THE UNIVERSITY OF MISSISSIPPI



THE UNIVERSITY OF MISSISSIPPI

DEPARTMENT OF CURRICULUM & INSTRUCTION

COURSE: EDRD 355 - Early Literacy Instruction I and II: Concepts, materials and teaching strategies for oral language development and systematic early reading and writing instruction, specific to concepts about print, phonemic awareness, phonics, vocabulary, fluency, and comprehension. (6 hours)

I. COORDINATOR & INSTRUCTOR

|Name |Office |Phone |Office Hours |Email |

|Dr. Michael Mott, Coordinator |Advanced Education |662 397 0097 |Tu-Thurs 3-6 |msmott@olemiss.edu |

| |Center 108 | | | |

|Instructor Name Here |TBA |TBA |TBA |emailhere@olemiss.edu |

SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK

Educators as Reflective Professionals

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1 Vision Statement

The vision of the School of Education at The University of Mississippi is to prepare reflective professional educators, create and disseminate new knowledge, and provide service to the state and nation to meet the educational challenges of the 21st century. Undergraduate and graduate programs in the

unit are conceptualized to prepare candidates who can positively impact students to be productive and caring citizens who will exhibit the five qualities outlined in the conceptual framework.

2 Unit Major (M) and Minor (m) Themes/Outcomes

1 Lifelong learners who take responsibility for their own learning and continuously foster their professional renewal. (m)

2 Problem solvers who develop solutions to improve the educational environment for all students. (M)

3 Effective communicators who use verbal, non-verbal, electronic, and print modes of communication to establish a positive school environment and promote student thinking and learning. (M)

4 Users of technology who integrate multimedia in learning environments as instructional and management tools to enhance student learning. (m)

5 Advocates for diverse learners who appreciate, promote, and model the values of diversity. (M)

KNOWLEDGE BASE MAJOR (M) AND MINOR (m) THEMES:

T – Thinking and problem solving (M)

E – Equality and respect for diversity (M)

A – Appropriate teaching strategies (M)

C – Communication and cooperation (M)

H – Human development and curriculum (M)

E – Esteem, autonomy, and lifelong learning (M)

R – Relevance: Social and global (M)

S – Supervision, management, and guidance (M)

REFERENCES:

1 Primary Texts

Cecil, N. L. (2007). Striking a balance: Best practices for early literacy (3rd edition).

Arizona: Holcomb Hathaway.

Glazer, D., & Moats, L. (2007). Foundations LETRS: An introduction to

language and literacy. Frederick, CO: Sopris West.

Mott, M. S. & Rutherford, A. S. (2010). Assessment of Phonological Sensitivity.

Boston, MA: Pearson.

Framework and Standards Used

Mississippi Language Arts Framework (2006). Mississippi State Department of

Education.

Find at the following link

Common Core State Standards for English Language Arts

Find at the following link



2 Supplemental Text(s)

Adler, C.R. (Ed.). (2001). Put reading first: The research building blocks for

teaching children to read. Washington D.C.: U.S. Department of Education.

Barksdale Reading Institute (n.d.). The reading universe.

Cowley, G. & Foote, D. (1997). The language explosion. Newsweek, 129(9),

16-20.

Gambrell, L. & Marinak, B. (2009). Reading motivation: What the research

says. Retrieved from

National Early Literacy Panel (2008). Developing early literacy: Report of the

national early literacy panel. Washington DC: National Institute for Literacy.

National Reading Panel (2000). Report of the national reading panel:

Teaching children to read. Washington DC: U.S. Department of Health and

Human Services.

Stanovich, P.J. & Stanovich, K. E. (2003). Using research and reason in

education: How teachers can use scientifically based research to make

curricular & instructional decisions. Washington, DC: National Institute for

Literacy.

White, C. & Kim, J. (2009). Putting the pieces of the puzzle together: How

systematic vocabulary instruction and expanded learning time can address

the literacy gap. Washington, D.C.: Center for American Progress.

