Oklahoma State University College of ...

[Pages:14]Oklahoma State University College of Education, Health, and Aviation School of Teaching, Learning, and Educational Sciences

CIED 5523: Practicum in Reading Instruction Spring, 2020

Course CRN: 31076 Course Meets: Online Webcam sessions (see course schedule) and asynchronously Zoom Link: Classroom: None

Instructor: Dr. Adam Crawley

Office hours: By appointment

Email:

adam.crawley@okstate.edu

Office: 254 Willard Hall

Office Phone: 405-744-8016

Cell Phone: 770-265-6033

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Prerequisites and concurrent enrollment recommendations: Successful completion of CIED 5463 (Reading Assessment and Instruction) with a grade of B or better, or consent of instructor.

Catalog Description: Evaluation and instruction in reading and writing for children who experience difficulty learning to read. Collaboration among teachers, learners and resource personnel.

Course Description: This graduate level course focuses on small group instruction to support readers. As such, it seeks to expand the candidate's knowledge and experience in identifying and remediating specific reading difficulties through the study and use of various assessments, intervention approaches, and materials used in intensive, small group instruction. The primary products that will be used to demonstrate the candidate's learning will be the tutoring reports, lesson plans, literacy strategy teaching experience, as well as a teaching reflection and coaching project.

Texts and Supplementary Materials:

Required:

? Fountas, I. C. & Pinnell, G. S. (2017). Guided Reading: Responsive Teaching Across the Grades (2nd Edition). Portsmouth, NH: Heinemann.

? Tracey, D. H. & Morrow, L. M. (2017). Lenses on Reading: An introduction to theories and models (3rd Edition). New York, NY: Guilford.

? Selected professional readings (posted in Canvas)

Recommended (but optional) Most, if not all, of the following are from other literacy courses in the program.

? Serravallo, J. (2015). Reading Strategies Book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.

2 ? Serravallo, J. (2017). The Writing Strategies Book: Your Everything Guide to Developing

Skilled Writers. Portsmouth, NH: Heinemann. ? Ganske, K. (2014). Word Journeys: Assessment Guided Phonics, Spelling, and Vocabulary

Instruction. New York: Guilford Press. ? Leslie, L., & Caldwell, J. (2017). Qualitative Reading Inventory-6. Boston, MA: Pearson.

Recommended/Related Websites:

DIBLES: You will need to set up an account on this site so that you can download and print the assessments you need for your tutee.

Oklahoma Academic Standards: Oklahoma Academic Standards serve as expectations for what students should know and be able to do by the end of the school year. The development, review and revision process involves stakeholders throughout the state of Oklahoma and is an ongoing and critical component to ensure Oklahoma students in every classroom receive current and relevant learning experiences. The goal is that all students be college, career and citizen ready upon graduation from high school.

Common Core Standards: (adopted by 46 states but not including Oklahoma. So FYI)

Teacher candidates use the CCS to plan literacy lessons for the elementary and middle school students they tutor during the practicum associated with this course. Candidates become familiar with the CCS both within and across grade levels. They determine how specific literacy skills correlate with the CCS and work to articulate student learning objectives and expectations within the framework of the CCS. Candidates are also encouraged to examine the CCS critically to find ways to expand student learning beyond the minimum expectations.

Color?n Colorado: Color?n is the leading national website serving parents and educators of English language learners (ELLs) in Grades PreK-12.

Response To Intervention (RTI):

Intervention Central:

Florida Center for Reading Research ? Resources:

COURSE KNOWLEDGE BASES AND OBJECTIVES

Knowledge Base(s): The content of this course is inspired by current, credible research and effective practices relative to reading assessment and instruction of reading and writing. The program is further guided by the International Reading Association's Standards for Reading Professionals (ILA, 2010), which specify the knowledge reading professionals should have and the actions they should take as reading educators. The program prepares reading education candidates for the professional roles stipulated in Category III: Reading Specialist/Literacy Coach.

