john carroll university school-based m.ed. program...

John Carroll University

School-Based M.Ed. Program

Department of Education and Allied Studies

Fall 2011

Course #: ED 425

Course Title: Integrated Learning in Early Childhood Education

(3 semester credits)

Course Description: This is an in depth examination of early childhood practices and curricula. Presents

content, instructional methods and materials for integrated approaches to learning in grades Pre-K through

3 emphasizing active engagement and positive interactions in concept development, problem solving, and

skill development.

Fieldwork site - based placement.

Instructor: Kay L. Dasher

Phone: 440-449-8396(h); 440-821-2645(c)

E-mail: [email protected]

Required Texts:

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through

Age 8, 2009. National Association for the Education of Young Children. (NAEYC)

Reaching Potentials: Appropriate Curriculum and Assessment for Young Children, Volume I, 1992.

National Association for the Education of Young Children. (NAEYC)

Anti-Bias Education for Young Children and Ourselves, 2010. National Association for the Education of

Young Children. (NAEYC)

Guided Reading: Good First Teaching for All Children, (1996) Irene C. Fountas & Gay Su Pinell,

Heineman Press

Rationale:

There is increased recognition of the crucial importance of experiences during the earliest years of life.

Children’s experiences during early childhood not only influence their later functioning in school but also

can have affects throughout life. For example, current research demonstrates the early and lasting effects

of children’s environments and experiences on brain development and cognition. (Chugani, Phelps,&

Mazziotta 1987; Caine & Caine 1991, Kuhl 1994) Studies show that “From infancy through about age

10, brain cells not only form most of the connections they will maintain throughout life but during this

time they retain their greatest malleability” (Dana Alliance for Brain Initiatives 1996, 7)

Positive, supportive relationships, important during the earliest years of life, appear essential not only for

cognitive development but also for healthy emotional development and social attachment (Sowlby 1969;

Stern 1985) The preschool years are an optimum time for development of fundamental motor skills

(Gallahue 1993), language development (Dyson 1993) and other key foundational aspects of development

that have lifelong implications” (NAEYC, 2002)

mailto:[email protected]

More than any other level of schooling, the early years benefit from an extensive body of research on best

practices which have been synthesized by leaders in the field into a relatively coherent, methodological

framework (Dewey, Devries, Ewing, Gardner, Kamii, Piaget, Roggog, Vygotsky as cited by

Brandekamp&Copple, 1997). That framework is often called developmentally appropriate practice

because it draws upon the base of knowledge about child development to suggest strategies for working

with preschool, kindergarten, and primary-age children. This base of knowledge is based on the belief

that children construct knowledge through active involvement in concrete, meaningful, and authentic

experiences that are based on children’s unique and individual developmental needs (Elkind 1986, Kamii

1985; Piaget 1950, 1972)

This course is designed to have the pre-service teacher explore early childhood curricula for age three

through grade three and acquire knowledge and understanding in: 1) child development and its

implication for learning experiences that are appropriate for young children 2) developmental theories and

their impact on teaching practices and instructional materials used within early childhood programs 3)

factors that create quality early childhood curricula and programs, 4) teaching strategies that foster respect

for individual differences through realization that children develop at different rates, have different

learning styles, and reflect many different social and cultural differences. (Worhtam 1998)

ED 425 is situated in the JCU Conceptual Framework for Initial Licensure Programs in Domain One:

Contexts, Domain Two: Learner Development and Domain Three: Practice and Domain Four: Person.

Program Conceptual Framework: The goal of the Jesuit Ideal is a leader-in-service. The five dimensions

of personhood interact to shape the educator as a leader-in-service. The department’s professional

education programs for school personnel offer the content knowledge and skills, and afford the

dispositions that contribute to the formation and growth of the professional as Person who embodies the

Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education

programs is illustrated in Figure 1.

Figure 1. Conceptual Framework of the Jesuit Ideal

The figure illustrates the centrality of the educator as a person who through an effective program of

professional education develops the knowledge, skills and dispositions that further develop the educator

as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying

power to take meaningful action and to see the results of our decisions and choices”. Murray, J. H.

(1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.

Program Domains of the Jesuit Ideal in Initial Licensure Programs

Domain Learner Outcomes

I. Contexts I-1. Understands the central concepts, tools of inquiry, competing

perspectives and the structure of the disciplines taught.

I-2. Recognizes the value of understanding the interests and cultural

heritage of each student.

I-3. Plans instruction based on knowledge of subject matter, students,

the community, and curriculum goals.

I-4. Creates a learning environment of respect and rapport.

II. Learner

Development II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities that acknowledge and support the

cognitive and social development of learners.

II-7. Understands how learners differ in their approaches to learning.

II-8. Demonstrates flexibility, responsiveness, and persistence in

adapting to diverse learners.

III. Practice III-9. Understands and uses a variety of instructional strategies;

designs coherent instruction.

III-10. Creates a learning environment that encourages social

interaction, active engagement, and self-motivation.

III-11. Uses knowledge of communication techniques to foster active

inquiry, collaboration, and supportive interaction.

III-12. Understands and uses formative and summative assessment

approaches and strategies. IV. Person IV-13. Reflects on professional practices.

IV-14. Fosters relationships with colleagues, parents, and agencies in

the larger community.

IV-15. Grows and develops professionally.

JCU Program Outcomes and Professional Organization Standards Alignment

JCU Program* Professional

Org** Ohio Standard Learning Activity

I.1, I.2, I.3, II.6,

II.7, III.9, III.10 1, 2, 4, 5 1, 2, 4, 5 Dramatic Play Unit

III.12, IV.13 3, 6 3, 5 Documentation Panel

*JCU-Initial Licensure Program

**NAEYC Standards

***Ohio Standards for the Teaching Profession

http://www.tygerpride.com/uploaded/Human_Resources/Ohio_Teacher_Standards.pdf

Objectives:

A. Students will demonstrate knowledge of:

1. Child Development and learning from ages three through eight for typically developing

children and those with special needs.

2. Methods, materials, and interaction strategies that facilitate all children’s development

and learning in early childhood settings.

3. Curriculum development, content, state and district standards.

4. Basic organizational structure of their current classroom.

5. The relationship between culture, language and thought and the function of the home

language in the development of young children.

6. Appropriateness of specific learning goals for all children.

7. Appropriateness of classroom materials and activities for selected goals for all children.

8. Appropriate assessment strategies for all children.

9. Importance of collaboration with other professionals.

B. Skills

In Curriculum Development and Implementation

1. Plan and implement developmentally appropriate curriculum and instructional practices

based on knowledge of individual children, the community, and curriculum goals and

content.

2. Use and explain the rationale of developmentally appropriate methods that include play,

small group projects, open-ended questioning, group discussions, problem solving,

cooperative learning, and inquiry experiences to help young children develop intellectual

curiosity, solve problems, and make decisions.

3. Use a variety of strategies to encourage children’s physical, social, emotional, aesthetic,

and cognitive development.

4. Demonstrate current knowledge and ability to develop and implement meaningful,

integrated learning experiences, using the central concepts and tools of inquiry in

curriculum content areas including language and literacy, mathematics science, health,

safety, nutrition, social studies, art music, drama, and movement.

5. Develop and implement an integrated curriculum that focuses on children’s needs and

interests and takes into account culturally valued content and children’s home

experiences.

