Eastern Connecticut State University

Eastern Connecticut State University

RLA 519

Clinical Practice in Literacy Interventions

Maureen McSparran Ruby, Ph.D. Brandon Monroe, Ph.D.

Office: Webb Hall 148 Office: Webb Hall 146

Emails: . e-mail:

Office Hours: By appointment.

6 Credit Hours

Prerequisite: RLA 518 and Departmental Permission

Catalogue Description:
“This practicum focuses on: case study of a student experiencing literacy difficulties; designing and implementing assessment-based program of improvement; diagnostic teaching; formal report of student outcomes and effectiveness; recommendations for further instruction.”

Furthermore, the course is a culminating six-credit practicum experience, and provides the candidates with the opportunity to integrate and apply the content of all the courses in the reading and language arts specialist strand.. The course includes the supervised diagnosis and remediation of serious difficulties in reading and writing through in-depth case discussion and self-assessment through remedial teaching sessions with children in the local public school setting..

COURSE’S CONTRIBUTION:

In this clinical experience, candidates receive one-to-one supervised practice in hands-on assessment and remedial instruction while working with school-aged children who have substantial reading and writing difficulty. (The State of Connecticut requires six credits of clinical practicum work.) The children are from economically and culturally diverse backgrounds, and they attend area schools. The clinical site is off-campus in a public school setting during the summer session. Candidates will authentically assess students, plan a comprehensive intervention program based on researched best practices, implement the program under the supervision of a full-time faculty member, report progress to parents and support their involvement in their child’s literacy development, and participate in a professional seminar to examine critical issues. Work in the clinical setting provides an authentic, supervised learning experience for the candidate and a valuable remedial opportunity for the participating students. Additionally, candidates engage in reflective analysis, both as individuals and collaboratively with their fellow practitioners.

LEARNER OUTCOMES AND THEIR RELATIONSHIP TO PROFESSIONAL STANDARDS:

The student will:

IRA: 1.1 / 1.Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction by knowing foundational theories; referring to them in teaching; and explaining, comparing, contrasting, and critiquing them.
IRA: 1.3 / 2. Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity, including being able to recognize when students are meeting developmental benchmarks and being able to identify, explain, compare and contrast theories and research in language development and learning to read.
IRA: 1.4 / 3. Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading by explaining how the various components are integrated, identifying student strengths and weaknesses regarding the components, and determining if students are appropriately integrating the components in fluent reading
IRA: 3.1 / 4. Gather data on child from school records and parent interviews. Use a wide range of assessment tools and practices, including but not limited to administration and analysis of an informal reading inventory, obtaining writing and language samples, assessment of phonemic awareness, fluency, comprehension, vocabulary, spelling through use of appropriate assessment tools.
IRA: 3.2, 3.3 / 5. Use observation and analysis of student's work as part of ongoing diagnosis. Use assessment information for planning, evaluating, and revising effective instruction to meet the student’s needs, considering developmental stage, as well as cultural and linguistic background.
IRA: 2.2, 3.2 / 6. Use a wide range of instructional practices, approaches, and methods, including technology-based practices to teach word identification, comprehension and study strategies, writing and spelling skills, considering developmental stage, as well as cultural and linguistic background.
IRA 2.3 / 7. Use a wide range of curriculum materials in effective reading instruction, considering developmental stage, as well as cultural and linguistic background.
IRA: 4.3, 4.4 / 7. Promote enjoyment of reading and writing and models high quality, purposeful reading and writing for student during instruction.
IRA: 4.2, 4.4 / 8. Build the child’s self-confidence and independence by
helping the child to select reading material at an
appropriate level, encouraging the child’s self-evaluation, and ensuring opportunities for the child to be successful most of the time in reading and writing.
IRA: 3.4 / 9. Maintain a portfolio of work samples, writing pieces,
observations and test results, keeping accurate records of student progress.
IRA: 4.1 / 10. Determine recommendations for additional evaluation
and for continued instructional support in the school and the home, selecting materials and activities that match the reading levels, interests, and cultural and linguistic backgrounds of the student.
IRA: 5.1 / 11. Compose and present the case for discussion in the course seminar.
IRA: 3.4 / 12. Communicate findings to the child, the parents, the child’s school and other appropriate stakeholders who have a vested interest in the results for both accountability and instructional purposes.
IRA: 5.1 / 13. Display positive dispositions related to reading and the teaching of reading, including articulating the theories related to the connections between teacher dispositions and student achievement.
IRA: 3.2, 5.3 / 14. Perform a self-study by analyzing your work with your student. Work with colleagues to observe, evaluate, and provide feedback on each other’s practice, including a positive and constructive evaluation of a colleague’s teaching practice that supports the reflection on and improvement of practice.

