GEORGE MASON UNIVERSITY



GEORGE MASON UNIVERSITY

GRADUATE COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

PROGRAM: SPECIAL EDUCATION

SYLLABUS Spring 2008

EDSE 503/403 section 002: Language Development and Reading

Prince William Campus: Bull Run Hall Room 132

Instructor Rita Purcell-Robertson, Ph.D. Office Hours By Appointment

Email: ritapurcell@ Cell phone: 703-346-0082

Time and Dates

Wednesdays 4:30 to 7:10 January 23 through May 7, 2008

Course Description

Prerequisites: No required prerequisites; however each program in special education strongly recommends a specific sequence. Please refer to your Program of Studies to determine where this course fits into your overall program.

Advisor contact information: Please make sure that you are being advised on a regular basis as to your status and progress in your program of studies at George Mason University. For further information from your special education advisor, contact jtemple1@gmu.edu or 703-993-2387. Please be prepared to reference your G number.

Course description from university catalogue: Provides in-depth coverage of reading instruction for students with special needs. Topics include language development and emergent literacy skills, reading sub-skills including auditory discrimination and phonemic awareness, decoding and word reading, fluency, reading comprehension, and use of technological advances in the teaching of reading.

Objectives/Competencies

This course is designed to enable students to:

• Describe language development and emergent literacy skills.

• Describe the theories and stages of normal language development.

• Describe the nature, function, and rules of language.

• Describe disorders and deviations in language and related areas.

• Demonstrate an understanding of components of literacy acquisition, including sound/symbol relationships, explicit phonics instruction, syllables, phonemes, and morphemes.

• Demonstrate an understanding of how syntax and semantics interact in the construction of meaning in literacy and its relationship to reading comprehension.

• Describe critical reading subskills and factors in reading acquisition and reading readiness including phonemic awareness

• Demonstrate an understanding of the relationship of on-going assessment and the planning of reading instruction.

• Describe the elements of balanced reading instruction.

• Describe, select and implement relevant methods and materials for reading instruction

• Demonstrate knowledge of best practices and strategies in reading instruction for students with learning and emotional disabilities.

Relationship to Program Goals and Professional Organization

This course is part of the George Mason University, Graduate School of Education special education program for teacher licensure in the Commonwealth of Virginia in the special education areas of Emotional Disturbance and Learning Disabilities. This program complies with the standards for teacher licensure established by the Council for Exceptional Children (CEC), the major special education professional organization. As such, the learning objectives for this course cover many of the competencies for language development and emerging literacy for individuals with emotional disturbances and learning disabilities.

Council for Exceptional Children/CEC Standards are listed on the following web site:

CEC standards that will be addressed in this class include some of the following:

CEC Standard 4 - Instructional Strategies

Skills:

Use strategies to facilitate integration into various settings.

Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs.

Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.

Use strategies to facilitate maintenance and generalization of skills across learning environments.

Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.

Use strategies that promote successful transitions for individuals with exceptional learning needs.

CEC Standard 6 - Language

Knowledge:

• Effects of cultural and linguistic differences on growth and development.

• Characteristics of one’s own culture and the use of language and the ways in which these can differ from other cultures and their uses of language.

• Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.

• Augmentative, alternative, and assistive communication strategies.

Skills:

• Use strategies to support and enhance communication skills of individuals with exceptional learning needs.

• Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.

|NOTE CEC Standard 6: Special educators understand typical and atypical language development and the ways in which exceptional |

|conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies |

|to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with |

|augmentative, alternative and assistive technologies to support and enhance communication of individuals with exceptional needs. |

|Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic |

|differences. Special educators provide effective language models and use communication strategies and resources to facilitate |

|understanding of subject matter for individuals with ELN whose primary language is not English. |

Nature of Course Delivery

Learning activities include the following:

• Class lecture to include explicit instruction with demonstration and modeling. Implicit instruction via learning experiences to build student background knowledge and skills. Review and expansion of material read in preparation for course sessions.

