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Excerpt from THE REVISED SCHOOL CODE
Section 1531 (4) of the Michigan School Code 1976
PA 451 (
The People of the State of
Michigan enact: (4) Except as otherwise
provided in this act, the superintendent of public instruction shall only issue
a teaching certificate to a person who has met the elementary or secondary, as
applicable, reading credit requirements established under superintendent of
public instruction rule. If a person holds a teaching certificate, then beginning
Michigan Required Advanced Reading Course of Study for
All Provisionally Certified Teachers
(As of
The course syllabi must be submitted electronically for this review.
Submitted by:_Barbara J. Reinken, Ph.D. Contact information: email:_reinkenb@gvsu.edu
phone: _616-331-3347
Institution Name:
Grand Valley State University Course
of Study Includes _EDR 601:
Reading
Assessment: Elementary Teachers
(course
number(s) and title(s))
Address: _301 W.
Fulton,
Certification Level (Circle appropriate level(s))
Elementary Secondary Both Please include the institution name and contact
person on each page of the response matrix.
Grand
Valley State University Barbara
J. Reinken, Ph.D.
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The teacher preparation institution must complete a
reflective review of the required minimum 3 credit course of study which must be available in a single three
credit course and may be offered
across several courses (equal to a minimum of 3 credits). The teacher preparation institution will
not make this required 3 credit course of study a reason to require a
masters program of teachers. |
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Assessment,
Instruction and Field Experiences
for the following areas: Possible Focus Question (s) |
Examples of How Standard can be met (Teaching/Learning
Experiences) |
Assessment/Evidence of Elements Learned and Applied |
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Elementary Certification |
Secondary Certification |
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Interest
Inventories What motivates students?
How can teachers engage students for learning? |
Direct instruction on definitions of interest, attitude,
self-perception, cognitive concept of reading. Develop an understanding of inventories
(oral and written). Create a class
inventory using the affective areas listed above. Learn techniques to engage students in
learning. |
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Candidates will develop an inventory, administer the
inventory, analyze the data, and use the survey to develop a lesson. Post the survey on BB.
Within BB discussion group, describe how the students were engaged in
the lesson you implemented. |
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Visual
and auditory discrimination How can teachers help students learn who see or hear
language in diverse ways? |
Read chapter 4 in text (both visual and auditory
discrimination are discussed.) Visual: Review
the eye test in course packet. Review
observation forms, paper assessments to determine visual discrimination. Discuss instructional approaches
appropriate for working with students. Auditory: Review
assessment tools useful for determining auditory discrimination. Discuss instructional approaches useful for
working with this student need. |
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Plan a lesson that uses differentiated instruction so
that visual discrimination needs of students are met. Plan a lesson that uses differentiated instruction and
meets the needs of students with visual discrimination needs. |
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Language
expression and processing screening How can teachers help students who express and process
language in diverse ways? |
Read Chapter 4: Examine expressive and receptive assessment tools. Assessment tools include checklists,
anecdotal records, and standardized tests.
Introduce, model, and discuss appropriate instructional methods for
working with diverse students with language expression and processing needs. |
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Assess one student in classroom with one of the
assessment tools. Evaluate
results. Plan instruction using
assessment data. Implement a differentiated lesson that will meet the
student’s needs and evaluate. |
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English
language learning How can teachers help students learn whose first
language is not English? |
Understand the ELPA developed by MI. Review student profiles and learn how to
use information for lesson planning. Choice text: Read
and research ways to instruct ELL students.
Present findings in class. |
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Using a student ELPA profile, analyze the data, plan a
lesson useful for instruction of ELLs. Participate in a presentation on instructional
techniques appropriate for ELLs. - Place into portfolio, a summary of the presentation
materials with a reflection on their usefulness. |
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Phonemics,
phonics, fluency How can teachers help students who have not yet learned
basic word recognitions skills? How
and when should teachers refer students to specialists when they observe
problems with language and fluency? |
Read chapter 8 Direct instruction on simple/complex Phonemic Awareness
(PA) areas. Review assessments for PA such as phonemic awareness
assessment, DIBELS, Lindamood, use of instructional activities for
assessment. Discuss instructional
strategies useful for working with diverse learners. Direct instruction on the alphabetic principle. Review assessments for Phonics such as
DIBELS, MLPP documents, Ekwall phonics assessment, etc. Look at assessments useful for structural analysis
knowledge. In small groups, develop
ideas for differentiated instructional lessons useful for range of learners
who have difficulty with word identification needs. Discuss the issue of requesting special assistance from
others (when, what data would you need, what information would you present). Define aspects of fluency and discuss implications. Examine fluency assessments: -word recognition -automaticity -Zufel and Rasinski scale -DIBELS Direct instruction in fluency strategies: -Repeated reading -Reader’s Theatre -Paired reading -Neurological Impress method. |
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Assessment and analysis of a student in the area of
phonemic awareness. Post phonemic awareness strategy on BB. 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. Tape record student reading. Analyze with fluency scale. Have student take home text, read three
times, return and retape. Reassess.