ASSESSMENT OF LEARNER OUTCOMES:

Outcomes 1-9 will be assessed through performance in literacy assessment and development of the remedial plan for the semester. Students will receive weekly feedback on their planning and instruction; their responsiveness to feedback will be assessed.

Outcomes 10-11 will be assessed through the case study report.

Outcome 12-13 will be assessed through the presentation of the case for class discussion and the end of semester conferences with the student and with the parents.

Outcome 14 will be assessed through analysis and self-evaluation of a remedial sessions with the child and peer coaching with a colleague(s).

Standards Matrix
IRA Standards / ECSU Education Unit Conceptual Framework / Connecticut Common Core of Teaching / NCATE Standards / INTASC Principles
1.1, 1.2, 1.3, 1.4, 3.1 / Content Knowledge / Content 3, 4 / 1a, 1b, 1e / Principle 1, 7
2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.3, 4.4 / Pedagogical Knowledge / Students 1, 2; Pedagogy 5, 6;
Planning 1, 2;
Instructing 3, 4, 5, 6;
Assessing and Adjusting 7 / 1b, 1c, 1d, 1e, 1f, 1g, 3a, 3b, 3c / Principle 1-10
1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 4.3 / Integration of Knowledge / Content 3,4; Planning 1, 2 / 1a, 1b, 3a / Principle 1, 4, 7,
2.2, 3.1, 4.2 / Technology as Teaching Tool / Instructing 5 / 1a, 1b, 1e, 3c / Principle 6
1.3, 2.3, 3.3, 4.1, 4.2 / Diversity / Students 2; Pedagogy 6;
Professional and Ethical Practice 1, 2 / 1g, 3c, 4a, 4b, 4c, 4d / Principle 3, 5, 7, 8
3.3, 3.4, 5.1, 5.2, 5.3, 5.4 / Professionalism / Professional and Ethical Practice 1, 2; Reflection and Continuous Learning 3, 4; Leadership and Collaboration 5, 6 / 1g, 3c, 4d / Principle 7, 9, 10

STUDENTS WITH DISABILITIES: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

Modes of Instruction: Lecture, demonstration, case discussion, dialogue with instructor through session plans, logs, self-evaluation.

REQUIRED READING:

Byrnes, J. & Wasik, B. (2009). Language and literacy development; What educators need to know. New York: Guilford.

Johns, J.L. (2008). Basic reading inventory (10th ed.). Dubuque, IA: Kendall-Hunt.

Johns, J.L. Lenski, S.D. (2005). Improving reading strategies: A handbook of strategies (4th ed.). Dubuque, IA: Kendall-Hunt.

RECOMMENDED TEXTS AND OTHER USEFUL RESOURCES:

Honig, B., Diamond, L., Gutlohn, L. (2008). Teaching reading sourcebook (2nd ed.). Arena Press

Cunningham, P.M. (2008). Phonics they use: Words for reading and writing (5th ed.). New York: Harper/Collins.

Harvey, S. &Goudvis, A. (2007). Strategies that work (2nd ed.). Portland, ME: Stenhouse Publishing.

Walsh. J. & Sattes, B. (2005). Quality questioning. Thousand Oaks, CA: Corwin Press.

Resources:

Organization/Title / URL
International Reading Association / http://www.reading.org
National Council of Teachers of English / www.ncte.org
Association of Supervision and Curriculum Development / www.ascd.org
Read, Write, Think / www.readwritethink.org
Reading Rockets / http://www.readingrockets.org
Connecticut’s Blueprint for Reading Achievement / http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
CT’s Beyond the Blueprint 4-12 / http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=321834
CT English Language Arts Curriculum Frameworks / http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/language_
arts/february1csdeelaframework.doc

COURSE REQUIREMENTS AND EVALUATION CRITERIA:

WEEKLY PLANNING, INSTRUCTION, AND REFLECTION

Lesson plans should be prepared before each meeting with your student, and available for me to see each day.

