Project Director/Professor:Kentucky Reading Project
LTCY 624
Western Kentucky University
Summer 2007 - Spring 2008
Fax:
(270) 745-6435
http://edtech.tph.wku.edu/~spowers/
Reading First Coach: Nancy Huston (270) 791-9786 or nancy.huston@education.ky.gov
Assistant to the Director: Ms. Cassie Zippay (270) 745-2679, 118 Tate Page Hall, or cassie.zippay@wku.edu
Course description: (3 hours graduate
credit to be awarded in Spring 2008)
The course will involve an in-depth study of current research-based
reading practices and techniques for implementing them in primary
classrooms. Extensive involvement in designing, implementing,
and evaluating the effectiveness of a team-designed literacy plan
will be expected of participants.
Course Rationale: This course provides the graduate student in literacy education an advanced study of the theoretical foundations and practices of an integrated and balanced approached to reading and writing instruction for K-5 classrooms. This experience will expand students' understanding on the reading and writing processes while extending practices to address the needs of all learners.
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.
Course texts:
Required reading:
Allington, R.L. (2006). What matters for struggling readers: Designing research-based programs. Boston, MA: Pearson Allyn & Bacon.
Bear, D.R., Invernizzi,M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction. Columbus, Ohio: Merrill Prentice-Hall.
Braunger, J., & Lewis, J. (2006). Building a knowledge base in reading. (2nd Edition). Delaware: IRA.
Flake, S.G. (1998). The skin I'm in. New York, NY: Hyperion Paperbacks for Children.
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, Maine: Steinhouse Pub.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass Pub.
Leslie, L., & Caldwell, J. (2006). Qualitative reading inventory-4. New York: Longman Pub.
Articles from the International Reading Association (2002). Evidence-Based Reading Instruction: Putting The National Reading Panel Report Into Practice. Newark, Delaware: IRA.
Articles and miscellaneous readings in KRP course binder.
Course Objectives and Outcomes:
Participants will further develop skills, teaching behaviors, and instructional processes related to the following Experienced Teacher Standards:
Standard 1: Demonstrates Professional Leadership
Participants will design and provide professional development
experiences for school personnel.
Standard 2: Demonstrates Knowledge of Content
Participants will examine current research-based literacy practices
and use information gained to
create literacy plan. Participants will investigate specific
literacy practices and present information to co-participants.
Standard 3: Designs/Plans Instruction
Participants will design a yearlong, cross-level literacy plan
for implementation in the following
school year.
Standard 4: Creates/Maintains Learning Climate
Participants will examine current relevant management and organized
practices which enhance the
learning climate in primary classrooms.
Standard 5: Implements/Manages Instruction
Participants will implement and monitor/reflect on literacy instruction
as specified in the team-
developed literacy plan.
Standard 6: Assess and Communicates Learning Results
Participants will examine relevant literacy assessments for primary-aged
learners.
Participants will administer/perform ongoing literacy assessments
and inform learners, parents,
and colleagues/team members of results.
Standard 7: Reflects/Evaluates Teaching/Learning
Participants will understand how to make connections between theory
and reading practices.
Participants will be involved in reflection of in-class learning
through use of daily
journals/sharing. Participants will evaluate literacy practices
and students' learning through ongoing
assessments, anecdotal records, etc.
Standard 8: Collaborates with Colleagues/Parents/Others
Participants will design, implement, and assess the effectiveness
of a team created literacy action
plan. Participants will adopt/design a plan for involving
families in literacy practices in the school
setting and/or at home.
Standard 9: Engages in Professional Development
Participants will investigate current research-based, replicable
literacy models/strategies and
incorporate them as appropriate into their classroom literacy
instruction. Participants will be involved in
follow-up sessions and observation/coaching opportunities to
further develop knowledge and implementation related to literacy
instruction.
Evaluation/Grading:
A = 93 - 100 % 465-500 pts
B = 85 - 92 % 425-464
C = 77 - 84 % 385-424
D = 70 - 76 % 350-384
F = 69 or less 349 or less
Class Activities including class discussions (whole and small group), class presentations/mini-lessons, WebQuest technology assignment, etc.: (100 pts.): Participation in all class activities is expected. Participants are requested to be respectful of others, to listen as well as contribute during class discussions. Participants are responsible for completing all readings, the literacy Web Quest, and assignments in preparation for class activities. More information and criteria will be provided throughout the class sessions.
Literacy Action Plan: (150 pts.): During the KRP
summer institute, school teams will design Literacy Action Plans to be
implemented in the classrooms of each individual team member during the
2005-2006 school year. Teams will select two to three components
of a balanced literacy approach as the focus of their plan. Teams
will also ensure that all components of a balanced literacy approach are
incorporated into the plans. These components include:
Share Fair Presentation: (125 pts.): During the
final follow-up day of the Kentucky Reading Project (Spring 2006), all
teams will participate in a statewide KRP Share Fair. All KRP participants
are REQUIRED to attend the state-wide KRP Share Fair conference.