6. Create, evaluate, and select developmentally appropriate materials, equipment and

environments.

7. Evaluate and demonstrate appropriate use of technology with children, including assisted

technologies for children with disabilities.

8. Demonstrate an understanding of the influences of the physical setting, scheduling

routines and transitions on children and use these experiences to promote children’s

development and learning.

In Assessment and Evaluation

1. Observe, record, and assess young children’s development and learning and engage

children in self-assessment for the purposes of planning appropriate programs,

environments, and interactions, and adapting for individual differences.

2. Select evaluate and interpret assessment instruments and information used in the

assessment of children and integrated authentic classroom assessment data with formal

assessment information.


Demonstrate Professionalism

1. Actively seek out opportunities to grow professionally by locating and using appropriate

professional literature, organizations, resources, and experiences to inform and improve practice.

2. Establish and maintain positive, collaborative relationships with colleagues, other professionals

and families, and work effectively as a member of a professional team.

3. Use reflection and documentation of children’s learning as an aid to communication and

professional development.

Dispositions Students will demonstrate an appreciation of:

1. The importance of affirming and respecting culturally and linguistically diverse children,

supporting home language preservation, and promoting anti-bias approaches.

2. The importance of a partnership between school/center and families and between professionals.

3. The professional ethics required of staff in an early childhood program;

NAEYC Guidelines

Demonstrate the conditions that affect children’s development and learning, including risk

factors, developmental variations, and developmental patterns of specific disabilities.

Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural

and political contexts for developmental and learning.

Demonstrate understanding of the interrelationships among culture and linguistic diversity

and the significance of socio-cultural and political contexts for development and learning, and

recognize that children are best understood in the contexts of family, culture and society.

Use and explain the rational for developmentally appropriate methods that include play small

group projects, open-ended questioning, group discussion, problem solving, cooperative

learning, and inquiry experiences to help young children develop intellectual curiosity, solve

problems and make decisions.

Develop and implement an integrated curriculum that focuses on children’s needs and

interests and takes into account culturally valued content and children’s home experiences.

Use individual and group guidance and problem-solving techniques to develop positive and

supportive relationships with children, to encourage positive social interaction among

children, to promote positive strategies of conflict resolution, and to develop personal self-

control, self-motivation, and self-esteem.

Incorporate knowledge and strategies from multiple disciplines (e.g. health, social services)

into the design of intervention strategies and integrate goals from IEP’s and IFSP”S into daily

activities and routines.

Demonstrates understanding of the influences of the physical setting, schedule routines, and

transitions on children and use these experiences to promote children’s development and

learning.

Establish and maintain positive and collaborative relationships with families.

Respect parent’s choices and goals for children and communicate

effectively with parents about curriculum and children’s progress.

Involve families in assessing and planning for individual children, including children with

disabilities, developmental delays or special abilities.

Support parents in making decisions related to their child’s development and parenting.

Link families with a range of family-oriented services based on identified resources,

priorities and concerns.

Communicate effectively with other professionals concerned with children and with

agencies in the larger community to support children’s development, learning and well

being.

Participate and assist other professionals in conducting family-centered assignments.

Develop and use formative and summative program evaluation to ensure comprehensive

quality of the total environment for children, families and the community.

Reflect on practice, articulate a philosophy and rationale for decisions, continually self-

assess and evaluate the effects of their choices and actions on others (children, parents, other

professionals) as a basis for program planning and modification, and continuing professional

development.

Demonstrate an understanding of the early childhood profession, its multiple historical,

philosophical, and social foundations, and how these foundations influence current thought

and practice.

Demonstrate awareness of and commitment to the professions code of ethical conduct.

Actively seek out opportunities to grow professionally.

Serve as advocates on behalf of young children and their families, improved quality of

programs and services for young children, and enhanced professional status and working

conditions for early childhood educators.

Observe and participate under supervision of qualified professionals in a variety of settings

in which young children, from birth through age eight, are served (such as public and private

centers, schools and community agencies)

Analyze and evaluate field experience, including supervised experience in working with

parents, and supervised experience in working with interdisciplinary teams of professionals.

Representative Works Consulted:

Brodekamp, S.& Copple C. (Eds) (1997) Developmentally Appropriate Practice in Early

Childhood Programs, Rev ed Washington, DC National Association for the Education of Young

Children

Brodekamp S. & Rosengrant, T. (Eds) 1999 Reaching Potentials: Appropriate Curriculum and

Assessment for Young Children.

Brodekamp, S. and Rosenkamp, T.(1997) Reaching Potentials: Transforming Early Childhood

Curriculum and Assessment, Vol. 2 Washington, DC National Association for the Education of

Young Children

The Art of Teaching Writing (1986) Lucy McCormack Calkins, Heineman Press.

Helm, J. Beneke S. & Steinheiner, K. (1998) Windows on Learning: Documenting Young

Children’s Work, New York and London: Teacher’s College Press

Owocki, G. Literacy Through Play, Portsmouth: Heineman

Miller, D., (2008) Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action,

K – 5 , Stenhouse Publishers.

Paley, Vivian Gussey. The Girl with the Brown Crayon,1997. Harvard University Press

Students with Disabilities: In accordance with federal law, if you have a documented disability

(Learning, Psychological, Sensory, Physical, or Medical) you may be eligible to request accommodations

from the Office of Services for Students with Disabilities (SSD). Please contact the Director, Lisa Meeks

at (216) 397-4263 or come to the office located in room 7A, in the Garden Level of the Administration

Building. Please keep in mind that accommodations are not retroactive so it is best to register at the

beginning of each semester. Only accommodations approved by SSD will be recognized in the

classroom. Please contact SSD if you have further questions.

Fall, 2011 - Course Outline Each week you are responsible for readings from texts, OAR (other assigned readings), and

writing assignments and/or strategies to be included in your class participation points

Date Topics Assignments

September

Introductions

6 & Texts & Syllabus

Developmentally Appropriate Practice (DAP)

Teaching

13 DAP –

Classroom Environments DAP –pg.1-50

*+10 Ex. Teacher

Reggio –Documentation Panels

20 DAP DAP-p. 111-183

Integrated Curriculum- RP-p.12-18,Ch.3

Child Lit. - Intro * +10 Anect Rec.

27 Mini Documentation Panel- in class project DAP-p. 187-253

Integrated Curriculum OAR

- how & why * +10

Webbing

October

4 Sharing of Mini Panels DAP-p.257-326

Curriculum & Assessment RP – Ch. 4

Dramatic Play- intro. *MiniDocPanel due

11 Dramatic Play RP – Ch.5,6

Webbing OAR

Intro: Lit Circles *Unit Topic Due

*+10

18 Integrated Curriculum RP – Ch. 8,9

OAR

*Web Project Due

25 Multi-Cultural Education Anti-Bias- Ch. 1 - 4

Children’s Literature *+10

November

1 Integrated Curriculum Guide Read-Ch.1-4

Multi-cultural Educ&Lit Anti-Bias- Ch.5-11

Child Lit. presentations

Lit. Circles

8 Discussion of Early Reading Experiences GR- Ch.5, 6, 8

DAP- Create Literacy Environment Anti-Bias Ch.5-11

Reading and Writing – early years presentation

Lit. Circles

15 Intro. to DAP Writing

How Do Children Learn to Read? GR-Ch.11-12, p.178

Early Literacy *ROUGH DRAFT

of Written DP due

29 Literacy Workshop - OAR

Balanced approach *FINAL WRITTEN

DRAMATIC PLAY

UNIT DUE

December

6

Teacher Resourc es OAR

Child Lit- Picture Books *VIDEO & DOC

(Caldecott Books) PANEL DUE

13 Balanced/Integrated

Literacy Program OAR

In-class shares

Final Reflections…….

