C&I 432: Literacy Development and Assessment (Pre-K-4th Grade)

Instructor: Amy Tyner

Phone: 618-967-3691

Email: gatyner@mchsi.com

Term: Spring 2016

Time: Saturday, 8:30-11:20

Location: RLCM

Catalog Description:

CI 432-3 Literacy Development and Assessment (PreK-4th grade).This course builds on the literacy foundations and instructional models course and explores the variables that affect literacy development at the P-4 level. Teacher candidates will learn to employ all four strands of the English/language arts (reading, writing, speaking, and listening) to teach literacy concepts and strategies across the curriculum to accommodate all learners in culturally responsive classrooms. Emphasis will be placed on an understanding of the reading process; the content of reading instruction; and scientifically based reading research, methods, and materials used in balanced reading instruction and assessment. Prerequisite: Grade C or better in CI 431 or consent of the instructor. Co-requisite: EC and ELED majors must take EDUC 302 and EDUC 319.

Connections to the TEP Conceptual Framework The three major tenets of SIU’s Teacher Education Program are Engagement, Literacies, and Identities.

Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by providing leadership in the learning community and serve as advocates for students, parents or guardians, and the profession.

Reflective educational leaders understand the vast array of literacies students need to function in today’s modern society. This includes knowledge of reading, writing, and aural communication within the content area as well as media, scientific and quantitative literacy.

Reflective educational leaders understand the diverse characteristics and abilities of all students and how these students develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences which influence the students’ identities.

During this course, teacher candidates will engage in discourses within the college classroom and experiences in a primary classroom at a local school that will address each of these tenets, which have also been aligned to the course assessments.

Instructional Objectives:

The teacher candidate will…

1. Identify various theories about oral and written language in the early years. 2. Apply various theories of early reading and writing development to lesson plans. 3. Select and use appropriate assessment techniques with early readers and writers. 4. Select and use appropriate strategies to teach and assess comprehension, fluency, word

identification, and vocabulary. 5. Describe a variety of methods for reading and writing instruction. 6. Evaluate commercial literacy materials. 7. Describe how to differentiate instruction within a variety of learning contexts and with

diverse populations of learners, including second-language learners. 8. Explore the role of technology in early literacy learning.

Teaching Standards

The following state and national standards inform the daily objectives for this course. Course activities support the teacher candidate’s knowledge and performance of the IPTS, ACEI, and NAEYC’s standards for teacher candidates. Final assessments will reflect growth in the areas noted below.

NAEYC 2010 Initial Standards

Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Standard 4. Using Developmentally Effective Approaches Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Standard 5. Using Content Knowledge to Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.

Association for Childhood Education International Standard 1.0 Development and Learning—Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development and acquisition of knowledge. Standard 2.1 Reading, Writing and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. Standard 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Standard 3.3 Development of critical thinking and problem solving.—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development and use of critical thinking and problem solving. Standard 4. Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Illinois Professional Teaching Standards Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. Standard 2 - Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge. Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring students’ growth, and evaluating student outcomes. The teacher makes decisions

driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Quizzes &

Reading

Responses

ISEL PSI CLP BLF

CF 1, Engagement X X X

CF 2, Literacies X X X X X

CF 3, Identities X X X X X

ACEI 1.0 X X X X X

ACEI 2.1 X X X X X

ACEI 3.2 X X X X X

ACEI 3.3 X

ACEI 4.0 X X X X

NAEYC 3 X X X X X

NAEYC 4 X X X X X

NAEYC 5 X X X X X

IPTS 1 X X X X X

IPTS 2 X X X X X

IPTS 3 X X X X X

IPTS 5 X X X

IPTS 6 X X X X X

IPTS 7 X X X X X

Grading Scale

Assignment Score Weight Final Points

Reading Quiz X .15

Reading Responses X .10

TCRWP Project X .10

Words Their Way Project X .20

Comprehension Lesson Plan X .20

Balanced Literacy Framework X .25

**Add the scores in the final column for your final grade.

A = 90%-100%, B = 80%-89%, C = 70%-79%, D = 60%-69%

Tentative Course Calendar

Date Topic Reading Assignments

Assignments Due

Jan. 23 Course Introduction

Jan. 30 Becoming an Effective Teacher of Reading Tompkins, ch. 1 Quiz

Examining Children’s Literacy Development Tompkins, ch. 2

Feb. 6 Assessing Children’s Literacy Development Tompkins, ch. 3 Quiz

Breaking the Alphabetic Code Tompkins, ch. 4

Feb. 13 Scaffolding Children’s Reading Development Tompkins, ch. 10 Quiz

The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy for English Language Learners

