Course : Developmental Reading
- Course Number
- Section Number
- Spring 2019
- Off-Campus, John Tower Elem
- Dr. Daphney "Leann" Curry
- Days & Times
- Final Exam Day/Time
- Wednesday, May 08, 2019 12:00 am
Course Objectives based upon the State Standards:
The goals of the Reading Block are based on the Standards for Reading Professionals developed by the Professional Standards and Ethics Committee of the International Literacy Association (ILA); The Standards for English Language Arts & Reading developed by the Association of Childhood Education International (ACEI) and the International Reading Association (IRA) and the TEXES professional educator standards for EC-6 Core Subjects. See addendum.
Teacher Prep Margin Notes within chapters in Reutzel & Cooter Teaching Children to Read link chapter concepts with national and state standards. Students may link directly to these and all major standards at www.prenhall.com/reutzel
1. Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, candidates will:
- compare and contrast varied approaches to the teaching of reading. (EX, CA)
- explain the stages of language learning and literacy development (EX, CA)
- explain how the theoretical roots of reading instruction influence classroom practice (EX, CA)
2. Instructional Strategies and Curriculum Materials: Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates will:
- explain/demonstrate the major components of reading (phonemic awareness, alphabetic principle, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. (EX, P, LP, CA)
- plan instruction using a variety of instructional strategies, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds in a public school setting. (P, LP)
- analyze materials and programs for literacy instruction (basals and beyond) (CA)
- describe/plan instructional grouping options as appropriate for accomplishing given purposes. (P, LP)
3. Assessment, Diagnosis and Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates will:
- describe a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies. (CA)
- plan effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. (P)
4. Creating a Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates will:
- describe/design a classroom for balanced literacy instruction to include grouping plans; organization of materials, display areas, learning centers, volunteers, parent involvement, etc. and plans for the beginning of school. (E, P, CA)
5. Professional Development: Candidates view professional development as a career-long effort and responsibility. As a result, candidates will:
- read, analyze, evaluate professional literature related to reading instruction.(P)
- display positive dispositions related to reading and the teaching of reading (LP,CA)
Human Diversity Standards
2. To learn to apply concern for diversity to the learning process
6. To ensure responsiveness to diverse sociological, linguistic, cultural and other factors that may affect students’ development and learning
Dispositions: The reading faculty expects students to demonstrate the performances essential for meeting the reading instructional needs of all students.
Reading education professionals are committed to using research-based instruction.
Reading education professionals assess learner needs to plan appropriate instruction.
Reading education professionals are aware that best assessments are conducted over time and compare the child’s past and present abilities.
Reading education professionals display positive dispositions related to reading and the teaching of reading.
Reading education professionals value students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
Reading education professionals model reading and writing enthusiastically as valued lifelong activities.
Reading education professionals help parents find ways to support learning begun at school in enjoyable ways.
WCoE Conceptual Framework
The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:
- Learner Development - understand how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implements developmentally appropriate and challenging learning experiences.
- Learning Differences -understand individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environment - work with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
- Content Knowledge - understand the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - understand how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction - plan instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice - engage in ongoing professional learning
and use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues,
other school professionals, and community members to ensure learner growth, and to advance the profession.
The intern will prepare and organize a portfolio (hard copy) which documents the intern’s experience in the public school classroom. The contents of the portfolio will include:
- Table of Contents
- Lesson Plans: lesson plans for four lessons (use lesson plan form on D2L)
- Lesson Reflections: a reflection is required for each lesson (use reflection form available on D2L.) Be sure to use your own experiences and lesson feedback (from cooperating teacher and university instructor) to guide your reflections.
- Summary of Field Experience: summary of the overall field experience
- Student Artifacts: examples of pupils’ work
- Field Experience Validation: a time log AND a validation slip time log approved by the classroom teacher
- Mentor Evaluation Form: see mentor letter for instructions (include unopened and signed envelope in portfolio)
Revel Quizzes/Activities (25%): Twenty-five percent of the intern’s final grade will be determined by participation/completion of assigned Revel activities and performance on quizzes based on readings and case studies in the Revel system. This material is directly linked to our text.
Practice Content Test/Certify Teacher (15%): Fifteen percent of the intern’s final grade will be determined by participation/completion of the Certify Teacher practice (content area) flash cards/study mode and performance on the practice exam. Failure to complete (participate in) the Certify Teacher study mode, flash cards, and practice exam will result in a failing grade for Block B. Students must complete the process below and are not required to pass the Certify teacher content exam to pass Block B. The process is as follows: (1) Exam Mode: take practice content exam through Certify Teacher; (2) Pass: passing the exam will require no further action and 15% of your grade will be determined by the score on the exam; Fail: failing the exam, will require students to go through the flash card study materials and study mode (note: exam may not be attempted again without going through the flash cards and then study mode); (3) Retake exam: After flashcards and study mode is completed retake the exam. Pass or fail, 15% of the final exam grade will be determined by your score on the final attempt. All students (pass or fail) have the option of repeating the process multiple times by reviewing the flash cards and study mode again and retaking the exam to improve their score. Retaking the exam mode over and over until a passing score is achieved will result in no credit for the course. Specific information on how to access Certify Teacher will be given on the first day of class.
Literature Circles (17%): Each week, groups of 4-6 students will discuss and reflect on their readings via D2L discussion boards and reflective journals. Student groups will be self-selected. Each group member will engage in an online discussions (with their group members) pertaining to what they read each week.
Field Experience Portfolio (43%): Forty percent of the intern’s final grade will be determined by the preparation, implementation, and organization of the portfolio which documents the intern’s experience in the public school classroom (lesson plans, lesson presentations, time log, etc.) The intern’s teaching will be observed by the instructor and the mentor teacher.
Class Activities/Participation: Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment. Revel completion and attendance is very important. See attendance policy for points deducted for absences from class.
Be on time and don’t leave early. Students who arrive after class has started or leave before it ends will be counted absent. Class attendance and promptness to class are crucial to successful completion of this course. Points will be deducted for each absence as follows: 1 absence = 2 points from final grade; 2 absences = an additional 3 points from final grade; 3 absences = an additional 5 points from final grade; 4 absences = dropped from the class. For example, if you have two absences, five points will be deducted from your final grade.
Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and excessive absences (3) are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence. If a candidate is taking ‘blocked’ courses that are taught at a Professional Development School, requiring field experience, the candidate will be dropped with an F from those classes as well.
Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted.
Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.
Student Honor Creed
As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."
As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.
Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.
We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.
We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.
Written and adopted by the 2002-2003 MSU Student Senate.
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