COURSE SYLLABUS Assessment and Instruction in Reading ...

Prerequisites: TERG 3701 and TERG 3702COURSE SYLLABUSAssessment and Instruction in Reading Internship, PreK-9TERG 3703 – 3 s.h. - CRN 43382Class Meetings: Spring semester 2012: Thursdays, 5:10 – 7:50 p.m.Text/Resources:Instructor:Reutzel, D. R., & Cooter, R. B., Jr. (2007). Strategies for reading assessment and instruction, 4thEdition. Columbus, Ohio: Merrill Prentice Hall.Course packet available in bookstoreHandouts and articles delineating current practice provided by peers and the instructor.Mrs. Jennifer UngerBeeghly College of EducationPhone: (724) 971-2797 or Teacher Ed: (330) 941- 3251 *Leave messageOffice Hours: Following class or by appointmentEmail: jlrichardson@ysu.edu or jenunger83@yahoo.comTechnology/Materials Fee: After visiting rubric websites, such as Rubric Bank and www.landmark-project.com,teacher candidates will utilize criteria checklists and rubrics. Teacher candidates will also use the Informal ReadingInventory to assess a student’s strengths and weaknesses.Catalog Description:Application and interpretation of selected formal and informal assessment tools and information in the context ofreading instruction to identify individual strengths and needs. Strategies for continuing diverse students’ growth inreading and the related language arts include topics such as home/school connections, integration of reading andwriting, self-monitoring strategies, and on-going assessment for informed instructional decision making.Critical Task: A knowledge base from TERG 2601/3710, 3701, and 3702 is prerequisite for this course, the lastcourse in the state-mandated 12 s.h. reading core. The Response to a Case Study assessment is considered acritical task and a Satisfactory rating is required for passing the course. This assignment must be submitted onTaskStream.Knowledge Base Rationale:Ongoing assessment strategies and procedures integrated with developmentally appropriate instructional activitiesserve to inform practices in the reading and language arts curriculum. Within a theoretical framework, candidatesbecome aware of formal as well as authentic, naturalistic, and informal assessment tools and strategies to effectivelyguide student learning, inform their own practices, and assist learners in self-evaluation. Assessment informsinstructional decision-making, creating reflective practice that is Reasoned, Ethical, Fair, Logical, Effective, Critical,and Technical. The following are knowledge bases used in setting the course objectives --1. Assessment is a broad term, defined as the systematic process of gathering information about students. Thisprocess requires candidates to use the reasoned and critical modes of reflective practice as they gather informationabout learners, make decisions about instruction based on assessment data, employ technical knowledge aboutinstruction, help solve literacy problems for learners, and create a learning environment which promotes lifelongreaders and writers. (Cooper & Kiger, 2008; Lipson and Wixson, 1997; Duffey and Roehler, 1989; Berdine andMeyer, 1987)

