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EDE 391 Diagnosis & Remediation of Reading Difficulties
Greene, Judy Ann


COURSE SYMBOL AND NUMBER:  EDE 391

COURSE TITLE:  Diagnosis & Remediation of Reading Difficulties

COURSE DESCRIPTOR :NA

TERM COURSE BEING TAUGHT:  Spring, 2006

NAME OF FACULTY MEMBER:  Judy Ann Greene

TITLE OF FACULTY MEMBER:  Assistant Professor of Education

FACULTY OFFICE LOCATION:  Copley Hall, Rm 317

FACULTY OFFICE HOURS:  T = noon-3:00, R = noon-3:00, or by appointment

FACULTY OFFICE TELEPHONE NUMBER:  584-6421

FACULTY PARK EMAIL ADDRESS:  judy.greene@park.edu

OTHER FACULTY EMAIL ADDRESS:  NA

FACULTY WEB PAGE ADDRESS:  NA

DATES OF THE TERM:  January 9-May 7

CLASS SESSIONS DAYS: Tuesday & Thursday

CLASS SESSION TIME:  8:45-11:25

PREREQUISITE(S):  EDE 381

CREDIT HOURS:  6

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION:  A survey of the instruments which teachers can use in their classrooms to screen reading difficulties.  The instruments will be demonstrated and mastered as part of the course.  The use of the WISC scores in classroom reading diagnosis is also emphasized.  Methods and materials available to the classroom teacher for remediating reading difficulties are also a focus of this course.  Pre-service students are required to work with two elementary school students, one-on-one, for 16 hours in enrichment and/or remediation in a school setting.  This is designed to prepare teachers to individualize reading instruction within a literacy program in the elementary classroom.

 

FACULTY’S EDUCATIONAL PHILOSOPHY:  Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life.  Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship.  In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

 

COURSE OBJECTIVES:  On completion of this course, students should be able to: 

 

·         Identify, articulate, and apply evidence-based best practices in assessment and instruction to address the cognitive strengths and needs of individual learners’ reading skills.  (Relevant MoSTEP Standards:  1.2.4.1, 1.2.8.1, 1.2.8.2, 1.2.8.3, 1.2.8.4; ACEI/NCATE Standards:  1, 2, 3.1, 3.2, 3.4, 3.5, 4, 5.2.  Assessment artifacts:  Text Reflections, Readability Study, Post-Session Reflection Sheets, Assessment Profile, Report/Observation Paper, Field Experience Case Study, Case Study Application (final).

 

·         Respond in a facilitative way to challenges presented by motivational and affective needs of individual learners’ reading skills.  (Relevant MoSTEP Standards:  1.2.3.1, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.5.1, 1.2.7.1, 1.2.1.10.2; ACEI/NCATE Standards:  1, 2, 3.2, 3.4, 3.5, 5.1, 5.2; Assessment Artifacts:  Assessment Profile, Post-Session Reflection Sheets, Case Study Application (final)

 

·        Identify and use effective oral and written communication with learners, parents, and professional peers regarding individual learners’ reading difficulties, remedial instruction, and progress.  (Relevant MoSTEP Standards:  1.2.7.1, 1.2.7.2, 1.2.8.4, 1.2.9.1; ACEI/NCATE Standards:  1, 3.4, 3.5, 5.2, 5.3, 5.4; Assessment Artifacts:  Assessment Profile, Post-Session Reflection Sheets, Interview, Field Experience Case Study, Teaching Disposition Log Sheets

 

·         Demonstrate effective use of critical self-reflection and on-going assessments to analyze, inform, and adjust instruction to meet individual learners’ needs for improving reading skills.  (Relevant MoSTEP Standards:  1.2.8.1, 1.2.9.1, 1.2.9.3; ACEI/NCATE Standards:  1, 2, 3.1, 3.2, 5.2; Assessment Artifacts Teaching Dispositions Log Sheets, Post-Session Reflection Sheets, Field Experience Case Study

 

COURSE TEXTBOOKS--Required

 

Manzo, Anthony V., Manzo, Ula C, Albee, Julie Jackson (2004).  Reading Assessment for

     Diagnostic-Prescriptive Teaching (2nd ed.).  Belmont, CA:  Thomson.  ISBN:  0-534-50829-4

 

Johnston, Peter H.  (2004)  Choice Words:  How Our Language Affects Children’s Learning.              Portland, ME:  Stenhouse Publishers  ISBN:  1-57110-3899

 

Lyons, Carol A.  (2003)  Teaching Struggling Readers:  How to Use Brain-Based Research to             Maximize Learning.  Portsmouth, NH:  Heinemann Publishers.  ISBN:  0-325-00435-8

 

ACADEMIC HONESTY: Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

·         Students may have no more than two (2) absences.

