COURSE CHANGE FORM - education.uky.edu€¦ · COURSE CHANGE FORM Rev 8/09 ... exclusive of any lab meeting. Lab meeting generally represents at least two hrs per wk for a semester

COURSE CHANGE FORM

Rev 8/09

Complete 1a – 1f & 2a – 2c. Fill out the remainder of the form as applicable for items being changed.

1. General Information.

a. Submitted by the College of: Education Today’s Date: 10/12/11

b. Department/Division: Curriculum & Instruction

c. Is there a change in “ownership” of the course? YES NO

If YES, what college/department will offer the course instead?

d. What type of change is being proposed? Major Minor1 (place cursor here for minor change definition)s

e. Contact Person Name: Christine A. Mallozzi Email: christine.mallozzi@

uky.edu Phone: 859-257-4127

f. Requested Effective Date: Semester Following Approval OR Specific Term2: Fall 2012

2. Designation and Description of Proposed Course.

a. Current Prefix and Number: EDC 620 Proposed Prefix & Number: EDC 620

b. Full Title: Design and Implementation of

Reading Instruction Proposed Title: Design and Implementation of Reading Instruction

c. Current Transcript Title (if full title is more than 40 characters):

c. Proposed Transcript Title (if full title is more than 40 characters):

d. Current Cross-listing: N/A OR Currently3 Cross-listed with (Prefix & Number):

Proposed – ADD3 Cross-listing (Prefix & Number):

Proposed – REMOVE3, 4 Cross-listing (Prefix & Number):

e. Courses must be described by at least one of the meeting patterns below. Include number of actual contact hours5 for each meeting pattern type.

Current: 8 Lecture Laboratory5 Recitation 11.5 Discussion Indep. Study

18 Clinical Colloquium Practicum Research Residency

Seminar Studio Other – Please explain:

Proposed: 8 Lecture Laboratory Recitation 11.5 Discussion Indep. Study

18 Clinical Colloquium Practicum Research Residency

Seminar Studio Other – Please explain:

f. Current Grading System: Letter (A, B, C, etc.) Pass/Fail

Proposed Grading System: Letter (A, B, C, etc.) Pass/Fail

g. Current number of credit hours: 3 Proposed number of credit hours: 3

1 See comment description regarding minor course change. Minor changes are sent directly from dean’s office to Senate Council Chair. If Chair

deems the change as “not minor,” the form will be sent to appropriate academic Council for normal processing and contact person is informed. 2 Courses are typically made effective for the semester following approval. No course will be made effective until all approvals are received.

3 Signature of the chair of the cross-listing department is required on the Signature Routing Log.

4 Removing a cross-listing does not drop the other course – it merely unlinks the two courses.

5 Generally, undergrad courses are developed such that one semester hr of credit represents 1 hr of classroom meeting per wk for a semester,

exclusive of any lab meeting. Lab meeting generally represents at least two hrs per wk for a semester for 1 credit hour. (See SR 5.2.1.)

Comment [OSC1]: Excerpt from SR 3.3.0.G.2 Definition. A request may be considered a minor change if it meets one of the following criteria: a. change in number within the same hundred series*; b. editorial change in the course title or description which does not imply change in content or emphasis; c. a change in prerequisite(s) which does not imply change in content or emphasis, or which is made necessary by the elimination or significant alteration of the prerequisite(s); d. a cross-listing of a course under conditions set forth in SR 3.3.0.E; e. correction of typographical errors. *...for the specific purposes of the minor exception rule, the 600-799 courses are the same “hundred series,” as long as the other minor change requirements are complied with. [RC 1/15/09]

COURSE CHANGE FORM

Rev 8/09

h. Currently, is this course repeatable for additional credit? YES NO

Proposed to be repeatable for additional credit? YES NO

If YES: Maximum number of credit hours:

If YES: Will this course allow multiple registrations during the same semester? YES NO

i. Current Course Description for Bulletin:

Clinical techniques used in the remediation of reading problems. It is a

course designed to develop individualized procedures related to

diagnosis. Classroom applications of the instructional procedures are

discussed. This course is a combination of lecture and application with a

student client. Prerequisites: EDC 619 or consent of instructor.

Proposed Course Description for Bulletin:

Clinical techniques used in the remediation of reading problems. It is a

course designed to develop individualized procedures related to

diagnosis. Classroom applications of the instructional procedures are

discussed. This course is a combination of lecture and application with a

student client. Prerequisites: EDC 619 or consent of instructor.

j. Current Prerequisites, if any: EDC 619 or consent of instructor

Proposed Prerequisites, if any: EDC 619 or consent of instructor

k. Current Distance Learning(DL) Status: N/A Already approved for DL* Please Add6 Please Drop

*If already approved for DL, the Distance Learning Form must also be submitted unless the department affirms (by checking this box ) that the proposed changes do not affect DL delivery.

l. Current Supplementary Teaching Component, if any: Community-Based Experience Service Learning Both

Proposed Supplementary Teaching Component: Community-Based Experience Service Learning Both

3. Currently, is this course taught off campus? YES NO

Proposed to be taught off campus? YES NO

4. Are significant changes in content/teaching objectives of the course being proposed? YES NO

If YES, explain and offer brief rationale:

5. Course Relationship to Program(s).

a. Are there other depts and/or pgms that could be affected by the proposed change? YES NO

If YES, identify the depts. and/or pgms:

b. Will modifying this course result in a new requirement7 for ANY program? YES NO

If YES7, list the program(s) here:

6. Information to be Placed on Syllabus.

a. Check box if changed to 400G or 500.

If changed to 400G- or 500-level course you must send in a syllabus and you must include the differentiation between undergraduate and graduate students by: (i) requiring additional assignments by the graduate students; and/or (ii) establishing different grading criteria in the course for graduate students. (See SR 3.1.4.)

6 You must also submit the Distance Learning Form in order for the course to be considered for DL delivery.

7 In order to change a program, a program change form must also be submitted.

COURSE CHANGE FORM

Rev 8/09

COURSE CHANGE FORM

Rev 8/09

Signature Routing Log

General Information:

INSTRUCTIONS:

Identify the groups or individuals reviewing the proposal; note the date of approval; offer a contact

person for each entry; and obtain signature of person authorized to report approval.

Internal College Approvals and Course Cross-listing Approvals:

Reviewing Group Date Approved Contact Person (name/phone/email) Signature

/ /

/ /

/ /

/ /

/ /

External-to-College Approvals:

Council Date Approved Signature Approval of

Revision8

Undergraduate Council

Graduate Council

Health Care Colleges Council

Senate Council Approval University Senate Approval

Comments:

8 Councils use this space to indicate approval of revisions made subsequent to that council’s approval, if deemed necessary by

the revising council.

Course Prefix and Number: EDC 620

Proposal Contact Person Name: Christine A.

Mallozzi

Phone: 859-257-

4127

Email:

[email protected]

Distance Learning Form

This form must accompany every submission of a new/change course form that requests distance learning delivery. This form

may be required when changing a course already approved for DL delivery. All fields are required!

Abbreviations: TASC = Teaching and Academic Support Center DL = distance learning DLP = Distance Learning Programs

Revised 8/09

Introduction/Definition: For the purposes of the Commission on Colleges Southern Association of

Colleges and Schools accreditation review, distance learning is defined as a formal educational process

in which the majority of the instruction (interaction between students and instructors and among

students) in a course occurs when students and instructors are not in the same place. Instruction may be

synchronous or asynchronous. A distance learning (DL) course may employ correspondence study, or

audio, video, or computer technologies.

A number of specific requirements are listed for DL courses. The department proposing the change in

delivery method is responsible for ensuring that the requirements below are satisfied at the individual

course level. It is the responsibility of the instructor to have read and understood the university-level

assurances regarding an equivalent experience for students utilizing DL (available at

http://www.uky.edu/USC/New/forms.htm).

Course Number and Prefix: EDC 620 Date: 10/12/11

Instructor Name: Christine Mallozzi Instructor Email: [email protected]

Check the method below that best reflects how the majority of course of the course content will be delivered. Internet/Web-based Interactive Video Hybrid

Curriculum and Instruction

1. How does this course provide for timely and appropriate interaction between students and faculty and among students? Does the course syllabus conform to University Senate Syllabus Guidelines, specifically the Distance Learning Considerations?

