2015 FALL—READ 3384 Sections 010, 020, & 040(Stephenville & Fort Worth)

Reading II Assessment and Instruction of Developing Readers Writing Intensive (WI) Based Class=*

Professor: James E. Gentry, Ed.D. email: gentry@tarleton.edu (I prefer BB email only) Phone: 254-968-0701Tarleton Office: E.J. Howell Education Building, RM 317bWeb Address: http://www.learningwithjamesgentry.com/Office Hours: http://www.learningwithjamesgentry.com/class-calendars.html (PLEASE CALL FOR APPT.)Please make an appointment whenever possible as we are often called to attend university meetings/functions during posted hours.

Required Reading Textbooks Cecil, N., Gipe, J., & Merrill, M. (2014). Literacy in grades 4-8: Best practices for a comprehensive program. (3rd Ed.). Scottsdale, AZ: Holcomb Hathaway. ISBN: 978-1-934432-83-9-85-7

Leslie, L. & Caldwell, J. (2010). Qualitative reading inventory-5 (5th Edition) (Spiral-bound) New York: Allyn & Bacon: ISBN: 978-0137019236

Texas Education Agency (2014). The Dyslexia Handbook Revised 2014. Retrieved from http://www.decodingdyslexiatx.org/wp-content/uploads/2014/05/TEA_DyslexiaHandbook_2014-DRAFT-5-12-14.pdf

OPTIONAL:American Psychological Association (2001). Publication Manual of the American Psychological Association (6th Ed.). Washington, D.C. ISBN: 157987912 Or use: http://www.learningwithjamesgentry.com/jamesgentry/APA.htm

4-8 Pre-service Teachers Only Have This Option:Brozo, W. G. & Afflerbach, P.P. (2011). Adolescent literacy inventory: Grades 6-12. (Spiral-bound) New York: Allyn & Bacon: ISBN: 9780205569991

Materials: (THIS IS HOW I WOULD DO THIS IN THE FIELD) One 2” binder with pockets; (TO CREATE AN OVERALL WORKING KIT) One 1” binder with pockets; (TO CREATE A FOLDER TO ORGANIZE WORK WITH CASE STUDY) Two sets of 10 tabs for organizing binder (FOR INSTRUCTIONAL & ASSESSMENT USES) Approximately 100 index cards; 5 rubber bands; 1 package sticky notes; 1 package

washable markers (not thin); (FOR INSTRUCTIONAL & ASSESSMENT USES… You will see, and you will add other materials as needed…LIKE PUPPETS MAYBE… WHATEVER )

PROGRAM GOALS Tarleton State University students, upon completion of certification requirements, will be reflective professional educators who make effective educational decisions that support the creation of dynamic environments.

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My students are GROOVY, COOL! Let’s learn together.

*COURSE DESCRIPTION The course is a field-based course surveying characteristics of the transitional and fluent literacy learner, methods of assessment and instruction of strategy building, comprehension, vocabulary, word identification, and TEKS/STAAR. We will examine normal reading development, reading difficulties, strategies for assessing/addressing reading differences including diverse learner reading processes and development of literacy in English or ELL. Prerequisites: A grade of C or better in READ 3311 and Admission to the Teacher Education Program. *This course is designated by Tarleton State University as Writing Intensive (WI). As such, you will be required to pass the WI intensive component of the course to receive a passing grade.

STUDENT LEARNING OUTCOMES Pre-service Teachers will…

Demonstrate knowledge of the foundations of reading, including word analysis, reading fluency, reading comprehension, study and inquiry skills, viewing, and representing. (ELA Standard II-VIII)

Demonstrate knowledge of and apply strategies that support oral language development and communicative competences for ESL students. (ELA Standard I, ELA and Reading Generalist Domain I: Competency 001; ESL Standard IV)

Continue to refine and use research based “best practices” as it applies to the 4-8th grade student on a normal trajectory of literacy acquisition. (ELA and Reading Standard Generalist Domain I: Competencies 004, 005, 006, 007) 2 Using multiple assessments, be able to identify reading differences, respond to intervention, and be able to prepare an assessment plan which reflects an individual student’s literacy abilities and needs. (ELA and Reading Generalist Domain I: Competency 0012; ESL Standard VI)

Demonstrate knowledge of the importance of learning to write, writing to learn, and engage in all phases of the writing workshop (planning/prewriting, composing/drafting, revising, editing, and publishing). (ELA Standard I, IV)

Demonstrate an understanding of how the use of “best practices,” assessment, and strategies support state standards. (ESL Standard IV)

Demonstrate the ability to write cohesive, professional analysis of student abilities, communicate appropriately with parents, and develop professional reports and plan for instruction based on diagnostic assessments.

The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas. (TExES PPR: Competency 013)

ENGLISH AS A SECOND LANGUAGE STANDARDS Standard I. The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. Standard II. The ESL teacher has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment. Standard III. The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English. Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction. Standard V. The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture. Standard VI. The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction.

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Standard VII. The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

TEXAS ENGLISH LANGUAGE ARTS AND READING (GRADES 4-8) STANDARDS Standard I. (Domain I: Competency 001) Oral Language: Teachers of students in grades 4-8 understand the importance of oral language, knows the developmental processes of oral language, and provide a variety of instructional opportunities to develop listening and speaking skills. Standard II. (Domain I: Competency 004) Foundations of Reading: Teachers of student in grades 4-8 understand the foundations of reading and early literacy development. Standard III. (Domain I: Competency 005 & 006) Word Analysis and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide opportunities for students to practice and improve their word analysis skills and reading fluency. Standard IV. (Domain I: Competency 007) Reading Comprehension: The teacher understands the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension.Standard V. Written Language: Teachers understand that writing is a developmental process and provide instruction that helps students develop competence in written communication. Standard VI. Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills. Standard VII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce visual images ad messages in various media and to provide students with opportunities to develop skills in this area. Standard VIII. (Domain I: Competency 012) Assessment of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement instruction.

TEXAS READING SPECIALIST STANDARDS Standard III. Strengths and Needs of Individual Students. The Reading Specialist recognizes how the differing strengths and needs of individual students influence their literacy development, applies knowledge of primary and second language acquisition to promote literacy, and applies knowledge of reading difficulties, dyslexia, and reading disabilities to promote literacy.

