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University of Central Florida

College of Education

Department: Teaching and Learning Principles

Program: Elementary Education

Course Title: Practicum for Assessment and Instruction of Reading

Course Number: RED 4942 , Section M 05

Course Credit: 3 hours

Semester: Fall 2011

Instructor: Dr. Michelle Kelley

Email Address: michelle.kelley@ucf.edu (preferred method of communication)

Phone Number: 407-823-1764 (no voicemail available)

Office: COE 315 N

Office Hours: Tuesdays 1:30-3:30 pm; Thursdays 1:30-3:30 pm Course Meetings: Thursdays 10:30 am-1:20 pm, TA 201

You will have a mandatory data conference 2/23, 2/24, or 2/25

On-Line: Weeks of 9/1, 9/15, 9/29, 10/27, 11/3

Face-to-Face: 8/25, 9/8, 9/22, 10/20, 11/10, 11/17, 12/8 (One 15 minute meeting 10/12-10/14)

No Class: 1st Full Week (10/3-10/7) and 2

nd Full Week (11/28-12/2) Internship Placements.

UCF Thanksgiving Break 11/24.

Elementary Program Goal Statement: The 2007-08 Elementary Education Program addresses the

following major themes: assessment; differentiation of instruction; integration of art, music, and movement;

and, classroom management. In addition, the Elementary Education Program continues to emphasize

knowledge of subject matter, research-based “best” practices for all learners, and reflective practice.

Course Description: PR: RED 4519 and enrolled in Internship I. Supervised practicum that provides opportunity to

apply knowledge of reading assessment and instruction in order to increase reading proficiency of struggling readers.

Course meets Florida Reading Endorsement Competency 5 and 6. The Reading Endorsement Competencies have

been infused within the objectives of this course and assignments that are listed in this syllabus are required in order

to prepare students for the Florida Reading Endorsement. It is highly recommended that students maintain a Reading

Notebook to span all of the reading courses taken at UCF. Florida ESOL Performance Standards have been

infused within the objectives for this course. Course objectives and assignments are designed to prepare

students for the Florida ESOL Endorsement.

Course Goals: The UCF student will further develop and apply knowledge gained in RED 3012 and RED 4519.

Students will work with one to three K-12 students in a supervised setting in order to develop greater expertise in

working with struggling readers. The course is part of a series of courses that meet Florida Reading Endorsement

Competencies. This course especially addresses Competency 5 (Application of Differentiated Instruction) and

Competency 6 (Demonstration of Accomplishment).

Course Objectives:

Key: ESOL- English to Speakers of Other Languages

FEAP- Florida Education Accomplished Practices

PEC – Professional Educator Competencies

FSAC- Florida Subject Area Competencies: EE=Elementary K-6; R=Reading K-12

IRA - International Reading Association Standards for Reading Professionals

ACEI - Association for Childhood Education International

REC - Reading Endorsement Competencies

NEW REC- New Reading Endorsement Competencies as of 2010

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The following objectives are statements of behavior expected of the student at the end of the course

(assignments that relate to objective are listed and italicized).

1. Apply knowledge of language and literacy development as well as motivation and engagement in

order to create a language-rich and print-rich environment that encourages wide reading. (FEAP/PEC 8, 9;

FSAC-EE 2; FSAC-R 11; IRA 4.2, 4.3, 4.4; ESOL 6, 9.;ACEI 2.1; REC 5.2,6.1, 6.12; NEW REC 2.F.5, 2.G.3,5.1, 5.3, 5.13,

5.14) Case Study, Reflective Summaries 2. Identify and apply reliable and valid assessment procedures to plan and validate

instruction and monitor progress. (FEAP/PEC: 1, 10; FSAC-EE 6; FSAC-R 9; IRA 3.1, 3.2,

3.3, 4.1; ESOL 21; ACEI 4; REC 5.12, 6.10; NEW REC 2.G.6, 4.13, 5.1, ) Case Study, Teacher Interview, Reflective

Summaries

3. Identify, set, and monitor long- and short-term standards-based goals for differentiated

instruction especially for struggling readers to address strengths/needs in phonemic

awareness, phonics, fluency, vocabulary, comprehension, metacognition, and attitude. (FEAP/PEC 1, 10; FSAC-EE 2, 6; FSAC-R 3, 4, 5, 9; IRA 4.1; ACEI 2.1; REC 5.13, 6.9; NEW REC 2.A.3, 2.G.6, 4.11,

4.12) Case Study

4. Apply knowledge of scientifically-based research in phonics, phonemic awareness,

fluency, vocabulary, comprehension, and, metacognition. (FEAP/PEC 8; FSAC-R 3, 4, 5; FSAC-EE 2; IRA 1.4; REC 5.1, 5.11, 6.2-8; NEW REC 4.14-4.16, 5.2-5.8)

Case Study

5. Apply research-based practices and materials for promoting language and literacy

development, including phonics, phonemic awareness, fluency, vocabulary,

comprehension, metacognition, critical thinking, and content reading.

(FEAP/PEC 4, 8; FSAC-EE 2; FSAC-R 3, 4, 5, 6, 7, 10; IRA 2.2, 2.2; ESOL 5, 9, 12; ACEI 2.1;

REC 5.1-2, 5.4-9, 5.11; 6.1-8; NEW REC 4.8, 4.14-4.16, 5.2-5.10.) Case Study, Reflective Summaries

6. Identify and apply engaging techniques for scaffolding instruction (teacher demonstration,

guided practice, independent practice) for children having difficulty in phonemic

awareness, phonics, fluency, vocabulary, comprehension, metacognition, critical

thinking, and content reading. (FEAP/PEC 7, 9; FSAC-R 11; IRA 2.2, 4.3; ESOL 5, 6, 13;

REC 5.1-9, 5.11; 6.2-8, 6.10; NEW REC 4.9, 5.2-5.11, 5.14, ) Case Study, Teacher Interview, Reflective Summaries

7. Demonstrate instructional techniques, including those that integrate arts/movement and motivation,

when working with students with disabilities and LEP students with varying levels of

oral proficiency. (FEAP/PEC 5, 7; PEC 14; FSAC-R 8; IRA 2.2, 2.3; ESOL 5, 6, 9, 11, 12, 13, 17;

ACEI 3.2; REC 5.2, 10; 6.1, 10, 11; NEW REC 4.2, 4.3,4.10, 5.11, 5.12, 5.14). Case Study, Teacher Interview,

Reflective Summaries

8. Communicate results of assessment and instruction to specific individuals (child,

parent, teacher, etc.). (FEAP/PEC 2, 11, IRA 3.4, 5.3) Parent Letter

9. Develop plan for classroom management to organize and monitor instructional

contexts for larger groups of students while implementing differentiated instruction

with small groups and individuals. (REC 6.10; NEW REC 5.11) Case Study, Teacher Interview, Reflective

Summaries

10. Identify and implement appropriate and allowable accommodations when assessing and instructing

students with an Individual Education Plan or 504 Plan and English Language Learners, (NEW REC

3.9, 3.10, 3.11, 4.2, 4.3, 4.10, 4.18, 4.19, 5.12)

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Course Topics:

Literacy Environment

Assessment Methods: Informal (ex: informal reading inventory, running records, anecdotal records, interests

inventory, attitude survey) and Formal (ex: Peabody Picture Vocabulary Test)

Setting reading goals

Monitoring Progress

Instructional Strategies: Matching to assessment needs, strategies in each of the following areas: comprehension,

critical thinking, vocabulary, fluency, decoding/phonics, phonemic awareness, metacognition, content area reading.

