C&I 222Reading Assessment Spring 2010, Section 02 Contact Information Fell 311 M/W 2:30-3:45 Contact Information Instructor:

Tami R. Dean, M.A., ABD

Office: DeGarmo 243 E-Mail: trdean2@ilstu.edu Skyoe: tami.dean Phone: 438-5120 Office Hours: by appointment/online Course Description: C&I 222 is designed to give beginning teachers the information and experiences necessary to critically analyze literacy assessment procedures and practices, including the literacy of English learners. This course is unique in the sense that it will involve a strong inquiry and critical analysis focus of the practical and theoretical framework of literacy assessment. In other word we are going to examine how and why we assess literacy and the political and cultural implications of literacy assessment. The course is not designed to conduct assessment but to analyze the results of assessment and their implications for classroom instruction. This will be a largely theoretically based class where topics of instruction will address questions arising from your engagement with various assessment strategies and procedures. For this reason, excellent attendance is essential. Moreover, critical inquiry is a crucial feature of the work you will undertake in this course and underpins the work that you will be engaged with. Course Intent The primary focus of this course is to facilitate your exploration of how literacy (particularly the reading process) is assessed in a way that is both personally and professionally meaningful. While the course supplies a basic framework of reading assessment, your learning will depend on your choice of project focus and optional readings. This course is designed with multiple purposes and beliefs in mind. These purposes include the following: exploring literacy assessment developing a personal understanding of how literacy is assessed in the field creating practices and instructional strategies that will enhance meaning-making, comprehension, composition, and learning of content. Required Text Owacki, G. & Goodman, Y. (2002). Kidwatchig: Documenting childrens literacy development. Portsmouth, NH: Heineman. Barr, R., Blancowicz, A. Bates, A., et al, (2006). Reading diagnosis for teachers: An instructional approach, 5th Edition. Boston: Allyn & Bacon. Other readings as assigned. These will be posted on the course wiki

Strongly Recommended Texts: Weaver, C. (2002). Reading Process and Practice. 3rd Edition. Portsmouth, Heinemann. Rhodes, L. K. (1993). Literacy Assessment: A handbook of Instruments. Portsmouth, Heinemann. Antonacci, P & OCallaghan, C. (2006) A Handbook for Literacy Instruction &AssessmentStrategiesK-8.NewYorkPearson. Comprehensive Bibliography

C&I 222.02 Syllabus

Au, K., Mason, J., & Scheu, M. (1995). Literacy instruction for today. New York: Harper Collins. Avery, C. (2002). And with a light touch. Portsmouth, NH: Heinemann. Clay, M. (1993). An observation survey of early literacy achievement. Portsmouth,NH: Heinemann. Cunningham, P. (2000). Phonics they use. New York: Longman. Fountas, I. & Pinnell, G. (1999).Matching books to readers. Portsmouth, NH:Heinemann. Goodman, K., Goodman, Y., & Hood, W. (1989). The whole language evaluation book.Portsmouth, NH: Heinemann. Goodman, K. (1994). Phonics phacts. Portsmouth, NH: Heinemann. Harris, V. J. (1992). Teaching multicultural literature in grades K-8. Norwood, MA: Christopher-Gordon Publishers. Heard, G. (1996). Writing towards home. Westport, CT: Greenwood Publishing Heath, Moustafa, M. (1998). Beyond traditional phonics. Portsmouth, NH: Heinemann. Owocki, G.& Y. Goodman. (2002). Kidwatchinq. Portsmouth, NH: Heinemann Opitz, M. (1999). Flexible grouping in reading. New York: Scholastic. Rhodes, L. (Ed.) (1993). Literacy assessment: A handbook of instruments. Portsmouth, NH: Heinemann. Standards for the English language arts. International Reading Association. & The National Council of Teachers of English. S. B. (1983). Ways with words. Language, life, and work in communities and classrooms. New York: Cambridge University Press. Wilde, S. (1992). You kan red this! Portsmouth, NH: Heinemann

