SUNY Cortland    Literacy Education LIT 371  Teaching Elementary School Reading & Language Arts I   

SUNY Cortland Literacy Education LIT 371 Teaching Elementary School Reading & Language Arts I Course Information Instructor Information
Credit Hours: 3 Dr. Charlotte Pass Semester/Year Spring 2011 Phone: 607‐753‐4283 Email: [email protected] Office: 1318 Cornish Office Hours: W 4‐6; available by email and by appt. (see above address) T/Th, Section 602 (10:05‐11:20) B110 Van Hoesen T/Th, Section 603 (11:40‐12:55) B110 Van Hoesen “Genuine literacy implies using reading, writing, thinking and speaking daily in the real world with options, appreciation and meaningful purposes in various settings and with other people” (Routman, 1994, p. 15). Reference: Routman, R. (1994). Invitations: Changing as teachers and learners, k‐12. Portsmouth, NH: Heinemann. “Question: What is the primary ingredient in the recipe for every child’s reading success?
Answer: A classroom teacher with the expertise to support the teaching of reading to children
having a variety of abilities and needs…” (Reutzel & Cooter, 2008, p. 6).
Reference: Reutzel, D.R. & Cooter, R. B. (2008). Teaching children to read: The teacher makes the difference (5th ed.). Upper Saddle River, NJ: Pearson / Merrill / Prentice Hall. “Teaching primary children to read is too critical an endeavor to expect anything but first class work from the future teachers of literacy” (Mary‐Jo Morse, personal communication, January 13, 2010). This statement can be extended to: Teaching, period, is too critical an undertaking to expect anything less than first class work from our students. This section of LIT 371 is NOT a lecture class. It is a class to make you think, to make you stretch, to involve you in your own education. It is a class in which I expect active learners to participate in their own education (as opposed to schooling). I will ask for your opinions and expect you to give them to me, sometimes in writing and sometimes aloud. I will also play “Devil’s Advocate” and say “yeah, but” or “what if…” Please note that I am not bashing your opinion; I am asking for further evidence of your clear thought and reasoning. Each of us has our opinions, and each of us must be able to give a rationale for why we believe or feel the way that we do. If you have holes in an argument, then you can expect questions about them. Required Texts: Flint, A. S. (2008). Literate lives: Teaching reading and writing in elementary classrooms. Hoboken, NJ: John Wiley and Sons, Inc. Fox, B.J. (2010). Phonics and structural analysis for the teacher of reading: Programmed for self‐instruction. Boston, MA: Allyn and Bacon. Tompkins, G.E. (2009). Fifty literacy strategies: Step by step. (3rd ed.) Boston: Allyn & Bacon. Vocke, Karen S. (2007). “Where Do I Go from Here?”: Meeting the unique educational needs of migrant students. Portsmouth, NH: Heinemann. You do not have to purchase a handwriting book, but you do need to study handwriting during the semester. Lit 371 2
FYI Reading Material: NYSED ELA Learning Standards and Core Curriculum, found at: http://www.emsc.nysed.gov/ciai/ela/elacore.htm (working as of August 7, 2009) Everybody needs to read these IRA position statements: http://www.reading.org/General/AboutIRA/PositionStatements/DevelopmentallyAppropriatePosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/ChildrensRightsPostion.aspx IRA Position Statements related to this class:
http://www.reading.org/General/AboutIRA/PositionStatements/MinoritiesSpecialEdPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/MultipleMethodsPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/HighStakesPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/PhonemicAwarenessPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/PhonicsPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/MultipleMethodsPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/SecondLanguagePosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/LibrariesPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/FamilySchoolPosition.aspx
http://www.reading.org/General/AboutIRA/PositionStatements/ReadingFirstPosition.aspx http://www.reading.org/General/AboutIRA/PositionStatements/TeacherPrepPosition.aspx
