‘ SUNY Cortland Literacy Education LIT 540

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SUNY Cortland
Literacy Education LIT 540
Current Issues in Assessment and Instruction Birth to Grade 6
Sec 690
Professor Information:
Mary-Jo Morse
Phone : 607-753-2705
Email: [email protected]
Office: Rm 1316 Cornish
Office Hours: noon-6:00pm Tues
** by appointment before or after class
Course Information:
Credit Hours = 4
Spring Semester 2011
Sec 605: Weds. 4:20 – 6:50
SUNY IT Campus
G105 Donovan Hall
*** by email anytime
Course Description (as per college website) This course will explore developmental reading concepts. Students will
explore trends and research in the field of literacy. A field experience equal to one credit hour is required.
The course will be specifically discussing, investigating & questioning various formal and informal literacy
assessments currently in use in today’s elementary classrooms. This will be accomplished through your readings,
your individual research, and through your observations of literacy lessons in action.
A component requirement of this course is completion of 15 hours of “observation” of a literacy specialist, a
reading teacher or a classroom teacher conducting various literacy lessons and assessments. The 15 hour
“observation” requirement is to include time spent interacting & participating with students
and the participating teacher, as well as questioning & dialogue with the participating
teacher. Dialogue with the cooperating teacher should include discussion of his/her
reasoning in choosing the literacy activities or assessments that you observe in the
classroom.
Independently locate a literacy specialist, a reading teacher or a classroom teacher with whom you
may obtain the 15 hours of “observation”, as described in the above paragraph.
 You will therefore complete your required 15 hours of observation, participation, interaction
and questioning with this classroom teacher.
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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Course Attendance Policy: Class participation, consistent attendance, punctuality and on-time submission of class
assignments are requirements of this course. Two absences will result in a lowering of you final grade by 1 grade
step (A+ -> B+). Four absences will be considered excessive for this course and will result in a failing grade for the
course. Please notify the instructor if you are going to be absent from class.
Written Work: It is your responsibility to make sure that your written work is graduate-level quality BEFORE you
submit it to me for grading. If you need assistance with your written work, please consider using the Academic
Support and Achievement Program (ASAP). An ASAP tutor can be reached at 753-4309.
Required Texts:
•
Reutzel, D. & Cooter, R. (2007). Strategies for reading assessment and instruction: Helping every child succeed.
Upper Saddle River, NJ: Pearson Prentice Hall
•
Shannon, P. (2007). Reading against democracy: The broken promises of reading instruction. Portsmouth, NH:
Heinnemann
•
Caulkins, L. (1998). A teacher’s guide to standardized reading tests: Knowledge is power. Portsmouth, NH:
Heinnemann
•
Goodman, K. (2006). The truth about DIBELS: What is it, what it does. Portsmouth, NH: Heinnemann
•
Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH:
Heinnemann
•
Popham, J. (2004). America’s failing schools: How parents and teachers can cope with No Child Left Behind. New
York, NY : Routledge
•
Howard, M. (2009). RTI: From all sides. Portsmouth, NH. :Heinemann
•
Rossiter, J. (2009). The APA pocket handbook: 6th APA ed.
•
Download a copy of the NYSED ELA Learning Standards and Core Curriculum, found at:
:DW Publishing Company
http://www.emsc.nysed.gov/ciai/ela/elacore.pdf
•
Additional readings maybe distributed or assigned in class.
•
Several items will be available to download from eLearning
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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Expectations & Requirements:
•
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Please notify me, by email if you plan to miss a class or if you need to
unexpectedly need to miss a class due to sickness, or other
emergencies. More than 1 absence will be considered excessive!
Be Punctual! More than 15 minutes late/tardy to class WILL count as
an absence!
THIS IS A 2½ HOUR CLASS – EXPECT TO BE HERE 2½ HRS. We
have a lot of material and concepts to learn. We will be BUSY.
Please turn your cell phone OFF or to silent while in class.
NO TEXTING!- I reserve the right to reduce you class
participation grade by 10 points for each instance of cell phone
use!
