FLORIDA INTERNATIONAL UNIVERSITY College of Education University Park Campus RED 4150 Department: Curriculum and Instruction Course Title: Teaching Primary Literacy Course Number: RED 4150 Credit: 3 Professor: Dr. Helen Robbins Location: ZEB 147: Monday-Wednesday-Friday 8:00 8:50 A. M. Contacts: Office: (305) 348-2005 (secretary) hparla01@fiu.edu Office: ZEB 257 Office Hours: Monday: 9:00 10:00 11:00 12:30 Wednesday: 9:00 10:00 11:00 12:30 Friday: 9:00 10:00 Prerequisites: Elementary Ed. Majors: LAE 3311 Early Childhood Majors: LAE 3311 Special Education Majors: EEX 3012 and SPA 3000 Corequisites: EDE 4941or EEC 4941or EEX 4990, depending on major Field placement must be in grades K, 1, or 2 in a regular classroom setting (not in a Special Education classroom) Curriculum for the Elementary Education Program The COE Conceptual Framework forms the curriculum framework for all programs and courses within the college. Each course in the Undergraduate Program in Elementary Education has been planned to support candidates development of both the College and Program Outcomes. Further, all courses in the Elementary Education program have outcomes that are directly related to the three sets of Florida Standards: Florida Educator Accomplished Practices, Preprofessional Level, Florida Outcomes for Kindergarten to Grade 6 in the specific subject area of the course, Florida ESOL Professional Standards.
The syllabus for every course in the Undergraduate Elementary Education Program provides students with the College Conceptual Framework, the Program Outcomes, and all three State standards/outcomes. Additionally, each syllabus shows how the objectives and activities of the course relate to the three sets of Florida standards. College of Education Conceptual Framework Vision and Mission of the College of Education The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education Revised 2007, p.1). The mission of the College of Education includes a three-pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution s role of public, urban, multicultural research university, the unit s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). Student Learning Outcomes The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College of Education. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions) Elementary Education Program Outcomes Upon completion of the Undergraduate Program in Elementary Education, participants will demonstrate knowledge and use of: 1. social and psychological foundations of education as specifically related to the needs of the learner in the multicultural, multilinguistic, urban society of today=s schools. 2. generic and specific teaching skills and techniques related to the curricular areas of art, health and physical education, literacy, mathematics, music, science, and social studies. These include effective planning, selection of content to be taught, use of appropriate 2
objectives, identification and preparation of instructional materials, sequencing of lessons, and assessment. 3. effective classroom management skills including the formulation and consistent enforcement of rules, the use of a progressive sequence of consequences for rule infractions, the effective use of praise, the ability to successfully attend to multiple instructional tasks simultaneously, and the ability to give clear and concise directions. 4. effective human relations skills and group dynamics, particularly those appropriate for a multiethnic, pluralistic society. 5. effective assessment of student progress and of teaching performance; including the purpose of testing and of how the results will be used, appropriate test formats, appropriate physical settings for administering tests, techniques to minimize test anxiety, the value of positive feedback, and the use of assessment results to give direction to future instructional plans Florida Educator Accomplished Practices: Preprofessional Level The Florida State Standards Commission has established the following 12 standards as the competencies teacher candidates need to demonstrate upon successfully completing a preservice program. 1. assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. 2. communication: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom. 3. continuous improvement: The preprofessional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher s continued professional improvement is characterized by selfreflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. 4. critical thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively. 3
5. diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation. 6. ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession of Florida. 7. human development and learning: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.8. knowledge of subject matter: The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher=s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge. 9. learning environments: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills. 10. planning: The preprofessional teacher plans, implements, and evaluates effective instruction in a variety of learning environments. 11. role of the teacher: The preprofessional teacher works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. 12. technology: The preprofessional teacher uses appropriate technology in teaching and learning processes. Florida K-6 Standards in Language Arts: The preservice elementary teacher has the following knowledge of the areas of language arts and language arts instruction: 1. knowledge of emergent literacy: Identifies concepts of print, knows and uses strategies 2. knowledge of reading: Demonstrates knowledge of developmental strategies of reading and uses strategies as part of the reading process, and of the syntactic, semantic, and graphophonemic cuing systems. 4
