College
of Education
Department: Curriculum and Instruction
Course Title: Instruction in Language Arts (cross-listed with Instruction in Early Childhood Language Arts)
Course Number: LAE 6319 (cross-listed with LAE 6305)
Credit: 3 semester hours
Professor: Joyce C. Fine, Ed. D.
Location: EB 147
Day &
Time: Tuesdays, Thursdays
Dr. Fine’s Office: University Park Campus, Room 260 A,
Office (305) 348-6152 or (305) 348-2005 (secretary)
FAX: (305) 348-2086
E-mail: finej@fiu.edu
Office
Hours:
Course Description and
Prerequisites
One course (LAE 6319) is required in the Master’s in Reading Education and the other (LAE 6305) is required in the Master’s in Early Childhood Education programs. Students gain knowledge of the nature and roles of the nature of the language arts and how they can be effectively integrated throughout the curriculum. Prerequisites are an undergraduate Language Arts class or equivalent or permission of the instructor (Florida International University Catalog).
I. Purpose of Course:
The course develops knowledge of the learning environment, which reflects the needs of a diverse population and knowledge of strategies for the instruction of the six language arts. It refines skills related to curriculum development, methods of assessment and instruction, selections of materials, and review of research for preschool and K-12 Language Arts. This course follows guidelines recommended by the International Reading Association (IRA) in A Reference for the Preparation of Educators in the United States: Standards for Reading Professionals(Revised 1998), Standards for Reading Professionals – Revised 2003 and by IRA and the National Council of Teachers of English (NCTE) in their Standards for the English Language Arts (1996) and the Florida Department of Education’s Educator Accomplished Practices at the Accomplished level and the Florida Curriculum Frameworks/ Sunshine State Standards (FCC/SSS).It refines skills related to program development, methods of teaching, selection of materials, and review of research in education. This course is an elective in the Master’s in Reading Education, Master’s in Elementary Education, or the Master’s in Early Childhood Education.
II.
Course Objectives Upon completion of the course, students
will be able to do the following:
·
Evaluate
their literacy environment to be able to make improvements to scaffold
student’s growth in literacy
·
Assess
students in the Language Arts, including reading, writing, and spelling to be
able to effectively instruct students in
literacy
·
Use
professional textbooks, journals, and technological resources to gain
information in Language Arts
·
Create
a cross-curricular unit with many resources to motivate students’
learning
·
Use
standards to accomplish the above
Key
Letters = Florida Educator
Accomplished Practices (FEAP’s)
(A-
Assessment, C- Communication, CI- Continuous
Improvement,
CT- Critical Thinking, D- Diversity, E-
Ethics, HD- Human Development,
KSM- Knowledge of Subject Matter, LE-
Learning Environment, P- Planning,
RT- Role of the Teacher, T- Technology)
Language
Arts
|
FEAP’s |
International Reading
Association (IRA) Standards |
Assessment
Method/ Assignments incorporating multiple standards |
|
1. Assessment |
3.1 Support the
classroom teacher in the assessment of individual students. They extend the
assessment to further determine proficiencies and difficulties for
appropriate service. |
*IRI Assignment; * Writing Assessment & Process Writing
Assignment |
|
2.
Commun- ication |
3.4 Communicate
assessment information to various audiences for both accountability and instructional
purposes |
*
Writing Assessment and Process Writing |
|
3.Continuous
Improvement |
4.2 Assist the
classroom teacher and paraprofessional in selecting materials the reading
levels, interest, and cultural and linguistic background of students. |
*Unit
*Journal
Article summary and implications |
|
6.
Ethics |
5.1
Articulate the theories related to the
connections between teacher dispositions and student achievement. |
*Writing
Assessment and Process Writing |
|
7. Human Development
and Learning |
1.3 Identify, explain,
compare, and contrast the theories and research in the areas of language
development and learning to read. |
*Observation
and evaluation with TEX-IN 2 the Classroom |
|
8.
Knowledge of Subject Matter |
4.4 Use methods to
effectively revise instructional plans to motivate students |
*Writing
Assessment and Process writing assignment
* Unit |
|
9.
Learning Environment |
4.2 Assist the
classroom teacher and paraprofessional in selecting materials the reading
levels, interest, and cultural and linguistic background of students. |
TEX-IN
2 the Classroom and * Final showing
change *
Unit |
|
10.
Planning |
2.3 Support classroom
teachers and paraprofessionals in the use of a wide range of curriculum
materials. They help teachers select
appropriate options and explain the evidence base for selecting practices to
best meet the needs of all students. They demonstrate the options in their
own teaching and in demonstration teaching. |
*Theme
Cycle unit plan *Writing
Assessment and Process Writing Assignment |
|
11.
Role of the Teacher |
3.4 Communicate
assessment information to various audiences for both accountability and
instructional purposes |
*Parent
/Stakeholder conference in Process Writing Assignment |
|
12.
Technology |
4.2
Assist the classroom teacher and
paraprofessional in selecting materials the reading levels, interest, and
cultural and linguistic background of students. |
*Identify
and evaluate non-print materials for Unit Plan |
III. KNOWLEDGE BASE
Much of the content of Language Arts is based
on the Constructivist learning theories of Jean Piaget (1886-1980) and Social
Constructivist Lev Vygotsky (1896-1934).