Scaffolding Instruction

Special needs and LEP students

Differentiating Instruction and Classroom Management

Communication with school personnel and parents.

Texts: All Old Editions of Texts Available in CMC for 2 hour check out.

1.Bear, D., Ivernizzi, M., Templeton, S., & Johnston, F. (2012) Word Their Way. (5th

ed). Prentice Hall. ISBN 978-0-13-703510-6.

OR

Bear, D., Ivernizzi, M., Templeton, S., & Johnston, F. (2007) Word Their Way. (4th

ed).

Prentice Hall. ISBN 978-0-13-223968-4.

2. DeVries, B.A. (2011). Literacy assessment and intervention for the elementary school

classroom. 3rd

ed. Scottsdale AZ: Holcomb Hathaway Publishers.

ISBN 978-1-93443215-0.

OR

DeVries, B.A. (2008). Literacy assessment and intervention for the elementary school

classroom. 2nd

ed. Scottsdale AZ: Holcomb Hathaway Publishers.

ISBN 978-1-890871-82-6.

3. Kelley, M.J. & Clausen-Grace, N. (2007). Comprehension shouldn’t be silent: From

strategy instruction to student independence. Newark, DE: International Reading

Association. ISBN 978-0-87207-620-4.

Sample Course Assessments:

Interest Inventory

Attitude Survey

Metacognitive Survey

Burke Reading Interview

Qualitative Reading Inventory

Developmental Reading Assessment

Peabody Picture Vocabulary Test

Nonsense word lists

Running Records

Observational Tools

WCPM

Fluency Checklist

Anecdotal Records

Spelling Inventory

Phonemic Awareness Inventory

Phonics Mastery Survey

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Sample Course Strategies/Interventions:

Word Sorts QAR

Beginning/Middle/End Charts Graphic Organizers

CLOZE Reciprocal Teaching

Shared Reading Echo/Choral Reading

Guided Reading Text Coding

Readers Theater Repeated Readings

Self-Assessment and Goal-Setting Reflections

Strategy Instruction

Course Assignments:

Attendance. Attendance at each class is expected and required. You are given one absence. Five points will be

deducted from your final grade for each additional absence. Therefore, you can not earn an “A” if you miss two or

more classes. If you miss four classes or more you will receive and “I” or fail the course. Attendance will be taken

within the first 30 minutes of class. If you are tardy more than 3 times during the semester or you leave early more

than 3 times you will receive an absence. If you know you are going to be absent from class you can either e-mail the

assignment to me or send it with a peer on that class day. If the absence is unexpected you are still expected to turn in

the assignment before the next class period (as long as you have notified me). Points will be deducted for all late

assignments. Do not assume all e-mails reach me; you will need to follow-up with the instructor to verify that the e-

mail has been received. If I do not respond to you by e-mail then I have not received your e-mail.

Teacher Interview- Due at Data Meeting (10/12-10/14) REC 3.8, 3.9, 5.2, 5.3, 5.10, 6.9-6.12 ; NEW REC 2G.6, 4.2, 4.3, 4.9, 4.10, 4.13, 5.1-5.12, 5.14) Directions: Interview your supervising classroom teacher using the questions below. The questions and responses to

these questions must be typed (in a Question/Response format). Identify the grade level taught by the teacher, years of

experience, and any relevant school-related information. Include a reflection on the experience. The bulk of the

assessment is based on the reflection see sample p. 6 for guidance. Were you surprised by any responses? Be sure to

address your beliefs about teaching and learning as it pertains to the questions asked. Relate responses to what you

have learned about teaching reading and assessment to date. Think about how you would set up your own learning

environment. This includes relevant course work at UCF (please identify), any personal connections (be specific), and

include relevant Reading Endorsement Competencies (See rubric p. 5).

1. What are the required reading assessments for your classroom? Do you use an Informal Reading Inventory? If

so, what is it? (You may want to mention that you are learning how to administer one for this course.)

2. Do you use any additional types of assessment? If so, what?

3. How much time is spent each day on reading instruction? How does this time breakdown?

4. What reading program or materials do you use with your students?

5. What other reading materials do the students have access to for additional practice?

6. Is there a school-wide resource room or collection with leveled texts? If so how do teachers use this

collection? If not where do you get your leveled materials from?

7. How do you differentiate instruction to meet the needs of all students?

8. What accommodations do you make for English Language Learners(ELL)? If you do not currently have ELL

what would you do if you did?

9. How much time does it take to assess and plan for all the different reading needs in your classroom? How

much time do you spend on average planning for a week of reading instruction?

10. What type of home reading or family involvement program is used in your classroom or for the school?

11. What does RTI (Response to Intervention) look like in your school/district?

12. Who are the staff members available to assist teachers and students in the area of reading? What are

their positions and roles? How might they assist you?

13. What kind of reading professional development is available for teachers in this school or in this district? How

do you find out about these learning opportunities?

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UCF Student Name ________________________ Section _________

RED 4942 Teacher Interview Rubric

Exemplary (3) Proficient (2) Unacceptable (1-0)

Teacher, grade level, and number of

years teaching were identified.

All questions asked and typed.

Probes included if original response not

specific enough.

Reflection addresses and clearly

identifies relevant RECs 3.8, 3.9, 5.2, 5.3,

5.10, 6.9-6.12 (see below for more

specifics).

Reflection is not a summary of the

teacher interview but it includes your

thoughts and connections to what you have

learned about assessing and teaching

reading (from course work and experience).

Interview is typed and free of mechanical

errors.

All acronyms are explained.

Teacher, grade level, and years of

experience data are incomplete.

Not all questions asked but were

typed.

Some teacher responses lacking in

specificity, therefore probes were not

used consistently.

Reflection addresses but does not

specify clearly the REC 3.8, 3.9, 5.2,

5.3, 5.10, 6.9-6.12 (see below for more

specifics).

Reflection is only a summary of the

teacher’s responses; needs more of your

thoughts and connections to what you

have learned about assessing and

teaching reading.

Interview is typed; contains non-

distracting errors.

Acronyms are not all explained first

time used.

Identifying data missing.

Questions/responses missing or

lacking in detail, not typed.

No probes identified but were

needed to clarify responses.