3. knowledge of the processes of constructing meaning from a variety of texts: Identifies essential comprehension skills and strategies to determine meaning and increase vocabulary, strategies to teach a variety of informational and literary text structures, and uses multiple representations of information and strategies for developing critical thinking skills. 4. knowledge of literature: Identifies characteristics of a variety of literary genres, knows the terminology and appropriate use of literary devices and uses professional guidelines for selecting multicultural literature and appropriate techniques for encouraging students to respond in a variety of ways. 5. knowledge of writing: Demonstrates knowledge of the developmental stages of writing and uses knowledge of the writing process, of the conventions of standard American English, of the modes of writing, and of selecting the appropriate mode of writing for a variety of occasions, purposes, and audiences when teaching writing. 6. knowledge of use of literacy assessment: Identifies appropriate uses of formal and informal reading assessments, analyzes and interprets the results of formal and informal assessments to influence literacy instruction for diverse populations, and demonstrates knowledge of the definition, elements, and use of rubrics to assess writing. Florida ESOL Performance Standards The preprofessional teacher of English as a Second Language is one who: 1. Conducts ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. 2. Recognizes the major differences and similarities among the different cultural groups in the United States. 3. Identifies, exposes, and reexamines cultural stereotypes relating to LEP and non-lep students. 4 Uses knowledge of cultural characteristics of Florida s LEP population to enhance instruction. 5. Determines and uses appropriate instructional methods and strategies for individuals and groups using knowledge of first and second language acquisition processes. 6. Applies current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. 7. Locates and acquires relevant resources in ESOL methodologies. 5
8. Selects and develops appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing taking into account basic interpersonal communicative skills and cognitive academic language proficiency skills as they apply to the ESOL curriculum. 9. Develops experiential and interactive literacy activities for LEP students using current information on linguistic and cognitive processes. 10. Analyzes student language and determines appropriate instructional strategies using knowledge of phonology, morphology, syntax, semantics, and discourse. 11. Applies essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing. 12. Applies content-based ESOL approaches to instruction. 13. Evaluates, designs, and employs instructional methods and techniques appropriate to learners socialization and communication needs based on knowledge of language as a social phenomenon. 14. Plans and evaluates instructional outcomes recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. 15 Evaluates, selects, and employs appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Designs and implements effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluates, adapts, and employs appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school levels. 18. Creates a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Considers current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20. Administers tests and interprets test results applying basic measurement concepts. 21. Uses formal and alternative methods of assessment/evaluation of LEP students including measurement of language, literacy, and content metacognition. 22. Develops and implements strategies for using school, neighborhood, and home resources in the ESOL classroom. 6
23. Identifies major attitudes of local target groups toward school teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce crosscultural barriers between students, parents, and the school setting. 24. Develops, implements, and evaluates instructional programs in ESOL based on current trends in research and practice. 25. Recognizes indicators of learning disabilities, especially hearing and language impairment and limited English proficiency. I. Purpose of Course: This course is required as the second (in the sequence of four) reading classes in the Elementary Education Program. It is also a required course in the Special Education and Early Childhood Education programs. The purpose of this course is to develop students knowledge base related to children s early acquisition of literacy, as well as use of that knowledge in action during classroom literacy instruction in the primary grades. The knowledge, skills and disposition developed in this course reflect the professional standards specified by the International Reading Association (IRA) and The Florida Accomplished Practices (FEAP) and represent current and best practice identified by literacy teacher educators and researchers. Materials and information related to this course have been drawn from current and relevant theories, evidence-based best practices, and scientifically-based research. II. Course Work related to Standards: Upon completion of this course, students will have the following knowledge/understandings, skills and dispositions: FEAP ESOL Standards 1. Assessment #19 #20 #21 4. Critical Thinking #5 #6 #8 #9 #11 #12 #13 #14 #16 #18 IRA's Standards 3.1 3.3 4.3 4.2 4.1 Assignments Reading Record Rosner Test of Auditory Analysis Yopp-Singer Test of Phoneme Segmentation Read Aloud Experience Lesson Plans and Reflections Photo Journal and Poetry Bank Prof. Dev. Field Log 5. Diversity #3 4.2 Lesson Plans and 7