2. Assessment is ongoing in all classrooms for all children throughout the school year. The results of assessment, anintensive examination that identifies students’ strengths and abilities, allow teachers to know when something needsre-taught or needs an accommodation for differences in students’ learning styles and intelligences. (Guskey, 2003;Gambrell et al. 1999; Lipson and Wixson, 1997; Rubin, 1997)3. Assessment is complex, multidimensional, and multidisciplinary, based upon data of various types. Thoseindividuals involved in the assessment -- general classroom teachers, intervention specialists, administrators,students, parents, and other related service professionals -- must look not only at the products the learners haveproduced, but also at the students' processes of reading, writing and learning. (Bus & Karnowski, 2000; Lipson,1997; Weaver, 1994; Kirk, Gallagher, and Anastasiow, 1996)4. Assessment is contextualized, drawing primarily upon information collected during day-to-day activities ofclassroom life, rather than upon scores from tests that are unlike normal learning experiences. Thus, normreferencedinformation gathered from standardized tests must be interpreted in light of the individual-referenced andcriterion-referenced assessment data gathered daily in the classroom. (Gunning, 1998; Weaver, 1994)5. Developmentally appropriate language environments for diverse readers, English language learners, andindividuals with exceptionalities and different home cultures depend upon the concept of the learners’ zone ofproximal development. (Garcia, 2002; Gunning, 1998; Johnson, 1996; Wakefield, 1993; Vygotsky, 1978)6. Candidates can build upon, refine, and extend their existing classroom practices in light of what is known about thepowerful bonds that exist among language, literacy, and learning for all learners, regardless of their diverse learningcharacteristics and exceptionalities. (Burns, 1999; Lipson and Wixson, 1997; Lerner, 1996; Weaver, 1994; Rief 1992;Singer, 1980)7. A clear and consistent theme across recent national and international reports is that ―teachers---not the method,materials, or approach---make the critical difference‖ in students’ reading success. (Reutzel & Cooter, 2007, p. 11;Snow et al., 1998).8. When dealing with diverse student populations and individuals with exceptionalities, candidates must rememberthat successful readers recreate meaning by processing text at their own speed and in their own learning style. Theymentally search for connections between what is read and what is already known. Candidates’ assessment involvesmonitoring the goal of language learning and concept development for individual learners and their unique learningstyles. (Guskey, 2003; Gunning, 1998; Learner, 1997; Kirk, Gallagher, Anastasiow, 1996; Goodman, et. al., 1989;Jagger and Smith-Burker, 1989)9. Analysis of reading errors, i.e., miscue analysis, suggests the kind of processing taking place on the part of thereader. The pattern of errors provides important clues in the evaluation of reading problems and may be the result ofdialectical or English as a second language differences. The informal reading inventory provides one assessmenttool for gathering this important information. (Cooper & Kiger, 2008; Risko & Kinzer, 1999; Rubin, 1997; Johnson,1992)10. Reading and writing are intertwined with all other forms of thinking. They can never be separated from thepurpose, prior knowledge, and feelings of the person engaged in the activity or from the nature of the text being read.The conventions of the texts permit the expectations that readers have comprehended, and writers havecommunicated. Thus, success in reading and writing reflect successful thinking. (Rutman, 1996; Richek, Caldwell,Jennings, and Lerner, 1996; Smith, 1994)11. The learner’s stage of oral communication development is related to the ease with which reading and writing willbe acquired. Thus, students with developmentally delayed, under-developed, or culturally different language skillsare likely to experience difficulty with conventional reading and writing. (Lipson and Wixson, 1997; Tough, 1979)

12. There is developmental logic in children’s spelling that indicates definite stages. Assessment of early spellingreveals definite pre-reading competencies since beginning reading and invented spelling involve the samecompetencies with letters, sounds, wordness, and mental manipulation of these components of language. (Gunning,1998; Gillet and Temple, 1990)13. When candidates and learners reflect on their learning and meaning-getting from texts, teacher candidatesemploy reflective professional judgment that results in appropriate teaching and learning decisions. (Seifert 1999;Rubin, 1997; Weaver, 1994; Henderson, 1992; Mann, Suiter, and McClung, 1987)14. Effective reading teachers assess students in terms of their reading development, identify an appropriatesequence of skills, and select the skills students need to further their literacy growth in their ZPD. (Reutzel & Cooter,2007; Vygotsky, 1986, 1990)15. Teachers monitor their students’ comprehension skills through the use of retellings. (Reutzel & Cooter, 2007;Benson & Cummins, 2000; Flynt & Cooter, 2005)Connections to Ohio’s Performance-Based Licensure Expectations:A. KnowledgeThe candidate(s) will:1. classify the severity of reading problems students exhibit according to representative characteristics,and determine the most appropriate reading instruction aligned with the student’s Zone of ProximalDevelopment. (OSTP 1.5; CF R3C, R5A, R2B)2. identify assessments appropriate for determining students’ strengths and weaknessesin phonemic awareness, phonics, fluency, vocabulary, and comprehension (OSTP 3.1; CF R1B)3. administer and interpret the results of informal inventories, interviews, and observational instruments.(OSTP 3.2; CF R1)4. analyze results of an informal reading inventory in order to identify areas of difficulty in wordrecognition, comprehension, oral and silent reading. (OSTP 3.3; CF R1C)5. identify characteristics of dyslexia and severe reading disorders and describe a variety of specializedprocedures for assisting severely disabled readers (OSTP 1.5; CF R3C, R5A, R2B)6. describe classroom organizational and management strategies for providing acceptable readinginstruction to every student. (OSTP 5.4; CF R5A, R4B)7. recognize the role of prior knowledge and schemata in comprehension and relate thebackground knowledge students possess to the lesson being presented. (OSTP 1.2; CF R4A; R5A)8. recognize the importance of assessing exceptional and diverse learners regularly and developingspecific, on-target learning activities to encourage diverse and exceptional learners’ thinking and theirgrowth in language, reading and writing. (OSTP 3.3; CF R1C, R3C)9. recognize the need to communicate student progress in as concrete a way as possible to diverse andexceptional learners. (OSTP 3.5; CF R1C, R3A)