Reflection does not address REC

3.8, 3.9, 5.2, 5.3, 5.10, 6.9-6.12 (see

below for more specifics).

Reflection has few if any

thoughts and connections to what has

been learned related to assessing and

teaching reading.

Interview is typed with

distracting errors.

Acronyms lack an explanation.

Following %’s will be applied to possible points for assignment.

3=100%, 2.75=92%, 2.5=83%, 2.3=77%. Must redo assignment if score is below a 2.1 and/or the reflection does not address the REC 3.8, 3.9,

5.2, 5.3, 5.10, 6.9-6.12. Score ________ = __________ %

Please include the following in your teacher interview reflection. Address what you learned from the interview that helps you to accomplish

Reading Endorsement Competencies listed below.

REC 3.8 Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction:

ii vs. iii)

REC 3.9 Understand how to interpret data with application of instruction that matches students with

appropriate level of intensity of intervention (in whole class, small group, one-to-one), with appropriate

curricular materials.

REC 5.2 Apply research-based practices and materials for preventing and accelerating both language and

literacy development.

REC 5.3 Identify techniques for scaffolding instruction for children having difficulty in each of the five

major components of reading growth.

REC 5.10 Apply knowledge of language to instruction in working with LEP students that are at different

levels of oral proficiency.

REC 6.9 Demonstrate knowledge of goal setting and monitoring of student progress with appropriate

instructional application that promotes increases in student learning trends in reading over time.

REC 6.10 Demonstrate knowledge of differentiating instruction for all students in mainstream classes,

including students with disabilities in reading, and LEP students.

REC 6.11 Demonstrate instructional skill in working with LEP students that are at different levels of oral

proficiency.

REC 6.12 Demonstrate knowledge of creating both language-rich and print-rich environments.

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Snippet of Teacher Interview- Sample Reflection

During the fall semester of 2009, I had the opportunity to conduct an interview with an elementary school

teacher pertaining to reading assessment and instruction. I am very interested in reading instruction and all

of the different types of assessments that I can use to identify the strengths and weaknesses of each of my

students. As a result, I was excited to conduct this interview to learn how she uses assessment to plan

instruction in the classroom (REC 3.8, 3.9). My internship this semester in Mrs. H’s classroom. She is a

_____ teacher at _____ Elementary. This is her seventh year teaching and she truly loves her job, which is

apparent from observing in her classroom. She is up to date with current assessments and what reading

strategies to use in the classroom with her students.

She employs several assessment tools to determine whether her students are having trouble in any of the

five areas of reading, many of which I will use in my own classroom (REC 3.8, 3.9, 5.3, 6.9, 5.3)……. Most

classroom-based assessment is done though through observation, such as listening to students read,

discussion, and reading their writing journals. At UCF I have learned a lot about the value and importance of

“kid watching”. Once Mrs. H feels that the students have conquered the sounds of each letter, she

encourages the students to write the words that they are drawing. I will definitely use this process in my own

classroom. Next, students write down the first sound that they hear in the word and the last sound that they

hear in the word. Since the vowels in the middle are tricky (at this time of the year) for students she doesn’t

push them. Some key staff members that are available to assist teachers and students in the area of reading

include: Mrs. L, the Reading Specialist; Mrs. R, the Media Specialist, who helps find literature on certain

topics; and Mrs. B, the Technology Specialist, who gives great games and activities to enhance learning

centers (REC 5.10, 6.9, 6.10, 6.11). I know I will welcome any support I can get when I am in the classroom.

Mrs. H differentiates instruction to meet the needs of all her students by allowing extra time, give extra

instruction if needed, and/or modify the activity to make them feel successful. She tries to get them as close

as possible to what is asked of them. (REC 6.10) The accommodations that she makes for English Language

Learners is to give them extra time on assignments, repeat the instruction individually, and use as many hand

gestures, pictures, and props as possible. (REC 6.11, 5.10) When asked how much time it takes to assess and

plan for all the different reading needs in her classroom, she said that in the beginning of the year it takes

longer because in the beginning of the year students come in at many different levels. For example, some go

to preschool, can write their name, know their letters and sounds, etc., while other students may have not had

such a rich literacy background. We have discussed the importance of background knowledge in all of my

reading courses.

……..

After conducting this interview, I am eager to do reading instruction in my class. I plan to use a variety of

assessments to place students in reading groups. My groups will be flexible and change frequently depending

on the needs of my students. These groups will not always be ability-based, as I might make heterogeneous

groups that can allow students to learn from each other. I think literature circles are also a great instructional

structure for heterogeneous groups. Since I have always loved read aloud and have learned from many

courses how important it is to literacy development, I plan to do it every day. If you read with excitement

then I believe that this will brush off on your students. In addition I want to create a positive environment

for students. I feel that if students like to read and are motivated to read then it will carry over to other

subject areas. I really love the practice of reader’s theatre because students have fun while they work on

their fluency and other skills. I believe that every classroom should have a designated area for reading. I

want to have a book nook with all types of sitting options such as bean bags, mini-couches, and a rocking

chair. This interview has not only opened my eyes to what real life reading assessments are being

implemented and what reading programs are being employed, it has also gotten me excited to get started in

my own classroom.

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Learning Environment Map and Reflection- LiveText Assignment FEAP #9

(REC 5.3, 5.12, 6.1-6.9, 6.11-6.12)- Due 9/22

Students will create a Classroom Map and complete a Learning Environment Reflection during Internship I.

This assignment requires the student to make an observation of the learning environment using identified

criteria (page 9) and to document field notes related to the learning environment. Upon completion of the

observation the student will write a reflection addressing the learning environment and the rubric criteria.

The student will be asked to identify the importance of the learning environment, tying in knowledge of

reading (and teaching) and relevant reading competencies in order to describe what their classroom will look

like in terms of the learning environment. The student will also draw or create a classroom map using one of

the websites provided. This assignment also meets the LiveText requirement for Learning Environment FEAP #9.

See the LiveText rubric below.

Rubric for Key Assignment (for LiveText)- RED 4942 Learning Environment Reflection

DEMONSTRATED NOT DEMONSTRATED

FEAP #9

Learning

Environment

9.2, 9.PRE.e,

9.PRE.e, 9.PRE.h,

9.PRE.i, 9.PRE.j,

9.PRE.k.

D1, D3

Reflection demonstrates an understanding of

the importance of creating and maintaining an

effective, safe, and positive learning environment.

Reflection includes addressing the cognitive,

linguistic, and affective needs of students

through the physical environment and

instructional approaches used.

Reflection demonstrates the belief that all

students can learn.

Classroom map and explanation demonstrates

an awareness of the importance of physical layout

to the learning environment.

No mechanical and grammatical errors are

present that detract from the assignment.

Reflection does not demonstrate an

understanding of the importance of creating and

maintaining an effective, safe, and positive

learning environment.

Reflection does not include addressing the

cognitive, linguistic, and affective needs of

students through the physical environment and

instructional approaches used.