Attendance and Class Participation: Attendance and class participation are a significant part of your

grade. One excused absence is allowed. Any additional absences require prior notification to the

professor and written documentation due the next class period. Any unexcused absences beyond the one

that is permitted will result in a five-point deduction per missed class. Students are responsible for all

work and information when a class is missed. Class participation includes: article or book reviews

and/or presentations, strategy practice assignments, fulfilling your role in literature circles,

observations, participation in class discussions, being prepared and having done required readings

for class.

Assignments and Projects:

All assignments, including reading, are due on the date they are scheduled on the syllabus unless

a change is made from the instructor. Assignments handed in late will result in a 1-point per day

reduction in the grade received. Work will not be previewed or proofread prior to the due date.

All assignments must be completed or an “incomplete” will be issued for the class.

Detailed instructions, and expectations for each assignment, will be given prior to the assignment

due dates.

In order to earn the full points allotted for a project, written assignments must be thorough,

thoughtful and complete in meeting the outlined requirements and in answering the given

questions. Written assignments should clearly demonstrate knowledge of your subject matter,

focus on the topic, address all parts of the assignment including additional material/information

beyond what is required and they should demonstrate a match between theory and practice. Your

thoughts need to be well organized and clearly conveyed. There should be a superior graduate

quality in verbal expression and correct applications of the conventions of language.

Project Due Dates:

Mini Documentation Panel October 4

WEB ( on D-Play Unit) & PBA Unit Topic October 18

Dramatic Play Integrated Unit- written component November 29 PBA

(rough draft preview w/peers on November 15)

Implementation- video presentation December 6 PBA

Assessment- Documentation Panel December 6 PBA

Evaluation:

Class Participation (as described above) 75 points (includes +10 asgns)

Mini Documentation Panel 20 points

WEB Project 30 points

Anti-Bias chapter Presentations 25 points

Dramatic Play Unit Project 100 points (as shown)

Written Unit Component 45 points

Video presentation/Implementation 15 points

Documentation Panel 40 points

Grades:

93%-100% = A; 90%-92% = B+; 85%-89% =B; 80%-84% = C+; 70%-79% = C

South Euclid-Lyndhurst City School District

John Carroll University School-Based M.Ed. Program

2011-12 Syllabus

Course #: ED 426 A&B Course Title: Learning Across the Early Childhood Years in the

Content Areas

Credit Hours: 6 semester hours (3 hours per course)

Instructors: Unit Planning Karen Valenza [email protected] 216-

691-2024

Math Dana Shepka [email protected] 216-

691-2245

Social Studies Amy Kosek [email protected] 216-

691-2245

Science Sylvia Marshall [email protected] 216-

691-2170

Writing Kim Erwin and [email protected] 216-

691-2225

Michelle Burkholder [email protected] 216-

691-2225

Course Description: Exploration of methods, curriculum and material that promote meaningful

learning experiences for children at different developmental levels across early childhood.

Consideration of children‘s cognitive, social, emotional, language, and physical development,

individual needs and interests, cultural backgrounds, and exceptionalities. Subject areas

addressed: Reading, Writing, Social Studies, Mathematics and Science. Fieldwork site-based

placement included.

Required Texst:

Ohio K-12 Academic Standards, Ohio Early Learning Standards. All content areas.

o Available online:

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3

&TopicRelationID=1696&ContentID=72&Content=72519

Common Core State Standards.

o Available online: http://www.corestandards.org/the-standards

Operating Standards for Ohio Schools

o Available online:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.asp

x?DocumentID=100895

Wiggins, Grant and Jay McTighe.Understanding by Design. Expanded 2nd

Edition.

Alexandria, VA: ASCD, 2005. ISBN: 1-4166-0035-3







http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1696&ContentID=72&Content=72519

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1696&ContentID=72&Content=72519

http://www.corestandards.org/the-standards

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=100895

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=100895

Early childhood programs in the U.S. are in a period of change, as educators must

respond to the diversity of families, of children’s backgrounds, and of the needs and possibilities

that children bring to the programs (Wortham, 1998, p.2). This change brings with it the

importance of understanding the various theories of development and learning and how these

theories have an impact on programs for young children. Teachers in quality programs

understand these theories and respond accordingly.

Developmentally appropriate practice for young children, ages birth to eight is based on

extensive research over the past decade on how children develop and learn (Dewey, Devries,

Ewing, Gardner, Kamii, Kohlberg, Piaget, Rogogg, & Vygotsky, as cited by Bredekamp &

Copple, 1997). This learning and knowledge is based on the belief that children construct

knowledge through active involvement in concrete, meaningful, and authentic experiences that

are based on children’s unique and individual developmental needs (Bredekamp & Copple,

1997; Charlesworth, Hart, Burts, Thomasson, Mosley, & Fleege, 1993).

The course is designed to have the pre-service teacher explore early childhood curricula,

for age three through grade three and acquire knowledge and understanding in: 1) child

development and its implications for learning experiences that are appropriate for young

children; 2) developmental theories and their impact on teaching practices and instructional

materials used within early childhood programs; 3) factors that create quality early childhood

curricula and programs; 4) teaching strategies that foster respect for individual differences

through realization that children develop at different rates, have different learning styles, and

reflect many different social and cultural differences (Wortham, 1998).

Program Conceptual Framework: The goal of the Jesuit Ideal is a leader-in-service. The five

dimensions of personhood interact to shape the educator as a leader-in-service. The department’s

professional education programs for school personnel offer the content knowledge and skills, and

afford the dispositions that contribute to the formation and growth of the professional as Person

who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the

department’s professional education programs is illustrated in Figure 1.

Figure 1. Conceptual Framework of the Jesuit Ideal

The figure illustrates the centrality of the educator as a person who through an effective program

of professional education develops the knowledge, skills and dispositions that further develop the

educator as a professional person who is a leader-in-service to others. Note: Agency is defined as

the “satisfying power to take meaningful action and to see the results of our decisions and

choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace

(p126). New York: Free Press.



I. Contexts I-1. Understands the central concepts, tools of inquiry, competing

perspectives and the structure of the disciplines taught.

I-2. Recognizes the value of understanding the interests and

cultural heritage of each student.

I-3. Plans instruction based on knowledge of subject matter,

students, the community, and curriculum goals.


II. Learner

Development

II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities that acknowledge and

support the cognitive and social development of learners.

II-7. Understands how learners differ in their approaches to

learning.

II-8. Demonstrates flexibility, responsiveness, and persistence in

adapting to diverse learners.

III. Practice III-9. Understands and uses a variety of instructional strategies;

designs coherent instruction.

III-10. Creates a learning environment that encourages social

interaction, active engagement, and self-motivation.

III-11. Uses knowledge of communication techniques to foster

active inquiry, collaboration, and supportive interaction.

III-12. Understands and uses formative and summative

assessment approaches and strategies.

