2. Course Description: Intensive study of methods and materials appropriate for developing emergent, primary and transitional literacy in grades P-5.

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1 1. EKU Department of Curriculum and Instruction ELE 871: Literacy Programs P-5 Credit Hours: 3 2. Course Description: Intensive study of methods and materials appropriate for developing emergent, primary and transitional literacy in grades P Text: Roe, Smith, and Burns. (2005). 9 th Ed. Teaching Reading in Today's Elementary School. New York, NY: Houghton/Mifflin. 4. Student Learning Outcomes: Students completing this course will: 1. Develop a comprehensive definition of reading and plan a developmental reading program which reflects the philosophy of that definition. (KTS 1; 2) 2. Identify and describe the linguistic and cognitive bases of the reading process. (KTS 1) 3. Demonstrate knowledge of theories of language acquisition. (KTS 1) 4. Describe developmental stages in learning to read and write. (KTS 1) 5. Demonstrate knowledge of the major factors that influence emerging literacy and pedagogical skills for teaching. (KTS 1; 3) 6. Describe the stages of literacy and their relationship to skill components. (KTS 1) 7. Select effective strategies and instructional materials that promote reading and writing development. (KTS 2; 4; 6) 8. Demonstrate knowledge of skills in all basic areas of literacy (reading, speaking, listening, and writing) and ability to develop a systematic approach to their development. (KTS 5; 7) 9. Evaluate various approaches to the teaching of reading in terms of strengths, limitations, and suitability for the P-5 program. (KTS 7; 8) 10. Evaluate research, commercial materials, and strategies concerned with reading instruction. (KTS 6; 7); (CF 4) 11. Assess literacy progress using informal and formal evaluative instruments. (KTS 5; 7) 12. Adapt instruction for children with diverse linguistic or cultural backgrounds and/or ability levels. (KTS 3; 6; 7) 13. Create lessons and develop materials which will encourage appreciation of language and the enjoyment of reading. (KTS 2; 6) 14. Organize and implement an instructional program that provides for needs of children in the P-5 program. (KTS 3; 5; 6; 7)\ 15. Develop plans for grouping children for reading instruction based on needs and interests. (KTS 3; 5; 6; 7) 16. Develop and demonstrate activities for developing a lifelong interest in language and reading. (KTS 2) 17. Evaluate technology to enhance the development of literacy. (KTS 6); (CF 4) 18. Plan strategies for team teaching and collaboration in primary and intermediate programs. (KTS 7; 8) 19. Review state, national and professional learned societies' standards for teaching language arts and utilize these in developing their own curriculum for the P-5 programs. (KTS 1; 10); (IRA 6) 20. Define strategies for creating professional collaboration projects and parent/community partnerships in reading programs.(kts 8; 9); (IRA 6) 5. Evaluation Method:

2 (92-100%) = A (83-91%) = B (74-82%) = C (65-73%) = D (0-64%) = F 6. Student Progress: Students are responsible for monitoring their own progress and computing their grades continually as each graded assignment and quiz is returned by the instructor. 7. Attendance Policy Attendance at all class sessions is expected! Absences will result in the reduction of 5% per unexcused absence from the final grade. Absences equating 20% of class meetings will result in automatic failure. Students should be on time for class sessions. Tardiness is disruptive. Class sessions missed as a result of late entry will be counted as absences and will result in the lowering of the student's final grade. The student is responsible for presenting adequate reason for absence to the instructor in written form in order to be given opportunity to make up missed work. (Adequate reasons include personal illness, death or serious illness in the immediate family, or participation in an approved university activity.) 8. Notification of the last day to drop the course is included in the university schedule. 9. Disabilities Statement: If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859) V/TTY. Upon individual request, this syllabus can be made available in alternative forms. 10. Academic Integrity Statement: Students are advised that EKU s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. PLAGIARISM: Plagiarism is the act of using another person s ideas or expressions in your writing without acknowledging the source. In short, to plagiarize is to give the impression that you have written or thought something that you have, in fact, borrowed from someone else. Plagiarism is not tolerated by the College of Education. To borrow the ideas or works of EKU students, past or present, without the proper citation, is one common example of plagiarism. 11. Course Requirements: 1. Attendance and participation in discussions CF 1-3, 5; KTS 1, 7-10; NCTE 11-12; IRA 1, 6) 2. Complete readings, responses, and reflections (CF 1-5; KTS 1, 7, 9; NCTE 1; IRA 1, 4) 3. Develop group/individual projects, activities, written and /or oral presentations (CF 1, 4; KTS 1, 6, 8, 10; NCTE 8, 11; IRA 1, 6) 4. Construct plans for program improvement (KTS 1-3, 7; NCTE 3, 5; IRA 2-3, 5)

