CATALOG DESCRIPTION:
Clinical diagnosis in evaluation of reading and learning problems. Prerequisite: EDU 310, EDU 360, EDU 342, and consent of department chairperson. One hour lecture, three hours lab. Course can only be taken on MWSU campus.
COURSE OBJECTIVES LINKED TO STANDARDS: This course will aid in preparing you for your career in teaching by providing you with opportunities to:
- 1 collect and interpret formal assessment and informal assessment (anecdotal records) data on a primary leveled struggling reader; in a one-on-one tutoring experience, assessing knowledge of letter identification, high frequency words, concepts about print, dictation: hearing and recording sounds in words (phonemic/graphemic awareness), writing vocabulary and text reading level. (INTASC 3.1, 8.1,8.4) (NCATE 3b, 4) (MoSTEP Elem. 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.5) (MoSTEP Spec. Rdg. 1.4, 1.5, 2.2, 3.1, 3.2, 4.1, 6)
- create meaningful literacy experiences that promote reading as an enjoyable experience, actively engaging the students thereby motivating students to want to learn to read.(NCATE 2b, 3d) (MoSTEP Elem. 2.2, 2.3, 3.1, 3.2, 3.5, 3.7, 4.3) (MoSTEP Spec. Rdg. 4.1, 4.3, 6)
- demonstrate an understanding that reading and writing are reciprocal processes by gathering, analyzing and interpreting data gathered from running records and journal writing (INTASC 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4, 3.1, 3.4, 4.1, 4.2, 4.3, 5.2, 6.2, 7.1, 7.2, 7.3, 8.1, 8.3, 8.4) (MoSTEP Elem. 1.3, 2.1, 2.4, 3.1, 4.2, 4.3) (MoSTEP Spec. Rdg. 1.5, 6)
- RTI: Responding to Interventions - assess, observe, diagnose, plan and teach lessons one-on-one with a struggling reader, basing teaching decisions upon: student background and prior knowledge, motivation, reading level, use or neglect of cue systems, reading/writing strategies, fluency, decoding; keeping student learning within the zone of proximal development. (INTASC 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 4.1, 4.2, 4.3, 5.2, 6.3, 8.1, 8.2, 8.3, 8.4, 9.1) (NCATE 3a) (MoSTEP Elem. 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.5, 4.3) (MoSTEP Spec. Rdg. 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 4.1, 4.3, 6)
- plan and teach mini-lessons about “how words work” using magnetic letters within the context of a guided reading group.(INTASC 1.1, 1.2, 1.3, 1.4, 3.1, 4.1, 4.2, 4.3, 5.2, 6.3, 7.1, 8.1, 8.3, 8.4, 9.1) (MoSTEP Elem. 1.3, 2.1, 3.1, 3.5) (MoSTEP Spec. Rdg. 1.5, 2.2, 6)
- become keen observers of what good readers/writers do as a basis to plan lessons that build on known reading/writing skills through running record/journal writing analysis on the student’s work each day. (INTASC 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.4, 4.1, 4.3, 7.1, 7.3, 8.1, 8.3, 8.4, 9.1) (NCATE 3.a) (MoSTEP Elem. 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.5, 4.1, 4.2) (MoSTEP Spec. Rdg. 2.2, 2.4, 3.1, 3.2, 3.3, 6)
- learn and communicate using specific prompts which direct “in the head” processing and help the reader/writer monitor his own reading/writing by confirming or refocusing the students’ understanding of himself as a reader/writer and the reading/writing process and strategy use; thereby, enabling him to become and see himself as an independent reader/writer (self-assessment). (INTASC 1.1, 1.3, 1.4, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2, 6.3, 7.1, 7.3, 8.1, 8.2, 8.3, 8.4, 9.1) (NCATE 3e) (MoSTEP Elem. 1.3, 2.1, 2.4, 3.1, 3.2, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4) (MoSTEP Spec. Rdg. 3.3, 3.4, 4.3, 6)
- understand the power of teaching for strategies rather than item teaching as running records and writing journals are analyzed for teaching decisions. (INTASC 1.1, 1.4, 2.4, 4.1, 4.2, 5.2, 6.3, 8.4, 9.1) (NCATE 3.a) (MoSTEP Elem. 1.3, 2.1, 3.1, 3.2, 3.5, 3.7) (MoStep Spec. Rdg. 3.1, 6)
