CourseDescription’ - Minnesota State University Moorhead · PDF filePeabody,Individual,AchievementTest$(PIAT

MSUM Moorhead / EECE/SPED 646 / Page 1 of 12

EECE/SPED 646: Reading Clinic-‐-‐-‐Diagnosis (2 credits)

Course Description

Knowledge and application of methods of individual and group assessment, analysis of assessment, and development of instruction for students with a wide range of reading backgrounds and skills. Practicum experience with individual students and with groups of students required. Prerequisite: EECE 645 and teaching experience or consent of instructor.

Required Texts/Readings

Texts from all previous classes are required for the Reading Clinic course. Candidates are also expected to use the following resources as they demonstrate knowledge and skills appropriate to their responsibilities as K-‐12 teachers of reading.

Additional Course Resources

Journals (including, but not limited to the following):

• Exceptional Children. A journal of the Council for Exceptional Children. • Journal of Adolescent & Adult Literacy. A journal of the International Reading

Association. • Journal of Learning Disabilities. A journal of the Council of Learning Disabilities. • Reading Research Quarterly. A journal of the International Reading Association. • Reading Teacher. A journal of the International Reading Association. • Teaching Exceptional Children. A journal of the Council for Exceptional Children. • Rural Educator. A journal of the American Council for Rural Special Education. • Language Arts. A journal of the National Council of Teachers of English.


Reserve & Reference Items

Buros, O. K. (various) The mental measurements yearbook. Highland Park, NJ Gryphon Press:

Clay, Marie. (1993). An observation survey of early literacy achievement (2nd ed.). Portsmouth,

NH Heinemann.

Manzo, A., Manzo, U., and Albee, J. (2004). Reading assessment for diagnostic-‐prescriptive

teaching (2nd ed.). Belmont, CA: Wadsworth/Thompson.

Readance, J. E., Bean, T. W., and Baldwin, R. S. (2004). Content area literacy: An integrated

approach (8th ed.). Dubuque, IA: Kendall/Hunt.

Reutzel, D., and Cooter, R. (2003). Strategies for reading assessment and instruction: Helping

every child succeed. Upper Saddle River, NJ: Prentice Hall.

Richardson, J. S., and Morgan, Raymond, and Fleener, Charlene. (2009). Reading to learn in the content areas (7 ed.). Belmont CA: Wadsworth/Thompson.

Roe, B. D., Stoodt-‐Hill, B. D., and Burns, P. C. (2004). Secondary school literacy instruction

(8th ed.). Boston: Houghton Mifflin.

Snow, C., Burns, M.S., and Griffin, P. (eds). (1998). Preventing difficulties in young children.

Washington, DC: National Academy Press.

Formal and Informal Assessments (The following assessment resources will be available for candidates to use with their practicum students. Candidates must demonstrate proficiency in administering, scoring, and interpreting scores, as well as the ability to make informed decisions about which measures to use with students, before actually using measures with practicum students. See page 5, Course Requirements, for additional information).

Clay, M. (1993). An observation survey of early literacy achievement. Portsmouth, NH:

Heinemann.

Developmental Reading Assessment, Pearson Learning Group.

Gates-‐MacGinitie Reading Tests, Riverside Publishing.

Johns, J. (2001). Basic reading inventory. Dubuque, IA: Kendall/Hunt.

Johns, J. L., and Lenski, S. D. (2005). Improving Reading: Strategies and resources


(4th ed.). Dubuque, IA: Kendall/Hunt. Various informal assessments and attitude

And interest surveys are available here as well as best-‐practice instructional ideas

That can be used for practicum lessons.

Key Math-‐R/NU, AGS Publishing.

Leslie, L., and Caldwell, J. (2000). Qualitative reading inventory (3rd ed.). Needham Heights,

MA: Allyn & Bacon.

Lindamood Auditory Conceptualization Test (LAC-‐3), AGS Publishing.

Peabody Individual Achievement Test (PIAT-‐R/NU), AGS Publishing.

