Faculty & Staff > EDUC 353/EDT 653 EDUC 353/EDT 653Reading Assessment & Intervention
Course Number/Title:EDUC 353/EDT 653Reading Assessment and Intervention Credit Hours:3 Semester:Spring 2004 Room/Time Assignment: HC 112; M,W 4:20-5:20 p.m.; F ? tutoring time Instructor:Dr. Michelle Lenarz Office Phone:330-490-7328 E-mail:mlenarz@walsh.edu Office Hours:HC 111B; M 1:30-4:00 p.m.; W 1:00-2:30 p.m.; other hours available by appointment
Catalog Description: The course focuses on assessment and intervention as part of ongoing instruction. Case study required. Students work with individuals in need of reading intervention. Field experience required. Prerequisites: EDUC 250 or EDUC 354 and EDUC 351 andEDUC 352.
Field Experience Requirements: 20 hours of assessment and intervention with a struggling reader including planning and tutoring [15 contact hours documented; 5 hours planning allotted]. The field experience must be under the supervision of a certified reading teacher. All field-based paperwork must be completed by January 21st. Students must complete all 20-field experience hours by Wednesday, April 14th, in order to receive a letter grade for the course.Students who do not complete all 20-field experience hours by the deadline will fail the course. Beginning Fall 2004,for Reading Endorsement, some work with student should be in a clinical setting under the supervision of a certified/licensed reading professional.
Mandatory Background Check
It is mandatory that ALL education students have a criminal background check prior to entering ANY classroom for observations, field experiences and/or pre-student/student teaching.No exceptions are made for any student.Those students currently teaching or enrolled in evening classes are not exempt from this policy.Failure to submit a clear background check results in an ?Incomplete? for your grade in this course.Questions about this policy can be directed to the Education Placement Office, Hannon Center #110.
All students should be aware that prior criminal convictions, whether or not the conviction has been expunged, can affect his/her ability to obtain a license to teach in the State of Ohio and/or affect his/her ability to obtain employment in a pre-school program, parochial school, public school district or chartered non-public school.It is the student?s responsibility to determine whether he or she is eligible for licensure and/or employment as a teacher in the State of Ohio.Each Walsh University education student is responsible for maintaining the high moral and ethical standards necessary to be included in field experiences, pre-student/student teaching and to become licensed to teach in the State of Ohio.
Academic Policy
Walsh University reserves the right to change its academic policies and procedures.Changes will be publicized to minimize inconvenience to faculty, staff, and students.
Beginning with fall 2003, all education students shall take and pass Praxis II Content before student teaching.
Beginning with fall 2003 all education students are required to have a B- minimum grade in these classes for these programs:
AYAECEISEMCEPE 232240222EDUC 463 one of the210ortwo of theEDUC 465 following 4:410241following 4:EDUC 466 431323PE 381 432411441324PE 385 433412442325 one of the326 434following 3: 443 435444421 436445422
Alignment: As part of its mission, the Division of Education is committed to diversity, service learning, and the Judeo-Christian traditions upon which Walsh University was founded.Additionally, we recognize the essential role that technology plays in preparing future teachers.Therefore, this course will address these driving principles by expecting each student to:
Diversity: * accommodate student academic diversity by tailoring tutoring lessons to meet individual student needs according to assessment results. Judeo-Christian values: * model the Judeo-Christian values of caring and empathy toward students with reading difficulties and share in oral class presentations. Service Learning: * complete the assessment and tutoring sessions as a service to the local school systems and students. Technology: * implement technological interventions as appropriate during intervention sessions, as well as, become aware of alternative technological reading programs available to assist those struggling in reading.
Instructional Objectives:
KNOWLEDGE Each student will: 1.know a wide variety of informal tools for assessing students? strengths and weaknesses in reading. 2.understand the nature of contributing causes and symptoms of reading and writing difficulties. 3. become familiar with relevant aspects of a student?s background knowledge and experiences as they relate to reading achievement. 4.know a wide variety of research-based reading and writing and learning intervention strategies. 5.understand what it means to conduct on-going assessment practices. 6.recognize how differences among learners influence their literacy development. 7.know federal, state, and local programs designed to help students reading and writing problems. 8.be well-versed on individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels. 9.be aware of Internet resources available for enhancing the reading development of struggling readers.