Course Objectives and Student Outcomes: The OSU STLES Reading/Literacy Master's program, of which this is a required course, is guided

3 by the International Literacy Association's Standards for Reading Professionals (ILA, 2010), which specify the knowledge reading professionals should have and the actions they should take as reading/literacy educators. Many students in other education programs will also find this course content relevant to their future or existing instructional settings. Students successfully completing the course will have demonstrated basic knowledge and understanding of the following objectives directly releated to the ILA 2010 Standards for Reading Professionals:

Candidates will demonstrate the following knowledge, skills, and dispositions within the context of the Small Group Tutoring project:

1. Interpret major theories of reading and writing processes and development to understand the needs of all readers and writers in diverse contexts. (ILA 1.1)

2. Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. (ILA 1.3)

3. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. (ILA 2.1)

4. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. (ILA 2.2)

5. Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. (ILA 2.2)

6. Use a wide range of texts (e.g. narrative, expository, and poetry) from traditional print, digital, and online resources. (ILA 2.3)

7. Demonstrate an understanding of the literature and research related to assessments and their uses and misuses. (ILA 3.1)

8. Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes. (ILA 3.1)

9. Administer and interpret appropriate assessments for students, especially those who struggle with reading and writing. (ILA 3.2)

10. Use multiple data sources to analyze individual reader's and writer's performance and to plan instruction and intervention. (ILA 3.3)

11. Analyze and use assessment data to examine the effectiveness of specific intervention practices and students responses to instruction. (ILA 3.3)

12. Demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing. (ILA 4.1)

13. Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity. (ILA 4.2)

14. Create supportive social environments for all students, especially those who struggle with reading and writing. (ILA 5.2)

15. Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction. (ILA 5.3)

16. Create effective routines for all, especially those who struggle with reading and writing. (ILA 5.3)

Candidates will demonstrate the following knowledge, skills, and dispositions within the context of the Teaching Reflection and Coaching Project:

17. Demonstrate the ability to hold effective conversations with individuals and groups of teachers. (ILA 6.3)

18. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. (ILA 2.1)

19. Assist teachers in developing reading and writing instruction that is responsive to diversity.

4 (ILA 4.1) 20. Support teachers in creating effective routines for all students, especially those who struggle with reading and writing (ILA 5.3)

Candidates will demonstrate the following knowledge, skills, and dispositions within the context of the Literacy Strategy Experience:

21. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading?writing connections. (ILA 2.2)

22. Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. (ILA 2.3)

23. Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. (ILA 6.2)

POLICIES & EXPECTATIONS: UNIVERSITY, PROFESSIONAL EDUCATION, & TLL-READING/LITERACY

PROGRAM

Oklahoma State University (OSU) Policies and Expectations: This course aligns with all policies set forth by OSU. Such policies include (but are not limited to) academic integrity and honesty, attendance, student conduct, accommodations for students with special needs, equal opportunity, and non-discrimination. Information about these ? along with important dates ? is available via the OSU Spring, 2020 Syllabus Attachment: t_1.pdf

OSU Professional Education Council Mission and Conceptual Framework: The Professional Education Unit (PEU) prepares and develops professional educators who facilitate lifelong learning and enrich quality of life for people in public schools and other educational settings. OSU's Professional Education programs are based upon the L.E.A.D.S. conceptual framework: Leadership; Ethics and Professionalism; Academics and Professional Roles, including Content Knowledge, Integration, Human Growth and Development, Learning Environment, Technology, Teaching/Professional Practice and Assessment; Diversity; and Service Orientation/Community Outreach.

TLL-Reading/Literacy Program Philosophy Statement: In keeping with current research and effective practices, the OSU graduate reading program seeks to prepare reading education professionals who are knowledgeable about the processes involved in learning to read and write. Using their knowledge, beliefs, and current research, reading professionals will also expand their expertise in creating conditions under which all learners can become literate. By understanding processes, skills and assessments, reading professionals will design instructional programs to advance student learning.

Reading professionals will also understand how learning is assisted by the supportive context of family and socio-cultural environment both in and out of the classroom. Essentially, the OSU graduate reading program seeks to prepare individuals who embody dispositions that include the teacher as researcher, the teacher as advocate for children and curriculum reform, and the teacher as lifelong learner.

COURSE SPECIFIC INFORMATION

Mode/Style of Teaching and Expectations:

5 This course is a 100% online format. Students can access the majority of course material (aside from the textbooks) and submit assignments in Canvas. Course activities will occur using both asynchronous (not "face-to-face" at the same time) and synchronous (at the same time) designs. For example, asynchronous activities include discussion boards to post and respond to one another about course readings. Synchronous activities will involve meeting "face-to-face" in real time via webcam.

Please reserve Tuesday evenings on all odd weeks (e.g., Week 1, Week 3, Week 5, etc... - see course schedule) of the semester for our course. On some of these Tuesday evenings, we will meet as a whole class via webcam. The other odd-weeks, Tuesday evenings may involve working in small groups or other tasks in addition to your regular readings/assignments. The course schedule (later in this syllabus) details the whole-group webcam weeks and times.