#7 #10 #11 #12 #13 #14 #18 6. Ethics #7 #9 #10 #11 #12 #13 #14 7. Human Development & Learning 8. Knowledge of Subject Matter #19 #10 #13 #16 #19 #20 #21 #25 #3 #5 #6 #7 #8 #25 4.1 1.2 2.1 Reflections Photo Journal and Poetry Bank 2.3 Photo Journal and Poetry Bank Lesson Plans and Reflections 4.1 Lesson Plans and Reflections Prof. Dev. Field Log 5.2 1.1 1.2 Lesson Plans and Reflections Course Portfolio w/ Sunshine State Standards Photo Journal and Poetry Bank 9. Learning Environments 10. Planning #6 #8 #9 #10 #13 #14 12. Technology #3 #5 #7 #18 4.1 Lesson Plans and Reflections Prof. Dev. Field Log 4.3 Lesson Plans and Reflections Read Aloud Experience 5.2 2.2 Download Sunshine State Standards Photo Journal and Poetry Bank 8
Florida Reading Endorsement Competencies Indicator Code 1.B.2 Specific Indicator Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advance phonics skills) Assignment, Competency, Assessment Phonics lesson plan To apply and advance phonics skills Lesson Plan Rubric 1. E. 4 Understands the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world) 2.A Specific Indicator A: Phonemic Awareness Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.) * 2.B Specific Indicator B: Phonics Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations) Shared Reading Lesson Plan To understand the transactive nature of the reading process in constructing meaning from a variety of texts Lesson Plan Rubric Yopp Singer/Rosner Assessments To identify explicit systematic instructional plans for development of phonemic analysis of the sounds of words Checklist Yopp Singer/Rosner Assessments and Instructional Recommendations Phonics Lesson Plan To identify explicit systematic instructional plans scaffolding development from emergent through advanced phonics Checklist, Lesson Plan Rubric Specific Indicator F: Integration of the major reading components Shared Reading Lesson Plan 2.F.1 Identify comprehensive instructional plans that synchronize the major reading components (e.g., a To identify comprehensive instructional plans that synchronize lesson plan: structural analysis, morphemic analysis, the major reading components reciprocal teaching, rereading, etc.) Lesson Plan Rubric 2.F.3 Identify resources and research-based practices that Language Experience Approach 9
2.F.4 create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.) Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students interests and independent reading proficiency R 3.9 Understand how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with appropriate assessments. 3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. R, E 4.5 Identify common difficulties in development of each of the major reading components. 4.7 Identify principles of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. * 4.8 Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and/or struggling readers. R Lesson Plan Photo Journal and Poetry Bank To identify resources and researchbased practices to create language and print-rich environments Lesson Plan Rubric, Checklist Reading Aloud Quality Children s Literature To identify research-based guidelines to choose literature and expository text appropriate for students interests and independent reading proficiency Checklist Yopp/Singer, Rosner Assessments To understand how to interpret data and apply instruction that matches students with appropriate level of intervention Checklist Chapter 10, All Children Read; Course Textbook To identify criteria for selection materials to include in student portfolios Final Exam Chapter 10, All Children Read, Course Textbook (Assessment) To identify common difficulties in development of each of the major reading components Final Exam Chapter 11, All Children Read; Course Textbook; Putting Effective Literacy Instruction into Practice To identify principles of differentiating instruction for all students in mainstream classes with disabilities in reading and LEP students Final Exam Chapter 7 & Chapter 8 All Children Read, course textbook; Understanding and Responding to Narrative and Informational Texts To identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those used by beginning and/or struggling readers. In Class Activity: Jigsaw the Chapter 4.10 Identify structures and procedures for monitoring Reading Record 10
student reading progress To identify structures and procedures for monitoring student reading progress Checklist 5.1 Apply knowledge of scientifically based reading research in each of the major reading components as it applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension). 5.2 Apply research-based practices and materials for preventing problems and accelerating both language and literacy development. R 5.3 Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth 5.8 Apply research-based instructional practices for developing students critical thinking skills R 6.12 Demonstrate knowledge of creating both language-rich and print-rich environments. Phonics, Language Experience Approach, Shared Reading Lesson Plans To apply knowledge of scientifically based reading research Lesson Plan Rubric Language Experience Approach To apply research-based practices and materials for preventing problems and accelerating both language and literacy development Lesson Plan Rubric Chapter 11, All Children Read, Course Textbook, Putting Effective Literacy Instruction into Practice To identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth In Class Activity: Jigsaw the Chapter Shared Reading Lesson Plan; Read Aloud To apply research-based instructional practices for developing students critical thinking skills Lesson Plan Rubric, Checklist Writing Lesson Plan To demonstrate knowledge of creating both language-rich and print-rich environments Lesson Plan Rubric III. Resources: Required Texts* Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press. Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2005). All children read: Teaching for today s diverse classrooms. New York, NY: Pearson: Allyn and Bacon. 11
