The University of Texas at El Paso Assessment and Teaching of Reading RED 4341-011 (CRN: 12254)

Instructor: Dr. M. Allen Thursdays, 4:30-7:20E-mail: msallen@utep.edu . Location: EDUC Building, Room 312Phone # 591-3622/ 269-9140 August 24-December 1, 2016Office Hours: By appointment

Course Description:Assessment in the Teaching of Literacy, (3-0-2) Standardized and informal materials and techniques for diagnosing strengths and weaknesses of individuals and groups, techniques and materials for building specific reading abilities, and methods of individualizing instruction and grouping, identification and reading strategies for dealing with dyslexia and other reading disorders. Restricted to minor: ALTC. Prerequisites: ECED 3335, or BED 3345, or RED 3335, or RED 3340, each with a grade of "C" or better, admission to Teacher Education and department approval. Field experience required.

Course Objectives:Upon completion of RED 4341, teacher candidates will have an overview of assessment of and for literacy learning, with an emphasis on identifying and correcting reading and writing difficulties at various stages of literacy development. Participants will learn about the ways in which children develop as readers and writers at the emergent, beginning, transitional, intermediate, and advanced stages of literacy development. The course will provide numerous opportunities to connect theories of reading and writing with both the State Board of Education Certification (SBEC) standards and the Texas Essential Knowledge and Skills for English Language Arts & Reading (TEKS ELA & R/Elementary). You will use formal and informal assessments to analyze children’s literacy development and plan standards-based (TEKS) reading and writing instruction. This core course incorporates the following State Board for Educator Certification (SBEC) standards and Professional Responsibilities (PPR) EC-12 competencies:

Understands basic principles of assessment and plans instruction and ongoing assessments that motivate students and are responsive to their developmental characteristics and needs (SBEC, Standard 10; PPR I, Competency 1).

Understands literacy development and designs literacy assessments & experiences that are responsive to differences among students and that promote all students’ learning (SBEC, Standard 4; PPR I, Competency 2).

Designs effective and coherent instruction and assessment based on appropriate learning goals and objectives (PPR I, Competency 3).

Plans effective, engaging instruction and appropriate assessments (PPR I, Competency 4). Applies principles and strategies for communicating effectively in varied teaching and learning

contexts and promotes inquiry skills as tools for learning (SBEC, Standard 11; PPR I, III; Technology Applications I-V, Competency 7). Monitors student performance and achievement; provides students with timely, high quality

feedback; and responds flexibly to promote learning for all students (PPR I, III; Technology Applications I-V, Competency 10).

Course Readings:

Required Textbook: Cockrum, W.A., and Shanker, J.L. (2012). Locating and correcting reading difficulties, Tenth

edition. Boston, MA: Pearson Education, Inc., ISBN: 10:0-13-292910-4. [This book can be purchased at the university bookstore or online at venues such as Amazon.com, half.com, or Barnes and Noble.]

Required Readings and Websites: TEKS. www.tea.state.tx.us/teks National Reading Panel Report. Available at

https://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf Five Areas of Reading: http://questgarden.com/47/78/0/070312114233 -

http://questgarden.com/47/78/0/070312114233 EC-6 Standards. http://www.tea.state.tx.us/index2.aspx?

id=6066&menu_id=2147483671&menu_id2=794 Classroom Assessment. http://iris.peabody.vanderbilt.edu/module/gpm/#content McKenna, M. and Dougherty-Stahl, K. (2009). General Concepts of Assessment. Assessment for Reading Instruction, 2nd Edition (pp. 24-40). New York, NY: Guilford Press. Fuchs, D., Fuchs, L., & Vaughn, S. (2014). What is intensive instruction and why is it important?

Teaching Exceptional Children, 46(13), pp. 13-18. SAGE Publications: Council for Exceptional Children.

Gainer, J., Valdez-Gainer, N., & Kinard, T. (2009). The elementary bubble project: Exploring critical media literacy in a fourth-grade classroom. The Reading Teacher, 62(8), pp. 674-683. Newark, DE: International Reading Association.

