420

LTCY 420 - Reading In The Primary Grades
Spring 2002

Instructor: Dr. Sherry W. Powers Office: 119 TPH

Phone: (270) 745-4452 FAX: (270) 745-6474

Office Hours: Tuesday, Thursday, Friday from 2:00 – 5:00 p.m.

Required Texts (5):

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling instruction. NJ: Merrill Prentice Hall.

Burns, P.C., Roe, B.D. (1999). Informal reading inventory: Preprimer to twelfth grade (5th edition). Boston, MA: Houghton Mifflin Company.

Burns, P.C., Roe, B.D., & Smith, S.H. (2002). Teaching reading in today's elementary schools (8th edition). Boston, MA: Houghton Mifflin Company.

Solley, B.A. (2000). Writers' Workshop: Reflections of elementary and middle school teachers. Needham Heights, MA: Allyn & Bacon.

Yopp, R.H., & Yopp, H.K. (2001). Literature-based reading activities (3rd edition). Boston, MA: Allyn & Bacon.

Prerequisites: ELED 250, ELED 340, LTCY 320

Course Description: A second course in reading designed to offer a detailed view of the principles, materials, and methods of instruction for primary (K-4) school children. Field experiences in public schools and/or other appropriate settings away from campus are required in this course. Students are responsible for arranging their own transportation to designated or assigned sites.

Course Rational: This course will provide elementary education majors with the skills necessary to teach reading and writing concepts in ways that are developmentally appropriate for elementary students. The content will expand current understanding or reading and writing concepts and include a variety of teaching strategies to meet the needs of all children.

Course Objectives and Outcomes:

Teacher education students can demonstrate knowledge of reading and writing concepts and developmentally appropriate instruction by providing evidence for each of Kentucky's New Teacher Standards (NTS):

Designs/plans instruction
Creates/maintains learning climates
Implements/manages learning climates
Assesses and communicates learning results
Reflects/evaluates teaching/learning
Collaborates with colleagues/parents/others
Engages in professional development
Knowledge of content
Demonstrates implementation of technology

This course is designed to enable teacher education students to:

NTS	Core Objectives	Assessment
IV	Gather pertinent information and data during instruction	Field Experience
IV V	Analyze assessment instruments and procedures based on obtained student data	IRI implementation and interpretation
IV V	Interpret results relative to student achievement of objectives and quality/appropriateness of instruction	IRI interpretation Field Experience
IV V	Apply data and information appropriately by modifying assessment instruments/procedures appropriately	Field Experience IRI implementation
I VIII	Design lessons that include materials and activities appropriate to the identified objectives	Lesson Plans Field Experience
I III	Adjust/vary materials, activities, and/or objectives as necessary to meet pertinent individual student differences	Field Experience Lesson Plans Class Presentations
I III	Provide activities that stimulate higher order thinking	Field Experience Lesson Plans
I	Design lessons that reflect integration of curriculum	Field Experience Lesson Plans
III	Initiate instruction appropriately through securing student attention and providing academic focus	Field Experience Observation
III IV V VIII	Present content effectively through stating/defining lesson components, explaining lesson component(s) clearly, using appropriate grammar and vocabulary, demonstrating lesson component(s), checking student comprehension, conducting review/summary lesson component(s), providing appropriate practice, monitoring student progress during classroom practice time	Field Experience Lesson Plans Observation
II III	Utilize communication techniques supportive of instruction through curing students, using emphasis techniques, using challenges/task attraction	Field Experience Observation
III	Utilize effective question/questioning techniques through asking appropriate academic questions, asking questions properly, providing guidance for student response when necessary	Field Experience Lesson Plans Observation
II III	Maintain instructional involvement and enthusiasm	Field Experience Lesson Plans Observation
IV	Administer test effectively	IRI Administration
IV VI	Accurately report student progress	IRI Administration/ interpretation Written report Verbal report to parents
II	Arrange the instructional environment to promote instructional delivery and student assessment	Field Experience Observation
I II III VIII	Organize instructional materials effectively	Lesson Plans Field Experience Classroom Presentation
II III	Handle instructional materials efficiently	Field Experience Observation Classroom Presentation
III	Maintain optimum use of instructional time by beginning instruction properly, maintaining instructional momentum, facilitating student transitions, carry out procedure/routines with dispatch	Field Experience Observation Classroom Presentation
II	Maintain positive classroom climate by commenting positively on student accomplishments/effort; accepting all students regardless of ability, background race, ethnicity, or other individual differences; stopping misconduct positively; responding to students effectively; appropriately praising students	Field Experience Observation