IV. Person IV-13. Reflects on professional practices.

IV-14. Fosters relationships with colleagues, parents, and

agencies in the larger community.


JCU Program Outcomes and Professional Organization Standards Alignment

JCU

Program*

Professional

Org**

Ohio

Standard/Element***

Learning Activity

I.1, I.3, II.7, 1, 3, 5, 6 1, 4, 5, 7 Model Demonstration Lesson

II.8, III.9,

IV.13, IV 14,

IV.15

I.3, II.6, II.7,

III.9, III.10,

III.11, III.12

1, 2, 3, 4, 5 1, 2, 3, 4, 5 UBD A-C

II.5, II.7,

IV.14

2, 3, 5, 6 1, 6, 7 Field Placement Synthesis

*JCU-Initial Licensure Programs

**NAEYC Standards

***Ohio Standards for the Teaching Profession


Objectives: The graduate intern will be able to:

Students with Disabilities: In accordance with federal law, if you have a documented disability

(Learning, Psychological, Sensory, Physical, or Medical) you may be eligible to request

accommodations from the Office of Services for Students with Disabilities (SSD). Please

contact the Director, Lisa Meeks at (216) 397-4263 or come to the office located in room 7A, in

1. Incorporate the diversity of cultural

heritage within the children’s lessons.

10. Develop integrated curricula which are a

natural reflection of the child’s normal learning

style.

2. Design lessons which respect

developmental theory on how children learn.

11. Integrate exploration, problem-solving, and

risk-taking into the child’s integrated curriculum.

3. Design lessons with respect to the

individual learning styles of each child.

12. Model appropriate learning-teaching behaviors.

4. Design lessons which respect the concept

of Gardner’s Multiple Intelligences.

13. Create multiple opportunities within each

lesson for informal and formal assessment.

5. Create classroom learning-teaching

environments which are constructivist in

philosophy and application.

14. Use informal and formal assessment

information to create new lessons to meet the

needs of the group and/or individual learners.

6. Create 1essons which establish basic

concepts within the content area, as well as

challenge the individual initiative of the

young child.

15. Reflect on lessons, interactions with students,

and opportunities within lessons to develop a more

effective learning environment.

7. Create lessons that incorporate aspects of

physical, social and emotional development

into the intellectual aspects.

16. Communicate with parents/guardians in

specific terms about the students’ performance.

8. Create learning environments which are

safe.

17. Create an environment that is inviting to

parents/guardians and encourages active

participation in learning.

9. Create opportunities for children to

enhance their understanding of safe and

healthy behaviors.

18. Be an effective participant in discussions at

IAT and IEP meetings.


the Garden Level of the Administration Building. Please keep in mind that accommodations are

not retroactive so it is best to register at the beginning of each semester. Only accommodations

approved by SSD will be recognized in the classroom. Please contact SSD if you have further

questions.

Attendance Policy: Attendance and participation is mandatory. A 3 point deduction from the

total points earned in the course will be applied for each session missed, if the student was

present during the workday. If the student was absent from the workday, the 3 point deduction

does not apply. Missed sessions on Friday will count towards overall make-up days at the end of

the program.

Course Evaluation: The first part of this course (A) will be graded and 3 credit hours earned in

December; the total number of points possible for the 3 credit hours is 320. The second part of

this course (B) will be graded and 3 credit hours earned in May; the total number of points

possible for the 3 credit hours is 90

Grading Scale: All assignments will be graded on a point scale based on the amount of time and

level of difficulty involved in the preparation of the assignment. Final grades will be determined

as follows:

A 94-100 B+ 87-89 C+ 77-79 D+ 67-69 F

60/below

A- 90-93 B 83-86 C 73-76 D 63-66

B- 80-82 C- 70-72 D- 60-62

Course Guidelines: All assignments must be turned in prior to or on the due dates. Assignments

turned in late will result in one grade reduction per day in the final grade received for the

assignment. All assignments must be completed or an “incomplete” will be issued for the course.

Academic Honesty, Plagiarism and Ethical Behavior: Academic honesty and ethical behavior

is expected. All work submitted for evaluation in the course must represent only the work of the

student unless indicated otherwise. Material taken from the work of others must be

acknowledged. Penalties include receiving a zero for the assignment and referral to the site

coordinator for possible dismissal from the program. (Refer to pg. 16 in the 2010-2012 Graduate

Studies Bulletin)

Assignment Descriptions and Course Outline:

FALL 426A

Homework Assignments (40 points)

Model Demonstration Lessons (60 points)

Unit Parts I-III (75 points)

Field Placement Synthesis (25 points)

Content Area Assignments (120 points)

SPRING 426B

Content Area Assignments (40 points)

Instructional Strategy Toolkit (50 points)

Methods Course Outline 2011-12:

Date Topic Assignment Due

9/2 9:30-10:30 a.m. Harassment and Social Networking w/ Lee Walker

9/9 8:00-10:00 a.m. Safety and Violence Prevention Training w/

Shannon Carlson

9/16 8:00-10:00 a.m. Safety and Violence Prevention Training w/

Shannon Carlson

ED 594 Understanding UbD chapters 2 and 10

9/23 Essential Questions UbD chapters 3 and 5

Unit Assignment Description Indicators for Unit

9/30 (in p.m.) Essential Questions: Discussion Draft Essential Questions for unit (10

pts)

Enduring Understandings UbD chapters 4 and 6

Model Demonstration Lesson #1 (20

pts)

10/7 Enduring Understandings: Discussion Draft Enduring Understandings for unit

(10 pts) Assessing Learning/Understanding UbD chapters 7 and 8

10/14 No Class: PD Day

10/21 MC/AYA with Don Refer to Don’s outline

10/28 Assessing Learning/Understanding: Discussion Draft Performance Assessment for unit

(10 pts) Planning for Learning UbD chapter 9

Model Demonstration Lesson #2 (20 pts)



11/18 No Class: K-6 Conferences



12/16 Peer Review of Units Unit (draft) Parts I-III (10 points-peer review)

Model Demonstration Lesson #3 (20 pts)

12/23 Presentation of Units Unit (final) Parts I-III (75 pts)

Field Placement Synthesis (25 pts)



Fall 2011 Syllabus for ED 355-51 and ED 454

Dr. S. Kay Dunlap

Course: ED 355-51 and ED 454

Course Title: Language Study and Phonics

Course Location and Time: DE 335 Tuesday/Thursday 2:00-3:15

Course Description: Examines language development in various stages across the life span.

Language development is with a focus on the grapho-phonemic, syntactic, semantic and

pragmatic systems as they relate to literacy instruction. Further, the course participants examine

issues related to language development, e.g., literacy development, phonemic awareness,

vocabulary development and metalinguistic awareness.

Instructor: Dr. S. Kay Dunlap

Email: [email protected]

Office Hours: Per appointment and after class. Phone: 216-397-4331 for message.

Required texts: Bear, D., Invernizzi, I., & Templeton, S. (2008). Words their way. Upper

Saddle River, NJ: Prentice Hall. ISBN# 13-978-0-13-223968-4; Ganske, K. (2000). Word

journeys. New York, New York: Guilford. ISBN # 13-978-1-57230-559-5; Blachowicz. C. (

2010). Teaching vocabulary in all classrooms. Boston: Pearson. ISBN # 13-978-13- 500189-9.