·         A third absence will drop the final course grade by one full letter grade.

·         A fifth absence will drop the final course grade by two letter grades.

  • It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies). 
  • In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
  • The following will be unconditionally excused and require documentation:  medical or dental emergency, student’s hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
  • The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.

·         Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

 

COURSE ASSESSMENT (ASSIGNMENTS)

 

SUBMISSION OF COURSE ASSIGNMENTS:

 

o       Assignments should be submitted on time even if student is absent (excepting emergencies).  Use fax, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.

 

o       All assignments are required in order to earn a final grade whether or not they earn points.

 

o       Late assignments will result in loss of 1 point per day late. 

 

o          Students are advised to submit assignments before their listed due date. 

§        Assignments submitted before the due date are eligible for revision for full points until the week before the last scheduled day of class. 

§        To support this policy, assignments submitted on the due date or after will not be eligible for revision. 

§        Assignments may be submitted in person or emailed to establish early submission; however, the instructor will not print, evaluate, or score emailed assignments.  All assignments must be submitted in hard copy on the day they are due. 

§        If technology problems make this impossible, a hard copy must be turned in to the instructor by midnight of the due date to be considered as submitted on time.

§        Each time an assignment is submitted for re-evaluation, the original or most recent draft must be attached with a copy of the instructor’s rubric scoring/written feedback.  The instructor will return a re-submitted assignment that does not have draft(s) and feedback without looking at it. 

 

COURSE ASSESSMENT (ASSIGNMENTS)

 

General Directions for Assignments: 

o       Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion.  (NOTE:  before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!) 

 

o        Students are responsible for reading syllabus and course materials to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information.  Points have been deducted as a result of students’ not following syllabus and course materials in eCompanion because they assumed that they already knew how to do an assignment. 

 

o       Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email.  If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email.  Ideas for improvement are most welcome!  A significant portion of this course is the result of previous students' creative and helpful ideas.

 

Written Assignments:  Clear written and spoken communication is absolutely essential and expected for future classroom teachers.  We are all models of literacy to our learners.  The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking.  Therefore, all written and spoken communication will be subject to correction for basic standard English.  (This includes the instructor--to err is human!)   Students are expected to:  (1) use correct, standard English technical writing skills (i.e., "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.); (2) proofread carefully for technical skills errors, missing words, missing letters, making  all necessary revisions; and (3) make certain terms and phrases are used correctly for meaning, and that what is written is easily understood by the reader.   Written assignments containing technical and content (sense) errors will be returned for revision before receiving points.  Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.  Regarding style and formatting—in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments will be provided in ECompanion.  All students are expected to correctly follow the provided model for all typewritten assignments except Text Reflections and Post-Session Reflection Sheets.  Failure to use the model correctly will result in loss of points.

 

1.  Text Reflections  (To be done out of class; receives point score for completion) Prepare for class lecture and discussion activities.  Complete 2 graphic organizers for each text chapter as assigned—one for summarizing text content, and one for analyzing & evaluating that content.  Directions for this assignment are in eCompanion.  Text Reflections may be typed or written by hand as long as the writing is legible.  Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments."

2.  Field Experience Case Study:  Pre-Assessment Profile and Post-Assessment Report (detailed description, directions, and forms will be provided in eCompanion; to be done out of class; receives completion/rubric score):  Students are required to complete 32 hours of combined tutoring and classroom assistance in an actual school setting.  These hours are already scheduled into the field experience part of the course; they are not added hours.  The instructor will make arrangements for students' field experiences with a partner school.  Students will be assigned to a cooperating teacher and learners to work.  Students are to be on-site at least twice a week at their assigned school site for the same amount of hours as scheduled for the course to both tutor and assist the cooperating teacher in his or her classroom.  The instructor will be on-site at least once each week to be available for consultation and assistance. 

     The field experience itself is a combination of two main components—Assessment and Instruction.  Assignments to be submitted are the Pre-Assessment IRI Report, and Field Experience Case Study.  Field Experience Case Studies of learners who require intensive, on-going remediation will be copied and given to the learners’ teachers and to the next future tutors.