Teacher education students will:

NTS	Supporting Objectives	Assessment
III VIII	Exhibit enthusiasm for the learning and teaching of reading	Field Experience Observation Classroom discussions/ activities
III VIII	Understand and implement strategies needed to develop word identification, vocabulary, activating prior knowledge, setting purposes, reading silently, comprehending, reinforcement, and enrichment activities in the process of reading	Field Experience Lesson Plans Observation Classroom Presentations
III VIII	Understand the place of oral reading in a reading program	Field Experience Lesson Plans
I III V	Demonstrate the importance of wise decision-making when planning effective lessons	Field Experience Lesson Plans Observation
I III VIII	Demonstrate the ability to develop whole language integrated curriculum	Field Experience Lesson Plans
VIII	Understand the writing process	Field Experience Lesson Plans Cognitive Test
I III VIII	Demonstrate the mechanics of written and expression journals	Field Experience Personal Journals
II VI VIII	Recognize the need for communication with parents concerning the language arts program	Field Experience IRI administration, interpretation, and report

Course Disposition Statements:
The teacher values the development of the students' critical thinking, independent problem
solving, and performance capabilities.

The teacher values the role of students promoting each others learning and recognizes the
importance of peer relationships in establishing a climate of learning.

The teacher appreciates the cultural dimensions of communication, responds appropriately, and
seeks to foster culturally sensitive communication by and among all students in the class.

The teacher is committed to using assessment to identify student strengths and promotes student
growth rather than to deny students access to learning opportunities.

The teacher is committed to reflection, assessment, and learning as an ongoing process.

KERA Elements Addressed:
Learning goals and academic expectations
Performance tasks
Performance assessment
Integrated curriculum
Expanded use of technology
Primary program (where applicable)

Course Topics:
    Philosophies of the Reading Process
    Word Identification
    Comprehension
    Vocabulary
    Literature in the Classroom
    Content Area Reading
    Writing Process
    Technology
    Assessment
    Interventions

Critical Student Performances (Written work must be stored electronically for portfolios):
       Technological Literacy
       Literature Based Instruction Unit
       Administer and Interpreting an Informal Reading Inventory

Evaluation and Grade Assignments: Assessment will include written assignments, cognitive tests, evaluation of lesson plans, and performance events. The student must achieve minimum competency, otherwise the course must be repeated. GUIDELINES FOR EACH ASSIGNMENT WILL BE EXPLAINED AS IT IS INTRODUCED.

Critical Performances:
There are THREE (3) Critical Performances for this course: Technological Literacy, Literature-Based Instruction and Administering and Interpreting an Informal Reading Inventory (each are linked to the CP rubrics). These assignments MUST be posted to the Electronic Portfolio before a final grade can be given for this course. These assignments need to be produced electronically either in MS WORD (doc) or in Rich Text Format (rtf) so they can be uploaded to the Electronic Portfolio and opened by your instructor (Exception: The Technological Literacy assignment will be in html format).

LTCY 420 Course Assignment

1. Informal Reading Inventory(50 points)
You will conduct one Informal Reading Inventory with children in your classroom. You will hand in the test, a summary of your observations, and a detailed report of what the results tell you about the child's reading abilities. Also, you will include a detailed description of the implications for classroom reading/literacy instruction based on your findings. Further information and directions will be provided during class. Make sure that you READ the manual and review class notes before administering the test.