TEXAS TECHNOLOGY STANDARDS Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications. Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information. Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations. Standard IV. All teachers communicate information in different formats and for diverse audiences. Standard V. All teachers use know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

Technology Applications Standards I-V (EXPLANATION)

All beginning teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.

All beginning teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.

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All beginning teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.

All beginning teachers communicate information in different formats and for diverse audiences.

All beginning teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

PROFESSIONAL STANDARDS FOR THE DEPARTMENT OF CURRICULUM AND INSTRUCTION

Professional courtesy includes active class participation by all learners and the facilitator. Class participation includes, but is not limited to, weekly preparation, risk-taking, active listening, thoughtful reflection, and sharing. In the event that a learner is absent from class, it is that person’s responsibility to obtain materials and/or notes from another student.

Professional courtesy also includes the creation of an environment by all learners and the facilitator that is conducive to learning. Please use the vibrate function on your cell phones.

Candidates for teacher certification at Tarleton State University demonstrate the following qualities and behaviors toward the pursuit of becoming a professional educator.

Professionalism Defined Communication - communicate appropriately and effectively with colleagues, supervisors, students,

parents, caregivers and community members using various forms

Collaboration - work collaboratively with colleagues, mentors and supervisors to achieve the local, state, and national goals of education

Commitment - demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education; be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development

Professional Development - Take responsibility for utilizing professional teaching practices and constantly strive to improve through professional growth

Ethical Conduct - Uphold the Code of Ethics for Texas Educators and abide by local, state, federal rules, regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents and members of the community.

Academic Conduct Tarleton State University expects its students and faculty to maintain high standards of personal and scholarly conduct to preserve the honor and integrity of the creative community. Students’ responsibilities include, but are not limited to …

Maintain the integrity of their own academic work Reporting incidents of academic dishonesty to the faculty member involved earning about the general principals of academic integrity as well as those that pertain to

particular disciplines Promoting academic integrity and excellence

Academic Honesty Statement (Tarleton State University)Academic honesty is expected. Cheating will not be tolerated and may result in automatic failure of the course. Tarleton State University has an Academic Integrity Policy that is maintained. (Student Handbook/Planner 2007-2008, p. 29-31)

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Absences/Participation:Absences/participation will affect your grade. Missing more than 10% (1 class period) of the class will result in a loss of a letter grade or possible course failure.

Computer Usage Policy:The University reserves the right to limit, restrict or deny access to its technology resources, as well as to take disciplinary and/or legal action against anyone in violation of these regulations or applicable law. Use the following link to view the computer usage policy: www.tarleton.edu/technology/policies.html

Library Support: The mission of the Dick Smith Library is to supplement and enrich classroom teaching and learning; to support individual study and research; and to reinforce all curricular and recreational programs of the University. Use the following link to view the library support available: www.tarleton.edu/library/

Technical Support: Students needing technical support may find useful information, tips and contact information at the help desk: http://www.tarleton.edu/technology. Additional information about how to use BB and many other helpful tips can also be found in the student commons area of the Center for Instructional Innovation website: http://online.tarleton.edu/

The Blackboard Student Toolbox: http://online.tarleton.edu/fac_dev/applications/student_blackboard/ To get started using Blackboard, carefully read the information in this section of the Blackboard Student Toolbox: http://online.tarleton.edu/online_support/conversion/training-students.htm

Education Building Computer Lab: The computer lab in the School of Education is available when labs are not in session. There is no one on staff to assist you will problems which might occur. If you do need assistance please contact computer help desk @ 254-968-1934.

American with Disabilities Act (ADA):It is the policy of Tarleton State University to comply with the Americans with Disabilities Act and other applicable laws. If you are a student with a disability seeking accommodations for this course, please contact the Center for Access and Academic Testing at 254.968.9400 or caat@tarleton.edu. The office is located in Math 201. More information can be found at www.tarleton.edu/caat, in the University Catalog, or at www.ada.gov.

Academic Affairs Core Value Statements

Academic Integrity StatementTarleton State University's core values are integrity, leadership, tradition, civility, excellence, and service. Central to these values is integrity, which is maintaining a high standard of personal and scholarly conduct. Academic integrity represents the choice to uphold ethical responsibility for one’s learning within the academic community, regardless of audience or situation.

Academic Civility Statement Students are expected to interact with professors and peers in a respectful manner that enhances the

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learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session (and potentially subsequent class sessions) for a specific amount of time. In addition, the professor might consider the university disciplinary process (for Academic Affairs/Student Life) for egregious or continued disruptive behavior.

Academic Excellence StatementTarleton holds high expectations for students to assume responsibility for their own individual learning. Students are also expected to achieve academic excellence by:

honoring Tarleton’s core values. upholding high standards of habit and behavior. maintaining excellence through class attendance and punctuality. preparing for active participation in all learning experiences. putting forth their best individual effort. continually improving as independent learners. engaging in extracurricular opportunities that encourage personal and academic

growth. reflecting critically upon feedback and applying these lessons to meet future challenges

Civility Further Explanation

Students are expected to interact with professors and peers in a respectful manner that enhances the learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session and may begin the university disciplinary process for egregious or continued disruptive behavior.

Additional Information:Tarleton holds high expectations for students to assume responsibility for their individual learning and to practice the core value of civility so that all students enjoy the best learning environment possible.

The Tarleton State University’s “Rules, Procedures, and Guidelines for Students” states: “2.3.7(a) Engaging in conduct that interferes with or disrupts any university teaching, research, administrative, disciplinary, public service or other authorized activity or the peace and welfare of any person, whether on or off campus”. Violations of the “Rules, Procedures, and Guidelines for Students” may result in serious sanctions, including expulsion. Faculty have the option to limit classroom discussion in order to meet the learning objectives of the classroom learning environment.

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COURSE REQUIREMENTSINTRODUCTION:We will discuss the use of formal and informal assessment measures as a means to provide information useful for planning reading instruction. Formal tests include the prominent testing programs and the more traditional approaches to measuring literacy ability. Informal assessments include the alternative measures that are situated in the classroom, designed by the teacher, and used to evaluate student performance within the classroom. In addition to understanding the assessments, their purpose, and how they can be used to inform instructional practices, the course content will address issues and dilemmas raised by both formal and informal testing programs. This course has most of its more challenging and weighed assignments at the end of the semester, so if you notice you are not working daily on the case study or readings, please understand this will be reflected in your grade at the end of the course.