References** Combs, M. (2002). Developing competent readers and writers in the primary grades: A balanced and integrated approach, 2 nd Ed. Upper Saddle River, NJ: Merrill Prentice-Hall. Cunningham, P.M. (2005). Phonics they use: Words for reading and writing, 4 th Ed. New York, NY: Harper Collins College Publishers. Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (2000). Handbook of reading research, (Vol. 3). Mahwah, NJ: Erlbaum. Shanker, J.L. & Ekwall, E. E. (1998). Locating and correcting reading difficulties, 7 Ed. Upper Saddle River, NJ: Merrill Prentice Hall. Smith, J. A. & Read, S. (2005). Early literacy instruction: A comprehensive frame-work for teaching reading and writing, K 3. Upper Saddle River, NJ: Pearson: Merrill Prentice Hall IV. Assignments and Grades Assignments A. Literacy Instruction Experiences Points Possible Points Earned 1. Read Aloud Planning Sheet w/ Reflection 20 2. Lesson Plan 1: LEA (Chart Story) Lesson w/ Reflection 30* 3. Lesson Plan 2: Phonemic Awareness or Phonics Lesson w/ Reflection 30* 4. Lesson Plan 3: Shared Reading Lesson (w/concepts about Print) w/ Reflection 30* 5. Lesson Plan 4: Writing Lesson (Writing Process or Conventions) w/ Reflection 30* B. Literacy Assessments 6. Phonemic Awareness (Yopp-Singer/Rosner) 30 7. Reading Record 30 C. Professional Development and Resources 8. Photo Journal w/ Poetry File (Ideas Too Good to Miss) 20 9. Professional Development Field Log 20 10. Course Portfolio w/ SSS 10 11. Class Participation 10 12. In-Class Phonemic Awareness/Phonics Demonstration 10 D. Exams 13. Midterm 30 12
14. Final Exam 30 *Planning = 20 Points and Reflection = 10 Points Total Points 330 Points will be converted to percentages. Grades will be assigned as follows: A 94-100% B+ 87-89% C+ 77-79% D+ 67-69% A- 90-93% B 84-86% C 74-76% D 64-66% B- 80-83% C- 70-73% D- 60-63% F 59% or below The grade of IN (incomplete) will be assigned in accordance with FIU policy. In order to receive a grade of DR (drop), a course must be dropped in compliance with the current term s academic calendar deadline. V. Student Responsibilities 1. Students will download the Florida Curriculum Frameworks/ Sunshine State Standards, Grade Level Equivalents for all primary levels of Language Arts (Pre-K 3 Grade) from the Florida Department of Education web page at http://www.firn.edu/doe. (Place these in Course Portfolio) 2. Students may use the Internet to download standards from the International Reading Association s web site at http://www.reading.org or the Florida Reading Association s web site at http://www.flreads.org. 3. Students are to attend all classes, on time, to come alert, and to stay to the end of class. If a student must be absent, or late, he or she must notify the instructor prior to the absence or provide a doctor s note or other official note for the absence or lateness to be excused. 4. Students are to come prepared for all classes with reading assignments completed and other assignments ready to be turned in at the beginning of class on the day they are due. 5. If a student receives an unsatisfactory grade, it is the student s responsibility to contact the professor by phone or email to set up an appointment to discuss the problem and to take action to correct it. 6. Laptops are not permitted for use in class. 7. Texting or the use of cell phones is not permitted in class. 8. There is a total of 10 class participation points. One point will be deducted from class participation points for each unexcused absence or a pattern of lateness or leaving early occurs. If the absence is excused, documentation much be provided, i.e., doctor s note, police report, etc. Quality of Work 1. Assignments must reflect students own thought and effort. Cheating, including recycling another student s assignment as your own, or plagiarism will result in an F grade for the assignment (this includes exams) and an F grade for the course. The professor may take further action as described in the Academic Misconduct section of the current FIU Student Handbook. 2. Assignments must be turned in no later than the class meeting at which they are due. In the event of an absence, the student must make arrangements to have the assignment 13
delivered to class on time. Late assignments may not be turned in any later than one week past the due date and will be reduced one full point for each day it is late. 3. All assignments should reflect professional quality ideas expressed clearly, correct grammar and spelling and professional in appearance. All typed assignments must be doublespaced using Times New Roman in size 12 font. Lesson plans must be typed and singlespaced using Times New Roman. Points will be deducted if assignment format is not followed. Attendance 1. Students are expected to attend ALL class meetings and to be on time for each class unless prior arrangements have been made. After an absence, students are responsible for obtaining class notes, information, and/or instructions from classmates. Students may then request clarifications from the instructor. 2. Exams will not be given early. If you must be absent on the day of an exam, you must make arrangements with the instructor prior to the exam to take the exam within one week following the in-class exam. 14