Be Respectful of Others: all students have a right to learn & the
instructor has the right, as well as the responsibility, to teach. Your
conversation with an “elbow buddy” may keep those around you from
learning and will be distracting & annoying to this instructor. Behave
the same way that you would expect your future students to behave
while YOU are teaching. ☺
All written work (write-up, essays, papers MUST be submitted
o In a 2-pocket folder labeled with your name & Lit. 540
o Word processed hard copy document – this will be returned to
you with your earned grade and comments to help you reflect
and improve as a writer.
o All submitted written work (reflections, essays, papers) MUST
have a cover page with the following information:
Title of Assignment
Submitted by:
Name
Class Section
Date Submitted
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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This course addresses the following learning standards and performance indicators:
International Reading Association Standards,2010 (IRA #); SUNY Cortland School of Education Conceptual
Framework Standards (SCCFS);
(Numbers & indicators correct to the best of the professor’s knowledge)
Course Goals–Candidates will begin to…
1. Understand and apply the theory and research base of information presented in the course (IRA 1) (SCCFS 2).
2. Understand how students learn and develop (SCCFS 3)
3. Know, understand, and apply authentic assessment techniques to identify developmental strengths and to
make informed instructional decisions (SCCFS 12).
4. Perceive reading as the process of constructing meaning through the interaction of the reader’s existing
knowledge, the information suggested by the written language, and the context of the reading situation (IRA
1.5)
5. Recognize how differences among learners influence their literacy development (IRA 3.1)
6. Recognize the importance of creating programs to address the strengths and needs of individual learners (IRA
3.4)
7. Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students
are encouraged to achieve their highest potential (SCCFS 10)
8. Create a literate environment that fosters interest and growth in all aspects of literacy (IRA 5.1)
9. Understand and apply the IRA/NCTE Standards for literacy and the New York State English/Language Arts
Standards and Assessments. (SCCFS 8)
10. Model and discuss reading and writing as valuable, life-long activities (IRA 5.3)
11. Adapt instruction to meet the needs of different learners to accomplish different purposes (IRA 12.2)
12. Become familiar with and evaluate instructional materials, including those that are technology-based (SCCFS
13)
13. Know, Understand and Apply the New York State ELA standards across the curriculum (SCCFS 8)
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 a 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.
Academic Integrity: (downloaded on Jan. 2nd, 2010 from http://www.cortland.edu/handbook/hb08_10/part3.html#Anchor‐340.02‐34192
As a student at SUNY Cortland, you are expected to uphold the values of academic integrity at all times. Academic integrity can be defined, in one word, as honesty. The principle of academic integrity stretches beyond the limits of a classroom. Good students are honest with themselves, their professors, their roommates, and their community. 340.01 STATEMENT OF ACADEMIC INTEGRITY 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. Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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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. At SUNY Cortland, instances of academic dishonesty are: 1. Plagiarism
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 research papers, lab reports, written reports, oral presentations as well as other 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 2. Cheating on examinations A. Looking and/or copying from another student's paper during an examination or in‐class assignment B. Allowing another student to look or copy from one's work during an examination or in‐class assignment C. Possessing crib sheets, answer sheets and other information not authorized by the instructor during an examination or in‐
class assignment D. Writing an answer to an in‐class examination or assignment and submitting it as written in class E. Taking an examination for another student F. Allowing or arranging for a second party to take an examination or other in‐class assignment G. Allowing one's own work to be copied and submitted by another student H. Altering or falsifying examination or assignment results after they have been evaluated by the instructor and returned I. Possessing and using an electronic device such as a cell phone, personal digital assistant or Blackberry device not authorized by the instructor. 3. Other infractions A. Possessing papers, assignments, examinations, reports, lab reports or other assignments that have not formally been released by the instructor B. Obtaining a paper or assignment from an online source, paper mill, another student, or other source and submitting it, wholly or in part, as one's own work C. Possessing work that is similar to another student's, wholly or in part, without permission; allowing one's own work to be copied and submitted by another student. D. Writing or creating a research paper, written report, lab report or other work for another student E. Submitting the same work for two different classes without the approval by both faculty members
teaching both classes
F. Falsifying College documents G. Presenting false documents or forged documents H. Destroying, vandalizing, altering and/or removing library materials without authorization I. Falsifying data J. Altering or falsifying another student's data, laboratory work, research, assignments or written materials (updated 8/22/07) Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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Let me state at the onset, that this course WILL require a consistent input of effort on the part of you, the
learner. You will be required to read from more than one text at a time, respond to what you’ve read,
create materials, design lessons, participate in group activities, question what you are learning, acknowledge
what you need to learn and present yourself as a professional. I won’t apologize for the work-load. My goal
is to engage you in your learning, so that you have the opportunity to be the best teacher possible. Your job
is to rise to the occasion and make your potential ability a reality. Read, write, engage, question,
acknowledge, participate and be open to learning. Do this and you’ll reach the stars!