Piaget shifted the thinking of his time from that of Behaviorism, which
had influenced education for decades, in which teachers had been the dispensers
of knowledge. Piaget describes learning as the student’s modification of
cognitive structures, schema, by interacting with and adapting to their
environment. Information-processing theory (Flavell,
1985) also impacts the new view as it emphasizes the learner’s thinking
processes. Vygotsky emphasized learning as a reflection of culture and
community. Each person personalizes
their thinking based on their own experiences and interests. Learners
problem-solve under adult guidance or in collaboration with peers.
Language Arts teachers need to establish
nurturing classrooms in which they put theory into practice and adhere to high
standards (Presley, Allington, Morrow & Block,
1999). This involves a balance of skill instruction, literary interpretation,
higher-level reasoning and responses to communications, independent motivation
and discovery in learning. Students should be involved in authentic,
meaning-based instruction including collaborations to solve real problems. Ruddell and Ruddell (1995) have
summarized the qualities that distinguish the most effective language arts
teachers into five categories: 1) personal characteristics, 2) understanding
learners’ potential, 3) attitude toward subject, 4) being concerned about
student’s life and 5) a quality-based instructional base. Furthermore, it
is important to solicit students’ voices and choices, especially when
there are so many students from diverse populations.
IV. RESOURCES
Required
Class Materials/Text/ Readings
FIU e-mail account
FIU library
[schedule]
Johns, J. L. (2001). Basic
reading inventory: Pre-primer through grade twelve and early literacy
assessments (7th ed.)
Tompkins, G. E. (2002). Language arts: Content and
teaching strategies.
Resources:
Flood,
J. Lapp, D., Squire, J. R., & Jensen, J. M., (2003). Handbook
of research on teaching the English language arts.
Publication manual of
the American Psychological Association (5th ed.).
(2001).
Tompkins, G. E. & Blanchfield, C. (2004). Teaching
vocabulary: 50 creative strategies, grades k-12.
Students will read selected readings of journal articles and those suggested by the professor related to session topics.
On-line
sources:
www.reading.org - International Reading
Association, has position statements, news in the field of reading
www.ciera.org - Has reports of research that
may be used for the article presentations.
www.prenhall.com/tompkins Has
chapter summaries, self-assessment quizzes. The quizzes are part of your
midterm and final grades.
http://readingonline.org – journal
articles
Grades
Grades will be assigned as follows:
Rubric Grading Criteria:
[Developing = less than satisfactory] To earn a Developing, some of the requirement must be met but the assignment is not at the satisfactory level.
[Basic = satisfactory] To earn a grade of Basic, all requirements of assignment must be met and be at a satisfactory level.
[Proficient = exceeds satisfactory] To earn a grade of Proficient, all requirements of assignment must be met and must exceed the satisfactory level. This means that assignments are very well done, with evidence of student effort (thought).
[Distinguished = model quality] To earn a grade of Distinguished, all requirements of assignment must be met and the content and presentation of the assignments must reflect model quality. "Model quality" means that in addition to those attributes for an "exceeds satisfactory" assignment, the work reflects exceptional clarity and precision.
The grade of "IN" (incomplete) will be assigned in accordance with FIU policy.
In
order to receive a grade of "DR" (Drop), a course must be dropped on
or before
Rubrics and the conversion to the grading scale:
The grading of individual assignments will be using a rubric with a scale from developing (with a factor value of (1), basic (2), proficient (3) and distinguished (4). The rubric levels do not represent equal intervals of increments. These points along a continuum, from low to high, will be weighted and converted to allow use of the above point scale. Each assignment will be weighted with a factor value such as x 1, x 2, x 3, x 4, etc.
Example: To determine the points earned, if the assignment is weighted with a factor of 2 and the student earns a distinguished (4), then the total number of points for the assignment is equal to (4 x 2 = 8). The point values from all assignments and class participation are added to determine the number of points earned in the class. The sum of points is related to the scale below for conversion to letter grades. See the schedule of topics, assignments, and weights for more explanation. Rubrics must be attached to assignments when being submitted for grading.
A= 95 - 100% B+ = 87 - 89% C+ = 77 - 79% D+ = 67 - 69%
A- = 90 -94% B= 83 - 86% C= 73 - 76% D= 63 - 66%
B- = 80 - 82% C- = 70 - 72% D- = 60 - 62%
F = below 60%
Student Responsibilities
Materials / Equipment
1. Students must secure
2. Students will complete assigned readings and participate in whole-class discussions, small-group discussions, and interactive lectures on the topics listed on the schedule of topics. Students will bring all texts to each class.
3. Students will keep a separate journal for class writing activities. This will be brought to each class session. They will begin keeping the various types of journals in class at a consistently scheduled time, the first ten minutes of class, and will write a 1 ½ to 2-page critical reflection after using all the different types of journals.
4. Students will have access to a computer with connections to the Internet. They will type work using a word processor and save work so as not to have to re-type or re-write assignments.
5. Students will download the Florida Curriculum Frameworks/ Sunshine State Standards, Grade Level Equivalents for all levels of Language Arts (prek-2, 3-5, 6-8, 9-12) from the Florida Department of Education web-page at http://www.firn.edu/doe. These will be used as the standards in planning lessons.