• Student participation through instructor-student dialogue, inquiry, group discussion and cooperative learning activities.

• Review and expansion of material read in preparation for course sessions

• Student self assessments

• Videotape and other relevant media presentations.

• Study and independent library research with a focus on independent peer-reviewed journal articles.

• Use of technology as resource and communication medium including Blackboard and relevant internet sites.

• Application activities, case study, demonstration and evaluation of relevant curriculum materials. Examination of reading programs and analysis related to reading deficits.

• Student use of a variety of resources including Blackboard, websites, and professional journals.

REQUIRED TEXTS

Fox, B. (2005). Phonics for the teacher of reading (9th ed.). Columbus, OH: Merrill Prentice Hall.

Jennings, J.H., Caldwell, J., & Lerner, J.W. (2006). Reading Problems: Assessment and teaching strategies. Boston: Allyn & Bacon.

RECOMMENDED: APA Publication Manual. American Psychological Association, 5th Edition, American Psychological Association (2001) for APA style and reference citations. Assignments for this course are expected to reflect clear, excellent writing in APA style.

RECOMMENDED TEXTS and ONLINE READINGS

Armbruster, B.B., Lehr, F., & Osborn, J. (2003). Put Reading First: The research building blocks for teaching children to read. Retrieved August 1, 2005, from



National Reading Panel. (2000). Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved Jan. 21, 2008, from



ON e-reserve GMU Library

Polloway, E.A., Smith, T.C. & Miller, L.A., (2004). Language instruction for students with disabilities (3rd ed), Denver: Love. Chapters 1 and 2 only.

Required PEER REVIEWED JOURNAL READINGS

Selected by students for Journal Article Summary and Case Study applications. Must be from professional journals and reflect evidence based practices.

Required ACCESS to GMU BLACKBOARD SITE

GSE Blackboard may be used to post important information for this course and may offer additional information for completion of course assignments. Materials, resources, dialogues, notes and other types of information may be housed on the Blackboard web site.

Please subscribe to the special education list serve. Send an email to listproc@gmu.edu and type the following in the message of the text: Subscribe (special-education-program) (your full name). After you send the email message, you will receive an email confirmation of your subscription to the list. This will allow you to receive notices from GMU/GSE’s special education program.

Your instructor will email you after your email address is entered in the Blackboard system. This is how you will access the Blackboard-GSE Log-In Page:

Enter the URL into your browser location field

Click on the Login button

Enter your user name and password assigned to you. If you are a new user to Blackboard, most likely it will be your first initial of your first name and your entire last name or 7 letters of your last name. For example, Joseph Richperson would be jrichper. Use this as both your user name and password. If you are already a participant in blackboard for another course, your user name and password should be the same as for the other course.

Click Log In Find EDSE 503 and click on it.

College of Education and Human Development Statement of Expectations

▪ Students are expected to exhibit professional behavior and dispositions. See for a listing of these dispositions.

▪ Students must follow the guidelines of the University Honor Code. See for the full honor code

▪ Students must agree to abide by the university policy for Responsible Use of Computing. See

▪ Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor in writing at the beginning of the semester. See gmu.edu/student/drc or call 703-993-2474 to access DRC.

Valuable Resources

George Mason University email . Students are required to establish a GMU email account. Important university emails will be sent to GMU email accounts.

George Mason University Blackboard Announcements, syllabus and other important information may be posted here throughout the course.

George Mason University Patriot Web Includes useful university links, information and online forms including details on programs of study, applications for graduation, requests for credit transfer and internship applications.

APA Formatting Guidelines

Website offered as companion to APA style manual; however, it should not be considered a substitute for directly consulting the APA manual, 5th edition for standard procedures for applying APA style for referencing.

Recommended websites to explore

NOTE: Internet and Web resources are NOT the same as peer reviewed professional journal articles. The following sites contain information that is recommended by this instructor as valuable reading related to the course content but is not an entire list by any stretch!