10. delineate characteristics of activities and materials which engage all learners. (OSTP 4.2; CF R5A;R4A)11. recognize the need to vary learning activities and material to fit learners’ reading and writing needs aswell as their interest and experiences. (OSTP 1.2; CF R4A, R5A, R3C)12. establish a learning environment that meets the individual needs of exceptional readers and EnglishLanguage Learners, as well as enhances their learning through effective collaborative and individualprojects. (OSTP 5.4; CF R3B, R5A, R4B)13. identify a wide range of standardized and informal diagnostic assessments and delineate theiradvantages and disadvantages. (OSTP 3.1; CF R1B)14. define reliability and validity and explain the components which compose them. (OSTP 3.1; CF R1B)15. interpret assessment information in order to plan appropriate intervention. (OSTP 3.3; CF R1C)16. state the need for maintaining continuous oral and/or written communication with parents and otherschool and community personnel who share instructional responsibilities for all learners. (OSTP 6.2; CFR3D)17. identify components of professional behavior that relate to teaching students with reading and writingdifficulties, such as reflecting on practice, active problem-solving, and continuous research. (OSTP 7.2;CF R6A, R4B)B. Performance/Skills IndicatorsThe candidate(s) will:1. interpret informal assessment measures of a student with reading needs and plan activities that provideappropriate intervention. (OSTP 3.3; CF R1C)2. use data from assessments administered to make informed instructional decisions and plan lessonsdesigned to promote students’ literacy development. (OSTP 3.3; CF R1C, R3C)3. devise concrete, effective ways to involve learners in self-assessment and goal-setting. (OSTP 3.5; CFR1C)4. determine appropriateness of reading materials using readability formulae and other means for revealingthe potential difficulty level of materials. (OSTP 2.1; CF R5B; R3C)5. select appropriate strategies and plan lessons to develop students’ phonemic awareness, phonics,vocabulary, comprehension and fluency designed to enhance students’ literacy development and meetstate standards. (OSTP 4.1; CF R2B; OSTP 4.6; CF R5A, R4A)6. administer an IRI to a student and analyze miscues to identify specific strengths and weaknesses inword recognition and comprehension. (OSTP 3.2; CF R1B)7. reflect on their ability to meet students’ needs (OSTP 7.2; CF R6A, R4B)

8. foster active, engaged learning, positive interactions, and self-motivation for all students. (OSTP 1.3; CFR3C)9. develop a case study on a student using data from assessments administered and research-basedstrategies appropriate for providing the needed interventions (OSTP 4.2; CF R5A, R4A)C. DispositionsAssignmentsThe candidate(s) will:1. demonstrate willingness to accept responsibility for teaching reading to all students, recognizing andproviding for diverse student needs by engaging in research to identify the best strategies andmaterials for each student. (OSTP 7.3; CF R6A, R6B; OSTP 1.2; CF R4A, R5A)2. demonstrate willingness to assess learners appropriately by utilizing a variety of assessments withclearly stated criteria. (OSTP 3.2; CF R1B)3. demonstrate willingness to communicate with all students, regardless of racial, cultural, socioeconomicstatus, or exceptionality, an understanding of their reading and writing strengths and needs, as wellas a confidence in their ability to learn. (OSTP 4.5; CF R3C, R5A)4. value a classroom climate that is respectful and supportive for all students, thereby demonstrating abelief that all students can learn (OSTP 5.1; CF R3B)5. demonstrate willingness to research in order to locate alternative instructional strategies, learningactivities, and technological resources that will best serve the needs of the individual learner andto experiment with ways to encourage exceptional learners to take charge of their learning as muchas possible. (OSTP 4.7;CF R3C, R7A, R4B)6. demonstrate an appreciation and respect for the diverse needs of each learner by differentiatinginstruction through the usage of varied instructional strategies, materials, manipulatives, andtechnology options (OSTP 4.5; CF R3C, R5A)7. recognize the need for teachers to interact in a positive, enthusiastic, and encouraging manner,motivating students to work to their full potential. (OSTP 5.3; CF R3B, R1C, R5A)8. demonstrate an interest in assessment and a willingness to administer, interpret, and analyzeappropriately a variety of assessment measures that provide meaningful student data. (OSTP 3.1;CF R1B)9. value technological resources as aids in meeting the diverse needs of all students. (OSTP 4.7; CFR7A)1. Class participation: You are required to attend and participate fully in all class sessions except in the case of anexcused absence. If a class must be missed, contact the instructor prior to class who will make the determination ofwhether the absence is classified as ―excused.‖ You are responsible for all material covered during the class sessionand are expected to get the lecture notes/handouts from another class member. MAKE A FRIEND TODAY!Exchange phone numbers and make the commitment to gather notes and materials for one another. While regularattendance does not guarantee satisfactory work in the course, regular attendance and participation do increase the