Quality of Work
- Assignments will reflect student=s own thought and effort. Plagiarism will result in an F grade for the assignment (this includes exams or major projects). The professor may take further action as described in the Academic Misconduct section of the current FIU Student Handbook.
- Each assignment
will be ready to be turned in no later than the beginning of the class
meeting at which it is due. In the event of an absence, the student must
make arrangements to have the assignment delivered to class on time. No assignments will be accepted after
the date it is due.
- Assignments which have been turned in on time and which have earned an Unacceptable or DEVELOPING may be re-worked and resubmitted once for re-evaluation no later than one class after it is returned. Assignments due after March 1 are excluded from this option. The maximum grade possible for a resubmitted assignment is a BASIC.
- All assignments should reflect professional quality -- ideas expressed clearly, correct grammar and spelling used, and neat in appearance.
Attendance/ Attitude
- Students will arrive on time and stay the entire class session unless prior arrangements have been made. A pattern of lateness (2 classes) may result in a deduction of 10 points from the course total points for each instance thereafter. Students are expected to abide by the student code of conduct and policies as published in the FIU 2003--2004 Student Handbook. Beepers or cellular phones must be turned off prior to class. There will be a deduction of 2 points from the final grade for any interruption that disrupts the flow of the class. If there are extenuating circumstances for which the communication device must be left on, the candidate must tell the professor prior to class. The student must take the call out of the classroom.
2. Students will attend ALL class meetings and be ON TIME. For each absence from class missed after the first one, there will be a 1 point deduction from the total grade. Any absences must be cleared with the instructor prior to the class meeting missed. After an absence, students are responsible for obtaining class notes, information, and/or instruction from classmates. Students may then request clarifications from the instructor.
3. Because much of the learning in this course is built around interactive sessions with classmates, if a pattern of absences and/or lateness and/or leaving before class concludes is established, a student will be have 10 points deducted from the course total for each instance.
4. Because professional behavior is expected, for each incident of unprofessional behavior on the part of the candidate when interacting with peers, with the professor, or with any FIU personnel, there will be a deduction of 10 (ten) points. Such behavior COULD result in the student not being allowed to continue in the class. A meeting with individuals involved must take place in the professor’s office prior to the next class session.
COURSE ACTIVITIES/ ASSIGNMENTS/ REQUIREMENTS
1. Candidates will complete assigned readings and participate in whole-class discussion, small-group discussion, and interactive lectures on the topics listed on the schedule of topics.
2. Students will participate in journal writing in class and as directed.
3.
4. Writing Assessment and Process Writing Assignment — Candidate will assess the same (if possible) student’s writing using a writing assessment tool, and spelling using a spelling assessment tool and relate it to the student’s developmental stages as discussed in class. This information will be used to plan a guided reading lesson and writing process instruction with reciprocal mapping for either a whole class or a small group of children needing similar instruction. Candidates will conference with students in groups so that the students will support each other’s development. The candidate will also invite the parents (or stakeholders) of the children to respond to their child’s writing –Scribliolink- and will share the developmental writing process with the parents (stakeholders). Students will write a reflection on the process of linking instruction to assessment and including the parent in the instructional process as a partner.
5. Theme Cycle unit plan--Candidates will create an interdisciplinary, standards-based literature unit for students. This will include ideas for creating an environment that is conducive to language arts learning for diverse students. Students will be encouraged to incorporate technology and community resources in the unit. Instruction will include lessons to increase vocabulary and integrated language arts. Each candidate will write a reflection on the process of creating the integrated unit.
6.
Candidates
will complete a final. The final will include a reflection on the
changes you made or plan to make to your literacy environment based on the
TEXT-IN2 self-evaluation. This may be done from the perspective of a
Language Arts Assignment: TEX-IN2 the Classroom Evaluation of Literacy
Curriculum
The TEX-IN3 involves a “counting” and
“characterizing” of the texts that are part of the literacy
environment. Recent research suggests
that the relationship between the environment and literacy development, particularly
when supported through active instruction (Allington,
2000; Duke, 2000) is important.
Purpose: To
aid teachers in self-evaluating and improving the literacy environment in their
classrooms with the intention of scaffolding students’ growth in literacy
To make inferences concerning the
effectiveness of the curriculum
To understand the theories of language
development, cognition, and learning and the environment and experiences that
support growth in literacy
Note: Your grade is not based on the
value that you self-assign, but the inferences drawn from your self-evaluation,
your goals for professional development, what you hope to gain from this class,
and what you plan to do to improve your literacy instruction. (Protocol may be
legibly handwritten. Protocol report must be typed, professional quality.)
Procedures: 1. Using the TEX-IN2 the Classroom instrument, evaluate your classroom literacy environment. The TEX-IN2 is adapted from the TEXT-IN3 (Hoffman, 2001) and the training module (Sailors, 2001) which include a text inventory, interviews, and text-in-use observations. You will do only the inventory and interviews, two out of three of the original parts.
a. Text-inventory—
1. Evaluate the number and
character [quantity/variety/ format; engaging qualities: accessibility;
challenge level; cultural and linguistic representation; authorship
(local/commercial); public/personal; extended/limited; process/product].
