Courses Clinical - Florida A&M Reading Endorsement... book and the Phonics Tape Script Assignment. Specific

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  • Elementary Education/ESOL Pre-K Primary Education/ESOL Florida A&M University DOE Code: 04180

    Reading Endorsement Matrix Component Evidence Delivery Assessment Competency

    Indicators/Purpose

    Description of Assessment/Activity Check one or

    both Courses Clinical

    Type of Instrument Used

    Competency 1: Foundations in Language & Cognition

    Specific Indicator A: Phonemic Awareness

    1.A.1 Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological process, inventory of phonemes, phonemic awareness skills, phonemic analysis)*

    The instructor will administer a vocabulary test that includes all of the terminology associated with phonemic awareness. In addition, candidates are required to submit a section in the strategies notebook that requires them to provide an overview of phonemic awareness, assessment instruments used and activities used for implementation.

    RED 3013

    Vocabulary Test and the Phonemic Awareness section of the Strategies Notebook

    1.A.2 Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences)*

    Candidates are required to read Chapter 3 Language and Diversity in the Multiple Paths to Literacy textbook. They will listen to the lecture, discuss and put into Cornell Notetaking format.

    RED 4519:

    Candidates ability to distinguish that phonological awareness includes looking at a larger amount of spoken language than phonemic awareness will be evaluated on the Chapters Exam. Notes

  • from “Teaching Reading is Rocket Science “ will be checked in learning portfolio.

    Specific Indicator B: Phonics 1.B.1 Identify structural

    patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes)

    Students are required to read Chapter 3 Word Recognition in Teaching Reading in Today’s Elementary Schools and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. Comprehension will be assessed through the final exam.

    RED 3013

    Cornell Notes check in the learning portfolio, midterm/Final Exam and evaluating classroom presentations on syllabication, affixes and root words.

    1.B.2 Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advance phonics skills)

    Students are required to read Chapter 3 Word Recognition in Teaching Reading in Today’s Elementary Schools text book and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. Students will also create a phonics tape with a script assignment. Comprehension will be assessed through the final exam.

    RED 3013

    Cornell Notes check in the learning portfolio, midterm/Final Exam, phonics book and the Phonics Tape Script Assignment.

    Specific Indicator C: Fluency

    1.C.1 Identify the principles of reading fluency as they relate to reading development

    Students are required to read Chapter 1 The Reading Act in Teaching Reading in Today’s Elementary Schools textbook and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. The principles of reading development which includes fluency are covered in the chapter. Students

    RED 3013

    Cornell Notes check in the learning portfolio, Final Exam and the Fluency section of the Strategies Notebook.

  • are also required to provide in the Strategies Notebook an overview of fluency that includes its definition, its purpose in reading development, activities used to teach fluency and assessments used for its measurement.

    1.C.2 Understands the role of reading fluency in development of the reading process

    Students are required to read Chapter 1 The Reading Act in Teaching Reading in Today’s Elementary Schools textbook and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. The principles of reading development which includes fluency are covered in the chapter. Students are also required to provide in the Strategies Notebook an overview of fluency that includes its definition, its purpose in reading development, activities used to teach fluency and assessments used for its measurement.

    RED 3013

    Cornell Notes check in the learning portfolio, midterm/Final Exam and the Fluency section of the Strategies Notebook.

    Specific Indicator D: Vocabulary

    1.D.1 Identify and apply principles of English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic

    Students are required to read the article Reading is Rocket Science (put into Cornell Notetaking format and define the terms morphemes, inflectional and derivational morphemes and morphemic analysis. RED 3013: Students are required to read Chapter 4 Meaning Vocabulary

    RED 4519 RED 3013

    RED 4519:Cornell Notetaking check in the learning portfolio and the Vocabulary Test.

  • analysis) in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. Also, students will include a section in the Strategies Notebook on meaning vocabulary which includes an overview of meaning vocabulary, its purpose in developing the reading process, activities used to instruct and assessment instruments used for its measurement.

    RED 3013: Cornell Notetaking check in the learning portfolio, Strategies Notebook and related questions on Reading Tests 1 & 2.

    1.D.2 Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.)

    Students are asked to provide examples of word pairs (antonyms, synonyms, homonyms, etc.) and figurative language during the lecture on Chapter 4 Meaning Vocabulary in Teaching Reading in Today’s Elementary Schools textbook. Also, students will write an overview of meaning vocabulary in the Strategies Notebook.

    RED 3013

    Cornell Notetaking check in the learning portfolio, the Meaning Vocabulary section of the Strategies Notebook and related questions on Reading Tests 1 & 2.

    Specific Indicator E: Comprehension

    1.E.1 Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations)*

    Students are required to read Chapter 5 Comprehension Part 1 in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. Also, students will include a section in the Strategies Notebook on comprehension which includes an

    RED 3013

    Cornell Notetaking check in the learning portfolio, and related questions on Reading Tests 1 & 2.

  • overview of sentence structure (syntax, semantics, paragraph structure, phrase structure, etc.) its purpose in developing the reading process, activities used to instruct and assessment instruments used for its measurement.

    1.E.2 Understands the impact of variations in written language of different text structures on the construction of meaning

    Candidates are required to read Ch. 5 in Language Arts textbook. Then during field work they collect a minimum of 15 writing samples & bring them back to class for discussion and analysis.

    LAE 3314

    Research Report-Collection and analysis of student writing samples Rubric

    1.E.3Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation)

    Students are required to read Chapter 2 Emergent Literacy in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The discussion will include information about cognitive development and the role questioning techniques plays in cognition.

    RED 3013

    In addition to the chapter discussion, students will receive a hand out on questioning techniques. The teacher will model these techniques during progress monitoring and students will identify which technique is being used.

    1.E.3 Understands the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world)

    Students are required to read Chapters 5&6 Comprehension Parts 1&2 in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The discussion will include information about text connections. The text connection piece will be demonstrated by a

    RED 3013

    Cornell Notetaking check in the learning portfolio,