Diagnostic Assessment Procedures for Teaching Literacy

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Dec 4, 2013 (3 years and 9 months ago)

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EDUC 635


Spring, 2012






















08

Fall

Spring

12

Diagnostic Assessment Procedures for Teaching
Literacy

(6 hrs. 1 hr. capstone)


Diagnostic Assessment Procedures for Teaching Literacy (6 hrs. 1 hr. capstone)

1


EDUC 6
35


Spring 2012







Instructor
:

Name

Phone number/s

Email: (please use for all course communication)

Emergency email:
home

Technical Support for the Blackboard (886
-
523
-
9982) and GWU Help Desks (704
-
406
-
4647.


Texts



Pearson Custom Education:
Diagno
stic Assessment Procedures for Teaching Literacy
.
(2011)
Boston, Massachusetts;

Pearson Learning Solutions
.




Owcki, Gretchen
.

(2010)
.
The RTI Daily Planning Book, K
-
6: Tools and Strategies for Collecting
and Assessing Reading Data & Targeted Follow
-
Up Ins
truction
,
Portsmouth, NH; Heinemann.

(
recommended, not required
)



Rethink, Rebuild, Rebound, A Framework for Shared Responsibility and Accountability in
Education, ISBN 10: 1
-
256
-
32560


0



A Short Guide to Action Research, 3
rd

edition, ISBN


13: 978
-
0
-
205
-
50931
-
7



Cited articles, books, on
-
line resources


Course Description

EDUC 635:
Diagnostic Assessment Procedures for Teaching Literacy
-

An advanced study of
children’s literature exploring the continuum from emergent to litera
te

to independent reading

wit
hin an integrated system
. Emphasis will be placed upon strategies designed to enhance
reading instruction across the curriculum through literature.


Effective leaders are key to effective schools. Applying the theories and research of measurement
and asses
sment will help candidates to collect, analyze and interpret data, apply them in the
classroom and use them to develop as teacher leaders of 21st Century schools that produce 21
st

Century Learners.


Action research (Capstone Project) is required to complet
e completion of the Master of
Elementary Education degree. This course will provide the final seminar for the completion and
presentation of that action research project.


This hybrid class will provide 6 semester hours of credit when completed. The cours
e consists of
4 hours of face
-
to
-
face time each week and there is an additional part of the class

that is on line
(a minimum of 2

hours). All students are expected to complete all components for the weekly
face
-
to
-
face and on line portions of the class for

full credit.



Attendance

Class attendance is expected. Unavoidable absences should be discussed with the instructor. It
is the student’s responsibility to obtain materials/notes for missed session. Be aware that the
graduate catalogue states policy th
at students must attend 75% of scheduled classes.


Diagnostic Assessment Procedures for Teaching Literacy (6 hrs. 1 hr. capstone)

2


EDUC 6
35


Spring 2012









Academic Integrity

Students have the responsibility to know and observe the requirements of the Code of Student
Conduct. This code forbids cheating, fabrication or falsification of information, multiple
submissions of academic work, plagiarism, abuse of academic materials, and complicity in
academic dishonesty.


Grading System

A

95
-
100


=

Excellent Work

A
-

90
-
94


=

Exceeds Expectations

B+

85
-
89


=

Good Solid Work

B

80
-
84


=

Meets Expectations

B
-

76
-
79


=

Does Not Fully Meet Expectations

C

75
-
79


=

Not Graduate Quality Work

F

74 and below

=

Unacceptable Work


Evidence for
Analysis and Action Plan for Capstone Standards

1. Teacher Leadership

Candidate:



Demonstrates effective ongoing communication, collabor
ation, and teambuilding



Facilitates mentoring and coaching with novice teachers



Promotes educational initiatives that affect student learning



Participates in professional learning communities


2.