List of Assignments:
1) Observation and Observation Log – Candidates will complete a fifteen-hour observation of an
elementary literacy specialist, elementary reading teacher or an elementary classroom teacher
presenting or involved with a literacy lesson or activity. During this time, candidates will observe
the teacher’s instructional practices – analyzing, synthesizing, and questioning, what was
observed. Each entry must be dated and numbered. Additionally, all entries must be placed into
plastic sleeves and organized in a 1” 3-ring binder. Observation binders will be collected by the
instructor on April 20th and will be graded based upon depth of analysis, synthesis, and
questioning. In addition, you will submit, as page 1 of the binder, a copy of your observation hours
signed by the participating teacher(s)/ specialist you have observed. Signature forms will be
available from eLearning & are also attached to this document.
2) In class Journaling
Each week, you will be journaling in class, based on quotes about literacy, or in response to
something you’ve read for class. This journaling should be clear, legible, and in-depth. This may
be journaling between pairs or triads or it may be individual. This may be at the beginning,
middle, or end of class. Your Journal will be submitted twice during the semester, on the following
dates: March 9th & again on April 27th .
3) Weekly Newspaper or Research Articles Focusing on Literacy Education- Each week, it will be
your responsibility to obtain a CURRENT literacy related newspaper article or research article to
bring to class. A reflection paper, minimum length 1 page, must be submitted with a copy of the
article stapled to the back of the reflection. Include a cover page with your name, course
number and date submitted. Each week, the class will begin with “Literacy in the News” group
meetings. Within the individual NP groups, each person will read, and provide a written
comment on a report of one of their peer members. The articles and reviews should clearly be
relevent to literacy education, literacy policy, or literacy in society. Keep in mind that the article
chosen should have enough breadth and depth to summarize & reflect upon. In other words,
don’t choose a 4 paragraph newspaper article! Each group will choose one article to be presented
to the whole class for review and discussion.
a. Topics of interest, but not limited to, include:
i. NCLB,
ii. Race to the Top,
iii. Response to Intervention (RTI),
iv. NYS Testing changes,
v. articles related to changes in philosophy/methodologies/requirements over time.
b. Articles may be obtained from, but not limited to:
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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i. New York Times
ii. Education Week
iii. Reading Today
iv. Local Newspapers
v. www.ascd.org
4) Weekly Reflections on Readings from Strategies for Reading Assessment & Instruction- To insure
that everyone keeps up with the readings, expect to submit a minimum of a one page reflection
for each of the readings assigned for the week. You are to identify the most important or relevant
points, for you, from the reading and explain why those points are the most relevant in your
opinion. These reflections are to be word processed and submitted on standard size printer paper,
one page per reading, with a cover sheet containing your name, course number, and date of
submission Each page should identify the reading by title, author, chapter and pages read, in
APA format These will be graded on a 5 pt scale per reading reflection submitted:
a. 1 pt for correct APA citation of text
b. 2 pt for clearly, concisely & with correct grammar and mechanics, stating the most
significant item, for you, in the reading.
c. 2 pt for clearly, concisely & with correct grammar and mechanics, explaining why that
item, comment, strategy etc. is significant to you.
5) Book Summaries & Reflections: For each of the six topic specific texts that will be read during the
course of the semester, you will be required to submit a Summary & Reflection writing piece. The
paper should be a minimum of 3 pages long, with the Summary portion of the paper contributing
the first page and the Reflection section composing the remaining portion of the paper. These
Summary & Reflection papers are to be word processed and submitted on standard size printer
paper, double spaced, 12 point Times or Times New Roman, with a cover sheet containing your
name, course number, and date of submission. Citations should be in APA format. These will be
graded on a 10 pt scale:
a. 2 pts for correct APA citations throughout the text.
b. 4 points for a clearly & concisely stated, grammatically correct Summary
c. 4 points for a clearly & concisely stated, well supported with
examples/explanations/reasoning, and grammatically correct written Reflection
6) Individual Strategy Presentation: During the second class, Feb. 1st, each person will be asked to
choose one of the following strategies to research and present to the class in a workshop type
format.
a. Presentation is not to exceed 15 mins,
b. must include a handout to be distributed to all class members with 2 copies for the
instructor.
