READ 6915 READING PRACTICUM II Fall 214 Instructor: Dr. Connie Buskist Phone: 244-3134 325 Education Bldg. E-mail: cbuskist@aum.edu Office Hours: Monday 11:3-4:3 Wednesday 11:3-4:3 COURSE DESCRIPTION: READ 6915 is designed to provide an opportunity to apply the knowledge gained from reading education coursework and to document the ability to meet the Alabama State Department Standards for Reading Specialists. Emphasis in this practicum will be on teaching struggling beginning readers. Students will be expected to reflect critically on their classroom practices, to pinpoint areas for improvement, and to plan and implement effective instruction for struggling readers based on assessment. This practicum is designed as a prerequisite for READ 6924. In Practicum II, reading specialist candidates will use shared teaching as a way of examining and improving their own teaching skills and begin to focus on coaching as they work with each other. REQUIRED TEXTS: Clay, Marie (21). Change over time in children's literacy development, Heinemann Clary, Marie (213) An observation survey of Early Literacy Achievement, Heinemann (THIRD EDITION*** You will want to get this latest edition) Clary, Marie (25) Literacy Lessons designed for individuals, Part II: Teaching procedures, Heinemann This course includes the following Alabama State Department of Education Standards: Ability to: Teach struggling readers, including students with limited English proficiency, to read or to expand their reading power. 29-.3-3-.45-1 (3)(b)6.(ii)(I) Model the strategies referenced in the current edition of the Alabama Reading Initiative publications: Essential Skills of Teachers of Reading and Essential Skills of Reading Specialists. 29-.3-3-.45-1 (3)(b)6.(ii)(II) Respond appropriately to oral reading miscues. 29-.3-3-.45-1 (3)(b)6.(ii)(III) Place students along a developmental continuum and identify students proficiencies and difficulties. 29-.3-3-.45-1 (3)(c)2.(ii)(II) Extend the assessment of individual students to further determine proficiencies and difficulties in order that appropriate services and instruction may be provided. 29-.3-3-.45-1 (3)(c)2.(ii)(III) Use in-depth assessment information to plan intervention instruction for struggling readers. 29-.3-3-.45-1 (3)(c)3.(ii)(II) Maintain data on student progress in reading achievement and determine implications for the school's reading program. 29-.3-3-.45-1 (3)(c)3.(ii)(III) Disability Accommodations It is the policy of Auburn University Montgomery (AUM) to accommodate individuals with disabilities pursuant to federal law and the University s commitment to equal educational opportunities. It is the responsibility of the student to inform the instructor of any necessary accommodations at the beginning of the course. Students who need accommodations are asked to arrange a meeting during office hours the first week of classes, or as soon as possible if
accommodations are needed immediately. If you have a conflict with my office hours, an alternate time can be arranged. To set up this meeting, please contact me by phone, e-mail, or during class hours. Bring a copy of your Accommodation Memo and a Faculty/Student Accommodation Contract to the meeting. If you do not have an Accommodation Memo but need accommodations, contact the Center for Disability Services (CDS) located in 11 Taylor Center, or by phone (334) 244-3631/(334) 244-3754 (TDD) or by email cds@aum.edu. Also visit their web page for more information: http://www.aum.edu/cds. COURSE EVALUATION COMPONENTS: For this course, you will teach struggling readers using the Reading Recovery format. This means you will need a struggling reader who is in kindergarten, first, or second grade. You will videotape all lessons taught and can either upload these videos to your YouTube account or turn them in each week on a DVD. You will keep a portfolio of the work you do with your tutoring student throughout the semester including a record of assessments, lessons taught, and student work examples. In addition you will write a reflection after each lesson describing what you have learned about the student and yourself as a teacher. In addition you will do the following: Respond to your readings on discussion board. Complete the observation survey on 3 different young readers. Do a report of the assessment results on each child and submit. Participate in shared teaching by meeting with instructor and other students on campus to share and discuss videos of your teaching. Students will also create teaching goals, keep reflections and complete an end-ofpracticum reflection that will be turned Blackboard and Live Text. You will be responsible for finding your own students to assess and tutor. Evaluation will be based on information observed and recorded on the Competencies for the Master Teacher Evaluation Form (see Appendix B) completed by the supervising professor. A passing score of 4, 5, or 6 must be on all evaluation items. Grade Percentages A = 92-1 B = 84-91 C = 76-83 D = 68-75 F = below 68