SKILLS Each student will: 1.create and analyze informal assessment data and articulate a student?s strengths and weaknesses with respect to phonemic awareness, phonics, sight, context, structural analysis, vocabulary, comprehension, and fluency. 2.articulate clear learning goals for a struggling reader based on on- going assessment and the Ohio English Language Arts standards. 3.select and implement research-based teaching strategies and instructional resources for a student who is struggling in reading based on the student?s needs in phonemic awareness, phonics, sight, context, structural analysis, vocabulary, comprehension, and fluency instruction. Include instructional technology when appropriate. 4.create a climate for student learning that reflects individual interests and diverse needs. 5.create a motivating and safe environment that addresses the literacy needs of a struggling reader. 6. make learning goals and content understandable to a struggling reader. 7.monitor students? understanding of content and adjust instruction as 8.use instructional time with a struggling reader effectively. 9.write a coherent and comprehensive case study that reflects an understanding of a struggling reader?sstrengths and weaknesses and demonstrates effective intervention planning in phonemic awareness, word recognition, comprehension, vocabulary, and fluency.
DISPOSITIONS Each student will: 1.develop an appreciation for the diverse literacy needs of all learners. 2.maintain a professional relationship with a student during one-on-one tutoring sessions. 3.develop a professional relationship with a teacher and parent/ guardian of a struggling reader. 4.communicate empathy toward a struggling reader. 5.develop an appreciation for the value of reflective practice. 6.*Beginning Fall, 2004,READING ENDORSEMENT ONLY. Develop an appreciation for professional development by reading professional journal articles and publications, attendinga state and/or local reading conference, and participating in other professional development activities as they become available.
Required Texts and/or Instructional Materials: Bader, L. A. (2002).Bader reading and language inventory (4th ed.).Columbus, OH:Merrill. International Reading Association (2002).Evidence-based reading instruction:Putting the National Reading Panel Report into practice.Newark, DE:Author.(Available from the professor.) Walker, B. J. (2004).Diagnostic teaching of reading (5th ed.).Columbus, OH:Merrill.
Three-ring binder for assessments and handouts.
Three-ring binder for case-study portfolio.
The professor reserves the right to modify the following schedule as needed.
Course Content, Schedule, and Assignment Due Dates:
DateTopic/ActivityAssignment(s) MJan 5Introductions/Course RequirementsLocate a teacher(s) who is/are willing to serve as a cooperating teacher(s) as you assess and tutor this semester.Be sure to complete and turn in the field placement forms by Wednesday, January 21st. Purchase new texts and bring both texts to class on Wednesday, January 7th.
WJan 7Models of Reading; Diagnostic Teaching; Informal versus Formal Assessments Lesson Plan Format [handout] F Jan 9Begin making tutoring arrangements
MJan 12Preliminary Assessment InformationPrepare preliminary data Permission Slip; Child Home Info Sheet [Bader pp. 146-47]; Student Priorities & Interests [Bader pp. 12-15]; Elementary Reading Attitude Survey [RT May 1990]; Writing Attitude Survey [RT September 2000]
W Jan 14Preliminary Assessment InformationPrepare preliminary data Motivation to Read Profile-Conversational Interview [Gambrell et al.]; Interest and Attitude Inventory [handout]; Tutoring Guidelines [handout]