Include description of what is present and comments for all 17 types. Put the
name of the category on top and fill in the chart for the category, definition,
description and comments for each. See booklet for example.
2. Give a holistic rating
for the physical text environment 1-5
3. Photograph and caption
an example of each type of text from your room, if possible. If the category is
not in the classroom you are using for the inventory, find an example of each
category and identify the source. (This may involve going to other classrooms
or schools.)
b. Text-interviews—Teacher
(yourself) demographic
1. Demographics- Give the
information on the first page of the booklet.
2. Rate [from 1 (least)
to 5 (most)] the importance of the seventeen types of text
3. Rank the text from most
to least important (from1 most-17 least) (careful of reversal from
rating scale).
4. Answer the questions
about other texts you would like to have. Why? Which would you get rid of if
you could? Why?
c. Text-interviews-
Students—
5. Demographic
information: Give the information on the
first page of the booklet.
6. Select up to 3 students
based on their reading instructional placement: reading instructionally in
above-grade level materials, reading instructionally in grade level materials,
reading instructionally below grade level.
Identify which level each one is and then ask each individually,
to tell you the form, function, use, value, and critical stance of the same
three types of text. Rate their
understanding of the text, text’s purpose, and value and any other
comments made.
7. Give a holistic rating
for each student’s understanding of the text in your room.
2. Write a protocol based
on the self-report of the state of the literacy environment in your
classroom. Include the parts listed on
the protocol in the booklet including the following information:
a.
name of the instrument—capitalized, centered,
and underlined (Always underline the name of an instrument.)
b.
purpose
of the instrument – use verbs in the present tense (The purpose of the TEX-IN3
is …)
c.
description of the setting— use verbs in the
past tense (The inventory and interview parts of the TEX-IN2 in the
Classroom were conducted as a self-report by… on… in… Include any pertinent facts that would help
the reader understand the setting or the circumstances of the setting, i.e.
first year teacher’s room, newly formed class, portables, open pod
classroom, recently suffered the effects of _______ natural disasters, etc.
d.
findings—Report the holistic
ratings for each section.
|
Source of Score |
Holistic score |
|
1. Holistic Rating for Physical Text
Environment |
|
|
2. Holistic Rating for Local Texts in
Classroom |
|
|
3. Student Reading in Below-Grade Level
Materials |
|
|
4. Student Reading in Grade-Level Materials |
|
|
5. Student Reading in Above-Grade Level
Materials |
|
|
6. Teacher’s Holistic Self- Rating |
|
e.
Interpretations—On a separate sheet of paper, write the inferences you can
draw from your self-assessment. Set your goals for professional development during
this term. Set your goal by selecting three categories for improving
your classroom literacy environment. Decide the steps you will take to
improve them. You will explain what steps
you have taken to improve these as part of your final exam for the
class.
Turn in: a notebook or duotang with your name and SSN on the outside cover, the
protocol report, the protocol booklet with marked rubrics, your charts for the
categories and interviews, the captioned pictures and your
interpretations. You must include an
extra copy of the page, Interpretation and Action Goal Setting to be
used for your final exam along with the Rubric for TEX-IN2 the Classroom
Evaluation.
Rubric for TEX-IN2
the Classroom
Developing
|
Proficient |
Distinguished |
|
|
Text-inventory
evaluation of classroom is incomplete for some types of text, with minimum
detail, includes a holistic rating that inaccurately assigns a value to the
environment |
Text-inventory
evaluation of classroom includes the rubric and chart for each category, has
some comments with little detail, includes a holistic rating that accurately
assigns a value to some of the environment |
Text-inventory
evaluation of classroom includes the rubric and chart for each category, has
mostly detailed comments, includes a holistic rating that accurately assigns
a value to most of the environment |
Text-inventory
evaluation of classroom includes the rubric and chart for each category, is
rich with detailed comments, includes a holistic rating that accurately
assigns a value to the environment |
|
Has
no photos or has pictures correctly identifying a few categories |
Has
photos correctly identifying 13 of the categories |
Has
most photos correctly identifying 15 of the categories |
Has
photos correctly identifying each of the 17 categories |
|
Text-Interviews--Has
many errors in descriptions of categories of students or info for parts of
protocols, has not interviewed any students.
