Course Information
RDG 3110: FOUNDATIONS OF LITERACY INSTRUCTION GRADES P-6
METROPOLITAN
STATE COLLEGE OF DENVER
SCHOOL OF PROFESSIONAL
STUDIES
3
CREDIT HOURS–FALL SEMESTER 2003
Instructor:
Dr. Carol Nichols
Office: WC 163D
Office Hours:
See Advising
Phone: 303-556-2938
FAX:
303-556-5390
E-Mail:
nicholsc@mscd.edu
Web site:
clem.mscd.edu/~nicholsc
(Don’t use www in front of the
address.)
IMPORTANT NOTES REGARDING RDG 3110:
1.
Every student is required to have a MSCD e-mail account activated.
2.
Within the first two weeks of the semester every student is
required to show a current blue card showing temporary admittance or a buff
cards showing permanent admittance to the teacher education program.
3.
Students are expected to demonstrate behavior in the classroom that is
not distractive to other students and to the instructor.
Course Prerequisites
EDU
3100 for elementary licensure or SED 3000 for Special Education majors, or
permission of the instructor. Satisfactory
completion of the writing and math proficiency requirements must be met.
Course
Context
This
course is the foundation reading theory course and is designed for preservice
teachers who are seeking licensure to be an elementary grade teacher.
Course Description
This
course builds the knowledge base of teacher candidates and includes the research
and theoretical foundation of P-6 developmental reading programs.
It stresses the environmental, cognitive, and language factors
influencing the acquisition and development of literacy with emphasis on
phonological awareness and graphophonemics.
In this course, preservice teachers gain a current knowledge base that
will enable them to select instructional techniques, materials and assessment
instruments that will facilitate the literacy development of diverse learners.
For licensure, this knowledge-base course must be followed by a second
reading course, either RDG 3120 for Early Childhood licensure candidates or RDG
4000 for Elementary licensure candidates that will emphasize performance-based
and field-based learning experiences.
Relation
to Framework
The learning experiences in
RDG 3110 represent a knowledge-base necessary as a foundation for subsequent
literacy courses and related field experiences. This course also provides teacher candidates with essential
theoretical frameworks for becoming Decision Makers in Diverse Contexts.
Required
Materials for RDG 3110
1.
Required Textbook:
Nichols,
Carol. Handouts for RDG 3110,
Summer & Fall 2003, 6th Edition.
Auraria Book Center
2.
Four scantron answer sheets: Scantron
Form No. 882-ES
3.
Four plastic page protectors for the portfolio artifact if submitting a
paper copy or Live Text.
Optional Textbooks
Tompkins, Gail E. Literacy
for the 21st Century: A
Balanced Approach. 2nd Edition,
Prentice Hall, Upper Saddle River, New Jersey, 2001.
Hull, Marion A. and Barbara
J. Fox. Phonics for the Teacher
of Reading. 7th
Edition, Prentice Hall, Upper Saddle River, New Jersey, 1998.
Additional Supplies
Almost
all of the books and journals from my professional library are available to be
checked out of the Reading Program Materials Center in WC 164.
Some of these texts and journals are listed in the bibliography.
Other Course Information
Program Card
You
must present the Education Program Card that shows you have been admitted to the
teacher licensure program before you will be allowed to stay in this class.
The card must be presented within the first two weeks or you must
have a waiver or other written statement from Dr. Drake indicating that you
should be allowed to stay in the course.
Students
are expected to demonstrate behavior in class, which reflects that of a
future professional in education. Disruptive
talking and laughing about personal issues between and among classmates, cell
phone calls, and other related behavior is extremely distracting to the
instructor and to other students in the class.
Because all students have the right to receive class information in an
academically-sound environment from an instructor who is focused on the
effective delivery of this information, disruptive students will be asked to
“rejoin” the class. If the
disruptive behavior continues, the students will be required to have a
conference with the instructor to discuss the behavior and to discuss change of
behavior for future course sessions. If,
after the conference with the instructor, the disruptive behavior continues, the
students will be required to address the behavior with the department chair.
In RDG 3110 you will develop
several postreading activities, which enhance comprehension of what was read.
Appropriate Colorado Model Content Standards and Teacher
Performance Standards related to these activities must be identified.
These activities will be combined to become the artifact to be used to
represent RDG 3110 in your required education portfolio.
The artifact will be composed of all of the postreading activities you
develop and the reflection paper. The
reflection paper required for each portfolio artifact will be written about all
of the academically-oriented postreading activities in general not about any one
of the specific activities. To
prepare you to do this assignment, each part will be presented in class.
Background information, samples of elementary students’ work related to
these activities, and models of the activities, which conform to the separate
rubrics, will be presented. Each
rubric will be explained in order to make the evaluation of your activities very
clear. The postreading activities must be done on the computer
using Word. If you are submitting a
paper copy of the portfolio, you will need to bring 4 plastic page protectors
for this artifact. If you are using
Live Text you will submit a
paper copy for evaluation and then the final revised word will be added to Live
Text as attachments. This will then be forwarded to me as an Editor.
Details will be given verbally and in writing during the class sessions.
