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EDEL 187: Planning, Adapting and Delivering Reading

Instruction in Meaningful Contexts

Summer 2010 M - F 8:30 – 12:30


539 Waterman

Instructor: Cindy Leonard Office Hours: M – F by appointment


Office: 539C Waterman
Phone: 656-9689 (office)
373-2673 (cell)
E-mail: cindy.leonard@uvm.edu

COURSE DESCRIPTION
The major course emphasis is on extending and refining knowledge about reading and writing
instruction and assessment within a developmental framework. Students will apply knowledge of
language processes to adapt instruction for various purposes and for individual students. Students will
identify components of effective programs and use research findings to develop classroom-based
assessment strategies, materials, lessons, and theme units for reading and language arts instruction.
Students will also use assessment information to make recommendations about instruction. The format
for accomplishing these goals will vary and will include large and small group discussion, in-school
experiences, and consideration of outside readings.

REQUIRED TEXT MATERIALS

Qualitative Reading Inventory-4. Leslie, L., & Caldwell, J. NY: Addison-Wesley-Longman,


2006. (QRI-4)

Articles to be handed out by instructor.

RECOMMENDED TEXT MATERIALS

How to Differentiate Instruction in Mixed-Ability Classrooms Tomlinson, Carol Ann. 2nd


Edition. Alexandria, VA: ASCD, 2001.

Literacy: Helping Children Construct Meaning J. David Cooper with Nancy D. Kiger. 7th
Edition. Boston: Houghton-Mifflin Company, 2006. (Cooper)

Words Their Way Donald R. Bear, Marcia Invernizzi, Shane Templeton, & Francine Johnston.
3rd Edition. Upper Saddle River: Prentice-Hall, 2004. (WTW.)

OBJECTIVES
As a result of active participation in this course, students will be able to:
 Employ critical research findings in instructional planning for reading/writing and adapt
existing materials and methods to assure learning.
 Identify relevant literacy skills, strategies, and outcomes desirable in an elementary literacy
program.
 Describe a sound comprehensive literacy program that meets the needs of all students,
taking into account and being responsive to those students with special needs and those
from diverse cultural backgrounds.
 Create literacy lessons that align with state expectations and district curriculums.
 Articulate and implement flexible and effective strategies for reading and writing instruction.
 Use a variety of grouping patterns for literacy instruction, recognizing the problems and
benefits of different approaches to grouping.
 Cultivate student engagement, independence and ownership of learning and literacy.
 Use and create formative and summative assessment tools, both formally and informally
that are well-aligned with learning objectives.
 Plan, adapt and modify literacy instruction based on assessed needs and strengths of
students.
 Develop standards-based units of instruction and employ standards-based assessments as
they provide integrated instruction of language arts with links across the curriculum.
 Have a solid understanding of phonics content and instruction
 Develop a comprehensive approach to word study instruction.
 Develop and maintain appropriate portfolio documentation that reflects professional
development from this course and across the program.

This course is designed to advance the following professional standards as outlined by the Vermont
State Board of Education
Professional skills and knowledge: see objectives 1 - 9
Advocacy: see objectives 1, 2, & 8
Colleagueship: see objectives 5 & 8
Accountability: see objectives 5, 6, 7, & 9

Academic Honesty Policy:


Students are referred to The Cat’s Tale on the web at http://www.uvm.edu/~dosa/handbook/
for specific information concerning the Academic Honesty Policy. Offenses, sanctions and
procedures are therein defined for all students and faculty.
EXPECTATIONS:
The following are necessary for successful completion of this course:

CONSISTENT, ON TIME, REGULAR CLASS ATTENDANCE AND PARTICIPATION.


 Attendance will be taken in each class and is part of your grade. If you do have to miss
a class, it is your responsibility to call or email me in advance and to get the handouts
from someone in class.
 The Due Date policy for assignments does not change with absence.
 Class starts at 8:30 PM promptly – everyone needs to be on time for full attendance
point value!
 Discussions and group work are essential components of this class. It is essential that
you come to class prepared to participate and contribute regularly and actively.
 Cell phones need to be shut off during class to help maintain a focused and productive
learning environment.

Point Value: 10

PROMPT COMPLETION OF ALL ASSIGNMENTS.


The policy in this course regarding late work is as follows:
 All work is expected on the due date unless an extension is previously arranged
between the instructor and the student BEFORE the official due date has arrived. In
cases where work will be shared in class, the student should be prepared to be part
of this discussion.
 Work handed in late without instructor’s permission will lose credit at 10% of grade per
day late.
 IN PARTICULAR: There will be NO extensions for the Assessment Part I
Assignment. You are expected to come with your rough data and to be prepared to
discuss this assignment on TBA.
 Literature discussion presentation will not have any extensions.