FJan 16TUTORING TIME
M Jan 19NO CLASS ? Martin Luther King, Jr. Day
W Jan 21Early Literacy AssessmentsPrepare assessments & Visual Discrimination [Bader pp. 86-88]administer Auditory Discrimination [Bader pp. 89-90]Examine ELA Standards Literacy Concepts [Bader pp. 91-93]for the grade level you are Blending & Segmention [Bader pp. 94-95]tutoring Yopp-Singer Test [RT Sept, 1995] Letter Knowledge [Bader pp. 96-97] Hearing Letter Names [Bader pp. 98-99] Syntax Matching [Bader pp. 100-101] Dolch Sight Word List [handout] Slosson Oral Reading Test [handout]- all need to administer this English Language Arts Standards
FJan 23TUTORING TIME
M Jan 26IRI [Informal Reading Inventory]- all need to administer this [Bader pp. 20-24 & pp. 31-77]Prepare assessment [IRI] practice Listening Comprehension
W Jan 28IRI [Informal Reading Inventory] [Bader pp. 20-24 & pp. 31-77]Prepare assessment [IRI] Continue practice of IRIHand in lessons & Listening Comprehensionreflections
F Jan 30TUTORING TIME
M Feb 2Continue practice of IRIPlan lessons based on Experiential Word Lists [Bader pp. 27-29]assessments and standards Phonics Assessments [Bader pp. 112-128] The Names Test [RT Oct, 1994 ? handout] Cloze Tests [Bader pp. 102-109]
WFeb 4Practice analyzing word recognition errors Hand in lessons/reflections [handout]Review websites on Fluency Assessments [handout guidelines]scientifically-based reading Bring assessment data to class to analyzestrategies
FFeb 6TUTORING TIME
MFeb 9In-class sharing on how lessons are aligned Bring ELA Standards to class with ELA Standards Discuss research-based strategies [phonemic awareness, word recognition, vocabulary, comprehension, fluency] Share websites
WFeb 11 Alternative Comprehension AssessmentsPlan Lessons [Cloze Test, Expository Text Pattern Guides,Hand in lessons/reflections Graphic Organizers, Outlines] Peabody Picture Vocabulary Test (PPVT) [handouts] Share websites and graduate student article reviewsGraduate student article reviews
FFeb 13TUTORING TIME
MFeb 16NO CLASS ? PRESIDENT?S DAY BREAK
W Feb 18Midterm Sharing - All Midterms Paper Due
FFeb 20TUTORING TIME MFeb 23Intervention Strategies in Walker Text FLUENCY STRATEGIESChunking [pp. 215-216]Bring Walker Text to ClassCollaborative Reading [pp. 219-220 Echo Reading [pp. 231-232 Impress Method [pp. 260-261] Paired Reading [pp. 286-287] Reader?s Theater [pp. 301-302] Repeated Readings [pp. 305-306] Shared Reading [pp. 317-318] Talking Books [pp. 343-344]
WFeb 25Intervention Strategies in Walker Text WORD RECOGNITION STRATEGIES Language Experience Approach [pp. 266-268] Bring Walker Text to Class Making Words [pp. 273-274] Hand in lessons/reflections Making and Writing Words [pp. 275-277] Multisensory Approaches [pp. 282-283] Retrospective Miscue Analysis [pp. 311-312] Sight Word Approach [pp. 319-321] Summary Experience Approach [pp. 335-336] Word Sorts [pp. 364-365] Words Walls [pp. 366-367]
FFeb 27TUTORING TIME
MMar 1NO CLASS ? SPRING BREAK
WMar 3NO CLASS ? SPRING BREAK
F Mar 5TUTORING TIME
M Mar 8Intervention Strategies in Walker Text WORD ANALYSIS/CONTEXTUAL CLUES/PHONICS STRATEGIES Analytic (Implicit) Phonics [pp. 213-214]Bring Walker Text to class Cloze Instruction [pp. 217-218] Contextual Processing [pp. 223-224] Framed Rhyming Innovations [pp. 241-243] Phonogram Approach [pp. 288-290] Synthetic (Explicit) Phonics [pp. 341-342] Word Analogy Strategy [pp. 360-361] Word Probe Strategy [p. 338] WMar 10Intervention Strategies in Walker Text MEANING VOCABULARY STRATEGIES Direct Experience Approach [pp. 225-226]Bring Walker Text to class Experience-Text Relationship [pp. 233-234]Hand in lessons/reflections Feature Analysis Grid [pp. 238-240] Metaphors [pp. 278-279] Motor Imaging [pp. 280-281] Visualization [pp. 353-354] Vocabulary Self-Collection [pp. 355-356] Webbing [pp. 357-359] FMar 12TUTORING TIME