Assignments and Assignment Guidelines A. Literacy Instruction Experiences 1. Read Aloud Experience w/ Reflection 2. Lesson Plan 1: LEA (Chart Story) Lesson w/ Reflection 3. Lesson Plan 2: Phonemic Awareness or Phonics Lesson w/ Reflection 4. Lesson Plan 3: Shared Reading Lesson (w/concepts about Print) w/ Reflection 5. Lesson Plan 4: Writing Lesson (Writing Process or Conventions) w/ Reflection 1. Read Aloud Experience w/ Planning Sheet and Reflection Reading aloud to students daily is an essential part of a balanced literacy program. Among the benefits of Read Aloud experiences are the following: students recognize that you value reading and discussing books students hear a model of fluent reading of connected text students experience the fun of participating as part of a community of readers students are exposed to a variety of books students are exposed to the language of literature students are exposed to wide ranges of vocabulary students are exposed to a wide variety of experiences, offering opportunities to develop background knowledge There are two basic types of read-aloud experiences: (1) Read Aloud, and (2) Mediated Read Aloud. 1. The purpose of the Read Aloud is primarily for students enjoyment. The teacher becomes the author s mouth piece, and reads the text aloud with relatively few teacher interjections to make comments or ask questions. Following the Read-Aloud, the teacher 15
should either thank students for listening and move on with the day s curriculum or allow students to respond to the story, engaging them in a student lead discussion. 2. The purpose of a Mediated Read Aloud is to help students understand what readers pay attention to and what they think about when reading books (or other text). As the teacher introduces the book to the students, s/he comments on such things as the cover, the author, the illustrator, predictions about what the book might be about, commenting on background knowledge that s/he is bring to the book, etc. After students have been introduced to books in this way, the teacher may interject questions to students about the book, as well as making comments. When the teacher reads the story to students, she/he should make comments and ask questions about the story, the relation of the illustrations to the story, particular writing conventions, vocabulary usage, etc. When the teacher has finished reading the story, the teacher should share with students information about how readers respond to books, answer questions, discuss books, raise questions about books, etc. When conducting a Mediated Read Aloud, the teacher should balance reading the book with questions or comments. She/he should not make so many comments or ask so many questions that the students lose sight of or interest in the book. The focus of this assignment is the Read Aloud (#1 above) primarily for students enjoyment. Purposes: To confidently and comfortably plan and engage students in a quality Read Aloud experience To become aware of a variety of Children s Literature genres and formats To select appropriate Read Aloud text To support students personal responses to text Procedures: 1. With your host teacher, decide whether you will read aloud to the whole class or a small group of students (3 students minimum). 2. Select an appropriate text for your Read Aloud. The book you select must be quality children s literature and you must select the book you read to the children. 3. Practice reading it aloud several times, focusing on handling the book (to show illustrations), pausing at appropriate places, pace, intonation, etc. 4. Decide how you are going to introduce the book, what questions or comments you want to make while reading (remember to keep these to an absolute minimum), and how you want students to respond to the Read Aloud after you finish reading the book. Decide what activity you will provide for the students to encourage them to respond to the book you read. 5. Prepare Planning Sheet (Format provided in Appendix) 6. After completing the Read Aloud, write a three level reflection of your experience (planning and delivery): Three Level Reflection (1) What you did (how and why you selected the book you read to the students; how you introduced the book; the types of comments and questions you made during the reading; what you did after finishing reading the book; how students reacted to the Read Aloud experience; how you accommodated ESOL or ESE students, etc), 16
(2) A critique of what you did/what occurred. (Analyze and discuss how well you read to the children and how they responded what are some examples of how they responded? What did they say? What would you like to do the same next time you read aloud? What you would like to do differently next time? (3) Discuss how this Read Aloud experience informs your thinking about teaching reading. What were you able to teach children through a Read Aloud? How would you use a Read Aloud in your classroom when you begin teaching reading? How has this Read Aloud experience contributed to your knowledge of teaching reading? Submit: Read Aloud Planning Sheet Three Level Reflection Rubric for Read Aloud 2. Language Experience Approach (LEA) Lesson Purpose(s): To support students oral language development and background knowledge related to specific concepts and vocabulary To develop a lesson that bridges students oral language development and emerging reading abilities (supports learners understanding that print is talk written down) To provide an instructional experience that introduces and develops basic concepts about print To encourage learners confidence in learning to read as part of a community of readers and writers To self-evaluate from viewing one s own teaching performance what one does and says that supports students Procedures: 1. With the host teacher, identify 5-10 students who will participate in the LEA lesson. This type of lesson is most appropriate for very early emergent readers. If you are placed in a field placement with students beyond the early emergent level, ask you host teacher for students closest to this level. Then, as you work with these students, enlist their support in the delivery of your lesson. Your task is to learn to effectively plan and deliver a Language Experience Approach lesson. 