Clark, K. (2004). What can I say besides “sound it out”? Coaching word

recognition in beginning reading. The Reading Teacher, 57, 440-449.

Simmons, D. & Kame’enui, E. (2006). A Consumer’s Guide to Analyzing a Core

Reading Program Grades K-3: A Critical Elements Analysis. Retrieved from



3 Assigned Readings

See course outline.

4 Video Series

Reading Rockets & Rubin Tarrant Productions (Producers). (2003). Launching young readers. New York and Washington, DC: Public Broadcasting Service. (Available from Reading Rockets Store, PO Box 1084, Harriman, NY 10926)

5 Websites

Student Center Activities Section—use for ideas

dww. Doing What Works—Researched Based Practices

PURPOSE OF THE COURSE:

The purpose of this course is to acquaint the undergraduate candidate with basic concepts related to early literacy. The course will focus on concepts about print, phonemic awareness, alphabetic principle, the relationship between phonemes and graphemes, phonics elements, evidence-based phonics instruction, and learning high-frequency vocabulary or sight words. Information related to oral language development will be presented, as well as ideas on formal and informal assessment. In addition, information related to vocabulary, fluency, and comprehension will be presented, including formal and informal assessment of these components. The overarching goals of the course are to 1)provide candidates with an extensive knowledge base for making sound instructional decisions that enhance the development of reading and writing 2)integrate the aspects of literacy development with evidence-based teaching strategies.

COURSE OBJECTIVES: [INTASC = Interstate New Teacher Assessment and Support Consortium] [IRA = International Reading Association]

(M)= Moats, (C)=Cecil, (NRP)=Report of the National Reading Panel, (MDE)=Mississippi Department of Education

Candidates will be able to

1. understand literacy as an integrated process that results in

comprehension/communication as a product. [INTASC 1,2] [IRA 1.4]

B. understand that reading is not natural or easy for some children (M, p. 8)

C. know and explain the major brain processing systems involved in communication (context, meaning/semantic, orthographic, and phonological) (M, p. 24)

D. recognize the characteristics of a good reader and a poor reader (M, p. 14-15)

E. know the five essential components of literacy instruction as identified by the National Reading Panel (M, p. 16-17 and NRP summary)

F. discuss the language systems (semantics, pragmatics, orthography, syntax, phonology, etymology, morphology, and discourse) (M, p. 17-23)

G. understand how different language processing areas of the brain support reading (M)

H. know the four-part processing model based upon cognitive psychology research (M)

I. understand that comprehension is complex and multidimensional (M, p. 38-41)

J. know the components of reading comprehension (M, p. 40-41)

K. understand the “rope” model of reading skill development (M, p. 27-32)

2. understand and apply the research base for effective literacy instruction: principles, techniques, theories, philosophies, and historical bases. [INTASC 1,2] [IRA 1.1, 1.2]

B. discuss the history of reading instruction in the United States (M, p.92-96)

C. know what a research consensus means and where the research consensus on reading can be found (i.e. Report of the National Reading Panel, Preventing Difficulties in Young Children) (M, p. 9-10)

D. understand that research informs instruction (Stanovich document, M, p. 9-10)

E. summarize selected journal articles reporting research results via annotated bibliographies

F. recognize that brain research (limited) has implications related to reading and language (M, p. 24-26)

G. know and be able to recognize the phases of reading and spelling development (Ehri and Snowling, 2004) (M, p. 28-32)

H. understand specific findings from Hart and Risley’s (1995) research related to oral language development (M, p. 42-43)

I. discuss evidence-based reading research, specific to concepts about print, phoneme awareness, alphabetic principle, and phonics (NRP, M, C)

J. discuss evidence-based principles of phoneme awareness instruction (M, p. 82-83)

K. define emergent literacy (C,p.40-43)

L. view and discuss demonstrations of phoneme awareness instruction (M, p. 84-85)

M. role-play and discuss; view demonstration, and discuss phonics instruction (M, p. 107-109, 114)

N. view and discuss demonstration lesson of teaching irregular (heart) words and role-play teaching irregular (heart words) (M, p. 123)

