the course.

Please note: This course requires students to have a valid Clearance Card for access to school sites prior to the beginning of this course.

Evaluation

The final grade will reflect the results of exams, projects, meeting “due dates,” punctuality, and attendance:

|Assessments |Weight |

|Literature Review |10% |

|Vocabulary Assessment Creation/Administration |20% |

|Differentiated Instruction Lesson Plan/Instruction |20% |

|Thematic Unit |20% |

|Web Quest |20% |

|Attendance/Participation |10% |

|Total |100% |

Grading Scale

Your final grade will follow the MDC grading scale below:

|90 – 100 |A | |

|80 – 90 |B | |

|70 – 79 |C | |

|60 – 69 |D |(Repeat Course) |

|Below 60 |F |(Repeat Course) |

Incomplete Policy:

An incomplete grade (I) can only be assigned under the following conditions:

The student:

• Must have documentation explaining the extenuating circumstances

• Must agree to complete missing work by a date specified by the instructor. This agreement must be formalized by completing Miami Dade College’s Agreement for a Grade of Incomplete form.

• An “I” will NOT be assigned in order for students to complete field hours because required completion of these must occur during enrollment in the course.

Examinations

Examinations will be used to aid in the assessment of this course. Examinations are designed to examine your knowledge, application, analysis, and synthesis of the material presented in class, text, and other course materials. The examinations will be composed of objective items (multiple choice, matching), short response items, true/false with explanations, and essay questions.

Written Assignment Criteria

Written materials should reflect student’s knowledge of the subject as well as the use of analysis, interpretation, synthesis, and evaluation. Materials should contain correct spelling, punctuation, grammar, and usage. All written papers should contain the students’ own thought and words unless quotation marks are used. All references including the Internet must be cited. Papers must be typed and follow the American Psychological Association (APA) format. All assignments are due on the date stated in the syllabus. Late assignments will result in a zero.

Projects and Assignments

All projects and assignments must be completed to receive a grade. Projects must be presented on the assigned dates. Late projects will require written documentation as to the reason the projects was late (ex. medical reasons).

All students are expected to take exams on the assigned dates. Make-up exams will be given only for documented excused absences and must be taken within one week of the missed exam. In the event that the professor is delayed in coming to class, students are expected to wait for 15 minutes before considering the class dismissed.

E-Portfolio

You must present an Electronic Portfolio (E-Portfolio) that demonstrates you have mastered all of the Florida Educator’s Accomplished Practices (FEAPs) before you can be placed for student teaching. The E-Portfolio is developed throughout the program. Each term you will add Critical Tasks that have been edited (artifacts) and artifact reflections to the portfolio. Writing the artifact reflection provides you with an opportunity to critically analyze your learning experience and prepare for continuous improvement. Therefore, the artifact reflection should be written shortly after completing the assignment and receiving feedback from your professor. To assist you, please review the Guide to Writing Artifact Reflections section of the E-Portfolio Resources page (). All students enrolled in the program during or after fall 2012 MUST attend a Polished Portfolio workshop () during enrollment in this course. Also, all students enrolled in the program during or after fall 2012 must submit the E-Portfolio for program level review during enrollment in this course.

 

Methods of Instruction

Any of the following instructional techniques may be utilized as they fit within the context of the session:  class discussions, text-based discussions, lectures, cooperative learning groups, student presentations, debates, reflections, and analysis. Presentations will address the needs of all learners including learners with diverse linguistic backgrounds and exceptional learners. Students are expected to participate during each class. All assigned reading must be completed before class.

Course Expectations

Attendance is critical for the successful completion of the competencies required. All of the course content is presented in class and specific competencies are addressed during each class session. Therefore, students are expected to attend each class session. It is the student’s responsibility to notify the instructor in advance of any absence and make appropriate arrangements to make-up all assignments missed. It is the student’s responsibility to learn all course content and submit all assignments on the due date despite any absences in the course. Students are expected to come to class on time and remain in class until the end of the class session. Arriving late or leaving class early is a distraction to others.