Timely and appropriate interaction will be assured through use of asynchronous online discussion groups, which will be faciliated by faculty member. Video conferring and chat will be used for synchronous observation of tutoring and discussions, as needed. The syllabus does conform to the University Senate Guidelines and includes Distance Learning Considerations and information.

2. How do you ensure that the experience for a DL student is comparable to that of a classroom-based student’s experience? Aspects to explore: textbooks, course goals, assessment of student learning outcomes, etc.

I have included an Equivalence of On-Campus and Online Delivery Option and syllabus. In brief, they show that readings, the learning outcomes, course objectives, and assessment of student learning outcomes are identical to a face-to-face class. The course temporal lengths, office hours, class interaction and participation, presentation of content, evaluation of students, and assigments will be modified and comparable to the face-to-face class features. This hybrid course uses multiple modes for course presentation. For example, in this class, the class-based discussion in the face-to-face class is active using electornic discussion boards and online chat. Observations of tutoring will occur using video synchronous technologies. Class materials are available from the Blackboard, and assignments are distributed and collected online. Students in the course will participate in online activities. All students will participate in the same experiences.

3. How is the integrity of student work ensured? Please speak to aspects such as password-protected course portals, proctors for exams at interactive video sites; academic offense policy; etc.

The integrity of student work is ensured by requiring the same requirements as a face-to-face class. As an advanced graduate class, course assessment are based on developed projects rather than examinations. The security of student work is facilitated by the security affordanced of UK's Blackboard course system and UK's academic offense policies apply.

http://www.uky.edu/USC/New/forms.htm





Revised 8/09

4. Will offering this course via DL result in at least 25% or at least 50%* (based on total credit hours required for

completion) of a degree program being offered via any form of DL, as defined above?

No.

If yes, which percentage, and which program(s)? *As a general rule, if approval of a course for DL delivery results in 50% or more of a program being delivered through DL, the effective date of the course’s DL delivery will be six months from the date of approval.

5. How are students taking the course via DL assured of equivalent access to student services, similar to that of a student taking the class in a traditional classroom setting?

Course readings will be available online through UK's Blackboard course platform. Textbooks will be available for purchase online and at the UK bookstore. The instructor will maintain virtual office hours that will be individually arranged via email and via telephone when applicable. Students may also participate in online chat sessions. The syllabus includes details for accessing student services on campus for technology suppport and library support.

Library and Learning Resources

6. How do course requirements ensure that students make appropriate use of learning resources?

The discussion boards and chats will be tracked for evidence of participation. Readings will be monitored for download. Downloaded readings will be the subjects of discussion boards and chats. Assignments require the use of technology and publication resources.

7. Please explain specifically how access is provided to laboratories, facilities, and equipment appropriate to the course or program.

Technology tools used in the course will be available to students in class and in the College of Education Instructional Technology Center (ITC).

Student Services

8. How are students informed of procedures for resolving technical complaints? Does the syllabus list the entities available to offer technical help with the delivery and/or receipt of the course, such as the Teaching and Academic Support Center (http://www.uky.edu/TASC/index.php) and the Information Technology Customer Service Center (http://www.uky.edu/UKIT/)?

Students are informed in the actual syllabus.

9. Will the course be delivered via services available through the Teaching and Academic Support Center?

Yes

No

If no, explain how students enrolled in DL courses are able to use the technology employed, as well as how students will be provided with assistance in using said technology.

http://www.uky.edu/TASC/index.php

http://www.uky.edu/UKIT/)





Revised 8/09

10. Does the syllabus contain all the required components, below? Yes

Instructor’s virtual office hours, if any.

The technological requirements for the course.

Contact information for TASC (http://www.uky.edu/TASC/; 859-257-8272) and Information Technology Customer Service Center (http://www.uky.edu/UKIT/; 859-257-1300).

Procedure for resolving technical complaints.

Preferred method for reaching instructor, e.g. email, phone, text message.

Maximum timeframe for responding to student communications.

Language pertaining academic accommodations:

o “If you have a documented disability that requires academic accommodations in this course,

please make your request to the University Disability Resource Center. The Center will require

current disability documentation. When accommodations are approved, the Center will provide

me with a Letter of Accommodation which details the recommended accommodations. Contact

the Disability Resource Center, Jake Karnes, Director at 859-257-2754 or [email protected].”

Information on Distance Learning Library Services (http://www.uky.edu/Libraries/DLLS)

o Carla Cantagallo, DL Librarian

o Local phone number: 859 257-0500, ext. 2171; long-distance phone number: (800) 828-0439

(option #6)

o Email: [email protected]

o DL Interlibrary Loan Service: http://www.uky.edu/Libraries/libpage.php?lweb_id=253&llib_id=16

11. I, the instructor of record, have read and understood all of the university-level statements regarding DL.

Instructor Name: Christine A. Mallozzi Instructor Signature:

http://www.uky.edu/TASC/

http://www.uky.edu/UKIT/

mailto:[email protected]

http://www.uky.edu/Libraries/DLLS


http://www.uky.edu/Libraries/libpage.php?lweb_id=253&llib_id=16

Mallozzi EDC 620 Spring Term, 2013

0

EDC 620 Design and Implementation of Reading Instruction

Equivalence of Face-to-Face and Hybrid Delivery Option

Instructor: Christine A. Mallozzi

Office: 321 Dickey Hall

Office Telephone: 859-257-4127

Email: [email protected]

“Design and Implementation of Reading Instruction” (EDC620) is an advanced course of

clinical techniques for the remediation of reading problems. It is a course designed to develop

individualized procedures related to diagnosis. Classroom applications of the instructional

procedures are discussed.

Equivalent course activities for the on campus and online delivery of the course are listed in

Table 1.

Table 1. Equivalence of On-campus and Online Course *

Feature Face to Face Delivery Hybrid Delivery

Course temporal length One academic term, as

described in the UK Academic

Calendar

Temporal length of the course

will “correspond roughly to

that of the term (semester or

summer) in which it is

offered”**

Readings Four books, readings available

via Blackboard

Four books, readings available

via Blackboard

Office Hours Regular campus office hours,

email, and telephone

Arranged individually through

email and telephone when

applicable

Class interaction and

participation

In class discussions, threaded

online discussions, and emails

related to assigned readings

and projects

Threaded online discussions,

chat discussions, and

synchronous video

observations, emails related to

assigned readings and projects

Presentation of content In class lecture/discussion and

PowerPoint presentations

Content arranged in modules.

Online discussions and

PowerPoint presentations with

audio voice over

Evaluation of Students Checklists and rubrics Checklists and rubrics

including criteria that matches

delivery of assignments in

online platform

Assignment 1)

Professionalism

Demonstrated through face to

face and online

communications (class

discussion, emails, etc.)

Demonstrated through online

communications (discussion

posts, emails, etc.)

Assignment 2) Discussion of

reflections

Weekly reflections sent

electronically to instructor for

response

Weekly reflections sent

electronically to class and

instructor for response


1

Assignment 3)

Assessment/Instruction

Overview

Weekly tutoring plans Weekly tutoring plans

Assignment 4) Inquiry project Weekly reflections and

summative written document

submitted to instructor

electronically

Weekly reflections and

summative written document

submitted to instructor

electronically

Assignment 5) Interactive case

Report

Electronically submitted

written document to instructor

Electronically submitted

interactive (audio, visual,

hyperlinked, etc.) document to

instructor

*Note 1 : For both the face-to-face and hybrid course the Web portion of the course will be

developed and delivered using Blackboard.

**Note 2 : See Approval Guidelines for Delivery of Graduate Courses in Multi-Media Format

(litt ://www.rgs .uky .edu/gs/GSMulti-Media .htrnl ).


2

UNIVERSITY OF KENTUCKY

College of Education - Department of

Curriculum & Instruction

Course Syllabus for EDC 620* - “Design and Implementation of Reading Instruction”

Spring Semester, 2013


Office Location 321 Dickey Hall; Mailbox in 335 Dickey Hall

Phone Number 706-983-9581 (cell); 859-257-4127 (office)

Email [email protected]

Virtual Office

Hours Arranged individually through email and telephone as needed

Technological

Requirements

Computer with internet access or access to UK computer facilities.