The URL for all position statements is: http://www.reading.org/General/AboutIRA/PositionStatements.aspx IT IS YOUR RESPONSIBILITY TO GET MATERIAL FROM ELEARNING. Recommended Texts: Baltas, J., & Shafer, S. (1996). Balanced reading K‐2: Making it work for you. New York, NY: Scholastic. Bear, D.M., Invernizzi, M., Templeton, S.R., & Johnston, F. (2007). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Fountas, I., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Gentry, J. R. (2007). Breakthrough in beginning reading and writing: The new evidence‐based approach for pinpointing students’ needs and delivering targeted instruction. New York, NY: Scholastic. McCarrier, A., Fountas, I., & Pinnell, G. S. (1999). Interactive writing. Portsmouth, NH: Heinemann. Opitz, M. (1994). Learning centers. New York, NY: Scholastic. Opitz, M. (1998). Flexible grouping in reading. New York, NY: Scholastic. Perrin, R. (2004). Pocket guide to APA style. Boston, MA: Houghton Mifflin. Raskinski, T. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York, NY: Scholastic. Shea, M. (2000). Taking running records: New York, NY: Scholastic. Topping, D. H., & Hoffman, S.J. (2006). Getting grammar: 150 new ways to teach an old subject. Portsmouth, NH: Heinemann. Course Description (as per college website): Part I of integrated approach to teaching reading, writing, speaking and listening in elementary school. Lit 371 3
For students with disabilities: If you are a student with a disability and wish to request accommodations, please contact the Office of Student Disability Services located in B‐1 Van Hoesen Hall or call (607) 753‐2066 for an appointment. Information regarding your disability will be treated in a confidential manner. Because many accommodations require early planning, requests for accommodations should be made as early as possible. Attendance: Because this is a weekly class, missing more than 1 class will impact your grade adversely, with each hour of absence beyond the three hours allowed by college policy for a 3 hour course resulting in the lowering of your final grade by 1/3 of a letter grade. I understand that special circumstances arise, and these can be taken into consideration, with appropriate documentation. In the event of inclement weather, I will not cancel class. The college rarely closes, so please do not call or email me to ask me if I am going to cancel class. If you are driving in from somewhere, I certainly understand you must make a decision based on the circumstances, but be aware that I will not cancel class unless the college closes. General Policies: IT IS YOUR RESPONSIBILITY TO READ THIS SYLLABUS CAREFULLY AND THOROUGHLY. YOU ALSO NEED TO GO TO ELEARNING AND SEE WHAT IS ON ELEARNING AND WHY IT IS THERE. PLUS, AS PREVIOUSLY STATED, IT IS YOUR RESPONSBILITY TO PRINT WHAT YOU NEED FROM ELEARNING. IF YOU HAVE ANY QUESTIONS ABOUT ANYTHING ON THE SYLLABUS, ELEARNING, OR THE TENTATIVE SCHEDULE/AGENDA, IT IS ALSO YOUR RESPONSIBILITY TO ASK ABOUT IT. YOU MAY ASK IN CLASS, BEFORE/AFTER CLASS, ON EMAIL, OR DURING OFFICE HOURS IF YOU HAVE A GENERAL QUESTION. IF YOU HAVE SPECIFIC QUESTIONS ABOUT AN ASSIGNMENT, YOU NEED TO MAKE AN APPOINTMENT WITH ME. Because this course must meet requirements for the early childhood and childhood associations, we discuss early childhood and childhood areas in the class. It is vital that you have read all assigned chapters AND articles BEFORE coming to class. You may be doing in‐class work based on your having read the texts or I may be discussing the same ideas as the chapters cover, but from a different perspective. As your instructor, I expect you to speak up and out in class as well as ask questions that pertain to literacy and teaching. Contrary to popular misconception, no instructor (especially this one) is omniscient, meaning I don’t know what you do or don’t know unless you demonstrate your knowledge. By this time in your education, you are expected to have attained a certain level of world knowledge as well as the ability to write clearly and succinctly. Failure to meet adequate level standards of grammar, spelling, organization, and other writing conventions will result in a lower grade that may be failing. Education courses require the use of APA style for references, citations, and paper set up; failure to use it will also result in lowering your grade to the point of and possibly including failing. You have a right to the best possible education—and you have a great amount of responsibility in obtaining the best possible education. I can only teach you to the extent that you want to learn (Wendy Warren, personal communication, February 2008). You are expected to be professional, as it is a necessary characteristic for teachers. In other words, you are expected to demonstrate appropriate “teacher dispositions.” This includes among other things, showing respect to your peers and instructor, being prepared for class (including doing the required readings), doing work when it is expected of you, a certain level of knowledge of world events (current and past) and “school things” (such as reading and writing well), civility, honesty, punctuality, courtesy, and listening well to others. Lit 371 4