Upon
completion of this course, the student should be able to
1) describe the reading process using a variety of models
{knowledge base: CPBSA 1.2; CED
8.09(1)(d)(iii) (A); NCATE 1};
2) explain the relative roles of graphophonics, syntax, and
semantics in beginning approaches
to reading {CPBS 1.2; CED 8.09 (s)(d)(iii)(d); NCATE 1};
3) state conditions, which promote oral language development and
emergent literacy {CPBS 1.4; CED 8/01(s)(a)(iii); NCATE 1};
4) explain the stages of oral language development and emergent
literacy {CPBS 1.4; CED 8.01(1)(a)(iii); NCATE (1)};
5) define and list the levels of phonemic awareness {CPBS 1.2;
CED 8.0(1)(d)(iii)(d), NCATE 1};
6) demonstrate a thorough knowledge of phonic and morphemic
elements and generalizations {CPBS 1.2; CED 8.09) (d)(iii)(d), NCATE 1};
7) identify strengths and weaknesses of major approaches to
teaching developmental reading {NCATE 1};
8) explain the relative roles of graphophonics, syntax,
semantics and writing in the development of comprehension within various instructional
approaches {CPBS 1.2 & 1.3; CED 8.09 (1)(d)(iii); NCATE 1};
9) differentiate the various levels of concept and vocabulary
development {CPBS 1.4; CED 8.09 (2)(c) (iv); NCATE 1};
10) explain how current literacy instructional materials reflect
and/or develop various instructional approaches {CPBS 1.2 & 1.3; NCATE 1};
11) state the characteristics of informal, standardized and
criterion referenced literacy assessments (knowledge base for CPBS 3; CED 8.09 (2)(r)(i)]; and,
12) identify how assessment can be used for formative and
summative purposes, including the
planning of instruction based on
the Colorado Model Reading and Writing Standards and the Colorado Student
Assessment Program (CSAP){knowledge base for CPBS 1.1, 3.1, 3.5, 3.7, and
3.8; CED 8/09 (2)(r)(I)}.
Outline
of Course Content:
I.
The Reading Program in an Elementary Classroom
A.
Major approaches to teaching reading: Basal approach and Literature-based
approach
B.
Components of a Balanced Literacy Program with emphasis on a Balanced Reading
Program. Students’ roles, the
teacher’s role, benefits, and materials to use will be identified for each component of a Balanced
Reading Program. Emphasis will be
on shared and guided reading.
II.
Foundations of Emergent Literacy
A.
Factors, concepts, and skills that influence emergent literacy
development
B.
Stages of literacy development
C.
Types of emergent literacy materials and experiences
D.
Development and levels of phonemic awareness
E.
Techniques for collecting evidence of emerging literacy
III.
Vocabulary Development
A.
Background
B.
Research and theory related to effective vocabulary instruction
C.
Relation of vocabulary and comprehension
D.
Vocabulary in content area textbooks
IV.
Word Identification
A.
Immediate identification of words (sight words)
B.
Picture clue use for the young reader
C.
Use of syntactic and semantic context clues (syntactic and semantic
cueing systems)
D.
Graphophonics (graphophonic cueing system)
1. Research related to
graphophonics
2. Synthetic graphophonics
skill lesson
3.
Analytic graphophonics skill lesson
E.
Reading strategies
F.
Relationship between word identification skills and fluency
V.
Comprehension
A. Background
information including terminology, theory, and research results related to reading comprehension
B.
Background experiences and comprehension
C.
Enhancement of comprehension
1. Vocabulary building
2. Schema building and
schema activation
3. Guided reading
4. Academically-oriented
postreading activities focused on comprehension
VI.
Foundations of literacy assessment
A.
Background regarding the relationship of assessment, evaluation, and
planning for future instruction
B.
Background and assessment procedures related to the following:
1. Informal Reading
Inventories
2. Modified Miscue Analysis
3. Running Records
REQUIREMENTS
AND EVALUATION CRITERIA:
This is an introductory,
knowledge-based class. Therefore,
assignments are given at a “basic proficiency level” (Level 1).
All licensure students will be required to take a second reading class,
during which students will be expected to further develop and expand these
skills to a developing level. The
knowledge gained from RDG 3110 will be applied in the second course:
RDG 3120 or RDG 4000.
The course grade will be
determined by the results of several tests, out-of-class assignments, written
responses to reading, and, in-class assignments. Attendance is very important.
TESTS
- There will be approximately four tests.
The
following scale will determine test scores:
91-100%
= A 81-90% = B
71-80% = C 61-70% = D below 61% = F
All tests will be announced
at least a week in advance. If you
miss a class session, it is your responsibility to check with a classmate
regarding information and announcements missed due top your absence.
You will be expected to take the exam on the specified date and time
regardless of your absence. Do not come in and say you can’t take the test because you
didn’t know we were going to have one.
Late tests will be
administered only with prior approval, which will be given only under
extraordinary circumstances. If a
test is taken late, points will be deducted from your test score.
(Five percent of the total points possible will be deducted.)
The test must be taken within one week of the original test date. Course
examination and quizzes (knowledge base) (course objectives # 1, 2, 3, 4, 5,
6,7, 8, 9, 10, and 11).
OUT-OF-CLASS
ASSIGNMENTS
There will be several
out-of-class assignments. Background
information will be presented during class that will prepare you to complete the
assignment successfully. Following
the background session(s), in some cases, you will be given a handout stating
you have the background information. The
handout will also contain detailed directions for completing the assignment, and
information on how the assignment will be graded.
If you miss the background
session(s) for some assignments, you will not be released to do the assignment.
In this case, it is your responsibility to study notes and handouts from
your classmates. Then you must meet
with the instructor and demonstrate that you have the knowledge to do the
assignment. If you demonstrate
knowledge of the information missed during your absence, you will then receive
the final directions for the completion of the assignment and the evaluation of
the assignment will be explained verbally and in writing.
Full credit will not be given if the background session(s) is/are missed
Policy related to turning
in assignments: Assignments
must be turned in on or before the due date.