2. Qualitative Spelling Inventory and Word Sort (30 points)

You will give a Qualitative Spelling Inventory (QSI) to one child and then interpret the results. You will need to hand in the test, a summary of your observations, and a detailed report of what the results tell you about the child's reading, writing, and spelling strengths, challenges and development. You should include a detailed description of the implications for classroom spelling/literacy instruction based on your findings. (20 points)

After completing the QSI and determining the student's developmental spelling level, create and complete an appropriate word sort activity with the student. Reference material: Words Their Way text. Compose a one-page reflection paper describing the experience and student learning outcomes. Provide recommendations for follow up spelling experiences based on student performance. Based on this experience, discuss the strengths and areas of growth needed in your instruction. (10 points)

** Note concerning ALL lesson plans and teaching experiences: You must submit your complete and typed lesson plan one week prior to the time in which you will teach the lesson. You must receive feedback and approval to teach the lesson from the professor PRIOR to the scheduled teaching date. If necessary you may be asked to schedule an appointment to discuss your lesson plan with the instructor. These procedures are non-negotiable! Before teaching the lesson you must give the classroom teacher a copy of your lesson plan. The professor will provide further information concerning lesson plan format in class. Failure to follow these guidelines could result in delayed scheduling of your teaching experience.

3. Classroom Teaching Experience Assignments
(Select 2 from the following menu - 25 points each; 50 points total) See summary report format for each assignment.

* Language Experience Activity (LEA) - Prepare and implement an appropriate lesson in one of
these areas and implement with children in the classroom. Submit the lesson plan and a one-page reflection paper. (See above note for lesson plan and teaching procedure requirements.)

* Big Book Lesson / Shared Reading - Prepare and implement an appropriate lesson in one of these areas and implement with children in the classroom. Submit the lesson plan and a one page reflection paper. (See above note for lesson plan and teaching procedure requirements.)

* Reading Extension Activity - Prepare and implement an appropriate lesson in one of these areas and implement with children in the classroom. Submit the lesson plan and a one-page reflection paper. (See above note for lesson plan and teaching procedure requirements.)

* Observation - Kid Watching - Reading Interest Inventory - Observe a child during two different literacy events/activities and write a one to two page summary of your observations. Gather information, describe, compare and contrast the student's reading interests and attitudes toward school reading experiences and independent self-selected reading experiences. Observe the reading habits and practices of the student during class. Provide recommendations for meaningful reading experiences and appropriate reading materials that could be beneficial for this child. Select an appropriate reading interest inventory and use with the child. A one to two page summary paper is to be submitted describing your observations, identifying specific interests, experiences, and attitudes of the student toward reading. Samples of reading interest inventories are on reserve under the instructor's name in the ERC in Tate Page Hall.

* Process Writing Lesson (composition not handwriting) - Plan and implement a writing lesson. Submit the lesson plan and a one-page reflection paper. (See above note for lesson plan and teaching procedure requirements.)

4. Guided Reading Teaching Assignment (25 points)
Students will teaching reading in the classroom using a variety of strategies (comprehension, fluency, word recognition) and methods that assist students in becoming strategic, fluent and proficient readers. Students will need to discuss with the classroom teacher the appropriate format of the instruction that best meets the needs of the students in the classroom and potential time constraints. Reading methods may include: Directed Reading Thinking Activity (DRTA), Directed Listening Thinking Activity (DLTA), or the Directed Reading Thinking Writing Activity (DR-WA). (See above note for lesson plan and teaching procedure requirements.)

5. Interactive Read Aloud (10 points each; 20 points total)
Conduct two Interactive Read Alouds with a small group of students or the whole class selecting from a variety of children's books: fiction, historical fiction, poetry, information books, biography, etc. Instructions, requirements and modeling will be provided during class. A typed reflective summary of each experience is to be submitted.

Choose a piece of children's literature appropriate for your group of students. Find out students' interests and topics being studied in the classroom.
Select a book for the Interactive Read Aloud. You may want to discuss possible selections with the classroom teacher. However, YOU are responsible for selecting the book.
Practice reading the story aloud BEFORE you read aloud to the class/students.
Plan and record your questions and points of discussion that you will use with students during the experience. Submit this with your reflective summary of the experience.

6. Literature-Based Reading Instruction Unit (50 points)
Students will develop a five-day literature-based lesson sequence using a quality piece of children's literature to plan a literacy unit. The purpose of this assignment is to provide LTCY 420 students with experience in using quality children's literature to plan literacy instruction. Using the specifications the Teacher Work Sample, you will develop a 5 day literature-based lesson sequence.