If you are carrying on a side conversation (on the phone or person‐to‐person) with others when someone is speaking, you are not being professional and you are distracting at least one other person. See the included “Professional Disposition” sheet from the Childhood/Early Childhood Department. If you are going to be absent, it is professional to let your instructor know. There can be no un‐excused absences or tardies. If you are tardy, you will be counted as absent. You should attend class, as part of taking classes is participation and you cannot participate if you are not here. I reserve the right to lower your grade per College policy. If you miss more than four (4) weeks of class, you will not pass the class. The reason for missing does not matter; it is the lack of understanding and knowledge that will cause you to fail. The students you will teach are too important for you to not have the knowledge you need to be an effective teacher. Professionalism also includes turning your cell phone to vibrate during class and leaving your cell phone in your bag or pocket. If you have your cell phone out, unless with permission, I will take 10 points from your grade, every time I see your cell phone. Evaluation of Candidate Performance is based on content, following the directions for the assignments, mechanics, usage, and grammar (MUG). Students are advised to keep a copy of each paper submitted. All papers completed outside of class must (with the exception of Entrance Tickets): follow APA guidelines; be stapled, binder clipped, or paper clipped, not folded or dog‐eared; follow directions for the assignment; and be accurate in terms of content, as well as academic writing conventions which include mechanics, usage, and grammar (MUG). More than two errors in APA format and any inaccuracy in content, as well as not following directions could mean you will not earn as good a grade as you wish (assuming you wish to earn an A). While grades are not the be all and end all—the fact that you have learned is more important—I have found that students like to earn an A. Everyone can earn an A, but you have to understand—you EARN your grade in my class; I do not give a grade. Are you worth it? You bet! Are your future students worth your learning? You bet. Time and effort spent on an assignment do not count towards grades, for many reasons. I am NOT your editor for your papers; you should make them as “Mary Poppinish” (that is, practically perfect) as possible before turning them in. Have someone else look at them, read them aloud...do whatever it takes to make them practically perfect. If your content is not good or appropriate, or if you have mistakes on your papers, expect to have points taken off. You may have excellent ideas and excellent expression—this is the epitome. You may have excellent ideas but due to the way you express your ideas, it is difficult or impossible to understand what your ideas are—this is not so good. Conversely, your ideas may really be off the mark, but your expression is great—this is a serious problem. Finally, you may have really rotten ideas and horrid expression—this is atrocious. All areas can be improved—even good ideas and clear expression can be improved. Do not take things personally, but do take what is said on/about your papers as information to assist you with improving. There is no extra credit for this class. Readings: These include your texts, the position statements, various articles, ELA Learning Standards as well as any other materials for reading which may be published during the semester. Academic Integrity: Taken from Chapter 340 of the 2006‐2008 College Handbook downloaded December 29, 2008, from http://www.cortland.edu/handbook/hb06_08/part3.html#Anchor‐340.01‐28853: 340.01 STATEMENT OF ACADEMIC INTEGRITY Lit 371 5
