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GRAND VALLEY STATE UNIVERSITY

COLLEGE OF EDUCATION

Winter 2007

EDR 601 A: Reading Assessment: Elementary Teacher

Section A: Five Weekends, Friday 5:30 – 8:20, Sat. 9:00 – 3:20

EC 410

Instructor: Phone:

E-mail:

Required Text:

Gipe, J. P. (2006). Multiple paths to literacy: Assessment and differentiated instruction for diverse learners, k-12 (6^th ed.). Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall.

Choice of one of these:

Hill, J.D., & Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for supervision & curriculum development.

OR

Tomlison, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandra, VA: ASCD.

INTRODUCTION TO THE COURSE:

In this course the candidate will have the opportunity to develop and synthesize knowledge of language arts assessment and differentiated instructional methods to use in the classroom for a diverse student population. This course has a large field component in which information learned in class will be implemented into the classroom and evaluated for effectiveness.

COURSE DESCRIPTION:

Course examines classroom literacy assessments and differentiated instruction methods useful for meeting the needs of a diverse student population grades K-8. The course content meets the State school code PA 118.

COLLEE OF EDUCATION Mission and Outcomes:

· Vision: Promoting teaching excellent, active scholarship, and social responsibilities.

· Mission: We develop quality educators to teach, lead, and serve in local and world communities.

· Dispositions and Values:

n Inquiry (scholarly, reflective, and research-based)

n Ethics (fair, accurate, and consistent)

n Collaboration (participatory, inclusive, and supportive)

n Decision Making (informed, deliberative, and effective)

COURSE OUTCOMES:

The Candidate will learn, implement, analyze, and use a variety of assessment tools to include:

Interest inventories; visual & auditory discrimination tools; language and ELL screening tools; phonological and word study assessment instruments; fluency assessment tools; vocabulary and comprehension assessment tools, spelling and writing assessment tools.

The Candidate will analyze, compare, contrast and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle. (IRA 3.3).

The Candidate will plan for the use of a wide range of instructional practices, approaches, and methods to include differentiated instructional techniques. Their selections will be guided by an evidence-based rationale and accommodate the developmental, cultural, and linguistic differences of their students. (IRA 2.2).

COURSE REQUIREMENTS:

There are two major assignments for this course – a portfolio and a presentation.

Assignment One: Portfolio assignment (75 points)

In this course each candidate will prepare a portfolio containing documents that illustrate his/her ability to implement into practice a variety of assessment tools and varied instructional methods that meet the needs of a diverse student population. The specific field assignments are found on the course schedule at the end of this syllabus. Rubrics for grading will be given out in class.

NOTE: parts of this assignment will be posted onto Blackboard (BB) – candidates are responsible for learning how to utilize BB and complete those portions of the assignment.

Assignment Two: Presentation (25 points)

Candidates will work in small groups to prepare a presentation that focuses on one of the two choice texts. The purpose of this presentation is to share with the class essential information gained from the text and demonstrate how you implemented this knowledge into your own classroom.

GRADING POLICY

100 – 92 A 91 – 90 A- 89 -- 87 B+ 86 --- 83 B

82 – 79 B- 78 – 75 C+ 74 -- 71 C

70 -- below F (does not meet Graduate Grading Requirements).