Access to digital video & audio recording devices (e.g., laptop,

access to webcam with microphone)

For

Technological

assistance

Contact TASC at http://www.uky.edu/TASC or call 859-257-8272

Contact Information Technology Customer Service Center

http://www.uky.edu/UKIT or 859-257-1300

Technical

Complaints

Contact the College of Education Instructional Technology Center at

859-257-7967 or contact Information Technology Customer Service

Center http://www.uky.edu/UKIT or 859-257-1300

Preferred

method for

contacting

instructor

Email or Blackboard

Anticipated

Response Time 2 days

Information on

Distance

Learning Library

Service


DL Librarian

Carla Cantagallo, DL Librarian; local 859-257-0500 ext 2171

Long distance: 800-828-0439, option 6

[email protected]

DL Interlibrary

Loan Service http://www.uky.edu/Libraries/libpage.php?lweb_ide=253&llib_id16

Course Delivery At least 51% online (for details see Course Delivery, next page)

Course Overview

This is an advanced course that focuses on clinical techniques used in the remediation of reading

problems. It is a course designed to develop individualized procedures related to diagnosis.

Classroom applications of the instructional procedures are discussed. This course is a

combination of lecture and application with a student client. Prerequisites: EDC 619 or consent

of instructor.

http://www.uky.edu/TASC

http://www.uky.edu/UKIT

http://www.uky.edu/UKIT



http://www.uky.edu/Libraries/libpage.php?lweb_ide=253&llib_id16


3

Learning Outcomes and Course Objectives

The course is designed to develop both theoretical understandings and operational skills in

clinical remediation of reading problems. Classroom application of the techniques is discussed.

Prereq: EDC 619 or consent of instructor.

Specific academic objectives for this course are that the students will:

1. Demonstrate appropriate knowledge of a constructivist, interactive view of the

reading/literacy process with an instructional focus that emphasizes the ways that

diverse groups use spoken and written language.

2. Selectively utilize an ongoing professional repertoire of instructional strategies for building

comprehension, study skills, sight vocabulary, meaning vocabulary, and word analysis skills.

In addition, students will seek to promote interest in independent reading and functional

reading through the implementation of the strategies introduced in class discussions/lectures,

handouts, readings, and the required texts.

3. Demonstrate the ability to design, implement, and evaluate an instructional program which is

suited to the needs of an elementary, middle school, high school, or adult individual, and

which exhibits a reflective understanding of the interactive nature of the reading/literacy

process, and which utilizes the instructional strategies/activities introduced in this course and

other courses.

4. Demonstrate effective graduate-level use of interpersonal/intrapersonal skills in completing

tasks, searching and organizing research information and its implementation, making

presentations and creating appropriate lessons with an awareness/sensitivity of the need for

diversity in instructional decision-making and intervention in the reading/literacy process.

Course Delivery

This proposed course is designed as a hybrid course. Course participants will attend weekly class

meetings online throughout the term in an environment such as Blackboard. During this time

students will participate in online discussions, class lecture, and presentations. Students will also

tutor a struggling reader face-to-face, being observed by the instructor using synchronous video

technology. Online content delivery will be approximately 2 hours/week. Tutoring (a

combination of face-to-face engagement with reader and online engagement with instructor) will

be approximately 1-2 hours/week. The majority of the course (at least 51%) will be online.

Required Materials

Required for this course: Hankins, K. H, (2003). Teaching through the storm: A journal of hope. New York: Teachers

College Press.

Jones, S., Clarke, L. W., & Enriquez, G. (2010). The reading turn-around: A five part framework

for differentiated instruction. New York, NY: Teachers College Press.

Leslie, L. & Caldwell, J. S. (2011). Qualitative Reading Inventory-5. Boston: Pearson.

McKenna, M. & Stahl, K. A. D. (2009). Assessment for Reading Instruction. New York: Guilford

Press.

Readings – available electronically on Blackboard, an online communication tool that will be used

weekly. Reference list of readings available is on the last pages of this syllabus.


4

Policies and Procedures

Attendance Policy

Class attendance is mandatory and crucial toward students’ understanding of course material. If

you are absent, it is each student’s responsibility to make up the work and inform the instructor

of the absence, preferably in advance. You can miss one class period for any reason (i.e.,

excused or unexcused absences) without consequence. No verifications of absences are needed.

If you miss two class meetings, your final grade may be lowered by one letter grade (i.e. you will

lose ten points), at my discretion. If you miss three class periods or more, you may be asked to

withdraw from the course, at my discretion. Any tutoring sessions that are missed due to your

absence need to be made up at a mutually agreeable time with the readers’ families.

Students anticipating an absence for a major religious holiday are responsible for notifying the

instructor in writing of anticipated absences due to their observance of such holidays no later

than the last day for adding a class. Information regarding dates of major religious holidays may

be obtained through the religious liaison, Mr. Jake Karnes (859-257-2754).

Lateness of Work Policy

Related to the issue of professionalism, late work is regarded as evidence that course

requirements are not being taken seriously. Late work will be reduced 10% each of the first two

days after the due date. After two days, the assignments may not be accepted, at my discretion.

Preparation of Written Work

Regarding formatting of more formal assignments (e.g., Case Report, Family Literacy

Presentation), certain written work should be typed and double-spaced with 12-point font and

one-inch margins. In some cases, APA (6th

ed.) guidelines should be followed. Please submit

assignments electronically.

Substance is the primary criterion for evaluating and grading your written products in this

course. In other words, what you say (its clarity, depth, insight, etc.) is the most important factor

in determining your grades on written work. However, how you express yourself in writing (i.e.,

the form of the written work) will also be used to evaluate your products. Therefore, correct

grammar, proper punctuation, correct spelling, neatness, and adherence to assignment guidelines

will also be part of the grading process. Practicing and prospective teachers must be able to

express themselves in writing clearly and cogently, so both substance and style will factor into

grading your work.

Cheating, Plagiarism, and Academic Honesty

Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records.

Students are expected to adhere to University policy on cheating and plagiarism in all courses.

The minimum penalty for a first offense is a zero on the assignment on which the offense

occurred. If the offense is considered severe or the student has other academic offenses on their

record, more serious penalties, up to suspension from the university may be imposed.

Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to

become familiar with the various forms of academic dishonesty as explained in the Code of

Student Rights and Responsibilities. Complete information can be found at the following


5

website: http://www.uky.edu/Ombud. A plea of ignorance is not acceptable as a defense against

the charge of academic dishonesty. It is important that you review this information as all ideas

borrowed from others need to be properly credited.

Part II of Student Rights and Responsibilities (available online

http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or

otherwise, submitted by students to their instructors or other academic supervisors, is expected to

be the result of their own thought, research, or self-expression. In cases where students feel

unsure about the question of plagiarism involving their own work, they are obliged to consult

their instructors on the matter before submission.

When students submit work purporting to be their own, but which in any way borrows ideas,

organization, wording or anything else from another source without appropriate

acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes

reproducing someone else’s work, whether it be a published article, chapter of a book, a paper

from a friend or some file, or something similar to this. Plagiarism also includes the practice of

employing or allowing another person to alter or revise the work, which a student submits as

his/her own, whoever that other person may be.

Students may discuss assignments among themselves or with an instructor or tutor, but when the

actual work is done, it must be done by the student, and the student alone. When a student’s

assignment involves research in outside sources of information, the student must carefully

acknowledge exactly what, where and how he/she employed them. If the words of someone else

are used, the student must put quotation marks around the passage in question and add an

appropriate indication of its origin. Making simple changes while leaving the organization,

content and phraseology intact is plagiaristic. However, nothing in these Rules shall apply to

those ideas which are so generally and freely circulated as to be a part of the public domain

(Section 6.3.1).

Please note: Any assignment you turn in may be submitted to an electronic database to check

for plagiarism.