Reflection does not demonstrate the belief

that all students can learn.

Classroom map and explanation does not

demonstrate an awareness of the importance of

physical layout to the learning environment.

Mechanical and grammatical errors are

present and detract from the assignment.

RED 4942 Learning Environment Reflection Internship I

Learning Environment Reflection and Classroom Map (see websites below to assist or Word)

http://classroom4teacher.org

http://teacher.scholastic.com/tools/class_set_up/

Glogster or other similar site

Directions: During Internship I you need to complete a minimum of 1 observation related to the learning

environment. You do not have to make your observation comments based solely on this single observation.

In addition, this is a framework (for observing) and as such it represents things to pay attention to, things to

look for (see page 9). You may or may not see the criteria item described. The teacher is not being

evaluated and as such do not include his or her name in your work. The task of observing, your

knowledge of the learning environment, and your knowledge of the reading endorsement competencies is

what will be evaluated. After completing the observation you will be required to write a reflection which

addresses the importance of the area observed (Learning Environment) and what you anticipate this will look

like in your own classroom. See sample page 10. You will need to cite relevant observations made (criteria

for learning environment), course knowledge (any course), and reading competencies (a list of the reading

endorsement competencies are included with the rubric to assist your reflection). The rubric is on page 8

and you must include this with your assignment.

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RED 4942 Learning Environment Reflection Rubric

Exemplary (3) Proficient (2) Unacceptable (1)

Observation form was

completed and included.

Exceptional explanation of

the importance of the learning

environment.

Addressed at least 6 of the

observation criteria and

reflected on their application to

my future classroom.

Used personal experiences,

course content, and/or identified

relevant reading competencies

to support all decisions.

Provided many examples of

what the criteria would look like

in my classroom.

Included a classroom map to

visually depict what my

classroom would look like.

Reflection is typed and free

of mechanical errors.

Observation form was

completed and included (but bare

minimum).

Adequate explanation of the

importance of the learning

environment.

Addressed at least 3 of the

observation criteria and reflecting

on their application to my future

classroom.

Used personal experiences,

course content, and/or identified

relevant reading competencies to

support some decisions.

Provided some examples of

what the criteria would look like in

my classroom.

Included a classroom map to

visually depict what my classroom

would look like.

Reflection is typed; contains

non-distracting errors.

Observation form was

included but not completed.

The importance of the

learning environment was not

addressed.

Addressed less than 3 of the

observation criteria and

reflecting on their application to

my future classroom.

Used personal experiences,

course content, and /or identified

relevant reading competencies to

support few decisions.

Provided only a few

examples of what the criteria

would look like in my

classroom.

Included a classroom map to

visually depict what my

classroom would look like.

Reflection is typed; contains

distracting errors.

Following %’s will be applied to possible averaged points for assignment. 3=100%, 2.75=92%, 2.5=83%,

2.3=77%. Must redo assignment if score is below a 2.1.

Score ________ = __________ %

Reading Endorsement Competencies

REC #

Techniques for scaffolding instruction for each of five major components of reading. 5.3

Reliable and valid assessment procedures to validate instructional applications. 5.12

Stages of language and literacy development. 6.1

Language-rich and print-rich environment. 6.12

Instructional practices for phonemic awareness. 6.2

Instructional practices for phonics and word recognition. 6.3

Instructional practices for fluency and automaticity. 6.4

Instructional practices for vocabulary (general and content area). 6.5

Instructional practices for comprehension and critical thinking (addressing fiction and

nonfiction/content area text).

6.6, 6.8

Instructional practices for metacognition. 6.7

Strategies and techniques for working with LEP students who are at different levels of oral

proficiency.

6.11

Strategies for classroom managements while differentiating instruction. 6.10

Instructor Comments:

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Internship I: Learning Environment Observation Framework

Grade Level Observed ___________ Date of Observation __________

____________________________________________________________________

Learning Environment Observation Criteria Notes: Specific examples,

descriptions, evidence, as well as

other pertinent thoughts.

A. Many different types of authentic reading materials

such as magazines, newspapers, novels, and non-

fiction works are displayed and are available for

children to read independently. The classroom has a

reading area such as a corner or classroom library,

where children are encouraged to go to read for

enjoyment.

B. The set-up of the classroom allows for whole group,

small group, and individual instruction. Areas of the

room are clearly labeled and/or designated for specific

learning activities.

C. Active participation and social interaction are integral

parts of reading instruction in this classroom. A

balance of small group and whole group instruction is

evident.

D. The learning environment indicates that reading and

writing are valued and students are actively engaged

(e.g., purposeful writing is displayed, journals are

maintained, Word Walls are used, book talks and

read-alouds by teacher occur regularly,…) in

purposeful work.

E. The daily schedule is posted and followed.

F. Students feel safe in the classroom and safety is

promoted. Classroom rules are posted and reflect

shared values and beliefs. Expectations for desired

behavior are clear and consequences for misbehavior

are evident.

G. Other-

Other Notes-

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Sample: Snippet of Learning Environment Reflection

On ______, 2009, I had the opportunity to observe in a fourth grade classroom at __________Elementary School

in_______, Florida. I can truly say that spending time in ______ classroom was a wonderful and insightful experience.

One of the best parts of her classroom was the environment, especially the way everything was set up; strategically

placed for optimal learning and education. It was a fun yet academic atmosphere, one in which all the students felt

comfortable and confident. I have thoroughly enjoyed being in her classroom, and plan to spend as much time as

possible learning from this teacher and her style.

Classroom environment is probably one of the most important aspects of teaching. The classroom is the first

‘impression’ of what the students (and parents!) are to expect, and the comfort of all students should be a priority of

every teacher. If students don’t feel comfortable and certain in their environment, chances are they won’t be as

successful academically, or potentially even socially. In addition, children of all ages (and especially those in the

primary grades) must be able to explore, discover and experiment. It is how they learn. All children have a natural

tendency to be curious and inquisitive, so preparing an interesting and meaningful environment for the students will not

only peak their interest in school altogether, but will also help to meet their developmental needs. Also, the classroom

environment must be a positive one, with encouragement and strong foundations. Most students (of all ages) struggle at

some point. Whether it is academically with a subject or class, or with a home conflict, the classroom should be a place

where students can come to and feel comfortable, where nothing else matters. I remember when I was in fifth grade;

my teacher’s classroom was exactly like that. Every day, all his students looked forward to coming to school, and our

day’s were filled with laughter and encouragement. Furthermore, he introduced us to music and theatre, something that

many kids love but don’t get an opportunity to ‘play’ within every day classrooms. Mr.S would incorporate all lessons

into fun projects, songs, games/activities or even a play, and I can’t remember even one time when the thought of

school or his class scared me. On top of all that, Mr.S taught us about respecting others, and ourselves and there was

not even one altercation or conflict within our classroom. I truly believe that this was the result of him treating us like

‘family’, and creating such a wonderful classroom environment. Creating and maintaining a positive, creative,

encouraging and playful classroom is of utmost importance to ensure that the students are exposed to the best education

possible, and to ensure that all students’ needs and expectations are met.