Standards of Academic IntegrityStudents are expected to uphold the highest standards of academic integrity. Any form ofscholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students, may result in sanctions from disciplinary probation, to failing grades on the work in question, to failing grades in the course, to suspension or dismissal among others.

Student Learning Outcomes:Upon completion of this course, students will:

1) Know the importance of oral language, know the developmental processes of oral language and provide a variety of instructional opportunities for young students to develop listening and speaking skills (SBEC Language Arts & Reading EC-6, Standard 1; TEKS ELA & R, K-5th, Listening & Speaking: Listening, Speaking & Teamwork).

2) Identify the components phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language (SBEC Language Arts & Reading EC-6, Standard 2; TEKS ELA& R, K-1st: Reading/Beginning Reading Skills: Phonological Awareness).

3) Articulate the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways (SBEC Language Arts & Reading EC-6, Standard 3; TEKS ELA & R, K-2nd: Reading/Beginning Reading Skills: Print Awareness; TEKS ELA & R, K-1st: Oral & Written Conventions: Spelling).

4) Compare and contrast how literacy develops over time, progressing from emergent to proficient stages and uses a variety of approaches to support the development of students’ literacy (SBEC Language Arts & Reading EC-6, Standard 4; TEKS ELA & R, K-5th, Knowledge & Skills for Reading, Writing, Listening & Speaking, Oral & Written Conventions).

5) Distinguish the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities (SBEC Language Arts & Reading EC-6, Standard 5; TEKS ELA & R, K-3rd Reading/Beginning Reading Skills: Phonics; TEKS ELA & R, 2nd-5th: Oral & Written Conventions: Spelling; TEKS ELA & R, K-5th Reading: Vocabulary Development).

6) Recognize the importance of fluency to comprehension and provide many opportunities for students to improve reading fluency (SBEC Language Arts & Reading EC-6, Standard 6; TEKS ELA & R, 1st-5th: Reading: Fluency).

7) Distinguish the importance of reading for understanding, know the components of comprehension and teach young students strategies for improving comprehension (SBEC Language Arts & Reading EC-6, Standard 7; TEKS ELA & R, K-3rd: Reading/Beginning Reading: Strategies; TEKS ELA & R, K-5th: Reading/Comprehension of Literary Text: Theme & Genre, Poetry, Drama, Fiction, Literary Nonfiction, Sensory Language, Informational Text/Culture & History, Informational Text/Expository Texts, Informational Text/Procedural Texts, Informational Text/Persuasive Texts).

8) Understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication and writing conventions (SBEC Language Arts & Reading EC-6, Standards 8 & 9; TEKS ELA & R, K-5th: Writing: Writing Process, Literary Texts, Writing about Experiences, Expository & Procedural Texts, & Persuasive Texts; TEKS ELA & R, K-5th: Oral & Written Conventions: Conventions & Handwriting).

9) Identify the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students (SBEC Language Arts & Reading EC-6, Standard 10; TEKS ELA & R, K-5th Knowledge & Skills for Reading, Writing, Listening & Speaking, Oral & Written Conventions.

10) Value the importance of study & inquiry skills as tools for learning and promote students’ development in interpreting, analyzing, and evaluating media literacies (SBEC Language Arts & Reading EC-6, Standards 11 & 12; TEKS ELA & R, K-5th: Reading: Media Literacy; TEKS ELA & R, K-5th: Research: Research Plan, Gathering Sources, Synthesizing Information, Organizing & Presenting Ideas)

Collaborative Groups/Discussions ((20 Points)It is expected that students will give openly of their ideas and constructively react to the ideas of others. Participation in class discussions and collaborative group work is the key to our success as learners. Throughout the semester, students will participate in a variety of strategies/interventions/lessons that are designed to assist them as they read and learn from the textbook/ Webquest/ etc. In order to participate, students must be present. In case of an absence, students need to make arrangements with a classmate to collect handouts that have been disseminated on that given class date.