 

3.   Report and Observation Paper (directions, descriptions, forms provided in eCompanion; to be done out  of class; receives rubric score):  Students select a theory or method/strategy currently in use and relevant to their particular needs and interests.  This paper should first trace the historical development including origin, changes, and issues, then observe, record, and evaluate its use in assigned school settings.  The paper should conclude with a reflective conclusion articulating intellectual, emotional, and empathetic reactions.  Students may use their field experience in this or any other course during the current semester.  In tracing the historical development and issues attached to the theory or method/strategy, students are required to use at least four hard copy articles selected from four different journals.  These journals must be published by the following professional education organizations:  AERA, ASCD, NEA, IRA, AACTE, NRC, NCTE, NMSA, NCSS, NCTM, NSTA.  Park’s online library is a good source for finding journals, as are the course texts.  Online sources published by professional education organizations are welcome; umbrella, encyclopedic sources such as Wikipedia are not.  Points will be deducted for the use of such sources.  A hard copy of the table of contents page from each hard copy journal source must be submitted with the paper.  Papers must follow the format model provided in eCompanion, and be no less than 10 full pages of text (excludes source references page).

 

4.  Interview (to be done out of class, receives rubric points):  Students are to gain an overview or collective perspective of literacy instruction as it occurs in actual school settings.  They will learn how veteran educators who are responsible for literacy instruction at a building level handle the challenges and issues inherent in remedial literacy instruction.  Students are responsible for finding and scheduling an interview with a working curriculum coordinator, building principal, education specialist, special educator, or any other qualified educator directly dealing with academic literacy matters.  Students are not to interview their cooperating classroom teachers or another regular classroom teacher for this assignment.  Interviews are to be written according the provided model format and be no less than three and no more than five full pages of text.  The following topics are to be asked and/or responded to; they should also form the report’s headings under which students report their findings:

 

            ¨ Most Common Literacy Needs of Students

            ¨ Most Serious Needs of Classroom Teachers in Literacy Instruction

            ¨ Most Serious Barriers for Classroom Teachers in Literacy Instruction

            ¨ What Works—Successful Approaches & Qualities of Instruction

            ¨ My Intellectual and Emotional Reactions

            ¨ My Insights and/or Changes in Personal Values and Ideas

 

            [NOTE:  “My . . . Reactions/Insights . . .” refer to Park student’s (author’s), not the

            person being interviewed.]

 

5.  Case Study Applications (detailed directions and descriptions provided in eCompanion; to be done in and/or out of class; receives completion/rubric score)  Case studies/learner profiles will be provided throughout the classroom session portion of the course.  Using knowledge and skills gained from this and other literacy education courses, students will plan instruction and activities designed to improve reading skills based on information about the learner contained in each case study/learner profile.  The last case study/learner profile will be a culminating, summative task, and will function as half of the final examination on the day scheduled for final examinations. 

 

6.  Strategy Lesson Demonstrations (to be designed out of class & demonstrated in class; receives completion score) Each student will be assigned a reading strategy and teach it to the class during scheduled class sessions.  The instructor and class members will learn and practice the strategy, then provide feedback.

 

7.  I Know That I Know Notebook aka IKTIKN (to be done in/out of class; receives completion score):  Beginning with the second class, each student is to begin collecting all course materials, including in-class notes, and organize them inside a binder.   This is essentially the same thing as a resource notebook for future use in other courses and as classroom teacher.  It may be arranged in any fashion according to students' preferences as long as contents are clearly marked by labeled tabs.  Students are to bring their notebooks on one of the last two days of class.  The instructor will simply look through the notebook to see that it has been done according to these directions in order to receive points.

 

 8.  Course Pre- Assessment and Post-Test (to be done in class, receives completion/point score)  During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives.  This assessment will receive completion points only for a grade.  Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment.  The post-test will be a culminating, summative task, will function as half of the final examination on the day scheduled for final examinations, and will earn a raw point score grade.  Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.

 

CLASSROOM RULES OF CONDUCT:   Students are to demonstrate the same dispositions, habits of mind, behavior, and responsibility they would expect from learners and peers in their own classrooms.  Therefore, the following will apply to all students enrolled in this course:

 

·        Email is essential to this course.  All students will need to check their PirateMail on a regular basis--at least twice a week.  Typically, several days may pass when no email is sent, only to be followed by several emails in one day.  Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts.  Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.

 

  • In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.

 

  • Key moments can be sabotaged by cell phones.  Making or receiving phone calls during class is rude to fellow class members, and disrespectful to the instructor; therefore, turn them off or on vibrate.