Your plans should be word processed. We will determine how many of these will be placed in your student’s file at the end of the semester. Reflective Logs should be completed as soon as possible following each clinic session.

THE SEMESTER PLAN

The candidate is required early in the semester to become familiar with the student’s areas of strength and weakness in order to determine appropriate achievable instructional goals. The semester plan is an initial statement of overall goals in the areas to be addressed in remedial work during the current semester and is individually designed for each client. No two plans will be identical. An Instructional Planning Sheet is provided as a guideline.

The following should be addressed for all areas above: strengths, needs, cognitive objectives, affective objectives, instructional methods, and instructional materials.

These terms may be useful in formulating objectives: introduce, develop, extend, increase, practice, and apply.

The specific objectives and the methods and materials to be used with the child to achieve these objectives should be determined by the clinician. The course instructor may be consulted for guidance. After the overall plan is submitted, the instructor may suggest revisions and offer additional suggestions.

Plans for individual sessions should grow out of the overall plan for the semester. However, the clinician’s work is not limited by the initial semester plan. The actual work done with the child can be modified to address other needs that become apparent in the course of diagnostic teaching. Sample plans are available for reference.

Please submit your completed scored assessment protocols with your semester plan

LESSON PLAN, OBSERVATION, AND REFLECTION FOR ONE STRATEGY LESSON

In order to document your understanding of new strategies in reading instruction, and your competence in teaching them to students, please do the following:

a)  Prepare a written plan for a strategy (format to be provided)

b)  Sign up for a lesson to be observed as you present it to your student (30 min)

c)  Write a reflection of the lesson that includes an assessment of your student’s performance.

d)  The reflection includes any follow-up work and inherent modifications in the instruction process

The strategy lesson may be selected by you, but must come from one of these sources: Johns and Lenski, texts from this course, or any strategy presented in class. Please note that the strategy you select should be something that helps you address one of your student’s goals.

The class instructor does not have to observe your lesson the first time you use the strategy. If the strategy is really appropriate for your student, you will have multiple opportunities to use it. Introducing it before your observation session will help you fine-tune your presentation for maximum effectiveness. Some students may be asked to share their strategy during our seminar sessions. The Strategy Lesson and reflection will become part of the final Case File.

Reading Clinic Case Report

A summative report compiled as a case study will be prepared as an exit document from this course. The document will be distributed to the ECSU Reading Program, the school of nexus, and to the child's parents or guardian. An outline and model document will provide the necessary protocol and rubric design. This is a program required assignment and requires exceptional preparation and oversight. Only the university receives the test protocols.

Each page of the Case Study, starting with the second page, is numbered. The format for the report and the rubric are provided in the syllabus.

Data must be represented accurately. Test names and book titles should be accurate and complete. Always refer to yourself as the clinician. Always refer to the parents as mother or father instead of mom or dad. Recommendations in the Case Study must be based on evaluation outcomes.

EVALUATION

Course components will be weighed approximately as follows:

Quality of weekly lessons and instruction (including logs) 40%

Instructional Goals and Plan 10%

Case study report 30%

Strategy lesson 10%

Participation in seminar sessions 10%

Oral Report of Progress -----

****ANY STUDENT WHO MISSES MORE THAN ONE COURSE SESSION WILL EXPERIENCE A DROP IN GRADE OR MAY BE REQUIRED TO REPEAT THE COURSE.

Technology: All writing shall be done on the computer, unless the instructor approves exceptions ahead of time. Papers should be double-spaced with one-inch margins and 12-point font. Where there are bibliography entries, document your paper using current APA format.

The ability to communicate by e-mail and send electronic documents by Word attachment will facilitate the dissemination of class specific information and conversation. All work should be emailed to me directly at . The use of the Internet is an important resource for all writing and presentation projects. The Eastern library is a valuable source of electronically based information. You should check Blackboard regularly, at least once a week between classes, and are accountable for engaging in learning through Blackboard activities.

SCHEDULE

COURSE SCHEDULE: The following is a “tentative” schedule for reading assignments and discussion topics.

We will adjust dates and topics as our needs dictate. (STRATEGIES= strategies under each heading).