2. Identify a hands-on, concrete experience to have with your students one that is rich in concepts and vocabulary. This experience may not be reading a book then writing about it. It must be hands-on and allow ample opportunity for student discovery and discussion. Collect the necessary related materials for the experience. 3. Become familiar with the steps and the rationale for each step of the LEA lesson: (1) hands-on experience; (2) teacher leads focusing, summarizing discussion; (3) teachers writes story on chart paper that is dictated by students, using this opportunity to comment about basic concepts about print; (4) teacher engages students in rereading story several times; and (5) teacher provides direct instruction on a concept about print 17
4. Develop an LEA Lesson plan, using the format provided in class (see attached lesson planning guidelines and notes). In the procedure column of your lesson plan, you must include (1) the LEA lesson steps, and (2) direct instruction steps (explain, demonstrate, guided practice, application) that focus on one of the foundational concepts about print. After you deliver your lesson, write a three level reflection of your experience (planning and delivery): (1) Describe what you did: Describe the type of lesson you taught and the materials you used for your lesson and why you chose them. Describe how you prepared for the lesson; describe students responses to the lesson. Provide details that support your descriptions. (2) A critique of what you did, (Analyze your lesson) Do you think your lesson was successful? Why or why not. What did you learn from writing this lesson plan? What did you learn from implementing the lesson plan with the children? What went well and why? How did the children students react to the lesson you taught? What would you do differently next time? (3) Explain how this experience informs your thinking about teaching reading. Explain how you would use a language experience approach when you begin teaching. Explain how this experience has increased your knowledge of how reading is taught. Submit: Lesson Plan Three Level Reflection Lesson Plan Rubric Language Experience Lesson: Lesson Plan Guidelines and Notes A. Content Outline You need to write two content outlines number and label each: 1. CO Experience: [write a brief summary of the LEA experience, shaping the summary towards the content objective.] 2. CO Reading Skill: [write a brief statement explaining the concept of print that will be the direct instruction focus of your lesson] B. Set In the introduction of your LEA lesson, your set should support students development or activation of prior knowledge related to the experience. It should support students learning related to the content objective. C. Objectives Your LEA lesson will have three objectives: 1. Content Objective: [What do you want students to learn from the experience?] 18
2. Reading Objective: [What reading understanding or skill do you want students to learn related to the concept about print?] 3. Affective Objective: [How do you want students to feel about the focus of one of your objectives 1. or 2. above?] D. Sunshine State Standards/Florida Educator Accomplished Practices The Sunshine State Standards you select should be directly related to what you want students to learn (your Reading Objective). You need to write the SSS number and a few key words. The Florida Educator Accomplished Practice(s) you select relate to your development as a teacher. You need to write the FEAP(s) number and a few key words. E. Procedures For the LEA portion of your lesson, you must include and label the following steps: o Experience o Focusing Discussion o Dictation of Chart Story o Reading and Rereading of Chart Story o Direct Instruction of Reading Understanding or Skill For the direct instruction portion of your lesson, you must include and label the following steps: o Explain o Demonstrate o Guide o Practice o Application (This could be the rereading of the Chart Story one more time) F. Materials List the materials, aligning them with the step in the procedure column at which they are initially needed G. Assessment You must have an assessment for each of your three objectives. Your assessment statement must include what you will be looking for to evaluate students learning. H. Closure/Transfer Closure at the very end of a lesson is when the teacher facilitates students summary of key learning. For the LEA lesson, the teacher needs to have students close on each of the objectives. 19