Students are expected to read the assigned chapters of the required textbook and to complete all assignments on time. Students who need help completing in class assignments and out of class assignments are encouraged to seek assistance in their campus academic support labs. All electronic devices must be silenced and placed out of sight during the class period

Alternate Instruction/Learning Support Center

Students who need help completing assignments or with class work are encouraged to seek help in their campus support labs.

Americans with Disabilities Act (ADA) Statement

Miami Dade College seeks to provide equal access to its programs, services and activities for people with disabilities. If you need accommodations in this class, reasonable prior notice needs to be given to the instructor as well as the ACCESS (Disability) Services Department. Please call or visit the ACCESS (Disability) Services Department on each campus where you are taking classes. The office will aid in appropriate accommodations for the student. This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990. Please do not wait until it is time to take a test to contact the ACCESS (Disability) Services Department.

ACCESS Numbers at each campus:

Wolfson-(305) 237-3072, Room 1180

InterAmerican-(305) 237-6360, Room 1111

Homestead-(305) 237-5175, Room A112

Kendall-(305) 237-2767, Room 2121

North, Hialeah, & West-(305) 237-1272, Room 6112

Note: It is the student’s responsibility to self-identify at each campus where they are taking classes. The student must go into the ACCESS Department and fill out an Authorization of Release of Information form, which will be faxed to the student’s home campus.

Course Policies

The Miami Dade College’s policies regarding academic integrity and honesty will be observed. These include the policies regarding cheating, plagiarism, and fabrication of information. It is your responsibility to understand fully what these policies are. As such, you are encouraged to obtain a copy of the Student Rights and Responsibilities Handbook and read these policies carefully and thoroughly.

Cheating – the improper taking or submission of any information or material to be used to determine academic credit. Taking of information includes, but is not limited to, copying graded home learning assignments from another student; working together with another individual(s) on a take-home test or home learning assignment when not specifically permitted by the instructor; looking or attempting to look at another student’s paper during an examination; and looking or attempting to look at text or notes during an examination when not permitted. Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to exam questions either when the exam is being given or after having taken an exam; giving or selling a term paper or other written materials to another student; and sharing information on a graded assignment.

Plagiarism – the attempt to represent the intellectual property of another person, whether published or unpublished, as the product of one’s own thought. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on an exam, research paper, home learning, or other written materials or oral presentations for an academic requirement, or submitting a paper which was purchased from a term paper service as your own work; and submitting anyone else’s paper as your own work. (See Turnitin® below)

Copyright law – an attempt to represent the work of another as the product of one’s own thought, whether the other’s work is written, found on the Internet, or simply the work of a fellow student. It is not limited to quoting oral or written materials. It includes photographs, clip art, and music samples. For an academic requirement; submitting a paper, image, and/or music which was copied from a website as your own work; submitting anyone else’s paper as your own work is considered a breach of copyright law unless they fall into the guidelines of the Teach Act-

Turnitin® – Miami Dade College has a licensing agreement with , a very valuable service that helps students to become better writers when creating original work. It also helps both students and instructors to determine if a piece of work is original or if it matches alternate sources, to protect intellectual property (prevent plagiarism). Students are required to submit assignments to . If you have not used before, then familiarize yourself with this tool on the website, and student user’s manual,

All class notes, lecture outlines, class assignments, examinations, and any other course information are copyrighted material and may not be copied or distributed in any format and for any purpose. To help you with this task, all assignments and papers are to be submitted through Turnitin ®. Your instructor will provide you with a sign-in code for this particular course (RED3393).

All electronic devices must be silenced and placed out of sight during class. Students who refuse will be asked to leave class and will be marked absent.

RED3393

Differentiated Instruction in Content Reading

Semester/Year

Please complete, sign, and return the form below to the professor.

Name:

Address:

E-mail Address:

Phone numbers where you can be reached:

Home:

Work:

Cell:

I have read the syllabus for RED3393 and understand the requirements, expectations, and objectives of the course.

__________________________________ ______________________________ ___/___/______

Student’s Name Student’s Signature Date

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