Students will choose a quality piece(s) of children's literature from one of the following genres: fiction, non-fiction, biographies, autobiographies, poetry, fairy tales, tall tales, folk tales, myths, legends, etc. or an author study, a thematic study or a topical study.
Provide a purpose statement for your unit. Identify the goals of your unit.
Students will create appropriate reading lessons and language arts activities based on students' ages, needs, grade level, needed modifications for diverse learners, culturally responsive pedagogy, etc.
The literacy unit must include all aspects of literacy: reading, writing, listening, speaking, thinking, viewing and technology. You will develop a five-day literature based instructional sequence using your selected piece(s) of literature. For each of the five lesson plans you are to identify the lesson objectives, Academic Expectations, connections, context/integration of social studies, materials/technology, lesson procedures and student assessment. (Use KTIP lesson plan format.) Remember that your assessment must be linked/measure your identified student learning objectives of each lesson.
Identify and develop appropriate reading and language arts activities based on the students' grade level, ages, needs and required modifications for diverse learners. Your unit must include a pre-reading activity, during reading activity and a post reading activity.
Within your instruction and activities, there MUST be a strong writing component and appropriate and meaningful use of technology. You will work with your classroom teacher to prepare and execute a writing exercise with students based on the selected literature for your five-day instructional sequence. Remember, writing can be more than just story writing. INCLUDE a sample of student work (ask permission from the child to copy their story/writing). Do not keep the child's original work. In addition, you must include reading instruction that assists students in becoming strategic readers.
Include a reference section using APA to cite literature and professional books/materials used in planning and implementing your unit.
The following books will assist you in developing creative and meaningful reading/language arts activities: Literature-Based Reading Activities by Yopp & Yopp and Writers' Workshop: Reflections of Elementary and Middle School Teachers by B. Solley.

7. Ethics Training in Writing (5 points)
You are required to attend and participate in the scheduled Ethics Training for scoring writing portfolios in the state of Kentucky. Documentation of your attendance at the training is required. Time, date and location of the training will be announced in class.

8. Midterm Examination (20 points)

9. Technology Assignment - Literacy Web site (50 points)
The purpose of this assignment is to allow ELED 420 students to demonstrate technological literacy and to share literacy experiences, resources, and links to other educational web sites. Students will design a web page that includes a literacy vignette, a bibliography of favorite or recommended children's literature, educational/professional links to resources for reading and writing. You may add other dimensions to your web site, such as photographs, personal interests, etc.

See this site for examples of web sites former ELED 420 students developed:
http://www.pampetty.com/techtraining.htm. (Scroll down to find a list of student names - if you find one you really like, email them and congratulate them on a job well done.)

You will receive the training and support you need for this assignment.
If you are absolutely unable to do the site, help will be provided. Don't wait until the last minute. Students will be expected to use CourseInfo and related web sites designed to support the learning in this course. Included in this may be on-line discussions, email projects, on-line searches, and other activities that relate to the topics in this course.

Kentucky Education Reform Act (KERA) Elements Addressed:
Program of Studies
Core Content for Assessment
Goals and Academic Expectations
School-Based Decision Making
Primary Program
Assessment
KERA Initiatives

PROFESSIONALISM, ATTENDANCE, PARTICIPATION, COLLEGIALITY EXPECTATIONS:

NOTE: The following statements should be noted carefully.

You are required to attend all field experience days. Any absences may impact your course Block grade from LTCY 420. You must successfully complete the field-based component of the Block to receive a final grade in LTCY 420.
All assignments will be graded for content and mechanics.
Keep a copy of all assignments submitted. In the highly unlikely event that an assignment is lost, you will need to provide an additional copy in a timely manner. The burden of proof that you completed the assignment rests with you. To receive a final grade in the course you must have loaded the three Critical Performances into the Electronic Portfolio System one week prior to the final exam week of the semester (i.e., Informal Reading Inventory Evaluation; Literacy Web Site; Literature-Based Reading Instruction Unit).
Late assignments will be penalized 10% of their possible point value for each day the assignment is late. Further penalties will be assessed for assignments turned in beyond five days of the due date.
It is expected that you will read and reflect on required course readings prior to each specific class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading.
I look forward to working with you this semester. My expectations for you are high. I will eagerly provide the support, instruction and scaffolding to prepare you in learning the theoretical base for implementing skillful and appropriate reading instruction for all learners.
See Block Syllabus for further explanation of expectations of the professor.