|
Text-Interviews—Has
some errors in categories of students, or info for parts of protocols, has
interviewed less than three students about three or less types of text. |
Text-interviews--Has
most categories of students, and all info for parts of protocols, has
interviewed three students on three types of text and captured some of their
comments. |
Text-interviews--
Has all categories correctly marked for categories of students and all info
for parts of protocols, has interviewed three students on at least three
types of text and fully and accurately captured their comments. |
|
Has
written a protocol report that is not accurate, or appropriate, or is not
sensitive to student’s needs, or follows
the
protocol sheets. |
Has
written a protocol report that is partially accurate, or appropriate, or is
sensitive to student’s needs, or follows
the
protocol sheets. |
Has
written a protocol report that is mostly accurate, appropriate, and sensitive
to student’s needs, and which mostly follows the
protocol sheets. |
Has
written a protocol report that is accurate, appropriate, and is sensitive to
student’s needs, follows
the
protocol sheets. |
|
Has
protocol with little info and/or
interpretation or has not identified three areas for
improvement with adequate steps for improvement of each |
Has
protocol with some info and interpretation with three areas clearly
identified with inadequate steps for matching reading levels, interests, and
cultural and linguistic backgrounds of students. Lacks clear links to
foundational knowledge |
Has
protocol with much info and rich, interpretation with three areas clearly
identified with some steps matching reading levels, interests, and cultural
and linguistic backgrounds clearly linked to foundational knowledge |
Has
protocol with much info and rich, fully developed interpretation with three areas clearly
identified and explicit plans for matching reading levels, interests, and
cultural and linguistic backgrounds clearly linked to foundational knowledge |
|
Notebook
lacks professional
organization and appearance and / or lacks evaluation. |
Has
information in a professional presentation (pictures labeled and secured) Has
a short self-evaluation of own literacy environment |
Has
mostly all information organized with tabs or flags identifying parts
in a professional presentation (pictures labeled and either scanned or
secured well) Has 1 page self evaluated stating personal insights gained |
Has
information organized with secured tabs or flags in
a professional presentation (pictures labeled and either scanned or secured
well) ** Has 1 page self-evaluation
of assignment stating insights gained for assessing literacy environments. |
Dr. Fine’s evaluation
of assignment __________________________________
Language
Arts Assignment:
IRI
Purpose: Understand the nature and causes of
reading difficulty
Procedure: 1. Administer
the IRI according to directions in the text and those given in class
- Write a protocol
with the name of the instrument (capitalized, centered on page, and
underlined) with the information
listed under the following headings:
a.
Purpose: – from book, use verbs in the present
tense
b.
Description of student and testing situation—use passive verbs
in the past tense (i.e. Maria J. was tested on
c.
Findings: Use a chart to tell the independent,
instructional, and frustrational level as well as the
listening level (Give listenting level only if the
student is in the intermediate grades and is not an ESOL student)
|
Form |
Passage Level |
Flash Word Recognition Level |
Word Recognition from
Passage |
Comprehension Level |
Reading Level (considering WR and
Comprehension) |
|
A |
1 |
20 - Independent |
|
Independent |
Independent |
|
A |
2 |
19 - Independent |
|
Instructional |
Instructional |
|
A |
3 |
13 - Frustrational
|
|
Frustrational |
Frustrational |
|
B |
3 |
XXXXXXXXXXXXXX |
XXXXXXXXXXXXXX |
< 70% |
Listening: Instructional |
d.
Interpretation: bullet using complete sentences 1) Areas of
Strength and 2) Areas for Growth, giving more strengths than the areas for
growth
e.
On
a separate sheet of paper, write a self-assessment reflection. Self-assess on
rubric also.
Turn in: the protocol report with all the
protocol sheets and the analysis sheets (Analyze decoding for the independent
and instructional levels only. Analyze comprehension from the
independent, instructional, and the instructional / frustrational levels.)
Rubric
for Informal Reading
|
Characteristic |
Developing |
Basic |
Proficient |
Distinguished |
|
Has used graded word
list for placement to begin the passages. |
Has incorrectly
administered or marked or identified place to begin graded word passages |
Multiple errors which
slightly effect the outcomes of the assessment. |
Has correctly
administered and marked on word list where to begin passages with some errors
that do not effect the outcomes of the assessment. |
Has correctly
administered and marked on word list
where to begin graded word passages |
|
Has used graded passages for determining
independent, instructional, frustrational,
and listening level. |
Has incorrectly
identified or did not identify one of the levels of functioning. |
Multiple errors which
slightly effect the outcomes of the assessment. |
Some errors that do
not effect the outcomes of the assessment. |
Has correctly identified all the levels,
independent,
instructional, frustrational, and
listening (if appropriate). |
|
Does not apply miscue
analysis to identify problem patterns |
Incorrectly
identifies problems |
Multiple errors which
effects the analysis |
Some minor
errors |
Marks and identifies
miscues and identifies problem |
|
Incorrectly assesses
retellings, cued questions for comprehension |
Incorrectly assesses retelling or fails to ask for
retelling; incorrectly evaluates responses to questions |
Multiple errors |
Some errors |
Correctly captures, assesses
retelling and classifies types of errors; correctly evaluates responses to
questions |
|
Incorrectly writes
protocol report |
Incorrectly links
data to write report or does not include all parts |
Many errors |
Some errors |
Correctly links data
to write report following direction in class. |
|
Has not included tape of passages, missing some
summary pages |
No tape or does not
have protocol pages or summary pages |
Some parts missing |
Has all of tape and
all protocol pages, most summary sheets filled in |
High quality tape,
all protocol pages and all summary pages included. |
|
Lacks professional
quality |
Multiple errors that
interfere with report’s communication |
Several errors that
do not interfere with communication |
A few minor errors
that do not interfere with communication and has a self-assessment
reflection & on rubric |
Correct spelling,
punctuation, grammar: professional appearance and self-assessment
reflection & on rubric |
Self-assessment________________________________________
Dr.