- understand the power of modeling and teaching comprehension strategies within the context of one-on-one and small group instruction. (INTASC 1.1, 1.2, 1.3, 1.4, 2.4, 4.1, 4.2, 5.2, 6.2, 6.3, 7.1, 7.3, 7.4) (NCATE 3c, 3e) (MoSTEP Elem. 2.1, 3.1, 3.2, 3.5, 3.7) (MoSTEP Spec. Rdg. 4.3, 6)
- assess comprehension through student oral response, journal writing and extended activities with ongoing self-evaluation of effective teaching in light of current research. (INTASC 8.1, 8.2, 8.3, 8.4, 9.1) (NCATE 5b) (MoSTEP Elem.1.2, 2.1, 3.1, 3.2, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5) (MoSTEP Spec. Rdg. 2.2, 3.1)
- engage in community service learning experiences, developing relational skills with a certified teacher/mentor, asking pedagogical questions regarding teaching, and student learning. (NCATE 5.d) (MoSTEP Spec. Rdg. 2.3, 3.4, 5.4)
- demonstrate an awareness of diversity in the elementary classroom by reflecting on the individual tutored student’s diverse reading strengths and needs as well as cultural differences, if applicable, and their influence on student learning. (NCATE 4a, 4d) (MoSTEP Elem. 1.3, 2.2, 2.3, 2.4, 2.5, 3.1) (MoSTEP Spec. Rdg. 2.4, 3.3, 5.1)
- demonstrate literacy pedagogy by compiling a case study of a struggling reader; his/her strengths and needs regarding literacy process & strategies (the self-extending system of strategies), comprehension, fluency, decoding skills, and attitude. (INTASC 1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 7.1, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3) (NCATE 2b, 3a, 3b, 3c, 3d, 3e, 5b, 5d) (MoSTEP Elem. 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.5, 3.7, 4.2, 4.3,4.4) (MoSTEP Spec. Rdg. 3.4, 6)
1) The pre-service teachers will engage in community service learning field experiences: assessing, observing, teaching and reflecting on student development of the reading and writing process. Student data will be collected and analyzed for teaching decisions.
2) Teaching strategies will include daily field experiences and consultation, reflection and discussion with supervisor.
3) Partner journaling with a peer over the text reading assignments.
MEETING TIMES: to be arranged
TEXTS: An Observation Survey of Early Literacy Achievement (2nd edition), Marie M. Clay, Literacy Lessons Part I & II, Marie M. Clay.
GENERAL INFORMATION:Attendance: This practicum involves observing a Reading Recovery teacher teaching a lesson with an at-risk (low reader). Reading Recovery is an early intervention program for at-risk readers and a recognized form of intervention used in Responding to Interventions (RTI), an assessment system used for targeting at-risk readers and intervening with appropriate strategies. Reading is a complex process and because this is an applications course, most of the learning will occur during your field experience and be confirmed when we come together for reflection during my supervision visits. It is imperative for you to not miss your practicum, and that we meet for reflection of your learning experiences. 8%of your grade will be from attendance & supervision conferences. This could be the difference between an entire letter grade. Please be respectful by being on time. If you are going to miss your practicum due to circumstances beyond your control, it will be your responsibility to notify your host school’s secretary, cooperating teacher and me. You are responsible to contact me regarding any questions about the practicum or case study. All the necessary information has been placed on my website. Check your e-mail weekly for messages and use e-mail to communicate, or contact me by phone. All cell phones should be turned off when you are in the school during the field experience.
