Program requirements

Prerequisites (if any):

Catalog Description:

Extends RDG500, emphasizing the knowledge teachers need to address and prevent problems in children's learning and in school practices. Teachers will learn assessment tools (e.g. standardized tests, portfolios, informal assessments) and to negotiate solutions to instructional problems with colleagues and parents. Involves tutoring a student encountering difficulty with literacy development.

Extended Description:

This course extends ERDG 500 to emphasize the knowledge and practices teachers need to understand, address, and prevent literacy difficulties in children. Teachers will learn to use assessment tools to identify instructional needs and to engage with colleagues and parents in the development and implementation of instructional plans. For a total of 10 practicum hours, they will assess one child experiencing difficulties acquiring literacy, in grade 3-6, and will tutor over the course of the semester. Through readings, class lectures, and discussions they will take stock of foundational ideas and current issues concerning reading difficulties.

Program goals:

** major goal

Pedagogical Content Knowledge

**language and literacy development: the nature, breadth, and depth of and the overt markers of that development

individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions

**methods and materials: the range of techniques and materials appropriate for literacy instruction

literacy in society: societal changes in literacy usage, and implications for teaching and learning both inside and outside the classroom

task difficulty: relation to student learning, independence, and development

** assessment of literacy: the value and properties of assessment methods and instruments

** prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

technology: understand the nature and functions of information technologies in contemporary literacy practices; use relevant information technologies for teaching and assessment

organization of instruction: organization, regulation, and reform of literacy instruction

NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology

self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

Teaching Skills

** basic teaching routines: nurturing children's language and literacy abilities individually and in groups. Includes appropriate strategies for developing specific reading and writing competencies such as comprehension, critical reading, studying, vocabulary knowledge, word knowledge (phonological insight, spelling, and analysis), composing, revising, and editing

** children's literacy development: documenting and analyzing reading, writing, speaking and listening, both through observational practices and through more formal techniques such as the Early Literacy Profile and standardized tests

**instructional decisions: matching learners with appropriate materials and creating independent learners; analyzing and solving instructional problems that arise in the regular or instructional support classroom, especially as they relate to learners who are struggling, or whose literacy abilities are so advanced that they need additional challenges

learning communities for students: generating productive contexts such that children learn from one another as well as from the teacher

learning communities for teachers: generating productive contexts for independent and collaborative learning among educators.

** prevention and solution of literacy difficulties: managing the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

communication: collaborating with colleagues, other specialists, parents, and the public on literacy issues showing sensitivity to different perspectives and different language

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

The focus in this course is on understanding, addressing, and preventing literacy difficulties. A major focus is on analyzing children's learning and associated schooling practices.
Literacy Difficulties
Preventing Literacy Difficulties
Dyslexia

Literacy Learning
What children need to know to develop and expand literate competencies:
Comprehension
Critical Literacy
Strategic Reading and Writing
Self-extending learning
Content Area Literacy
Writing
Word Study (Phonemic Awareness, Phonics, Word Identification, Vocabulary, Spelling)
Listening/Speaking (Engaging in Conversations)
Motivating Struggling Readers
Fluency
Stamina

Literacy Teaching
Responsive teaching based on sensitive observations and productive organization:
Assessing and documenting practices (individual, group)

Examining the instructional and assessment circumstances

Matching students with appropriate materials

Organizing to meet the needs of diverse learners (Intervention Strategies, Responsive Teaching)


Instructional and Assessment Materials
Basals/Anthologies
Leveling Texts
Qualities of Assessment Instruments
NYS Tests
Portfolios
Informal Assessments
Standardized Tests (group, individual)


Contexts of Learning
Cultural and linguistic contexts

Home/School connections

Instructional Environments e.g. special education, AIS, remediation

Discourse patterns across and within contexts



Teaching/Learning As Inquiry
Ways of organizing for ongoing professional development:
Collaborating for problem solving and examining assumptions

Engaging in reflective teaching
Developing a culture that promotes self-extending learning

Accessing and evaluating technology related resources 

There are one primary practicum assignment for this course: a tutorial/case study. The assignment require audio- or videotaping.

Tutorial/Case Study
The case study involves a 10 hour practicum component with a 3 - 6th grade student struggling with some aspect of literacy development and will involve the following:
--conducting interviews with student and parent/guardian.
--administering an IRI (administration of the IRI may count as two hours of the practicum component)
--one to two hours per week tutorial --reading/writing connected text. Silent reading will be included.
--analyze one reading lesson and one writing lesson.

--transcribe key parts of those lessons (3 pages) to examine the following:
    -Scaffolding
    -Instructional conversations
    -Teacher/Student Exchanges
--take and analyze running records (as appropriate)
--consider the instructional implications

For the weekly tutorial:
--Prepare instructional logs
--Write a reflection on the experience.
--Write updates after the 2nd, mid-point, and final sessions.
--Focus on the strengths/ needs of the learner
The report at the end of the tutorial will be for the instructor.
Appropriate timing and spacing of the tutoring sessions to total ten hours (including the administration of the initial assessment).

Allington, R. L., (2001). What Really Matters for Struggling Readers. New York: Longman.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2003). Words their way (3rd ed.). Upper Saddle River, NJ: Merrill.

Clay, M.M. (2002). An Observation Survey of Early Literacy Achievement, 2nd ed. Heinemann. (Also one of Booklets - Sand , Stones or Follow me , Moon for Concepts About Print Task)

Cunningham, P.M. (2004). Phonics They Use: Words for Reading and Writing, 4th Ed. New York: HarperCollins.

Fountas, I. & Pinnell, G. (2001).  Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy.  Portsmouth, NH: Heinemann.

Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME; Markham, Ontario: Stenhouse Publishers; Pembroke Publishers Ltd.

Johnston, P. (1997).  Knowing Literacy: Constructive Literacy Assessment.  Stenhouse.

Leslie, L. & Caldwell, J. (2005). Qualitative Reading Inventory – 4. NewYork: Longman.

McCormick, S. (2003). Instructing Students Who Have Literacy Problems, 4th ed. Merrill/Prentice Hall.. Merrill/Prentice Hall.

Strickland, K. (2005). What's After Assessment?: Follow-Up Instruction for Phonics, Fluency, and Comprehension.  Portsmouth, NH: Heinemann.

Wilhelm, J. (2001).  Strategic Reading.  Portsmouth, NH: Heinemann.

Selected readings from The Reading Teacher, Language Arts, and related professional journals.