MMar 15Intervention Strategies in Walker Text WRITING STRATEGIES Alternate Writing [pp. 211-212]Bring Walker Text to class Journal Writing [pp. 262-263] Opinion-Proof Approach [pp. 284-285] Prediction Logs [pp. 291-292] Sentence Combining [pp. 315-316] Sound Boxes [pp. 322-323] Story Writing Approach [pp. 331-332] Summarization [pp. 337-338] WMar 17Intervention Strategies in Walker Text COMPREHENSION, GRAPHIC ORGANIZERS, & STUDY STRATEGIESGraphic Organizers [pp. 246-247] Bring Walker Text to class Herringbone Technique [pp. 252-254] Hand in lessons/reflections K-W-L [pp. 264-265] Prediction Maps [pp. 293-295] Story Mapping [pp. 328-330] SQ3R [pp. 324-325] Triple-Read Outline [pp. 350-352] F Mar 19TUTORING TIME
MMar 22Intervention Strategies in Walker Text COMPREHENSION STRATEGIES THAT FOCUS ON QUESTIONING Directed Reading-Thinking Activity (DR-TA) [pp. 229-230] Question-Answer Relationship (QAR) [pp. 296-298]Bring Walker Text to class Question-Generation Strategy [pp. 299-300] Reciprocal Teaching [pp. 303-304] ReQuest [pp. 307-308] Think-Aloud [pp. 347-349]
WMar 24Intervention Strategies in Walker Text COMPREHENSION STRATEGIES THAT INVOLVE DISCUSSION Generative-Reciprocal Inference Procedure [pp. 244-245] Imagery Instruction [pp. 255-257]Bring Walker Text to class Listening-Thinking Activity [pp. 269-270]Hand in lessons/reflections Retelling [pp. 309-310] Say Something [pp. 313-314] Story Drama [pp. 326-327] FMar 26 TUTORING TIME
MMar 29Intervention Strategies in Walker Text LESSON FRAMEWORKS FOR READING Concept-Oriented Reading Instruction [pp. 221-222] Directed Reading Activity (DRA) [pp. 227-228]Bring Walker Text to class Explicit Teaching [pp. 235-237] Group Investigation Approach [pp. 248-249] Guided Reading [pp. 250-251] Implicit Teaching [pp. 258-259] Literature Circles [pp. 271-272] Strategy Instruction [pp. 333-334] Thematic Experience Approach [pp.345-346]
WMar 31 Writing and Spelling Alternative AssessmentsHand in lessons/reflections [Elementary Spelling Inventory 1 & 2, Upper Level Qualitative Spelling Inventory] FApr 2TUTORING TIME
MApr 5 Case Study Guideline Review Causes of Reading Difficulties ? PowerPoint
WApr 7Causes of Reading Difficulties ? PowerPoint Running Records & Assessment Websites FApr 9TUTORING TIME
MApr12Final Oral Presentations
W Apr 14Final Oral Presentations FINISH TUTORING
Course Evaluation Methods/Final Grade Determination:
1.Attendance and Participation100 points You are expected to attend every class, to be on time, and to participate in the discussions.Emergency situations or extenuating circumstances will be considered.[Please see p. 48 of the 2003-2004 Walsh catalog for university-sponsored activities in which students are excused from class].Please call and leave a message at (330) 490-7328.Late work may not be accepted.If accepted, the grade will be lowered.At the end of the semester, incomplete work will have the points deducted from the total and the overall course grade will be lowered.You are responsible for any material covered in a missed class.Please find a classmate to take notes and collect handouts in your absence. After one written warning, the instructor may administratively withdraw a student from a course after nine cumulative hours of unexcused absence ? see p. 48 of Walsh catalog.