During my observation, I began to see what specifically makes a good classroom environment. In addition to

creativity, encouragement and a good overall attitude, I also began to see how important it is to encourage and include

many reading and literature-based areas and activities into every day work. For example, in the observed classroom,

there was a very defined ‘reading area’, where students could come to and read, either sitting on the ‘magic carpet’ (a

fabulous multi-colored carpet), sitting on bean bags, or on the mini law chairs set up within a corner of book shelves.

On these shelves were all kinds of reading materials. She had everything from fiction stories about aliens, to gardening

magazines and science articles about the space shuttle. There were old books and new books, and even books that were

made by her previous year’s students, dating back to the early 1980’s. Upon reading these books, students were to

write in their journals about their reading and how they felt or thought about it, and they would have conferences

weekly with the teacher about what they read that week. The teacher (or I, while I was interning) would ask them

higher order thinking questions and critical questions regarding the piece that they read, and they would also have the

opportunity to write in their journals after the conference. I thought that even though she didn’t have any ELL/LEP

students in her class, this would also be a great way to work with them one on one to help with all areas of reading.

(REC 6.6, 6.8, 6.7, 6.11) It was clear that this teacher loved to read and encouraged reading by providing a wide

assortment of reading materials to choose from. Furthermore, she promoted reading and good AR (accelerated reader)

grades by creating a ‘reading road’. This ‘road’, made from construction paper, was stretched all the way around the

room, with each student having their own ‘car’. Each time a student received a perfect AR test score, they were able to

move their ‘car’ down the road. Sometimes they’d get to a ‘candy shop’, which means they got to pick some candy

from the teacher’s treasure chest, etc. All the students loved this incentive, and I saw many students actively

participating and obviously encouraged by this. Also, in this area was a crescent-shaped table, where students could sit

and read in center groups or in evaluation situations. It was very evident that this teacher was trying to provide and

maintain a strong language arts-based classroom, and promoted reading, writing, and anything related to linguistics and

literature. (REC 6.12)………

11

Case Study (REC 5.1-5.2, 5.4-5.13, 6.1-6.12; NEW REC 2.G.6, 4.8,-4.16, 5.1-5.14)- Part I and Part II

Students will administer a variety of assessments to determine a K-12 reader’s proficiency in reading. This may

include assessment in phonemic awareness, phonics, vocabulary, fluency, comprehension, metacognition, and

motivation. Results will be used to plan appropriate research-based interventions. As interventions are implemented,

on-going assessment will focus on monitoring growth and the effectiveness of the plan employed. The case study must

be typed and double-spaced. Use at least a 12 point font. The case study will be broken into two parts. The UCF

student will spend approximately 15 hours with the student. This includes assessment and instruction. This will be

documented on a form (see page 23 of syllabus).

Part I- See page 12 for cover sheet and point structure. Due by 11/1/11 (worth 100 pts)

1. Background on the student- this includes any information given to you by the teacher. Examples include:

classroom performance, prior testing data (not what you did), behavior, etc....

2. List of assessment instruments used, a summary of each tool’s purpose and results from each assessment. Include

student assessments as a reference. Including data conference sheet (page 13).

3. Observations during testing.

4. List of strengths/needs.

5. Goal(s) for intervention.

*ELL accommodations should be embedded and noted as such, if you adequately address ELL accommodations

in Case Study Part I and/or Part II then this assignment could be part of the TESOL notebook. The numbers

addressed would be 4, 5, 6, 10, 15, 16, 19, 20, 21, 25.

Assessment Area Name of Assessment Text Page #

For DeVries 2008; 2011

WTW 2008; 2012

Motivation- Interests Interest Inventory or

Interest and Wide Reading

Inventory

DeVries

Kelley & Clausen-

Grace

p. 410; 427

p. 187

Motivation- Attitude Attitude Survey or

Attitude and Metacognitive Survey

DeVries

Kelley & Clausen-

Grace

pp. 411-412; pp. 428-429

p. 187

Comprehension Developmental Reading

Assessment or

Other Informal Reading Inventory

See school site, CMC,

or instructor

Observations of

Reading

Concepts of Print (Primary) URL

in Module 0 or

Checklist of Student’s Expository

Reading

DeVries

DeVries

p. 398; p. 415

p. 449; p. 466

Fluency Fluency Checklist and WCPM or

Fluency Checklist for Narrative

Text and WCPM

DeVries

DeVries

p. 452; p. 469

p. 453; p. 470

Spelling Primary Spelling Inventory or

Elementary Spelling Inventory

Words Their Way

Words Their Way

pp. 266-7; pp. 315-318

pp. 270-1; 319-321

Phonics Phonics Mastery Survey Link to

BPTS II in Module 0

DeVries pp. 439-441; pp. 456-458

Phonemic Awareness Pre-Assessment of PA DeVries pp. 427-430; pp. 444-447

Note- You may or may not need to assess Phonics and/or Phonemic Awareness but if not explain reasoning in

the case study.

12

RED 4942 Case Study- Scoring Sheet Part I (total points available- 100 pts) This Cover Sheet is to be turned in with typed Case Study and Students’ Assessment Forms.

Name of UCF Student ___________________________ Total Points _________

I. Background on the Student.

(Include gender, grade level, and age of student, as well as any pertinent data including previous testing, grades, and/or

behaviors) 0-10 points _____ Score

II. Data Conference: Using Assessment to Inform Instruction Sheet (see page 13)

Please attach the form you used as the basis of your conference with Dr. Kelley as the front page of your case study.

This rubric will go in front of all of your paperwork. 0-10 points _____ Score

III. List of Tests Administered, Summary of Each Test, Results, and Strengths and Needs (list each test, provided

a description of tool’s purpose, and the scores obtained- see page 15) Total of 0-60 points

1. Motivation- An interest/attitude inventory &/or metacognitive inventory you must choose one from your

various texts, handout, or other source. If you use an instrument from another source you must get instructor approval.

10 points ______ Score

2. Comprehension- An Informal Reading Inventory (i.e. QRI-IV, DRA K-3, DRA 4-8, The Bridge, Johns’ Basic

Reading Inventory, etc…). Include text level read, student’s independent and instructional reading levels, and any

other pertinent data obtained from the IRI ( see #3). If the student is below a primer level you will need to complete a

listening comprehension task (see instructor). 15 points _____ Score

Note- If IRI contains information for fluency (#3), please separate information with heading.

