Faculty & Staff > EDUC 455/EDT 655 EDUC 455/EDT 655Clinical Practicum in Reading
Course Number/Title:EDUC 455/EDT 655Clinical Practicum in Reading Credit Hours:3 Semester:Spring 2004 Room/Time Assignment:HC 216, T 6:00-9:00 p.m.[8:00-9:00 p.m. reserved for tutoring] 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: Application of previous courses, including supervised assessment/intervention reading work with individuals in need of special reading instruction. Case studies are included. Field hours required. Prerequisites: EDUC 353 or EDT 653.
Field Experience Requirements: 30 hours of field-based assessment and intervention with struggling readers including planning and tutoring. [20 hours actual assessment and intervention ? 10 hours planning]. OPTIONS: 20 hours with one student ? one case study 20 hours split between 2 students ? one case study + lessons submitted for 2nd student 15 hours with one student ? one case study + 5 hours with small group [e.g., Reading Recovery; Ohio Reads; Title I] with documentation All field-based paperwork must be completed by January 20th. Students must complete all 30 filed experience hours by Tuesday, April 13th, in order to receive a letter grade for the course.Students who do not complete all 30-field experience hours by the deadline will fail the course.
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 assessment and tutoring sessions as a service to the local school systems and students. Technology: * Implement technological interventions as appropriate during intervention sessions.
Instructional Objectives:
I.KNOWLEDGE Each student will: 1.Become familiar with relevant aspects of students? background including reading skills, attitudes, and interests, and cultural, linguistic, and ethnic diversity. 2.Understand a wide variety of reading assessment tools and how the tools can be be adapted to meet the assessment needs of a struggling reader(s). 3.Understand a wide variety of research-based instructional practices for meeting the needs of a struggling reader(s).
II.SKILLS Each student will: 1.Select and/or create and administer appropriate ongoing assessments in order to determine the nature of the strengths and weaknesses of a struggling reader(s), including phonemic awareness [when appropriate], phonics, sight, context, structural analysis, vocabulary, comprehension, and fluency. 2.Establish rapport with a struggling reader(s) and demonstrate ethical professional behavior. 3.Communicate clear learning goals to the struggling reader(s). 4.Create a climate that promotes fairness and communicates clear expectations for the student(s). 5.Maintain a safe environment when working with the student(s). 6. Select and implement appropriate research-based methods based on the needs and interests ofthe student(s) and based on ongoing assessment in phonics, word recognition, vocabulary, comprehension, and fluency. 7.Develop lessons that demonstrate connectedness and content that is comprehensible to the student(s) and that are aligned with assessment results as well as Ohio English/Language Arts standards. Develop time management and testing strategies when appropriate. 8.Monitor the student(s) understanding and extend the student(s)? thinking. 9.Communicate with student(s) during instructional lessons regarding the nature of reading strengths, needs, and areas of improvement. III.DISPOSITIONS Each student will: 1.Maintain a professional relationship with the student(s), parents, and supervising teacher. 2.Appreciate the diverse nature of student(s)? learning styles and needs.
3.Reflect on the effectiveness of each session with the student(s) and adjust lessons accordingly. 4.Demonstrate a sense of self-efficacy as part of the reflective process. 5.* Beginning Fall, 2004, READING ENDORSEMENT ONLY. Develop an appreciation for professional development by reading professional journal articles and publications, attending a 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. (1983).Bader reading and language inventory (4th ed.).Upper Saddle River, NJ:Merrill. International Reading Association (2002).Evidence-based reading instruction:Putting the National Reading Panel Report into practice.Newark, DE:Author.(Available from the professor.) Reutzel, D. R., & Cooter, R. B. (2003).Strategies for reading assessment and instruction: Helping every child succeed (2nd ed.).Upper Saddle River, NJ:Merrill.
Adaptations Are Essential: Early Years Reading. [web-based document] Dr. Mark Jewell, Director of Curriculum, Instruction and Assessment, Federal Way Public Schools, Washington State.
Three-ring binder for portfolio/case studies
The professor reserves the right to modify the following schedule as needed.
Course Content, Schedule, and Assignment Due Dates:
DateTopic/ActivityAssignment(s)
T Jan 6Introductions/Course RequirementsLocate a teacher(s) who is/arewilling to serve as a cooperating teacher(s) as you assess and tutor this semester. Be sure to complete and turn in the fieldplacement forms by Tuesday, January 20th. Purchase new text and bring both texts to class on Tuesday, January 13th.
Model of Reading Review Lesson Plan & ELA Standards
Preliminary Assessment Information Permission Slip Child Home Information Sheet ? Bader pp. 146-147 Student Priorities/Interests ? Bader pp. 12-15 Dolch List ? handout Slosson Oral Reading Test ? handout Others from last semester as you see fit Motivational Chart
TJan 13Walk through Reutzel and Cooter TextBegin assessing your students -- design R/C Ch. 1 No Child Left Behind:plan based on students? needs Comprehensive Reading Instruction Review IRI ? Bader, pp. 20-24 & 31-77
TJan 20R/C Ch. 3 Understanding Reading InstructionContinue intervention Share progress Collect Field-Placement Forms
TJan 27R/C Ch. 4 Organizing for Effective ReadingContinue intervention Instruction R/C Ch. 2 Classroom Reading Assessment
TFeb 3R/C Ch. 5 Oral Language Assessment andContinue intervention Development R/C Ch. 6 Children?s Concepts About Print Share progress
TFeb 10Midterm Exam DueContinue intervention Oral Reports
TFeb 17NO CLASS ? PRESIDENT?S DAY BREAK
T Feb 24R/C Ch. 7 Phonemic Awareness andContinue intervention Alphabetic Principle R/C Ch. 8 Phonics and Word Attack Skills
TMar 2NO CLASS ? FALL BREAK
TMar 9R/C Ch. 9 Teaching and AssessingContinue intervention Vocabulary Development
TMar 16R/C Ch. 10 Story ComprehensionContinue intervention R/C Ch. 16 Literature Response
T Mar 23R/C Ch. 11 Reading Comprehension:Continue intervention Information Texts R/C Ch. 14 Reading Fluency
TMar 30R/C Ch. 13 Writing and ReadingContinue intervention Go over case study format
T Apr 6FINAL PRESENTATIONS
TApr 13FINAL PRESENTATIONS
T Apr 20FINAL PRESENTATIONS(If necessary, may vary with semester schedule.)
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, & Intervention1200 points ?To Whom It May Concern Letters? and Table of Contents=50 points Background Information Sections=50 points Nature of the Students? Strengths & Weaknesses=50 points Recommendations for Home and School=50 points Assessments and Analyses (minimum of three per child not including Home Report and Interests/Attitudes)= 400 points Intervention Lesson Plans and Reflections = 600 points and documentation of alternative hoursTotal Points = 1200 ¸ 12 = Grade
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]1200 2.Attendance and Participation [see rubric and guidelines]100 3.Midterm Exam [see rubric and guidelines]100 4.Final Oral Presentation [see rubric and guidelines]100 Total Points =1500 ¸ 15 = Grade
Evaluation Criteria for Graduate StudentsPoints will be awarded for each assignment as follows: 1. Case Study [see rubric and guidelines]1200 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=1600 ¸ 16 = 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 less
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.
4.Attendance is mandatory. Excused absences should be cleared with the professor. Students are responsible for all missed work.
Assignment Specifications:See attached rubrics.
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