O. view and discuss demonstration lesson of guided oral reading (M, p. 64-65)

P. view and discuss demonstration lesson of partner reading (M, p. 150)

Q. understand that effective instruction includes strong content knowledge (what to teach) and effective methodology (how to teach it) (M, p. 160-161)

R. recognize the three keys to teaching effectively (M, p. 162-163)

S. view and discuss demonstration of a reading lesson (M, p. 163-164)

T. discuss the nonstage and stage theories related to reading acquisition (C, p. 3-4)

U. discuss evidence-based reading research, specific to vocabulary, fluency, and comprehension instruction (NRP, M, C)

3. possess in-depth knowledge of phonemic awareness, the alphabetic principle, and the rules that govern the relationship between sounds and symbols (phonics). [INTASC 1,2] [IRA 1.2, 1.4]

A. define phonological awareness, phonemic awareness, phoneme, onset, rime, syllable, rhyming, alliteration, alphabetic principle, grapheme, consonant, vowel, orthography (M)

B. discuss the differences between phonological awareness, phonemic awareness, and phonics (M-p. 74-76)

C. explain the progressive differentiation within the phonological processing continuum (M, p.75-76)

D. understand the features of phonemes (continuous, stop, voiced, voiceless, nasal, non-nasal/oral,glide,liquid) (M, p. 70-71)

E. explain the hierarchy of phonemic awareness competencies (i.e. isolation, identity, categorization, blending, segmentation, deletion, addition, and substitution) (NRP)

F. explain how working with rhymes, alliteration, assonance, syllables, and onsets and rimes are components of phonological awareness (M, p.76)

G. explain the role of phonics in proficient reading (M, p. 90)

H. understand that phonics is the link between orthography and phonology (M, p. 91)

I. describe the contrasting approaches and strategies to phonics instruction (M, p. 96-97)

J. define and describe explicit and systematic phonics instruction (M, p.105-106)

K. recognize the typical routines of systematic, explicit phonics instruction (M, p.106)

L. understand that phonics instruction does not end with phoneme-grapheme correspondence instruction but continues with advanced phonics instruction or advanced word analysis (M, p. 98,125)

M. recognize the difference between phoneme awareness and phonics instructional questions or teaching prompts (M, p. 124).

N. demonstrate knowledge of graphophonic concepts

i. letter name knowledge

ii. sound/symbol relationships

1. single consonant sounds and symbols

2. short vowels and closed syllables

3. consonant diagraphs

4. consonant blends

5. long vowels and open syllables

6. vowel digraphs

7. vowel diphthongs

8. r-controlled vowels

iii. sight words and high frequency words

iv. structural analysis of words

4. understand how concepts about print, phonics, and phonemic awareness are learned by children and why they are important to the reading and writing process. [INTASC 1,2] [IRA 1.4]

A. explain how children come to understand concepts about print (C, p. 45 & M, p. 80)

B. explain how children come to understand phonological awareness and the continuum of skill development (M, p. 75-76)

C. explain how children come to understand phonemic awareness as a progression from phonological awareness, as well as the continuum of phonemic awareness skill development (M, 75-76)

D. explain the purpose of phoneme awareness instruction (M, p. 77, 82-85)

E. explain how children come to understand phonics (M, p. 90-92)

F. recognize the reasons phonics instruction is important for children (M, p.97-99)

G. discuss why concepts about print, phonemic awareness, and phonics are important to the reading and writing process (M)

H. describe why children must learn letter forms, letter names, and letter sequence (M, p.80)

I. know the terms: high-frequency words, irregular (heart) words, and sight words (M, p. 121)

J. recognize heart words (M, p. 121)

K. explain the term “automaticity” (M, p. 130)

5. be able to assess, formally and informally, the literacy needs and gaps of individual children in order to guide precise instruction. [INTASC 2,3,7,8] [IRA 3.1, 3.2, 3.3, 3.4]

B. explain for whom phoneme awareness instruction is important (M. p. 82)

C. explain who needs phonics instruction, when it should begin, and the evidence base to support these practices (M, p. 97-98)