Assignments turned in late,
but within one week of the due date, will be graded. However, only 50% of the points earned will be recorded and
will count toward the final course grade. For
example, if the due date is missed and the assignment is turned in within one
week of the due date, the following grading system will be used.
If the assignment can earn 20 points if turned in on time and if the
student actually makes 10 points on the late assignment, only 50% of these 10
points will be recorded and used to figure the final course grade.
(The assignment would be recorded as having earned 5 points toward the
final course grade.)
Assignments that are over a
week late will not earn any points toward the final course grade.
These assignments will be recorded as 0 points earned toward the final
course grade. However, these
assignments must be completed satisfactorily and turned in even though 0 points
will be recorded. Assignments not
completed satisfactorily and turned in will result in an “Incomplete” for
the course.
Any tests or quizzes not
taken or assignments not completed satisfactorily will result in an
“Incomplete” for the course.
Out-of-class
assignments include, but are not limited to, the following:
1.
Developing Materials to Administer an Assessment of Early Concepts and
Skills:
Environmental Print Cards and Phonemic Awareness Picture Cards: You will
learn about concepts and skills that are included on an
assessment of early literacy concepts and skills.
In order to administer this assessment you must prepare a minimum of
twenty acceptable environmental print cards and a minimum of ten picture cards.
You can earn up to ten points for the successful preparation of these
assessment materials.
These materials will be used
in an emergent literacy assessment that will be conducted in the second
elementary licensure-reading course (CPBS 1.1) (course objectives #11 and 12).
2.
Viewing Videotapes of Teaching Procedures:
There will be several videotapes placed on reserve in the Auraria
Library. Periodically, after background
information has been given in class, you will be asked to watch a videotape of a
teacher and submit a report regarding the teaching you observed.
Each videotape will have a viewing guide that will be the basis of your
report. Please do not watch the
tapes before you are told. You will
need the background information from class sessions in order gain the most
benefit from the viewing. Information
will be given regarding how the report will be graded before you watch the first
videotape High quality
reports can earn up to ten points each. All
tapes must be viewed before the completion of this course.
3.
Developing Postreading Activities Aligned to Standards (portfolio)
You will be asked to select
samples of children’s literature provided in class and then develop several
postreading activities, which would enhance the comprehension of the material.
A rubric will be provided for
each activity. The postreading
activities project will be used in the Teacher Education Portfolio.
In addition, you will be required to write a Reflection Report about this
project to be included in the portfolio.
The artifact must be at the “Developing Level.”
4.
Developing Lesson Plans Aligned
to Standards (portfolio)
Several times during the
semester you will be asked to write lesson plans related to various components
of the Balanced Reading Program. Each
type of plan will be modeled during a class session. These plans will earn
varying number of points. An
evaluation checklist or rubric will be discussed before you begin to work on
these plans. Background information
will be given in class prior to the assignment of writing the plan.
You must be present for the background information to get full credit for
the written lesson plan. Successful completion of every plan is required for
this course. Any one of the plans can be used in the Teacher Education
Portfolio.
OUTSIDE
READING AND WRITTEN READING REFLECTION REPORTS:
Information will be
internalized more readily if you become involved with what you read.
In order to facilitate this process of involvement, you will go beyond
merely reading the assignments. Periodically
during the semester, you will be asked to write several Reading Reflection
Reports. A high quality reflection paper can earn five points.
Reading topics will reflect
topics covered during class sessions. They
will include emergent reader characteristics, word identification, using
literature to teach skills, vocabulary development, and materials which
emphasize and model the reading/writing connection (CPBS 1.4).
Reading topics vary from semester to semester and are determined, in
part, by the needs of the specific classes.
Detailed information
regarding the written reports is included in the course packet and will be
discussed before your write the first report.
IN-CLASS ASSIGNMENTS:
Class projects and activities that build the knowledge base and address CPBS
standards 1.1, 1.2, 1.3, 1.4, and 1.5). Most
class sessions will include several in-class assignments.
These assignments will be started, and, in most cases, completed during
class sessions. Some may be
completed outside of class and be due at the next class session.
These assignments will not be given a letter grade or points, but will be
checked off if completed satisfactorily. These
in-class assignments cannot be made up; therefore, class attendance is very
important. You may miss two
in-class assignments without any penalty. Any
in-class assignments missed beyond the two will result in five points being
deducted from your total score accumulation for EACH assignment missed.
THERE MAY BE SEVERAL IN-CLASS ASSIGNMENTS IN ANY ONE CLASS SESSION.
Attendance is very important to your course grade as missing class
sessions can mean missing in-class assignments and thus deducting points from
your accumulated points.
1. Group and/or individual analysis of assessment results of an
emergent, developmental, and/or compensatory
reader/writer and creation of a report summarizing assessment results and plans
for future instruction.
The report must utilize the Colorado Model Content Standards in Reading
and Writing and must consider how best to help prepare the reader/writer for the
Colorado Student Assessment Program (CPBS 1.1, 1.5, 3.1, 3.5, 3.7, and 3.8) (course objective # 12).
2. Group and/or individual analysis of various approaches to
teaching reading in selected scenarios (knowledge base and CPBS 1.2) (course objective #10);
3. Simulation of beginning reading instruction at various levels
including emergent and early levels (knowledge base and CPBS 1.2) course objectives 1 and 2);
4. Examination and analysis of actual samples of the writing of
young children (CPBS 1.2) (course objectives # 3, 4, and 5);
5. Development of materials and lesson plans to enhance
comprehension, develop vocabulary, and teach shared guided reading lessons.