Respectful Educational Environments

Candidate:



Facilitates
the development of inviting, respectful, supportive, inclusive, and flexible
educational communities



Facilitates and models caring and respectful treatment of individuals within the learning
community



Creates collaborative partnerships with families, schoo
ls, and communities to promote a
positive school culture



Demonstrates knowledge and understanding of diverse world cultures and global issues



Encourages high expectations from all students



Collaboratively designs and implements curriculum and instruction t
hat is responsive to learner
differences


3. Content and Curriculum Expertise


Diagnostic Assessment Procedures for Teaching Literacy (6 hrs. 1 hr. capstone)

3


EDUC 6
35


Spring 2012









Demonstrates in depth knowledge of curriculum, instruction, and assessment



Models the integration of 21
st

century content and skills into educational practices



Develops relevant,

rigorous curriculum


4.
Student Learning



Seeks out and uses existing research to inform school practices



Designs action research to investigate and improve students learning and school policies and
practices



Models technology integration that supports stu
dent learning



Critically analyzes student and school performance data to determine needs and plan instruction
that is rigorous, coherent, and substantiated within a theoretical and philosophical base.

5. Reflection



Promotes an educational culture that val
ues reflective practice.



Models the development of meaningful professional goals



Models personal and professional reflection to extend student learning and school improvement


Assignments






% of Final Grade

On Line Posts

(Discussions/Peer Responses)




20

Capstone Reflections Journal





20

Literacy Development & Assessment Toolkit


20

Literacy Project Presentation




20

Action Research
(Due on Task Stream by Mar. 29, 2012) 20







(Chapters 1


5
, Reflections

& Presentation)




Assig
nment Details


1.

On
-
line Posts in Discussion Board:

Will be used for students to post responses to cited
resources. (
20
%
)




Post
five

original informed opinions to the cited resources posted for the Discussion
Board. Each opinion should be 2


3 pa
ges in length and demonstrate a thorough
examination and understanding of the cited resource. Opinions should be well
-
supported using information from the resource, previous course content, and/or
anecdotal expertise.



Post
at

least
five

responses to posts

by other students in BlackBoard.


2.

Capstone Journal Reflections
:

Each week, students will post a reflection from their journal
for review by classmates. Teacher leaders will keep a reflective journal as they read about
and discuss various educational issu
es and topics in the course
, especially in relation to the
NC Teaching Standards listed earlier in the syllabus.
Integration of NC Teaching Standards
into the capstone project is a requirement for graduation.

Student reflections must align with

Diagnostic Assessment Procedures for Teaching Literacy (6 hrs. 1 hr. capstone)

4


EDUC 6
35


Spring 2012







the standa
rds.
Selections from these journals will be periodically requested as part of a
weekly fast
-
write.
Ten (10) of your best reflections will be
reviewed and
submitted to Task
Stream as part of your final portfolio
.

(
2
0%
)


3.

Literacy Assessment & Development Too
lkit
(
20%
)

Design a toolkit


that contains a total
of 20 activities, centers, assessments, lesson plans, etc. to address the Five Essential
Components of Reading Instruction as indentified by the National Reading Panel. The toolbox
will be shared in class

with colleagues in a Toolkit Fair format. At least one product must
come for each of the following categories:




Teaching/Learning Cycle



Concept of print



Phonemic awareness



Alphabetic Principle



Phonics



Fluency



Oral Language Development



Vocabulary Developme
nt



Text Complexity



Reading Comprehension


Oral Text



Reading Comprehension


Narrative Text



Reading Comprehension


Reader Focus


4.

Literacy Project Presentation
:

Using 2
-
3 books selected from a Suggested Book List,
students will pick an approved literacy to
pic for a project. The project cannot be a repeat of
the Capstone. It can be a continuation and extension of the capstone for further study and
research. The 20
-
minute
presentation
should

best model the
philosophy and instructional
strategies gained from

the book(s) and information studied in class during the course. It may
take the form of an interactive presentation using Web 2.0 tools. It may be a hands
-
on
demonstration using classmates as your students. It may be the development of and
demonstration o
f a series of literacy centers. In previous courses, having discussed multiple
intelligences, use as much creativity as you would like in conveying your information and
pedagogy. (
20
%
)


Suggested Book List:

Students may pick from any of the following book
s for the Literacy
Project. Students may also submit other titles for approval if desired.


Spotlight on Comprehension




Linda Hoyt

Continuum of Literacy Learning




Fontis & Pannell

Building Background Knowledge




Robert Marzano

Rigor is a Four Letter
Word




Barbara R. Blackburn

The Knowledge Deficit





E. D. Hirsch

Reading to Learn






Richard Allington

The Fluent Reader






Timothy Rasinski


Diagnostic Assessment Procedures for Teaching Literacy (6 hrs. 1 hr. capstone)

5


EDUC 6
35


Spring 2012









More Titles to be added

in class.