c. 3-5 pg. research paper based on a minimum of 3 peer reviewed articles
d. Strategies from which to choose:
i. Developing Oral Language
1. Critical Dialogues (pg. 95 R&C)
ii. Concepts of Print
1. Error Detection (pg. 125 R&C)
2. Shared Reading (pg. 126 R&C)
3. Drastic Strategy (pg. 129 R&C)
iii. Phonemic Awareness
1. Elkonin Boxes (pg. 149 R&C)
2. Using Environmental Print (pg. 153 R&C)
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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iv. Phonics and Decoding Skills
1. Spelling in Parts (pg. 186 R&C)
2. Making Words (pg. 190, 262 R&C)
3. Word Detectives ( pg. 192 R&C)
v. Fluency
1. Oral Recitation Lesson (pg. 208 R&C)
2. Readers Theater (pg. 216 R&C)
3. Radio Reading (pg. 218 R&C)
4. Neurological Impress (pg. 220 R&C)
vi. Vocabulary Development
1. Academic Word Walls (pg. 246 R&C)
2. 5 Step Method (pg. 256 R&C)
3. Cubing: The Die is cast! (pg. 257 R&C)
4. SAVOR (pg. 258 R&C)
5. Semantic Maps (pg. 261 R&C)
6. Comparison Grids (pg. 266 R&C)
7. Vocabulary Clusters (pg. 268 R&C)
vii. Comprehension: Focus on the Reader
1. START (pg. 301 R&C)
2. Comprehension Process Motions- CPMs ( pg. 306 R&C)
3. Think-Pair-Share (pg. 309 R&C)
4. Explanation-Model-Scaffold (EMS) (pg. 310 R&C)
5. Comprehension Monitoring : Click or Clunk (pg. 312 R&C)
6. Elaborative Interrogation (pg. 313 R&C)
7. Comprehension Strategy Framework (pg. 314 R&C)
8. Reciprocal Teaching (pg. 318 R&C)
viii. Comprehension : Focus on the Text
1. Schema Stories: Using Story Structure Knowledge to Guide Text
Comprehension (pg. 347 R&C)
2. Question-Answer Relationships (QARs) (pg. 347 R&C)
3. Questioning the Author (pg. 349 R&C)
4. Traffic Light Reading (pg. 353 R&C)
5. Summary Writing (pg. 358 R&C)
ix. Academic and New Literacies
1. Note Taking Strategies (pg. 389 R&C)
2. Comprehension Window Strategy (pg. 390 R&C)
3. Tech-to-Stretch (pg. 394 R&C)
4. Electronic Talking Books (pg. 400 R&C)
7) Group Presentation on Assessment: Groups will be built around individual student’s interest and
choice. However, groups may not exceed 4 members. During the 3rd class (Feb. 8th, you will be
asked to select an assessment method that you would like to “master”. As a group, you will:
a. research the theory and application of the assessment
b. design a presentation that will inform and engage us in learning how to perform AND
analyze the assessment
c. Provide a well designed handout or packet of materials
d. Each individual group member is to write a 5-8 page paper on the research theory and
application of the assessment, as well, as a discussion of implications of the assessment
outcomes, and suggestions for interventions based upon several “scenario” student results.
e. Assessment Choices:
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
Spelling Inventory/Dr. Donald Bear: Words Their Way
TROLL (pg. 74-78 R&C)
Concepts About Print Test: Marie Clay (pg. 106 R&C)
Starpoint Phonics Assessment (pg 177 R&C)
The Early Names Test (pg. 173 R&C)
Multidimensional Fluency Scale (pg. 205 R&C)
Langer’s Background Knowledge Assessment Procedure (pg. 280 R&C)
The Reader Self-Perception Scale (pg. 291 R&C)
Oral Story Retelling: Narrative Text Structure (pg. 329 R&C)
Oral Story Retelling: Expository Structure (pg. 330 R&C)
Or another assessment choice approved by instructor
You will be provided time in class during the month of April to work as a group on the
research, presentation and handout materials. You will present your assessment “workshop
presentation” on the last day of classes – May 4th.
PLEASE submit your individual research paper on your assessment choice to me on this day in
a self-addressed & stamped manila envelop. I will then mail them back to you when graded.
8) In-Class activities: in class work will be based on the readings (or recommended readings
Activities/discussions are to provide depth and breath to you knowledge base of teaching literacy.
If you are not present for such activities, you will not earn credit for completing them.
Some in class assignments may be begun in class but finished out of class;
these should be hand written. Hand written assignments must be legible
and neat or they will be returned ungraded and you will receive a 0.