*READING AND WI COURSE EXPLANATION & WRITING FORMAT REQUIREMENTS: This is a READING AND WRITING INTENSIVE course and requires extensive time outside of class to complete the reading and writing assignments. Passing the writing intensive component of the course is a requirement of passing READ 3384. Students will not be able to “average” the writing grade in with other components of the course.

*WI assignments will be submitted to the professor electronically and follow a standard APA 6th edition format which is Times New Roman, 12pt. font, 1” margins, double spaced. Please inform your professor if you do not have access to broadband Internet or a computer. You are required to use the most current version of Microsoft Word. All of the required programs are available on the computers in the School of Education computer lab.

Students will receive a zero if an assignment is not received by due date… ALL ASSIGNMENTS MUST BE COMPLETED TO RECEIVE CREDIT FOR THE COURSE. Late assignments will be accepted, but will not be graded for credit.

Class will typically include whole group, small group, and peer to peer discussions. The assigned reading will serve as the common source of information for discussions and writing assignments. Course participants are expected to read all assigned readings according to the schedule found in this syllabus and engage in discussions based on that material. Most importantly, students will be expected to engage with learners and pass criminal background checks.

Assessment Components:

1. *Case Study Project Assessment and Instruction Implementation Report Portion (40 pts=40%) writing Intensive [WI]

Language Arts. Standard I, (Competency 001, 012), VII, Technology Standard I, Language Arts Standard III, IV, V, VI. *Case study project must receive at least a 70% grade in order to pass READ 3384 course.

INTRODUCTION You will assess a grade 3-8 student using multiple components of an Informal Reading Inventory, informal surveys, and various reading and writing samples. You will analyze and interpret data provided by such assessments and will determine appropriate instructional interventions based on the data.

You will complete a successful teaching practicum designed to help you put theory into practice with your student. You will develop and implement a series of individualized mini-lesson plans and write individual

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reflections on each lesson (see lesson plan format from your EDUC 3330 class). A final reflection paper will show an effective synthesis of your learning.

You will use a 2” binder with pockets to organize all assessments materials. The 1” binder will serve as an organized means to place completed assessments and work used with your student (SEE MATERIALS). Tabs will be used to aid in organization. All assessments from Qualitative Reading Inventory-5 should be copies~not originals removed from the text. You purchased the manual to use again, so if you write on the master copy, you cannot use it again. In other words, this will allow you to use the Qualitative Reading Inventory-5 (QRI-5) in the future. In addition, any assessments provided in class to be used with your learner will be in the form of a copy, not the original. Originals will be kept in your Informal Reading Inventory binder for future use. This is to help you have a working tool later as a REAL TEACHER . THIS IS WHAT I WOULD DO & DID AS A TEACHER.

LISTEN TO Dr. Caitlin L. Ryan TALK ABOUT THE QRI-5: (NOT COMPLETE-IT IS OK ) https://www.youtube.com/watch?v=P0C7ssPCogM YOU CAN LOOK HER UP ON YOUTUBE. I FOUND SOME OF HER VIDEOS HELPFUL.

The Case Study will be assessed through Chalk and Wire and BB’s Turn-IT-IN.You will upload your final main report (WORD DOC FILE) in three areas: 1. CHALK & WIRE, 2. BlackBoard (BB), and 3. TURN-IT-IN in BB. Before this, YOU MUST BRING A FIRST DRAFT TO CLASS (SEE GOOGLE CALENDAR) with a handwritten note or typed letter that includes the SIGNATURE & EMAIL ADDRESS OF a WRITING CENTER REVIEWER or other qualified reviewer.

If you are in EDUC 3330, you may work with a student in your placement if the school is agreeable. You need to have the paper word completed ASAP:

(FIND FORMS ON THIS WEBSITE BELOW) http://www.learningwithjamesgentry.com/case-study.html

ALL READ 3384 FORMS ~(SEE THE BOTTOM OF THE WEBSITE PAGE): (http://learningwithjamesgentry.com/case-study.html)

TSU FORMS: http://www.tarleton.edu/eps/field/form.html

2. Case Study Project Oral Presentation Portion (5 pts=5%) Language Arts, Standard I, (Competency 001), Language Arts Standard VII, Technology Standard I, Language Arts Standard III, IV, V, VI.

At the end of the course, each pre-service teacher will conduct a professional oral presentation delineating the contents of the Case Study Project. This will be an experience to simulate sharing results in professional meetings and with parents, peers, and me. If possible, you will also share results with parents of the student you assess.

Please refer to pages 318 to 322 in our common textbook for strategies and conduct standards

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W WHAT I WILL TURN-IN FOR THE CASE STUDY? (SEE BB/GOOGLE CALENDAR)

Hard Copies & Digital Details of the Final Case Study Report and Write-Up

1. HARD COPIES: 1 for Teacher/Parent and I just need the ….*>APPENDIX *>THE QRI-5 or ALI SHEETS COMPLETED DURING CASE STUDY & Other Completed work (e.g., ERAS)

NOTE: The Appendix is the only hard-copy presented to your instructor (Dr. Gentry)

2. DIGITAL COPIES: Report (CASE STUDY WRITE UP with letter and reflection) uploaded into CHALK & WIRE and BB. (SEE WI FORMAT REQUIREMENTS IN THIS SYLLABUS on page 7)

a. NOTE: Final Case Study Paper=BB Assignment, BB’s Turn-IT-IN, & CHALK & WIRE (3 places for final digital version)

b. The final case study paper will need a letter to parents or the teacher and you need a one page reflection

regarding parent-teacher conferences.

Cecil, N., Gipe, J., & Merrill, M. (2014). Literacy in grades 4-8: Best practices for a comprehensive program. (3rd Ed.). Scottsdale, AZ: Holcomb Hathaway. ISBN: 978-1-934432-83-9-85-7 3. PROFESSIONALISM (10 pts=10%)Standards for the Department of Curriculum & Instruction, Communication, Collaboration, Commitment, Professional Development, Ethical Conduct, Academic Conduct.

Attendance and active, constructive, positive participation at all class meetings and practicum experiences are required. The level and quality of our learning in this class depends largely on the level of attendance and quality of class participation and discussions. Thus, you should come to all classes and practicum sessions well prepared to assume an active, thoughtful, and positive role in the scheduled activities by having read all required readings and completed all class assignments/preparations for the class and/or practicum experience.