EXTRA
CREDIT: There is no provision for extra credit assignments.
APPROXIMATE POINT VALUES
AND APPROXIMATE PERCENTAGES:
You can earn approximately 300 points from the completion of assignments
and from tests. These tests, and
assignments and the related points may vary from semester to semester.
The following information, though, will give an indication of the
composition of the course requirements. (The
following is based on a total of 310 points.) Completion of all assignments and
tests is required to complete RDG 3110. A
grade of “incomplete” will be given if all assignments and tests are not
completed.
Development of assessment materials
10 points 3.2% of grade
Development of postreading activities
40 points 13.0% of
grade
Reading Reflection Reports
10 points 3.2%
of grade
Critiques
of samples of instruction
by master teachers
20 points 6.5%
of grade
Four tests
230 points 74.0%
of grade
The course grade will be figured using the following percentages:
A=
91 - 100/ B = 81-90/ C= 71 - 80/ D= 61 - 70/ F= below 61%
syllabus3110.F02
Material
for RDG 3110: Foundations of Literacy Instruction, P-6
1.
Handout Packet for RDG 3110:
Foundations of Literacy Instruction, Grades P-6
Use in sections taught by Carol Nichols
6th Edition, Summer and Fall 2003
2.
Four Scantron answer pages, Form No. 882-ES
(The answer options are “A,” “B,” “C,” “D,” and “E.”)
3.
Four plastic page protectors for the portfolio artifact or Live Text
___________________________________________________________
Material
for RDG 3110: Foundations of Literacy Instruction, P-6
1.
Handout Packet for RDG 3110:
Foundations of Literacy Instruction, Grades P-6
Use in sections taught by Carol Nichols
6th Edition,
Summer & Fall 2003
2.
Four Scantron answer pages, Form No. 882-ES
(The answer options are “A,” “B,” “C,” “D,” and “E.”)
3.
Four plastic page protectors for the portfolio artifact or Live Text
___________________________________________________________
Material
for RDG 3110: Foundations of Literacy Instruction, P-6
1.
Handout Packet for RDG 3110:
Foundations of Literacy Instruction, Grades P-6
Use in sections taught by Carol Nichols
6th Edition, Summer & Fall 2003
2.
Four Scantron answer pages, Form No. 882-ES
(The answer options are “A,” “B,” “C,” “D,” and “E.”)
3.
Four plastic page protectors for the portfolio artifact or Live Text
Reading 3120 DEVELOPING PRINT LITERACY: PRESCHOOL (3 credit hours)
METROPOLITAN
STATE COLLEGE OF DENVER
DEPARTMENT OF TEACHER EDUCATION,
READING PROGRAM
FALL SEMESTER 2003
Instructor: Dr.
Carol Nichols
Office: WC 163D
Office
Hours: See Advising
Phone:
(303)
556-2938
FAX (303) 556-5390
E-mail: nicholsc@mscd.edu
Web
Site: clem.mscd.edu/~nicholsc
(Don’t use www before the address.)
Course
Prerequisites: RDG
3110
Corequisite:
ECE
3150 and ECE 3160
Required
Materials:
1. Required
Textbook:
Nichols, Carol. Handouts
for RDG 3120, 4th Edition, Summer Semester 2003. Auraria Book
Center.
2.
Three scantron answer sheets: Scantron
Form No. 882-ES
3.
Two plastic page protectors for the portfolio artifact or Live
Text
Optional
Materials:
Textbooks:
Hiebert. Elfrieda H. and Raphael, Taffy E. Early Literacy Instruction. Orlando, Florida: Harcourt
Brace &
Company, 1998.
Reutzel, D. Ray and Cooter, Robert B.
Teaching Children to Read: From
Basals to Books. New Jersey: Merrill,
2000.
Snow, Catherine E., Burns, M. Susan, and Griffin,
Peg, (Eds.). Preventing Reading
Difficulties in Young Children. Washington, DC: National
Academy Press, 1998.
IMPORTANT
NOTES REGARDING RDG 3110:
1.
Every student is required to have a MSCD e-mail account activated.
2.
Within the first two weeks of the semester every student is
required to show a current blue card showing temporary admittance or a buff
cards showing permanent admittance to the teacher education
program.
3.
Students are expected to demonstrate behavior in the classroom that is
not distractive to other students and to
the instructor.
4.
Attendance will be taken at every class session.
Absence will cause you to miss in-class assignments and could result in
lowering your final course grade.
Program
Admission Card: You
must present the card that shows you have been admitted to the teacher licensure
program before you will be allowed to stay in this class.
The card must be presented within the first two weeks or you must have a
written statement from the Teacher Education chair indicating you should be
allowed to stay in the course. If
this is your first semester in the Teacher Education Program you must have a
provisional card. If you are beyond
your first semester in the Teacher Education Program, you must have a program
admit card.
Course Context:
This course is taken after the successful completion of RDG 3110 (a
basic-level course), the foundation reading theory course.
RDG 3120 is designed for preservice teachers who are seeking licensure to
be an early childhood teacher in preschool through grade three.
RDG 3120 is a performance-based course.
Your performance must be at the developing level.
The state description of developing level follows:
Level 2 Developing.
The teacher candidate demonstrates an increasing knowledge and understanding of
the standard/standard element. The teacher candidate is able to begin
demonstrating, with assistance, the standard/standard element in a field setting
or college classroom, and to evaluate, with assistance, the success of the
teaching performance.
In RDG 3120
the needs of diverse student populations are addressed when learning to apply
content knowledge to the development and implementation of standards-based
lesson plans and instructional activities.