The synchronous sessions will occur on Zoom, a webcam portal. The following link will be used for all sessions:

? If you have not used Zoom before, you may be prompted to download when trying to use it the first time. The Zoom website (click here) has some helpful videos and information if you need support.

This is a practicum and seminar (discussion) format course with a lab experience embedded for purposes of collaboration and supervision. Most teaching sessions will include collaborative summaries and discussions of the main arguments of the course readings, group work, peer coaching, collaboration, and/or reflection exercises. Together we will identify and explore key concepts and ideas related to literacy instruction and assessment; and actively pursue common values, beliefs and visions as a learning community. Various instructional strategies such as inquiry, lecture, flipped classroom, discussion, demonstration, workshop, student presentations (written and oral), and application will be used to engage students in learning. Occasional minilectures will supplement course readings. You will be expected to reflect on and modify your instructional practices, thoughtfully consider both peer and instructor feedback, and apply the concepts you are learning in this course and in your program to your work with the children (tutees).

It is the policy and expectation of OSU's Board of Regents that graduate students spend four hours in outside preparation for every one hour of course credit per week. That is to say, for a three-credit-hour graduate-level course, you are expected to average twelve hours of outside-class time preparation for this class each week. Plan your schedule accordingly. See for OSU Board of Regents policy documents.

Attendance/Absences:

Our class will include synchronous (webcam) sessions throughout the semester. Class attendance is very important, as students who miss class will miss vital content and learning experiences. Should an absence occur, the student is responsible for obtaining class notes, handouts and related materials and is responsible for knowing the material addressed, as well as making-up any missed in-class assignments. Excessive absences may result in a grade deduction. Individual situations may be taken into account in certain circumstances, and you are responsible for communicating any absences to the instructor (prior to the absence if at all possible). In general, attendance will be taken into account when determining the final grade, especially in the case of borderline grades.

Class Participation:

All professions require punctual attendance, thoughtful engagement and enthusiastic participation. You are expected to attend synchronous (webcam) sessions in their entirety. Your thoughtful and

6 respectful participation ensures the kind of learning environment from which all benefit. Therefore, central expectations for students' participation in this course include coming to each class prepared, engaging enthusiastically in learning experiences, contributing richly and productively to whole class and small group efforts, listening respectfully to peers' insights and valuing diverse experiences and perspectives, using inclusive and respectful language, and generally treating others with kindness.

Professionalism:

An important part of this course is your demonstrated ability to grow as a professional educator. As such, you are expected to submit work that represents your best effort and professional command of content and language. You are expected to engage in scholarly inquiry, reading assigned materials thoroughly and thoughtfully, and actively exploring professional literature. You are responsible for turning in all assignments in a timely manner. Assignments must conform to university policies governing academic dishonesty. As a professional educator, you are constantly seen as a model for your students; therefore, it is imperative that you communicate well both orally and in writing; poor writing quality will affect your grade. In general, professionalism will be taken into account when determining the final grade, especially in the case of borderline grades. Additionally, you are responsible for maintaining a professional attitude toward others, including tutees and their parents.

Technology Usage:

Technology is a current learning tool that, through appropriate classroom "netiquette", can be used to maximize your teaching and learning. Please consider the following aspects for netiquette, especially for our synchronous (webcam) sessions:

? Consider the professionalism of the setting. Most places (including various spaces at home) are quite appropriate, but lying in bed or participating while driving are not as conducive to professionalism.

? Avoid being in a place with distractors to the extent possible. Distractors might include television, music, other people, pets, etc... Not only do such factors distract your own learning and attention, it can also distract others in the course.

? Be attentive to lighting. Avoid dark spaces or having a bright light directly behind you. These inhibit others' ability to see and interact with you.

Students will use various technology resources to complete the assignments for this course including professional journals online, children's literature databases and websites, Canvas, search engines, web-based resources and professional literacy organization websites (, , , , etc). All students must have a valid OSU e-mail account and password. Class announcements, relevant forms, and additional course information will be posted to Canvas website and/or via email.

COURSE ASSIGNMENTS

Assignments are described below. More information (rubrics, guide sheets, etc.) will be discussed in class and provided in Canvas. All assignments are due before class begins. On weeks that we don't meet via webcam, assignments should still be submitted before class regularly would begin.

Reading Responses and Participation (20 points) (7 reading responses x 2 points each = 14 points; additional 6 points determined across semester)

Throughout the course you will engage with professional readings and course objectives via

7 synchronous whole-group and small-group discussions, reading responses in Canvas discussion on designated weeks, and other means. You are expected to complete all readings and assignments thoughtfully and thoroughly.