D. understand that reading fluency is quantified by measuring rate and accuracy with such assessments as DIBELS, AIMSweb, TPRI (M, p. 130, 133)

E. practice scoring WCPM (M, p. 136-137)

F. understand what to do when readers are not reading fluently as measured by oral reading fluency (WCPM), such as assess word-recognition skills because word recognition must precede fluency-building (M, p. 137)

G. understand the process of monitoring students’ progress specific to WCPM and how to plot/interpret oral reading fluency data (M, p. 153-154)

H. recognize an assessment and grouping framework for differentiating instruction and forming small groups for intervention (M, p. 155)

I. conduct an emergent reader assessment with one child (concepts about print, alphabet recognition, phonological awareness)

J. report results of assessment data

K. plan a lesson from specific assessment data based on the needs of one child from emergent reader assessment data

L. recognize the components of the Response to Intervention (RtI) model (MDE)

M. explain methods to informally assess the learning needs of children related to concepts about print, phonemic awareness, and phonics (C, ch. 12)

N. discuss the various methods for assessing (formal and informal) students’ fluency, vocabulary, and comprehension abilities (C, ch. 12)

6. possess and be able to apply a wide variety of instructional strategies for helping beginning readers/writers learn concepts about print. [INTASC 1,2,3,4,7] [IRA 2.2, 2.3]

A. define concepts about print (M, p. 80)

B. discuss the various tasks involved in concepts about print (i.e. book concepts-cover, pages, illustrations, author, illustrator; directional concepts-front and back, top to bottom, left to right; word concepts-word boundaries, print to speech correspondence (word for word), words vs. nonwords, words vs. pictures; story concepts-beginning, middle, end; letter concepts) (M, p. 80)

C. plan and implement a read aloud lesson that stresses concepts about print (assignment)

7. possess and be able to apply a wide variety of instructional strategies for helping beginning readers/writers learn about phonemic awareness. [INTASC 1,2,3,4,7] [IRA 2.2, 2.3]

A. participate in various phonemic awareness instructional strategies. (M)

B. explain various phonemic awareness instructional strategies. (M)

8. possess and be able to apply a wide variety of explicit instructional strategies for helping beginning readers/writers learn about phonics. [INTASC 1,2,3,4,7] [IRA 2.2, 2.3]

B. participate in various phonics instructional strategies.

C. explain the systematic lesson format (I do, We do, You do) (M, p. 106)

D. understand the value of practice and repetition as elements of effective phonics lessons (M, p. 115)

E. recognize how to effectively teach sound blending (M. p. 115)

F. recognize that phoneme-grapheme mapping as a strategy useful for second and third graders whose phonics and spelling are weak (M, p. 116-119)

G. explain the difference between phonics instruction that is systematic and explicit instruction (NRP & M, p.105)

9. understand and promote oral language development [INTASC 1,2,6] [IRA 1.3]

A. understand that oral language foundations form before children enter school (M, p. 41-43)

B. know that language development is stimulated through quality conversations (M, p. 43-44)

C. recognize the importance of a “rich language” classroom and ways to promote that environment (M, p. 43-46)

D. understand specific practices for promoting oral language development: classroom conversation, adult read-alouds, etc. (M, p.44-46)

E. know that classrooms are not always quiet places (M, p. 43)

F. describe the stages of language acquisition (Cowley article)

10. engage children in activities that promote intrinsic motivation to read and write for pleasure and information. [INTASC 5] [IRA 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1]

A. implement a teacher read-aloud

B. explain shared reading (C, p. 224-232)

C. discuss the importance of rich, high-quality fiction and nonfiction texts, as well as decodable/connected text in the comprehensive literacy program (C, chap. 10, M, p. 106, NRP)

D. participate in instructional strategies (read-alouds, shared reading, literature circles) that promote an intrinsic motivation for reading (M, C, p. 239)