3 5. Conduct individual research on topics related to students' reading needs and interests (CF 1; KTS 1; NCTE 7; IRA 1, 6) 6. Key Assessment: Professional Book Study (see template in Blackboard) (CF 1-4; KTS 1-2, 6, 9-10; IRA 1-2, 4-6) Professional Guide Within this performance assessment, the candidates are taught how to implement a book study as that could be used as part of a school-wide professional development program. With funds being cut, many teachers will no longer have the opportunity to attend PD events, and this is a way to assure that learning and growth continue. Using grade-level appropriate books written by leaders in the field of literacy to address major theories of the reading and writing processes, candidates assume roles and work within small groups to read and critically evaluate the information. The roles are as follows: 1. First responder: This role is the person who "kicks off" the discussion by telling how many and which pages their group has chosen to read for the week. Then, they should respond on the first available day to one or more of the questions that the professor has posted. This person should also pose some further questions to their group to get the discussion started. 2. Connector: This role needs to make personal/professional connections between the readings and self/text/world. In other words: your own life/another book you've read, our text, or a movie you've viewed/events that are occurring in our world today. They should invite the other members to do the same. 3. Questioner: This role should pose some higher-level questions to the group. These would be at the level of analysis, synthesis, and/or evaluation. They should really get the group thinking critically! 4. Final responder: This role will clarify and extend the contributions of the other group members and invite their fellow group members to do the same. Then, they will provide a brief summary of the points covered and offer clarification on any issues that seem to remain unanswered. The person assuming this role should draw the discussion to a close near the final day that the post is open for discussion. Personal, critical, and creative prompts guide the candidates interpretations of the ideas presented and help focus the book club discussions. These prompts are answered in writing prior to the oral discussion to provide reflective thinking that has been proven to be an effective scaffold for subsequent oral speaking/listening engagement. An example of prompts that guide candidates in looking more closely at point of view follow: 1. You are currently investigating an aspect of reading more deeply. What point of view do you and the members in your group hold on this aspect of reading? 2. What point of view is the author presenting in this text?

4 3. If each member of your group agrees with the point of view the author presents, offer an alternative point of view. 4. Does the author s point of view or the alternative point of view you offered more closely match your own point of view? Explain After each section, the candidates share the information gleaned with their peers to model leadership in their schools. The candidates also take one or more of the ideas presented by the author, and design/plan pre/during/post instruction that focuses upon the implementation of the idea(s). These instructional plans must differentiate for the varying needs of diverse student populations, including ELLs, struggling readers/writers, and students living in poverty. The candidate must also consider the factors within their own classroom environment that may be fostering or inhibiting individual motivation to read and write. Utilizing major components of the KTIP format, candidates build instruction around the Kentucky Academic Common Standards (KACS) and demonstrate understanding of assessment of and for learning. In addition, ideas within this instruction must be embedded in quality instructional materials to eliminate the temptation to teach the skills in isolation. This increases teachers awareness of quality classroom library selections and materials as they work to evaluate, select, and use resources that most effectively address specific student learning outcomes. Once the plans are complete, candidates are further required to implement the plans, as adapted for their particular setting, and evaluate the idea(s) via action research. To complete this research, they will need to gather student work and analyze their findings. To complete this final portion, candidates will report back to the book club on what they found. This offers experience in providing professional development to their peers and provides an opportunity for the candidates to take on a leadership role. They are responsible for disseminating the information on the book they read and its personal significance within their classroom with other educators. This presentation is opened with a book talk that incorporates one of the Web 2.0 technologies as a means of motivating teachers to participate. Experiencing these web-based literacies provides a wide range of digital tools that teachers can select intentionally for future instructional situations to help all students learn. The ultimate goal is for teachers to share the knowledge, resources, and pedagogy gained from the professional book clubs in their schools. The following specifics concerning this assignment are designed for posting on Blackboard. Professional Book Club Requirements: 1. Choose a book from selections offered. 2. Work with your small group to get roles assigned and rotated and a schedule of readings established. 3. Read the book and complete strongly supported written responses in accordance to assigned rotating roles. These will be submitted for evaluation following each discussion. 4. Provide detailed/thoughtful discussion to extend the thoughts of peers. Answer and create critical, creative, and personal prompts. 5. Take leadership to share one of the sections of your book with your peers who are reading other books in ELE 871. This will give you practice in leading a book club discussion that can be transferred to a book club within your school. 6. Select an idea(s) from the book read and complete instructional plans to implement the book in your own or a selected classroom. These plans must include pre, during, and post reading strategies that can be implemented from the knowledge gained.