Duke & Bennett-Armistead, ch. 4

Feb. 20 Decoding Skills and Word Recognition & Developmental Word Knowledge

Bear, ch. 1 Quiz

Getting Started: The Assessment of Orthographic Development

Bear, ch. 2

Feb. 27 Words Their Way Assessment at local school

Analyze WTW scores in class Bear, ch. 3

March 5 Word Study for Learners in the Emergent or Letter-Name Alphabetic Stage

Bear, ch. 4, 5, or 6 Quiz WTW in LiveText Developing Fluent Readers and Writers Tompkins, ch. 6

March 12 Implement WTW Activity at local school Quiz

Scaffolding Children’s Writing Development Tompkins, ch. 11

March 26 Writing Effectiveness & Assessment Biggam, ch. 8 WTW Reflection in LT Quiz

Writing Conventions TBA

April 2 Expanding Children's Knowledge of Words: Strategies for Vocabulary

Tompkins, ch. 7 Quiz

Assessing Literacy Skills (TCRWP) ISEL handouts

April 9 Creating a Balanced Literacy Framework Final TCRWP Project Prologue & Gradual Release

Creating a Community of Readers & Writers Miller, prologue & ch. 1& 2

April 16 Reader’s Workshop & Book Selection Miller, ch. 3 &4 Reading Response

Schema (Comprehension) Miller, ch. 5

April 23 Visual Representation (Comprehension) Miller, ch. 6 & 7

Inferring & Asking Questions (Comprehension) Miller, ch. 8 & 9

April 30 Non-fiction and Synthesizing Information (Comprehension)

Miller, ch.10, 11 & Epilogue

Reading Response

Writing: Teaching Children to Compose Informational Texts

Duke & Bennett-Armistead, ch. 6

May 7 Final Presentations of BLFs BLF

Course Assignments Reading Quizzes At the beginning of some classes, you will be given a brief quiz based on the assigned readings. This is to support your retention and comprehension of course content. Quizzes can only be made-up for excused absences. Your average score on the quizzes will comprise 15% of your grade. Reading Responses At the beginning of some classes, you will turn in a one-page typed reflection based on the assigned readings or you will be asked to respond online using a formative assessment activity. This is to provide you and the instructor with information about your progress during the course. These activities can only be made-up for excused absences. (10% of your grade)

Assessment Activities You will be asked to participate in scoring literacy assessments, determining the strengths and needs of the students, planning instruction that is developmentally appropriate, and implementing instructional activities for the children you assess. Upon completion of the instruction in each classroom, you will reflect on the experience and write literacy goals for the children. Your participation in the activities along with your reflections will be included in the evaluation.

1. Teachers College Reading Writing Project Assessment (TCRWP) - You have been placed in a primary grade clinical placement where you will ask your cooperating teacher to assist you in the selection of one child for the ISEL assessment. After we review the procedures in class, you will use your next observation visit as an opportunity to assess the child. You will analyze the results and develop a literacy lesson plan for this child and implement it in your field placement classroom. (10% of your grade)

2. Words Their Way Spelling Inventory (WTW) – We will review the procedures for this assessment in class; then we will visit a classroom in Carbondale to complete the PSI assignment. We will analyze the results together in class at SIU. Then you will develop an activity for a small group of children and implement it at the school. (20% of your grade)

Comprehension Literacy Lesson Plan You will develop a lesson plan that will support the literacy skills of the learners in your field placement. We will go over the format in class and discuss potential activities. You will submit a lesson plan using the format in LiveText. After receiving approval from the instructor and your cooperating teacher, you will implement the lesson in your practicum placement. This will comprise 20% of your grade. Balanced Literacy Framework (BLF) You will develop a plan for a balanced literacy program that addresses the developmental needs of your learners and incorporates reading, writing, speaking, and listening. The BLF will constitute two hours of daily literacy instruction for one week. It is a comprehensive plan that can be integrated with other content areas. Your score on this assignment will comprise 25% of your grade.

Required Texts

Bear, D. R., Invernizzi, M., Templeton, S.R., & Johnston, F. R. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction, 5/E. Allyn & Bacon.

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary

grades. Portland, Maine: Stenhouse. Tompkins, G. E. (2011). Literacy in the early grades: A successful start for prek-4

readers and writers (with MyEducationLab), 3/E. Allyn & Bacon.

Optional Texts Osborne, N. (1999). Rubrics for elementary assessment. Livonia, MI: Osborne Press.

Additional Reading

Biggam, S. & Itterly, K. (2010). Literacy profiles: A framework to guide assessment, instructional strategies and intervention, K-4. Allyn & Bacon.