Disability Statement/Accommodations

If you have a documented disability that requires academic accommodations in this course,

please make your request to the University Disability Resource Center. The Center will require

current disability documentation. When accommodations are approved, the Center will provide

me with a Letter of Accommodation which details the recommended accommodations. Contact

the Disability Resource Center, Jake Karnes, Director at 859-257-2754 or

[email protected].

http://www.uky.edu/Ombud.

http://www.uky.edu/StudentAffairs/Code/part2.html



6

Course Requirements and Assessments

1. Professionalism – Because this class is geared toward your professional development, you

will earn approx. one-half point for each class meeting for exhibiting the professionalism

expected of educators, described as respectful engagement, adding to an environment of

allowing your peers to learn and your instructor to teach, exhibiting a spirit of generosity

with regard to others’ opinions and learning processes. Also, see “drop box questions.”

10 points Due date: Ongoing Assessed by observation & anecdotal notes taken by

instructor

E.g.,

Sarah July 18th Sarah’s response to a classmates’ question showed professional tact and respect for difference. She submitted a “drop box” question that enriched the conversation.

Nicole July 18th Nicole arranged to speak with me during a mutually agreeable appointment time. She offered questions and suggestions in to her classmate’s presentation.

2. Online discussion of reflections – As part of being a reflective learner, you will earn

approx. 3 points for an assignment. You will submit a total of 10 substantive online

contributions. Students will be placed in 2 groups (Group A and Group B). The schedule for

7 online contributions will be as follows:

Dates Group A Group B

Week #2 Post to Blackboard by Mon., the

XXth

at 5 p.m.

Read posts; respond to Blackboard

by Wed., the XXth

at 5 p.m.

Week #4 Read posts; respond to Blackboard

by Wed., the XXth

at 5 p.m.

Post to Blackboard by Mon., the

XXth

at 5 p.m.


XXth

at 5 p.m.


by Wed., the XXth

at 5 p.m.


by Wed., the XXth

at 5 p.m.

Post to Blackboard by Mon., the

XXth

at 5 p.m.


XXnd

at 5 p.m.


by Wed., the XXnd

at 5 p.m.


by Wed., the XXth

at 5 p.m. Post to Blackboard by Mon., the

XXth

at 5 p.m.


XXth

at 5 p.m. Post to Blackboard by Wed., the

XXth

at 5 p.m.

For example, on Week #2 Group A will post reflections for that most recent tutoring session.

The posts will be graded according to the following criteria:

______ Reflection includes pertinent references to course reading(s) showing student

learned from the texts.

______ Reflection includes insight regarding issues that go beyond the tutoring session.

______ Response includes examples from session to support ideas.

Satisfying all three criteria will earn 3 points, two criteria 2 points, and 1 criterion 1 point.


7

Group B will be responsible for reading reflection posts from classmates and using those posts

to develop a response. A student can explain how a post from the other Group pushed the

person’s thinking, ask a question about a post, etc. An individual’s performance will be graded

according to the following criteria:

______ Contribution includes references to course reading(s) and classmates’ post.

______ Contribution to the discussion incorporated a personal viewpoint on the issues.

______ Contribution enriched the class online discussion and encouraged others’ learning.

Satisfying all three criteria will earn 3 points, two criteria 2 points, and 1 criterion 1 point.

In addition to the schedule above, you will need to have an additional 3 responses submitted as

you choose. These can be giving a thoughtful answer to a posed question, enriching the online

discussion though a post or by sharing and discussing “outside” materials on the topic. These

will be assessed using the same criteria above. Each student’s total online discussion

“submissions” will be 10.

10 points Due date: weekly (Mon., Wed.) Assessed by checklist

In addition to the required online discussion participation, you have the option to submit to me

via blackboard email a “drop box question.” These are matters that you need clarification on, a

point to enrich the online conversations or class presentations, or a general area of interest related

to the class topics. Just send me an email via Blackboard, and I will address one (or more) drop

box questions a day and distribute the answer to the class. I will know who sent the question, but

it will be anonymous to the class. Drop box questions are one way to show your professional

engagement in the course or to get clarification on a discussion topic.

3. Assessment/Instruction Overview – In conjunction with building on the assessment

information you collect in EDC 619, you will work instructionally with the reader. The

instruction sessions should support the individual reader’s needs, with reference to specific

reading strategies and skills identified in the assessment process. You will create a Powerful

Literacy Plan with the reader to set goals for the remainder of tutoring.

15 points Due dates: Ongoing, usually the Saturdays (at 11:59 p.m.) before each session

Assessed by analytic rubric & holistic rubric.

Assessment/Instructional Plan

trait/score 4 3 2 1

Assessment &

instruction link (a

matter of clarity)

Plan is exceptionally

clear with the

assessments and how

assessment results led

to the instruction plan.

Plan is generally clear

with the assessments

and how assessment

results led to the

instruction plan.

Plan lacks clarity with the

assessments and how

assessment results led to

the instruction plan.

Plan is unclear with the

assessments and how



Powerful Literacy

Plan (a matter of

clarity)

There is a strong tie to

the Powerful Literacy

Plan.

There is a tie to the

Powerful Literacy Plan.

There is a loose tie to the


There is no tie to the


Support from

readings (a matter

of content)

Thorough & accurate

details are provided

from readings.

Substantial & accurate

details are provided

from readings.

Partial but accurate details

are provided from

readings.

The support from the

readings lacks detail or is

inaccurate.

Teaching method

& scaffolding (a

matter of

effectiveness)

The teaching method

and surrounding

scaffolding plan is

highly effective with

the instructional plan.

The teaching method

and surrounding

scaffolding plan is

effective with the

instructional plan.

The teaching method and

surrounding scaffolding

plan is moderately

effective with the

instructional plan.

The teaching method and

surrounding scaffolding

plan is ineffective with the

instructional plan.


8

4. Inquiry Project – Using Hankins (2003) as an example, you will follow a self-defined and

authentic line of inquiry in conjunction with tutoring the Clinic reader. A line of inquiry can

be many things, such as a sincere question you have about literacy, social issues, text usage,

etc. Your line of inquiry will adopt a clear theoretical backing, and you will complete

reflective field notes that will direct and be directed by this line of inquiry. Guided by your

line of inquiry you will use the experiences with and data of your reader as evidence that

feeds your understanding. You will present your findings in a written paper.

15 points Due date: TBA (Beginning of April) Assessed with an analytical rubric.

Inquiry Project Rubric

trait/score 4 3 2 1 weight =

Line(s) of Inquiry (a matter of

clarity)

Line(s) of inquiry

are exceptionally

clear.

Line(s) of inquiry are

generally clear. Line(s) of inquiry

lack clarity. Line(s) of inquiry

are unclear. x1

Excerpts (a

matter of

effectiveness)

Excerpts from

reflective field notes

are highly effective

in illustrating the

students thinking

about the line of

inquiry.

Excerpts from


are effective in

illustrating the

students thinking

about the line of

inquiry.

Excerpts from


are moderately

effective in

illustrating the

students thinking

about the line of

inquiry.

Excerpts from

reflective field

notes are

ineffective in

illustrating the

students thinking

about the line of

inquiry.

x1

Contextualization

(a matter of

clarity)

Enough context is

provided with the

excerpts so that

reader is

exceptionally clear

on the

circumstances of the

field notes.

Enough context is

provided with the

excerpts so that

reader is generally

clear on the


field notes.

Enough context is

provided with the

excerpts so that

reader is somewhat

clear on the


field notes.

The context

provided with the

excerpts does not

provide clarity on

the circumstances

of the field notes

or no context is

provided.

x1

Readings &

Reasons (a matter of

effectiveness)

The chosen readings

and reasons are

highly effective in

explaining how the

student’s thinking

would be deepened.

The chosen readings

and reasons are

effective in

explaining how the

student’s thinking

would be deepened.

The chosen readings

and reasons are

moderately effective

in explaining how

the student’s

thinking would be

deepened.

The chosen

readings and

reasons are

ineffective in

explaining how

the student’s

thinking would be

deepened.

x1

Presentation (a

matter of clarity)

Student’s

presentation is

exceptionally clear

in the time allotted.

Student’s

presentation is

generally clear in the

time allotted.

Student’s

presentation is lacks

clarity in the time

allotted.