Professional attire>>>Professional attire will be required for field sessions. Professional attire for field sessions includes, but is not limited to:

Purple Tarleton ID (without exception) Neatly pressed and cleaned attire Slacks, skirt, or dress (no thin straps or strapless) No blue jeans No flip flops No cleavage or personal undergarments will be visible >>>Work with schools for appropriate dress<<< THIS VARIES MUCH AS YOU WILL FIND

4. Written Reflections/Active Reading Discussions (PROFESSIONALISM)The Act of Active ReadingMuch of our class interaction will consist of responses to the chapters and professional readings. It is critical that each of you come to class having read the assigned readings and written about them (before class… You MUST respond to prompts per chapter(s) in a google form… available in Black Board). You will, at times, use your responses and peers’ responses to complete written responses in discussion groups during class time. From time to time, you will be asked to use various graphic organizers to record responses based on your GOOGLE FORM works and chapter(s) readings. OPTIONAL: You are welcome bring your active reading notes to small group discussions as well. Additional readings may be assigned that are not listed on this syllabus. You may use the GOOGLE FORM NOTES during all testing. SEE Black Board: Active Readings~Google Form Responses

5. Literacy Instruction Strategy (5 pts=5%)

Each student will give a 3 minute QUICK-TALK (LIKE A COMMERCIAL) concerning a literacy instruction strategy and its implementation with a 3-8 grade class or individual student. Be creative… Let’s see what you find. Use your text, resources from READ 3351, READ 3320, READ 3311, READ 3356 (HINT: YOUR STRATEGY NOTEBOOK), and other classes at TSU. The web is a great place to find strategies from master teachers. You may use this with your student in the case study during session 6. Please see rubric for this presentation. Also, the report/hand-out format is followed below. You will upload the report/hand-out into both BB and Chalk & Wire. Using BB email, email it to fellow students later (PLEASE TAKE ME OFF EMAIL FOR THIS.). If you fail to upload this into both places, you will not receive credit for the assignment. PLEASE TAKE CARE OF THIS. Sign-up for a date to present your literacy strategy using the DOODLE POLL @

S’ville Sec. 010 TR…. http://doodle.com/pp4gamy7c6azrkhc

S’ville Sec. 020 M… http://doodle.com/uzueuubfp58iwfix

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Ft. Worth Sec. 040 W … http://doodle.com/ecu733ksghruhunf

#5 Literacy Instruction Strategy ~Continued….

Report/Hand-out Format:

1. APA citation for strategy….. (FOLLOW 6TH EDITION)…2. Name and description of strategy… Steps to do 3. Possible differentiation needed…4. Cite at least one literacy TEKS or ELPS associated with strategy5. Assessment: How can a teacher know if the strategy is a success?6. Positives for using this strategy…7. Negatives for using this strategy…

6. Quick Writes & Tests (22 pts=22%): Quick Write You will be asked to participate in: quick writes and tests. You must be present for the assignment as no make-ups will be given. Some or all of these maybe BB based activities. We will see…

7. Final (18 pts=18%)Comprehensive final covering course content.

Grading Explanation:

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

This work is superior. It is possible to tell thought, reflection, and time went into the assignment. All parts of the assignment are superior work.

This work is good. Some thought and time are evident, but some parts of the work lack depth and reflection. The work reflects a lack of time spent working through the assignment.

This work is adequate, but it is surface level; thought, time, and reflection are not evident in the assignment.

This work is below expectations; it does not meet content criteria or requirements. It is possible to tell little thought, no reflection, and minimal time went into the assignment.

Unacceptable work. You may be asked to discuss the assignment with me or repeat the course.

REMEMBER: Any work that has not been edited for mechanical errors and proofread for structural errors will lose points even if the content is of high quality.

SUMMARY LIST--REQUIRED ASSESSMENTS and ASSIGNMENTS:

1. *Case Study Project Assessment and Instruction Implementation Report Portion (40 pts=40%)

2. Case Study Project Oral Presentation Portion (5 pts=5%) (IN CLASS ASSIGNMENT)

3. PROFESSIONALISM (10 pts=10%)

4. Written Reflections/Active Reading Discussions (an area of professionalism)

5. Literacy Instruction Strategy ~QUICK TALK (5 pts=5%)

6. *Quick Writes & Tests (1 pt each x 2= 2 points=2%) & 2 Tests (10 pts each=20 pts=20%)

7. Final (18 pts=18%)

TOTAL: 100 pointsTarleton State University’s Grading Statement:

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“Beginning in Fall 2015, Tarleton will begin differentiating between a failed grade in a class because a student never attended (F0 grade), stopped attending at some point in the semester (FX grade), or because the student did not pass the course (F) but attended the entire semester. These grades will be noted on the official transcript. Stopping or never attending class can result in the student having to return aid monies received. For more information see the Tarleton Financial Aid website.”

Appendix ACASE STUDY OUTLINE FOR REPORT: (3 Parts) 40 pts

(40%)Additional/special directions /changes requested by

instructor:

________________________________________________________

Learner Profile/Case ReportSummary of Reading Assessments

Student: First name only Age: Grade Level: Date of Report:

Report Created by: Interdisciplinary Studies Student Tarleton State University Stephenville, Texas

As partial completion of READ 3384 course requirements, the following report, consisting of results of interviews, surveys, literacy assessments, and selected subtests of an Informal

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Reading Inventory, was administered, scored, and interpreted by YOUR NAME HERE. Ms./Mr. _________ is an Interdisciplinary Studies student at Tarleton State University, Stephenville, Texas

NOTE: Create one extra copy of the information (TYPED), which will be given to your learner’s parent or teacher.

Part I:

Page 2 - - - - ? Description of Learner

Discuss the various assessments given and etc…. Describe results and mix in antidotal observations about what happening when your student was completing the various assessments…

For each assessment….

1. List of Strengths/Possible Enrichment Opportunities (MAY BE BASED ON LEARNING STYLES AND MULTIPLE INTELLIGENCES ASSESSMENTS)

The interview and your conversations will help you here. Look at your session notes.

2. Differentiation/Enrichment Opportunities The interview and your conversations will help you here. Look at your session notes.

3. Reading Interest Inventory (RII) Name the interest inventory provided and give the results. This should include topics your student may be interested in reading and studying.