DUE DATES: Assignments are due on the dates specified and are to be given to the instructor, or her
representative, in “hard copy” formats. Late papers/assignments will be marked down by 1/3 of a grade level for
each day late. (a+ ->a)
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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Tentative Assignment Point Value
Weekly Reading Reflections on Strategies for Reading Assessment & Instruction ( 13 @ 5pts each)
Topic Texts Summary & Review Papers (6 @ 10 pts each)
Weekly News/Research Article & Reflection (10 @ 5 pts each)
Individual Strategy Presentation (25 pts) & paper (25pts)
Observation hours and Observation Log
Group Research & Presentation on Assessment (Paper 50 pts, presentation 25pts & 25pts from peers
Participation – 5 pts per class (attendance, HW & participation)
Journal with 10 in class generated reflections
Total Points
65
60
50
50
100
100
75
50
540
Grade Scale
A+ = 99--100%
B+ = 88.0—89.9
C+ = 78.0—79.9%
D+ = 68.0—69.9%
A = 95.0--98.9%
B = 84.0—87.9
C = 74.0—77.9%
D = 64.0—67.9%
A- = 90.0--94.9%
B- = 80.0—83.9
C- = 70.0—73.9%
D- = 60.0—63.9%
Below 60 is an E
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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Syllabus Calendar/Tentative
Bring the following with you to each class:
***Strategies for Reading Text ***
Date
***The “Topic Text” listed***
Topics covered in class
HW assigned for the next class (or
date due)
1.
4:20-4:50:
Introd
uction : Syllabus; Requirements
4:50-5:20 : Ice breaker – Getting to Know
You
Tell
Jan. 26th- 1st Class
one thing you learned about someone
else
Tell
one thing about yourself, not on the
questionnaire
News/Research article #1 related to literacy
&/or literacy education., with Summary &
reflection.
2. R&C Text: pgs 1-23 (Intro & Chap 1 (NCLB:
Comprehensive Reading Instruction) pgs. 1-40
Reflect & Respond to the following: Consider
the variety of assessment methods discussed
and reflect on your experiences as a K-12
STUDENT with these types of assessments.
3. Read “America’s Failing Schools: How parents
and teachers can cope with No Child Left
Behind” by James Popham. Please read the
5:00-5:30 : Read Aloud? Testing Miss
forward and the introduction. Both of these
sections contain much relevant and useful
information. Also read Parts 1 & 2 (stop at page
94)
Malarkey
Journaling prompt:
6:00-6:50: What is Reading? What is
Assessment?
Brain
storming
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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4:20-5:00: News Articles Lit. Circles
Feb. 2nd . – 2nd Class
15
mins small group discussions: Switch papers
read & comment on peer’s articles &
written discussion
15
mins large group sharing
5:00-5:20 : Read Aloud & Journal Prompt Miss
Malarkey Leaves No Reader Behind
5:20-6:00- Strategies for Reading
Assessment & Instruction- Chap 1:
Classroom Reading Assessment & the
Teaching/Learning Cycle
& Activities
Discussion
1)
News/
Research article #1 related to literacy &/or
literacy education., with reflection.
1) Strategies for Reading Text: Chap 3 (Oral
Language) pgs. 63-98 : Reflect & Respond
3. Read Part 3 “America’s Failing Schools: How
parents and teachers can cope with No Child
Left Behind” by James Popham. We will discuss
in class, Summary & Reflection paper Due: Feb
16th!
Notes
6:00-6:15 – “What Are You Observing?”
A time
to share with your peers your experiences with
your participating teacher.
6:15-6:50: America’s Failing Schools: How
Parents and Teachers Can Cope with No
Child Left Behind
Discussion time & activities: Part 1
Group
4:20-4:50: News Articles Lit. Circles
mins small group discussions
Feb. 9th. – 3rd. Class
mins large group sharing
15
15
5:00-6:10- Strategies for Reading
Assessment & Instruction – Chap 3: Oral
language assessment & development
Notes
& Activities
sion
Discus
Strate
gies presentations
6:00-6:15 – “What Are You Observing?”
A time
to share with your peers your experiences with
your participating teacher.
Mary-Jo Morse - Instructor
1) News/Research article #2 related to literacy
&/or literacy education., with reflection.
2) Strategies for Reading Text: Chap 4 (Concepts
of Print) pgs. 101-130 : Reflect & Respond_
Reflect on your own experiences with
environmental print awareness. What
memories do you have about signs, logos, or
other forms of environmental print that were
familiar to you as a child?
3) Make “Reading Environmental Print”
Assessment Task pg. 107. Submit in a baggie
with your name.
4) Read “ Reading Against Democracy: The Broken
Promises of Reading Instruction” by Patrick
Shannon Chaps 1-5
5) Summary & Reflection due on Popham next
week
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
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6:15-6:50: America’s Failing Schools: How
Parents and Teachers Can Cope with No
Child Left Behind
Group
Discussion time & activities: Part 2
4:20-4:50: News Articles Lit. Circles
mins small group discussions
15
Feb. 16th.– 4th Class
15
mins large group sharing
5:00-6:00- Strategies for Reading
Assessment & Instruction- Chap 4: Concepts
of Print
Notes
& Activities
Discus
sion
Strate
gies presentations
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences
with your participating teacher.