• Council for Exceptional Children

• Virginia Communication and Literacy Assessment (VCLA) and the Virginia Reading Assessment (VRA)

• IDEA Practices

• Reading Rockets

• Teaching LD

• The International Dyslexia Association

• Council for Learning Disabilities

• The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

• US Dept. of Education index.jup click on education resources

• LD Online

• International Reading Association

• The IRIS Center

• National Institute for Literacy

• University of Kansas Center for Research on Learning

• Strategies for teaching reading

ABSENCE

Students have made considerable intellectual and financial commitments via enrollment in courses of study and are expected to attend and participate in all classes, arrive on time and stay throughout instructional sessions. In the unlikely event that a student is unable to attend a class, the instructor must be notified and students who are absent are responsible for the material covered. It is the student’s responsibility to make arrangements to obtain any missed notes, handouts and lecture details from another student in the class.

COURSE REQUIREMENTS, PERFORMANCE-BASED ASSESSMENT, AND EVALUATION CRITERIA

Course requirements include

• readings (texts, online resources, professional journal articles that are independently accessed by graduate students)

• curriculum activities during and between course sessions to prepare graduate students to increase knowledge and skills related to reading and language instruction

• literacy project case study with implementation of a comprehensive informal reading assessment and instructional technique for a student with a disability

• graded performance based assessments (summative evaluations including projects, assignments, exam, attendance)

Full earned credit will be given for assignments submitted on time (4:30 pm on due date). Five percent of the total assignment points are deducted for each day assignments are late. All assignments must be typed and submitted as hard copy unless otherwise specified.

Requirements: The case study assignment must be submitted in hard copy and electronically.

APA format for clear, excellent written language and technical aspects for citations and formatting must be used. Refer to APA Publication Manual 5th edition.

Formative Evaluations include class based assessments that provide feedback to students regarding course knowledge and skill acquisition but are ungraded.

Performance Based Summative Evaluations determine points for final course grade

GRADING CRITERIA

A 200-188 =94%+

A- 187-180 =90%+

B+ 179-176 =88%+

B 175-164 =82%+

B- 164-160 =80%+

C+ 159-156 =78%+

C 155-144 =72%+

C- 143-140 = 70%+

D 139-130 = 65%

F Below 130 or 65%

A final grade of “incomplete” will be considered only due to extreme extenuating circumstances at the discretion of the instructor. Please contact the instructor for an appointment to discuss your situation.

Explanation of Evaluation:

FOX Phonics Self Study (25 points)

Students will complete the Fox Phonics Pre and Post Tests and the exercises in the self-instruction textbook: Fox: Phonics for the Teacher of Reading

Assignments are to be completed in the following time line for the SELF INSTRUCTION TEXT:

|Week 2 |Week 4 |By week 6 |By week 12 |By week 14 |Week 16 |

|Pretest |Part 1 |Parts 2 and 3 |Parts 4 and 5 |Part 6 |Post Test |

|5 points |5 points |5 points |5 points |5 points | |

**Terminology from the Fox text Parts 1, 2 and 3 will be included in the midterm exam.

Professional Journal Article Summary (30 points)

Based on your case study intervention needs, select one recent (2002, 2003, 2004, 2005, 2006, 2007, 2008) professionally referenced, peer reviewed/juried journal article that focuses on one of the following components of reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, or comprehension. This assignment focuses on research and evidence based practices. Strategies for reading success are highlighted.

1) Summarize the article content and (2) consider how you might implement one aspect of the research technique/strategy/concept with your case study targeted student. Your research article summary must clearly define purpose of study, demographics, procedures and results. The article must be referenced according to APA guidelines for clear, excellent written language and technical features and organized in a one page format according to subheadings in the rubric provided by the instructor.