Assignments:The first two weeks of the practicum will be spent partner journalingover the text readings(10% of your grade). I will e-mail your host school assignments. Week 3, you will observe in the host school and become familiar with the cooperating teacher assigned, the school, and reflect on your observations. Week 4 you will begin working one-on-one with your reader. Each time you go to the school, you will observe a Reading Recovery lesson given by your cooperating teacher and then teach a lesson with your student. Teaching reading is complex, but also fun and rewarding. You will compile a case study which includes writing detailed lesson plans and detailed reflections. As you consider your interventions, the student’s response to them, and then your follow-up lesson, reflecting on student learning and your teaching will help develop your literacy pedagogy. It is my hope that your love of reading will grow as you observe reading behaviors and address the individual strengths and needs of your student. Remember, when you are the classroom teacher, each of your students will depend on you to be a model and teach them how to read. If your student is having difficulty, contact me about your concern and together we will collaborate to help you make teaching decisions.
Grading: You will not be graded on whether or not your student overcomes his/her reading difficulties, which certainly is apt to occur, but your grade will be derived from your case study and include 1) how well you demonstrate an understanding of the reading/writing process through the application of observation skills, assessment, and reflection upon student reading behaviors, and on the strategy teaching decisions you make for your student regarding reading, writing, and the understanding of “how words work”. The lesson plan details these aspects and should be followed, 2) classroom participation involving attendance, punctuality and thoughtful contributions to the partner journaling and in the supervision visits, 3) spelling and/or grammatical errors in the journal and case study will result in lowered grades. In all ways, teachers should be professionals. NOTE: Absences must be made up to meet the state guidelines for practicum experiences.
A Caution: Please read and listen to the particulars of each assignment very carefully. Ask questions if you are unsure of what is required. Note that when an assignment outlines points that must be included you will lose credit if ANY of the required parts of the assignment are missing or have not been given appropriate attention.
Center for Academic Support: Located in the Northeast corner of the library building (LRC 213), the Center for Academic Support is a free service of the university. The Center offers help primarily for writing and math. Should you need help, you may wish to call the Center for an appointment at 271-4524 or drop by to make an appointment.
Special Needs: If you have a special need, e.g. hearing loss, learning disability, etc. that requires special arrangements, please inform the instructor after the first class meeting so that proper arrangements can be made.
Appeals: If at any time you feel that I have treated you or your work unfairly, first make an appointment with me to discuss the issue or provide me with a written description of your perceptions and position. If discussions with me fail to resolve the matter, please make an appointment with the chairperson of the Education Department.
Academic Honesty: Cheating of any sort is not tolerated, and if caught will result in a zero being given on a test or assignment. Check your student handbook for your rights regarding any disciplinary procedures. Remember that you are accountable for your own learning and will ultimately be accountable for your teaching in the classroom. Trying to just get through the class will only hurt youin the long run. Make the most of this opportunity to be the best reading teacher possible.
DIVERSITY: Every effort will be made to see that cultural diversity, as well as special needs, are met within my classroom by providing a wide range of literacy experiences and assignments that provide opportunity for student individuality to be expressed.
GRADES: The following percentages will be used to determine grades:
97-100-A+
92-96-A
84-91-B
76-83-C
66-75-D
0-65-F
Grades alert you to areas of strength and weakness and can indicate the degree of professional effort you are investing into the development of pedagogical knowledge, skills and strategies. This is a professional course and professional performance is expected. Keep in mind that prospective employers will look at grades in order to forecast future success. The following descriptors are examples of performance indicators commensurate with each assignment grade and with the overall course grade:
Summary of Course Assignments/Grades
During this course you will keep an ongoing case study of assessments, lesson plans, and reflections. Contact me if you have any questions.- Case study 82%
- Attendance & supervision conferences 8%
- Peer journaling 10%
EDU 483Case Study Contents
RTI - Response to Intervention
Reading Practicum I: Diagnosing and Remediation of Reading Difficulties
Instructor: Mrs. Kit Blake
Your case study is documentation of your teaching and thinking. Based on the assessments given to your student, what intervention strategy or strategies will you teach? Each lesson builds off of the one before, responding to the needs of the child and planning lessons based on your student's response to your teaching. Learn to observe.
Case Study of Primary one-on-one tutoring Experience
The case study should be compiled in a notebook. Detailed Reflections should be typed. Do not use page protectors.Tab the sections.
In this practicum, you will apply what you learned in EDU 360 Individualized Reading and Assessment to a primary leveled struggling reader, keeping track of lesson plans and reflections from your daily field experiences. Be aware that your reflections reveal your pedagogy for literacy.