6:10-6:50: Reading Against Democracy: The
Broken Promises of Reading Instruction” by Patrick
1) News/Research article #3 related to literacy
&/or literacy education., with reflection.
2) Strategies for Reading Text: Chap 5 (Phonemic
Awareness & Alphabetic Principle) pgs. 133-157 :
Prepare a short demonstration of the
assessment that you are assigned. Reflect &
Respond: Reread the opening scenario, pg.
133,and reflect upon Nigel’s learning
experiences & Mr. Sinclair’s choice of
instructional strategies. Use the :if-Then”
guide on pg.148 of text to suggest additional
or alternative strategies to assist Nigel’s
progress.
3) Read “ Reading Against Democracy: The Broken
Promises of Reading Instruction” by Patrick
Shannon Chaps 6-10
a. Summary & Reflection Due: March
2nd
Shannon Chaps 1-5
Lit Circle discussions, group sharing &
activities
4:20-4:50: News Articles Lit. Circles
Feb. 23rd -5th Class
mins small group discussions
15
15
mins large group sharing
5:00-6:00- Strategies for Reading
Assessment & Instruction- Chap 5: Phonemic
Awareness
& Activities
sion
gies presentations
Notes
Discus
Strate
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences
Mary-Jo Morse - Instructor
1) News/Research article #4 related to literacy
&/or literacy education., with reflection.
2) Strategies for Reading Text: Chap 6 – Phonics
and Decoding pgs. 160-193 . Prepare a short
demonstration of the assessment task that you
were assigned. : Reflect & Respond: After
reading the chapter, reread the scenario on
pg. 160. Identify specific skills that George
may need to improve and identify instructional
strategies described between pgs 183 & 193
in the textbook that will enhance his skills.
In your reflection describe how each strategy
identified will increase George’s reading skills.
3) Read “The Truth About Dibels: What it is, What
it Does” by Kenneth Goodman pgs 1-79.
Summary & Reflection Due: March 9th
4) Summary & Reflection on Shannon Due next
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
14 | P a g e
with your participating teacher.
week!
6:10-6:50: Reading Against Democracy: The
Broken Promises of Reading Instruction” by Patrick
Shannon Chaps 6-10
Lit
Circle discussions, group sharing &
activities
4:20-4:50: News Articles Lit. Circles
15 mins small
group discussions
15 mins large
March 2nd
___
6th Class
group sharing
5:00-6:00- Strategies for Reading Assessment &
Instruction- Chap 6:Phonics & Decoding
Notes & Activities
Discussion
DIBELS
Strategies
presentations
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences with your
participating teacher.
6:15-6:50: The Truth About Dibels: What it is, What it Does”
by Kenneth Goodman pgs 1-79
discussions, group sharing & activities
Mary-Jo Morse - Instructor
1) News/Research article #5
related to literacy &/or literacy
education., with reflection.
2) Strategies Text : Chap 7 Fluency
pgs. 196-228 : Reflect &
Respond: After you read the
chapter refer to Fig. 7.6 on pg
209. In your reflection
compare the characteristics of
the three fluency assessment
tools and reflect on how each
tool can be used for different
purposes.
3) Read “A Teacher’s Guide to
Standardized Reading Tests:
Knowledge is Power” by Lucy
Calkins - Chaps. 1-6
Lit Circle
SUNY Cortland: Lit. 540 Syllabus
4) Goodman Summary & Reflection
Due: March 8th
Spring 2011
15 | P a g e
4:20-4:50: News Articles Lit. Circles
15 mins small
group discussions
March 9th___7th Class
15 mins large
group sharing
5:00-6:00- Strategies for Reading Assessment &
Instruction- Chap 7: Fluency
Notes & Activities
Discussion
Strategies
presentations
6:00-6:15 – “What Are You Observing?”
1) News/Research article #6
related to literacy &/or literacy
education., with reflection.
2) Strategies for Reading Text:
Chap 8 Teaching & Assessing
Vocabulary pgs. 233-270 :
Reflect & Respond
3) Read -“A Teacher’s Guide to
Standardized Reading Tests:
Knowledge is Power” by Lucy
Calkins - Chaps. 7-11 Summary
& Reflection Due: March 22nd
4) Mid-Semester Journal Check
A time to share with your peers your experiences with your
participating teacher.