Literacy Camp / Literacy Diagnostic Kit (35 Points)Literacy CampLiteracy Camp tutors will administer assessments to Literacy Camp student(s). Some of the assessment instruments will be provided for the tutors; some are in the textbook. The tutors will work with their tutee each week using the lesson plan and activities/ strategies they have prepared before the class session. The UTEP tutors will write a case study report about the student they informally assess and tutor. They will need to keep all assessments given to their tutee. The report will describe the student, his /her strengths and limitations, and the design of instruction tailored to the student’s needs. Students will be provided a template to use in writing their report. (Literacy Grade will be comprised of: case study, assessments, lesson plans, and observations during the tutoring sessions.)

Literacy Diagnostic KitIn order to organize a variety of informal literacy assessments for use with the literacy case study report, the students will create a literacy diagnostic kit. Each student will create their own literacy diagnostic kit. Using copies of assessments from the Cockrum & Shanker and Helman et al. textbooks as well as literacy assessments distributed in class, the students will organize literacy assessments according to the following categories: Phonemic Awareness & Letter Knowledge; Elementary Spelling Inventory; Assessing Decoding Skills—Phonics & Structural Analysis; Assessing Fluency & Comprehension Knowledge—Sight Vocabulary Assessments, Grade-level Oral Reading Passages, & Estimate of Reading Comprehension; Reading Motivation Survey; and Literature Quick Write. A rubric for the literacy diagnostic kit can be found in the appendix.

Curriculum Projects (30 Points) Phonemic Awareness (Chapter 1: Phoneme Identification and Phoneme Isolation) Presentation Date: 9-1-2016Phonemic Awareness (Chapter 1: Phoneme Categorization and Phoneme Blending) Presentation Date: 9-1-2016Phonemic Awareness (Chapter 1: Phoneme Segmentation, Addition and Deletion) Presentation Date: 9-1-2016Alphabet Knowledge (Chapter 2: Alphabet Knowledge and Assessment) Presentation Date: 9-1-2016Sight Vocabulary (Chapter 3) Presentation Date: 9-1-2016

Phonics (Chapter 4) Presentation Date: 9-15-2016Structural Analysis (Chapter 5) Presentation Date: 9-15-2016Context Clues (Chapter 6) Presentation Date: 9-15-2016Vocabulary (Chapter 8) Presentation Date: 9-15-2016

Comprehension (Chapter 9) Presentation Date: 9-22-2016Comprehension (Chapter 9) Presentation Date: 9-22-2016Fluency (Chapter 10) Presentation Date 9-22-2016

Assessments Presentation Date: 9-29-2016 (https://www.teachingchannel.org/videos/common-formative-assessment)

(http://datause.cse.ucla.edu/benchmark.php )

Guided Reading Presentation Date: 10-6-20164

To facilitate your understanding of reading and the specific dimensions-phonemic awareness, phonics, vocabulary, fluency, comprehension-students will work in pairs to discuss, identify, and clarify the definition and successful teaching of one of the topics above. In pairs, the students will independently research and review course material to define their reading topic. The students will design will design a PowerPoint with the pertinent facts to include, but is not limited to: the definition, the link between the reading area and TEKS expectations, examples of how parents can support literacy development for that reading area, and demonstrations of instructional strategies that support learning. The students will present their graphic representations to the class using the PowerPoint, document camera, notes and handouts. The length of each presentation should be approoximately 20 minutes. ALL group members must participate in the presentations. Following the presentation, the class members will assess classmates knowledge of concepts taught. A rubric for presentation can be found in the appendix.

**The presenters will summarize their findings on a one page document and give it to the professor and their colleagues** **The presenters will also turn in the assessment given to their peers about their presentation**

Mini Lesson Presentation (Trade Book) 30 PointsStudent will construct a lesson plan using a “trade book.” Trade book MUST be reviewed by instructor for content and grade-level appropriateness prior to presentation. Lesson plan will be presented to class. Refer to Howard Gardner’s theory on multiple intelligences – learning styles. Be creative!