3. Fluency- complete a WCPM/WPM and a Checklist to evaluate rate, accuracy, prosody, and intonation. You

must assess each aspect (the 4) of fluency. If the student is not reading at a 1st grade level then fluency will not be

evaluated, rather a letter identification task and phonemic awareness task would be more appropriate. 10 points

_____Score

4. Spelling and Phonics- An appropriate Spelling Inventory from Words their Way text- Kindergarten, Primary,

Elementary or Intermediate Spelling Inventory. Include the student’s spelling stage, including the power score and

scores for features (including whether feature is independent, instructional, or frustrational). No substitute assessment

for spelling will be accepted. You may or may not need to also complete a phonics assessment. If you do not complete

a phonics assessment then explain why. If you do be sure to disaggregate the areas of phonics when discussing results.

15 points

______Score

5. Observations of Reading- This will include Observations of Reading (either the Concepts About Print or

Observations of Expository Reading). 10 points ______ Score

IV. Observations While Testing- (Break this into the areas assessed in III. You may wish to combine these ideas into

#III if you clearly label/distinguish between test summary, results, student’s strengths and needs, and observations

during testing and the). 0-10 points _______ Score

V. Goals for Intervention- (Based on the data describe 2-3 goals that you have for intervention; include how you plan

to monitor intervention)- What will you focus on during the interventions? What do you hope to accomplish? What

assessment(s) will you utilize (re-administer) to determine the effectiveness of the interventions you employed? 0-10

points. _______ Score

13

ELL Accommodations Appropriate ______ ELL Accommodations Not Appropriate _________

If you adequately address ELL accommodations the numbers addressed would be 4, 5, 6, 10, 15, 16, 19, 20, 21, 25 for

TESOL notebook.

RED 4942 Reading Practicum Data Conference: Using Assessment to

Inform Instruction

Student’s Age ______ Student’s Grade ______ Gender: M__ or F__

Available Background Information:

Area Assessed Tool Used Student’s Strengths Student’s Needs

Motivation:

Interests

Motivation:

Attitude

Comprehension:

Reading Level

Fluency

Spelling

Phonemic Awareness

Phonics

Observations of

Reading

Other:

Focus for Future Instruction (based on data):

14

Part II- See below for cover sheet and point structure. Due 12/8/11 (worth 100 pts)

1. Reiteration of goal(s) for intervention based on Part I of Case Study.

2. Summary of practicum activities- include a student sample.

3. Evidence of success- appropriate post assessment(s).

4. Recommendations for future instruction.

5. Suggestions for parents- can be used in parent letter too.

6. Reflection on Case Study

7. Include sign-off sheet from teacher/parent to document hours completed- see page 23.

*ELL accommodations should be embedded and noted as such.

If the case study child, is not an English Language Learner, please list which assessments would have been appropriate

for an ELL; also, note which intervention strategies would have been effective for an ELL and why.

RED 4942 Case Study Scoring Sheet Part II (total points available- 100 pts)-

Cover Sheet to be turned in with Typed Case Study and Student Work.

Name of UCF Student ___________________________ Total Points _________

I. Reiteration of Intervention Goals Based on Part I of Case Study. 0-10 points _______ Score Attained

II. Summary of Practicum Activities. 0-30 points

Include an overview of activities employed and how the activities met the student’s needs.

Explain how you made the lesson engaging and relevant/meaningful (20 points).

Include a student sample (10 points). _______ Score Attained

III. Evidence of Success. 0-10 points _______ Score Attained

Include any evaluations, post-assessments, and observations that provide insight as to your success.

IV. Recommendations for Future Instruction 0-20 points. _______ Score Attained

IV. Suggestions for Parents. 0- 10 points _______ Score Attained

V. Reflection on Case Study. 0-20 points _______ Score Attained

a. How your knowledge about reading assessment and instruction changed throughout the case study process. What

you have learned about reading assessment and instruction You may include your own personal evolution through RED

3012, RED 4519 and RED 4942.

b. What aspects of the case study were or would have been beneficial for the English Language Learner?

c. What would you do differently if you had the opportunity to do it over again? Why? Be specific.

VI. Sign-Off Sheet- Attach RED 4942 Activity/Evidence Log time sheet signed by teacher/parent with contact information

included- see page 23. Case Study must have sign-off sheet or it will not be accepted.

ELL Accommodations Appropriate ______ ELL Accommodations Not Appropriate _________

If you adequately address ELL accommodations the numbers addressed would be 4, 5, 6, 10, 15, 16, 19, 20, 21,

25 for TESOL notebook.

15

Course Reflections (REC 5.3, 5.12, 6.1-6.9, 6.11-6.12; NEW REC 4.2, 4.3, 4.8-4.10, 4.13, 4.14, 4.16, 5.1-5.11, 5.13, 5.14)

- on going

Students will write reflections integrating content from assigned text readings, class lectures, and practicum experiences.

Reflections should include a synthesis of knowledge gained from these various experiences and should focus on the course topics.

Reflections should include applications for special needs students including students with disabilities and Limited English

Proficient students when appropriate. The number of reflections will be divided by the total scores attained to establish an overall

grade.

RED 4942 - Course Reflections Rubric

Rating:

3 = Synthesizes information from text, class, practicum experiences; demonstrates clear understanding of

concept; includes appropriate specifics and explanations; written in own words/not copied directly

from text (if text words are needed, use quotations); thoughtful.

2 = Demonstrates some understanding of concept; needs more specifics and explanations; some

information “lifted” from text; needs more synthesis; demonstrates effort but could be more

thoughtful.

1 = Copied directly from text; no specifics or explanations; no synthesis.

0 = No reflection

Parent Letter Due 12/8/11

Students will write a letter for the parent of the student that they worked with during the Reading Practicum. This letter

will not be given to the parent but will culminate the practicum experience. This letter should address the outline

provided below. In class you will conduct a mock parent conference based on the contents of the letter and the

practicum experience. The letter must follow a formal letter format, be typed and single-spaced. Use at least a 12 point

font. Turn in the letter with the rubric (page 16) and sample pp. 17-18.

Parent Summary Outline-

1. Include a brief positive statement about your work with their child.

2. Include a few sentences that describe some of the skills and/or strategies you worked on with the child.

3. Talk about a book the student liked or an activity that really seemed to assist him/her.

4. Include a suggestion for what the parent can do to help the child at home that is specific to the child’s needs.

5. Give information about a Local Library Program, Let’s Read Seminole www.letsread.scps.k12.fl.us, or another

program that will encourage reading outside of school or in the summer. This should include a list of

suggested readings based on the students’ interests and level.

16

UCF Student Name _____________________________ Section _____________

RED 4942 Rubric for Parent Letter

Needs improvement Good Excellent

Salutation and

Closing

Salutation and closing have 2 or more

errors in capitalization and

punctuation. (4 points)

Salutation and closing has 1 error

in capitalization and punctuation.

(7 points)

Salutation and closing have no errors

in capitalization and punctuation. (10

points)

Other format

items

There are multiple errors in format. (4

points)

There is an error in format. (7

points)

The letter is in the correct format, i.e.

date, paragraph structure is correct.

