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1
8/23
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Introduction
to course, grading policies, and procedures
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2
8/30
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Chap.
1, “What is Diagnostic Teaching?”
Assignment:
Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Word Study
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164689-,00.html
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3
9/6
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Chap.
2, “The Reading Event”
Assignment:
Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Comprehension
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164704-,00.html
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4
9/13
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Chap.
3, “Roles of Diagnostic Teachers”
Assignment:
Reread the chapter summary. Explain your view of a
diagnostic teacher, and do a self-assessment telling
whether or not you feel you could fit the description
given in your textbook. Due next class. FEAP 3
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
The
Writing Process
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164719-,00.html
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5
9/20
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Chap.
4, “The Diagnostic Teaching Session: An Overview”
Assignments:
Have a student read aloud a passage or a few
paragraphs from a textbook that he/she has not yet been assigned.
Then ask the student to use the Chart for Self-Evaluation
of Fluency (Table 4-1) and the Chart for Self-Assessment
of Comprehension Strategies (Table 4-4). Report the
results. Analyze the value of such assessment tools. Due
next class. FEAP
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6
9/27
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Chap.
5, “Gathering Diagnostic Data”
Assignments:
Assignment: Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Emergent Literacy
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164734-,00.html
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7
10/4
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Chap.
6, “Formulating Diagnostic Hypotheses”
Assignment:
Assignment: Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Children’s
Literature
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164749-,00.html
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8
10/11
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Mid-term
Evaluation
Chap.
7, “Assessment Using Diagnostic Lessons”
Assignment:
Assignment: Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Visual Literacy
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164764-,00.html
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9
10/18
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Chap.
8, “Assessment Using Portfolios”
Assignment:
In your journal, describe how artifacts may be
assembled into a portfolio to show a student’s progress
in reading.
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10
10/25
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Topic:
Using the results of standardized reading tests
Assignment:
Assignment: Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Assessment
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164794-,00.html
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11
11/1
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Chap.
9, “Selecting Materials”
Assignment:
Assignment: Read and Study Chapter
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Standards
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164779-,00.html
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12
11/8
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Introduction
to the Reading Inventory for the Classroom
Assignment:
Read and Study
Visit
web site: Read the overview, review the strategies, and
web links.
Be
prepared to discuss chapter and web site in class.
Fluency
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164830-,00.html
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13
11/15
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Administration and Scoring Procedures
for the Reading Inventory for the Classroom
Assignment:
Visit web site: Read the overview, review the
strategies, and web links.
Be
prepared to discuss chapter and web site in class.
Literacy and Technology
http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164815-,00.html
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14
11/22
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Class time to work on eportfolios
www.livetext.com
Assignment Due: Completed Journal and all
activities.
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15
11/29
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Chap.
10, “Selecting Techniques”
Assignment: Read and Study Chapter
Be
prepared to discuss in class.
Assignment
Due: School Based Hours
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16
12/6
12/13
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Final Evaluation
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DIAGNOSIS
AND INSTRUCTIONAL INTERVENTION IN READING
Reading
4519
School
Based Assignments
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Assignment
#1
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Interview
a classroom teacher. Ask him/her about the students who
have difficulty in reading in the classroom. What
percentage of the students has difficulty? What
adjustments are made in working with these students?
Report your findings in your journal.
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Assignment
#2
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Observe
a classroom at your school site. Notice the behaviors of
students who appear to have difficulty with reading their
texts. Do you see any ways in which their needs are
addressed by differentiated assignments, ability grouping,
or other arrangements helping them deal with the material
they are assigned? Report your findings. FEAP
5
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Assignment
#3
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Have
a student read aloud a passage or a few paragraphs from a
textbook that he/she has not yet been assigned. Then ask
the student to use the Chart for Self-Evaluation of
Fluency (Table 4-1) and the Chart for Self-Assessment of
Comprehension Strategies (Table 4-4). Report the results.
Analyze the value of such assessment tools. FEAP 1
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Assignment
#4
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Administer
the MARSI (Metacognitive Awareness of Reading Strategies
Inventory) to a middle school or high school student.