Points Awarded:Trade book Components(4 pts) A complete instructor’s packet, (copy of lesson plan/all handouts) must be turned in to instructor at the beginning of the presentation. In addition, copies of lesson plan, a summary of novel, and accompanying handouts must be distributed to class members, as well. Include the following:(1pt) Lesson Format

Heading:Name: Objectives: (“The learner will…”Targeted Grade Level (Choose ONE) Student Expectations (“SE’s” aka “TEKS”)

(2 pts) Materials – Be detailed and specific (Name/author of trade book and short summary)

(4 pts) Procedure - (Direct Instruction and Guided Practice)

(2 pts) Assessment

Lesson plan Presentation:

(1 pt) Be prepared to present on date assigned (20 minutes)

(10 pts) Focus on highly motivational instructional strategies that include engaging activities for your students; make sure what you have created looks professional. POWERPOINTS OR JEOPARDY GAMES must not exceed 5 minutes of your lesson. Utilize hands-on activities involving UTEP students / eliciting class discussion. Demonstrate use of upper-level reading remediation methods for struggling readers. Posters/signs, increased type size cannot standalone as examples of upper-level remediation techniques.

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(6 pts) Clear understanding of lesson. Be organized, clearly communicate objectives, direct instruction/ instructional procedure, Guided Practice, Reteach and Assessment.

Assessment Procedures and GradingAssignments are due at the beginning of class on the due date that will be announced and is in syllabus. If a student is absent, he/she may give it to a colleague and have them turn it in for them. Only hard copies will be accepted. One letter grade will be dropped for each day an assignment is late.

GRADING SCALE: Activity Percentage PointsDiscussions/ Class Projects 15 Literacy Camp/ Case Study Report 25Curriculum Projects 30Trade book/ Mini lesson (Guided Reading Project) 30Quizes 20Webquest 10Mid Term/Final Evaluation 10Literacy Diagnostic Kit 10Total Points 150

Assessment of Student Learning OutcomesAssignment Due Date Points Assessment of Learning

OutcomesCurriculum Project 9-1-16 through 9-22-2016 30 Learning Outcomes #1-7 Class Discussions/Projects Daily 15 Learning Outcomes #1-7 & 9Literacy Camp andCase Study

Mini Lesson Plans are due before each Literacy Camp class. Case Study due, 11-10-2016

25 Learning Outcomes #1-10

Trade books Ongoing 30 Learning Outcomes #1-10

Quizes Ongoing 20 Learning Outcomes #1-10Webquest 9-15-16 10 Learning Outcomes #1-10Final TBA 10 Learning Outcomes #1-10Literacy Diagnostic Kit 10-6-2016 10 Learning Outcomes #1-10Total Points 150

Grading Based on University PoliciesGRADES POINTS

A+ = clearly outstanding in all areas 150-146A- = outstanding 145-136B+ = very good 135-130B = good-meeting all requirements 129-126B- = good 125-120C+ = satisfactory 119-115C = satisfactory- meeting minimum requirements 114-110

Below 110- retake course

Professor Expectations

The following guidelines will help the students learn together in a positive environment: Cell phones must be turned off while class is in session. Attendance, punctuality, professional courtesy, and positive, collaborative attitudes are required for RED 4341. A positive and professional relationship is expected at all times; this class will help empower students to be ready for their internship which mandates that they demonstrate collegiality with their peers, knowledge of the profession, and desire to work with children and their families. The professor reserves the right to change procedures, readings, and topics as necessary. To be eligible for a course grade, it is expected that the student will complete all of the requirements and assignments in a timely manner. All assignments must be typed in 12 pt. font and either Times New Roman or Courier, unless otherwise stated by the professor, and are due on the date specified. All work will include: (a.) Title of Project, (b.) Course number and title, (c.) Date, (d.) Professor’s name and school, and (e.) student’s

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name. The professor invites the students to communicate with her via email, phone, or in person if they have any questions about the course or assignments. All students must have a UTEP live mail address for correspondence.