MUST ATTAIN AN 80% SCORE ON THE COURSE PHONICS TEST – TBA


Students may need to retake the test on their own time to achieve this
score. Last date to retake test is June 4. You may take the test as
many times as needed.

RESPONSES TO COURSE READINGS:

Throughout the semester you will be asked to respond to the course readings
in different ways. These are REAL assignments and should be brought to the
class indicated in the syllabus for use during class discussions. These will also
be handed in at that class. These will be much less formal in nature than your
other assignments. These responses should show evidence of your reading as
well as class discussions and fieldwork if applicable. Guidelines for these
responses will be provided.
Due: As indicated on the course calendar of assignments.

Point Value: 15
CONDUCT A THOROUGH READING ASSESSMENT USING THE QUALITATIVE READING
INVENTORY AND CREATE A GUIDED READING LESSON PLAN.

You will work with one or more children to complete an assessment of


overall reading level and his or her word recognition and comprehension
abilities.
 Part I – students should bring in all data from their assessment to use as part of
class discussion. Each small group will submit a list of what is working well and
questions that are still in the works at the end of class.
Due: part I – TBA
 Part II – students will hand in a written paper outlining the assessment given and the
conclusions drawn from it
Due: part II – TBA

Point Value: 15

 Part III – students will hand in a small-group reading comprehension lesson plan
based on the results of the QRI assessment.
Due: part III – TBA

Point value: 5

WORD STUDY WRITTEN RESPONSE AND VOCABULARY LESSON PLAN

Word Study Written Response should be structured from our class discussions and
course readings. Your response should be structured around these key ideas and
questions:
 Define the concept of word study
 Explain where word study belongs in the comprehensive literacy
program?
 Give examples of what it would look like
 How does vocabulary instruction fit within word study? Give examples
of what it would look like

Lesson Plan will be focused on vocabulary development with instruction appropriate to


the age level of your students whether real or imagined. This lesson plan will address
the connections between reading comprehension and vocabulary development. The
lesson must include reading by teacher or students and vocabulary instruction.
Due: TBA

Point Value: 15
CREATE A INTERDISCIPLINARY UNIT - IDENTIFY THE STANDARDS AND GRADE LEVEL
EXPECTATIONS, DEVELOP THE OBJECTIVES, DEVELOP AN OVERALL PLAN, CREATE
LESSON PLANS, AND IDENTIFY THE READINGS.

This unit will explore possible ways to integrate reading and writing in the
curriculum. Be sure to retain a copy of your work.
Unit Plan: This is a thematic and integrated unit of study involving universal themes
and interdisciplinary integration of both the Vital Results and at least two other Fields of
Knowledge. Core text will be selected and analyzed that support this theme.
Due: June 14

Point Value: 20

WRITER’S NOTEBOOK / WRITER’S WORKSHOP LESSON

Part I: Writer’s Notebook


 Students (YOU!) will keep a writers’ notebook throughout the course.
During class, you will:
 Respond to writing prompts
 Use notebook to record personal thoughts and observations
 Engage in discussion with other members of the class about the process of
writing in the notebook.

You will be “graded” on your active participation, effort, and support shown to others
during the process of sharing – NOT – on the submission of a piece of writing. No piece
of writing will be formally submitted. This assignment is ALL about process!
Due: on-going throughout semester with written personal reflection
to be handed in with writing lesson plan

Part II: Planning a lesson


Students will create a writing lesson plan that provides instruction within a
process approach (a mini-lesson or a supported writing lesson or a lesson taught
through a writing conference). Students should use their experience in class,
from readings, and videos to support this planning.
Due: June 9

Point value: 10
BOOK CLUBS/LITERATURE CIRCLES: RESPONSE AND DISCUSSION:
You will read one or more assigned children’s novel and keep a reading log/fill out
comprehension worksheets, so you will be prepared to participate in a literature discussion
group in class. Throughout the semester, you will:
 Engage in discussion with other members of your literature circle during class
 Consider as a group your combined responses
 As a group, share your classroom connections, and personal connections in a
presentation for the class.
Most work for this assignment (other than reading the book) will happen during class time.
Due: Group share for whole class: June 4

Point Value: 10

EVALUATION CRITERIA: The instructor will evaluate the products resulting from these
activities, weighing them according to the above distribution to arrive at the course grade.

PLEASE NOTE:
** All assignments that are not picked up within one academic year of
submission will be discarded**