Report the results. Explain how this inventory might be
useful in working with a secondary school student with
reading difficulties. FEAP 1
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Assignment
#5
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Have
a student read a few paragraphs from a content area
textbook used in his/her class. Based on miscues alone,
decide if the textbook is at the student’s frustration
level, instructional level, or independent reading level.
Explain the process you used to come to this conclusion.
FEAP 8
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Assignment
#6
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Design
and teach a diagnostic lesson using the procedure outlined
in your textbook. Report the results. FEAP 10
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Assignment
#7
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Design
a cloze procedure using a passage from a textbook in the
classroom you are observing. Administer the assessment;
then decide if the book is a good match to use in
instructing the student. FEAP 8
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Assignment
#8
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Interview
a classroom teacher at your school site to identify a
student who is having reading difficulties. Meet with the
student and do an interest/attitude interview. FEAP 2
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Assignment
#9
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Administer
the Reading Inventory for the Classroom, using the student
you have selected. Tape the student’s reading of the
passages and answers for the questions. Report the results
of the inventory. FEAP 1
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Assignment
#10
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Select
two teaching techniques described in your textbook; use
these with the student you have tested. Describe the
results in your journal. FEAP 8, FEAP 10
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Course Requirements & Expectations
A.
Attendance & WITHDRAWAL POLICY
Students
are expected to attend class regularly. Three unexcused absences will result in the student being
dropped from the course. The
college has established a “drop date” by which a student
must officially drop in order to receive a grade of W
(withdrawal).
B. Assignments
All
work is to be of college quality and is to be electronically
processed.
Work
must be submitted via WebCtT and LiveText.
Since
prospective teachers are to serve as role models for their own students,
Written
work will be evaluated on the basis of content, grammar,
spelling, and usage.
No
credit will be given for work that is submitted past the
assigned due date.
C.EXAMS
There will be 2 major exams in the course.
These exams will cover material from lectures, the
textbooks, and assigned supplementary readings.
D.
Grading Scale
TOP
The
grading scale for the course work in the School of Education is:
100
– 90 A
89
– 80
B
79
– 70
C
69
– 60
D (Repeat course)
below
60 F (Repeat course)
Course Competencies:
Competency
#1: The student will demonstrate knowledge of the reading
process by
- identifying
physical, psychological, socioeconomic, and educational
factors that impact student success in reading.
- identifying
competencies that students should achieve in their
progression through the grades by using a scope and sequence
of reading skills.
- comparing
and contrasting traditional diagnosis and remediation with
current trends in assessment and instruction of struggling
readers.
Competency #2:
The student
will demonstrate knowledge of formal and informal methods of
assessing students’ reading abilities by:
a. identifying, administering, and interpreting results
from a variety of traditional measures appropriate for assessing
reading skills, including Informal Reading Inventories.
b. evaluating students’ literacy development by means
of a variety of forms of authentic assessment, including
observational checklists, anecdotal records, student
performance, and portfolios.
c. administering and assessing a reading miscue
analysis for an individual student.
d. identifying the strengths and weaknesses of group
standardized, individual standardized, and informal measuring
instruments.
e. developing and utilizing interest inventories.
f. assessing
a student’s level of comprehension by using a cloze procedure.
g. identifying appropriate diagnostic techniques for
discovering students’ dominant modalities, cognitive styles,
and learning rates.
h. utilizing a diagnostic flowchart to complete a
diagnosis of reading skills in an efficient manner.
i. evaluating
a student’s reading levels, including independent reading
level, instructional reading level, and frustration level.
j. describing
characteristics of students with specific learning
k. disabilities, hyperactivity, and attentional deficit
disorder.