The College is an academic community whose mission is to promote scholarship through the acquisition, preservation and transmission of knowledge. Fundamental to this goal is the institution's dedication to academic integrity. Providing an atmosphere that promotes honesty and the free exchange of ideas is the essence of academic integrity. In this setting all members of the institution have an obligation to uphold high intellectual and ethical standards. It is the responsibility of the faculty to impart not only knowledge but also respect for knowledge. It is also the professional responsibility of all faculty members to explain the importance of honesty and respect for knowledge in order to ensure an academic environment that encourages integrity. To establish such an environment, students must recognize that their role in their education is active; they are responsible for their own learning. Specifically, it is the responsibility of students to protect their own work from inappropriate use by others and to protect the work of other people by providing proper citation of ideas and research findings to the appropriate source. This includes the obligation to preserve all educational resources, thereby permitting full and equal access to knowledge. This academic community takes seriously its responsibilities regarding academic honesty. Academic integrity is absolutely essential to ensure the validity of the grading system and maintain high standards of academic excellence. In addition, all members of the academic community must exhibit behavior exemplifying academic honesty and encourage such behavior in others. 340.02 VIOLATION OF ACADEMIC INTEGRITY A violation of academic integrity as an instance of academic dishonesty can occur in many ways which includes plagiarism. At SUNY Cortland: Students are expected to submit and present work that is their own with proper documentation and acknowledgment when the work of others is consulted and used. Plagiarism can be intentional by deliberately presenting the work of others as one's own, or inadvertent by accidentally omitting or erroneously citing sources. Examples of plagiarism that can occur in … assignments are: A. Failure to use quotation marks: sources quoted directly must be shown with quotation marks in the body of the project and with the appropriate citation in the references, notes or footnotes B. Undocumented paraphrasing: sources "put into one's own words" must have the source cited properly in the body of the project and in references, notes or footnotes C. Creating false documentation: purposefully presenting wrong information in references or citations or manufacturing false information used in references, notes and footnotes Plagiarism is a serious offense. Plagiarism is not limited to “bought materials,” it is also taking a fellow student’s work or materials from the Internet. Plagiarized work will receive a grade of zero; in addition your work may be turned into the Academic Grievance Tribunal. Cheating in other ways is also a serious offense. Don’t cheat, period. (Numbers & indicators correct to the best of the professor’s knowledge) Course Goals–Candidates will begin to… understand the major theories, assumptions, and implications of theories for the teaching of English/Language Arts. (CFLO 2) understand and apply the IRA/NCTE Standards for literacy and the New York State English/Language Arts Standards and Assessments. (CFLO 2, 8) understand that reading should be taught as a process. (CFLO 3) develop a repertoire of techniques that teachers can employ to promote literacy as a process and the use of language for many purposes. (NAEYC 4A1, 4A3, 4B1a, 4B1b, 4B1c, 4C2b, 4C3, Level I) (CFLO 10) demonstrate an understanding of how young children acquire word identification skills to construct meaning, including an understanding of the major cueing systems, the role of phonemic awareness, and the relationship between word identification and spelling. (NAEYC 4A1, 4A3, 4B1a, 4B1b, 4B1c, 4C2b, 4C3, Level I) (CFLO 3) learn to plan and evaluate instruction that builds on the emergent language and literacy abilities of early learners. (ACEI 12b, 3a, 3d; NAEYC 1C, 4B3, 4B4, 4B5, 4B6, 4B9, 4C1d, 4C1e, Level I) (CFLO 3, 10, 12) become familiar with developmentally appropriate early literacy approaches. (AECI 2b) (CFLO 3, 10) Lit 371 6