Additional materials that will be needed for some class sessions: ODE standards for

language arts (online), scissors, binder or pocket folder for handouts, dictionary, hole

punch. In addition, it will be helpful for you to bring your text to class.

RATIONALE: Oral language development lays the foundation for learning to read and

write. In a literate society children in the earliest stages of development are exposed to

written and oral language forms. Through their experiences with print and with

interactions with more knowledgeable others, they begin to make connections between the

spoken and written word (Chomsky, 1972; Teale & Sulzby, 1987; Adams, 1990). These

connections are influenced by culture and home language (Heath, 1983; Hart & Risley,

1995; Ladson-Billings, 1994). Teachers need to recognize the diversity that exists in their

own classrooms and know how to provide a supportive learning environment for all

children ( Fuchs, Mathes & Simmons,1997). Research has demonstrated that children

follow a developmental progression in understanding the relationships between oral and

written structures at three different levels: The global level at which text is organized into

phrases and sentences, the level of words within phrases and the level of sounds within

syllables. In learning to read, children learn these sounds in speech units (phonemes) and

their counterparts (graphemes) as discrete units ( Henderson, 1981; Read, 1971). Once they

understand the alphabetic principle, children begin to view the writing system as a series of

patterns organized around vowels, and later, that syllables within words have meanings of

their own ( Bear, Invernizzi &Templeton, 2008).

ASSIGNMENTS:

1. Exams: 100 points. Four, worth 25 points each. Exam material comes from text and class

lectures/materials/handouts. Missed exams may not be made up.

2. Professional Development Language Notebook: 40 points. The purpose of this assignment is

to strengthen your personal vocabulary, to make you aware of online resources and to foster an

appreciation of rich language application. Details and guidelines will be distributed.

3. Phonics and Vocabulary Test. 50 points.

4. Attendance and Participation. 32 points. Active engagement is required for maximum

learning. This includes attending all classes, participating, being on time and respectful of all

participants. You will be allowed ONE free absence. Following that each absence will result in a

deduction of two points for each class. No exceptions.

5. Word Sort and Study Demonstration. 50 points. 25 for oral presentation and 25 for lesson plan.

The purpose of this assignment is to become familiar with instructional thinking, planning and

reflection as well as to better understand the application of developmental spelling or vocabulary

theory. Guidelines will be distributed in class.

6. Developmental Spelling Analysis. The PBA for this course. 80 points. You will be asked to

examine a writing sample for miscue features that point to particular developmental spelling

stage instruction.

7. Library Survey: Worth 25 points. The purpose of this assignment is to strengthen your

awareness of the contribution of children’s literature and to examine issues in contemporary

language study. You will receive a specific handout and format for this assignment.

8. Vocabulary Presentation. Worth 25 points. The purpose of this assignment is to deepen your

application knowledge of specific reading strategies aligned with vocabulary development. This

will be a small group presentation demonstrating strategies from the Blachowicz text and online

material. Specific guidelines will be distributed.

Course Evaluation: Based on percentage of total points: 94-100=A 90-93=A- 87-89=B+

83-86=B 80-82= B- 77-79= C+ 73-76=C 70-72=C- 67-69= D+ 63-66=D 60-62=D- .

Below 60 is failing.

Students with disabilities: Students with documented disabilities are entitled to

reasonable accommodations, if required. Accommodations can not be made

retrospectively. Please contact the Office of Services for Students with Disabilities at

216-397-4263 for specific guidelines. You must contact the instructor at the beginning of

the course since accommodations cannot be granted after the course has started.

John Carroll University adheres to high ethical behavior regarding academic honesty.

“Cheating, including plagiarism, inappropriate use of technology, or any kind of

unethical behavior, may subject the student to severe academic penalties, including

dismissal.” See university bulletin.

CONTENT OUTLINE FOR FALL 2011

Date Topic Assignment Due

August 30 Syllabus and pre-course

survey

Welcome! Course

Introduction

Sept. 1 Theoretical Background

Sept. 6 The Developmental

Perspective

WTW and WJ chapter 1*

Sept. 8 Developmental Perspective

cont.

WTW and WJ chap. 1

Sept. 13 Getting Started:

Orthographic Assessment

WTW and WJ chap. 2

Sept. 15 Orthographic Assessment

cont.

WTW and WJ chap. 2

Sept. 20 Organizing for Classroom

Word Study and Planning

Appropriate Instruction

WTW and WJ chap. 3

Sept. 22 Best Practice for Early

Language Learners:

Emergent and Letter Name

Stage

WTW chapters 4 & 5 and

WJ chapter 4

Test # 1 today

Sept. 27 NO CLASS: Instructor out

of town

Read chapter 2 Blachowicz

Sept. 29 OFF SITE LIBRARY ASSIGNMENT

Oct. 4 Early Learners con’t. Library survey due today

Emergent and Letter Name

Demonstrations

Oct. 6 Within Word (Transitional)

Stage

WTW chapter 6 and WJ

chapter 5

Oct. 11 Within Word con’t. Test # 2 today Within Word

Demonstrations

Oct. 13 Syllables and Affixes Stage

(Intermediate)

WTW chap. 7 and chap. 6

in WJ

Oct. 18 Syllables and Affixes Stage

con’t.

Test # 3 today

Blachowicz chapter 6

Oct. 20 Syllables and Affixes con’t

Oct. 25 Derivational Constancy

(Advanced) Stage

Language Notebook Due

Oct. 27 Derivational Constancy

con’t.

WTW chapter 8 and WJ

chap 7.

Nov. 1 Derivational Constancy

Con’t.

Syllables and Affixes

Demonstrations

Nov. 3 Effective Vocabulary

Assessment

Blachowicz as assigned

Derivational Constancy

Demonstrations Test # 4

Nov. 8 Vocabulary Instruction Blachowicz as assigned

Nov. 10 Language Essentials for

Teachers

Vocabulary Demonstrations

Group A

Nov. 15. Language Essentials for

Teachers

Vocabulary Demonstrations

Group B

Nov. 17 Language Essentials for

Teachers

Vocabulary Presentations

Group C

Nov. 22 Fri classes meet the 22 Happy Thanksgiving on the

24th

Nov. 29 Sample Practice Emergent/

Letter Name/Within Word

Dec. 1 Sample Practice Syllables

and Affixes and

Derivational Constancy

GRADUATE

PRESENTATION (Jen and

Aria)

Dec. 6 Phonics and Vocabulary

Exam (PBA part 1

Dec. 8 Developmental Spelling

Analysis (PBA part 2)

WTW CD is helpful as a review and to use to deepen your understanding. USE IT!

WTW: Words Their Way text.

WJ: Word Journeys text.

These texts and materials should be saved for use in ED 456 and ED 457.

Program Conceptual Framework The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in-service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.

Figure 1. Conceptual Framework of the Jesuit Ideal The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.



I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.

I-2. Recognizes the value of understanding the interests and cultural heritage of each student.

I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.


II. Learner Development II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.


II-8. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.

III. Practice III-9. Understands and uses a variety of instructional strategies; designs coherent instruction.

III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.

III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.

III-12. Understands and uses formative and summative assessment approaches and strategies.


IV-14. Fosters relationships with colleagues, parents, and agencies in the larger community.