Silavaroli, N., and Wheelock, W. (2003). Classroom reading inventory (10th ed.). Dubuque,

IA: McGraw-‐Hill.

Test of Reading Comprehension (TORC-‐3), AGS Publishing.

Wide Range Achievement Test (WRAT-‐3), Wide Range, Inc.

Woodcock Reading Mastery Test. AGS Publishing.

Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. Reading

Teacher, 49(1), 20-‐29.

Software (the following will be available for candidates’ use)

• Adaptive and regular word processing (Ex. Clicker 4. WordBar, MSWord) • Alternative programmable keyboards (Ex. Intellikeys) • Reading management (Ex. Accelerated Reader) • Interactive books (Ex. LeapFrog LeapPad) • Books on tape

Online Resources (Candidates will be expected to use resources from a variety of professional organizations, including but not limited to, the following)

International Reading Association www.reading.org

Northwest Regional Educational Laboratory www.nwrel.org/assessment

Council for Exceptional Children www.cec.sped.org

Conceptual Framework

Learner outcomes are derived from State of Minnesota Board of Teaching K-‐12 Teachers of Reading Standards and address the MSUM Conceptual Framework as follows:


Knowledgeable: MSUM candidates display competence in their subject matter, built upon a strong grounding in liberal studies. MSUM candidates understand the principles of learning, assessment and technology. They understand and apply legal and ethical considerations in all aspects of their work. MSUM candidates are able to integrate theory and practice, and view learning as an active process. MSUM candidates demonstrate the ability to model connections between philosophical foundations and best practices in the field. As life-‐long learners, MSUM candidates engage in research and complex thinking. They design opportunities for others to seek knowledge and to understand themselves as members of the world community.

Reflective: MSUM candidates engage in thoughtful analysis of the meaning and significance of their actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding principle. It is through this reflective process that instruction is improved, new ideas are implemented, ineffective methodologies are abandoned, and learning outcomes for students are enhanced. MSUM candidates are skilled at analyzing their teaching from a variety of perspectives and identifying connections between teaching strategies and student learning. In addition, candidates utilize a variety of techniques to question their procedures and consider alternatives for instruction and student growth. MSUM candidates are able to recognize learning, motivational, and developmental variables in their instructional practice and relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to received wisdom and conventional practice when needed.

Humanistic: MSUM candidates value the personal worth of each individual. This based on a belief in people’s potential and innate ability to develop to their fullest. MSUM candidates’ actions are grounded in knowledge of different cultural and ethnic groups within the world community, and in knowledge of the influence of culture and history, ethnicity, language, gender and socio-‐economics on one’s life. This knowledge base informs candidates’ decision-‐making as the create environments that promote freedom, compassion, and success for all learners. MSUM candidates are fair-‐minded in their interactions with others, as well as sensitive to and accepting of individual differences. Further, MSUM candidates have an understanding of aesthetics and the diversity that is part of the human experience and will incorporate this knowledge into their work. MSUM candidates recognize and accommodate a variety of linguistic and nonlinguistic interpersonal skills in their actions with others. MSUM candidates foster resiliency in the students with whom they work, and model these qualities in their own work.

Creative: MSUM candidates understand the powerful resources of the arts and sciences, and use their knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. MSUM candidates recognize the important role creativity plays in the design of instruction and classroom environment they will, for them and for their students, meet new situations with resourcefulness, excitement and curiosity, with and investigative attitude, and with the ability to pose, seek and design solutions to problems. MSUM candidates are cognizant of the aesthetic elements of the world and draw on that knowledge to make curricular decisions designed to help students not only learn about aesthetics, but to also learn how to think about the world at large.


Course Objectives/Student Learning Outcomes (From MN Board of Teaching Standards, and aligned with College of Education and Human Services Conceptual Framework: Knowledgeable; Humanistic; Creative; and Reflective).