Compare/Contrast & suggest further instruction. |
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Vocabulary How can teachers help students learn the language of the
content areas? |
Read Chapter 10 Discuss Vocabulary assessments. Direct instruction and practice of
vocabulary strategies. |
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Assess student in vocabulary. Plan lesson based on results of
assessment. Include how to
differentiate. Carry out lesson and
then analyze. Post vocabulary strategy on BB. |
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Comprehension
How can teachers help students comprehend what they are
learning? |
Read Chapter 9 (theory) and either Chapter 11 (narrative
text) or Chapter 12 (expository text). Direct instruction in seven comprehension
strategies. Discuss comprehension assessments
(i.e. running records, retelling, anecdotal records, etc.) |
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Comprehension strategy instruction with differentiation. Post comprehension strategy/activity on BB. |
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Spelling,
writing What specific symbol sound knowledge do students need to
become independent writers? How can
teachers help students improve their writing and spelling? |
Read Chapter 7 (Spelling) Discuss Spelling Assessments: Monster (Gillett
& Gentry) spelling Assessment, MLPP K-3:
Hearing & Recording Sounds, and MLPP 3-5 Spelling assessment. Connect spelling to phonics. Discuss implications in small groups in
class. Direct instruction in
developmental levels of spelling (appendix f). Read Chapter 7 (writing) and Appendix G. Direct instruction in the stages of writing. Review various writing assessments (i.e. MLPP writing rubrics, 6+1 traits of writing, etc.) In small groups, create writing rubric in class. Direct instruction in writing strategies. |
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Administer spelling assessment to student. Evaluate.
Collect writing sample &
analyze developmental level spelling. 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. |
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Instructional
strategies How can teachers implement instructional strategies that
help students develop learning strategies? |
Read Chapter 2.
Define and discuss differentiated instruction and its components. Direct instruction on Differentiated
Instructional Strategies. Choice
text: Read/review supplemental text on
differentiated instruction.
Collaborate w/colleagues to research & present differentiated
instruction essential knowledge to class. |
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Post about time you 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. - Written summary of presentation by colleagues on Differentiated Instruction. |
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Assessment
strategies How can teachers assess students in formal and informal
ways that promote instruction? |
Direct instruction in the various types of
assessments. Discuss how assessment helps
to inform instruction. Practice
analyzing and summarizing assessment results.
In small groups, sort sample assessments into formal and informal
categories. |
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Reflection and analyzation of assessments administered
to students throughout the course. |
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The law also mandates that teachers need to apply “appropriate field experiences”
in light of these topics. As a result,
learners will need to demonstrate appropriate application of these topics in
a classroom setting. |
Candidate will practice assessments and analyzation of
results in class. Through course
discussions and direct instruction, candidate will gather ideas and begin to
plan lessons to implement with students in their field experiences. |
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Assess student(s) in field experience using the
information, knowledge, and skills gained in class. Use assessment data to plan instruction for
meeting needs of diverse student group.
Reflect & analyze field experiences and present learning through
final course document/portfolio. |
Required
text for all students: Gipe, J. P.
(2006). Multiple Paths to Literacy: Assessment and Differentiated Instruction
for Diverse Learners, k-12 (6th ed.). Upper Saddle River, NJ: Pearson Merril Prentice Hall.
Required
text: students select one of these two
texts to read:
Hill, J.
D., & Flynn, K. M. (2006). Classroom instruction that works with
English language learners. Alexandria, VA: ASCD.
Tomlison,
C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandra, VA: ASCD.