Failure to attend and present will result in the loss of the stipend and will
impact the final grade in the course. Each team will
develop a poster session presentation or roundtable discussion/presentation
describing the implementation of their Literacy Action Plan. These
presentations may include student products, student work samples, instructional
materials, photographs, assessments, audio tapes, and/or other related
graphics depicting data and anecdotal records. Each team will prepare
a handout that includes:
· A brief description of the Literacy Action Plan,
· Lessons learned as the Literacy Action Plan was implemented
· Recommendations for successful implementation of the plan
* Contact information for KRP team members
Project Reflection: (125 pts.): Each individual
participants will be required to submit a written paper describing the
instructional project and other changes that occurred in their literacy
instructional practices. This reflective paper will be graded and
should include the following components:
· A summary of your Literacy Action Plan;
· A list of changes made in your literacy instructional program
as a result of participation in the Kentucky Reading Project;
*A description of the strategies that you have used to meet the diverse
needs of your students;
· An analysis of data collected showing results of these changes
for (1) measurable outcomes (e.g. reading/writing achievements of your
students, increased time spent reading, etc.); (2) non-measurable outcomes
(e.g. motivation, student involvement, parent involvement, etc.);
* A completed form recording pre and post assessment scores on the
Developmental Reading Assessment or comparable assessment for up to 10
students in your classroom (as determined by your KRP Director);
· A description of the difficulties you have experienced
in implementing the plan or making other changes in your instructional
program;
· A discussion of how you have involved families in literacy
(benefits, difficulties, participation of families, etc.);
· A commentary on how you have grown professionally from the
KRP experience;
· A commentary on how your school has benefited from participation
in the KRP;
· A section of relevant attachments (e.g. sample assessments,
forms, student products, etc.) that relate to your Literacy Action Plan
or to other change that you have made in your classroom;
· A description of how you plan to continue this work next year.
The complete Project Reflection/Paper is due on April 25, 2008.
(Submit 2 copies of the paper to Dr. Powers)
Examples of APA format:
When citing resources and references you must use the guidelines of
the Publication Manual of the American Psychological Association. For
example you will use a "hanging indent" (see second sample for a clear
example):
For professional Journal citation -
For one author:
McCallum, R. (1998). Don’t throw the basal out with the bath water. The Reading Teacher, 42 (3), 204-208.
OR
For multiple authors:
Irvin, J., & Connors, N. (1989). Reading instruction in middle level
schools: Results of a U.S. survey. Journal of Reading,
32(4), 306-311.
Attendance Policy:
Students will be expected to attend all class sessions during the two-week summer institutes and the equivalent of one week in follow-up sessions (held on Saturdays). Participants will be awarded stipends according to their attendance at sessions as follows: If all sessions are attended: $200.00; 11-14 sessions attended: $100.00; fewer than 11 sessions: no stipend. Attendance and full participation is required at KRP Share Fair event that will be held as the culminating activity for the course. Failure to attend the Share Fair will result in a loss of the stipend and a final grade reduction the course.
More than one absence will result in the lowering of the final grade; for each absence beyond the one allowed, five points will be subtracted from the final grade total. Late assignments will be penalized 20% of the point value. Incomplete or poorly written work will be returned for revision. Final grades on such assignments will reflect an average of the original and revised grades.
Exceptions will always be made for extenuating circumstances. Those seeking such exceptions should contact their director. Upon successful completion of the summer institute, the follow-up sessions, and course requirements for Spring 2003, and participation in the KRP Share Fair conference participants will receive 3 hours of graduate credit, the stipend, and a KRP certificate of completion.
Follow Up Dates (attendance is required at all class sessions and events):
August 25, 2007 (Saturday) 9:00 a.m. to 1:00 p.m.* (by appointment to review LAP)
September 8, 2007 (Saturday) 9:00 a.m. to 2:00 p.m.*
January 12, 2008 (Saturday) 9:00 a.m. to 2:00 p.m.*
KRP State Share Fair - March 29, 2008 (Saturday) ALL DAY in Lexington, Kentucky (Convention Center in downtown area by Rupp Arena) *
April 12, 2007 - KRP and KWP Combined Author/Illustrator Workshop with George Ella Lyon (Saturday) - 8:00 a.m. - 2:30 p.m.
*Attendance is REQUIRED!!!!!
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.
On-line Resources and Websites:
Frayer Model for Vocabulary Development: http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm
Literacy Website for Teachers: http://www.literacy.uconn.edu/index.htm