RED 4341 COURSE CALENDAR (Tentative Overview) CLASS CLASS (TOPICS) PROJECTS/ ASSIGNMENTS

8-25-16 Course Requirements Syllabus Review

The BraceletEmergent Literacy:Phonemic Awareness

Syllabus Review, Lesson Plans, National Reading Panel Report, Stages of LiteracyHow do you define, assess and explicitly teach Phonemic Awareness How are they taught and assessed?Phonemic Awareness Development Continuum:

Group work on projects.Begin to look at the: National Reading Panel Summary Report at

https://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf *All students read Cockrum & Shanker’s Due: Chapter 1, 2, and 3 for 9-1-16*

9-1-16 Emergent Literacy:Phonemic Awareness

Curriculum Projects: 9-1-16:Phonemic Awareness (Chapter 1: Phoneme Identification and Phoneme Isolation) Phonemic Awareness (Chapter 1: Phoneme Categorization and Phoneme Blending)Phonemic Awareness (Chapter 1: Phoneme Segmentation, Addition and Deletion) Alphabet Knowledge (Chapter 2: Alphabet Knowledge and Assessment)

Sight Vocabulary (Chapter 3: Basic Sight Words)

*All students read Cockrum & Shanker’s Chapters 4, 5, 6, and 8 for 9-8-16 *9-8-16 Areas of Reading:

Paper due: 9-15-16

WebQuest:Sources: National Reading Panel summary report: Teaching children to read.Available at

ht t p: / /ww w .n a t i on a lr ea d i n g p a n e l.o r g / P ubl i ca t i ons/sum m a r y .htm “Mastering the Five Recommendations of the National Reading Panel (http://questgarden.com/47/78/0/070312114233/

9-15-16 Dimensions of Reading Curriculum Projects: 9-15-2016Phonics (Chapter 4)Structural Analysis (Chapter 5)Context Clues (Chapter 6)Vocabulary (Chapter 8) **In class be prepared to answer questions below, Site is listed after questions**

1.Describe the purpose & advantages of the RTI model.2.Describe the characteristics of high quality Tier I instruction.3.Describe effective Tier 2 & 3 intervention and progress monitoring.Site: RTI WebQuest: ht t p: / /quest g a rd e n . c om / 46/14 / 0/080901151317 / .

*All students read Cockrum & Shanker’s Chapters 9 and 10 for 9-22-16 *9-22-16 Literacy Presentations

Reading Workshop

Presentation Date: 9-22-16• Fluency (Chapter 10)• Comprehension (Chapter 9)• Comprehension (Chapter 9)Trade book Presentation collaboration

*Check assignment for next week (see below)*9-29-16 Assessment Overview

*Assignment: Assessment, Part I: Review before today’s class (9-29-2016) http://iris.peabody.vanderbilt.edu/gpm/chalcycle.htm.

Assessment Presentation (monitor session)Be prepared to answer the two questions below: 1. How will progress monitoring affect the academic success of students?

2. What is curriculum-based assessment and which is used more: curriculum based assessment or mastery measurement.

Begin Trade book Presentations

10-6-16 Literacy Presentations Tradebook PresentationsLiteracy Camp Preparation:

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Review Lesson PlanTeaching StrategiesGuiding Reading Presentation** (Dr. Allen will share PowerPoint for this)

10-13-16 Literacy Presentations Tradebook Presentations

Literacy Camp Preparation: Review Lesson PlanTeaching Strategies

10-20-16 Literacy Camp Wk. 1*Literacy Camp Lesson Plan (LCLP) week 1 due to professor today before class begins and a copy must be in your binder next week

Writing strategies: Word Study: A New Approach to Teaching SpellingBy: Diane Henry Leipzig http://www.readingrockets.org/article/80/Writing process url is below:

https://www.ocps.net/cs/services/cs/currareas/langFirst link: IR/Documents/The Writing Process A Writing Resource Guide Final.pdf

Answer questions:1.What are the steps in the writing process and the expectations? 2.Name five editing symbols.3.Explain the four types of writing. *Read Cockrum & Shanker Chapter 10 and 11*

10-27-16 Literacy Camp Wk. 2

* Literacy Camp Lesson Plan (LCLP) week 2 due to professor before class begins and a copy must be in your binder next week

Continue Writing ProcessIn class assignment:Developing reading fluency 1.How can teachers use leveled passages & reading materials to assess fluency development?2.How can teachers provide opportunities for fluency development?3.What fluency instructional strategies are beneficial for English learners?4.How can teachers communicate with parents about a child’s fluency development and provide ways to promote fluency growth at home?