Scoring Rubric for Journal Article Summary

|APA format correct throughout and article choice appropriate |5 |

|(must be juried professional journal article relevant to reading components and areas of reading difficulty| |

|defined in IRI assessment results: phonemic awareness, phonics (word recognition), fluency, vocabulary, | |

|comprehension) | |

|Main idea/purpose of study/ research question is concisely and clearly described. |5 |

|Demographics are detailed: number of subjects in study, age, grade, setting for implementation and |5 |

|duration of study. | |

|Essential details of the research are described including procedures/tasks/methods (enough detail to |10 |

|replicate) | |

|Conclusions, results and possible implementation/ impact in applications with your students |5 |

|**ONE PAGE ONLY ….SUMMARIZE… | |

| TOTAL |30 |

Midterm EXAM (35 points) In class completion.

Credential licensure for a majority of students requires the Virginia Reading Assessment (VRA and/or VCLA) Virginia Communication Literacy Assessment. The midterm exam includes literacy terms and concepts that reflect the foundational knowledge and content of these rigorous tests in multiple choice items, fill-in the blank-completion, matching and true-false items. This exam covers assigned readings and class lectures up to the midterm date. The exam may include NRP research and Fox text terminology from Parts 1, 2, and 3.

Literacy Project/Reading Case Study (70 points)

The literacy project/case study in reading instruction is the “signature assignment” required of all GMU students enrolled in EDSE 503 Language and Reading. This assignment will become part of your portfolio. This case study requires selection of a student with a disability and implementation of excellent practices in reading assessment and intervention based on research. The project has two major aspects: assessment and response to intervention based in research.

➢ This literacy project will cover a period of approximately six weeks with a minimum of one session per week of direct assessment and/or intervention with a selected student demonstrating reading deficits. The culminating report should have integrated data related to this one student’s profile of performance.

➢ The project must include sufficient background information for the targeted student. The demographic information includes age, sex, grade, special education disability area, and a description of difficulties perceived to exist in reading (prior to administration of the IRI ).

➢ It is recommended but not required that additional background information specifically related to educational performance in language and reading which reflect the student’s struggles in literacy should be included when available: SOL performance (pass-fail), relevant divisionwide standardized reading test information, IEP goals in reading or writing, educational interventions that have been attempted related to reading support, grades in reading and writing/English, and current reading performance information and observations of reading behaviors from teacher reports or portfolios. This information could be obtained through interview with the student, parent or teacher.

➢ In all cases, confidentiality must be maintained. Do NOT use real student names in your case study report. Keep in mind that as a graduate student in this course, you are not an experienced examiner. Your impressions and your assessment results are for practice and are not considered to be comparable to trained examiner administration. Your assessment results are not to be used for reporting in official student records or for IEP referencing.

➢ Administer the reading assessment, carefully document results and analyze data (using the Informal Reading Inventory from Jennings text) to determine the area of reading difficulty, appropriate level of instruction and area of focus for intervention. Based on the results obtained on the IRI for graded word lists, oral reading passages, and comprehension question responses, three levels of performance need to be documented: independent, instructional and frustrational. Responses/miscues must be documented exactly and analyzed. Observations of reading behaviors must be noted. Information representing specific literacy/reading strengths and areas of concern must be determined.

➢ Define the area of reading difficulty and reference two professional journal articles for evidence based practices and strategy intervention.

➢ Implement instruction/intervention based on current research and document all aspects of the instruction and responses to intervention

➢ Collect data to establish the student’s literacy profile. This will include all IRI data (graded word list, oral paragraph reading, comprehension question responses), an unedited writing sample, spelling inventory and responses to intervention with clearly defined tasks based in research. You must submit all relevant data with your report.

