Syllabus -- EDUC 665 -- Practicum in Reading
Summer Term II
Instructor: Julie H. Lester, Ph.D.e-mail:
Office Hours: 8-9 MTWT, TEC 218Phone: (985) 549-5271
Course Description: Credit 3 hours. Prerequisites: EDUC 657 & EDUC 661 (elementary) or EDUC 658 and EDUC 661 (middle/secondary). An advanced laboratory course designed to give practice in developmental reading techniques appropriate to elementary/middle-secondary students. Experiences are provided in diagnosis, instructional planning for remediation, on-going evaluation of reading progress, communication with parents, and the use of authentic literature. Writing will also be stressed as a way to reinforce reading abilities.
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), an content knowledge (CK).
Textbooks:
Clay, M. (1993). An observation survey of early literacy achievement.
Portsmouth, NH: Heinemann. (optional)
Hagerty, P. (1992). Readers' workshop: Real reading. NY: Scholastic.
(optional)
Leslie, L., & Caldwell, J. (2001). Qualitative reading inventory-3, QRI-3.
New York: Longman. (required)
Course Objectives: The student will
1. Observe and assess the reading process. (KL) (CK)
2. Design and implement individualized strategy lessons that build upon readers' strengths and assist in overcoming weaknesses. (KL) (CK) (PP) (SBI)
3. Find and develop appropriate reading materials. (KL) (CK) (PP) (SBI)
4. Facilitate positive attitudes, self-direction, self-control, and self-motivations among students as language learners. (KL) (PP)
5. Communicate with parents, students, and teachers in a variety of contexts. (KL) (PP) (CK)
6. Role model enthusiastic reading attitudes and behaviors. (PP)
7. Apply current reading philosophies in a variety of instructional contexts. (KL) (CK) (PP) (SBI)
8. Reflect on students' learning experiences. (KL) (PP)
9. Experience alternative approaches to teaching reading. (KL) (CK) (PP) (SBI)
10. Incorporate writing and speaking into reading lessons. (KL) (CK) (PP) (SBI)
11. Plan and provide a literate environment including activities, instructional strategies, materials, media, etc., which encourages literacy learning for all students, regardless of ethnic background, gender, or disabilities. (KL) (CK) (PP) (SBI)
- Integrate technology into lesson design. (PP) (CK)
Writing Style: APA--Appropriate language mechanics required on all assignments.
Attendance: Required at all practicum sessions including pre- and post-meetings.
EDUC 665 -- Practicum in Reading, page 2, Lester
Course Requirements:
Points
1. Pre-test evaluation and case study construction60
2. Post-test evaluation and case study construction60
3. Daily written lesson plans50
4. Observations of teaching50
5. Daily reflections, anecdotal records, checklists30
6. Complete final written summaries for parents
Pre- and post-test results)*60
7. Program/Technology project/Duty/Related tasks50
8. Final Exam (Peer Review Activity)40
Total Points Possible 400
* Place in a folder in an organized, labeled manner. Reports to parents should indicate progress experienced in regard to assessment results, etc., and be prepared in a professional manner for distribution to parents.
Grading: 93%+ A, 92-85% B, 84-77% C, 76-69% D, 69%- F
Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required.
On-campus note: If children require care, then the employee/student is expected to provide that care in an environment other than Southeastern office/classroom space.
If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 203, Student Union. No accommodations will be granted without documentation from the Office of Disability Services.