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:

• (4) understand the physical, social, emotional, moral, and cognitive development of children, preadoldescents, and adolescents as it pertains to reading instruction; knowledgeable, humanistic

• (5) understand progression of reading development (emergent, beginning,

transitional, intermediate and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers. Knowledgeable

• (11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature;

• (12) teach comprehension strategies such as adjusting reading approach,

activating background knowledge, summarizing, generating questions, constructing mental representations and self monitoring; knowledgeable

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods and curriculum to support reading instruction:

• (3) implement and reflect on the use of instructional practices, approaches, and methods, which support the cognitive, cultural and linguistic differences of readers; knowledgeable, reflective

• (5) identlfy, secure and use high quality literature, which meets the interest and reading needs of all readers and represents various cultures and genres. Knowledgeable

• (8) demonstrate competency through a variety of clinical experiences with elementary, middle, and high school students. Knowledgeable, reflective


C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

• (1) understand the principles surrounding a wide variety of instruments, their purposes, strengths, and limitations; knowledgeable

• (2) select appropriate tools for specific situations that include assessment for diagnosis and progress monitoring; knowledgeable

• (3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, by class, by cohort, and by school; knowledgeable, reflective

• (4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages and those from different cultural and linguistic backgrounds; knowledgeable, humanistic, reflective

• (5) use assessment data to develop interventions that address specific student needs; knowledgeable, humanistic, reflective

• (6) select materials, identify appropriate instructional strategies and allocate resources needed to implement interventions and remediations; knowledgeable, reflective

• (7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators. Knowledgeable, humanistic.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

• (1) use of students’ interests, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write; knowledgeable, humanistic, reflective

• (8) promote critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives. Knowledgeable, reflective

Instructional Strategies

Large and small group discussions of weekly topic and of candidates’ practicum experiences for the week, practica with individuals and small groups of students, individual and group research.


Diversity:

This course prepares teacher candidates to develop proficiencies for working with students from diverse backgrounds and with exceptionalities to ensure that all students have the opportunity to develop their reading abilities. Specifically, this course helps candidates develop their skills for identifying and using best practices in reading assessment and instruction for struggling readers, students with special education needs, diverse and at-‐risk students, and English language learners.

Course Requirements

A. Working with Practicum Students.

Candidates will obtain Institutional Research Board approval as needed and required by MSUM policies, as well as obtain parent and student permission before beginning any work with students. Candidates will provide appropriate reading assessment and instruction for students during two required practica experiences. Reading material will be drawn from a wide variety of children, adolescent, and adult narrative and informational text, depending on assessed needs of students. Candidates will apply educational and developmental principles to plan appropriate instruction for students. For each experience, candidates will work with students for 15 hours over the course of the semester.

First, each candidate will work with an individual student (at either the elementary, middle or high school level, as determined through consultation with the course instructor and in light of licensing requirements) in a reading-‐clinic setting. As part of this work, candidates will gather baseline reading information about the student using formal and informal assessment measures. This baseline data will include information about students’ interests and attitudes toward reading, as well as their decoding, word identification, vocabulary, comprehension, and fluency abilities. Using that baseline information, candidates will select strategies and materials from a wide variety of genres read in and out of school (e.g. poetry, short stories, picture books, narratives, Internet web sites, informational articles, advertising, and product information) to develop and implement appropriate weekly instruction based on best practices and the knowledge that reading is the process of constructing meaning between the reader, text, and context. The use of a variety of genres and in-‐ and out-‐of-‐school connections is designed to support that student’s reading education, including comprehension of, appreciation for, and enjoyment of text, for both assigned and independent reading.


Candidates will report findings of students’ abilities and reading development to the student’s parents via a case report.