RII TOOLS: Give Appropriate Reading Attitude Survey: (Elementary to Older)

Elementary (ERAS) "The Garfield" = (ONLINE/SEE NORM-REFERENCED SCORING) Older Students #1= (OPEN-ENDED) Older Students #2 (SD - Strongly Disagree=0, D - Disagree=1, U - Undecided=3, A -

Agree=4, SA - Strongly Agree=5) Rhody Secondary Reading Attitude Assessment (ON-LINE)

SEE APPENDIX C IN Cecile, Gipe, & Merrill (2014) TEXT BOOK

4. Writing Interest Inventory (WII)This is a norm-referenced assessment that will allow you to compare students’ attitudes about writing with students in his or her grade level.~Elementary WRITING ATTITUDE "The Garfield"= (ONLINE/SEE NORM-REFERENCED SCORING)

Part II:

Reflection on the Components

Experiences from antidotal notes etc…include…

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1. Running Records/Miscue Analysis with the 3 Books (Books)Include title, author, and a brief summary of text read by student during running records assessments. If you know the reading level of the text, please include in description. iTunes Apps for Running Records: http://itunes.apple.com/us/app/running-records-calculator/id507919711?mt=8

2. Graded Word List Assessment (QRI-5)Include a paragraph from the assessment to describe the assessment and its purpose. These will come from your first encounter with your student. What did it tell you about your student? Also, record ALL miscues form the Graded Word List assessment on this miscue analysis here as well.

3. Graded Reading Passages ( MISCUE ANALYSIS, FLUENCY AND COMPREHENSION ) (QRI-5)Include description of all aspects of the student’s oral and silent reading passage performance. You also need to describe performance on narrative versus expository text as well. Use QRI-5 CD-Figure 12.1 or AKA-Section 12: Student Profile Sheet to guide your description of results. Be sure to define/explain educational terms.

4. Dictated Story Assessment (Books or etc… IF CONFUSED TALK TO ME ABOUT THIS)Describe purpose, format, and results. Include completed summary sheet as next page of report. See page 17 of APPENDIX B.

5. Names Test (Phonics Assessment) (You may create this or Use Website)Describe purpose, format, and results. Include summary sheet as next page of report.~ NAMES TEST SOURCE WEB LINK OR http://www.learningwithjamesgentry.com/case-study.html

6. Summary of all Information for Teacher and ParentsAny information from assessments that can be organized into the categories on the organizer should be noted in brief format. This will help supplement Figure 12.1 chart on page 87 of the IRI.

All completed forms, activities, etc. should be placed in the back pocket of the folder. Highlight each assessment title for easy identification.

***Use appropriate educational terminology throughout report.***

Figure 12.1 Student Profile Sheet on page 87 (QRI-5). This form is available on the textbook DVD – please fill-out.

Part III: (Summary…Session 6 is very important here…)

Recommendations

Based on all the results and experiences discussed in parts 1 and 2, name the top three recommendations you have for your student. This should be positive and based on using the student’s strengths to overcome his/her challenges. Write a one page letter to parents and/or the teacher providing your main results and possible ideas or solutions to the challenges.

DO NOT FORGET: Final Reflection Paper

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You will write a one to two page summarization of your learning and experiences during the class and case study. You may discuss the challenges of assessment. See example…. This will not be provided to the parents or teacher. This is for my copies only. This is where you tell me what you think in your language and voice.

CASE STUDY RESOURCES: http://www.learningwithjamesgentry.com/case-study.html<<<< THE FOLLOWING PAGES WILL HELP YOU ORGANIZE YOUR WORK WITH YOUR STUDENT DURING THE CASE STUDY EXPERIENCE. >>>> YOU CAN DO WHAT YOU WANT

Appendix BDue Next Class

(BECAUSE OF PAPER COST=SUGGESTED) Preparing Informal Reading Inventory Kit

Note: Purpose of 2 copies of each examiner copy is to use one now with your learner and one for use in future. This is what real teachers do!

You will need a timer and tape recorder for sessions involving assessments from Informal Reading Inventory. (I phone or Android phone Apps may help)

In a 2” binder, prepare kit of:

TAB 1: Administration Notes pages 38-39, 49-53, 55 Handout: Assessing Prior Knowledge

TAB 2: Graded Word Lists pages 100-104 enlarge size for easier student reading) 2 copies each of pages 105-110 Create sliding mask (cut to fit length of longest word)

TAB 3: Reading Passages PP-P 2 copies each pages 135-144 & 159-170

TAB 4: Reading Passages 1-2 2 copies each pages 185-199 & 211-228

TAB 5: Reading Passages 3-4 2 copies each pages 239-261 & 268-285

TAB 6: Reading Passages 5-6 2 copies each pages 292-312 & 324-350

TAB 7: Reading Passages Upper Middle School 2 copies each pages 363-391

TAB 8: Reading Passages High School 1 copy pages 409-450

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TAB 9: Other assessments

TAB 10: Guidelines for Instructional Decisions

Name______________________________________________________ Assignment Self-Assessment

Informal Reading Inventory Kit (CHECK LIST)

Directions: Place a checkmark next to the kit component if it is done today.

______Kit is in a 2” binder

______TAB 1: Administration Notes pages 38-39, 49-53, 55 Handout: Assessing Prior Knowledge

______TAB 2: Graded Word Lists pages 100-104 in strips or organized for easy student use

2 copies each of pages 105-110

Sliding mask (cut to fit length of longest word)

______TAB 3: Reading Passages PP-P 2 copies each pages 135-144 & 159-170

______TAB 4: Reading Passages 1-2 2 copies each pages 185-199 & 211-228

______TAB 5: Reading Passages 3-4 2 copies each pages 239-261 & 268-285

______TAB 6: Reading Passages 5-6 2 copies each pages 292-312 & 324-350

______TAB 7: Reading Passages Upper Middle School 2 copies each pages 363-391

______TAB 8: Reading Passages High School 1 copy pages 409-450

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______TAB 9: Other assessments

______TAB 10: Guidelines for instructional decisions

Session 1 Assessments(CHECK LIST)

_____ Interest Inventory

_____ Reader Interview

_____ ERAS (Garfield Reading Attitude Survey)

_____ Writing Interest Survey (Garfield Wring Interest Survey)

_____ Bring 3 books based on suggestions from parent/teacher/student

_____ Running Record of 1 paragraph of oral reading from one book(may need to tape record this to aid notations)

_____ Prepare an interactive strategy sheet for use with one book

_____ Anecdotal notes based on observed student reading behaviors related to:

fluency sight word knowledge decoding strategies used/or not strategies used to aid word identification context clues used to aid in word meaning any other notes you feel should be included

Note date and time of session in your notes.