➢ Determine appropriate instructional intervention to meet the needs reflected in the IRI. You must reference two professional journal articles (peer reviewed/juried) and replicate evidence based practices in your remediation efforts. One of these professional journal articles may be submitted as your Journal Article Summary for 30 points course credit. (see detailed rubric for this assignment)

➢ Design an instructional intervention plan that matches the needs of the student you are profiling and include citations for your sources. Your intervention should identify instructional targets in specific reading components such as phonemic awareness, phonics, fluency, vocabulary, or comprehension. The instructional intervention should focus on a specific relevant reading strategy that would facilitate reading success (such as paired reading, reciprocal teaching, mnemonics, use of graphic organizers for comprehension.) The instructional intervention plan should replicate your journal research. Prepare a description of your intervention plan and include enough detail that it may be replicated and results could be task analyzed or graphed. The references for discussion in your case study should be reported with appropriate APA citations.

➢ On the due dates, submit the case study in hard copy and online to TaskStream. Briefly share with your colleagues a description of your literacy project/case study including your student’s literacy profile, your interpretations, recommended interventions, results and conclusions. Working in small focus groups of colleagues, identify common features of research, general findings, strategies that work, and impressions.

➢ Case study projects: When developing your written analysis, follow the format of case study project headings provided by the instructor and adhere to the rubric for content. Include protocols that include well organized and carefully documented data. Student performance records in the assessment and intervention process must be submitted with your case study project portfolio as an appendix for referencing. This would include IRI graded word list responses, detailed miscue records for oral reading passages, comprehension question responses, unedited language sample, spelling samples, and records/graphs of instructional tasks and responses to intervention.

Citations/references should employ APA format (see APA Publication Manual) for title page, references, and subheadings. GMU Library is a great source for data searches and FCPS Chapel Square Professional Education Library (703-503-7420) in Annandale, Va. can assist you with data searches and printing copies of articles.

➢ FINAL EXAM (35 points)

The final exam will emphasize application questions based on cumulative assigned readings and class lectures. Students will have access to textbooks and lecture notes for this exam.

|Students must retain copies of the article review and case study project to document their progress through the GSE program. |

|Midterm and final exams are returned for review but not for portfolio. Products from this course will become part of individual |

|professional portfolios and document satisfactory progress through the GSE program and CEC performance standards. |

| |

|Each course in the program has an identified signature assignment. A signature assignment is a specific assignment, presentation |

|or project that best demonstrates one or more CEC standards connected to the course. A signature assignment is evaluated in two |

|manners. The first is for a grade based on the instructor’s grading rubric. The second is for GSE program evaluation. Each |

|student must add the identified signature assignment for each course into the TASK STREAM PORTFOLIO system. Students completing |

|the portfolio courses will build their portfolios electronically via TASK STREAM. |

| |

|In order to assure that your signature portfolio will (a) be included in your electronic portfolio and (b) available for your |

|instructor to evaluate in connection with the GSE program evaluation, you must electronically add the completed signature |

|assignment to your electronic portfolio via TaskStream. The electronic submission to TaskStream is in addition to the hard copy |

|version of your case study that you submit to your instructor for a graded evaluation. |

EDSE 503 CALENDAR

|Week |Topic |Preparation** |

| | |Assignment Due |

| | |**Additional required readings, typically |

| | |handouts from professor or internet |

| | |resources, will be announced either via |

| | |Blackboard and/or during class sessions. |

| | |These resources supplement the text. |

| | | |

| | |Download or order online the government |

|Week 1 |Syllabus and Course Content Overview |document Put Reading First |

| |Signature Assignment Requirements |National Reading Panel NRP |

| | |The Research Building Blocks for Teaching |

| |Overview of Reading/Reading Problems |Children to Read |

| | |NIFL National Institute for Literacy |

| |Why is language important? Language and literacy links. |CIERA Center for Improvement of Early |

| | |Reading Achievement |

| |Reading Research NRP 2000 Report |(publication on line) |

| |Put Reading First | |

| |Fox Phonics for The Teacher of Reading | |

| |Introduction to Virginia Reading Assessment |DUE PRETEST in Fox text: Phonics for the |

| |Glossary…Test Blueprint |Teacher of Reading |

|Week 2 | | |

| | |READ Jennings text |

| |Components of Reading Process NRP |Chapter 1 Overview of Reading and Reading |