------
Tentative Class Schedule
June - Pre-practicum meeting
- Test all students and interpret results
- First day of class: introduction, syllabus, evaluate case studies, assessment questions, process writing, content area reading, other strategies and activities, group discussions for teaching, multi-sensory instruction, discuss student groupings, technology project
- Group students, evaluation checklists, anecdotal records (RW, pp. 21-23),
lesson plan format, Readers' Workshop, pre-test case studies due (including assessment forms and narrative prescriptions), duty days, discuss post-testing and program (see Program Note), lesson plans for first week with individual student goals due, final class preparations
- students attend reading program
- course wrap up
- final exam — peer review
EDUC 665 -- Practicum in Reading, page 3, J. Lester
Summary of Course Activities
1. Pre-test evaluation and case study construction (60 points)
Contact parent to make a pre-assessment appointment. Complete the following assessments for each student assigned to you:
Reading InterviewAttitude & Interest Survey
Observation NotesWord Lists
Listening AssessmentComprehension Silent Readings
Taped Oral Reading AssessmentWriting Sample
2. Post-test evaluation and case study construction (60 points)
An integration of the main points from the pre-test evaluation and case study information and the information gained from the summer reading program activities and interaction and post-test results.
3. Daily written lesson plans (50 points)
Must be turned in prior to Monday of each teaching week.
4. Observations of teaching (50 points)
Observations will be based on the teacher’s ability to demonstrate knowledge of/understanding of the:
reading process
role literacy plays in comprehension
principles of language development
differences among learners, including competencies, cultural/ethnic
backgrounds, socioeconomic status, and gender
causes/diagnoses of reading and writing difficulties
individual/group interventions
appropriate reading materials that meet individual student needs
use of a variety of materials
literacy-rich environment
strategies that enhance literacy competencies (pre/during/post reading)
parental involvement to support reading/writing development
professional behavior
5. Daily reflections, anecdotal records, checklists (30 points)
Each day a reflection sheet will be completed by each teacher noting lesson strengths, weaknesses, plans for improvements, changes, unexpected factors, etc.
6. Final written summaries for parents (60 points)
A summary report of the pre-assessment information, interaction with the student during the program, and the post-assessment information. Written so that parents can understand the evaluation and the suggestions/recommendations for continued work with the child to support and enhance literacy competencies.
7. Program/Technology project/Duty/Related tasks (50 points)
A program for parents and guests will be presented on the last day of class that showcases student literacy accomplishments. At least one technology project must be included for each student. Duty assignments will be shared as well as other classroom tasks that need attention.
8. Final Exam (40 points)A peer-review activity.
EDUC 665 -- Practicum in Reading, page 4, J. Lester
Supplementary Resources:
Cheek, E. H., Jr., Flippo, R. F., & Lindsey, J. D. (1997). Reading for
success in elementary schools. Madison, WI: Brown & Benchmark Publishers.
Collins, M. D., & Cheek, E. H., Jr. (1993). Diagnostic-Prescriptive
reading instruction: A guide for classroom teachers (4th ed.). Madison, WI: Brown & Benchmark Publishers.
Combs, M. (2002). Readers and writers in primary grades: A balanced and
integrated approach (2nd ed.). NJ: Merrill Prentice Hall.
Galda, L., & Cullinan, B. E. (2002). Literacy and the child (5th ed.).
United States: Wadsworth.
Heibert, E. H., & Raphael, T. E. (1998). Early literacy instruction.
New York: Harcourt Brace College Publishers.
Johns, J. L. (1994). Basic reading inventory (6th ed.). Dubuque, IA:
Kendall/Hunt Publishing Company.
Johns, J. L., VanLeirsburg, P., & Davis, S. J. (1994). Improving reading: A
handbook of strategies. Dubuque, IA: Kendall/Hunt Publishing Company.
Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J. W. (2003).
Developing readers and writers in the content areas K-12 (4th ed.). New York: Allyn & Bacon.
Reutzel, D. R., & Cooter, R. B., Jr. (1999). Balanced reading strategies and
practices: Assessing and assisting readers with special needs. Columbus, Ohio: Merrill.
Sucher, F., & Allred, R. A. (1981). The new Sucher-Allred reading placement
inventory. Oklahoma City: The Economy Company.
Tierney, R. J., & Readence, J. E. (2000). Reading strategies and practices: A
compendium (5th ed.). Boston: Allyn & Bacon.
Tompkins, G. E. (2003). Literacy for the 21st century (3rd ed.). NJ: Merrill
Prentice Hall.