5 7. Conduct action research on your idea implemented by gathering student work and analyzing data. 8. Prepare a book talk using Web 2.0 to motivate your peers to join in a book club in which this book will be read and use it as the opening for your final presentation. 9. The final presentation should share the information gained from reading your professional book, the findings of your action research, and an explanation of how the book talk and book club approach aligns with current theories of adult learners. Participants will be evaluated on their internalization of the readings as evidenced through their oral discussions and written reflections. They will also be evaluated in their efforts to lead the book discussion and evidence of their understanding of teachers as adult learners. The final presentation will be submitted in the form of a written paper and uploaded into TaskStream for scoring. This will include their instructional plans along with action research data and findings. In addition, the electronic book talk will be uploaded into TaskStream for evaluation. Official An official EKU is established for each registered student, faculty, and staff member. All university communications sent via will be sent to this EKU e- mail address.

6 Course P/N Course Title ELE 871 Literacy Programs: P-5 RELATIONSHIP TO: EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X X X EPSB Themes K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments Diversity Technology Literacy Code of Ethics Leadership K, A K, A, PA K,A K K, A, PA SPA National Council of Teachers of English Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their work identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Standard 8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Standard 10 Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Standard 11Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Standard 12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

7 College of Education Conceptual Framework K Knowledge, A Application, PA Portfolio Artifact Conceptual Framework Element Course K, A, PA Performance Assessment Knowledge Element-Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. ELE 871, EMG 806, ESE 774 K, A, PA Professional Pedagogical Skills-Enables the professional educator to facilitate learning for all students. Dispositions-Includes the professional attitudes, values, and beliefs that support student learning and development. Technology-Focuses on preparing candidates who are able to use educational technology to help all students learn. Diversity-Reflects the Unit s commitment to preparing candidates to support learning for all students. Kentucky Teacher Standards Advanced ELE 871, EMG 806, ESE 774 ELE 871, EMG 806, ESE 774 ELE 871, EMG 806, ESE 774 ELE 871 K, A, PA Professional K, A, PA Professional K, A, PA Professional K, A K Knowledge, A Application, PA Portfolio Artifact Kentucky Teacher Standard- Advanced Course Performance Assessment Teacher Demonstrates Applied Content Knowledge ELE 871, EMG 806, ESE 774 K, A, PA Professional Teacher Designs and Plans Instruction ELE 871, EMG 806, K, A, PA Professional ESE 774 Teacher Creates and Maintains Learning Climate ELE 871 K, A Teacher Implements and Manages Instruction ELE 871 K, A Teacher Assesses and Communicates Learning Results ELE 871 K, A Teacher Demonstrates the Implementation of Technology ELE 871, EMG 806, K, A, PA Professional ESE 774 Reflects on and Evaluates Teaching and Learning ELE 871 K, A Collaborates with Colleagues/Parents/Others ELE 871 K, A Evaluates Teaching and Implements Professional ELE 871, EMG 806, K, A, PA Professional Development ESE 774 Provides Leadership Within School/Community/Profession ELE 871, EMG 806, ESE 774 K, A, PA Professional

8 Relationship to the International Reading Association Standards IRA Standards and Elements Standard 1: Foundational Knowledge Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading writing connections. Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts. Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests)..

9 . Demonstrate a critical stance toward the scholarship of the profession. Read and understand the literature and research about factors that contribute to reading success (e.g., social, cognitive, and physical). Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship between the culture and native language of English learners as a support system in their learning to read and write in English. Assignment: EME 874 (Language

10 Arts in the Curriculum) Research Based Instructional 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. Interpret and summarize historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs of all readers. Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education : Understand the role of professional Model fair-mindedness, empathy, and ethical behavior when

11 judgment and practical knowledge for improving all students reading development and achievement. teaching students and working with other professionals. Communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction and professional behavior. Specialists)- Reading/Writing Specialists)- Reading/Writing Standard 2: Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. 2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum instruction for all pre-k-12 students. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. 874 (Language Arts in the Curriculum) Research Based Instructional Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study

12 Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-k : Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge (see the Glossary for their definition of cognitive model of reading).] Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing. Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study 874 Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study 874

13 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Support classroom teachers and education support personnel to implement instructional approaches for all students. As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write. Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources. Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners. Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study 874 Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study 874

14 Lead collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners. Standard 3: Assessment and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. 3.1: Understand types of assessments and their purposes, strengths, and limitations. Demonstrate an understanding of the literature and research related to assessments and their uses and misuses. Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring and measuring outcomes. Recognize the basic technical adequacy of assessments (e.g., reliability content, and construct validity). Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study

15 3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] Explain district and state assessment frameworks, proficiency standards, and student benchmarks. Administer and interpret appropriate assessments for students, especially those who struggle with reading and writing. Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students. Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study 874 Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study 3.3: Use assessment information to plan and evaluate instruction. Lead school-wide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students. Use multiple data sources to analyze individual readers performance and to plan instruction and intervention.