Student’s

presentation

unclear in the

time allotted.

x1

Project style (a

matter of

effectiveness)

Lines of inquiry,

excerpts,

readings, and

reasons were

highly polished in

regard to APA

formatting,

grammar, and

written

expression.

Lines of inquiry,

excerpts, readings,

and reasons were

polished in regard

to APA formatting,

grammar, and

written expression.

Lines of inquiry,

excerpts, readings,

and reasons were

moderately

polished in regard

to APA

formatting,

grammar, and

written

expression.

Lines of

inquiry,

excerpts,

readings, and

reasons were

unpolished in

regard to APA

formatting,

grammar, and

written

expression.

x1

Score Earned


9

5. Interactive Case Representation – Part of the assessment & instructional path is to report results to the

stakeholders in the educational situation. In working with the reader, the stakeholders are a home representative, the

child’s teacher(s), your instructor, and you. These people are your audience for this report, although not all audience

members will be equally interested in all sections. You will create an interactive (e.g., with audio, visual, other

modes) representation of the work done by your client and you (assessments, instruction, results, summary, &

recommendations for the future). You also will provide a practical reminder tool that will assist people at home who

want to continue to support the reader. 25 points (for each student) Due date: April 28

th (final) Assessed with an analytical rubric

Case Report Rubric


Background

information on

student (a matter of completeness)

Section is complete

with the reader’s age,

grade level, school, content area(s) for

session instruction,

pertinent ethnic, cultural, racial

information, gender,

and other important information.

Section includes all

components but

contains inaccurate information, lacks

detail, or lacks

clarity.

Section has one or

two missing

components.

Section has three or

more missing

components.

÷2

Assessment results,

Instruction, &

reader performance

(a matter of

effectiveness)

Section is highly

effective in making connections across

assessment results,

instruction, and reader performance.

Section is effective

in making connections across

assessment results,


Section is moderately


assessment results,


Section is ineffective


assessment results,

instruction, and reader performance

or section contains

inaccurate information.

x1

Summary (a matter

of clarity)

Section is

exceptionally clear in providing the most

important summative

information regarding reader.

Section is generally

clear in providing the most important

summative


Section lacks clarity

in providing the most important summative

information

regarding reader.

Section is unclear in

providing the most important summative

information

regarding reader.

÷2

Recommendations

for future

instruction and

home involvement (a matter of clarity)

Section is

exceptionally clear in

providing precise recommendations for

instruction and home

involvement.


clear in providing

precise recommendations for


involvement.


in providing precise

recommendations for instruction and home

involvement.


providing precise

recommendations for instruction and home

involvement or is

incomplete.

x1

Reminder tool (a

matter of

effectiveness)

Reminder tool is

highly effective in

communicating and encouraging home

literacy involvement.

Reminder tool is

effective in



Reminder tool is


in communicating and encouraging

home literacy

involvement.

Reminder tool is

ineffective in



x1

Interactive

components (a

matter of effectiveness)

Interactive components are highly effective in

demonstrating concepts (e.g., reader

performance, activity,

etc.)

Interactive components are

effective in demonstrating

concepts


moderately effective in demonstrating

concepts


ineffective in demonstrating

concepts

x1

“Balance” of

interactive and

traditional

components (a matter of

effectiveness)

Interactive component are included at

appropriate points (i.e.,

neither too many as to be distracting or too

few as to be

inadequate) to create a highly comprehensive

representation.

Interactive component are

included at

appropriate points to create a

comprehensive

representation.


included at

appropriate points (i.e., neither too

many or too few) to

create a moderately comprehensive

representation.


included at


many or too few) to

create an incomprehensive

representation.

x1

Score Earned


10

Grades

The point distribution and assessment tools for course requirements are as follows:

Requirement Total Points Assessment Tool

Due date

1. Professionalism 10 points Anecdotal notes Ongoing

2. Online discussion

participation

10 points Checklist Ongoing

3. Assessment/instruction

overview and field notes

(process)

15 points Analytic & holistic

rubrics

Ongoing

4. Inquiry project 15 points Analytic rubric TBA Beginning of April

5. Case reports (1 for

each reader)

(product)

50 points (25

points per

reader)

Analytic rubric TBA End of semester

Total Possible Points = 100 points

A course grade will be determined as follows: A final point total (0-100) will be computed. This

total will be converted to a course grade as follows: A = 90-100 points; B = 80-89.99 points; C =

70-79.99; E = 0-69.99 points. Instructor reserves the privilege to round partial points totals up or

down at her discretion. According to the Graduate Bulletin

(http://www.research.uky.edu/gs/bulletin/current/bull09_Part1.pdf) the UK grading systems

assigns the following quality labels to grades: A is High achievement; B is Satisfactory

achievement; C is Minimum passing; and E is Failure. These same quality labels should be used

to interpret grades on course requirements and the final course grade. D grades may not be

awarded to graduate students. Graduate courses (400G-799) may not be taken Pass/Fail.

http://www.research.uky.edu/gs/bulletin/current/bull09_Part1.pdf


11

Content Calendar

DATE TOPIC READINGS DUE PAGE TOTAL TASKS DUE Week 1a

Face to

face

Introductions, Course

Overview

Session #1 with reader,

reflection, debriefing

Week 2a NO CLASS MARTIN LUTHER

KING, JR. DAY

Week 2b

Face to

face

Component: Assessment

drives instruction

Inquiry: Narrative as

inquiry

Hankins, Chs. 1-2 (pp.

1-46)

Jones et al, Ch. 1 (pp. 9-

18)

TBA

Week 3a

Face to

face

Inquiry: Drawing

Connections



Hankins, Chs. 3-4 (pp.

47-106)

TBA

Week 3b

Online

Inquiry: Interpretations Hankins, Chs. 5-6 (pp.

107-184)

TBA Tutoring plan due Saturday, 11:59

p.m.

Week 4a

Face to

face

Phonemic Awareness/ABC

knowledge



Savage (pp. 23-59) TBA

Week 4b

Online

Phonemic Awareness

Reading identities

Jones et al, Ch. 1 (pp.

20-30)

TBA Tutoring plan due Saturday 11:59

p.m.

Week 5a

Face to

face

Phonics



Savage (pp. 113-144)

TBA

Week 5b

Online

Phonics Jones et al, Ch. 3 (pp.

31-42)


p.m.

Week 6a

Face to

face

Motivation



TBA TBA

Week 6b

Online

Motivation TBA TBA Tutoring plan due Saturday, 11:59

p.m. Week 7a

Face to

face

Fluency



Opitz, Ch. 5-6 (pp. 34-

56)

Rasinski (pp. 704-706)

TBA

Week 7b

Online

Fluency Pressley, Gaskin, &

Fingeret 2006


p.m.

Week 8a

Face to

face

Fluency



Opitz, Chs. 8-10 (pp.

61-80)

TBA

Week 8b

Online

Fluency Jones et al, Ch. 4 (pp.

43-56)


p.m.


12

Content Calendar

DATE TOPIC READINGS DUE PAGE TOTAL TASKS DUE Week 9a

Face to

face

Word study



Choice of Bear et al. chapter TBA

Week 9b

Online

Word study

TBA TBA Tutoring plan due

Saturday, 11:59

p.m. Week 10a

Face to

face

Vocabulary

assessment/instruction



Cunningham 2006

Ogle 2010

Walker-Dahlhouse 2010

TBA

Week 10b

Online

Vocabulary

Jones et al, Ch. 6 (pp. 69-80) TBA Tutoring plan due

Saturday, 11:59

p.m.

Week 11a

Face to

face

Comprehension



Almasi (2003) TBA

Week 11b

Online

Comprehension

Applegate 2009

Kletzien 2009

Pardo 2004

Walmsley 2006

TBA Tutoring plan due

Saturday, 11:59

p.m.

Week 12a

Face to

face

Comprehension

Session #11 with readers,


Jones et al, Ch. 5 (pp. 57-68) TBA

Week 12b

Online

Comprehension

TBA TBA Tutoring plan due

Saturday, 11:59

p.m.

Week 13a

Face to

face

Using Texts - Informational



Jones et al, Ch. 7 (pp. 81-92) TBA

Week 13b

Online

Using Texts - Digital

Jones et al, Ch. 8 (pp. 93-108) TBA Tutoring plan due

Saturday, 11:59

p.m.

