NORTHEASTERN
STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT
OF CURRICULUM AND INSTRUCTION
COURSE SYLLABUS
Ext 4154
READ
4063, INTRODUCTION TO READING AND WRITING ASSESSMENT
EDUC 3313; EDUC 3113; READ 4023
An introductory course designed to acquaint students with procedures
for classroom-based assessment of reading and writing processes. Emphasis is on using multiple, ongoing
assessment information to inform instruction.
The Northeastern State University Teacher Education Program
is based
on specific philosophical
assumptions about teaching, learning, and
schooling that underlie all basic
programs which prepare professional
educators to work in public school
settings. These philosophical
assumptions are stated in terms of
the responsibilities and obligations
of professional educators as stated
in the theme of the program. It is
assumed that it is the
responsibility of professional educators to:
1.
develop thinking/learning skills in their students through the use of
appropriate pedagogical strategies, emphasizing reflection;
2.
serve all students under their charge, regardless of ability, with a
sense
of efficacy;
3.
instill self-respect, dignity, and respect for others in their students;
4.
be sensitive to and develop the ability to capitalize on the learning
strengths of individuals who reflect a diversity of cultural
backgrounds,
abilities and talents; and
5.
know, understand, and communicate the content of the specialty
area(s) in which they are teaching.
These assumptions represent a
philosophical approach to teaching and
learning that is present throughout
the coursework and the field
experiences.
The Teacher Education Program at Northeastern State
University prepares professional educators to be teaching scholars,
educational leaders, and developers of human potential.
Educators as Teaching Scholars
Teaching scholars
read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs
and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate
communication skills, they know how to facilitate authentic learning, and they
encourage P-12 students to be critical, creative thinkers, with the ability to
be lifelong learners.
Educators as Educational Leaders
Educational leaders believe that all P-12
students are capable of learning and of making educational progress. Educational leaders serve as advocates for
children/adolescents and families, they understand the political nature of
teaching, and they are able to inspire and motivate others by modeling
effective communication skills, professional demeanor and attitudes.
Educators
as Developers of Human Potential
Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.
VI. MAJOR GOAL(S)
The major goals for student enrolled in READ 4063 are:
1.
To understand that classroom based literacy assessment is a daily,
ongoing process through which the teacher becomes informed about
literacy strengths and needs of individual students.
2.
To know that in order for classroom based literacy assessment to be
valid, the teacher must understand the reading process and how
children become literate.
|
OUTCOMES |
GENERAL
COMPETEN-CIES |
ELEM ED
COMPETEN-CIES |
SUB-THEMES |
|
Discuss
the reading process |
17 |
7 |
A |
|
Explain
how children become literate |
2 |
3,
6 |
A |
|
Describe
assessment as an ongoing process |
8 |
6,
8 |
D |
|
Describe
the role of the classroom teacher with regard to literacy assessment |
6,
7, 8, 9 |
1,
2, 3, 8, 10 |
A |
|
Administer
and interpret informal literacy assessments |
8 |
6 |
|
|
Use
observation skills to aid assessment |
8 |
6 |
D |
|
Identify
instructional strategies appropriate for specific strengths and needs of
individual children |
12,
14 |
3,
6, 10 |
A,
B, C, D, E |
All teacher education majors are required to participate in
three field-
based experiences. Pre-Internship I is offered concurrently with
the
elementary and early childhood
methods courses and recommended to
be taken with the secondary
education methods courses. Students
participate in the Mentoring Program
Internship after completing a
minimum 90 credit hours and normally
during their final semester of
course work at the University.
COMPONENT
One of the goals of education is to provide an equal
opportunity for all
children to learn. Multicultural education is an approach to
teaching and
learning that is based upon
democratic values and beliefs, and seeks to
foster cultural pluralism within
culturally diverse societies and an
interdependent world (Bennet, 1995,
P. 13). One of the goals of this
course is to provide the teacher
education candidate with those skills and
strategies that are necessary to
teach the culturally diverse child in the
classroom.
Textbook: Sections
of several textbooks will be assigned from the library and handouts will be
passed out to read.
Lecture, demonstration, and discussion will be used. Much of the discussion will be centered on
the students’ work with the children being tutored.
Each student will assess and tutor
based on the assessment at least one child.
The student will also assess one other student of a different age
level. The ongoing assessment will be
based on observation of the child as he/she is engaged in literacy
activities. One half of the students
grade will be based on these activities and their class discussion of their
tutoring.
In addition the following topics
will be covered.
Week 1: The nature of literacy development.
Week 2: Causes of reading difficulties
Week
3: Basic Assessment Techniques.
Week 4: Planning for instruction.
Week 5: Meaning clues, Handicapped children,
Week 6: Morton’s reading assessment,
Week 7: Informal Reading Inventories, Miscue analysis,
Week 8: Working with adolescents and adults
Week 9: Mid- term exam
Week 10: Phonics ,
Week 11: Interpreting results of formal assessments
Week 12: Whole language
Week 13: Content Area reading
Week 14: Pre reading
Week 15: emergent literacy again
Week 16: Finals week
Each
week will include discussion of tutoring, students are expected to be
professional in these discussions and not to repeat any information about
children outside of the class. The
discussion may include topics also covered at different times during the
semester.
LEARNING OUTCOMES
See Above
XIV EVALUATION OF STUDENT ACHIEVEMENT AND LEARNING OUTCOMES
95
- 100% = A
84 - 94 = B
75 - 84 = C
60 - 74 = D
A case study of the student tutored
XVI.STUDENT
EVALUATION OF THE COURSE AND INSTRUCTOR
At the conclusion of the semester,
the students will have an opportunity
to evaluate their instructor and the
course READ 4063. This will be
done anonymously and will be used as
a means to improve instruction,
course content and the NSU
professional education program. The
suggestions, comments and/or
criticisms from students will be taken
seriously and hopefully will
contribute to the improvement of the course
and NSU’s education program.
Dr. Robert T. Taylor, 918-456-5511
ext 4154
Office in literacy center
College of Education web cite:
nusok.edu/colleges/education.html
If any member of the class feels that he/she has a
disability and needs
special accommodations, please
advise the instructor of such disability
at the first class attended.