 

  • Wafting odors of burgers, chicken nuggets, and the sounds of salad can drive those who have not had time to forage to the brink of madness; therefore bring only a snack that can be quickly ingested and removed from sight and smell!  In the case of Watson Literacy Center, no food or drink is permitted in any area except for water, which must be in a container with a tight-fitting lid.  Break times will be provided to relieve the need for colas, chips, etc.

 

  • Speak and we will listen—with respect, from everyone.  Students should also exhibit polite consideration when speaking.

 

  • Computers can make it easier to do assignments; however, students must recognize that technology can also cause problems--printers run out of ink, hard drives crash.   Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

 

  • Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient.  Examples of expected demeanor & dispositions are:  plans and delivers instruction based on the conviction that every learner can learn at the highest level possible; dresses and uses language appropriately; active engagement during class sessions; expresses more interest in course content than in points or grades; completes assignments and meets responsibilities on time; and, makes timely arrangements of personal and professional nature in such as way that neither conflicts with the other.  Examples of unacceptable demeanor & dispositions are:  inattentive, disengaged behavior; asking instructor for the same information/directions contained in syllabus and/or course materials in eCompanion (e.g., assignment due dates, instructor’s office hours, etc.) slouching or sleeping during class; irregular attendance; doing homework for this or another class; feet on top of a desk; and, inappropriate expletives for school classrooms.  As certified teachers are evaluated by a supervisor for demeanor & dispositions, so will students in this course will be evaluated.  Overall demeanor & dispositions will be confronted that do not meet expectations as described above.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability


GRADING PLAN:  Points for final grade are earned as follows: 

 

Assignment                                                            Points                                      

Course Content Pre-assessment                                            required for final grade

Text Reflections (___@ 10 pts)                                      

Strategy Lesson Demonstrations (1 @ ___)                               ___

Pre-assessment IRI Practice (2 @ 10 pts)                         20

Pre-assessment IRI (2 @ ___ pts)                                        ___

Post-Session Reflection Sheets (tutor’s & learners’)                  required for final grade

Consultation w/Instructor (2 @ ___)                                      ___

Interview                                                                                    30

Report and Observation Paper                                        45

Post-assessment IRI (2 @ ___)                                                          ___

Field Experience Case Study                                                       ___

            Pre-Assessment Profile                                        45

            Post-Assessment Report                                      ___

Case Study Applications (in class; 3 @15 pts )                       45

Case Study Application Final “Exam”                                           15

Post-Test Final                                                                          20

I Know That I Know Notebook                                                         required for final grade

                                                                    TOTAL POINTS:      400

 

            A = 375 – 400 points      NOTE:  percentage is not a factor in final grades.

            B = 355 - 374

            C = 335 - 354

            D = 315 – 334

            F = 315 points or less

 

INCOMPLETES:  Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences.  A contract listing pending assignments and final due date is required.  It is Park policy that all incompletes be finalized in 60 days.  In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.


TENTATIVE COURSE ACTIVITY SCHEDULE OF DATES/TOPICS/ASSIGNMENTS

(Assignments to be submitted are listed in right “column” next to the check box on the day they are due):

Class

Date

Topics/Assignments                                                                               Assignments Due

1

T-1/10

? Introductions:  people, course principles/guidelines,

syllabus (students read on their own, then come to 2nd session

w/questions)

? Socratic Seminar

? Pre-assessment…………………………………………………………………………………? Pre-assessment

 

2

R-1/12

BEGIN GROUNDWORK PHASE OF COURSE

? Questions re syllabus/assignments; eCompanion

? Conceptual Foundations, Diagnosis & Case Reporting (Manzo chs. 1 & 2………… ? Text Reflection

? Case Study/Learner Profile Application ………………………………………………… ? Case Study Appl.

 

3

T-1/17

? Attention, Memory & Learning; Language & Learning 

? Text lecture/discussion:  Manzo ch. 6 …….………………………? Text Reflection, ? Strategy Lesson

? Socratic Seminar over Choice Words  

 

4

R-1/19

? Emotion, Memory & Learning—lecture, discussion

? Text Lecture/Discussion:  Manzo ch. 5………………………………………………………? Text reflection

? Strategy Instruction/Practice from Manzo ch. 11                                                  ? Strategy Lesson

? Briefly visit readability

? Case Study/Learner Profile Application ………………………………………………… ? Case Study Appl.