Fine’s assessment __________________________________
Six Traits
Scoring Guide for Creative Writing
|
Word Choice 1 |
3 |
5 |
|
The
writer struggles with a limited vocabulary, searching for words to convey
meaning:
|
Language
is functional, even if it lacks punch; it gets the message across:
|
Words
convey the intended message in a precise, interesting and natural way:
|
|
Sentence Fluency
1 |
3 |
5 |
|
The
reader has to practice quite a bit in order to give this paper a fair
interpretive reading:
|
The
text hums along with a steady beat, more pleasant or businesslike than
musical, more mechanical than fluid:
Parts of the text invite expressive
oral reading |
Easy
flow and rhythm when read aloud.
Sentences are well built, with strong and varied structure:
|
|
Conventions 1 |
3 |
5 |
|
Errors
in spelling, punctuation, usage and grammar, capitalization, and/or paragraph
repeatedly distract the reader and make the text difficult to read:
|
Reasonable
control over a limited range of standard writing conventions. Conventions are sometimes handled well and
enhance readability:
|
Demonstrates
a good grasp of standard writing conventions, uses conventions effectively to
enhance readability. Errors tend to be
so few and so minor that the reader can easily overlook them:
|
|
Ideas and Content
1 |
3 |
5 |
|
As yet, the paper has no clear sense of
purpose or central theme. To extract
meaning form the text, the reader must make inferences based on sketchy
details:
|
The
writer is beginning to define the topic, even though development is still
basic or general:
|
Paper
is clear and focused. Holds the
reader’s attention. Relevant
anecdotes and details enrich the central theme or storyline:
|
|
Organization 1 |
3 |
5 |
|
Writing
lacks a clear sense of direction.
Ideas, details or events seem loosely strung together; no identifiable
internal structure:
|
Organization
is strong enough to move the reader through the text without undue confusion:
|
Organization
enhances and showcases the central idea or storyline. The order, structure or presentation of
information is compelling and moves the reader through the text:
|
|
Voice 1 |
3 |
5 |
|
Writer
seems indifferent, uninvolved or distanced from the topic and/or the
audience. Writing is lifeless or
mechanical; technical or jargonistic:
|
Sincere,
but not fully engaged or involved.
Pleasant or even personable, but not compelling
|
Writer
speaks directly to the reader; writing is individualistic, expressive and
engaging. Writer is involved in the
text, writing to be read:
|
|
LAE 6319 Writing Assessment & Process Writing Assignment |
|
Purpose: To appreciate the Synchronous Model of reading/ writing/ spelling
development To link assessment and instruction in reading,
writing, and spelling to the To provide a link between the writing instruction in
school and literacy at home To develop a lesson to integrate reading, writing,
speaking, listening, viewing and visually representing with Guided Reading
and Reciprocal Mapping To teach the conventions of standard English,
spelling patterns, To provide opportunities for students to be readers,
writers, reactors, and responders Procedure:
a. Keep
all papers together to be able to share the stages of development with a
parent or interested adult. DATE and LABEL the STAGE of writing
process each represents (planning, drafting, etc.). b.
Invite a parent or stakeholder (interested
adult) to read and discuss the student’s work. c.
Allow the
parent/ stakeholder to read and respond to the writing in the
publication stage first. d.
Ask the adult if there are any further
comments (anything they wish to tell you about, elaborate on) after
reading the written work. Ask about the student’s reading or writing at
home. e.
Give the parent/stakeholder information
explaining such aspects of teaching as standards, developmental stages, the
importance of reading and writing at home, to help him or her understand and
appreciate the goals for building literacy. f.
Write a report. a.
Briefly describe the lesson telling the name
and author of the tradebook and what your
objectives were. (Discuss the links to the student’s assessment, why
you focused on the particular minilesson. Based on
the findings of the IRI, the student needed… based on the writing
assessment the student needed instruction in the following: which conventions
of standard written English, …which content
traits to improve…) b.
Tell who the parent /stakeholder is and the relationship to the student. Describe the response and any further
comments (insights) about the student’s writing. (You may want to tape
this to capture the response.) c.
What does the parent/stakeholder say about the
student’s uses of literacy at home? (How, where, and when does the
student read and write?) d.
What did you need to explain to the parent
about the way you teach reading and writing? (Tell about quality, integrated
assessment and instruction.) e.
What did you learn from the Scribliolink process (linking home or stakeholders and
school through writing process) that will help you support this student and
others in general. Turn in: The rubric
for grading, the guided reading lesson plan using the class format, the
report with a-e answered, the student samples from
the developmental writing process. |
eFolio MS in Reading Education Artifacts and Rubrics
|
Course |
LAE 6319 |
||||||||
|
Assignment/ Artifact Generic Name |
Writing Assessment & Process Writing Assignment |
||||||||
|
Description (from
syllabus) |
Purpose: To appreciate the Synchronous Model of reading/ writing/ spelling
development To link assessment and instruction in reading,
writing, and spelling to the To provide a link between the writing instruction in
school and literacy at home To develop a lesson to integrate reading, writing,
speaking, listening, viewing and visually representing with Guided Reading
and Reciprocal Mapping To teach the conventions of standard English,
spelling patterns, To provide opportunities for students to be readers,
writers, reactors, and responders Procedure:
a. Keep
all papers together to be able to share the stages of development with a
parent or interested adult. DATE and LABEL the STAGE of writing
process each represents (planning, drafting, etc.). g.