Second, candidates will work with a small group of students (at either the elementary, middle or high school level, as determined through consultation with the course instructor and in light of licensing requirements). As part of this work, candidates will gather and analyze reading-‐assessment data and use that information to select strategies and materials from a wide variety of genres read in and out of school (e.g. poetry, short stories, picture books, narratives, Internet web sites, informational articles, advertising, and product information) to develop and implement small-‐group instruction based on best practices and the knowledge that reading is the process of constructing meaning between the reader, text, and context. The use of a variety of genres and in-‐ and out-‐of-‐school connections is designed to support students’ reading education, including comprehension of, appreciation for, and enjoyment of text, for both assigned and independent reading. Candidates will report findings of students’ abilities and reading development, as well as their analysis and evaluation of small-‐group reading instruction to the course instructor.

Assessment of practicum application will be based on:

• For both experiences, before candidates can administer assessments, they must demonstrate for the course instructor that they have the knowledge and skills to administer, analyze, and interpret the formal and informal assessment measures selected for use with practicum students. Candidates must also demonstrate their ability to use sound principles of analysis and evaluation to make informed decisions regarding the selection of, administration, and interpretation of particular assessment measures, based on the candidates’ knowledge of student development factors, best practice in assessment, and appropriateness of the measures for assessing particular reading components

• Weekly lesson plans and reflections • Candidates will reflect on their learning from practicum and discuss insights

gained, concerns and questions about these experiences weekly in class

Demonstration of Knowledge of Best Practice in Individual and Group Reading Assessment.

Candidates will use a variety of formal and informal assessment measures with individual students, as well as with groups of students. Candidates will demonstrate their ability to correctly administer, score, and interpret scores for assessment measures indicated on page 2 prior to administering any assessment with students. Assessment


measures used with students will depend on the age, development, and interests of the students, as well as on the reading ability of particular practicum students. Candidates will research the strengths and limitations of an informal assessment for a particular purpose and present their findings in a paper presented to course colleagues. Candidates will research the strengths and limitations of formal assessment for a particular purpose and present their findings in a paper presented to course colleagues.

B. Knowledge of Strategies, Materials, and Technology to Support Reading and Literacy Instruction. Candidates will evaluate the merits, use, and integration of “best practice” strategies of instruction designed to promote reading ability (for example: word identification, vocabulary meaning, comprehension, and fluency). Candidates will evaluate the merits, use, and integration of instructional materials designed to promote reading ability (for example: workbooks, trade books, and content-‐area textbooks). Candidates will evaluate the merits, use, and integration of literacy-‐related software in instruction.

Evaluation Standard/Course Grading Policy

A B C D E (90% and above) (80%-‐89%) (70%-‐79%) (60%-‐69%) (Below 60%)

Practicum Component (66% of course grade). Candidates will be evaluated on their ability to

• Use and interpret formal and informal assessment measures with students • Use assessment-‐data information to plan appropriate instruction for both individual and

small groups of students • Select instructional strategies based on the individual needs of practicum students • Select materials from a wide variety of genres • Select materials keeping in mind students’ attitudes and interests, as well as with regard

to age and developmental appropriateness • Maintain a practicum documentation log, in which reflections on effectiveness of

lessons, strategies, materials, and assessments is detailed


• Maintain an assessment and instruction portfolio and use that portfolio to prepare written summary of their work, which will be presented to the course instructor and to parents of students with whom they work

Seminar Component (34% of course grade). Candidates will be evaluated on oral and written requirements for the class, including

• Reflections on effectiveness of lessons, strategies, materials and assessments is detailed • Case study report, which will be presented to the course instructor and to parents of

students with whom they work • Written evaluations of formal and informal assessments • Weekly lesson plans • Reflections on past week’s lesson, including strengths and weaknesses • Presentation to class of evaluations of formal and informal assessments • Participation in class discussions about course topics • Participation in class discussions of practicum teaching experiences • Course Outline • Practicum Experiences: Weeks 3-‐16 • NOTE: Candidates should refer to the EECE/SPED646 Practicum Lesson-‐Planning Guide for

assistance in planning lessons and lesson format required for this class. • Practicum 1: Assess, plan and implement instruction for individual student as elementary,

middle or high school level. Work with student for approximately 1.5 hour per week, for a total of 18 hours.