Course Objectives Upon successful completion of C&I 222, students will develop and demonstrate knowledge, skills, and competencies in the following areas: 1. develop a working philosophy of assessment (competencies 2.14, 3.4, 4.2, 4.1) 2. conduct research into current issues and trends in literacy assessment (competencies 8.5, 10.5) 3. review current theoretical models of assessment in literacy learning (competencies 4.3, 2.11) 4. understand the role of standardized tests in classroom instruction (competencies 2.14, 5.1) 5. will be able to articulate and communicate the range of traditional and alternative assessment strategies and tools used to gauge literacy levels related to learning in the classroom with a focus on a broad range of texts and the individual needs of learners (competencies 2.11, 2.14, 3.4, 4.1, 4.2, 4.3, 5.1) In terms of language development and assessment, students will comprehend the influence of personal perspectives; the cultural, historical, political, and social influences; the problem of language policy on language choice and use; language development as an on-going phenomenon; language as a varied medium of expression; the significance of material culture and experience in support of language development; conceptualizations of literacy and assessment the importance of observation and assessment; the universality of language and its relationship to other academics; and, the reciprocity between language and culture. advantages and disadvantages of various assessment strategies.

C&I 222.02 Syllabus

In terms of reading/writing process, students will comprehend reading and writing as language processes; evidentiary based assessment of reading and writing literacy the influence of perspective on theory, observation, assessment and teaching frameworks; the important of critical inquiry and analysis in literacy assessment processes; the significance of disposition, knowledge, skillfulness, and strategic operations; the critical role of intentionality in becoming literate; the principal role of MEANING in literate activity; and, the importance of drawing upon a wide variety of literature and other information;

Focus of Inquiry: The primary focus of this course is to facilitate the exploration of how literacy (particularly the reading process) is assessed in a way that is both personally and professionally meaningful. While the course supplies a basic framework of reading assessment, your learning will depend on your choice of project, focus and optional readings to facilitate your understanding of the possibilities and problems of literacy assessment in schools and communities. This course is designed with multiple purposes and beliefs in mind. These purposes include the following: exploring literacy assessment developing a personal understanding of how literacy is assessed in the field creating practices and instructional strategies that will enhance meaning-making, comprehension, composition, and learning of content.

FOUNDATIONS OF LITERACY ASSESSMENT AND INSTRUCTION Understanding the instruction/assessment cycle: Reflection and decision-making Constructive literacy assessment Types and purposes of a variety of literacy assessments Review of the four language cueing systems (graphophonic, syntactic, semantic, pragmatic) DIMENSIONS OF LANGUAGE AND LITERACY First and second language acquisition, dialect, and linguistic diversity Patterns of reading and writing development Literacy as a cognitive, social, and cultural practice Assessing the reading and writing of diverse students ANALYSIS OF SELECTED ASSESSMENTS Literacy Profile: Reading Interviews and Attitude Surveys Reading Inventories Alphabetic Principle Print Awareness Observations Miscue Analysis and Running Records Retelling and Comprehension Assessments Questioning Writing Assessments Portfolios Conferencing Assessment of Other Literacy Factors 1. Motivation 2. Confidence 3. Engagement Assessment of Culturally and Linguistically Diverse Learners TEACHER REFLECTION AND PROFESSIONALISM Working with teachers in school environments Research reflection and critical analysis 3

C&I 222.02 Syllabus

Writing professional literacy assessment analysis summaries and reflections The politics of grading and evaluating childrens literacy development Course Assignments

Prior to each course assignment, students will be given detailed descriptions and directions for the successful completion of the assignment. These guidelines are posted on the course wiki. All assignments must be completed and submitted to pass the class (This does not include in-class assignments. If you miss a class and there is an in-class assignment, you will just lose points for that assignment) Final grades will be determined by the number of points earned through the completion of the following assignments:

1. In-class Knowledge Assessment/Participation/Preparation Students completion and critical engagement with the readings, discussions, and other experiences in the course will be assessed in class through quizzes, discussion, question and answer, freewrite, in-class activities, small group activities, other reader response and informal assessment measures. Students will be expected to be on time and present in all classes. (100 points). 2. Article Summary Students will select a journal article to read that specifically addresses literacy assessment. Articles must be approved by the course instructor. You may determine the ways in which you will respond to the reading and share their findings with the class. (50 points) 3. Assessment Philosophy Paper Based on your reflection of literacy experiences assignment, clinical experiences, classroom discussions and course readings you will develop a cohesive and thoughtful philosophy of assessment and explain how it will be implemented into your future classroom. (100 points) 4. Clinical Experiences Five clinical experience hours are required for this course. You will observe at an elementary school or middle school for four of those hours to see how the classroom teacher uses formative and summative assessment methods. For the fifth, you will be scheduling a time to interview the teacher, in person or through email (whatever is more convenient for the teacher). You will write a 3-5 page reflective paper of the experiences recorded in your field notes and from your interview. (100 points) 5. Inquiry Group Presentation In small groups, you will be completing an inquiry project. You will conduct an in-depth study of a specific topic to further your understanding of the issues and outcomes involved with Literacy Assessment. Each group will be assigned a different topic and presentation date. The specific requirements of this assignment can be found online. (150 points)

Assignment Comprehension Engagement & Participation Theoretical Assessment paper Article Summary Inquiry Group Presentation Clinical Experience Assignment Grand Total

Point Value 100 100 50 150 100 500

C&I 222.02 Syllabus

Grading Scale: A= 92-100% (460-500 pts.) B= 84-91% (420-459 pts.) C= 76-83% (380-419pts.) D= 68-75% (340-370 pts.) F= Below 68% (Below 339 pts.) Late Assignments All assignments are due at the date and time specified by the instructor. No late work will be accepted unless the student has received an extension from the instructor prior to the time the assignment is due. NOTE: All assignments are required in this course. If said assignment is late to the point of receiving no points, the assignment must still be turned in, in order to pass the course. I reserve the right to adjust project guidelines, due dates, and scope of assignments as necessary but will make those adjustments/changes in a clear and timely manner, taking students thoughts and needs into consideration. Guidelines for all written assignments: Must be double spaced and type written in size 12 fontunless otherwise specified Must include, either in a heading or cover page, your name, section number, assignment title, and date Must include a blank copy of the scoring rubric, if one was provided Must be proof readgrammatical and typographical errors will negatively influence your grade, even if not specified on the assignment rubric. Please be aware that punctuation and spelling used for email and text messaging is not appropriate for academic purposes. If grammar and typographical errors are severe, the paper will be handed back for editing and will be marked late for each consecutive day until it is returned to me. Must include reference citations when outside sources and/or quotations are used. Make sure you follow APA style as you write the papers and list your references. If you are unfamiliar, consult the APA Manual, 5th edition. A guide can also be found at http://www.library.ilstu.edu/assets/pdf/handouts/apa5-2009.pdf

If you need a special accommodation to fully participate in this class, please contact Disability Concerns at 438-5853 (voice), 438-8620 (TDD). Writing assistance may be obtained from the University Center for Learning Assistance (UCLA) 438-7100. Course Policies

Realizing the Democratic Ideal: Literacy I course content fosters the intellectual virtues, as students will demonstrate and apply knowledge of the theory and practice in teaching reading and language arts, of the appreciation of the diversity among learners and of what affects learning and appropriate teaching strategies. The workshop approach encourages contagious intellectual enthusiasm and creativity. Literacy I course experiences foster the moral virtues, as these experiences require the disposition and ability to collaborate ethically and effectively with others, a reverence and seriousness of purpose in learning and teaching, and sensitivity and respect for varieties of individual and cultural diversity among learners. Attendance: The attendance policy recommended by the University is followed in this course. Students are expected to attend every class meeting: Course objectives and performance outcomes cannot be C&I 222.02 Syllabus 5