| |Early Literacy/Emergent literacy |Problems |

| |Word Recognition Accuracy |Chapter 2 |

| |Fluency |Factors Associated with Reading Disability |

| |Reading Comprehension |Existence of Reading Disability |

| |Vocabulary and Language |Oral language systems that support reading |

| |Reading-Writing Connections |Chapter 3 pp57 and 58** Information about |

| | |Language Development |

| |What is reading? | |

| |Factors associated with reading disability. |(Reference: Polloway, et al. chapters 1 and|

| |Constructing Meaning |2 on e-reserve at the GMU library) |

| |Contributions of reader, the text and the reading situation | |

| |Four oral language systems correlated with reading difficulty: |IDENTIFY A STRUGGLING READER FOR YOUR CASE|

| |phonology, morphology, syntax and semantics |STUDY! REVIEW THE CASE STUDY DEMANDS AND |

| |Determining the existence of a reading disability |DOCUMENT BACKGROUND INFORMATION. |

| |Appropriate vs. Actual reading levels | |

| | | |

| |Oral Language Systems that support reading. | |

| |Language Foundations and Abilities | |

| |Stages of Language | |

| |Language and Literacy | |

| |Reading is a language based skill. | |

| | | |

| |Looking at written language and spelling samples | |

| |Spelling Inventory distributed* | |

| | |READ: Jennings text |

| |Baselines and Profiles of Performance |Chapter 4 Informal Assessment Note the |

|Week 3 |How severe is the reading problem? |charts on pages 89 and 93** |

| |What areas of reading are impacted? |Chapter 5 Formal Assessment |

| | | |

| |Introduction to Informal Reading Inventories |DUE: Unedited written language sample and|

| |Administering and Scoring |spelling inventory. These samples are |

| |Introduction to Miscue Analysis |obtained from your case study target |

| |Coding Oral Reading |student. |

| |Informal Assessment Procedures | |

| |Observable Reading Behaviors |BASELINE PERFORMANCE |

| | |Meet with your selected student for case |

| |Language links to literacy |study. Obtain an unedited writing sample |

| |Written language samples |and administer spelling inventory. |

| |Spelling/Reading connections | |

| |Each student must OBTAIN AN UNEDITED WRITTEN LANGUAGE SAMPLE for|CASE STUDY Part I Begin to document |

| |your case study that is 8-10 sentences long. Analyze the |relevant background information on your |

| |language sample for syntax, phonological and semantic features. |selected student. If you have access to |

| |Does the student’s written language reflect issues that may also |performance information, report the status |

| |be impacting reading? |of SOL scores and other division-wide |

| |What spelling abilities or difficulties are noted? |testing. IEP literacy goals for the |

| | |subject of your case study. Gather teacher|

| |Administer a spelling inventory (provided by instructor) |impressions, parent impressions, student |

| | |insights. |

| |BRING TO CLASS: |Based on background information, estimate |

| |Download the IRI that accompanies the Jennings text in Appendix C|reading level where you will begin the IRI |

| |jennings5e |administration. In all documentation, |

| | |MAINTAIN STUDENT RECORD CONFIDENTIALITY. |

| | |DO NOT USE REAL STUDENT NAMES. |

|Week 4 |Emergent Literacy |Begin administration of the appropriate IRI|

| |Early literacy concepts |graded word lists, graded passages and |

| |Phonological awareness |comprehension questions! |

| |Strategies NRP defined intervention areas | |

| | |Record all miscues exactly and make notes |

| |Oral language foundations |about the student’s reading behaviors. |

| |Language Sampling and Analysis | |

| |Relationships between writing samples and reading difficulties |READ Jennings Chapter 7 |

| | |Early Literacy Concepts |

| |Fox Phonics Review Terms and Examples |NRP Put Reading First |

| | |Phonological Awareness |

| | |DUE Fox Self Study Part 1 |

|Week 5 | | |

| |Collaborative discussions regarding the interpretation of IRI. |Complete the administration of IRI graded |