(10 points)

Grammar and

Spelling

Writer makes 2 or more errors in

grammar and/or spelling. (4 points)

Writer makes 1 error in grammar

and/or spelling. (7 points)

Writer makes no errors in grammar or

spelling. (10 points)

Content—

Positive

statement

The first paragraph is unclear and

missing a positive comment. (5 points)

A brief positive statement about

the child is included as part of the

introduction, although it is not

clear. (10 points)

The introductory paragraph clearly

gives a brief positive statement about

the child. (15 points)

Content—

Description

of practicum

activities

The description of practicum activities

is confusing and not clearly presented.

(5 points)

The second paragraph includes a

description of your work with the

child including a book the child

read or an activity the child

enjoyed. The description is too

lengthy, contains too much jargon,

and/or is not child specific. (15

points)

The second paragraph includes a brief

description of your work with the

child including a book the child read

and/or an activity the child enjoyed

which clearly is connected to the

child’s needs. (20 points)

Content—

Suggestions

for continued

success

The third paragraph includes a

suggestion(s) of what the parent can

do at home. The suggestion(s) is not

specific and it is not clear. (5 points)

The third paragraph includes a

suggestion(s) of what the parent

can do at home but it does not

describe why this suggestion(s) is

specific for the child. (10 points)

The third paragraph includes a

suggestion(s) of what the parent can

do at home. The suggestion(s) is

specific to the child. (15 points)

Content—

Closing

A closing is loosely written if included

at all. No additional information is

offered. (5 points)

The closing is present but you do

not offer any additional

information (such as book lists) or

what is included is too general.(15

points)

The closing offers additional

information that includes a list of

possible reads or something related.

(20 points)

Instructor Comments-

17

Sample Parent Letter

April 29, 2009

Dear Mr. and Mrs. Ravelo:

My name is Miranda Quinlan and I am a Junior Intern from the University of Central Florida seeking a degree

in Elementary Education. I have been working with your son since January 23, 2009. As I gained his trust, it was clear

to see that your son is a kind and polite student who has a very pleasant personality. He loves to share his thoughts on

favorite restaurants and I enjoyed listening to his entertaining food reviews.

I had the opportunity to evaluate A’s reading skills. After my initial assessments, I found that he needed

improvement in comprehension and could also benefit with intervention on a number of spelling patterns. Before I

began working on these two areas, I immediately addressed issues with his lack of interest in reading. To help motivate

and create interest, I brought in at least three to four books for Adrian to choose from. He enjoyed reading Curious

George Goes to the Beach by Margret and H.A. Rey. He especially desired reading the books from The Fly Guy series

by Tedd Arnold. To help him with his reading comprehension, we worked on several strategies such as making

predictions, visualizing, and completing graphic organizers. He also read aloud every time we met. This was his

choice and I was happy to see that he was taking the initiative to read. During his read aloud, we stopped in several

places of the book and incorporated strategies such as making predictions and confirming or revising his previous

predictions. The last area of improvement we focused on was spelling with an emphasis on long vowel patterns. I had

A complete picture and word sorts. To make it more enjoyable, I created a “Go Fish” card game with words containing

long vowel patterns. He needed to spell the word before I handed him my cards. This repetitive activity helped him to

recall the spelling of each the word. He also used the illustrations on each card to help him remember as well. A

clearly enjoyed this activity and requested that we play this game more often.

The key to A’s success will stem from his interest in reading books. As he becomes more enthusiastic about

reading, his comprehension will develop and improve. As such, other reading components such as vocabulary and

spelling will show signs of improvement as well. To begin, allow A to choose his books. A quick way to determine if

A is capable of reading a book of his choice is to have him use the Five Finger Rule. Have A read one page. For every

unfamiliar word he encounters, have him hold up one finger. If A is holding up three or more fingers by the end of the

page, the book is too difficult for him to read on his own. When A has a suitable book, he can work on developing his

comprehension skills by using strategies such as making predictions and making connections to the story. As I worked

with A, I found that he was a visual learner because he tended to refer to the pictures often to help him remember what

the story was about. Using pictures is another useful tool to help A with comprehension. As for spelling, A can

continue using word sorts by using flash cards created on paper or index cards. He can separate words based on their

long vowel sounds. A set of cards can be made using pictures on one side and the corresponding word on the other

side. A can sort the pictures based on the long vowel sound. Then have A spell out or write down the word. He can

verify his spelling by turning the cards over.

18

page 2

A can make a lot of progress this summer if he continues to read. Because he showed an interest in the Captain

Underpants books, I would instead have him begin with the books from the Ricky Ricotta’s Might Robot series. Both

series of books, authored by Dav Pilkey, contain amusing captions and illustrations, elements that A finds very

intriguing. There are also many summer programs he can participate in. One local program is the Let’s Read Seminole

reading program. A reads 10 books, lists the titles on a reading log, and returns the form when he returns to school in

August. In return, he has a chance of winning prizes. Another program, sponsored by Barnes and Noble, has a summer

reading incentive as well. A reads eight (8) books, his choice. After he completes the Summer Reading Journal, he can

turn it in to any Barnes and Noble store and receive a coupon for a free book. Lastly, if you’re looking for a more

intensive program for A, please consider the Reading Clinic at the University of Central Florida. Sessions are held

June 8th

through June 19th

and/or June 22nd

through July 2nd

. Choosing to enroll A in this clinic will provide him with

one-on-one and small group assistance in reading and writing. I have attached a copy of the registration for this

program. Please see the end of this letter for website information on the previously mentioned programs.

I have no doubt that A will continue to improve upon his reading skills. He has shown a greater interest in

reading since I began working with him in January. I hope that A will continue his path in becoming a lifelong reader.

A is a wonderful student and I thank you for allowing me the opportunity to work with him.

Sincerely,

Miranda Quinlan

Internship I

University of Central Florida

Websites for Summer Reading Programs:

Let’s Read Seminole: http://www.letsread.scps.k12.fl.us/

Barnes and Noble: http://www.barnesandnoble.com/summerreading/

Reading Clinic at the University of Central Florida: http://education.ucf.edu/litinitiative

Attachment:

UCF Summer Enrichment Programs in Literacy

19

Assignment Requirements- All assignments must be typed unless otherwise noted by the instructor. Ten points per day will be deducted for work

turned in late. If your assignment contains excessive writing errors it will not be accepted. Make sure to proof any

submitted work before turning it in. Typographical and grammar errors will result in the lowering of an assignment

grade per error. The University Writing Center in MOD 608 (near the Communications Building), phone number 407-

823-2197 is available for this assistance. Hours are Monday- Thursday 8:00 am-8:00 pm, Friday 8:00 am- 3:00 pm, and

Sunday 2:00 pm- 8:00pm. Their website is http://www.uwc.ucf.edu . You will not receive a course grade until all work

is satisfactorily completed.

New Writing Center Hours: Office hours are now held in the UCF Library Room 359 on Mondays through Thursdays from 11 am to 7 pm and 10 am to 3 pm

on Fridays.