Transfer at the very end of a lesson is when the teacher helps students recognize other contexts in which the learning might be useful. For this LEA lesson, the teacher needs to focus on the transfer of learning of one of the objectives. I. Special Needs The support for special needs students must focus directly on supporting their learning related to the objectives. The identified support must be specific. For example, saying, ESOL students will work with a partner is not specific enough. Saying, ESOL students will work with a partner to [briefly explain the focus of the partners work together] is likely to be specific enough. J. Self Concept How a student feels about him/herself and his/her capabilities may positively or negatively impact the student s learning. Teachers support the development of a student s positive selfconcept by providing opportunities for the student to feel valued, needed & necessary, and capable. In this section on your lesson plan, you must identify one student and one way you are supporting the development of positive self-concept. You must label the self-concept support. For example: Have [student s name] help pass out materials. (N & N) Thank for providing an answer or comment. (N & N) Smile at and tell her you are happy to see her (V) Help recognize that her persistence in studying helped her learn the new information (C) 3. Shared Reading Lesson (e-folio artifact) Purpose(s): To develop a lesson that supports learners transition to reading the language of others (authors) To deliver a lesson that provides social support from the group via participation of all students To create a body of known text that students can use as a source for development of phonemic awareness, phonics, fluency, vocabulary and comprehension and for students independent reading To select developmentally appropriate materials for students literacy development To self-evaluate from viewing one s own teaching performance what one does and says that supports students Procedure: 1. With the host teacher, identify 5-10 students for whom a Shared Reading Lesson would be appropriate (or, if your field placement is in grade 2 or 3, identify a small 20
group of students for whom the Shared Reading Lesson is most closely appropriate your task is to learn to effectively plan and deliver a Shared Reading Lesson). 2. Select text appropriate for a Shared Reading Lesson (ex. repeated or patterned text, a poem, a song, a short, powerful narrative or expository text. 3. Select the format for the text (ex. big book, chart, overhead transparency, sentence strips), and practice reading the text (with a pointer) using the format you have selected. 4. Develop a Shared Reading Lesson plan, using the format provided in class (see attached lesson planning guidelines and notes). In the procedure column of your lesson plan, you must include (1) the Shared Reading Lesson steps (introduce book, picture walk, teacher reads text, student response, teacher rereads text and invites students to read along), and (2) direct instruction steps (explain, demonstrate, guided practice, application) that focus on one of the foundational concepts about print. After you deliver your lesson, write a three level reflection of your experience (planning and delivery): Three Level Reflection (1) Describe what you did. Describe the type of lesson you taught and the materials you used for your lesson and why you chose them. Describe and explain how you prepared for the lesson. Describe the students responses to the lesson. Provide details that support your descriptions. (2) A critique of what you did: (Analyze your implementation of the lesson, your performance) Do you think your lesson was successful? Why or why not. What did you learn from writing this lesson plan? What did you learn from implementing the lesson plan with the children? What went well and why. What would you do differently? (3) Explain how Shared Reading informs your thinking about teaching reading. Explain how you would use Shared Reading in your classroom when you begin teaching. Explain how this experience has increased your knowledge of how reading is taught. 21
RED 4150: Shared Reading Taskstream Rubric Course: RED 4150 Content and Methods of Teaching Primary Reading Assignment/ Lesson Artifact Syllabus Description To select developmentally appropriate materials for students To develop a lesson that provides social support from the group via participation of all students To create a body of known text that students can use for independent reading and as a source for writing and word study To self-evaluate from viewing one s own teaching performance what one does and says that supports students Filename and Shared reading.doc Type Scoring Rubric Initial Level- 1 (Does not meet criteria) Does not select developmentally appropriate materials for students Does not develop a lesson that provides social support from the group via participation of most students Does not create a body of known text that students can use for independent reading and as a source for writing and word study Does not effectively selfevaluate from viewing his or her own teaching performance what he or she does and says that supports or does not support students Introductory Level- 2 Does not select developmentally 22
(Does not meet criteria) Satisfactory Application- 3 (Meets criteria/ Satisfactory) Mastery- 4 (Meets Criteria/ Mastery) appropriate materials for most students Does not develop a lesson that provides social support from the group via participation of most students Does not create a body of known text that students can use for independent reading and as a source for writing and word study Does not self-evaluate from viewing his or her own teaching performance and convey effectively what he or she does and says that supports or does not support students Selects mostly developmentally appropriate materials for students Develops a lesson that provides social support from the group via participation of most students Creates a body of known text that students can use for independent reading and as a source for writing and word study Self-evaluates from viewing one s own teaching performance what he or she does and says that supports students Selects developmentally appropriate materials for students that matches their interests Develops an outstanding lesson that provides social support from the group via participation of all students Creates a body of known text that students use for independent reading and as a source for writing and word study in the lesson Self-evaluates with insight from viewing his or her own teaching performance what he or she does and says that supports students 23