END GROUNDWORK PHASE

5

T-1/24

BEGIN ASSESSMENT PHASE OF COURSE

? Apply Manzo ch. 3 + Informal Reading-Thinking Inventory: 

Overview, Model, Practice in class  …………………………………………………… ………? Strategy Lesson

STUDENTS SHOULD BEGIN PRACTICE SESSIONS OUTSIDE CLASS

 

6

R-1/26

? Authentic Assessment, i.e., running records, work samples

? Text Lecture/Discussion:  Manzo ch. 4………………………………………………………? Text reflection

? Strategy Instruction/Practice: ………………………………………………………………..? Strategy Lesson

? Case Study/Learner Profile Application……………………………………………………? Case Study Appl

 

END ASSESSMENT PHASE, BEGIN INSTRUCTIONAL PHASE OF COURSE

7

T-1/31

? Special Needs, ADD/ADHD:  Lyons material/STARR Brain packet

? Text Lecture/Discussion:  Manzo ch. 7……………………………………………………...? Text reflection

? Strategy Instruction/Practice: Glass Analysis (instructor teaches) ………….……….? Strategy Lesson

 

8

R-2/2

 

? Implementing Assessment Results:  Walker materials

? Text Lecture/Discussion:  Manzo ch. 9…………………………………………………….? Strategy Lesson

? Case Study/Learner Profile Application………………………………………………….. ? Case Study Appl

 

9

T-2/7

 

 

? Text Lecture/Discussion:  Manzo ch. 8 ……………………………………………………..? Text reflection

? Strategy Instruction/Practice:  Retrospective Miscue Analysis (instructor)……….. ? Strategy Lesson

? Case Study/Learner Profile Application …………………………………………………..? Case Study Appl

 

 

 

Class

Date

Topics/Assignments                                                                               Assignments Due

10

R-2/9

On-site

 

On-site at St. Therese’s, Chinn, Graden, and English Landing—meet cooperating teachers & get acquainted w/class [NOTE:  this is tentative pending on schools’ schedules & needs]

 

11

T-2/14

At Park

 

? Text Lecture/Discussion:  Manzo ch. 10……………………………? Text reflection, ? Strategy Lesson

? Strategy Instruction/Practice:  hands-on, Touchphonics

 

 

12

 

R-2/16

BEGIN IMPLEMENTATION PHASE OF COURSE START “FULL TIME’ ON-SITE FIELD EXPERIENCE BEGIN ASSESSMENT; BEGIN TWICE-A-WEEK ON-SITE ASSISTANCE/TUTORING

 

                                                                                       ? Pre-Assessment Practice forms

 

13

T-2/21

? conduct assessment, assist in classroom

 

14

R-2/23

? conduct assessment, assist in classroom

 

15

T-2/28 

? conduct assessment (if needed to finish), begin tutoring (if possible), assist in classrm

 

16

R-3/2  

? tutor, assist in classroom

 

 

 

MARCH 6-10 = SPRING RECESS; NO CLASSES

17

T-3/14 

? tutor, assist in classroom

18

R-3/16 

? tutor, assist in classroom                                                                         ? Pre-Assessment Profile

 

? Post-Tutoring Reflection Sheets should begin;

remember that 2 PSRS consultation sessions w/Prof. Greene

are required between now & end of tutoring.

 

19

T-3/21 

? tutor, assist in classroom                                                            

 

20

R-3/23

? tutor, assist in classroom                                                            

 

21

T-3/28 

? tutor, assist in classroom                                                            

 

22

R- 3/30 

? tutor, assist in classroom                                                                                               ? Interview

 

23

T-4/4  

? tutor, assist in classroom                                                            

 

24

R-4/6 

? tutor, assist in classroom                                                                     ? Report/Observation Paper

 

25

T-4/11 

? tutor, assist in classroom//Let learners know about your last day at their school!!!

 

26

R-4/13

? tutor, assist in classroom                                                            

 

27

T -4/18 

 

? Conduct post-assessment

 

Class

Date

Topics/Assignments                                                                              Assignments Due

28

R-4/20

 

? Conduct post-assessment

29

T-4/25

FINAL DAY ON-SITE F LAST DAY CLASSROOM ASSISTANCE

POST-ASSESSMENT SHOULD BE COMPLETED

 

30

R-4/27

Back @ Park

? Class Group Share & Course Feedback

                                                                                                                 o Field Experience Case Study

                                                                                                                               NO LATE REPORTS ACCEPTED

 

31

 

LAST DAY OF CLASS/FINAL EXAMINATION: 

o Case Study Application “Final Exam”

o Post-Test

                                                                                                                    ? Case Study Application

                                                                                                                                       ? Post-Test

                                                                                                               ? last day to submit IKTIKN