| | |word lists, passages and comprehension |

| | |questions. |

| | | |

| |Word Recognition Accuracy |Begin the analysis of student |

| |Sight words: Edmark Reading Program |responses on graded word lists, graded |

| |Decoding Strategies |passages and comprehension questions for |

| |Phonological analysis |IRI. |

| |Structural analysis |Determine three levels of proficiency: |

| |Contextual Analysis |independent, instructional and |

| | |frustrational based on your data. |

| |NRP Research: Phonics |What is the area of reading difficulty? |

| | |What reading behaviors were noted? |

| | | |

| | |Bring results of student performance on IRI|

| | |graded word lists, passages and |

| | |comprehension questions to class for |

| | |discussion. |

| | | |

| | |READ Jennings Chapter 8 Word Recognition |

| | |NRP Put Reading First Phonics |

| | | |

|Week 6 |Reading Fluency |READ Jennings Chapter 9 |

| |Automaticity—rate--expression |Put Reading First Fluency |

| |Assessment |DUE Fox Self Study Part 2 and 3 |

| |Strategies | |

| |Read Naturally Reading Program |MIDTERM EXAM IN CLASS |

| |NRP Findings: Put Reading First |Based on IRI results, find appropriate |

| |MIDTERM IN CLASS |research articles to support your |

| |Article Review discussion and example |instructional intervention. |

|Week 7 |Reading and research |Work on Fox text units |

| | |DO RESEARCH for |

| |Professional journal article connections |PROFESSIONAL JOURNAL ARTICLES |

| | | |

| |Fox Terms Review |TWO RESEARCH ARTICLES for strategies and |

| |NRP Essential knowledge review |intervention **Articles MUST be from juried|

| | |professional journals. |

| | | |

| | |USE FORMAT PROVIDED. Suggestion: USE GMU |

| | |library or Chapel Square FCPS Professional |

| | |Library for sources. |

|Week 8 |NO CLASS SPRING BREAK GMU | |

|March 10-16 | | |

| | |DUE: PROFESSIONAL JOURNAL ARTICLE REVIEW |

|Week 9 |Collaborative discussions regarding IRI administration and |using the provided rubric. Article must |

| |results. |support instructional interventions for |

| | |the student in your case study. Retain a |

| |Presentation of Article Reviews |copy of your journal article. |

| | | |

| |Determining the match between assessment profiles and |Obtain a second professional journal |

| |instructional interventions. |article related to the area of your |

| | |student’s reading difficulty. The second |

| | |article will also be referenced in your |

| | |case study. |

| | | |

| | |Due: FOX Self Study Part 4 |

|Week 10 | |DUE: |

| |Vocabulary development |PART I of your Case Study including |

| |Listening Comprehension |background information, results of IRI |

| | |assessments and analysis of needs/area of |

| |Strategies |reading difficulty. Summarize the |

| | |literacy profile of your case study student|

| |Discussion of Part I Case Study Results |according to rubric. Comment on observed |

| | |reading behaviors. Note strengths and |

| | |weaknesses. Relate the findings from the |

| |**This is week one of your instructional intervention! Part 2 of|writing sample and spelling snventory to |

| |Case Study |the IRI Assessment Results. |

| |Begin the reading intervention based on your research articles. | |

| |Document your teaching and replicated strategies and the |WEEK ONE OF INTERVENTION Design and |

| |student’s responses to intervention. |implement an instructional intervention |

| | |plan to address the reading needs reflected|

| | |in results of the IRI. |

| | | |

| | |READ Jennings Chapter 10 |

| | |Put Reading First |

| | |Vocabulary research |

|Week 11 |Comprehension of Narrative text |WEEK TWO of INTERVENTION |

| | |Part 2 of Case Study |

| |Improving narrative text comprehension before, during and after |Based on your reading research articles, |