6:15-6:50: “A Teacher’s Guide to Standardized Reading
Tests: Knowledge is Power” by Lucy Calkins - Chaps. 1-6
Lit Circle
discussions, group sharing & activities
March 16th : NO CLASS:
SPRING
BREAK!!
1)
4:20-4:50: News Articles Lit. Circles
15 mins small
March 23rd
to literacy &/or literacy
15 mins large
group sharing
5:00-6:00- Strategies for Reading Assessment &
Instruction - Chap 8: Vocabulary
–
8th Class
group discussions
presentations
ews/Research article #7 related
Notes & Activities
Discussion
Strategies
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences with
your participating teacher.
6:15-6:50:
education., with reflection.
2) Strategies for Reading Text:
Chap 9 – Reading Comprehension,
Focus on the Reader pgs. 273319 : Reflect & Respond: After
reading the chapter, refer to
the section titles “Children
from Poverty”. Reflect on the
ways that poverty can influence
children’s literacy development.
3) Read “The Case Against
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
16 | P a g e
Standardized Testing: Raising
the Scores, Ruining the
Schools” by Alfie Kohn pgs 166
6) Summary & Reflection Due:
April 5th
4:20-4:50: News Articles Lit. Circles
15 mins small
group discussions
March 30th - 9th Class
15 mins large
group sharing
5:00-6:00- Strategies for Reading Assessment &
Instruction- Chap 9 – Comprehension Focus on Reader
Notes & Activities
Discussion
Strategies
presentations
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences with your
participating teacher.
6:15-6:50: “The Case Against Standardized Testing:
Raising the Scores, Ruining the Schools” by Alfie Kohn pgs
1-66
Lit Circle discussions, group sharing & activities
1) News/Research article #8
related to literacy &/or literacy
education., with reflection.
2) Strategies for Reading Text:
Read Strategies for Reading
Text: Chap 10 Reading
Comprehension: Focus on the
Text pgs. 323-365 : Reflect &
Respond: Consider whether you
like to read narrative or
expository texts. Explore your
interests and motivations and
whether they have changed
over time, reflect upon your
childhood experiences reading
both types of texts at school &
at home.
3) Read “RTI: From all Sides” by
Mary Howard- Chaps 1-3
4:20-4:50: News Articles Lit. Circles
15 mins small
April 6th-10th Class
group discussions
15 mins large
group sharing
5:00-6:00- Strategies for Reading Assessment &
Instruction – Chap 10- Reading Comprehension: Focus on
the Text
Notes & Activities
Discussion
Strategies
presentations
1) News/Research article #9
related to literacy &/or literacy
education., with reflection.
2)
Strategies Text: Chap 11
Academic Literacy & New
Literacy Studies pgs. 370-406 :
Reflect & Respond: Reflect &
Respond: Refer to Table 11.1
on pg 403 of text. Explore
several websites and reflect
upon them in your journal,
which would you use & why?
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences with your
participating teacher.
6:15-6:50: “RTI from all Sides”
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
3) Read: “RTI: From all Sides” by
Mary Howard- Chaps 4-5
Spring 2011
17 | P a g e
1)
4:20-4:50: News Articles Lit. Circles
15 mins small
group discussions
related to literacy &/or literacy
15 mins large
group sharing
April 13th. – 11th Class
ews/Research article #10
education., with reflection.
2)
trategies for Reading Text: Chap
2: RTI pg. 43-62. Reflect &
Respond: Reflect on some of
the benefits, as well as
5:00-6:00- Strategies for Reading Assessment &
Instruction- Chap 11: Chap 11 Academic Literacy & New
Literacy Studies
drawbacks to using RTI as a
method to assist struggling
readers.
Notes & Activities
Discussion
Strategies
presentations
3)
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences with your
participating teacher.
6:15-6:50: RTI from All Sides
“RTI: From all Sides” by Mary
Howard- Chaps 6-7 .
Summary & Reflection due:
April 27th
OBSERVATION BINDERS DUE!!
April 20th.- 12th Class
4:20-4:50: News Articles Lit. Circles
15 mins small
group discussions
15 mins large
group sharing
5:00-6:00- Strategies for Reading Assessment &
Instruction – Chap 2 RTI
Notes & Activities
Discussion
6:00-6:15 – “What Are You Observing?”
A time to share with your peers your experiences with your
participating teacher.
4:20-4:50: News Articles Lit. Circles
Class
April 27th - 13th
6:15-6:50: RTI From All Sides
group discussions
15 mins small
15 mins large
group sharing
5:00-6:00- Group Assessment Work Time
6:00-6:15 – “What Are You Observing?”