PLEASE SAVE ALL MATERIALS USED WITH STUDENT!

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Name________________________________________________________Assignment Self-Assessment

First Session Checklist Directions: Place a checkmark next to the first session component if it has been completed.

I have:

______made contact with learner’s parent set up first meeting (date_________location__________________ have permission slip signed/ready to sign sent card to learner

______acquired 3 chapter books bases on parent recommendation

title 1:______________________________________________

title 2: _____________________________________________

title 3: _____________________________________________

______designed a quality literacy strategy activity sheet for use with above chapter book

______created a kid-user-friendly interest inventory

______placed Reading Interview, Garfield Reading Attitude Survey, Garfield Writing Interest Survey anecdotal note-taking sheet, Running Record /recording in a folder for safekeeping.

NOTES for NEXT MEETING:

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Session 2 Assessments

_____ Graded Word List (from QRI-5 Informal Reading Inventory kit)

*Begin list that is two grade levels below student’s current grade Level. Use sliding mask. Review overview p.40 and use specific instructions on p.42. Determine independent, instructional, frustration levels before stopping. Remember: automaticity= 1 second C= correct “identified” column= uses decoding; more than one second

_____ Dictated Story Assessment~See NEXT PAGE~Page 19 & Continuation of Appendix B

*Use age appropriate picture book or chapter book and Story Grammar/Story Map strategy as a student note taking reference sheet

YOU MAY NEED TO ASK ME ABOUT: Dictated Story Assessment

_____ Running Record of 1 paragraph of oral reading from the picture book or chapter book used for the Dictated

Story Assessment Strategy (may need to tape record this to aid notations)

_____ Anecdotal notes based on observed student reading behaviors related to:

fluency sight word knowledge decoding strategies used/or not strategies used to aid word identification context clues used to aid in word meaning any other notes you feel should be included

Note date and time of session in your notes, as well as book titles/authors used in lessons. PLEASE SAVE ALL MATERIALS

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USED WITH STUDENT!

Dictated Story Assessment/L

EA

(BE CREATIVE HERE~SEE RESOURCES BELOW)http://cehs.unl.edu/csi/Pdfs/sgrammar.pdf

http://www.palmbeachschools.org/multicultural/documents/StoryGrammar.pdf

What is it? How does it work?

Background:Students dictate stories, responses, or experiences to a teacher or peer, who writes or word processes the account using the student's words verbatim. Students then practice reading aloud the transcription, possibly to a partner.

Overview:Dictated stories, also called the Language Experience Approach, has been effective in developing the skills of new readers ranging from young children to adults. Students dictate stories, responses, retellings, or experiences to a teacher or peer, who writes or word-processes the account using the student's words verbatim. Students then practice reading aloud the transcription, possibly to a partner. In reading their own words, students maintain a personal connection to reading while building sight word knowledge and fluency. The dictated stories can be collected into a personal anthology, to be shared with other students or family

Effectiveness: Well-established

Primary Outcomes: transaction with text motivation basic decoding fluent decoding

Students: Struggling elementary, secondary, and second language readers

Setting: general education class reading class

Support for Culturally and Linguistically Diverse Readers:

Dictated stories offers students the opportunity to bring to the classroom their interests and experiences from outside of school. It has been successful with second language learners.

Approach: diagnostic instruction inductive, inquiry, or discovery learning cooperative learning culturally responsive teaching

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Developers: R. G. Stauffer,

THIS CAN BE USED WITH ONE OF THE BOOKS YOU HAVE FOR YOUR STUDENT. Create a strategy sheet using this format.

THIS IS UP YOU YOU….YOU CAN BE CREATIVE HERE!!!

THIS IS SIMPLY A WAY OF RETELLING Session 3 Assessments

_____ Names Test (Phonics assessment) Student is given a list of names. Introduce the assessment by stating that it is a list of students in a class, and they will read the roll sheet to you, like a teacher would take attendance in school. (THIS IS A SIMPLE CALL-OUT TO CHECK PHONICS SKILLS~SEE MY CASE STUDY WEB PAGE)

_____ Graded Reading Passages (from Informal Reading Inventory kit)

*Tape record each passage. Begin testing two grade levels below independent level or the lowest instructional level attained on word list assessment. You make the choice…

Manual reference page QRI-5 55. You will:

1. Assess prior knowledge for each tested passage using concept question task. Use handout “Assessment of Prior Knowledge” to score.

2. Use specific directions on QRI-5 page 56 to get started on the passage assessments and arrangements.

3. Use narrative forms to determine independent, instructional, and frustration levels for both oral and silent comprehension.

4. Obtain student retelling after selection is read, before comprehension questions are asked. Tape recording will allow you to double check your numbering. Use a “reminder” card for options for student retelling prompts. NOTE: All my reminder cards were pink.

5. Ask comprehension questions – student may not use passage to answer questions at first (DO WITH & WITHOUT LOOK BACKS)

6. Any missed comprehension questions? After all

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comprehension questions for that passage have been answered, you may allow student to utilize “look back” strategy to re-enter text to find correct answer. These corrections WILL NOT affect grading, but will be used as additional data related to independent strategy use.

7. Complete miscue analysis for any miscues made on oral passages. Add to any miscues already placed on chart from other assessments – identify text sources on left side margin bracketed around miscues from each text. See QRI-5 p. 61-62 for sample.

_____ Anecdotal notes based on observed student reading behaviors related to:

fluency sight word knowledge decoding strategies used/or not strategies used to aid word identification context clues used to aid

word meaning/comprehension any other notes you feel should be included

Note date and time of session in your notes, as well as book titles/authors used in lessons. PLEASE SAVE ALL MATERIALS USED WITH STUDENT!

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Session 4 Assessments *Due to time constraints, we will mostly assess expository comprehension on student’s current grade level… (ADJUSTMENTS CAN BE MADE BASED ON STUDENT NEEDS)

_____ Learning styles survey and/or Multiple Intelligences This is done in an interview format. You may want to complete 2 pages of questions, then work on the Graded Reading Passages, and finish the other two pages of learning styles questions at the end of your session.