Submit: Lesson Plan Three Level Reflection Lesson Plan Rubric Taskstream Rubric 24
Shared Reading Lesson: Lesson Plan Guidelines and Notes A. Content Outline You need to write two content outlines number and label each: 3. CO Text: [write a brief summary of the text, shaping the summary towards the objective that focuses on the text (content objective). 4. CO Reading Skill: [write a brief statement explaining the concept of print that will be the direct instruction focus of your lesson] B. Set In the introduction of your Shared Reading Lesson, your set should support students development or activation of prior knowledge related to your content objective (the objective related to what you want them to understand from the text itself, not the reading skill). Your set may not be the introduction of the book. C. Objectives Your shared reading lesson will have three objectives: 4. Content Objective: [What do you want students to learn from the text?] 5. Reading Objective: [What reading understanding or skill do you want students to learn?] 6. Affective Objective: [How do you want students to feel about the focus of one of your objectives 1. or 2. above?] D. Sunshine State Standards/Florida Educator Accomplished Practices 25
The Sunshine State Standards you select should be directly related to what you want students to learn (your Reading Objective). You need to write the SSS number and a few key words. The Florida Educator Accomplished Practice(s) you select relate to your development as a teacher. You need to write the FEAP(s) number and a few key words. E. Procedures For the Shared Reading portion of your lesson, you must include and label the following steps: o Introduce book o Picture walk o Teacher reads aloud o Students responses o Teacher rereads text, inviting students to read along For the direct instruction portion of your lesson, you must include and label the following steps: o Explain o Demonstrate o Guide o Practice o Application F. Materials List the materials, aligning them with the step in the procedure column at which they are initially needed G. Assessment You must have an assessment for each of your three objectives. Your assessment statement must include what you will be looking for to evaluate students learning. H. Closure/Transfer Closure at the very end of a lesson is when the teacher facilitates students summary of key learning. For the Shared Reading Lesson, the teacher needs to have students close on each of the objectives. Transfer at the very end of a lesson is when the teacher helps students recognize other contexts in which the learning might be useful. For this Shared Reading Lesson, the teacher needs to focus on the transfer of learning of one of the objectives. I. Special Needs The support for special needs students must focus directly on supporting their learning related to the objectives. The identified support must be specific. For example, saying, ESOL students 26
will work with a partner is not specific enough. Saying, ESOL students will work with a partner to [briefly explain the focus of the partners work together] is likely to be specific enough. J. Self Concept Teachers support the development of a student s positive self-concept by providing opportunities for the student to feel valued, needed & necessary, and capable. In this section on your lesson plan, you must identify one student and one way you are supporting the development of positive self-concept. You must label the self-concept support. For example: Have [student s name] help pass out materials. (N & N) Thank for providing an answer or comment. (N & N) Smile at and tell her you are happy to see her (V) Help recognize that her persistence in studying helped her learn the new information. (C) 4. Phonemic Awareness or Phonics Lesson w/ Reflection Purposes: To plan a lesson, using direct instruction, that supports learners development of phonemic awareness or phonics skills To deliver a lesson that supports students success and confidence relate to phonemic awareness or phonics To select developmentally appropriate materials for students phonemic awareness or phonics development To self-evaluate from viewing one s own teaching performance what one does and says that supports students Procedures: 1. Develop a lesson plan using the standard format for this course. The lesson should focus on either phonemic awareness or phonics. 2. Select appropriate material for the lesson so that you embed the phonemic awareness or phonics lesion in a whole-part-whole experience. (ex. Read aloud a short story or a poem to the students [whole] then teach a phonemic awareness or phonics elements that is predominant in what you read aloud [part] then read the selection again having students attend to the phonemic awareness or phonics element [whole]. 2. In the procedure section, you need to include, at some point, the direct instruction steps: Explain, Demonstrate, Guided Practice and Application related to the phonemic awareness or phonic element. 3. After you deliver your lesson, write a three level reflection of your experience (planning and delivery): Three Level Reflection (1) Describe what you did. Describe the type of lesson you taught and the materials you used for your lesson and why you chose them. Describe how you prepared for the lesson 27