Competency
#3: The student
will demonstrate proficiency in communicating student progress
by:
a.
maintaining
observational and anecdotal records to document students’
reading skill development in phonics, vocabulary, comprehension,
and study skills.
b. keeping
systematic and appropriate records to document assessment of
students who have been diagnosed as having difficulties with
learning to read.
c. making
appropriate referrals to specialists as needed for students
experiencing unusual difficulties in learning to read.
d. demonstrating
ways to accurately communicate diagnostic information to
administrators, counselors, and other support personnel.
e. communicating
effectively with the remedial student so that he/she is aware of
his/her progress.
f. describing
ways to have positive interaction with a student to encourage and support learning.
Competency
#4: The student will demonstrate proficiency in planning methods
and strategies for a remediation program by:
a. analyzing
standardized and/or classroom assessment to determine cognitive, social, linguistic, cultural, emotional, and physical needs
prior to instructional planning.
b. designing
and implementing a plan that is highly individualized and directed toward correcting specific reading deficiencies in a
student.
c. designing
lesson plans to remediate specific skill weaknesses in the area
of comprehension.
d. describing
strategies for teaching word identification skills (sight words, context clues, phonics, structural analysis).
e.
designing
lessons to remediate skill weaknesses in the area of vocabulary
development.
f. utilizing
a variety of teaching strategies and activities to interest and
motivate students at different developmental levels.
g. creating
a positive learning environment in which students are actively
engaged in learning, social interaction, and cooperation.
h. utilizing
technology in lesson and material preparation.
Competency
#5: The student
will demonstrate skill in selecting resources to be used in
remediation by
- selecting
instructional materials that are appropriate to the needs
- and
interests of the student
- identifying
reading games that provide reinforcement of word
- recognition
and phonics skills.
- identifying
high-interest, low-vocabulary materials for use with
- older
students having severe reading deficiencies.
- selecting
materials that are at appropriate readability levels for
students.
- selecting
and utilizing appropriate software for remedial reading
instruction.
REQUIRED ASSESSMENTS
Mid-term
Evaluation -- 25%
of grade
Final
Evaluation --
25%
of grade
*Journal
containing observations and assignments – 20% of grade
**Administering
and reporting results of an informal reading inventory–30% of
grade
*A
journal will be kept to record observations and assignments made
for the course.
Classroom observation and teaching will be required.
**This
is an Artifact. Any student who does not satisfactorily complete
an
Artifact must consult with the professor about how to make up
the
grade.
ARTIFACT RUBRIC
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Scoring
criteria
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Target
(3
points)
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Acceptable
(2
points)
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Unacceptable
(1
points)
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Inventories
properly administered
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Miscue
analysis and other forms correctly completed
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Analysis
of student’s deficiencies correct and insightful
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Appropriateness
of suggested remediation strategies
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Written
report uses correct grammar and conventions of English
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Note:
A score of 13 or more points will be considered as
satisfactory completion of this Artifact Assignment.
Academic Integrity
Please
be aware that I support the College’s policies about academic
integrity and honesty.
This
includes their policies regarding cheating, plagiarism, and
fabrication of information. It is your responsibility to fully
understand what those policies are; as such, you are encouraged
to get a copy of and read these policies carefully and
thoroughly (Student Rights and Responsibilities Handbook).
A.
Cheating - The improper taking or tendering of any
information or material which shall be used to determine
academic credit. Taking
of information includes, but is not limited to, copying graded
homework assignments from another student; working together with
another individual(s) on a take-home test or homework when not
specifically permitted by the instructor; looking or attempting
to look at another student’s paper during an examination and;
looking or attempting to look at text or notes during an
examination when not permitted. Tendering of information includes, but is not limited to,
giving your work to another student to be used or copied; giving
someone answers to exam questions either when the exam is being
given or after having taken an exam; giving or selling a term
paper or other written materials to another student; sharing
information on a graded assignment.
B.
Plagiarism - The attempt to represent the work of another
as the product of one’s own thought, whether the other’s
work is published or unpublished, or simply the work of a fellow
student. Plagiarism
includes, but is not limited to, quoting oral or written
materials without citation on an exam, term paper, homework, or
other written materials or oral presentations for an academic
requirement; submitting a paper which was purchased from a term
paper service as your own work; submitting anyone else’s paper
as your own work.
Copyright
law
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