E. explain the research base for reading motivation (Reading Motivation Articles)

11. possess in-depth knowledge about vocabulary, fluency, and comprehension. [INTASC 1, 2, 4, 7] [IRA 1.2, 1.4]

A. understand the difference between implicit and explicit vocabulary instruction (NRP & M, p. 48-51)

B. discuss how reading aloud and other forms of implicit teaching enlarge students’ vocabulary (M, p. 49-50)

C. describe how to choose vocabulary words to teach (M, p. 50-51)

D. choose vocabulary words to teach from excerpts of reading materials (M, p. 51-54)

E. recognize the criteria for effective vocabulary instruction (M, p. 55-56)

F. explain the steps for teaching a vocabulary word explicitly (M. p. 56)

G. compare and contrast reading, writing, speaking, and listening vocabularies (NRP)

H. discuss the rate at which children learn new vocabulary (Cowley article)

I. understand that students need to be taught that many high frequency words have multiple meanings (stand, beat, lift, track, pan) (M, p. 60)

J. recognize the importance of wide reading in vocabulary learning (M, p. 49)

K. define reading fluency including the notion that comprehension must occur for reading to classified as fluent (M, p. 130)

L. discuss the relationship between fluency and comprehension (automaticity and prosody) (M, p. 130)

M. explain how fluency is taught and how to build fluency (M, p. 132)

N. understand that building fluency is based on the premise that practice improves fluency (M, p. 138-147)

O. recognize that teachers must monitor and assist students while they are reading improve fluency (M, p. 147)

P. understand a repeated reading formula or lesson plan structure for students whose WCPM is below expectation (M, p. 148-149)

Q. explain why round robin reading is an inappropriate instructional strategy (Summary document)

R. recognize that readers use multiple comprehension strategies at various times based on the text being read and the reader’s purpose for reading (M)

S. understand that teachers should develop “habits of mind” where students take comprehension strategies and automatically use those strategies across contexts (M, p. 62-63)

T. define the three phases of text reading instruction: before reading, during reading, and after reading (M, p.63)

U. recognize that asking the “right” questions, or probing questions during text instruction leads students to apply higher levels of thinking (M, p.64)

V. discuss the strategies that proficient readers use to construct meaning (i.e. making predictions, visualizing, asking and answering questions, monitoring or metacognition, summarizing) (M, p. 40-41, 62-64)

W. know the difference between narrative and expository/informational texts, as well as the text structures for expository (C, p. 211)

X. discuss the reading-writing connection (C, chap. 9)

Y. discuss appropriate early writing goals (C, chap. 9)

Z. discuss the steps in the writing process (C, chap. 9)

12. understand how vocabulary, fluency, and comprehension are learned by children and why they are important to the reading and writing process. [INTASC 1, 2, 4, 7] [IRA 1.4]

A. discuss how children become fluent readers (M,. p. 130-133)

B. explain how children learn to construct their own meanings of texts (M, p. 40-41)

C. explain how children develop vocabulary (Cowley article)

D. discuss how these three elements of reading are important to the reading/writing process (M, NRP, C)

13. possess and be able to apply a wide variety of instructional strategies for helping beginning readers/writers learn vocabulary, fluency, and comprehension. [INTASC 1, 2, 4, 5, 7] [IRA 2.2, 2.3]

A. apply various strategies for direct instruction in vocabulary development (M, p.56-59)

B. explain instructional strategies appropriate for developing fluency (not to include round robin reading), such as reader’s theater, choral reading, paired reading (NRP, M)

C. participate in reader’s theater performance during an in-class activity

D. prepare a text for instruction during an in-class activity (M, p. 66-67)

E. discuss specific instructional strategies/activities for developing the characteristics of proficient readers (i.e. DRTA-predictions) and for developing readers’ knowledge of text structures (i.e. graphic organizers) to assist readers in personal construction of meaning (C, chap. 8 & 10)

F. explain various instructional grouping strategies (C, chap. 11)

G. discuss instructional strategies for developing the reading/writing connection (i.e. journals, learning logs, language experience approach) (C, chap. 9 & 10)