Week 14a

Face to

face

Text Analysis



Jones et al, Ch. 9 &

conclusion (pp. 109-119)

TBA

Week 14b

Online

Text Analysis for social

justice

Jones et al, Ch. 10 (pp. 120-

133)


Saturday, 11:59 p.m

Week 15a

Face to

face

Session #9 with reader



View interactive case reports TBA

Week 15b

Online

View interactive case reports TBA Tutoring plan due

Saturday, 11:59 p.m

Week 16a

Face to

face

Using Texts



TBA

Week 16b

Online


Saturday, 11:59 p.m

Mallozzi EDC 620 Spring Semester, 2011

* This course syllabus is a general plan for the course; deviations announced to the class by the

instructor may be necessary.

1

1

UNIVERSITY OF KENTUCKY

College of Education - Department of

Curriculum & Instruction

Course Syllabus for EDC 620* - “Design and Implementation of Reading Instruction”

Spring Semester, 2011


Contact Info: *Email: [email protected] Mailbox: 335 Dickey Hall

*Phone: (cell) 706-983-9581 (office) 859-257-4127

Class Meetings: Monday & Wednesday, 4:30 p.m. - 6:30 p.m., 323 Dickey Hall

Office Hours: Mondays & Wednesdays, 6:30 p.m. – 7:00 p.m., or by appointment

321 Dickey Hall

Course Overview

This course focuses on clinical techniques used in the remediation of reading problems. It is a

course designed to develop individualized procedures related to diagnosis. Classroom

applications of the instructional procedures are discussed. This course is a combination of lecture

and application with a student client. Prerequisites: EDC 619 or consent of instructor.

Course Objectives

Students enrolled in this course will:

1. Demonstrate appropriate knowledge of a constructivist, interactive view of the

reading/literacy process with an instructional focus that emphasizes the ways that

diverse groups use spoken and written language.

2. Selectively utilize an ongoing professional repertoire of instructional strategies for building

comprehension, study skills, sight vocabulary, meaning vocabulary, and word analysis skills.

In addition, students will seek to promote interest in independent reading and functional

reading through the implementation of the strategies introduced in class discussions/lectures,

handouts, readings, and the required texts.

3. Demonstrate the ability to design, implement, and evaluate an instructional program which is

suited to the needs of an elementary, middle school, high school, or adult individual, and

which exhibits a reflective understanding of the interactive nature of the reading/literacy

process, and which utilizes the instructional strategies/activities introduced in this course and

other courses.

4. Demonstrate effective graduate-level use of interpersonal/intrapersonal skills in completing

tasks, searching and organizing research information and its implementation, making

presentations and creating appropriate lessons with an awareness/sensitivity of the need for

diversity in instructional decision-making and intervention in the reading/literacy process.





2

2

Required Materials

Required for this course: Compton-Lilly, C., & Greene, S. (Eds.) (2011). Bedtime stories and book reports: Connection

parent involvement and family literacy. New York, NY: Teachers College Press.

[abbreviated in syllabus as BSBR]

Readings – available electronically on Blackboard, an online communication tool that will be

used weekly. Reference list of readings available is on the last pages of this syllabus.

Access to an audio recording device.

Required from prerequisite course EDC 619:

Jones, S., Clarke, L. W., & Enriquez, G. (2010). The reading turn-around: A five part framework

for differentiated instruction. New York, NY: Teachers College Press.

Leslie, L., & Caldwell, J. S. (2011). Qualitative reading inventory-5. Boston, MA: Pearson.

McKenna, M., & Stahl, K. A. D. (2009). Assessment for reading instruction. New York, NY:

Guilford Press.

Recommended Materials

Bear, D. R., Invernizzi, M., Templeton, T., & Johnston, F. (2007). Words their way: Word

study for vocabulary, and spelling instruction (4th

ed.). Upper Saddle River, NJ: Prentice

Hall.

Cunningham, P. M. (2009). Phonics they use: Words for reading and writing. Boston, MA:

Pearson.

Fountas, I. C., & Pinnell, G. S. (2000). Guiding readers and writers: Teaching comprehension,

genre, and content literacy. Portsmouth, NH: Heinemann.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension to enhance

understanding. Portland, ME: Stenhouse.

Policies and Procedures

Attendance Policy

Class attendance is mandatory and crucial toward students’ understanding of course material.

You can miss two class periods for any reason (i.e., excused or unexcused absences) without

consequence. No verifications of absences are needed. If you miss three class periods, your final

grade may be lowered by one letter grade (i.e. you will lose ten points), at my discretion. If you

miss four class periods or more, you may be asked to withdraw from the course, at my discretion.

Tardiness speaks to your professionalism and should be avoided.

Special note: If an absence occurs on a day which you are meeting a student reader, it is your

responsibility to contact the student’s home contact person (e.g., parent, guardian) to let them

know you will not be at that day’s session. It is also your responsibility to make up that session

with the student at the student’s family’s convenience. These absences that are made-up with the

student will not be counted in your absence total; however, a session not made-up with the

student will be considered an absence and counted toward your absence total. Every effort

should be made to be present at the regularly schedule sessions, and repeated rescheduling of

sessions with your student client speaks to your professionalism and should be avoided.




3

3

Students anticipating an absence for a major religious holiday are responsible for notifying the

instructor in writing of anticipated absences due to their observance of such holidays no later

than the last day for adding a class. Information regarding dates of major religious holidays may

be obtained through the religious liaison, Mr. Jake Karnes (859-257-2754).

Lateness of Work Policy

Related to the issue of professionalism, late work is regarded as evidence that course

requirements are not being taken seriously. Late work will be reduced 10% each of the first two

days after the due date. After two days, the assignments may not be accepted, at my discretion.

Preparation of Written Work

Regarding formatting of more formal assignments (e.g., Case Report), certain written work

should be typed and double-spaced with 12-point font and one-inch margins. In some cases,

APA (6th

ed.) guidelines should be followed. Please submit assignments electronically. Please

submit assignments in Word, PowerPoint or other MS Office format.

Substance is the primary criterion for evaluating and grading your written products in this

course. In other words, what you say (its clarity, depth, insight, etc.) is the most important factor

in determining your grades on written work. However, how you express yourself in writing (i.e.,

the form of the written work) will also be used to evaluate your products. Therefore, correct

grammar, proper punctuation, correct spelling, neatness, and adherence to assignment guidelines

will also be part of the grading process. Practicing and prospective teachers must be able to

express themselves in writing clearly and cogently, so both substance and style will factor into

grading your work.

Cheating, Plagiarism, and Academic Honesty

Cheating and plagiarism are serious offenses that lead to significant consequences. To better

understand issues and consequences of cheating and plagiarism, please read the pdf. “Plagiarism:

What is it?” (http://www.uky.edu/Ombud/Plagiarism.pdf)from the UK Office of Academic

Ombud Services and UK’s New Academic Offenses Policy

(http://www.uky.edu/Ombud/acadoffenses/index.htm). The goal to create a culture of academic

honesty is the responsibility of all students.

Disability Statement/Accommodations

Any student with a disability or disabilities who is taking this course and needs classroom or

exam accommodations should contact the Disability Resource Center, 2 Alumni Gym, or call

859-257-2754.

Clinic Requirement Variations

Due to the nature of the Literacy Clinic experience, some graduate student experiences will

emphasize individualized client instruction (Group A) and some will emphasize working with

the student-tutee-home triad (Group B). Both types of experience are integral to designing and

implementing reading instruction, although the course requirements may be different.