• Practicum 2: Assess, plan and implement instruction for group of students at elementary, middle or high school level (but different from level of individual practicum, above). Work with students as a group for approximately 1.5 hour per week, for a total of 18 hours.

• Seminar: Weeks 1-‐16 • The seminar is designed to help candidates reflect on their practicum experiences and to

provide a forum where candidates can develop their professional leadership skills through presentations of research to class peers.

• Schedule

Week Seminar Practicum Experiences (#1 w/ individual student; #2 w/ small group. See p. 5 for details)

Board of Teaching Reading of Teaching Standards

1 Select an informal assessment measure (choose from measures listed on page 2, or talk to instructor about an alternate measure) to research. Use professional journal articles, assessment yearbooks, and other scholarly sources to evaluate the strengths and weaknesses of the assessment measure.

Review with course instructor the age/grade range of practicum students with whom you need to work. Begin collecting possible reading materials to use with students. Review informal assessment measures, attitude surveys, and interest inventories to select appropriate assessment measures to use with students.

B3,B5, C1,C2,C6, D1


Prepare written evaluation and present findings to peers week two. Review lesson planning requirements for this class, as described in the EECE/SPED 646 Practicum Lesson-‐Planning Guide.

You will review this with the course instructor next week. Read and understand expectations as described in EECE/SPED 646 Practicum Lesson-‐Planning Guide.

2 Present evaluation findings for informal assessment measure to peers. Turn in written evaluation Review with instructor initial meeting plans and informal assessment measures you plan to use during practica.

Receive practicum student assignments. Use practicum information to help you make final selections for assessments, surveys, inventories, and materials to use at initial meeting with students. Be sure to incorporate a wide variety of texts across the semester, and to foster comprehension of and appreciation for text in weekly lessons, both for assigned text and text read independently.

B3,B5, C1,C2,C6, D1

3 Turn in Lesson plan one Select a formal assessment measure (choose from measures listed on page 2, or talk to instructor about an alternate measure) to research. Use professional journal articles, assessment yearbooks, and other scholarly sources to evaluate the strengths and weaknesses of the measure. Discuss concerns or questions about initial meetings with students.

Meet practicum students and, if not already obtained, secure parent permission to work with students. Conduct baseline informal assessment, attitude survey, and interest inventory. Talk with students about genre interests. Have students read to you, either something student brought to practicum, or from selection of materials you have made available. Document reflections from introductory meeting and student reading in practicum log. Using sound principles of analysis and evaluation, analyze assessment data and review attitude and interest

A4,A5, B3, B5, C1, C2,C3,C4,C5,


information. Use collected information to plan instruction for lesson one.

4 Turn in lesson plan two and lesson one reflection. Turn in informal assessment measure results of scoring and interpretation.

Lesson 1: Begin instruction using assessment, survey, and inventory information. Include a variety of text and opportunities to learn how to comprehend and appreciate narrative text. Document reflections from lesson one in practicum log. Use reflection to help plan instruction for lesson two.

A11, B3, C4, C5, C6,

5 Turn in lesson plan three and lesson two reflection. Present evaluation findings for formal assessment measures to peers. Turn in written evaluation. Discuss progress, concerns, or questions about individual and group practicum experiences.

Lesson 2: Continue cycle of teaching, documenting and reflecting, and next lesson instructional planning.

A11, B3, B8, C4, C5, C6,

6 Turn in lesson plan four and lesson three reflection. Present evaluation findings for formal assessment measures to peers. Turn in written evaluation. Discuss progress, concerns, or questions about individual and group practicum experiences.

Lesson 3: Continue cycle of teaching, documenting and reflecting, and next lesson instructional planning. Select possible formal assessment measures to administer to practicum students and discuss with course instructor.

A11, B3, B8, C2, C4, C5, C6,

7 Turn in lesson plan five and lesson four reflection. Discuss progress, concerns, or questions about individual and group practicum experiences.