John Carroll University Program Outcomes and Professional Standards Alignment for

EDUC 454

Candidates enrolled in Language Study and Phonics (ED 355) must complete all of the

assignments required of the undergraduates and in addition must complete the following

assignments for graduate credit for ED 454.

1. Read and critique a current language related research study and make a ten to 15 minute

power point presentation to the class. The article must be approved by the instructor prior

to completing this assignment. Instructor reserves option to assign a particular article.

2. Complete an orthographic assessment of a classroom following the directions as outlined

in chapter 2 of the Ganske text, Word Journeys. See the appendix for required forms.

Analyze the data and complete the record for the selected classroom. Prepare a one page

summary of your results with particular attention to differentiated instruction and

intervention strategies. The results should be provided to the classroom teacher.

Confidentiality guidelines must be adhered to by utilizing pseudonyms, not actual student

names.

DESIRED OUTCOMES IRA STANDARDS OHIO STANDARDS ASSIGNMENTS

Contexts

1.1 Understands the

central concepts, tools

of inquiry, competing

perspectives and

discipline structure

1.3 Plans instruction

based on knowledge of

subject matter, students,

community and curricular

goals..

1.1 Understands major

theories and empirical

research that describe the

cognitive, linguistic,

motivational and

sociocultural foundations

of reading and writing

development, processes

and components, including

word recognition,

language comprehension,

strategic knowledge, and

reading and writing

connections.

2.1 Teachers know the

content they teach and use

their knowledge of content

specific concepts,

assumptions and skills to

plan instruction.

Research study analysis

and presentation.

Library Survey

Quiz material

Learner Development

2.6 Provides learning

opportunities that

acknowledge and support

the cognitive and social

development of learners.

2.7 Understands how

learners differ in their

approaches to learning.

4.1 Recognize, understand

and value the forms of

diversity that exist in

society and their

importance in learning to

read and write.

2.3 Teachers understand

school and district

curriculum priorities and

the Ohio ELA standards.

4.4 Teachers apply

knowledge of students to

plan instruction.

Classroom orthographic

analysis and intervention

plan.

Final exam

Practice

3.9 Designs coherent

instruction

3.3 Use assessment

information to plan and

evaluate instruction.

3.3 Teachers analyze data

to monitor, differentiate

and modify instruction.

Research study analysis

and presentation.

Classroom orthographic

analysis and intervention

plan.

Person

4.13 Reflects on practice.

6.2 Display positive

dispositions related to their

own reading and writing

and the teaching of

reading and writing, and

pursue the development of

professional knowledge

and behaviors.

7.0 Teachers assume

responsibility for

professional growth,

performance and

involvement as an

individual and member of

a learning community.

Research presentation.

John Carroll University Department of Education and Allied Studies

Course #: ED 456 Course Title: Reading Assessment and Intervention Course Description: Gaining familiarity with formal and informal tools for assessing literacy development with emphasis on planning, implementing, and evaluating intervention strategies. Examines assessment as an ongoing process integrated with the teaching of reading and writing. Includes clinical experience and field experience. Instructor: Erin Killeen Phone: 216-536-8323 E-mail Address: [email protected] Office Hours: By appointment Required Text(s): *Caldwell, J & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment: What do I do now? New York: Pearson. McKenna, M & Stahl, K (2009). Assessment for reading instruction. New York: Guilford. Leslie, L., & Caldwell, J. (2009). Qualitative reading inventory (QRI-5). New York: HarperCollins Selected online journal articles * This text is also used in ED457/573 Required Materials: Audiotapes/tape recorder Stop Watch Clipboard English Language Arts Common Core State Standards http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1699 DIBELS assessments: https://dibels.uoregon.edu/ Rationale: Reading and writing are viewed as interactive processes. Readers (writers) apply prior knowledge of language, the world, and print to construct meaning of text (NRP, 2000; NELP, 2008). Teachers have a responsibility to understand reading and writing processes and literacy development to effectively assess and intervene on children’s literacy strengths and needs. Reading assessment and interpretation are problem-solving processes that rely on knowledgeable teachers to make informed instructional decisions (Snow, Griffin & Burns, 2005). Classroom teachers need to know assessment issues and concepts and how to administer reading assessments that will inform instruction and intervention (IRA Standards for Reading Professionals, 2010). To translate assessment results to practice teachers need to know and use a repertoire of evidence-based instructional techniques and understand their applications in terms of intensity, duration and classroom conditions (e.g., general; special). A strong and deep knowledge base of reading assessment and its relationship to instruction constitutes the foundations of effective reading teaching practice. Instructional Procedures: Lecture with small group work Clinic-based instruction and feedback Online learning activities Writing Style: APA http://owl.english.purdue.edu/owl/resource/560/01/ Clinical Experiences: The course includes 3 clinics to practice assessment techniques, procedures and applications. Clinics 1-2 are conducted by small teams (2-3 members) and provide practice in early literacy, primary grade and/or

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1699

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1699

https://dibels.uoregon.edu/

http://owl.english.purdue.edu/owl/resource/560/01/

middle grade assessment. In clinic 3 individual students are assigned an assessment case and prepare a case report for multiple audiences. General Guidelines for Participation and Evaluation:

o Attend and participate in learning activities: Points will be deducted for absences; students should notify the instructor before the day of class in the case of necessary absences.

o Check Blackboard course site each week; use online search, posting, communication skills o Maintain an Individual Online Notebook o Contribute to a Group Online Notebook o Demonstrate appropriate professional behavior in class and during clinic sessions o Eating limited to snacks/liquids; cell phones OFF during class sessions & clinics

Learning Activities:

Activity Description Point Value Due Date(s)

5 Essentials Action Plans (School-Based & degree-seeking Post-Bac students only) Username: ars.guest Password: ereadohio

Online learning experience to develop lesson plans in the 5 essentials

100pts PA: 9/15; P: 10/06; F: 10/27; V:11/17; RC:12/01

5 Critical Annotations Content summary & reaction to articles in scientific journals

3 pts@/15pts 9/08; 9/22; 10/13; 11/3; 11/17

3 DiaCases Analysis & interpretation of a reading case with instructional recommendations

10 pts@/30pts 9/22; 10/20; 12/08

3 Quizzes Assessment of basic assessment concepts and practices

varies 10/06; 11/10; 12/01

2 Team Reports Collaboratively administer, analyze & interpret assessments of volunteer students with peers

25pts@/50pts 10/06; 11/03

1 Final Report Assessment of assigned reading case [PBA]

100pts 12/08; 12/15

Total 295 (SB/PB);195 UG) + quiz scores

Grading Scale: 94-100% A 87-89% B+ 77-79% C+ 67-69% D+ <60 % F 90-93% A- 83-86% B 73-76% C 63-66% D

80-82% B- 70-72% C- 60-62% D-

Incomplete: With the permission of the instructor and under certain circumstances, the student may receive a grade of incomplete. With this option, the student is obligated to complete the course requirements within one month following the last examination date of the semester in which the grade is incurred. Failure to complete the work in the given time frame will result in a grade of F. In accordance with federal law, if you have a documented disability, you may be eligible to request accommodations from the Office of Services for Students with Disabilities (SSD). Please contact Lisa Meeks (Director) Services for Students with Disabilities at (216) 397-4263 or come to the office located in

room 7A, in the Garden Level of the Administration Building. Please keep in mind that accommodations are not retroactive so it is best to register at your earliest convenience. Following the university policy on academic honesty, all work submitted for evaluation in this course must represent only the work of the student unless indicated otherwise. Materials from the work of others must be properly acknowledged. (See UG Bulletin, pp 103-118 for further information.) **Syllabus is tentative based on student need and on availability of facilities and volunteer clients. Schedule:

Date Topic Reading

09/01 Course format Cognitive model General assessment concepts Getting started online

McKenna & Stahl (MS) chapters 1-2

09/08 ELA Common Core Standards Early Literacy Assessment (ELA) (3-5 years): CAP; ALL-LC; DIBELS; DSA; ERAS

MS – chapter 4 DIBELS-LNF; ISF https://dibels.uoregon.edu/

09/15 ELA cont’d MS – chapter 10 The Early Catastrophe Caldwell & Leslie, chapter 1

09/22 ELA Teaching Techniques Explore URLs on PPT slides

09/29 Clinic 1 ****

10/06 Primary Grade/Middle Grade Assessment: DIBELS; DSA; QRI; IPI; MCSI; RSP Quiz 1

MS-chapters 5-6 Leslie & Caldwell-sections 1-5 DIBELS-PSF; ORF DSA Overview

10/13 Primary/Middle cont’d MS-chapters 7-8 Leslie & Caldwell – sections 6-11

10/20 Primary/Middle Teaching Techniques MS-chapters 9 Leslie & Caldwell – sections 12-14 How Knowledge Helps

10/27 Clinic 2 ****

11/03 Primary/Middle Teaching Techniques MS-chapter 3

11/10 RtI Quiz 2

Caldwell & Leslie, chapter 13 Introduction to Response to Intervention

11/17 Clinic 3 ****

12/01 Individual Conferences Quiz 3

****

12/08 Case presentations ****

12/15 Follow up as needed

Representative Works Consulted: Barr, R., Blachowitz, C. L., & Wogman-Sadow, M. (1995). Reading diagnosis for teachers: An instructional approach (3rd ed.). White Plains, NY: Longman Publishers. Darling-Hammond, L & Bransford, J (Eds). (2001) Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass. Gillet, J., & Temple, C. (1994). Understanding reading problems: Assessment and instruction (4th ed.). NY: HarperCollins Publishers. Gillet, J.W., Temple, C., Temple, C. & Crawford, A. (2012). Understanding reading problems: Assessment and instruction (8th ed.). NY: Pearson Publishers. Lipson, M. Y., & Wixson, K. K. (1997). Assessment and instruction of reading and writing disability: An interactive approach (2nd ed.). New York: Addison-Wesley Educational Publishers, Inc.

https://dibels.uoregon.edu/

McKenna, M. & Stahl, S. (2003). Assessment for reading instruction. New York: The Guilford Pres Rathvon, N. (2004). Early Reading Assessment. New York: Guilford Press. Shanker, J. L.,& Ekwall, E. E. (1998). Locating and correcting reading difficulties (7th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. Snow, C.E., Griffin, P. & Burns, M.S. (2005). Knowledge to support the teaching of reading. San Francisco, CA: Jossey-Bass Walker, B. (2000). Diagnostic teaching of reading (4th Edition). Upper Saddle River, NJ: Prentice- Hall, Inc. JCU Program Outcomes and Professional Organization Standards Alignment

JCU Program* Professional Org**

Ohio Standard/Element***

Learning Activity

I-1-2 3.1 3.1; 3.3 DiaCases; Annotations

II-5; III-12; IV-14; IV-13

3.2 3.2; 3.3; 3.4 Action Plans; Clinics; Team Reports

I-3; II-7-8; III-9-10-12; IV-14

3,3 3.2; 3.3; 3.4 Action Plans; Clinics; Team Reports

III-11 3.4 3.1; 3.2; 3.3; 3.4 Final Report

*JCU-Initial Licensure Programs (See p5). **IRA 2010 Standards. http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards.aspx ***Ohio Standards for the Teaching Profession

http://www.tygerpride.com/uploaded/Human_Resources/Ohio_Teacher_Standards.pdf Program Conceptual Framework The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in-service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.

http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards.aspx


Figure 1. Conceptual Framework of the Jesuit Ideal The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power

to take meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.



I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.

















Course Syllabus

Fall 2011

Course #: ED 457 Section 51

Course Title: Methods in Reading Education

Course Time and Location: MW 3:30-4:45 AD 47 and Gesu School

Course Description: Practicum experience that includes advanced examination of various

reading methods and techniques for instructional planning and development of intervention plans

based on assessment and diagnosis of reading abilities. Site-based course. Includes tutoring

within a practicum setting.

Instructor: Mrs. Leslie Landreth Hours: By appointment

E-Mail: [email protected]

Required Texts and Additional Materials: Caldwell, J., & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment:

What do I do now? New York: Pearson.

Texts and supporting materials from previous courses (i.e., ED 255, ED 355, ED 456)

Two pocket folders with fasteners

Rationale:

Teachers need to understand how literacy develops and how to effectively scaffold learning

throughout the school year using scientifically-based teaching strategies (National Reading

Panel, 2000; Neuman & Dickinson, 2001). Knowing the specific concepts and skills students

need to develop as literate persons is key. Teachers need to know how to develop students’

language (Piper, 1998); phonemic awareness and phonics skills (Ehri, 1991; Fielding-Barnsely,

1997; Stahl, 1992; Templeton & Bear, 1992); fluency (Samuels, 1994); vocabulary (Beck,

McKeown, Hamilton, & Kucan, 1998); text comprehension (Beck & McKeown, 1991; Palincsar

& Brown, 1992; Staugger, 1969); and writing skills (Hansen, 1998; Nathan, 1991). Knowing

what strategies work best for whom and under what conditions is the basis for diagnostic

teaching, which is a clinical process of assessing, planning, and teaching to positively affect

student growth (Morris, 1999; Roskos, Boehlen, & Walker, 2000). Classroom teachers need to

know basic approaches to assessment, how to administer formal and informal assessments, and

how to use data to inform and guide instruction decision making.

Clinical and/or Field Experiences (Standards Addressed):

Candidates will be working directly with students or conferencing with course instructor

throughout the tutorial for approximately 20 hours.

General Guidelines for Participation and Evaluation

1. Attendance and Participation: Candidates are expected to attend all classes and actively

participate. Points will be deducted for absences. Students should notify the instructor on or

before the day of class in the case of necessary absences. Assignments are due on dates

specified. Unless special circumstances have been discussed and approved, grades will be

lowered if assignments are late.

2. Strategy Demonstrations: Candidates will explain and demonstrate intervention strategies.

Graduate students will also read three professional articles addressing assigned area of

literacy.

3. Assessment and Goal Setting Assignment: Candidates will assess a student, analyze

assessment data, and determine the student’s strengths and areas of need. Goals for tutoring

sessions will be identified and aligned with Ohio English Language Arts Content Standards.

A system for progress monitoring will be included.

4. Daily Tutorial Plans and Reflections: Candidates will design, implement, and reflect on their

daily tutorial plans and progress monitoring results. These plans will incorporate concepts

and strategies learned during this course and previous literacy courses. Plans are due prior to

class.