_____ Graded Reading Passages (continued) (from Informal Reading Inventory kit) *Tape record each passage. Remember to determine independent, instructional, and frustration levels for BOTH oral and silent passages.

_______ Expository Text (from Graded Reading Passages) When you have completed the passages above, you will assess non-fiction text comprehension ON THE STUDENT’S CURRENT SCHOOL GRADE LEVEL ONLY. Use EXPOSITORY text passage (oral and silent) *Note: 6th grade, middle school, and high school expository text have a “think aloud “ component build in. Ignore the “STOP” commands – complete as usual unless you see that “think alouds” are needed.

Complete miscue analysis for any miscues made on oral passages. Add to any miscues already placed on chart from other assessments – identify text sources on left side margin bracketed around miscues from each text. See p.61-62 for sample.

_____ Anecdotal notes based on observed student reading behaviors related to:

fluency sight word knowledge decoding strategies used/or not

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strategies used to aid word identification context clues used to aid

word meaning/comprehension any other notes you feel should be included

Note date and time of session in your notes, as well as book titles/authors used in lessons.PLEASE SAVE ALL MATERIALS USED WITH STUDENT

Session 5 Assessments

_____ Graded Reading Passages (continued) (from Informal Reading Inventory kit) *Tape record each passage. Remember to determine independent, instructional, and frustration levels for BOTH oral and silent passages, as well as expository text comprehension on student’s current school grade level only.

_______ Listening comprehension capacity (from Graded Reading Passages) When you have completed the passages above, you will assess listening comprehension capacity. You will read passage(s) to the student, beginning at the level which would be considered frustrating to the student, and use the same format as you have used previously (except you will omit steps related to oral reading on student’s part). Continue administering these passages to the student until his/her comprehension is at frustration level.

Complete miscue analysis for any miscues made on oral passages. Add to any miscues already placed on chart from other assessments – identify text sources on left side margin bracketed around miscues from each text. See QRI-5 p.61-62 for sample.

_____ Anecdotal notes based on observed student reading behaviors related to:

fluency sight word knowledge decoding strategies used/or not strategies used to aid word identification context clues used to aid

word meaning/comprehension 23 | P a g e

any other notes you feel should be included

Note date and time of session in your notes, as well as book titles/authors used in lessons.PLEASE SAVE ALL MATERIALS USED WITH STUDENT

Session 6 Assessments

_____ Intervention activities/lessons Using ALL data available related to your student’s literacy abilities, create a lesson or activity with the purpose of strengthening identified weak areas (2 major areas)

This may be one large activity, or 2 short activities. Please include a writing component to one or both activities.

This will most likely be your last session. Please create a “reading reminders/tips” bookmark for your student that will serve to reinforce what you want your student to focus on the most in reading, based on what your assessment data has uncovered. You may wish to write a brief personal message on this bookmark as well. He/she has worked hard with you during these sessions, and you have discovered VALUABLE information to help the student in future reading experiences – make sure they know what these things are!

_____ Anecdotal notes based on observed student reading behaviors related to:

fluency sight word knowledge decoding strategies used/or not strategies used to aid word identification context clues used to aid

word meaning/comprehension any other notes you feel should be included

Note date and time of session in your notes, as well as book titles/authors used in lessons.

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PLEASE SAVE ALL MATERIALS USED WITH STUDENT

Appendix CQRI-5=Informal Reading Inventory

Information at-a-glance & Quick-GuidePurposeAn individually administered authentic assessment of reading ability from emergent to advanced readers.Assesses: 1) Word identification – Notes factors related to vocabulary knowledge including sight word knowledge; decoding; speed; automaticity; miscue analysis at various levels

2) Comprehension – Notes factors related to comprehension of text at various levels and includes oral and silent comprehension; text structure; background knowledge; text look- back accuracy; free recall; think-alouds

Assessment: Word Recognition ListsCount # of seconds to read each word 3 possibilities: Correct in 1 second = automatic/no decoding Correct in ≥1 second = letter-sound match (decoding) Incorrect = decoding is inaccurateInstructions:

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“I have some lists of words I want you to read one at a time. Use the window card to show one at a time. Some will be easy for you, some hard for you. You are not expected to know all of them. Try your best to figure out difficult words. I cannot help you in any way or tell you whether you are right or wrong. Just do your very best. Are you ready?”Marking systems/c = self-corrected error (counts as correct)dk = don’t know (skipped or said “don’t know”) “///////” = however word is pronounced – spell phoneticallyC = identified correctlyAssessment #2: Graded Reading PassagesBegin passages at the highest independent reading level achieved on word listsAssesses word identification in context (miscue analysis)Notes comprehension of text at various reading levelsAssesses prior knowledge relationship to comprehension at each reading levelAssesses unaided recall ability (Retelling sequence and detail)Assesses think and search ability (look backs) Instructions: “I have some passages for you to read. Some you will read orally and some silently. I will be making some notes as you read. I cannot help you in any way. If you come to a word you do not know, just do the best you can and continue on Afterwards I will ask you to tell me what you remember about the passage just as if you were telling it to someone who had never heard it before. I will also ask you some questions about what you have read. Ready? The first passage is called_____. Assessment of Prior Knowledge

Concept-Questions Task:3 points: Precise definition; answer to a

question specifically related to passage content; synonym

2 points: An example of the concept; a specific attribute or defining characteristic; a function

1 point: A general association; isolation of prefix, root word, or suffix; firsthand, personal association

0 points: Sound-alikes (ex. “What is a bear?” student answer: “wear”) unconnected responses; no response, or “I don’t know”

Prediction Task: See pages 51-53 in manual for specific scores

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Appendix DREAD 3384 Case Study (RUBRIC) (40 points MAX)

RatingIndicator 5 4 3 2 1 0

WIC-MECHANICS ONLY:(EDITING)

Pre-service teacher uses standard English syntax

to communicate with parents and colleagues.

Exemplary Mechanics

May have minor errors

Punctuation Capitalization

SpellingNeeds little or no

editing

Effective Mechanics

Few errors Punctuation Capitalization

Spelling Needs some

editing

Adequate Mechanics

Some errors Punctuation Capitalization

Spelling Needs editing but

doesn’t impedereadability

Limited Mechanics

Frequent errors Punctuation Capitalization

Spelling Begins to impede

readability

Minimal Mechanics/Minimal

Response

Consistent errors Punctuation Capitalization

Spelling Impedes readability

Inadequate Mechanics

Serious and consistent errors

Punctuation Capitalization

Spelling Impedes understanding/

communication

WIC- SENTENCE STRUCTURE &

SENTENCE FLUENCY(REVISION & EDITING)

Pre-service teacher uses standard English syntax

to communicate with parents and colleagues.