Week	Topic	Instruction	Assessment
Fri. 01/26/07 5:30 – 8:20	Fundamental Aspects of Literacy Learning	Chapter 1 Gipe Intro. to course Components of Literacy Reading First -5 essentials Interest & Attitude Surveys	Create interest/attitude survey and administer to/use with three students. Post survey on Blackboard. Place all documents into portfolio.
Sat. 01/27/07 9:00 – 11:50	Phonemic Awareness Auditory discrimination assessment tools	Chapter 8 Gipe More depth on simple and complex PA Assessments for PA: -Lindamood -DIBELS Instruction for PA (small group): -Reading First -FCRR resources Speech Articulation Auditory assessment tools	Assessment and analysis of a student in the area of phonemic awareness. Post phonemic awareness strategy on Blackboard. Assessment and analysis of a student for articulation or acuity. Place all documents into portfolio.
Sat. 01/27/07 12:30 – 3:20	Phonics Visual discrimination	Chapter 8 Gipe DIBELS Instruction for phonics: -Reading First -FCRR resources -differentiating instruction Chapter 4 Gipe Visual discrimination. (eye test) – visual	Video tape phonics/word strategy lesson. Exchange tape with colleague for peer review. Take notes and provide 3 positives and 1 suggestion in regards to the lesson. Ask questions. Place all documents into portfolio.
Fri. 02/09/07 5:30 – 8:20	Language Processing and Expression	Chapter 4 Gipe Expressive and receptive assessments (checklists). Documenting language concerns through anecdotal records for referral to speech and language therapists.	Assess one student in classroom with checklist. Evaluate results. Plan instruction from assessment. Implement lesson & evaluate. Place all documents into portfolio.
Fri. 02/09/07 5:30 – 8:20	Vocabulary	Chapter 10 Gipe Assessing Vocabulary (quick) Strategies for instruction: -Reading First -FCRR resources	Lesson plan with assessment, instruction, & how to differentiate. Carry out lesson and then analyze. Post vocabulary strategy on BB. Place all documents into portfolio.
Sat. 02/10/07 9:00 – 11:50	Comprehension	Chapter 9 (theory) Gipe Chapters 11 narrative or 12: expository choose one to read. Instruction: 7 comprehension strategies. Discuss assessments: -Retelling -Strategies that Work -Reading First -FCRR resources	Comprehension strategy instruction with differentiation. Post comprehension strategy/activity on BB. Put into portfolio lesson plans and assessments implemented into classroom practice.
Sat. 02/10/07 12:30 – 3:20	Fluency	Chapter 8 Gipe Assessment: -word recognition -automaticity -Zufel and Rasinski scale -DIBELS Instructional Strategies: -Repeated reading -Paired reading -Neurological Impress method. -Reading First ideas -FCRR resources	Tape record student reading. Analyze with fluency scale. Have student take home text, read three times, return and retape. Reassess. Compare/Contrast & suggest instruction. Place all documents into the portfolio.
Fri. 02/23/07 & Sat. 02/24/07	Assessment Indirect	Chapter 6 Gipe View video on Running Records Practice Running Records & Miscue Analysis w/eLiteracy cd & w/colleagues. Anecdotal records	Complete running record w/student. Analyze & suggest possible instruction. Place all documents into portfolio.
Sat. 02/24/07 12:30 – 3:20	Spelling	Chapter 7 Gipe Assessment: -Monster (Gillett & Gentry) spelling assessment. -MLPP K-3: Hearing & Recording Sounds -MLPP 3-5 Connection to phonics. Developmental levels of spelling (appendix f)	Administer spelling assessment to student. Evaluate. Collect writing sample & analyze developmental level spelling. Place documents into portfolio.
Fri. 03/09/07 5:30 – 8:20	Writing	Chapter 7 Gipe Appendix G Stages of writing Assessment of writing -MLPP writing rubrics -6+1 traits of writing Create writing rubric (sm. group activity in class). Instructional strategies.	Lesson plan in area of writing. Implement with students. Collect & assess 3 student writings using the rubric created in class. Analyze the use of the rubric – describe changes needed to the rubric and changes needed to instruction. Place documents into portfolio.
Sat. 03/10/07 (instruction)& Fri. 03/23/07 (group presentation work time) & Sat. 03/24/07 (presentations)	ELL	Chapter 3 Gipe Read pgs. 343-350 & 369-370. SOLOM Colleague presentation	Get Bic or Calp level for a student. Present essential knowledge gained from readings & research to colleagues. -OR- Written summary of presentation by colleagues on ELL.
Sat. 03/10/07 (instruction) & Fri. 03/23/07 (group presentation work time) & Sat. 03/24/07 (presentations)	Differentiated Instruction	Chapter 2 Gipe Supplemental text Colleague presentation	Post description of differentiated lesson on blackboard. Describe how differentiating assisted you in meeting the needs of all learners. Present essential knowledge gained from readings & research to colleagues. -OR- Written summary of presentation by colleagues on Differentiated Instruction.