5. Tutorial Report: The candidate will prepare a detailed report including analysis of assessment

measures, tutorial goals and activities, progress monitoring, and home/school

recommendations. The reports will follow a format suitable for distribution to parents and

schools. A format and style sheet will be provided to guide report writing.

6. Academic honesty is expected. “Cheating, including plagiarism, inappropriate use of

technology, or any other kind of unethical behavior, may subject the student to severe

academic penalties, including dismissal.” [See JCU Undergraduate Bulletin]

Course Evaluation:

Intervention Strategy Demonstrations 20 pts. (10%)

Assessments, Goal Setting and Progress Monitoring Plan 10 pts. (5%)

Daily Tutorial Plans and Reflections 90 pts. (45%)

Tutorial Report and Presentation 80 pts. (40%)

Grading Scale:

94-100% A 87-89% B+ 77-79% C+ 67-69% D+ <60 % F

90-93% A- 83-86% B 73-76% C 63-66% D

80-82% B- 70-72% C- 60-62% D-

Representative Works Consulted:

Caldwell, J. S., & Leslie, L. (2009). Intervention strategies to follow informal reading inventory

assessment. So what do I do now? (2nd ed.). New York: Allyn & Bacon.

Graves, M. F., Juel, C., & Graves, B. B. (2006). Teaching reading in the 21st century, (4th ed.).

Needham Heights, MA: Allyn & Bacon.

Gunning, T. G. (2002). Creating reading instruction for all children, (4th ed.). Needham

Heights, MA: Allyn & Bacon.

National Institute of Child Health and Human Development. (2000). Report of the National

Reading Panel. Teaching children to read: An evidenced-based assessment of the scientific

research literature on reading and its implications for reading instruction (NIH Publication

No. 00-4769). Washington, DC: US Government Printing Office.

Rasinski, T., & Padak, N. (2003). Effective reading strategies: Teaching children who find

reading difficult, (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Tompkins, G. E. (2009). Literacy for the 21st century: A balanced approach, (5th ed.). Upper

Saddle River, NJ: Pearson.

Vacca, J. A., Vacca, R. T., Gove, M. K., Burkey, L.C., Lenhart, L. A, and McKeon, C. A.

(2000). Reading and learning to read, (4th

ed.). New York: Addison Wesley.

Walker, B. (2007). Diagnostic teaching of reading: Techniques for instruction and assessment,

(5th

ed.) Upper Saddle River, NJ: Prentice Hall.

Journals and Websites Consulted:

Journal of Literacy Behaviors, Reading Research Quarterly, The Reading Teacher,

National Reading Conference Yearbook, Reading Research and Instruction, Handbook of

Reading Research, Journal of Adolescent and Adult Literacy

International Reading Association: www.reading.org

National Council of Teachers of English: www.ncte.org

National Association for the Education of Young Children: www.naeyc.org

Students with Disabilities: John Carroll University recognizes its responsibility for creating an

institutional climate in which students with disabilities can succeed. In accordance with

University policy, if you have a documented disability, you may be eligible to receive

accommodations from the office of Services for Students with Disabilities (SSD). Students with

disabilities are entitled to reasonable accommodations and should have equal access to learning.

Please contact the SSD coordinator, Ms. Lisa Meeks at (216) 397-4967 or come to the office

located in room 7A, in the Garden Level of the Administration Building. After your eligibility

for accommodations is determined, you will be given a letter which, when presented to

instructors, will help them know best how to assist you. Please keep in mind that

accommodations are not retroactive so it is best to register at your earliest convenience.

ED457 – 51 Class Schedule (subject to change if necessary)

Date Key Topics Required Readings and Assignments Due

Aug. 29 Introduction/Overview/Survey

Self Evaluation

Aug. 31 Reading Instructional Models and

Assessment

Caldwell & Leslie Chapters 1-3, 13

Sept. 5 No Class - Labor Day

Sept. 7 Literacy Assessment & Intervention Automatic Word Recognition

Caldwell & Leslie Chapters 4-6

Intervention Strategy Demonstrations

Sept. 12 Literacy Assessment & Intervention Language Comprehension



Sept. 14 Literacy Assessment & Intervention

Strategic Knowledge



Sept. 19 Literacy Assessment & Intervention Intervention Strategy Demonstrations

Sept. 21 Preparing for Tutorials Assessment Folder, Tutorial Folder, Children’s

Book Selection

Sept. 26 Tutorials - Assessing Tutorial Plan

Sept. 28 Tutorials - Assessing Tutorial Plan

Oct. 3 Tutorials - Assessing Tutorial Plan

http://www.reading.org/

http://www.ncte.org/

http://www.naeyc.org/

Oct. 5 Tutorials Tutorial Plan

Oct. 10 No Tutorials

Oct. 12 Tutorials Tutorial Plan, Assessment/Goals Assignment


Oct. 19 No Tutorials




Nov. 2 No Tutorials

Nov. 7 Tutorials Tutorial Plan



Nov. 16 No Tutorials

Nov. 21 No Tutorials

Nov. 23 No Tutorials - Thanksgiving Break

Nov. 28 Tutorials Tutorial Plan, Tutorial Report Draft

Nov. 30 Tutorials - Last Day at Gesu Tutorial Plan

Dec. 5 Case Study Presentations Presentation

Dec. 7 Case Study Presentations Self-Evaluation and Tutorial Report

Tutorial Reports in lieu of final

Alignment of Outcomes and Learning Activities Conceptual Framework

Learner Outcomes

IRA Standards for Reading Professionals:

PreK, Elementary and Middle School Classroom Teacher Candidates

(2010)

Ohio Standards for the Teaching Profession

Learning Activities

Context- I-1 I-2 I-3 I-4

1.1: Understands the major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connection. 1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. 4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

2.1: Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. 2.2: Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

Strategies Demonstrations Tutorial Plans

Learner Development- II-5

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

1.1: Teachers display knowledge of how students learn and of the

Tutorial Plans

II-6 II-7 II-8

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

developmental characteristics of age groups. 1.2: Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. 1.3: Teachers expect that all students will achieve to their full potential.

Practice- III-9 III-10 III-11 III-12

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. 2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. 2.3: Use a wide range of texts (e.g. narrative, expository, and poetry) from traditional print, digital and online resources. 3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. 3.3: Use assessment information to plan and evaluate instruction. 5.3: Use routines to support reading and writing instruction (e.g. time allocation, transitions from one activity to another, discussions, and peer feedback).

3.2: Teachers select, develop and use a variety of diagnostic, formative and summative assessments. 3.3: Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction. 4.3: Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. 4.4: Teachers apply knowledge of how students think and learn to instructional design and delivery. 4.6: Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. 5.1: Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 5.2: Teachers create an environment that is physically and emotionally safe. 5.3: Teachers motivate

Assessment Goal Setting Progress Monitoring Tutorial Plans

students to work productively and assume responsibility for their own learning.

Person- IV-13 IV-14 IV-15

3.4: Communicate assessment results and implications to a variety of audiences. 6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

6.1: Teachers communicate clearly and effectively. 6.2: Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.

Tutorial Plans Final Report

Program Conceptual Framework The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in-service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.

Figure 1. Conceptual Framework of the Jesuit Ideal The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take

meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.

Program Domains of the Jesuit Ideal in Initial Licensure Programs Domain Learner Outcomes

I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the

structure of the disciplines taught.















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