become familiar with children’s literature and its importance in literacy learning across the curriculum. (CFLO 2) become familiar with and evaluate instructional materials, including those that are technology‐based. (CFLO 2, 11, 13) understand, respect and value cultural, linguistic, and ethnic diversity; recognize that literacy can be a means for transmitting moral and cultural values. (CFLO 11) develop an understanding of the role of the family in literacy development. (ACEI 5c; NAEYC 2b, Level 1) (CFLO 6, 10) develop a repertoire of assessment strategies to employ in evaluation of literacy skills. (ACEI 4; NAEYC 3B, Level II, 3C Level IV) (CFLO 12) Major Assignments: In class assignments or in class work: Some of these may be on the syllabus as daily assignments while others will be determined later than the syllabus is printed. These may done individually, in small groups, as the class, or a combination. In class work is based on the readings (or recommended readings) and is to help deepen your knowledge of teaching literacy specifically and teaching in general; they may come from our textbook. If you are not present for these activities, you will not be given credit for completing them. Some in class assignments may be begun in class but finished out of class; these should be handwritten. Handwritten assignments must be legible and neat, or they will be returned ungraded, and you will receive a 0. Points for these assignments are included in the daily participation grade. A to Z Listing of Children’s Book Titles: To promote students’ familiarity with children’s book titles and authors, students should locate a children’s book title beginning with each letter of the alphabet, as noted on the handout placed on eLearning. Be sure to include the author’s name after the book title. Each book title may be listed only once, and three “passes” are available for those letters for which students have difficulty locating a title. The form located on eLearning should be printed out, completed, and submitted at the beginning of class. Due: Sept. 7 Points: 50 Children’s Book Annotations: Each student should complete a minimum of 20 children’s book annotations using the annotation template placed on eLearning. Due: Oct. 26 Points: 15 points each, 300 points total Attendance/Class Participation/Entrance Tickets: Students must be present in class to be able to receive class participation points and to engage in the activities scheduled for various class meetings. Class participation points are based on a student’s enthusiasm about engaging in the learning process, willingness to assist others making strategy presentations, consistent manifestations of professional dispositions, and sharing worthwhile comments in class which add to the quality of the discussing occurring. Often entrance tickets will be required of students (these include homework assignments). Sometimes these brief assignments will be made a week in advance. Other times they will be placed on eLearning as an announcement to ensure that students are checking eLearning regularly. Such assignments must be completed prior to a student’s arrival to class and must consist of thoughtful commentary. Points: 300 (20 points per class) Due: Ongoing basis Mid‐Term and Final Exam: These exams will be out‐of‐class finals that must be submitted by class time on the exam dates. Students will be provided a minimum of 5 days to complete these exams. Points: 200 each, total 400 Phonics: Students are expected to demonstrate mastery of phonics and its myriad complexities. To that end, students will complete a pre‐test and a post‐test on phonics, and components of it will be build into the mid‐
term and final exams. It is the student’s responsibility to complete a self‐instructional text on phonics to improve any deficiencies that may exist. Any specific questions about phonics information should be addressed to the instructor as they arise. Points: 100 Lit 371 7
Read‐Aloud/Refreshments: Each student will be required to sign up for a date to bring snacks for the class. The snacks should be aligned with a children’s picture book in some way. For example, Laura Numeroff’s If You Give a Cat a Cupcake and Jan Brett’s Gingerbread Baby easily lend themselves to snack ideas. Due: As signed up throughout the semester Points: 50 Lesson Plans: At different times during the semester, students will be required to write lesson plans focusing on different aspects of literacy. Some lesson plans may be completed with a partner, while others will be completed independently. Due: As assigned during the semester Points: 25 each Mini‐Lessons on Strategies: Students will sign up individually to present a mini‐lesson demonstrating one of the literacy strategies found in the Tompkins text. Students may not select #18 Guided Reading, #20 Interactive Read‐Alouds, #27 Mini‐Lessons, #35 Readers Theatre, #43 Story Retelling, #44 Sustained Silent Reading, or #49 Word Walls, as these will be covered during the regular course discussions/activities. Due: As signed up throughout the semester Points: 50 Grade Scale—Point Percentage: A 90.0‐‐94.9= A‐ 95.0‐‐98.9= A 99.0‐‐100= A+ B 80.0‐‐83.9= B‐ 84.0‐‐87.9= B 88.0‐‐‐89.9= B+ C 70.0‐‐73.9= C‐ 74.0‐‐77.9= C 78.0‐‐‐79.9= C+ D 60.0‐‐63.9= D‐ 64.0‐‐67.9= D 68.0‐‐‐69.9= D+ Below 60 is an E Task Stream Procedures: The Childhood/Early Childhood Education Department uses TaskStream as its data management tool for performance‐based assessment for New York State Department of Education, NCATE (ACEI), and other reports. Reflecting the assessment philosophy of SUNY Cortland, this data enables us to assess the quality of the program and performance of teacher candidates, and to make programmatic changes based on these assessments. Childhood Education Teacher Candidates are required to subscribe to TaskStream during all semesters when they are enrolled in required program courses, and to upload tasks into a Directed Response Folio for each of their courses. If you are in one of the C/ECED program, for this course you will upload the CAP or Running Record assignment. A general rating of "Target," "Acceptable," or "Unacceptable" will be applied to the task. If you have questions regarding this process, please speak with your advisor or the Chair of Childhood/Early Childhood Education. Evaluation of Student Performance: The usual grades of A, B, C, D will be given on assignments. For anything which must be reported for accreditation purposes, the following will be used. Standards: Target: A to A‐ Acceptable: B+ to B‐ Unacceptable (Incomplete or C+‐below) Potential Course Topics (in no particular order) top‐down/bottom‐up/interactive/behaviorist/cognitive theories reader response theory auditory blending alphabetic principle word identification skills synthetic/analytic phonics language experience approach basal reading systems individualized reading linguistic approaches Directed Reading Thinking Activity graphophonemic/syntactic/semantic cueing systems oral/silent reading phonic approaches/direct instruction lap‐reading interactive writing shared book experience stages of spelling guided reading handwriting (penmanship) (manuscript, cursive) retelling readers/writers workshop repeated reading literature circles Reading Recovery Miscue Analysis Running Records spelling process kidwatching (coined by Yetta Goodman) New York State English Language Arts Standards and Assessments Lit 371 8
phonemic awareness/phonemic segmentation/phonics/phonemics/phonetics literacy learning strategies, i.e. KWL, story maps emergent literacy (print rich environment, environmental print, literacy through play) children’s literature (picture books, wordless books, concept books) Bibliography (for supplementary reading):
Specific Suggested Journal Articles:
Barrantine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50, 36-43.
Button, K., Johnson, M. J., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher,
49, 446-454.
Clay, M. (1991). Introducing a new storybook to young readers. The Reading Teacher, 45, 264-273.
Fitzgerald, J. (1999). What is this thing called “balance”? The Reading Teacher, 53, 100-107.
Gill, S. R. (2000). Reading with Amy: Teaching and learning through reading conferences. The Reading Teacher, 53,
500-509.
Gentry, J. R. (2000). A retrospective on invented spelling and a look forward. The Reading Teacher, 54, 318-332.
Johnston, F. R. (1999). The timing and teaching of word families. The Reading Teacher, 53, 64-75.
Johnston, F. R. (2000/2001). Spelling exceptions: Problems or possibilities? The Reading Teacher, 54, 372-378.
McGee, L.M., & Schickedanz, J.A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading
Teacher, 60(8), 742–751.
Read, S. (2005). First and second graders writing informational text. The Reading Teacher, 59(1), 36–44.
Richards, M. (2000). Be a good detective: Solve the case of oral reading fluency. The Reading Teacher, 53, 534-539.
Wiggins, R. A. (1994). Large group lesson/small group follow up: Flexible grouping in a basal reading program. The
Reading Teacher, 47, 450-460.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading
Teacher, 54(2), 130-143.
Non-specific Recommendations:
Journals—See the last 5—10 years of:
Book Links
Dimensions of Early Childhood
Early Childhood Research Quarterly
Educational Leadership
Language Arts
The Elementary School Journal
Young Children
Childhood Education
Phi Delta Kappan
Reading Research Quarterly
Hornbook
Reading Online (an online journal from the IRA)
The Reading Teacher
Journal of Research in Childhood Education
Early Childhood Education Online (http://www.umaine.edu/eceol/ working on August 14, 2009)
Use the Cortland Memorial Library databases to help you find appropriate journals, or go visit the library in person.