11-3-16 Literacy Camp Wk. 3 *Literacy Camp Lesson Plan (LCLP) week 3 due to professor before class begins and a copy must be in your binder next week

Trade Book Presentations

11-10-16 Literacy Camp Wk. 4

*Literacy Camp Lesson Plan (LCLP) week 4 due to professor before class begins and a copy must be in your binder next week

Trade Book Presentations

11-17-16 Literacy Camp Wk. 5Fiesta

Trade Book PresentationsFiesta

Diagnostic Case Study Report Due Today!11-24-16 No Class Thanksgiving 12-1-16

Project

Guided Reading

Trade Book Presentations

Final TBA

**Syllabus/Course Calendar Subject to Change**

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Literacy CampStudents will actively participate in tutoring a school-age child during given Literacy Camp dates. University tutors will work with assigned student and provide intervention strategies to assist in tutee’s acquisition or improvement of literacy skills. Tutors will actively interact with tutees during assigned class meetings. Tutors will read, evaluate and create intervention strategies/projects for tutees. This will be hands-on one-to-one intervention. The evaluation, a case study, will be completed by the UTEP mentor to provide a diagnostic evaluation of tutee.

Lesson Plans will be completed using the given form, typed and turned in each week before class starts. This format (on the next page) will also be on Blackboard under Information. (A hard copy sample will be disseminated to students.)

Class AttendanceThe students are expected to attend all classes and laboratory sessions. It is the responsibility of the students to inform the professor of extended absences. Attendance will be taken at the beginning of class. The student’s attendance and active participation in class discussions and presentations are vital to this course. The Teacher Education Department considers missing three weeks of class as excessive. The student may be dropped for lack of attendance.

Students with DisabilitiesIf you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Disabled Student Services located in Union E Room 203. Students who have been designated as disabled must reactivate their standing with the Office of Disabled Student Services on a yearly basis. Failure to report to this office will place a student on the inactive list and nullify benefits received. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Services. You may call 747-5148 for general information about the Americans with Disabilities Act (ADA).

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In each box, create and explain the instructional strategy (based on the book the students will be utilizing for that tutoring session, for example, predictions, compare and contrast, and story elements. Each activity should be approximately 15 minutes in length. When a written formal assessment is not given, include observations for that day.

The students must have a total of four lesson plans - one for each tutoring session.Turn in all evaluations and activities that the students did with you, the tutee, in a folder along with the case study report.

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APPENDIXGrading Rubrics for Course Assignments

Curriculum Project (30pts)

Criteria Poor 2 pts. Fair 3 pt. each Good 4 pt. each Excellent 5 pts. each

Organization Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Audience is able to follow as student presents information in logical sequence.

Audience is able to follow as student presents information in logical, interesting sequence.

Presentation Student mumbles, incorrectly pronounces words, and speaks too softly with no eye contact.

Student's voice is low, incorrectly pronounces words, difficult to hear presentation and little eye contact.

Student's voice is clear, pronounces most words correctly, and audience can hear presentation and maintains eye contact.

Student is energetic, a good public speaker: uses a clear voice, precise pronunciation of words, eye contact. Knows whether class is following along.

Subject Knowledge: Defines & explains the concepts

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with subject and able to answer questions, but fails to elaborate.

Clear, innovative, and exciting definitions and explanations of the concepts

Visual Aids/Technology: Clarity of the graphic representation

Student uses superfluous visual aids or no props.

Student occasionally uses visual aids that rarely support text and presentation.

Student's visuals and props relate to text and presentation.Technology is incorporated into lesson.

Student's visuals explain and reinforce text and presentation.Technology is incorporated seemingly into lesson.

Describes concepts and stimulates interaction with the class

Presentation includes a few concepts without clarity and no class interaction

Presentation includes all concepts abet audience has difficulty following presentation and little interaction

Presentation includes all concepts and audience participates

Presentation includes all main concepts and audience is actively engaged throughout presentation

Possible Score 10 15 20 25 *(+ 5)5 points for quiz on your topic

Student’s Score Presenter will administer quiz to class.