met unless you attend class and participate in class activities. If you are absent for an extended period of time, you should make arrangements to explore options such as retaking the course or taking an incomplete grade. Participation: Active participation is expected. This means attending all class meetings, being prepared for class by completing readings and other assignments, thoughtfully discussing issues under consideration, engaging in class activities, and maintaining a positive attitude toward peers and the class itself. Therefore, you should not expect to receive all participation points simply by attending all class meetings. Participation points are awarded during class for various activities. Participation points will, in most cases, only be awarded if you are in class. In some situations, discuss the possibility of making up the in class assignment with the instructor. This will be determined on a case by case basis. Academic Integrity Academic Integrity is expected in all classroom endeavors. Students are expected to be honest in all academic work. A students placement of his or her name on any academic exercise shall be regarded as assurance that the work is the result of the students own thought, effort, and study. For a complete description of the university's academic integrity policy, please consult the Undergraduate Catalog 2008-2009. Plagiarism is the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs. Students must ascertain from the instructor in each course the appropriate means of documentation. Submitting the same paper and/or presentation for more than one course is considered a breach of academic integrity unless prior approval is given by the instructor. http://www.deanofstudents.ilstu.edu/about_us/crr.shtml Professional Conduct and Dispositions Teacher candidates are expected to demonstrate the following behaviors related to professional disposition while participating in classes and in interactions with peers, faculty, or staff. If dispositional concerns arise, they will be formally submitted to the Teacher Education Center by the faculty member for resolution by the student. Teacher candidates will not be graded directly on disposition indicators unless faculty or staff identifies major concerns. However, grades in courses are often indirectly impacted by disposition issues. As a proactive, self-reflective exercise, students are encouraged to complete a self-evaluation using the following checklist and to establish goals in those areas in which they feel they may not yet be strong. Collaboration: The ability to work together, especially in a joint intellectual effort Cooperates with others Makes contribution to group effort Shares information and materials with others Assists peers Supports decisions of group willingly, even if different from own Volunteers to participate in group effort Supports work of others Plans and sets goals and priorities with others Establishes professional goals that are aligned with those of the organization Makes relevant contributions to discussions

Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness Maintains confidentiality of students/colleagues Models moral behavior expected of both teachers and learners in an educational setting 6

C&I 222.02 Syllabus

Communicates without intent to deceive Demonstrates ethical behavior Makes decisions based on honesty and integrity Gives credit to others when using their work

Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others Considers opinions of others with an open mind Listens attentively to others in a variety of contexts Demonstrates a warmth, friendly, and caring manner to others Interacts in a polite and respectful manner Uses appropriate language Takes care of property of others Demonstrates empathy and concern for others Displays equitable treatment of others Acknowledges perspectives of individuals from diverse cultural and experiential backgrounds Interacts appropriately in relation to cultural norms Appreciates and embraces individual differences Demonstrates positive attitudes toward diverse cultures and learners

Reverence for Learning: Feeling of profound awe, respect and seriousness of intent to acquire knowledge Values knowledge, content, and experiences presented in preservice academic programs Takes initiative to expand knowledge base Values instructional time Seeks opportunities to learn new skills Uses credible and data-based sources Demonstrates enthusiasm for the subject being taught Demonstrates positive attitude toward learning Conveys high expectations for achievement

Emotional Maturity: The ability to adjust one's emotional state to a suitable level of intensity in order to remain engaged with one's surroundings Uses appropriate strategies to respond to emotional and emergency situations Responds to situations professionally Uses appropriate tone of voice Initiates communication to resolve conflict Maintains emotional control Uses self-disclosure appropriately Uses appropriate non-verbal expressions Responds appropriately to actions and reactions of others Acts from a positive frame of reference most of the time Accepts feedback from others Identifies personal responsibility in conflict/problem situations

Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future Accepts and incorporates suggestions in subsequent practice Identifies own biases and prejudices Demonstrates accurate self-analysis regarding one's own strengths and weaknesses Uses reflective practices to set goals 7

C&I 222.02 Syllabus

Collects accurate data and incorporates it into the reflective process Recognizes situations that call for a problem-solving approach

Flexibility: The willingness to accept and adapt to change Adapts to unexpected or new situations Accepts less than ideal situations when necessary Maintains positive attitude when necessary changes occur Implements ideas suggested by others Demonstrates willingness to apply a problem-solving approach

Responsibility: To act independently, demonstrating accountability, reliability, and sound judgment Accepts consequences for personal actions or decisions Submits assignments on time or follows procedures for extensions Uses sound judgment in decision making Takes action to solve problems Prepares for classes, meetings, and group work Manages time effectively Completes assigned tasks from group activities within an acceptable time frame Seeks clarification and/or assistance as needed Prioritizes work based upon established goals Returns borrowed materials in a timely manner Takes initiative to get materials and notes when absent from meetings or classes Seeks/locates needed resources Ensures accuracy of information for which he/she is responsible Gives priority to health and safety concerns of others

C&I 222.02 Syllabus