| |reading |replicate strategies and document the |

| |NRP Research Findings: Put Reading First |student’s responses to intervention. |

| | | |

| |The purpose of reading is comprehension! |READ: Jennings Chapter 11 |

| |Comprehension monitoring |Narrative Text Comprehension |

| |Schema/background knowledge |NRP Put Reading First |

| |Story organization/story grammar |Comprehension |

| |Strategies | |

|Week 12 |Expository Text Comprehension | |

| |Types of informational text |WEEK THREE OF INTERVENTION |

| | |Part 2 of Case Study |

| |Monitoring comprehension |Based on your reading research articles, |

| |Transforming text |replicate strategies and document student |

| | |responses to intervention. |

| |Strategies | |

| | |NRP Put Reading First Comprehension |

| | |DUE Fox Self Study Part 5 |

| | |READ: Jennings Chapter 12 |

| | |Informational text |

|Week 13 | |WEEK FOUR OF INTERVENTION. |

| |Literacy links: reading, writing, speaking, listening |Part 2 Case Study |

| | |Based on your reading research articles, |

| |Reading, Writing, Spelling Connections |replicate strategies and document student |

| | |responses to intervention. |

| |Spelling Inventory Analysis | |

| |Complete a spelling inventory in class. Determine the stage of |READ: Jennings Chapter 13 |

| |spelling development and relate the spelling inventory findings | |

| |to word recognition skills in reading. |DUE FOX Self Study Part 6 |

|Week 14 |Effective Intervention Programs | |

| |Balanced Literacy Programs |WEEK FIVE OF INTERVENTION |

| |Readability Studies |Part 2 Case Study |

| |Strategies that good readers use |Based on your reading research articles, |

| |Principles of Teaching Struggling Readers |replicate strategies and document student |

| | |responses to intervention. |

| |Balanced instruction and intervention elements | |

| |in good program design |READ Jennings text Chapter 6 Effective |

| |Learning strategies Teaching strategies |Instruction |

| | |READ Jennings text chapters 14 and 15 |

|Week 15 |Course Review and Virtual Case Analyses | |

| | |DUE To INSTRUCTOR |

| |Literacy Instruction for Diverse Populations |Part II of Literacy Case Study Project |

| |Intensive, explicit instruction |finalized |

| |Progress monitoring for special needs |Hard Copy to Instructor with all |

| |Collaborative assessments and instruction |appendices. Also submit Part II of Case |

| | |Study to TaskStream! |

| |Begin Case Study Collegial Sharing | |

| | |Compile all data for your case study with |

| | |all protocols and written analyses. Retain |

| |Commercial Reading Programs |all student work. |

| |Basal Readers | |

| |Computer assisted programs |Draw conclusions regarding the |

| |Comprehensive Reading Instruction |effectiveness of your research based |

| |Commercial Programs |interventions and make recommendations for |

| | |further instruction. |

|Week 16 |Case Studies Collegial Sharing |DUE FOX Self Study |

| | |Post Test |

| |FINAL EXAM | |

| May 17th Graduation | | |

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Completion of Fox Text/ Phonics Self-Study 25 points

Professional Journal Article Summary 30 points

Midterm Exam 35 points

Literacy Project: Case Study Components

Research and Presentation 70 points

Final Exam 35 points

Attendance and Participation 5 points

TOTAL possible course points 200 points

The SIGNATURE ASSIGNMENT required for this course is the Literacy Project Case Study. Projects will also be rated DOES NOT MEET, MEETS, or EXCEEDS EXPECTATIONS for university portfolios.

**The signature assignment required for this course must be submitted electronically to Mason’s NCATE management system TASKSTREAM. ()

Every student registered for any EDSE course as of the Fall 2007 semester is required to begin submitting signature assignments to TaskStream (regardless of whether a course is an elective or part of an undergraduate minor). TaskStream information is available at . Failure to submit the assignment to TaskStream may result in reporting the course grade as INCOMPLETE. (IN).

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