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
18 | P a g e
Binder Return
Last Day of Class –
Class
May 4thth - 14th
A time to share with your peers your experiences with your
participating teacher.
Group Assessment
Presentations
Literacy Observation: #1 Date: Current Issues in Literacy Assessment & Instruction Lit. 540 Observer: I)
Background/Pre-observation discussion:
II)
Observation Details (Describe the following: grouping arrangement, focus of the lesson,
methodologies/strategies or assessments used by the teacher, student interaction, teacher
modeling, scaffolding, prompting etc.)
III)
Questions you had during the observation:
IV)
Discussion with teacher after observation:
V)
Your Comments/Thoughts:
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
19 | P a g e
Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
20 | P a g e
Date of Observation Length of Observation Candidate’s Signature
Participating Teacher Signature
Total # Required Hours = 15 Total # Hours Observed = _________ Candidate’s Signature__________________________________________________ Date_____________ Course Instructor’s Signature____________________________________________ Date_____________ Mary-Jo Morse - Instructor
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
21 | P a g e
Strategy
Focus Area
Critical Dialogues
Chap 3- Oral language
Development
Chap 4 – Concepts of
Print
Chap 4 – Concepts of
Print
Chap 4 – Concepts of
Print
Chap 5 – Phonemic
Awareness
Chap 5 – Phonemic
Awareness
Chap 6 – Phonics &
Decoding skills
Chap6 – Phonics &
Decoding skills
Chap6 – Phonics &
Decoding skills
Chap 7 - Fluency
Chap 7 - Fluency
Chap 7 - Fluency
Chap 7 - Fluency
Chap 8 – Vocabulary
Development
Chap 8 – Vocabulary
Development
Chap 8 – Vocabulary
Development
Chap 8 – Vocabulary
Development
Chap 8 – Vocabulary
Development
Chap 8 – Vocabulary
Development
Chap 8 – Vocabulary
Development
Chap 9 –
Comprehension-Focus
on Reader
Chap 9 –
Comprehension-Focus
on Reader
Chap 9 –
Comprehension-Focus
on Reader
Chap 9 –
Comprehension-Focus
on Reader
Chap 9 –
Comprehension-Focus
on Reader
Chap 9 –
Comprehension-Focus
Masking/Highlighting
Print
Error Detection
Drastic Strategy
Elkonin Boxes
Using Environmental
Print
Spelling in Parts
Making Words
Word Detectives
Oral Recitation
Readers Theater
Radio Reading
Neurological Impress
Academic Word Walls
5 Step Method
Cubing
SAVOR
Semantic Maps
Comparison Grids
Vocabulary Clusters
START
Comprehension Process
Motions
Think-Pair-Share
Explanation-ModelScaffold (EMS)
Comprehension
Monitoring
Elaborative
Interrogation
Mary-Jo Morse - Instructor
Date of
Presentation
Name of Presenter
Feb. 9th, 2011
Feb. 16th
Feb. 16th
Feb. 16th
Feb. 23rd
Feb. 23rd
March 2nd
March 2nd
March nd
March 9th
March 9th
March 9th
March 9th
March 23rd
March 23rd
March 23rd
March 23rd
March 23rd
March 23rd
March 23rd
March 30th
March 30th
March 30th
March 30th
March 30th
March 30th
SUNY Cortland: Lit. 540 Syllabus
Spring 2011
22 | P a g e
Comprehension
Strategy Framework
Reciprocal Teaching
Schema Stories
Question-Answer
Relationships
Questioning the Author
Traffic Light Reading
Summary Writing
Note taking Strategy
Comprehension
Windows Strategy
Tech-to-Stretch
Electronic Talking
Books
Mary-Jo Morse - Instructor
on Reader
Chap 9 –
Comprehension-Focus
on Reader
Chap 9 –
Comprehension-Focus
on Reader
Chap 10 –
Comprehension-Focus
on Text
Chap 10 –
Comprehension-Focus
on Text
Chap 10 –
Comprehension-Focus
on Text
Chap 10 –
Comprehension-Focus
on Text
Chap 10 –
Comprehension-Focus
on Text
Chap 11 – Academic &
New Literacies
Chap 11 – Academic &
New Literacies
Chap 11 – Academic &
New Literacies
Chap 11 – Academic &
New Literacies
March 30th
March 30th
April 6th
April 6th
April 5th
April 6th
April 6th
April 13th
April 13th
April 13th
April 12th
SUNY Cortland: Lit. 540 Syllabus
Spring 2011