14. understand a core reading program and the Mississippi Language Arts Framework [INTASC 1, 2, 3, 4, 7] [IRA 2.2, 2.3]

A. evaluate a core reading program, specific to concepts about print, phonemic

awareness, and phonics

B. use the MLAF in developing lesson plans and writing assessment results

VI. COURSE OUTLINE: See Attachment

VII. COURSE REQUIREMENTS, POLICIES, AND EVALUATION PROCEDURES:

1 Course Requirements Points

Emergent Reader Assessment 85

Field Experience Reflective Paper 30

Understanding Research Project 60

Core Reading Program (Basal) Evaluation 30

Read-Aloud Lesson Plan (1 @ 60 points each) 60

Read-Aloud Implementation (1 observation) 25

Oral Phonics Test 100

Exams (1 exam @ 50 points, 1 exam @ 130 points) 180

Final Exam 125

Professionalism Policy (see handout) 15

Quizzes (5 @ 10 points each) 50

Article Response Activities (at professor’s discretion) 20

NAEP & CCSS Activities 20

TOTAL POINTS 800

2 Assessment Procedure

Rubrics, evaluation checklists, informal observation, and written exams will be used to determine candidate achievement of the course objectives listed under section VI. The total number of points possible for each assignment will be communicated at the time the assignment is made. Late assignments will not be accepted. If you know you will be absent, it is your responsibility to turn in your work to the instructor before or on the due date. If your absence is an emergency, you must email the assignment to the instructor. Attendance is required in order to receive group activity credit. Grades will be computed by dividing the total number of points into the total points earned by the candidate. Letter grades will be determined using the following scale. (Example: 790 points earned divided by 840 = .9813 which would translate to 98% or an “A.”)

A = 92-100

B = 83-91

C = 74-82

D = 65-73

F = Below 65

3 Field Experience and Clinical Practice

This course requires a field-based assignment of 12 hours. Directions for specific assignments related to the field experience will be given during the course of the semester.

4 Instructional Strategies

The course will include lecture, class discussion, problem solving experiences, cooperative learning, hands-on experiences with technology, and application of knowledge, skills, and dispositions.

5 Attendance Policy

Attendance and participation in class are expected. See Professionalism

Policy as posted on Blackboard. Candidates are responsible for all

material covered when absent.

6 Policies Related to Students (Candidates) with Disabilities

It is the responsibility of any student with a disability, who requests a reasonable accommodation, to contact the Office of Student Disability Services (915-7128). Contact will be made by that office through the candidate to the instructor of this class. The instructor will then be happy to work with the candidate so that a reasonable accommodation of any disability can be made.

VIII. SPECIAL CONSIDERATIONS

A. Recommended Reading List

None

B. Required Reading List

None

C. Academic Integrity and Honesty--Candidates are expected to follow the honor code as outlined in the current University of Mississippi M Book, which can be found online at . Plagiarism, as defined in the honor code, will not be tolerated.

D. Flexibility Clause--The aforementioned requirements, assignments, policies, evaluation procedures, etc., are subject to change. Candidates’ experiences and needs, as well as emerging knowledge, will be considered in modifying this course syllabus.

Correlation of Course Information

|Goal/Objective |Activity |Assessment |Related INTASC |Related IRA |

|1/A-J |Class readings, discussions, written |Exam |1, 2 |1.1, 1.3, 1.4 |

| |application activities | | | |

|2/A-T |Class readings, discussions, written |Exam |1, 2 |1.1, 1.2, 1.3, 1.4 |

| |application activities | | | |

|3/A-M |Class readings, discussions, written |Exam |1, 2 |1.2, 1.4 |

| |application activities | | | |

|3/N |Class readings, discussions, written |Oral Phonics Exam using Diagnostic |1, 2 |1.1, 1.4 |

| |application activities |Decoding Survey from Really Great | | |

| | |Reading as recommended by Dr. Moats| | |

|4/A-K |Class readings, discussions, field |Exam |1, 2 |1.1, 1.4 |

| |experience observations | | | |

|5/A-M |Class readings, discussions, written |Exam, |2, 3, 7, 8, 9 |3.1, 3.2, 3.3, 3.4 |