Invite a parent or stakeholder (interested
adult) to read and discuss the student’s work. h.
Allow the parent/ stakeholder to read and respond
to the writing in the publication stage first. i.
Ask the adult if there are any further
comments (anything they wish to tell you about, elaborate on) after
reading the written work. Ask about the student’s reading or writing at
home. j.
Give the parent/stakeholder information
explaining such aspects of teaching as standards, developmental stages, the
importance of reading and writing at home, to help him or her understand and
appreciate the goals for building literacy. k.
Write a report. f.
Briefly describe the lesson telling the name
and author of the tradebook and what your
objectives were. (Discuss the links to the student’s assessment, why
you focused on the particular minilesson. Based on
the findings of the IRI, the student needed… based on the writing
assessment the student needed instruction in the following: which conventions
of standard written English, …which content
traits to improve…) g.
Tell who the parent /stakeholder is and the relationship to the student. Describe the response and any further
comments (insights) about the student’s writing. (You may want to tape
this to capture the response.) h.
What does the parent/stakeholder say about the
student’s uses of literacy at home? (How, where, and when does the
student read and write?) i.
What did you need to explain to the parent
about the way you teach reading and writing? (Tell about quality, integrated
assessment and instruction.) j.
What did you learn from the Scribliolink process (linking home or stakeholders and
school through writing process) that will help you support this student and
others in general. Turn in: The rubric
for grading, the guided reading lesson plan using the class format, the
report with a-e answered, the student samples from
the developmental writing process. |
||||||||
|
File Name and Type |
LAE 6319 |
||||||||
|
Scoring Rubric |
|
Language Arts Assignment: Theme Cycle
Purpose(s): Thematic Interdisciplinary Unit
·
Provide
opportunities to integrate the Language Arts in content
· Provide opportunities in all aspects of literacy, showing that reading and writing are valuable
· Provide opportunities to select materials for authentic reading
· Provide opportunities for creative, personal response
· Teach students effective study skills: time management strategies, to organize and remember information, test-taking strategies
Procedures:
1. Use Chapter 15 of
Tompkins to guide you as you develop initial plans for a theme cycle, thematic,
interdisciplinary unit. On
pages 627, there is a sample of a middle-grade theme cycle on Flight. Your planning will
include the format similar to the webs on page 627 with some changes.
The first is the addition of an essential question. The essential
question focuses the unit on a key concept that you want all the students to
learn related to the topic. The other changes to be added follow the graphic
organizer discussed in class and presented below. Plan to teach appropriate time-management
skills, skills to organize and remember information, and test-taking skills.
3. You may hand write if
legible and neat, type, cut and paste, or use the computer program
Inspiration. Your Thematic Unit Planning
cluster will allow you to see in a graphically organized format how you have
conceptualized your thematic unit and the connections you have made among its
parts. If you work with a group from within the class, include one cluster
and individual reflections for each candidate in
one duotang.
1.
Prepare
study skill minilessons to include in your unit in
the area of time management, organizing and remembering information, and
test-taking skills. (1 lesson following the format needed for a grade of
Distinguished.)
2.
Prepare
a brief presentation (5-7 minutes) to share with the class. Include a handout
of the cluster. Share lesson plan, too. Make the presentation one in which you
motivate the teachers to want to teach the unit.
Turn in: Cluster, a separate reflection and
rubric for each person in the group.
Rubric for Theme Cycle Unit Plan, Lesson Plan
Developing
|
Basic |
Proficient |
Distinguished |
|
Has no reflection. |
Has reflected but does not relate to
professional gains. |
Has a reflection on professional gains. |
Has a thoughtful, one- to two-page reflection
on what were professional gains from
the process. |
|
Lacking an essential question and /or parts or
all of planning cluster or lesson. |
Has a question and a
developed planning cluster. |
Has a question and a fully-developed planning
cluster including a box for study skills |
Has an essential question and a fully-
developed planning cluster with all parts. |
|
|
Has lesson plan with some parts e |
Has well-developed lesson plan with most parts
integrated |
Has well-developed lesson plan with all parts
integrated |
|
Does not present the cluster in an interesting
manner or does not have a handout of the cluster for classmates or no visuals