Catalog Course Description:
Standards-based instructional techniques for literacy in a balanced
literacy program, Preschool-Grade 3, are built on a foundation of oral language
development. The focus of this
course is on instruction that enables children to develop the skills, concepts,
and attitudes necessary for greatest success in becoming proficient readers and
writers. Diverse student
populations are addressed when selecting instructional approaches and designing
materials for literacy development. The
content of this course is practiced in the field experience course, ECE 3160,
shared with a planning and management course that is taken concurrently.
Relation
to Framework: This
course covers literacy development in preschool through grade three.
Decision-making skills regarding developmentally appropriate,
standards-based literacy strategies and activities will be applied to the
observation, development, and implementation of classroom activities.
Artifact to represent RDG 3120 in the Education
Portfolio
In Rdg 3120
you will develop a detailed guided reading lesson plan. You will also be
required to use technology to locate materials that could be used to enhance the
development of vocabulary and concepts found in the guided reading material,.
These two assignments combine to become the artifact that can be used to
represent RDG 3120 in your required education portfolio.
The artifact will include appropriate Colorado Model Content Standards
and Teacher Performance Standards and the completed
rubrics related to the two parts of the assignment. To prepare
you to do this assignment, each part will be presented in class. Even if you
decide you will not include this in the portfolio you are still required to
prepare the materials and write the reflection paper.
Background information including relevant research and theory and
examples of high-quality, completed samples of the activities, which conform to
the separate rubrics, will be presented. Each
of the two rubrics will be explained in order to make the evaluation of your
activities very clear. Details
will be given verbally and in writing during the class sessions.
The reflection paper required for the portfolio will
be written about both assignments, not about either one separately.
For the
portfolio, you can present a paper copy of the artifact or you can send the
artifact to your instructor as the "editor” on Live
Text.
In either case, have the paper copy of the page that must be initialed.
The objectives are aligned to Colorado Endorsement
Standards (CES) and Performance-Based Standards for Colorado Teachers (CPBS).
Specific (Measurable) Student Behavioral Learning
Objectives:
Upon
completion of this course the student should be able to:
1.
Implement ongoing assessment of emergent literacy concepts, and early and
fluency-level literacy skills, including oral language, developmental spelling,
and reading. [CPBS 1.1; CES 8.01 (1) (e) (i);
CES 8.01 (2) (e) (iii) (b)]
2.
Use assessment data to plan, prepare, and present standards-based
emergent, early, and fluency-level literacy concepts/skills lessons appropriate
for preschool - grade 3, using both
literature-based instruction and the traditional basal approach. [CPBS 1.1, 1.5.
3.1, 3.5; CES 8.01 (1) (e) (vi) (a)]
3.
Apply word identification strategies in lesson plans appropriate for
emergent, early, and fluency-level literacy learners. [CPBS 1.2]
4.
Apply knowledge of the integrated language arts program with emphasis on
the reading/writing relationship [CPBS]
5.
Recognize, define, and describe components of a balanced literacy
program.
6.
Apply knowledge of the linguistic cueing systems used by readers. [CPBS
1.2]
7.
Use research results to analyze the effectiveness of commercial materials
in the introduction and development of new vocabulary and concepts. [CES 8.01
(2) (d) (i)]
8.
Make academically and developmentally sound decisions regarding
appropriate materials and instructional techniques for diverse learners based on
ongoing assessment. [CPBS 1.1, 1.3; CES 8.01 (2) (b) (iv) (b)]
9.
Demonstrate problem-solving ability in making decisions related to the
identification of appropriate strategies and approaches for teaching early
literacy concepts and skills to diverse learners based on ongoing assessment. [CPBS
1.1, 1.2; CES 8.01 (2) (b) (ii)]
10.
Apply developmentally appropriate instructional strategies to enhance the
development of concepts and oral vocabulary for diverse learners. [CPBS 1.4; CES 8.01 (1) (b) (v) (a)]
11.
Use shared and guided reading as techniques to enhance comprehension and
other skills necessary to read print successfully. [CPBS 1.3; CES 8.01 (1) (b)
(v) (c)]
12.
Apply knowledge of research results and state and national standards
regarding effective literacy instruction when developing lesson plans designed
to guide students through the reading of a selection. [CPBS 1.5; CES 8.01 (1)
(b) (iii);CES 8.01(1) (d) (vi)]
13.
Use assessment data for formative and summative
purposes, including planning instruction based on the
Colorado Model Content Standards and Colorado Student Assessment Program
(CSAP) [CPBS 1.1., .1, 3.5, 3.7, and 3.8]
14.
Enhance background information about and experience in the integration of
technology into the curriculum to enhance standards-based literacy instruction
in the classroom. [CPBS 7.1; CES 8.01 (1) (b) (i)]
15.
Demonstrate knowledge of
professional support systems related to literacy development in young children
such as NAEYC and International Reading Association.
[CES 8.01 (2) (d) (i)]
Detailed Outline of Course Content
(Major Topics and Subtopics)
I. Development of
early concepts and skill lessons
II. Cueing Systems Used by Readers
A.
Use of picture clues by the emergent reader
B.
Syntactic context clues
C.
Semantic context clues
D. Visual information including sight vocabulary (emphasis will be on graphophonics - see "III" below)
III.
Word Recognition and Word Identification
A.
Word recognition and word identification skills
B.
Teaching word identification skills using basal materials and using
literature as the basis for a skill lesson
C.
Development of lesson plans to teach specific word identification skills
IV. Vocabulary and Concept Development
A.