Lesson 4: Continue cycle of teaching, documenting and reflecting, and next lesson instructional planning. Administer appropriate formal assessment measures.

A11, B3, B8, C2, C4, C5, C6,

8 Turn in lesson plan six and lesson five reflection. Turn in formal assessment measure results of scoring and interpretation.

Lesson 5: Continue cycle of teaching, documenting and reflecting, and next lesson instructional planning. For lessons 6-‐8, focus on students’ ability to understand and

A11, A12, B3, B8, C2, C4, C5, C6, D8,


Discuss progress, concerns, or questions about individual and group practicum experiences.

remember information from a variety of texts (e.g., Internet, magazine, and newspaper articles, informational trade books, content-‐area textbooks) by understanding various patterns of text organization, comparing and contrasting depth and breadth of information, and summarizing information present in various types of text (see EECE/SPED 646 Practicum Lesson-‐Planning Guide for more information).

9 Turn in lesson plan seven and lesson six reflection. Present research findings to peers on selected best practice instructional strategies. Discuss progress, concerns, or questions about individual and group practicum experiences.


A11, B3, C2, C4, C5, C6,

10 Turn in lesson plan eight and lesson seven reflection. Present research findings to peers on selected best practice instructional strategies. Discuss progress, concerns, or questions about individual and group practicum experiences.


A11, B3, B8, C2, C4, C5, C6,

11 Turn in lesson plan nine and lesson eight reflection. Turn in DRAFT 1 of case study reports Discuss progress, concerns, or questions about individual and group practicum experiences.

Lesson 8: Continue cycle of teaching, documenting and reflecting, and next lesson instructional planning. For lessons 9-‐11, focus on students’ ability to use higher order thinking skills and behaviors when reading by developing practicum lessons that teach students to evaluate a variety of texts (e.g., Internet websites, opinion pieces, print advertising, product information) for credibility and

A11, A12, B3, B8, C2, C4, C5, C6, D8,


accuracy of information, authors’ points of view and purposes for writing, multiple perspectives, and objectivity or bias (see EECE/SPED 646 Practicum Lesson-‐Planning Guide for more information).

12 Turn in lesson plan ten and lesson nine reflection. Discuss progress, concerns, or questions about individual and group practicum experiences


A11, B3, B8, C2, C4, C5, C6,

13 Turn in lesson plan eleven and lesson ten reflection. Discuss progress, concerns, or questions about individual and group practicum experiences


A11, B3, B8, C2, C4, C5, C6,

14 Turn in lesson plan twelve and lesson eleven reflection. Discuss progress, concerns, or questions about individual and group practicum experiences


A11, B3, B8, C2, C4, C5, C6,

15 Meet with course instructor to review FINAL DRAFT of case study reports.

Lesson 12: Continue cycle of teaching, documenting and reflecting, and next lesson instructional planning. Please note: this is the final lesson with students.

A11, B3, C2, C4, C5, C6,

16 Course evaluations Final thoughts and course wrap up.

Meet with practicum students and parents. Present case study report to parents and review findings with them.

C7

• Attendance Policy • Candidates are expected to attend all instructional sessions with their students. If a candidate is

unable to keep an instructional appointment, it is the responsibility of the candidate to contact students’ parents and reschedule the appointment.

• Academic Honesty • Candidates are expected to prepare and present their own work for this class. Please refer to

the MSUM Student Handbook for policies regarding academic honesty (http://www.mnstate.edu/sthandbook/).

• Special Accommodations • From the Disabilities Service Office: Students with disabilities who believe that they may need

an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of


Disabilities Services, at 477-‐2652 (phone) or 477-‐2047 (TTY), CMU 222, as soon as possible to ensure that accommodations are implemented in a timely fashion.

Documents

CourseDescription’ - Minnesota State University Moorhead · PDF filePeabody,Individual,AchievementTest$(PIAT