Tentative Course Schedule Date Assignment Week of: August 18 Meet on campus to discuss practicum August 25 Change Over Time Chapters 1 & 2 September 1 An Observation Survey Chapters 1, 2 & 3 September 8 An Observation Survey Chapters 4-7 September 15 Change Over Time Chapter 3 September 22 Change Over Time Chapters 4 &5 First OS results due September 29 Literacy Lessons Designed for Individuals entire book October 6 Change Over Time Chapter 6 Second OS results October 13 Change Over Time Chapter 7 Third OS results October 2 Change Over Time Chapter 8 Begin Tutoring October 27 November 3 On campus meeting bring one of the videos of your lessons to share November 1 November 17 December 1 On campus meeting bring one of the videos of your lessons to share Final Reflections of tutoring due on Blackboard and LT December 8
Appendix A Live Text Assessment Students will be assessed on Live Text on the following NCATE indicators: 3.1 Creates a learning community in which individual differences are respected 3.7 Makes developmentally appropriate choices in selecting teaching strategies and educational resources and curriculum materials to assist diverse learners in meeting instructional objectives. 4.2 Identifies student assumptions and preconceptions about the content of a subject area and adjusts instruction in consideration of these prior understandings. 4.4 Understands the content standards and the scope and sequence of the subject areas of one s teaching fields as defined in the Alabama courses of study for those teaching fields and uses them to plan teaching and learning experiences. 4.5 Selects content and appropriately designs and develops instructional activities to address the scope and sequence of the curriculum. 5.1 Organize, allocates, and manages the resources of time, space, and activities to support the learning and behavior of every student. 5.2 Uses strategies that promote the independence, self-control, personal responsibility, and self-advocacy of all students. 5.3 Encourages students to assume increasing responsibility for themselves and to support one another s learning. 6.8 Uses questions and questioning to assist all students in developing skills and strategies in critical and higher order thinking and problem solving. 7.1 Models appropriate verbal and written communication. 7.2 Uses effective nonverbal communication and responds appropriately to nonverbal cues from students. 7.3 Demonstrates appropriate communication strategies that include questioning and active and reflective listening. You must submit to LIveText in order to get a passing grade in this course.
Appendix B Rubric for Assessment in READ 6915 Grade F () Not Demonstrated Grade D (1,2,3) Inadequately Grade C-B (4/5) Adequately Grade A- B (5/6) Proficiently PLANNING 29-.3-3-.45-1 (3)(c)2.(ii)(III); 29-.3-3-.45-1 (3)(c)3.(ii)(II); Identifies appropriate instructional goals based on diagnosis. Designs instruction appropriate to goals and diagnosis. TEACHING 29-.3-3-.45-1 (3)(b)6.(ii)(III); 29-.3-3-.45-1 (3)(c)2.(ii)(II); 29-.3-3-.45-1 (3)(c)3.(ii)(III); 29-.3-3-.45-1 (3)(b)6.(ii)(II); Implements instruction that is consistent with goals. Demonstrates a variety of research-based instructional strategies. Selects and prepares appropriate materials appropriate to instructional goals. Demonstrates flexibility in instructional techniques based on the learner s verbal and nonverbal feedback. Utilizes a variety of current materials and resources. Demonstrates knowledge of subject matter. Classroom Management Promotes effective pupil-teacher rapport. Utilizes appropriate classroom management skills. Professionalism On time, prepared, enthusiastic, dressed appropriately Participates fully in shared teaching, provides constructive insights to conversation Ability to reflect on own teaching, willing to honest assess teaching and accept comments from colleagues, prepares video protocol requirements Prompt and in-depth response to reading assignments. Contributes to conversation. Adequately completes reflections and teaching goals. Submits documents to appropriate places. Receives a 2 or above on all indicators listed in Appendix A