Exemplary Sentence Structure

Sophisticated and well controlled

sentences Sentence variation

(simple, compound, complex, compound-

complex)All sentences sound natural and are easy on-the-ear when read aloud. Each sentence

is clear and has an obvious emphasis

Effective Sentence Structure

Complete and correct sentences

Sentence variation (simple, compound, complex, compound-

complex) Almost all sentences

sound natural and are easy-on-the-ear when

read aloud

Adequate Sentence Structure

Complete and correct sentences

Sentence variation (simple, compound, complex, compound-

complex)(errors in more complex

sentence structure do not detract)

Most sentences sound natural and are easy on-the-ear when read

aloud

Limited Sentence Structure

Minor errors in sentence structure

Limited sentence variation (simple,

compound, complex, compound-complex)

(errors in more complex sentence structure begin

to detract) Sentences are difficult

to read aloud because they sound awkward,

are distractingly repetitive, or difficult to

understand

Minimal Sentence Structure/Minimal

Response

Contains fragments and/or run-ons

Minimal sentence variation (simple,

compound, complex, compound complex) (errors in sentence structure detract)

Sentences are difficult to understand and are

awkward

Inadequate Sentence Structure

Contains numerous fragments and/or run-

ons Little or no sentence

variation (simple, compound, complex, compound-complex) (errors in sentence structure detract)

Numerous sentences are difficult to

understand and are awkward

Application of Informal Assessment Tools:

Pre-service teacher effectively uses informal

reading assessments (e.g., miscue analysis,

phonics use assessment, graded words lists,

and/or graded reading passages) to

individualize and develop appropriate instruction for a student based on the results obtained.

Exemplary Informal Reading Assessment

Required informal reading assessments were utilized correctly

The purpose of each assessment was

communicated well Results fit the

implications well

Effective Informal Reading Assessment

Required informal reading assessments were utilized correctly

The purpose of each assessment was

communicated well, and almost all critical

elements were communicated

Results fit the implications well

Adequate Informal Reading Assessment

Required informal reading assessments were utilized correctly

The purpose of each assessment was

communicated well, and most critical elements were communicated

Results fit the implications well

Limited Informal Reading Assessment

Required informal reading assessments were utilized correctly

The purpose of each assessment was

communicated well, but most of the critical elements were not

communicated Results fit the implications well

Minimal Informal Reading Assessment

Required informal reading assessments were utilized correctly

The purpose of each assessment was

communicated well, but almost all of the critical

elements were not communicated

Some of the results fit the implications well

Inadequate Informal Reading Assessment

Not all of the required informal reading

assessments were utilized correctly

The purpose of each assessment was

communicated well, but numerous critical

elements were missing in one or more of the

assessments The results did not fit the

implications well

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Pre-service teacher follows format

assigned for case study.

Pre-service follows 100% of the

requirements for the format and

organization of the product

Pre-service teacher follows almost all of the requirements for

the format and organization of the

product

Pre-service teacher follows most of the

requirements for the format and

organization of the product

Pre-service teacher follows some of the requirements for the

format and organization of the product

Pre-service teacher follows few of the

requirements for the format and organization

of the product

Pre-service teacher did not meet numerous requirements for the

format and organization of the product

Pre-service teacher uses professional

academic language.

Pre-service uses professional and

academic language 100% of the time

Pre-service teacher uses professional and academic language almost all of the time

Pre-service teacher uses professional and academic language

most of the time

Pre-service teacher uses professional and

academic language some of the time

Pre-service teacher seldom uses

professional and academic language

Pre-service teacher did not use professional

and academic language well

CONT… of APPENDIX D… READ 3384 Case Study (RUBRIC)

SCORING FORMULA:[(TOTAL POINTS=25 points/5=AVERAGE of 5) X 8]=40 MAXIMUM POINTS ACHIEVABLE

WIC elements COPIED FROM THESE ORIGINAL WORKS: (USED FOR EDUCATIONAL PURPOSES AS REQUIRED)http://www.sites4teachers.com/links/redirect.php?url=http://www.readwritethink.org/lesson_images/lesson398/rubric-essay2.pdf and http://wvde.state.wv.us/teach21/writingrubrics/

NOTES:

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Appendix ERating

Indicator5

Exemplary4

Effective3

Adequate2

Limited1

Minimal 0

ContentOrganization& Prepared

The speaker provides literacy based, best practice strategy which has an informal assessment component in a well organized, prepared manner

The strategy engaged at least two VAK elements: visual, auditory, and tactile

(AN EXAMPLE or ARTIFACT IS USED)

The speaker provides aliteracy based, best practice strategy which has an informal assessment component

(AN EXAMPLE or ARTIFACT IS USED)

The speaker provides aliteracy based, best practice strategy which has an informal assessment component

The speaker provides aliteracy based, best practice strategy without an informal assessment component

The speaker provides aliteracy strategy without an informal assessment component

DID NOT PARTICIPATE

Pre-service teacher follows format assigned for literacy strategy hand-out. (UPLOADED into BB & CW)

Pre-service follows 100% of the requirements for the format and organization of the product

Pre-service teacher follows almost all of the requirements for the format and organization of the product

Pre-service teacher follows most of the requirements for the format and organization of the product

Pre-service teacher follows some of the requirements for the format and organization of the product

Pre-service teacher follows few of the requirements for the format and organization of the product

Pre-service teacher did not meet numerous requirements for the format and organization of the product

Pre-service teacher uses professional academic language.

Pre-service uses professional and academic language 100% of the time

Pre-service teacher uses professional and academic language almost all of the time

Pre-service teacher uses professional and academic language most of the time

Pre-service teacher uses professional and academic language some of the time

Pre-service teacher seldom uses professional and academic language

Pre-service teacher did not use professional and academic language well

Length of PresentationWithin or below allotted time allowed…

Over 1 minute past allotted time…

Over 2 minutes past allotted time…

Over 3 minutes past allotted time…

Over 4 minutes past allotted time…

Over 5 minutes past allotted time…

READ 3384 Literacy Strategy Presentation (RUBRIC) (5 points MAX)

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