Suggested Materials for Class During this course you will receive numerous handouts related to the “Big 5” in literacy instruction, including specific strategies that you can use in your future classroom. It is advisable that you develop an organizational system for managing this information. You may choose to get 5-7 colored folders or a 3 ring binder with 5-7 tabs. Some items have been made available digitally and can be downloaded from the LiveText version of the syllabus; however, you will need a system to organize the hard copies you receive in class. We will also discuss different ways that readers can maximize their comprehension by interacting with text features using highlighter pens, sticky notes, and sticky flags. I recommend that you have these items available for class. Since you are learning how to assess the literacy development of young children, I would suggest that you always have 2 sharpened pencils on hand for practice assessments that we conduct in class.

Professionalism

1. All assignments must be typed and proofread. 2. Cell phones must be turned off during class unless we are using them for a

learning activity. If you have extenuating circumstances, discuss this with the instructor before class.

3. Class participation is important and absences are discouraged. Every third unexcused absence will result in your final grade being dropped a letter grade.

4. Late assignments will result in a loss of points for the final grade.

Teacher Education Program The Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully accredited by the National Council for the Accreditation of Teacher Education/ Council for the Accreditation of Educator Preparation (NCATE/CAEP) and by the Illinois State Board of Education. Spanning the entire university, the Teacher Education Program is administered through the College of Education and Human Services and includes majors from the College of Education and Human Services, the College of Science, the College of Liberal Arts, and the College of Agricultural Sciences. Teacher education programs approved by the State Educator Preparation and Licensure Board (SEPLB) are offered at the undergraduate level in early childhood education, elementary education, special education, secondary education, and in majors and minors that lead to the special certificate to teach K-12 art, music, physical education, and foreign languages.

Teacher Education Conceptual Framework: Preparing Reflective Educational Leaders

The conceptual framework identified by Southern Illinois University Carbondale’s College of Education and Human Services reflects the professional community’s commitment to preparing reflective educational leaders at both the undergraduate and graduate levels. Reflective educational leaders are able to review, reconstruct, reenact, and critically analyze their own and their students’ performances as a means to formulate explanations with evidence. A reflective educational leader fosters his/her professionalism in practice when he/she values students’ myriad identities, equips students with the literacies required to participate in a democratic society, and engages stakeholders to make this learning accessible, rigorous, and relevant. Our conceptual framework views the professional development of teachers and other educational personnel to be an evolutionary and maturational process. Our goal is to prepare a competent, reflective educational leader, ready to assume the responsibilities of educating individuals but with full awareness that his or her induction into the profession continues throughout the duration of his or her professional career. We believe that our teacher candidates not only practice reflective thinking but also become practitioners of reflective action. We believe that effective teaching is characterized by interactions with students to present subject matter, followed by informed reflection on these interactions and presentations. Teachers should make decisions among methods and content based on their competence in both subject matter and pedagogy, rather than acting as technicians following a predetermined curriculum. All unit programs are aligned to the Illinois Professional Teaching Standards as well as standards from their respective content areas. The model below represents the three major tenets of SIU’s Teacher Education Program: Literacies, Identities, and Engagement:

Literacies: Reflective educational leaders understand the vast array of literacies students need to function in today’s modern society. This includes knowledge of reading, writing, and aural communication within the content area as well as media, scientific and quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, & Petscher, 2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear, Coffman, McKenna, & Ambrosio, 2000; Leinhardt & Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit, 1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg, 2001). Identities: Reflective educational leaders understand the diverse characteristics and abilities of all students and how these students develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. Using these experiences they create instructional opportunities to maximize student learning (Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine, 1997; Olsen, 2010; Rose & Meyer, 2002; Vygotsky, 1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011). Engagement: Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by providing leadership in the learning community and by serving as advocates for students, parents or guardians, and the profession (Amatea, Daniels, Bringman, & Vandiver, 2004; Bemak, & Chung, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Keys, Bemak, Carpenter, & King-Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings, 1995; McCann & Johannessen, 2008; Ratts, DeKruyf, & Chen-Hayes, 2007).

Dispositions The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors (dispositions) as educators interact with students, families, colleagues, and communities should support student learning and development. These dispositions are: The candidate demonstrates professionalism:

dependability and reliability

honesty, trustworthiness, ethics

enthusiasm, love of learning and commitment to the profession The candidate values human diversity:

shows respect and sensitivity to the learning needs and abilities of all individuals

shows respect and sensitivity to the diverse cultures, languages, races, and family compositions of all individuals

strives for best practices to address diverse learning needs and abilities of all individuals

strives for best practices to address diverse cultures, languages, races, and family compositions of all individuals

collaborates with diverse peers, professional colleagues, staff and families The candidate develops professionally:

engages in ongoing acquisition of knowledge

engages in development of research-based practices

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