Research results related to effective vocabulary development
B.
Analysis of commercial materials regarding the introduction and
development of new vocabulary
C.
Development of plans to supplement weak commercial material in vocabulary
development
V. Reading Comprehension
A.
Factors that influence
comprehension including world knowledge and vocabulary
B.
Shared reading
C.
Guided reading
D.
Use of a lesson plan structure in designing a guided reading lesson
(emphasis on the use of the prediction
model
or one of its alternatives for developing comprehension and using linguistic
cueing systems)
VI.
Components of a Balanced Literacy Program
A.
Using a variety of excellent literature for reading, including
multicultural materials, fiction/nonfiction, and various genres that
provide a record of the human experience
B.
Reading to children, shared reading, guided reading, and independent
reading by children
C.
Interrelationship between reading and writing, including
the relationship between the development of phonic concepts and spelling
D.
Writing and the young child.
VII.
Assessment and Evaluation
A.
Assessment of early concepts and skills with a field administration of an
early assessment instrument
B. Assessment of word
recognition and word identification skills, including the use of analysis of
children's
written products as an assessment tool
C. Running records
D. Assessment of
comprehension through retelling and questioning
E. Organize
instruction based on ongoing assessment
F. Colorado Basic
Literacy Act
1.
Body of evidence, Individual Educational Plan, and continuum
2.
Individual Remediation Plan
3.
Colorado Student Assessment Program (CSAP)
VIII.
Approaches to Teaching Reading
A. Basal
B.
Literature-based
C. Language experience
IX.
Professional Development Support Systems
A.
International Reading Association
1.
Reading
Today
2.
The
Reading Teacher
3.
position statements from IRA and NAEYC "Learning to Read and
Write”
B. Colorado Council of
the International Reading Association
1.
The
Colorado Communicator (newsletter)
2.
Colorado Reading Council
Journal (journal)
3.
state conference
X.
Integration of Technology into the Curriculum
Evaluation
of Student Performance:
The teacher candidate
demonstrates an increasing knowledge and understanding of the standard/standard
element. The teacher candidate is able to begin demonstrating, with assistance,
the standard/standard element in a field setting or college classroom, and to
evaluate, with assistance, the success of the teaching performance. There are
four broad topic areas related to literacy development in RDG 3120.
Students are required to demonstrate their ability to apply knowledge of
these four areas. These four areas are:
Planning and implementing a balanced literacy program;
Assessing and teaching early literacy concepts and skills;
Teaching word
identification skills (graphophonics skills, use of linguistic cueing
systems, and the teaching of reading strategies); and,
assessing
functional reading levels and assessing literacy skills (informal reading
inventories, modified miscue
analysis, and running records.)
Successful completion of all work in the four categories listed below will be dependent on high quality products which are related clearly to state standards.
1. In-class projects and activities (individual and group):
During every class session, context knowledge related to standards-based literacy instruction will be presented. These presentations use a wide variety of formats including a) lecture enhanced with the PowerPoint presentations, b) the structured viewing of videotapes showing master teachers demonstrating the application of knowledge related to high-quality literacy instruction, c) participation in post-videotape viewing class discussions, d) guest speaker presentations followed by class discussion, and d) small-group work in developing instructional materials. In-class assignments accompany many of these presentations.
There is no point value added to the course grade for completing in-class assignments. However, points will be deducted for activities that are missed. Because in-class activities are extensions of the background information given in class that day and because the impact of the activities on the development of content knowledge is partially dependent on interaction with the instructor and with other class participants, these activities, if missed, cannot be made up. If you have missed the in-class assignment, you have also missed the content knowledge that provides the context for the assignment. Class attendance is extremely important. A student may miss two in-class assignments without a point penalty. However, every in-class assignment missed beyond two will result in five points deducted from total points accumulated for each in-class assignment missed. There may be more than one in-class assignment during any one class session. There could be as many as four in one class session.
In-class assignments include, but are not limited to, the following:
a.
Analysis and evaluation of commercial instructional materials [Course
Objectives 7, 8 ];
b.
Participation in problem-solving activities requiring the group to make
instructional decisions regarding quality techniques and approaches to use with
diverse student populations [Course Objectives 8,9] ;
c.
Examination and evaluation of results from the administration of the Assessment
of Early Concept and Skills [Course Objective 1];
d.
Practice taking running records and retellings and interpret the results
[Course Objective 1];
e.
View videotapes and participation in class discussion which critique the
instruction on the tapes;
f.
Attendance at the class session where
the instructor models a shared reading lesson plan [Course Objective 1];
g.
Attendance at the class session where the instructor models a guided
reading lesson plan [Course Objective 1];
h.
Attendance at the class session where the instructor models a skill (word
identification/cueing system) lesson using a whole piece of text [Course
Objective 3.6];
i.
Attendance at the class sessions where
the instructor models pre- and post-reading activities that emphasize
comprehension enhancement and writing [Course Objective 4];
j.
Attendance at the class session where
the instructor models vocabulary and concept development; and,
k.
Submission of short, written reflection papers related to class
information [Objective 5,15)
1. Out-of-class projects: Points are earned on these assignments. Rubrics will be distributed and explained prior to the actual work on each assignment.