5.

Final Capstone Project and Presentation
:
Chapter 5 of the Capstone will

be completed and
added to previous chapters for a completed 5 Chapter Capstone Action Research Project.
Each student will schedule and provide an interactive presentation to the local school and/or
LEA as appropriate. A final presentation will be shared i
n class at the end of the semester.
Post your final capstone paper
, power point of your presentation, ten selected reflections,
and summary of peer evaluations

on
Task Stream by March 29, 2012
.

(
20
%
)


6.


Final Reflections
:
Choose ten reflections that align

with NC Teaching Standards and your
work on the capstone and place them in a single Word document and post them on Task
Stream by Marc
h 29, 2012
. (See Capstone Journal Reflections Above.)



EDUC 635


Spring, 2012



Week

Topic
s

Calendar of Weekly Requirements



Reading
s

Assignmen
ts

Bring laptops to class, if
available.

Due
Date

1

Literacy Introduction

Peer Editing Chapter
5






2

Classroom Reading Assessment & the
Teaching/Learning Cycle


Pearson:
Chapter
2

1st opinion post:

A Tale of
Two Schools

Toolbox: Reading
Assessment


3

Response to Intervention (RTI):
Differentiating Instruction

Pearson:
Chapter
3


Toolbox: Differentiating
Instruction


4

Oral Language Assessment and
Development



Pearson:
Chapter
4


2
nd

opinion post:

Read
What Elementary
Teachers Need to Know About
La
nguage

found at
http://www.cal.org/resources
/digest/0006fillmore.html

Toolbox:
Oral Language


5

Phonemic Awareness and Alphabetic
Principle
, Children’s Concept of Print



Pearson:
Chapt
er
5
& 6

Toolbox:
Phonemic
Awareness / Concept of
Print / Alphabetic
Principle


6

Phonics and Decoding Skills




Pearson:
Chapter
7

1
st

p
eer response

Toolbox:
Phonics


7

Reading Fluency


Fluency Activity Assessment

Pearson:
Chapter
8


3rd opinion post:

Complete
the Great
Fluency Debate

Toolbox:
Fluency


8

Capstone



Due on Task Stream by
March 29

Presentations

Capstone
Presentations


Capstone Journal


Before
Mar.
29

9

Capstone



Due on Task Stream by
March 29


Presentations

Capstone
Presentations


Before
Mar.
29

10

Teaching and Assessing Vocabulary
Development

Pearson:
Chapter
9



Toolbox:
Vocabulary
Development


11

Text Complexities and Vocabulary
Development

Pearson:
Chapter
10


2nd

peer response

Toolbox:
Text
Complexities


12

Reading Compreh
ension: Focus on
the Reader


Pearson:
Chapter
10


4
th

opinion post:

Complete
Reading Rockets
below

Toolbox:
Comprehension
-

Reader Focus


13

Reading Comprehension: Focus on
the Text
(Implicit, Explicit)

Pearson:
Chapter
11

3rd

peer response



Diagnostic Assessment Procedures for Teaching Literacy


1


EDUC
635





Spring 2012



5
th

opinion
post:

Complete
Assessment for
Learning Below

Toolbox:
Text Focus

Implicit, Explicit

14

Academic Literacy and New Literacy
Studies

/
Making School
-
Family
Connections /
Toolbox Fair


Pearson:
Ch

12 &13




5th

peer response

Literacy Toolbox

-

Presentation


15

Literacy Project Presentations




Presentations






I. Video Clips for In
-
class Use



Gotta Keep Reading



Ocoee Middle School

http://www.youtube.com/watch?v=GNpNfhpqDk4

Peachland Elementary

http://www.youtube.com/watch?v=nmrruNIYSJ4&feature=related




The Key to Life: Running & Reading


Will Smith

http://www.y
outube.com/watch?v=KEMEBBwO6J8




The Lorax Movie Trailer











http://www.youtube.com/watch?v=go5ovU1
-
BQU&feature=g
-
logo




Dream Speech


Will Smith
http://www.youtube.com/watch?v=LE_Etnvac88&feature=related




Teaching Content is Teaching Reading, Daniel Willingham

http://www.youtube.com/watch?v=RiP
-
ijdxqEc




Why Should Teachers Know the Content They Teach

http://www.youtube.com/watch?v=g2
-
glXXrTVs&feature=related




What is Reading, Richard Allington
http://www.youtube.com/watch?v=OpT1Sz3XZqk



Timothy Rasinski on Fluency

http://www.youtube.com/watch?v=zBWgWlrrDPE&feature=rela
ted



Timothy Rasinski on Dibels,

http://www.youtube.com/watch?v=Yx_1rwcLZLk&feature=related




II. On line Resources:




Five Essential Components of Reading Instruction


http://www.readingrockets.org/article/341/

Diagnostic Assessment Procedures for Teaching Literacy


2


EDUC
635





Spring 2012




National Reading Panel

http://www.nichd.nih.gov/publications/pubs/upload/PRFbookl
et.pdf



The Common Core Standards
,

NCPTA

http://www.ncpta.org/parent/Files/CommonCore_Brochure_Elementary.pdf






III. Discussion Posts Links:




A Tale of Two Schools

http://www.readingrockets.org/shows/twoschools/

Across the country, schools are struggling with their most basic job: teaching kids to read. Thirty
-
six percent of all fourth graders read below
the "basic" level, meaning they can't understand a
simple story, or they can barely read at all. What does it really take to turn our schools around? In
this PBS special, Academy Award
-
winner Morgan Freeman is the narrator of
A Tale of Two
Schools
, a one
-
h
our documentary that tells the intimate story of a tumultuous year at two
vulnerable schools. It's a tale of hope, of faith, and of the power of committed adults to help shape
the life of a child.

Reading Rockets is an outstanding organization devoted to t
eaching reading. Watch this
documentary on our most basic job of teaching students to read.
Then in an opinion post
that is at least 2
-
3 pages in length, share the most valuable insights you gained in
watching the program. What if any implications do these

have for you as a reading teacher
and a teacher leader in your school or district?




Reading Rockets


http://www.readingrockets.org/audience/parents/


The
Reading Rockets

Website provides
a
wealth of resources for reading instruction and
assessment.
Spend an extended time reviewing and enjoying the website. Focus in on oral
language development, phonemic awareness, and phonics.


Write a 2
-
3 page
opinion post
that highlights for your colleague
s valuable resources
for their future study in these 2 areas.





The Great Fluency Debate


There

is much discussion over the value of repeated
readings in the development of fluency and its effect on comprehension development.
Read the following articles a
nd then post a 2
-
3 page Opinion post that responds to this
debate.

Assessing Reading Fluency

Timothy V. Razinski

http://www.prel.org/products/re_/assessing
-
fluency.htm


Developing

Fluent Readers
Jan Hasbrouck








http://www.ldonline.org/article/27176/


Diagnostic Assessment Procedures for Teaching Literacy


3


EDUC
635





Spring 2012


Fluency, A Review of the Research
Sebastian

Wrenhttp://www
.balancedreading.com/fluency.html

Dr. Rasinski on Fluency





Text Complexity





A Discussion of “Increasing Text Complexity”
,
Kar
i
n Hess, Sue Biggam (2004)

http://www.readingrockets.org/aud
ience/parents/


Common Core Standards for ELA


Text Complexity


http://www.msad3.org/joomla/images/stories/dmcintyre/text_complexity.pdf


Teachers Tackle Text Compl
exity
,

Katherine Gewertz


http://www.edweek.org/ew/articles/2011/03/16/24text_ep.h30.html


Reading as a 21
st

Century Skill


Text Complexity


http://www.slideshare.net/jtribuzzi/text
-
complexity
-
8637747


Major Shift #3


Text Complexity,

Indiana Department of Education


http://media.doe.in.gov/commoncore/docs/Major
-
Shift
-
3
-
Text
-
Complexity.pdf


Read
and
review

th
es
e
resources on text complexity
.
Write a 2
-
3 page

opinion post
.

What are your impressions of the information presented? What is text complexity?
Why is t
ext complexity an essential part of the new Common Core Standards. What
are the implications for your classroom and students and why?





Assessment for Learning
: Watch all 9 videos on you tube entitled
Assessment
s

for
Learning.mp4

-

http://www.youtube.com/watch?NR=1&feature=endscreen&v=2C10oV0k3rE

Note the important factors in the vides.

Read Chapter 18 in
Rethink, Rebuild, Rebound

and complete the Application on p. 179 in
the book. Post what you learned about your class from the videos and the application
activity.