| |application activities, Emergent |Emergent reader assignment rubric | | |

| |reader assignment | | | |

|6/A-B |Class readings, discussions, |Exam |1, 2, 3, 4, 7 |2.2, 2.3 |

| |demonstrations, written application | | | |

| |activities | | | |

|6/C |Class readings, discussions, |Exam, |1, 2, 3, 4, 7, 9 |2.2, 2.3 |

| |demonstrations, Read-Aloud lesson plan|Read-aloud lesson plan rubric | | |

| |assignment | | | |

|7/A-B |Class readings, discussions, written |Exam |1, 2, 3, 4, 7 |2.2, 2.3 |

| |application activities, demonstrations| | | |

|8/A-F |Class readings, discussions, |Exam |1, 2, 3, 4, 7 |2.2, 2.3 |

| |demonstrations, written application | | | |

| |activities | | | |

|9/A-F |Class readings, discussions, |Exam, |1, 2, 3, 5 |2.2, 2.3, 4.1, 4.3 |

| |demonstrations, read-aloud lesson plan|Read-aloud lesson plan rubric | | |

| |assignment | | | |

|10/A-D |Class readings, discussions, |Exam, |1, 2, 6, 9 |1.1, 1.3, 4.1, 4.2, |

| |demonstrations, written application |Read-aloud lesson plan rubric | |4.3, 4.4 |

| |activities, Read-Aloud lesson plan | | | |

| |assignment | | | |

|11/A-Z |Class readings, discussions, |Exam |1, 2, 3, 4, 7 |1.2, 1.4 |

| |demonstrations, written application | | | |

| |activities | | | |

|12/A-D |Class readings, discussions, |Exam |1, 2 |1.1, 1.4 |

| |demonstrations, written application | | | |

| |activities | | | |

|13/A-G |Class readings, discussions, |Exam |1, 2, 3, 4, 7 |2.2, 2.3 |

| |demonstrations, written application | | | |

| |activities | | | |

|14/A-B |Basal Reading Program Evaluation, MLAF|Basal Reading Program Evaluation |1, 2, |2.2, 2.3 |

| |Scavenger Hunt, lesson plan |Rubric, Read-aloud lesson plan | | |

| |assignments |rubric | | |

Interstate New Teacher Assessment And Support Consortium (INTASC) Standards

Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being

International Reading Association (IRA) Standards for Reading Professionals

Standard 1. Candidates have knowledge of the foundations of reading and writing processes and instruction.

Element 1: Demonstrates knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction

Element 2: Demonstrates knowledge of reading research and histories of reading

Element 3: Demonstrates knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity

Element 4: Demonstrates knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading

Standard 2. Candidates use a wide range of instructional practices, approaches, methods and curriculum materials to support reading and writing program

Element 1: Use instructional grouping options (individual, small-group, whole class, and computer bases) appropriate for accomplishing given purposes

Element 2: Use a wide range of instructional practices, approaches, and methods, including technology based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds

Element 3: Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing

Standard 3: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

Element 1: Use a wide range of assessment tools and practices that range from individual and group standardization tests to individual and group informal assessment strategies, including technology-based assessment tools

Element 2: Place students along a developmentally appropriate continuum and identify students’ proficiencies and difficulties

Element 3: Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds

Element 4: Communicate results of assessment to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)

Standard 4: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

Element 1: Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program

Element 2: Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds

Element 3: Model reading and writing enthusiastically as valued lifelong activities

Element 4: Motivate learners to be lifelong readers

Standard 5: Candidates view professional development as a career-long effort and responsibility.

Element 1: Display positive dispositions related to reading and the teaching of reading

Element 2: Continue to pursue the development of professional knowledge and dispositions

Element 3: Work with colleagues to observe, evaluate, and provide feedback on each other’s practice

Element 4: Participate in, initiate, implement, and evaluate professional development programs.

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