for the presentation. |
Presents the cluster. Has a handout of the cluster for
classmates. Has visuals for the presentation. |
Presents the cluster in an interesting
manner. Has a handout of the cluster
for classmates. Has visuals for the presentation. |
Presents the cluster in an interesting
manner. Has a handout of the cluster
for classmates. Has visuals for the presentation
that are easily seen and read. |
|
Work is less than professional in quality and
appearance. |
All work is professional quality and
appearance, several mechanical errors. |
All work is professional quality and
appearance, few mechanical errors. |
All work is professional quality and
appearance, no mechanical errors. |
Self-evaluation___________________________
Dr. Fine’s evaluation______________________
Course Schedule /
Topics / Assignments for Section 01
|
Dates |
Topics |
Reading Assignments; *Assignments
due (% of grade) Weights |
|
1) |
Overview of Language
Arts Class: Theories of Learning, Language Learning & Culture; Text-IN2
the Classroom; |
Read the TEXT-IN2 the
Classroom; Ch.1 |
|
2) |
Theories of
Learning, Language Learning & Culture; Text-IN2 the Classroom; Journal
writing * Form community for
unit plan. |
|
|
3) |
Ch. 1 Lang. &
the |
Read John’s
BRI (IRI) |
|
4) |
|
|
|
5) |
Ch. 3.& 4 Guided Writing Strategies-
Reciprocal Mapping; Scribliolink |
TEXT-IN2 Due (20%) __X 5 = __ |
|
6) |
|
__X5 = __ |
|
7) |
|
|
|
8) |
|
|
|
9) |
|
|
|
10) |
Thematic Unit
Planning- Essential Questions |
|
|
11) |
Thematic Unit |
|
|
12) |
Working in Groups on
unit |
|
|
13) |
Presentation of
Units |
Unit due (20%) __X 5
= __; Presentations |
|
13) |
Final |
Final (20%)
__ X 5 = __ |
|
Synchrony: Integrated
Model of Match instructional strategies to stages of development" |
|
",. |
|
, |
|
Adapted from:
Bear, D. & Barone, D. (1998). Developing literacy: An integrated approach to assessment and
instruction. |
|
|
Writing! Behaviors |
Developmental Stage |
Spelling Behaviors |
Spelling Stage |
|
Directionality |
Situation-dependent, |
EMERGENT |
Scribbling |
Prephonemic |
|
No concept of word |
Drawings with some |
|
Random letters or |
|
|
Retellings: Heaps |
writing |
|
numerals, Examples: |
|
|
|
|
|
bed-MMS7, chain- |
|
|
|
|
|
fkjk |
|
|
Disfluency, reading |
Disfluency: writing |
BEGINNING |
Us of initial and
final |
Semiphonemic |
|
aloud and |
letter-by-letter, |
|
consonants, |
|
|
fingerpointing |
|
|
Examples: bed-bd, |
|
|
Retellings: Literal |
|
|
chain-en, Inclusion of |
Letter Name |
|
level |
|
|
vowels, Examples: |
|
|
|
|
|
bed- bad |
|
|
Silent reading |
Approaching fluency: |
TRANSITIONAL |
Abstract and |
Within word |
|
predominates |
writing by words or' |
|
relational: consider |
|
|
Approaching fluency |
phrases, Focus 011 |
|
patterns in words |
- |
|
Expanded sight |
meaning |
|
Ex: chain-chane |
|
|
vocabulary |
|
|
|
|
|
Retellings: |
|
|
|
|
|
Summaries, Analysis |
|
|
|
|
|
Familiarity with |
Familiarity with |
INTERMEDlATE |
Morphological |
Syllable juncture and |
|
different styles and |
different writing |
AND |
analysis, inflectional |
Derivational |
|
genres, Expression |
styles and genres, |
ADVANCED |
and derivational, Ex: |
constancy |
|
and dramatic |
Building expression |
|
battle-batel, pleasure- |
|
|
presence, Analysis |
and voice |
|
plesure |
|
|
and generalizations |
|
|
|
|
Houghton, Mifflin, p. 64'
|
",. |
|
, |
|
|
Writing! Behaviors |
Developmental Stage |
Spelling Behaviors |
Spelling Stage |
|
Directionality |
Situation-dependent, |
EMERGENT |
Scribbling |
Prephonemic |
|
No concept of word |
Drawings with some |
|
Random letters or |
|
|
Retellings: Heaps |
writing |
|
numerals, Examples: |
|
|
|
|
|
bed-MMS7, chain- |
|
|
|
|
|
fkjk |
|
|
Disfluency, reading |
Disfluency: writing |
BEGINNING |
Us of initial and final |
Semiphonemic |
|
aloud and |
letter-by-letter, |
|
consonants, |
|
|
fingerpointing |
|
|
Examples: bed-bd, |
|
|
Retellings: Literal |
|
|
chain-en, Inclusion of |
Letter Name |
|
level |
|
|
vowels, Examples: |
|
|
|
|
|
bed- bad |
|
|
Silent reading |
Approaching fluency: |
TRANSITIONAL |
Abstract and |
Within word |
|
predominates |
writing by words or' |
|
relational: consider |
|
|
Approaching fluency |
phrases, Focus 011 |
|
patterns in words |
- |
|
Expanded sight |
meaning |
|
Ex: chain-chane |
|
|
vocabulary |
|
|
|
|
|
Retellings: |
|
|
|
|
|
Summaries, Analysis |
|
|
|
|
|
Familiarity with |
Familiarity with |
INTERMEDlATE |
Morphological |
Syllable juncture and |
|
different styles and |
different writing |
AND |
analysis, inflectional |
Derivational |
|
genres, Expression |
styles and genres, |
ADVANCED |
and derivational, Ex: |
constancy |
|
and dramatic |
Building expression |
|
battle-batel, pleasure- |
|
|
presence, Analysis |
and voice |
|
plesure |
|
|
and generalizations |
|
|
|
|
|
Adapted from: Bear, D. & Barone, D. (1998). Developing literacy: An integrated approach to
assessment and instruction. Houghton, Mifflin, p. 64' ' . |