Content knowledge will be applied to the planning and development of high quality, standards-based, instructional activities for the elementary classroom. All of these assignments will be preceded by in-class background and assistance with beginning the design of these activities. Many of these assignments will then be developed further and implemented in the field-experience, elementary classroom. Each of these assignments will carry a point value. Each assignment will have detailed directions given verbally and in handouts before the development of the product. A rubric for the assessment of the final product will be given out and explained in advance of each assignment. Be sure to review the policy related to turning in assignments late. Out-of-class assignments and projects may include, but are not limited to, the following:
a. Case study of a child’s reading, including analysis of the results of the Assessment of Early Concepts and Skills and recommendations for standards-based instruction (Assessment to be administered in the field placement – see below) [Course Objectives 1, 13];
b. Development of a standards-based post-reading activity designed to enhance oral language development, based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 2, 8, 9, 10, 13];
c. Development of a standards-based skill (word identification/cueing system) lesson using a whole piece of literature, based on the results of a running record and retelling of a child’s reading (taken in the field placement) [Course Objectives 2, 3, 6, 8, 9, 13];
d. Development of a standards-based shared reading lesson plan, based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 2, 8, 9, 11, 12, 13];
e. Development of a standards-based guided reading lesson plan, based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 28, 9, 11, 12, 13];
f. Development of a literacy enhancement activity using technology and then documenting and sharing the activity and the results in class [Course Objectives 8, 9, 14 ];
g.
Development of a pre- or post-reading
activity that emphasizes writing to set purposes for reading, make predictions,
and/or reflect on reading [Course Objective 4]; and,
h.
Outside reading to expand knowledge and a written reflection paper
related to the content of the reading.
Information will be internalized more readily if you become involved with what you read, hear, and see. In order to facilitate this process of involvement, periodically during the semester, you will be asked to write reflection papers. A high quality paper can earn five points. Topics for these papers will come from the viewing of videotapes of master teachers doing standards-based instruction, from outside reading, from observations in your field experience classroom, and from class assignments. The attached “Rubric Used With Reflection Papers” will be used to evaluate the reflection papers.
3. Course examinations and quizzes: [Course Objectives 5, 15]: These tests are considered “Gateway Tests.” Students are required to take and pass these tests with a grade of “B” or higher before they are allowed to implement related assignment with children in the field-experience classroom. The first grade earned when taking the test will be recorded and will be permanent. The student will then retake the test or an alternate test until the grade is “B” or higher. After attaining the “B,” the student will be given permission to implement the field-experience assignment. At least three examinations and/or quizzes will be given. These are designed to evaluate your ability to use content knowledge related to high quality, standards-based instructional procedures. A study guide will be reviewed before each exam or quiz. All exams and quizzes will be announced in advance.
If you miss a class session, it is your responsibility to check with a classmate regarding class notes, handouts, information, and announced missed due to your absence. You will be expected to take the exam on the specified date and time regardless of your absence. Do not come in a say you cannot take the test because you did not know we were going to have one.
Late tests will be administered only with prior approval, which will be given only under extraordinary circumstances. If approval is given in advance for you to take the test late, points will be deducted from the total test score. (Five percent of the total points possible will be deducted.) The test must be taken within one week of the original test date. Quizzes cannot be taken early or late.
Performance-based requirements will be implemented either in the field-experience classroom in ECE 3160 or presented to peers in the campus classroom. Presenting in the field experience elementary classroom requires the passing of a test with a grade of “B” or higher. After passing the “gateway test” with a “B” or higher, RDG 3120 students will, with permission of the classroom teacher, implement specific literacy assignments in the field-experience
classroom. The classroom teacher in the field-experience school will assist in making decisions regarding where the assignment will be implemented (in the MSCD classroom or the elementary classroom).
The
assignments may include, but are not limited to the following:
1. Implementation of a standards-based post-reading activity designed to enhance oral language development, based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 8,9,10];
2. Administration of a running record and/or modified miscue analysis plus retelling of a child’s reading, using a piece of literature appropriate to the child’s developmental level [Course Objective 1];
3. Implementation of a standards-based skill lesson using a whole piece of literature, based on the results of a running record and retelling taken in the field placement [Course Objectives 2, 3, 6, 8, 9];
4. Implementation of a standards-based shared reading lesson plan, based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 2, 8, 9, 11];
5. Implementation of a standards-based guided reading lesson plan, based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 2, 8, 9, 11];
6. Implementation of a literacy enhancement activity using technology; based on observation of the developmental level of the child or group of children for whom the lesson is designed [Course Objectives 2, 8, 9, 14]; and
7. Implementation
of a pre- or post-reading activity that emphasizes writing to set purposes for
reading, make predictions, and/or reflect on reading [Course Objective 4]
Required field experiences:
1. administration, analysis, and evaluation of the results of the “Assessment of Early Concepts and Skills;
2. observation of and a written response paper about a guided reading lesson;
3. observation of and a written response paper about a shared reading lesson;
4. notes taken during an interview with the classroom teacher about teaching reading strategies;
5. photographs or copies of the teacher’s method of displaying reading strategies--
(bookmarks, wall posters, children’s copies of strategies, or other means of displaying reading strategies in the classroom);
6. notes taken during an interview with the classroom teacher about the use of picture/letter materials to enhance letter-sound association skills;
7. photographs or copies of the picture-letter material;
8. notes taken during an interview with the classroom teacher about the teaching of sight vocabulary; and,
9. a copy of
the sight word list used by the teacher.
Recommended field experiences in addition to the above:
1. implementation of a postreading activity which helps develop oral language
2. teaching of a guided reading lesson
3. teaching of a shared reading lesson
4 use of technology to enhance instruction
Summary
of the Course Grade Components:
The course grade will be determined by the following:
1. Total points earned on high-quality, written reflection papers based on outside reading, the viewing of videotapes, and class activities and presentations; *
2. Total points earned on at least four tests and/or quizzes: **
3. Total points earned on the completion of out-of-class assignments and projects: *
4. Total points earned from the successful completion of field-experience assignments; and, **
5. Participation in in-class assignments and projects. (No points are earned, but points are deducted when in-class assignments are missed.) ***
*
Policy related to late assignments:
Assignments must be turned in on or before the due date.