Literacy Camp /Case Study ReportCriteria Possible

PointsPointsEarned

11

Diagnostic subject is adequately described. 2

All assessments administered are described with spelling featureanalysis, raw scores/total scores, miscue analysis, fluency rate with words per minute & correct words per minute.

2

Clear analyses of results of each assessment are provided along withexplanations of how the scores are interpreted.

2

Clear summary of the grade level of the student’s independent,instructional, & frustration reading levels based on analysis ofmiscues on the oral reading passages administered.

3

Clear description of the child’s literacy strengths & weaknesses basedon the results of literacy assessments. A clear summary of 7-8 research-based instructional recommendations based on the student’s spelling stage, decoding ability, sight word knowledge, fluency, comprehension, attitude, and writing.

5

A clear description of 5-6 goals for future instruction/intervention thatare tied to assessment results and grade level TEKS expectations.

3

Appropriate artifacts are included (e.g. accurate record sheets, studentWriting /spelling samples, spelling feature analysis, examiner’s copy of each test, reading attitude survey, & literature quick write).

5

Writing is professional, understandable, APA format, and free ofsignificant errors.

1

Clear presentation of literacy case report (8-10 minutes) that includes abrief introduction with background information about diagnostic subject, a summary of 7-8 research-based instructionalrecommendations based on the literacy assessment results, & 5-6 goals tied to grade-level TEKS for future instruction/intervention.

2

Total 25Literacy Camp Diagnostic Kit

Criteria PossiblePoints

PointsEarned

Kit includes all phonemic awareness tasks & letter knowledge Assessments (http://www.literacyresourcesinc.com/assets/1/7/Kindergarten_PA_Assessments.July_2014.pdfhttp://www.literacyresourcesinc.com/assets/1/7/Kindergarten_PA_Assessments.July_2014.pdf

2

Kit includes Elementary Spelling Inventory (ESI) directions& feature scoring guide. http://readingandwritingproject.com/public/ resources/assessments/ spelling/spelling_elementary.pdf

2

Kit includes all phonics & structural analysis decoding in oralcontext assessments & subtests.

2

Kit includes sight vocabulary assessments, 1st-5th grades oralreading passages, & estimate of reading comprehension assessments( https://www.sedl.org/reading/rad/list.html)

2

Kit includes reading motivation survey and literature quickwrite assessments.

2

Total 10

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Reading Lesson Plans Criteria Possible

PointsPointsEarned

Clear description of learning objective, grade level & TEKSperformance standard

5

Clear description of materials & anticipatory set 5

Clear description of teaching (input, modeling, checking forunderstanding)

5

Clear description of guided practice & closure 5

Clear description of independent practice and formativeassessment.

5

Lesson Plan Presentation (25 points)

Total (Magic 5) 50

Trade Book Lesson Plan/ Presentation

English Language Arts and ReadingGeneralist EC–6 Standards

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Criteria Possible Points

Points Earned

Instructor’s Packet 4

Format/ Mechanics 1Materials 2Procedure/Teach/ Direct Instruction: Utilizes a wide range of reading strategies/materials for effective reading instruction for learners at various stages of reading.

4

Presentation: Length and Date 1Guided Practice:Demonstrates understanding, analysis, and implementation of the instructional strategies and creative products. Hands on activities are clear and well organized.

10

Assessment: Clear and concise 2Clear Description of Book: TEKS, objective, materials, directed instruction, guided practice, independent practice, reteach, assessment and closure.

6

Total 30

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Standard IV. Literacy Development and Practice: Teachers of young students understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students’ literacy.

Standard V. Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.

Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.

Standard VII. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.

Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication.

Standard IX. Writing Conventions: Teachers understand how young students use writing conventions and how to help students develop those conventions.

Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy.

Standard XI.

Research 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 XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

http://www.tea.state.tx.us/index2.aspx?id=6066&menu_id=2147483671&menu_id2=794

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