likelihood of satisfactorily completing the course requirements.session.Attendance will be checked at each class2. Instructional strategies: As you complete your weekly reading assignments, you will use an instructionalstrategy. These strategies will be discussed along with the content of the text, and you can modify these strategiesfor your own classroom teaching.3. Tests: Two tests will be administered to assess mastery of content knowledge. The tests will cover the lecturenotes, relevant handouts, class discussions, and assigned textbook material. Be sure to keep up on your reading.Announced and unannounced quizzes may be administered at the discretion of the instructor. (Number to bedetermined as course progresses.)4. Literacy Profile and Critical Task: Response to a Case Study: A critical facet of 3703 is working with a childwho is experiencing difficulties with literacy skills. Select a child within your licensure area (from your TEC classroomfor ECE) to work with throughout the semester. The work sessions will involve gathering information about the child,administering a series of informal assessments, and helping the child grow as a reader and writer (tutoring sessionsof approximately 10-12 hours over the semester documented in your fieldwork log). Specific directions foradministering and reporting results for the tests/inventories will be provided in class. At the conclusion of yourassessment you will summarize the strengths and weaknesses of your student and develop an appropriate readinglesson plan. Finally, you will teach your lesson to your student and provide recommendations for intervention andcontinued literacy development.5. Class Presentation: You will demonstrate one strategy for one of the five essential components of reading duringa ten-to-fifteen minute class presentation. Necessary materials for actively demonstrating the strategy with classparticipation must be provided.Course Assignments/Grading Scale:Class participation: 20Weekly strategies: 15Reflective Fieldwork Log: 20Test 1: 50Test 2: 30Quizzes (At discretion of instructor; announced/unannounced) 10 - 25 per quizLiteracy Profile:Benchmark Assessment 20Interest Inventory 10Attitude Inventory or Phonemic Awarenessor Concepts About Print 10Spelling Inventory (Words Their Way) 10Informal Reading Inventory 25Written Retelling 10Running Records 10Critical Task: Response to a Case Study 65Class Presentation: 15TOTAL:310 (plus any points accumulated from quizzes)

Grading ScaleA = 282 - 300 points (94% - 100%)B = 261 - 281 points (87% - 93%)C = 240 - 260 points (80% - 86%)D = 213 - 239 points (71% - 79%)F = 212 - below (Below 71%)Late assignments with be penalized. Points will be deducted for grammatical and spelling errors.PLEASE PROOFREAD CAREFULLY!!!Course PoliciesAttendance: Regular attendance is expected since in-class lessons activities involving collaborativeevaluation of the application of assessment procedures and instructional decision-making is a significantcomponent of this course. Two participation points will be deducted for each unexcused absence. If youhave extenuating circumstances that require you to miss class or prevent you from completing theassignments on time, please advise your instructor prior to the expected absence or the assignment duedate. For each two (2) unexcused classes, the grade automatically will result in a drop of one letter grade.The professor is the sole judge of excused absences.Critical Tasks are performance-based assignments that reflect a candidate’s knowledge, skills and/or dispositionsaligned with the standards for teacher preparation of the licensure area (i.e., NAEYC). These tasks assess acandidate’s ability to move through the teacher preparation program in an effective way, meeting and/or exceedingexpectations in these professional standards. Therefore, candidates must effectively pass a critical task to passthe course. Failure to effectively pass the critical task(s) will result in remediation through repetition of thecourse to guarantee that all teacher candidates are prepared to be an effective educator once they leaveYoungstown State University.Writing Standards: Class participants are graduate candidates from whom effective written communication skillsare demanded in today’s world. Thus, high written standards are expected. The quality of written documents will beevaluated as well as the content.TaskStream Registration: Because this course requires use of TaskStream for recording the results of at least oneassignment, timely registration on TaskStream is a must. Students who fail to register for TERG 3701 correctly andin a timely manner will have 30 points deducted from their final points total and will have their final grade determinedby this lower number of points.Candidate Disposition Alert Process: The purpose of this alert process is to identify candidate performance orconduct that fails to satisfy professional expectations associated with professionalism, inclusivity, and collaborationdetermined by the BCE faculty as necessary standards to effectively serve all students or clients. The CandidatePerformance Alert form is completed when a concern is raised about a candidate’s performance during any class,sponsored activity by the Beeghly College of Education, or during a YSU required field or clinical experience. Thisform may be used when a candidate engages in conduct, irrespective of its time or location, which raises substantialquestions about the candidate’s ability to perform his or her role as an educational professional. University faculty,staff, supervisors, cooperating teachers, or other school personnel can use the Candidate Performance Alert Formwhen they have a concern, other than one that can be effectively addressed through routine means of supervision.As stated in the Candidate Performance Alert Process document, ―The purpose of the alert process is to identify