GRADING SCALE:
Block points = 250 points (See Block Syllabus/Assignments)
LTCY 420 points = 300 points
Total = 550 points

Grade    Percentages          Points
A            93-100                511-550
B            85-92                  465-510
C            77-84                  423-464
D            70-76                  385-422
F            69 or less            384 or less

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Summary Report Format for the IRI and for Running Records

Clinician:                                                    Reading Grade Level:
Date Administered:                                        Independent Reading Level:
                                                                         Instructional Reading Level:
                                                                         Frustration Reading Level:
Child's name:
Age:
Birthday:
Grade Level:

1. Introduction of the student, student interests, and student attitudes toward reading.
2. Summary of test results
3. Recommendations for instruction based on findings.

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Summary Report Format for QSI

WKU Student's name:
Dated Administered:
Child's name:
Age:
Birthday:
Grade level:
Developmental Spelling Stage:

1. Introduction and description of the student
2. Summary of test results
3. Recommendations for word sorts and future spelling instruction

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Summary report format for: LEA, DRTA, DRA, DLTA, Big Book, Reading Extension Activity and Interactive Read Aloud

Name:
Date:
Grade level:
Number of students involved:

Title of book:
Author:

1. Description of your procedures, the students and the setting
2. Description of the instructional experience
3. Identify and discuss strengths of your instructional experiences and area of needed improvement

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Summary report format for Kid Watching

Name:
Date:
Child's name:
Age:
Birthday:
Grade level:

1. Description of the student, setting, observations, findings, interpretations of observations and findings, etc.
2. Recommendations for increasing student interest and performance in reading

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* For Course Schedule - See the attached Tentative Course Calendar

Plagiarism Policy:
To represent ideas or interpretations taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism.

Supplementary Resources

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York, NY: Teacher’s College Press.

Atwell, N. (987). In the middle: Writing, reading, and learning with adolescents. Montclair, NJ: Boynton/Cook.

Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Clay, M.M. (1979). The early detection of reading difficulties. Portsmouth, NH: Heinemann.

Cunningham, P.M. (1991). Phonics they use: Words for reading and writing. NY: Harper-Collins.

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. NY: New Press.

Henderson, E. (1990). Teaching spelling (2^nd Ed.). Boston: Houghton-Mifflin.

Kobrin, B. (1988). Eyeopeners! NY: Penguin Books.

Morrow, L.M. (1997). Literacy development in the early years: Helping children read and write. Boston, MA: Allyn & Bacon.

McMahon, S.I., & Raphael, T.E. (1997). The book club connection: Literacy learning and classroom talk. NY: Teacher’s College Press.

Routman, R. (1991). Invitations: Changing as teachers and learners. Portsmouth, NH: Heinemann.

Journals:

Elementary School Journal Reading Research Quarterly

Language Arts The Journal for Adolescent & Adult Literacy

Reading Improvement The Journal for Literacy Research

Reading Psychology The Reading Teacher

Reading Research & Instruction Reading Horizons

Web Site Addresses:

Teacher-oriented sites:

Kentucky Department of Education http://www.kde.state.ky.us

International Reading Association http://www.reading.org

Children’s Literature Web Guide http://www.ucalgary.ca/~dkbrown

ERIC Clearinghouse on Reading English & Communication http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews) http://www.ala.org/booklist/

Child-oriented sites:

Kids on the Web http://www.zen.org/~brendan/kids.html

Jan Brett’s Home Page http://www.janbrett.com

Ann Arbor District Library Kid’s Page http://www.annarbor.lib.mi.us/kidspg/kidspg2.html

Disability Accommodations Statement:
"Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall. The OFSDS telephone number is (270) 745-5004 V/TDD. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.