Assignments turned in late, but within one week of the due date, will be
graded. However only 50% of the
points earned will be recorded and will count toward the final course grade.
For example, if the due date is missed and the assignment is turned in
within one week of the due date, the following grading system will be used.
If the assignment can earn 20 points if turned in on time and if the
student actually makes 10 points on the late assignment, only 50% of these 10
points will be recorded and used to figure the final course grade.
(The late assignment in this example would be recorded as having earned 5
points toward the final course grade.)
Assignments that are over a week late will not earn any points toward the final course grade. These assignments will be recorded as 0 points earned toward the final course grade. However, these assignments must be completed satisfactorily and turned in even though 0 points will be recorded. Assignments not completed satisfactorily and turned in will result in an “Incomplete” for the course.
**
Policy Related to the “Gateway Tests” and Field-Experience Requirements:
Course examinations [Course Objectives 5, 15]: These tests are considered “Gateway Tests.” Students are required to take and pass these tests with a grade of “B” or higher before they are allowed to implement an assignment with children in the field-experience classroom. The first grade earned when taking the test will be recorded and will be permanent. The student will then retake the test or an alternate test until the grade is “B” or higher. After attaining the “B,” the student will be given permission to implement the field-experience assignment The original grade on the test is the grade that will be used to figure the final course grade.
*** Policy
Related to In-Class Assignments:
A student may miss two in-class assignments without a point penalty. However, every in-class assignment missed beyond two will result in five points deducted from total points accumulated for each in-class assignment missed. There may be more than one in-class assignment during any one class session. There could be as many as four in one class session.
EXTRA CREDIT:
There is no provision for extra credit assignments.
APPROXIMATE POINT VALUES AND APPROXIMATE
PERCENTAGES: You can earn approximately 300
points from the completion of assignments and from tests. These tests, assignments, and the related points may vary
from semester to semester. The
following information, though, will give an indication of the composition of the
course requirements. (The following
is based on a total of 310 points.) Completion of all assignments and tests is
required to complete RDG 3112. A
grade of “incomplete” will be given if all assignments and tests are not
completed.
Required field experience activities 70 points
22.58% of grade
Out-of-class-assignments
80 points 25.81% of grade
Quizzes & Tests
160 points 51.60% of grade
The
course grade is figured using the following percentages:
A = 91%-100% B = 81%-90% C = 71%-80% D = 61%-70% F = 60% and below
Rubric
Used With Reflection Papers
Goal:
To encourage preservice teachers to do
in-depth thinking and practice decision-making skills related to literacy
instruction.
Objectives:
To record reflections
regarding content knowledge, instructional strategies, classroom
activities, and instructional materials.
To read and observe literacy-related topics with an evaluative mind-set.
Required:
The paper must be typed and
turned in before or on the due date.
Points
will be earned on the reflection paper using the following quality indicators:
5
points: Perceptive and insightful
comprehension of the concepts presented was demonstrated
Exceptional reflective thinking
Perceptive associations between concepts presented, the text, class
experiences, and/or personal experience
4
points: Thoughtful and plausible interpretation of the concepts presented but
the perception and comprehension lacks the insight displayed by the category above.
Displays some reflective thinking about the concepts, but not the deeper
interpretations exhibited above.
Displays some associations between the concepts presented, the text,
class experiences, and/or personal
experience.
3
points: Displays marginally
acceptable comprehension of the concepts presented but interpretation
tends to be predictable and lacks insight.
Displays little reflective thinking about the concepts presented.
Displays superficial associations between the concepts presented, the
text, class experiences, and/or personal experience.
2
points: Displays a literal or
superficial understanding of the concepts.
Displays little, if any, reflective thinking about the text.
Displays difficulty in making associations between the concepts
presented, the text, class experiences, and/or personal experience.
1
point: Displays a very
limited understanding and/or serious misunderstanding of the concepts
presented.
Displays no or very little reflective thinking about the concepts
presented.
Displays no meaningful associations between the concepts presented, the
text, class experiences, and/or personal
experience.
0
points: Paper was not typed.
Paper was not turned in on or before the due date.
Syll3120.revised03
Material
for RDG 3120: Developing Print
Literacy: Preschool-3
1.
Handout Packet for RDG 3120 – Make sure it is for Summer & Fall
2003
2.
Three Scantron answer pages, Form No. 882-ES
(The answer options are “A,” “B,” “C,” “D,” and “E.”)
3.
Three plastic page protectors for the portfolio artifact or Live Text.
_________________________________________________________
Material
for RDG 3120: Developing Print
Literacy: Preschool-3
1.
Handout Packet for RDG 3120 – Make sure it is for Summer & Fall
2003
2.
Three Scantron answer pages, Form No. 882-ES
(The answer options are “A,” “B,” “C,” “D,” and “E.”)
3. Three
plastic page protectors for the portfolio artifact or Live Text.
_________________________________________________________
Material
for RDG 3120: Developing Print
Literacy: Preschool-3
1.
Handout Packet for RDG 3120 – Make sure it is for Summer & Fall
2003.
2.
Three Scantron answer pages, Form No. 882-ES
(The answer options are “A,” “B,” “C,” “D,” and “E.”)
3. Three
plastic page protectors for the portfolio artifact or Live Text.