candidate performance or conduct that fails to satisfy professional expectations associated with professionalism,inclusivity, and collaboration determined by the BCOE faculty as necessary standards to effectively serve all studentsor clients.‖ The focus of this process is the candidate’s dispositions—the values, commitments, and professionalethics—of candidates enrolled in the Beeghly College of Education’s professional preparation programs. Studentswill be formally informed and have an opportunity to appeal when a candidate performance alert form has beenreported.Academic Dishonesty: Please refer to student handbook, noting sections on plagiarism and dishonesty. Failure tocomply with these standards will result in an ―F‖ for the course.Incomplete Grade Policy. An incomplete grade of ―I‖ may be given to a student who has been doing satisfactorywork in a course but, for reasons beyond control of the student and deemed justifiable by the instructor, had notcompleted all requirements for a course when grades are submitted. A written explanation of the reason for the ―I‖and a date (which must be within one year) by which all course requirements will be completed, must be forwarded tothe Office of the Registrar for inclusion in the students permanent record, with copies to the student and departmentchairperson.The instructor will initiate a grade change upon completion of the course requirements. If no formal grade changeoccurs within one year, the ―I‖ automatically converts to an ―F‖. If graduation occurs within the one-year time period,the Incomplete Grade will be converted to an ―F‖ before graduation.Department chairs are granted authority to convert grades of ―I‖ into final grades in cases where instructors may havesevered connections with the University or have incapacitated before converting the grade.Americans with Disabilities Act: Anyone requiring special adaptations or accommodations should inform theinstructor as soon as possible. In accordance with University procedure, if you have a documented disability andrequire accommodations to obtain equal access in this course, please contact the Office of Equal Opportunity andDisability Services at the beginning of the semester or when given an assignment for which as accommodation isrequired. Students with disabilities must verify their eligibility through the Office of Disability Services (330-941-1372)intake procedure.Incomplete Grade Policy: An incomplete grade of an ―I‖ may be given to a student who has been doing satisfactorywork in a course but, for reasons beyond control of the student and deemed justifiable by the instructor, had notcompleted all requirements for a course when grades were submitted. A written explanation of the reason for the ―I‖and a date (which must be within one year) by which all course requirements will be completed, must be forwarded tothe Registrar for inclusion in the student’s permanent record, with copies to the student and department chairperson.The instructor will initiate a grade change upon completion of the course requirements. If no formal gradechange occurs within one year, the ―I‖ automatically converts to an ―F‖. If graduation occurs within the one-year timeperiod, the ―Incomplete‖ grade will be converted to an ―F‖ prior to graduation.Department chairs are granted authority to convert grades of ―I‖ into final grades in cases where instructorsmay have severed connections with the University or have become incapacitated before converting the grade.Modifications to Course: The instructor reserves the right to make modifications to the course as necessary.References:Allington, R. L. (2006). What really matters for struggling readers: Designing research-based programs. Boston:Pearson.Baumann, J. F., & Duffy, A. M. (1997). Engaged reading for pleasure and learning. Athens, GA: National ReadingResearch Center, University of Georgia.

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