Books:
Calkins, L. M. (2001). The art of teaching reading. New York: Longman.
Calkins, L. M., Montgomery, K., Santman, D., & Falk, B. (1998). A teacher’s guide to standardized reading tests.
Portsmouth, NH: Heinemann.
Cunningham, P. (2000). Phonics they use. New York: Longman.
Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. York, ME: Stenhouse
Publishers.
Dewey, J. (1998). Experience and Education: The 60th anniversary edition. New York, NY: Touchstone (by arrangement
with Kappa Delta Pi).
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH:
Heinemann.
Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers (Grades 3 – 6): Teaching comprehension, genre,
and content literacy. Portsmouth, NH: Heinemann.
Opitz, M., & Rasinski, T. (1998). Good-bye round robin. Portsmouth, NH: Heinemann.
Power, B. M., & Hubbard, R. (Eds.). (1991). The Heinemann reader: Literacy in process. Portsmouth, NH:
Heinemann.
Routman, R. (1994). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.
Routman, R. (2002). Reading essentials. Portsmouth, NH: Heinemann.
Tierney, R. J., & Readence, J.E. (2004). Reading strategies and practices: A compendium (6th ed.). Boston, MA: Allyn &
Bacon.
Lit 371 9
See also the references in the texts.
Suggestion for you: You can join, as students, the New York State Reading Association by joining the Seven Valleys
Reading Council. This is an excellent manner to demonstrate that you are, even as college students, interested in
professionalism and lifelong learning. You can also join the International Reading Association for a discounted price. You
could join online discussion groups or online “information services” as well. There are many, but here is one that is
worthwhile: http://www.rci.rutgers.edu/~mjoseph/childlit/about.html (follow directions to join). If you join a listserv,
remember to use Netiquette!
Childhood/Early Childhood Department
Assessment of Candidate’s Professional Dispositions Form
At SUNY Cortland teacher education is framed by a central commitment to liberal learning that comprises the
themes of personal responsibility, social justice and global understanding. Teacher candidates are expected to
develop and demonstrate the dispositions identified in professional, state and institutional standards.
Candidate name:__________________________________________________________
Candidate’s signature of understanding:___________________________ Date:______________
Rating Scale:
U= Unsatisfactory; S=Satisfactory; E=Excellent
Lit 371 10
Rating
Character Dispositions
Honesty (moral, ethical, honorable)
Integrity (trustworthy, resolute, self-advocacy)
Caring (empathy, supportive, advocates)
Work ethic (participates, organized, reflective)
Responsible (reliable, deliberative, leadership)
Accountable (unbiased, transparent)
Teaching Dispositions
Content knowledge (understands, innovative, creative)
Competent in arts/sciences (literate, numerate, understands)
Sees children are capable learners (encourages, supports)
Maintains high standards (challenges, investigative, curious)
Is fair (responsible, promotes social justice)
Creates safe and nurturing classroom (considerate, aware)
Uses technology effectively (accesses, integrates)
Meets varied learning styles (domains, multiple intelligence)
Respects diversity (accepting, inclusive, promotes equity)
Is reflective (thoughtful, resourceful, self-awareness)
Uses assessment effectively (multiple methods, plan, report)
Communicates effectively (children, families, co-workers)
Integrates curriculum (linkage, themes)
Professional Dispositions
Attitude to learning (participates, enthusiastic, critical analysis)
Punctuality (on time, stays for whole class)
Commitment (dedicated, life-long learner, respectful, tenacious)
Collaborative (communicates, works in teams)
Respectful (shows respect for instructor and peers)
Receptive (responds to new ideas, feedback, acts)
Concentrates (focused, does not disrupt others’ learning)
Appearance (clean, groomed, appropriate)
Date
Faculty Initial