2.Case Study: Assessment, Analysis, & Intervention500 points ?To Whom It May Concern Letter? and Table of Contents 20 Background Information 20 Overall Summary of Student?s Strengths and Weaknesses 20 Specific References to Student?s Strengths and Weaknesses 50 Recommendations for Home and School (including tutor) 30 Assessments/Analyses/Summaries of Findings (minimum of five) 150 Assessment/Intervention Lesson Plans 150 Assessment/Intervention Lesson Plan Reflections 20 Student(s) Work Samples 20 Correct grammar, spelling, punctuation, and professional appearance 20 Total Case Study Points = 500 points divided by 5= grade[see due dates on calendar]
3.Graduate Student Article Review100 points Each graduate student will select and read one article about scientifically-based reading research from the International Reading Association?s Evidence-Based Reading Instruction:Putting the National Reading Panel Report into Practice: Articles from the Reading Teacher (2002).Each student will select one article from this book that is of interest to the student and relates to scientifically-based reading research (phonemic awareness, phonics, reading fluency, vocabulary development, and comprehension strategies).After reading the article, the student will submit a two-page typewritten, double-spaced critique of the article (grammar and spelling will be assessed).The critique should include: a.one brief paragraph that synthesizes the gist of the article. b.at least two paragraphs that give the students? pre-professional or professional opinion of the article from practical, research, and/or theoretical viewpoints. c.one paragraph that indicates whether or not the article would be useful for other preservice teachers to read and why d.a copy of the article must be included with the critique
The article will be professionally shared and discussed in class, through an informal group setting.Sharing and discussion should approximately 10 minutes and focus on the practical use of the article. Evaluation Criteria for Undergraduate StudentsPoints will be awarded for each assignment as follows: 1.Case Study [see rubric and guidelines]500 KPI 2.Attendance and Participation [see guidelines]100 3.Midterm Exam [see guidelines]100 4.Final Oral Presentation [see guidelines]100 Total Points =800 ¸ 8 = Grade
Evaluation Criteria for Graduate StudentsPoints will be awarded for each assignment as follows: 1. Case Study [see rubric and guidelines]500 KPI 2.Attendance and Participation [see guidelines]100 3.Midterm Exam [see guidelines]100 4.Final Oral Presentation [see guidelines]100 5.Professional Article Review100 [see rubric and guidelines below] Total Points=900 ¸ 9 = Grade
According to the Division of Education, the grading standards are as follows:
ASuperior4.096-100% A-Excellent3.793-95% B+Very good3.391-92% BGood3.087-90% B-Above average2.785-86% C+Average2.383-84% CAverage2.078-82% C-Below average1.775-77% D+Poor1.373-74% DVery poor1.071-72% D-Extremely poor0.768-70% FFailure0.067% or <
Additional Information:
1.Please read and follow the Academic Integrity Policy from the Walsh University Undergraduate Catalog.
Students are responsible for their academic work.Plagiarism and other forms of cheating or dishonesty may result in a failing test or course grade, or suspension.A classroom paper of any type must be the work of the student submitting it.The student is responsible for paraphrasing and attributing any material taken from other sources, including books, magazines, newspapers, electronic media, private letters, interviews, other individuals? work, etc.This means that the source must be identified through footnotes, quotation marks, and other forms of documentation.Copying sources without credit, through quotation marks, footnotes, or other documentation, is plagiarism, a major form of academic cheating.
A classroom paper must not be a series of phrases, sentences, or paragraphs copied from a source or sources. This is also considered to be plagiarism.
2.This course requires several projects.It is expected that the students will not use coursework that has been prepared for another course, in this course.All work should be original.
?Cheating? on exams or any other assignments will not be tolerated.Exam cheating involves copying answers from another source or having someone else complete the work for you. If deviation occurs from the above standards, the professor will confer with the student(s) involved.The student(s) will have an opportunity to defend themselves, with another witness from the Division of Education.The professor will reserve the right to lower the student(s) grade by at least one letter grade, based on professional judgment.The student always has the right to take the issue to the Office of Student Affairs.
3.Please read and follow the Guidelines for Professional Practice:A Handbook for Pre-Service Teachers? Field Experience Placements for your preparation for, appearance during, interactions with students during, working with school professionals during, and evaluation of your field experience.
Assignment Specifications:See attached rubrics.
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