Rotating Schedule for Assessment/Instructional Plans

Jan. 22 – All Feb. 12 – Green Mar. 5 – Green Apr. 2 – Green Apr. 25 - Green

Jan. 29 – Red Feb. 19 – Red Mar. 19 – Red Apr. 9 – Red

Feb. 5 – Blue Feb. 26 – Blue Mar. 26 – Blue Apr. 16 – Blue

http://www.uky.edu/Ombud/Plagiarism.pdf

http://www.uky.edu/Ombud/acadoffenses/index.htm




4

4

Group A: Course Requirements and Assessments

1. Students 1 & 2: Assessment/Instruction Plans – The grading of your plans will be on a

rotating basis (see schedule above), but you will provide an overview sheet each week. You

will conduct at least a total of 7 assessments with your reader. One must be a reader self-

assessment. One must be an Informal Reading Inventory (interview, oral reading, miscue

analysis, comprehension questions, and retelling assessment) (approx. grades 2-onward) or a

Concepts About Print assessment (approx. grades K-2). In conjunction with collecting

assessment information, you will work instructionally with the reader. You and your client

will develop a Powerful Literacy Plan or PLP (based on the Powerful Reading Plan from

Jones, Clarke, & Enriquez, 2010), which will guide your instruction along with the

assessment results. The instruction sessions should support the individual reader’s needs,

with reference to specific reading strategies and skills identified in the assessment process.

After each session with the reader you will write reflective field notes that will involve your

interactions with the home representative.

25 points Due dates: Ongoing Assessed by checklist, analytic rubric, and holistic rubric


trait/score 4 3 2 1

Instruction &

assessment link (a matter of

clarity)


clear with the

assessments and how





and how assessment

results led to the

instruction plan.


assessments and how




assessments and how



Strategy lesson (a matter of

content)

Thorough details are

provided on the

strategy lesson.

Substantial details are

provided on the strategy

lesson.

Partial details are provided

on the strategy lesson. The strategy lesson

lacks detail.

Text &

instruction link (a matter of

effectiveness)

The text and

surrounding

conversation plan is



The text and

surrounding


effective with the

instructional plan.

The text and surrounding


moderately effective with


The text and

surrounding


ineffective with the

instructional plan.

Instruction &

Powerful

Literacy Plan

link (a matter of

clarity)


clear with how the PLP

is linked to the

instruction.


with how the PLP is

linked to the instruction.

Plan lacks clarity with

how the PLP is linked to

the instruction.


PLP is linked to the

instruction.

Reflective Field Notes Holistic Rubric

1

(100%)

There is evidence of thorough thinking about the session and interaction with home representative. Reflection

includes exceptional insight regarding issues that go beyond the clinic setting. Notes include precise examples

to support ideas.

.875

(87.5%)

There is evidence of substantial thinking about the session and interaction with home representative.

Reflection includes general insight regarding issues that go beyond the clinic setting. Notes include examples

to support ideas.

.75

(75%)

There is evidence of incomplete thinking about the session and interaction with home representative.

Reflection lacks insight regarding issues that go beyond the clinic setting. Notes lack examples to support

ideas.

.65

(65%)

There is evidence of serious misconceptions about the session or interaction with home representative.

Reflection is unclear regarding issues that go beyond the clinic setting. Notes are unclear about a link from

ideas to the session.

Points Earned




5

5

2. Students 1 & 2: Interactive Case Representation – Part of the assessment & instructional path is to

report results to the stakeholders in the educational situation. In working with the reader, the stakeholders are a

home representative, the child’s teacher(s), your instructor, and you. These people are your audience for this

report, although not all audience members will be equally interested in all sections. You will create an

interactive (e.g., with audio, visual, other modes) representation of the work done by your client and you

(assessments, instruction, results, summary, & recommendations for the future). You also will provide a

practical reminder tool that will assist people at home who want to continue to support the reader.

25 points Due date: April 28th

(final) Assessed with an analytical rubric

Case Report Rubric


Background

information on

student (a matter of

completeness)

Section is complete

with the reader’s age, grade level, school,

content area(s) for

session instruction, pertinent ethnic,

cultural, racial

information, gender, and other important

information.


components but contains inaccurate

information, lacks

detail, or lacks clarity.

Section has one or

two missing components.


more missing components.

÷2

Assessment results,

Instruction, &

reader performance

(a matter of

effectiveness)

Section is highly


assessment results,




assessment results,




assessment results,




assessment results,


or section contains


x1

Summary (a matter

of clarity)

Section is


important summative




summative




information

regarding reader.



information

regarding reader.

÷2

Recommendations

for future

instruction and


Section is

exceptionally clear in providing precise

recommendations for

instruction and home involvement.


clear in providing precise

recommendations for



in providing precise recommendations for


involvement.




involvement or is incomplete.

x1

Reminder tool (a

matter of

effectiveness)

Reminder tool is

highly effective in



Reminder tool is

effective in



Reminder tool is



home literacy

involvement.

Reminder tool is

ineffective in



x1

Interactive

components (a

matter of

effectiveness)

Interactive components

are highly effective in

demonstrating

concepts (e.g., reader


etc.)

Interactive

components are

effective in

demonstrating

concepts

Interactive

components are


in demonstrating

concepts

Interactive

components are

ineffective in

demonstrating

concepts

x1

“Balance” of

interactive and

traditional


effectiveness)




few as to be


representation.


included at


comprehensive

representation.


included at


many or too few) to


representation.


included at


many or too few) to


representation.

x1

Score Earned




6

6

Group A: Grades

The point distribution n and assessment tools for course requirements are as follows:


Due date


plans (process)


rubrics

Ongoing

2. Interactive case

representation

(product)

25 points Analytic rubric April 27th


plans (process)


rubrics

Ongoing

4. Interactive case

representation

(product)

25 points Analytic rubric April 27th















7

7

Group B: Course Requirements and Assessments

1. Student 1: Assessment/Instruction Plans – The grading of your plans will be on a rotating

basis (see schedule above), but you will provide an overview sheet each week. You will

conduct at least a total of 7 assessments with your reader. One must be a reader self-

assessment. One must be an Informal Reading Inventory (interview, oral reading, miscue

analysis, comprehension questions, and retelling assessment) (approx. grades 2-onward) or a

Concepts About Print assessment (approx. grades K-2). In conjunction with collecting

assessment information, you will work instructionally with the reader. You and your client

will develop a Powerful Literacy Plan or PLP (based on the Powerful Reading Plan from

Jones, Clarke, & Enriquez, 2010), which will guide your instruction along with the

assessment results. The instruction sessions should support the individual reader’s needs,

with reference to specific reading strategies and skills identified in the assessment process.

After each session with the reader you will write reflective field notes that will involve your

interactions with the home representative.

25 points Due dates: Ongoing Assessed by checklist, analytic rubric, and holistic rubric


trait/score 4 3 2 1

Instruction &

assessment link (a matter of

clarity)


clear with the

assessments and how





and how assessment

results led to the

instruction plan.


assessments and how




assessments and how



Strategy lesson (a matter of

content)

Thorough details are

provided on the

strategy lesson.

Substantial details are

provided on the strategy

lesson.

Partial details are provided

on the strategy lesson. The strategy lesson

lacks detail.

Text &

instruction link (a matter of

effectiveness)

The text and

surrounding




The text and

surrounding


effective with the

instructional plan.

The text and surrounding


moderately effective with


The text and

surrounding


ineffective with the

instructional plan.

Instruction &

Powerful

Literacy Plan

link (a matter of

clarity)


clear with how the PLP

is linked to the

instruction.


with how the PLP is

linked to the instruction.

Plan lacks clarity with

how the PLP is linked to

the instruction.


PLP is linked to the

instruction.


1

(100%)



to support ideas.

.875

(87.5%)



to support ideas.

.75

(75%)



ideas.

.65

(65%)




Points Earned




8

8

2. Student 1: Interactive Case Representation – Part of the assessment & instructional path is to report

results to the stakeholders in the educational situation. In working with the reader, the stakeholders are a home

representative, the child’s teacher(s), your instructor, and you. These people are your audience for this report,

although not all audience members will be equally interested in all sections. You will create an interactive (e.g.,

with audio, visual, other modes) representation of the work done by your client and you (assessments,

instruction, results, summary, & recommendations for the future). You also will provide a practical reminder

tool that will assist people at home who want to continue to support the reader.

25 points Due date: April 28th

(final) Assessed with an analytical rubric

Case Report Rubric


Background

information on

student (a matter of

completeness)

Section is complete

with the reader’s age, grade level, school,

content area(s) for

session instruction, pertinent ethnic,

cultural, racial

information, gender, and other important

information.


components but contains inaccurate

information, lacks

detail, or lacks clarity.