16 3.4: Communicate assessment results and implications to a variety of audiences. Analyze and use assessment data to examine the effectiveness of specific intervention practices and students responses to instruction. Lead teachers in analyzing and using classroom, individual, gradelevel, or school-wide assessment data to make instructional decisions. Plan and evaluate professional development initiatives using assessment data. Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability. 874 Performance Assessment: EMS 875 (Diagnostic Assessment of Students with Reading Difficulties)- Diagnostic Instructional Assessments/Case Study Standard 4: Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

17 4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] Demonstrate an understanding of the ways in which diversity influences the reading and writing development of students, especially those who struggle with reading and writing. Assist teachers in developing reading and writing instruction that is responsive to diversity. Assist teachers in understanding the relationship between first- and second-language acquisition and literacy development. Engage the school community in conversations about research on

18 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students knowledge, beliefs, and engagement with the features of diversity. diversity and how diversity impacts reading and writing development. Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources that capitalize on diversity. Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning. Support and lead other educators to recognize their own cultures in order to teach in ways that are responsive to students diverse backgrounds. Collaborate with others to build strong home-to-school and schoolto-home literacy connections..

19 4.3: Develop and implement strategies to advocate for equity. Provide support and leadership to educators, parents and guardians, students, and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning. Provide students with linguistic, academic, and cultural experiences that link their communities with the school. Advocate for change in societal practices and institutional structures that are inherently biased or prejudices against certain groups. Demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum. Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and Specialists)-Proposal writing to obtain funding for instructional changes in literacy. Specialists)-Proposal writing to obtain funding for instructional changes in literacy. Specialists)-Proposal writing to obtain funding for instructional changes in literacy. Specialists)-Proposal writing to obtain funding for instructional

20 community literacy and school literacy. changes in literacy. Standard 5: Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. 5.1: Design the physical environment to optimize students use of traditional print, digital, and online resources in reading and writing instruction. 5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students opportunities for learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide Arrange instructional areas to provide easy access to books and other instructional materials for a variety of individual, smallgroup, and whole-class activities and support teachers in doing the same. Modify the arrangement to accommodate students changing needs. Create supportive social environments for all students, especially those who struggle with reading and writing. Model for and support teachers and other professionals in doing the same for all students. 874

21 effective instruction for all students.] 5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). Create supportive environments where English learners are encouraged and given many opportunities to use English. Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources. Create effective routines for all students, especially those who struggle with reading and writing. Support teachers in doing the same for all readers : Use a variety of classroom configurations (i.e., whole class, small group, and individual) Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing.

22 to differentiate instruction. Support teachers in doing the same for all students. Standard 6: Professional Learning and Leadership Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. 6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals. Use knowledge of students and teachers to build effective professional development programs. Use the research base to assist in building an effective, schoolwide professional development program. (Literacy Programs P-5), EMG 806 (Reading in the Middle Grades) & ESE 774 (Teaching of Reading in the Secondary School)- Professional (Literacy Programs P-5), EMG 806 (Reading in the Middle Grades) & ESE 774 (Teaching of Reading in the Secondary School)- Professional (Literacy Programs P-5), EMG 806 (Reading in the Middle Grades) & ESE 774 (Teaching of Reading in the Secondary School)- Professional

23 6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.] Articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, guardians, and the community. Promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians. Join and participate in professional literacy organizations, symposia, conferences, and workshops. Demonstrate effective interpersonal, communication, and leadership skills. Demonstrate effective use of technology for improving student learning. Specialists)-Proposal writing to obtain funding for instructional changes in literacy.

24 6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. Collaborate in planning, leading, and evaluating professional development activities for individuals and groups of teachers. Activities may include working individually with teachers (e.g., modeling, coplanning, coteaching, and observing) or with groups (e.g., teacher workshops, group meetings, and online learning). Demonstrate the ability to hold effective conversations (e.g., for planning and reflective problem solving) with individuals and groups of teachers, work collaboratively with teachers and administrators, and facilitate group meetings. Support teachers in their efforts to use technology in literacy assessment and instruction : Understand and influence local, state, or Demonstrate an understanding of local, state, and national policies

25 national policy decisions. that affect reading and writing instruction. Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts. Promote effective communication and collaboration among stakeholders, including parents and guardians, teachers, administrators, policymakers, and community members. Specialists)-Proposal writing to obtain funding for instructional changes in literacy. Advocate with various groups (e.g., administrators, schools boards, and local, state, and federal policymaking bodies) for needed organizational and instructional changes to promote effective literacy instruction. Specialists)-Proposal writing to obtain funding for instructional changes in literacy.

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