Participation and class-based dialouge are essential for the group's learning as we rely on each other to be prepared and to contribute to the meaning making of the group.

It is anticipated each class member will contribute to the conversation, both synchronously (webcam) and asynchronously (Canvas discussion boards). Discussion board posts should be 200-400 words, focused largely on the assigned readings, and cite specific aspects/quotes with page numbers. (On some weeks, an altnernate format will be assigned.) You're encouraged, but not required, to respond to classmates' posts.

Each instance of coming to class unprepared, not participating in group activities or discussion, not posting substantively to the discussion board on assigned weeks, and/or unprofessional conduct will result in point deductions.

Literacy Strategy Teaching Experience (15 points)

You will present one literacy strategy lesson on a reading or writing strategy described by Serravallo or another resource provided in class. Presenations will occur during our synchronous (webcam) sessions, should remain within 15 minutes, and will be lead invidually to small groups. We will decide early in the semester who will present during Weeks #5, #7, and #9.

You will present a literacy strategy that asks your classmate s to transact with a piece of "text" (i.e. article, book, video, illustration, text message, etc.). It is expected that you, as the teacher, will model the "thinking" of the strategy as part of the lesson. You will be expected to provide an appropriate piece of "text" and any other materials necessary for the lesson. Each person will present using a visual (e.g., PowerPoint, Google Slides, Prezi, etc.) that includes the following:

? the literacy strategy/text/materials for your classmates to use to complete the strategy, including o a definition or explanation of the strategy o materials needed o procedural steps

? time at the end of the "lesson" for classmates to reflect on the benefits of the strategy before you "tell" them,

? the benefits of using this strategy (according to your further exploration and background research), and

? possible extensions or adaptations

You will post your slides in Canvas on your presentation date so your classmates may access the resource for future teaching.

Tutoring "Notebook" (50 points)

This course has a tutoring practicum in which you will tutor a small group (3-4 students) in reading and writing for seven sessions plus pre/post-assessments. You will tutor students in your own classroom or school and per the course schedule. Each session should last approx. 20-30 minutes and include both reading and writing instruction responsive to students' needs based on preassessment data.

8 Early in the semester, you will create a private Google Folder (shared only with the instructor via his g-mail account: s.adam.crawley@) as your "notebook". You will develop the "notebook" throughout the course. Your Google Folder should be organized with the following sub-folders:

? Folder per student (to house consent forms, pre/post assessments, pre/post student profiles, and work samples) ? 3 to 4 SUB-FOLDERS

? Lesson plans and reflections ? 1 SUB-FOLDER ? Tutoring Report ? 1 SUB-FOLDER

NOTE: Each student you tutor will need to have a completed consent form to participate. Keep the physical copy of the consent form. We'll discuss the consent process more in class. Also, create a pseudonym for each student and use this thoughout your "notebook." Blur/cover students' names in any artifacts.

a. Pre- and Post Assessment

You are required to conduct a set of assessments with each child. You will select reading assessments that provide data on each child's reading levels, accuracy, miscues, and comprehension. You will develop and administer a writing interview, and you will conduct an initial writing assessment that enables you to gauge each child's knowledge of the traits of good writing, genre elements, and writing strategies. These assessments will be analyzed for student strengths and needs and used to design your instruction for the tutoring sessions. You will then write a student profile for each student based on the data and analysis.

You will re-deliver the assessments in the last week of tutoring as post-assessments to determine student growth. You will then write a concluding profile for each student.

You may selectively use additional assessments, both pre- and post-, that you feel are necessary to give you a more thorough understanding of each child as a reader or writer. The minimum assessment requirements are a reading assessment that has running record and comprehension components and provides information on each child's reading levels and skills, and a writing assessment that enables you to analyze growth in knowledge of writing traits, genre elements, skills, and strategies.

b. Lesson Plans and Progress Monitoring

You will submit a lesson plan in advance of each lesson (seven sessions) for feedback before teaching the small group. Lesson plans will follow guided reading structure (pp. 30 textbook). A lesson plan template will be provided.

In the reading portion of your sessions, you will model and scaffold strategies that aid fluency and comprehension. In the writing portion of your sessions, you will teach minilessons that model writing techniques, strategies, and elements. Across the reading and writing components, you are expected to use high-quality texts.

Lesson plans are due Tuesday evening. The instructor will provide feedback on Wednesday so you can then teach the lesson Thursday, Friday, or the following Monday.

c. Reflections on Learning

During the tutoring, you will informally reflect on the lesson and planning weekly. You will write a 2-3 page, double-spaced reflection after lessons #3 and #6. Each reflection

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