Things to include in your case study
1)Table of Contents
2)Definitions: (Define in your own words.) The Reading Cue Systems
- Meaning – semantics
- Structure – syntax
- Visual – letters
(Clearly define the reading strategies students use to process text)
4)Reading Prompts for creating habits of mind for the reader.
5)Define: GUIDED READING
And each component of the daily lesson: (Guided reading is based on the strengths & needs of the students so the components you use in your actual lessons may vary). Still, include a description of each component and its literacy purpose.
- Fluency Writing
- Familiar Reading
- Running Records
- Letter/Word Work
- Journal Writing
- New Book Introduction
- First Reading of the New Book
- Comprehension Strategies (each strategy defined)
- Give the Observation Survey Assessment. Based on your assessments, explain what cues and strategies your child uses or neglects in reading and writing regarding the “self-extending system” of the Independent reader. Then a summary of the child’s starting point for the semester.
- Actual daily lesson plans (each tabbed) with a typed reflection on student learning and your teaching for each lesson. (See reflection form.) For times of observation, you should still type a reflection. (Become a keen observer.) Take anecdotal notes about the lesson on the lesson plan.
- At the end of the semester give a final assessment and write a final summary on the student.
- This case study should serve as the signature piece for your professional portfolio
Blake 2010
Rubric for Case Study
MWSU Student Name: ______
This evaluation is for your overall reading pedagogy demonstrated by your case study, reflections, discussion of your student, interpretation of your student based on the data you collect and your teaching focus/es within your lessons.
Criteria for letter grade
ADVANCED Extended Abstract performance level(Mirrors an experienced Reading Specialist):The pre-service or practicing teacher: 1) administers and interprets formal/informal reading/writing assessments, 2) understands the interconnectedness of the reading/writing process: motivators, cue systems and strategies that good readers use related to the “self-extending” system. 3) Consistently makes powerful strategy teaching decisions based on all interrelated facts regarding observed student reading/writing behaviors, observations and running records which are used to detect cue systems and strategies used and neglected keeping the student/s within their zone of proximal development thereby promoting student/s independence based upon the descriptors of the “self-extending system”. 4) Lesson plans and reflections evidence the above pedagogy. (97-100%) A+
PROFICIENTRelational performance level: The pre-service or practicing teacher is able to: 1) administer and interpret formal/informal reading assessments, 2) understand the reading/writing process: motivators, cue systems and strategies that good readers use and is able to detect cue systems and strategies used and neglected, 3) makes strategy related teaching decisions based on observed student reading/writing behaviors regarding the “self-extending” system, keeping the student/s within their zone of proximal development thereby promoting student/s independence. 4) lesson plans and reflections evidence the above pedagogy. (92-96%) A
BASIC Multistructural performance level: The pre-service or practicing teacher is able to: 1) administer and interpret formal/informal reading assessments, 2) understand the reading/writing process: motivators, cue systems and strategies that good readers use and is able to detect cue systems and strategies used and neglected related to the “self-extending” system, 3) understand the descriptors of a “self-extending system but makes teaching decisions that are isolated items rather than strategy related within their zone of proximal development.4) lesson plans and reflections evidence the above pedagogy (84% to 91%) B
LOW BASIC Unistructural performance level: The pre-service or practicing teacher: 1) is able to administer formal/informal reading assessments but may or may not properly interpret the assessments, 2) understands some of the basics of reading development, reading/writing cue systems and strategies, 3) makes teaching decisions based on theory rather than observation and/or teaches items rather than strategies. 4) Lesson plans and reflections evidence a basic understanding of how reading develops, but does not consider the relationship of reading and writing and is unable to support teaching decisions with pedagogy. (76% to 83%) C `
Prestructural performance level: The pre-service or practicing teacher does not perform at a level that exhibits preparedness for teaching but does demonstrate some basic understanding of reading pedagogy. (66% to 75%) D
Prestructural performance level:The pre-service or practicing teacher does not perform at a level that exhibits preparedness for teaching and does not demonstrate an understanding of the teaching of reading. (65% and below) F
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