Section has one or

two missing components.


more missing components.

÷2

Assessment results,

Instruction, &

reader performance

(a matter of

effectiveness)

Section is highly


assessment results,




assessment results,




assessment results,




assessment results,


or section contains


x1

Summary (a matter

of clarity)

Section is


important summative




summative




information

regarding reader.



information

regarding reader.

÷2

Recommendations

for future

instruction and


Section is

exceptionally clear in providing precise

recommendations for



clear in providing precise

recommendations for



in providing precise recommendations for


involvement.




involvement or is incomplete.

x1

Reminder tool (a

matter of

effectiveness)

Reminder tool is

highly effective in



Reminder tool is

effective in



Reminder tool is



home literacy

involvement.

Reminder tool is

ineffective in



x1

Interactive

components (a

matter of

effectiveness)

Interactive components

are highly effective in

demonstrating

concepts (e.g., reader


etc.)

Interactive

components are

effective in

demonstrating

concepts

Interactive

components are


in demonstrating

concepts

Interactive

components are

ineffective in

demonstrating

concepts

x1

“Balance” of

interactive and

traditional


effectiveness)




few as to be


representation.


included at


comprehensive

representation.


included at


many or too few) to


representation.


included at


many or too few) to


representation.

x1

Score Earned




9

9

3. Powerful Family Literacy Plan/Implementation– With your “adopted” family from the

youth clinic or adult/ESL clinic, you (& your partner, if applicable) will develop a plan to

accomplish their family literacy goals. The process should include recognizing and utilizing

the family’s funds of knowledge, developing relationships, including family’s voices,

coordinating with client’s tutor (if applicable), and evidencing movement toward goals. You

will be assessed on …

a) Powerful Family Literacy Plan (per family)

b) explanation of plan (per family)

c) weekly reflective notes (per grad student)

d) implementation of the plan (per family)

e) reflective synthesis of the process (per grad student)

25 points Due dates: Varies Assessed by analytic and holistic rubrics

Case Report Rubric


Powerful Family

Literacy Plan (a

matter of

completeness)

The PFLP is

thorough with all

section.

The PFLP is

complete with all

section.

The PFLP is

uneven with

completeness of

sections.

Some sections of

the PFLP are

incomplete. x1

Explanation of

PFLP (a matter of

clarity)

Explanation is

exceptionally clear

in providing

background on the

PFLP.

Explanation is

generally clear in

providing

background on the

PFLP.

Explanation is

lacking clarity in

providing

background on the

PFLP.

Explanation is

unclear in

providing

background on the

PFLP.

x1

Implementation

of PFLP (a matter

of effectiveness)

Support that was

delivered was is

highly effective for

family with regard

to PFLP.

Support that was

delivered was is

effective for

family with regard

to PFLP.

Support that was

delivered was is

moderately

effective for

family with regard

to PFLP.

Support that was

delivered was is

ineffective for

family with regard

to PFLP.

x1

Reflective

Synthesis (a

matter of clarity)

Synthesis includes

exceptional insight

across the process of

working with

family.

Synthesis includes

general insight

across the process

of working with

family.

Synthesis is

uneven with

insight across the

process of working

with family.

Synthesis lacks

insight across the

process of working

with family.

x1

Score Earned


1

(100%)



to support ideas.

.875

(87.5%)



to support ideas.

.75

(75%)



ideas.

.65

(65%)




Points Earned




10

10

4. Family Literacy Presentation – Based on the interests of the home representatives, you will

deliver a presentation to and facilitate a conversation with the “parent” and/or adult group.

You will engage in a self-guided investigation and develop a reading list under my guidance

to enrich your knowledge of your topic. You will complete a presentation contract and

provide a rubric with which you will be graded. The rubric must at minimum include

attention to quality of content, citational support, presentation style, and appropriateness for

audience.

25 points Due dates: Varies Assessed by analytic rubric

Plan B: Grades

The point distribution and assessment tools for course requirements are as follows:


Due date


plans (process)


rubrics

Ongoing

2. Interactive Case

representation

(product)


rubrics (with parent

survey input)

April 28th

3. Powerful Family

Literacy Plan

(process)

25 points Analytic rubric Ongoing and April 28th

4. Family Literacy

Presentation

(product)

25 points Analytic rubric Individual dates as

mutually agreed upon















11

11

Content Calendar

DATE CLINIC WK TOPIC READINGS DUE PAGE TOTAL TASKS DUE #1a Jan. 12 Course Overview, Review of

Clinic applications

#2a Jan. 17 NO CLASS MARTIN LUTHER KING,

JR. DAY

#2b Jan. 19 Family Literacy: Supporting

parents

BSBR pp.vii-28 31 pages All tutoring plan #1 &

Overview sheet due

#3a Jan. 24 1Monday Reader-School-Home Triad Allen 2007

Vlach & Burcie 2010

Hall 2006

Graff 2009

20 pages

#3b Jan. 26 1Wednesday Family Literacy: Parent

involvement & identity

BSBR pp. 29-51 22 pages Red tutoring plan #2 &

Overview sheet for all due

#4a Jan. 31 2M Scaffolding

Clark & Graves 2005

Walker 2005

Mokhtari 2010

Routman 1999

20 pages

#4b Feb. 2 2W Family Literacy: Diversity in

family involvement

BSBR pp. 52-65

Allen 2010

22 pages Blue tutoring plan #3 &


#5a Feb. 7 3M Motivation

Casey 2010

Reread Jones pp. 9-18

20 pages


family involvement

BSBR pp. 67-95 28 pages Green tutoring plan #4 &


#6a Feb. 14 4M Phonemic awareness /

Alphabetic knowledge

Savage 2007 36 pages


family involvement

BSBR pp. 96-123 27 pages Red tutoring plan #5 &


#7a Feb. 21 5M Phonics

Stahl 1992

Savage 2007

37 pages


family involvement

BSBR pp. 124-152 28 pages Blue tutoring plan #6 &


#8a Feb. 28 6M Word Study Choice of Bear et al.

chapter

27+ pages

#8b Mar. 2 6W Fluency

Pressley, Gaskin, &

Fingeret 2006

23 pages Green tutoring plan #7 &


#9a Mar. 7 7M (Midterm week)

Comprehension

Applegate 2009

Kletzien 2009

Pardo 2004

Walmsley 2006

31 pages

#9b Mar. 9 7W Vocabulary Cunningham 2006

Ogle 2010

Walker-Dahlhouse 2010

17 pages Red tutoring plan #8 &


Mar.14-19 SPRING BREAK




12

12

Content Calendar

DATE TOPIC READINGS DUE PAGE TOTAL TASKS DUE #10a Mar.

21

8M Workshop: Conferring Anderson, Chs. 1 & 6 (pp.

6-24; 55-70)

23 pages

#10b Mar.

23

8W Workshop: Environment

Ray, Chs. 1&4 (pp. 1-

15; pp. 41-50);



#11a Mar.

28

9M Workshop: Environment

Ray, Chs. 1&4 (pp. 1-

15; pp. 41-50);

25 pages

#11b Mar.

30

9W Workshop: Structure of a

workshop

Kaufman (pp. 114-123)

9 pages Green tutoring plan #10 &


#12a Apr. 4 10M Workshop: Minilesson Calkins, Ch. 5 (pp. 81-99) 18 pages

#12b Apr.

6

10W Workshop:

Independent reading

and writing

Fountas & Pinnell (pp.

115-127; 128-142; 186-

187)

29 pages Red tutoring plan #11 &


#13a Apr.

11

11M Workshop:

Independent reading

and writing

Pinnell (pp. 8-17)

Calkins, Ch. 3 (pp. 21-37)

25 pages

#13b Apr.

13

11W Workshop: Conferring Calkins, Ch. 6 (pp. 100-

117)

Nickel (pp. 136-147)



#14a Apr.

18

12M Workshop: Poetry Calkins, Ch. 23 (pp. 369-

398)

29 pages

#14b Apr.

20

12W TBA Green tutoring plan #13 &


Case report draft due to

partner

#15a Apr.

25

13M TBA

#15b Apr.

27

13W (Last class)

Celebration

Case report due




13

13

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