Evaluation and Grading Scale Final grades will be based upon the quality of the case study and teaching unit. Weighting will be approximately as follows:

Case Study: Part I 20% by 11/1/11

Case Study: Part II 20% 12/8

Learning Environment Reflection and Map 15% 9/22

Teacher Interview 10% 10/12, 10/13, or 10/14

Parent Letter 10% 12/8

Course Reflections/Participation 10% on going

Online Quizzes and RTI Certificate 15%

The final grade for the course is based on the following criteria (no pluses or minuses will be used on the final grade):

90%-92%= A- 93%-96% = A 97%-100% = A+

80%-82%= B- 83%-86%= B 87%-89% = B+

70%-72% = C- 73%-76% = C 77%-79% = C+

60%-62% = D- 63%-66%= D 67%-69% = D+

Below 60% = F

Classroom Expectations and Group Norms Be respectful of yourself and others. Talking while others are addressing the class (including the instructor) is not

appropriate. No put downs.

The class will start and end at the instructor’s designated time. If you arrive late or leave early more than once points

will be deducted from your attendance and participation.

No unauthorized guests.

Cell phones, beepers, and pagers must be turned off or placed on vibrate mode.

According to UCF Golden Rule guidelines, academic dishonesty/cheating, which includes plagiarism, is a violation

of student academic behavior standards and is subject to academic and/or disciplinary action. Such behavior is also a

violation of the College of Education’s Professional Code of Conduct.

In addition, the COE has a Professional Code of Conduct (or Fitness to Teach) which is aligned to the FEAPs. We

expect current and future educators to exhibit these personal attributes deemed essential to success as a professional

educator. Concerns in any of these areas can be a cause for an instructor to institute the Fitness to Teach.

Accommodations for Candidates with Disabilities: The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. Students

with disabilities who need accommodations in this course must contact me at the beginning of the semester to discuss needed

accommodations so we can plan for any accommodations to promote your learning in this class. No accommodations will be

provided until the student has met with the professor to request accommodations. Students who need accommodations must be

registered with Student Disability Services, Student Resource Center Room 132, phone 407-823-2371, TTY/TDD only phone

407-823-2116, before requesting accommodations from the professor. A letter from the Office of Student Disability may be

required.

***This syllabus is subject to change at any time.

20

Tentative Schedule and Readings- See Course Attachment

Bibliography: Articles: Afflerbach, P. (2002). The road to folly and redemption: Perspectives on the legitimacy of high-stakes testing. Reading Research Quarterly,

37(3), 348–360.

Allen, D. D. & Flippo, R. F. (2002). Alternative assessment in the preparation of literacy educators: responses from students. Reading

Psychology, 23(1), 15-26.

Bouchereau Bauer, E. (1999). The promise of alternative literacy assessments in the classroom: a review of empirical studies. Reading Research

and Instruction, 38(2), Winter.

Foorman, B. & Torgesen, J. K. (2001), Critical elements of classroom and small-group instruction to promote reading success in all children.

Learning Disabilities Research and Practice, 16, 203-121.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005, May). Reading fluency assessment and instruction: What, why, and how? The Reading

Teacher, 58(8), 702–714.

Johnston, P. (2005, April). Literacy assessment and the future. The Reading Teacher, 58(7), 684–686.

Johnston, P., & Costello, P. (2005, April/May/June). Principles for literacy assessment. Reading Research Quarterly, 40(2), 256–267.

International Reading Association (1994). Literacy assessment: A joint position statement. Newark, DE: International Reading Association.

Available: http://www.reading.org/positions/lit_assess.html

International Reading Association (1999). High stakes in reading assessment: A Position Statement. Newark, DE: International Reading

Association. Available: http://www.reading.org/downloads/positions/ps1035_high_stakes.pdf

Invernizzi, M. A., Landrum, T. J., Howell, J. L., & Warley, H. P. (2005, April). Toward the peaceful coexistence of test developers, policymakers,

and teachers in an era of accountability. The Reading Teacher, 58(7), 610–618.

McKenna, M.C., & Walpole, S. (2005). How Well Does Assessment Inform Our Reading Instruction?. The Reading Teacher, 59(1), 84–86.

Moseley, D. (2004). The diagnostic assessment of word recognition and phonic skills in five-year-olds. Journal of Research in Reading, 27, 132 -

140.

Raphael, T. E., & Au, K. H. (2005, November). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. The

Reading Teacher, 59(3), 206–221.

Rashotte, C. A., MacPhee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple

grades. Learning Disability Quarterly, 24, 119-134.

Snow, C. E., Burns, S., and Griffin, P., (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy

Press.

Snow, C. E. 2000. Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: Rand.

Tierney, R. J., Moore, D. W., Valencia, S.W., & Johnston, P. (2000). How will literacy be assessed in the next millennium?. Reading Research

Quarterly, 35(2), 244–250.

Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American

Educator, 32-39.

Torgesen, J. K., & Mathes P. G. (1999). Phonological Awareness--Assessment and Instructional Tools. Tallahassee, FL: Florida Department of

Education. Online Academy Summary.

Torgesen, J. K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A. J. Fawcett

and R. I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers.

21

Torgesen, J. K., Rashotte, C. A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical

outcomes. In M. Wolf (Ed.), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.

Torgesen, J. K. (2002). Lessons learned from intervention research in reading: A way to go before we rest. In R. Stainthorpe (Ed.) Literacy:

Learning and Teaching. Monograph of the British Journal of Educational Psychology.

Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.

Williams, B. T. (2005, October). Standardized students: The problems with writing for tests instead of people. Journal of Adolescent & Adult

Literacy, 49(2), 152–158.

Books:

Allen, J. (2004). Tools for Teaching Content Literacy. Stenhouse.

Allington, R.L. (2006). What Really Matters for Struggling Readers, 2nd

ed. Pearson.

Allington, R. & Cunningham, P. (2007). Classrooms That Work: They Can All Read and Write. Allyn & Bacon.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2003). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling

Instruction. Pearson Publishers.

Farstrup, A.E. & Samuels, S. J. (Eds.) (2002). What Research Has to Say About Reading Instruction, 3rd

ed. IRA.

Fraunger, J. & Lewis, J. P. (2006). Building a Knowledge Base in Reading (2nd

ed). IRA.

Cunningham, P. (2005). Phonics They Use: Words for Reading and Writing. Allyn & Bacon

Cunningham, P., & Allington, R. (2007). Schools That Work: Where All Children Read and Write. Allyn & Bacon.

Kamill, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (2000). Handbook of Reading Research, Volume I II. Lawrence Erlbaum.

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22

RED 4942 Activity/Evidence Log

To be turned in with Case Study Part II

UCF Student __________________________________ Classroom Teacher/Parent ____________________________

Date Time In Time Out Activities Completed Goal for Next Time Teacher Signature

Total # of Hours _________