Graduate student will support one child’s intellectual, social and personal development by giving this child reading/writing tutor assistance for 10 weeks following the outline of required elements below.
This course will enable participants to plan instruction responsive to the literacy needs of the child based upon assessment results. Participants will examine the relationship between literacy assessment and intervention strategies that support children becoming more proficient readers/writers. Participants will also focus on the impact of teaching toward the diverse needs of learners and the infusion of technology.
National Board for Professional Teaching Standards (NBPTS)
This course is guided by the following standards for teachers:
Proposition 1: Teachers are committed to students and their learning.
Proposition 2: Teachers know the students they teach and how to teach them.
Proposition 3: Teachers are responsible for managing and monitoring student learning.
Proposition 4: Teachers think systematically about their practice and learn from experience.
Proposition 5: Teachers contribute to school effectiveness by collaborating with others.
Course Objectives with Requirements
Objective 1: Graduate student will support one child’s intellectual, social and personal development by giving this child reading/writing tutor assistance for 10 weeks following the outline of required elements below.
Required Elements include:
- PRE-TESTING and POST TESTING = 50 points
Give at least one informal Interest Survey (Garfield Inventory or other assessment).
Give formal reading test, e.g. Basic Reading Inventory as pre- and post-test.
- LESSON PLANS = 10 points each plus 15 points for the weekly reflection))
Plan tutoring lessons, 2 per week, using fiction, non-fiction, or basal textbook literature. Tutor child twice a week for 10 weeks, mid-January through mid-April. Tutoring sessions should be at least 30 to 40 minutes long.
During tutoring weeks, you should be trying various strategies to assist the student as much as possible; you may use your favorite strategies but also be looking for some new ones. Refer to the textbooks for ideas, ask teaching peers for recommendations, do online searching. Try one new-to-your strategy for each of the following categories:
- Guided Silent Reading—EVERYBODY will try the Bookmark Strategy (see description on Blackboard);
- Vocabulary/Word Sort such as closed sort, speed sort, word hunt, cloze procedure;
- Fluency strategy like choral reading, readers’ theater, paired reading, timed reading, or phrasing;
- Comprehension strategy like text features, brainstorming, pictures, graphic organizers, text signals, QARs, summarizing or retelling;
- Study strategy like main idea, personal dictionary, signal words, outlining.
Keep Anecdotal Notes every time you work with student. Write an overall reflection based on both lesson plans and your Anecdotal Notes. Every week, submit each set of lesson plans with an overall reflection on Discussion Board correctly titled. Lesson plans will be spot-checked and feedback will be emailed to you; lesson planning can also be discussed in class.
- DISCUSSION BOARDS = 180 points
Each discussion board will focus on a different literacy element or topic; see the description for each on Blackboard. Use the textbook and internet resources for readings related to each topic.
- CASE REPORT = 70 points
Objective 2: After tutoring a child for 10 weeks, graduate students will compose and submit a Literacy Case Report about this intervention experience using the following outline of required elements.
Case Report Outline and Rubric
Criteria for Written Report
(Use BOLD headings in your report.)
|Does Not Meet|
|Format (2 pts):|
Provide a cover page and add a header on each page from page 2 through the Appendix with your name and the course number.
|Introduction (3 pts):|
Written report begins with description of student and school. Please preserve anonymity of student by using first name or initials. Do not identify teachers or schools by name.
|Learning Environment (3 pts): Describe how you as the tutor created a positive and rich environment to increase your student’s motivation to learn. Describe how you made meaningful connections to the lesson content for the student.|
|Instructional Strategies (16 pts): In this section, describe of a variety of instructional strategies (minimum of 8) employed during your lessons. Include information regarding how instruction was adapted to meet the individual needs of this student. Provide evidence throughout the report that you applied knowledge of how children learn and develop by scaffolding learning specifically for this student.|
|Student Outcomes (10 pts):|
Discuss how the strategies employed above helped you meet the needs of this particular student. The Thumbnail Sketch on Blackboard gives you an outline format that will help with this section. You do not have to turn the Thumbnail Sketch in.
|Professional Development (3 pts): In this section, identify how you sought help from the text, from peers in the classroom, from the student’s parents or from teachers at the student’s school or other sources. Minimum of 3 sources identified and discussed.|
|Reflection (25 pts):Create a graph comparing pre-|
test and post-test scores. It is not required nor expected that great growth will occur in 10 weeks but some growth may be indicated:
1) Summarize how the pre-assessment data were used to inform the planning of your instruction.
2) Discuss how the post-assessment data show evidence of student growth.
Explain how the tutoring experience has benefited the student (academically and affectively). Give specific examples.
This section of the case report may also be made available to parent or guardian of child, if parent requests it.
|Appendix (3 pts):|
Resource list should include all sources referenced, including textbook and people contacted.
|Professional Grammar(5 pts): Assure that this report is free of grammar and spelling errors and contains clarity of thought.|
- DISPOSITIONS = 75 pts
Professional dispositions refer to behavioral expectations such as:
- Attending, participating, and contributing in class
- Following directions and using online platforms as required
- Using professional written and spoken grammar, though chats may be more grammatically casual
- Submitting work on time by using reliable computer/online.
|Pretesting and Post Testing||50 points|
|Lesson Plans||350 points|
|Discussion Boards||180 points|
|Case Report||70 points|
|Professional Dispositions||75 points|
1.Style and Format of Completed Projects— Remember that this is a 600-level graduate course. Graduate students should demonstrate thorough, reflective treatment of the projects with signs of “synthesis” and “evaluation” when possible. Please word process, edit, and spell–check all assignments in Word. When you present a statement or quote from a source, be sure to give the citation, however, too many citations in each paragraph is not appropriate. All papers should be double-spaced. On every page of every submitted assignment, include a header giving your name and the Course #. Always keep a backup copy of your work in your files!
2.Criteria for Good Writing—A piece of good writing contains the following elements:
- a strong, focused rationale statement to set the importance of the topic;
- cohesiveness-the words “hang together” and flow easily from idea to idea;
- consistent voice or style throughout the piece;
- good paragraph construction (topic sentence with supporting ideas);
- a thoughtful conclusion or summary statement;
- consistent use of conventional grammar and mechanics;
- well documented citations/annotated bibliography/resource list, if required.
It is a good habit to orally read aloud your piece in draft stage to “hear” how it sounds.
3.Attention to instructions—If you do not understand an assignment, please ask for clarification. I am referring not only to project/assignment-specific instructions, but also general instructions.
- Writing mechanics/organization/attention to detail—Errors in spelling, subject/verb agreement, parallelism, sentence structure, “organizational flow,” etc. will affect your grade. As noted above, this is a graduate level course and the quality of writing should reflect your level of education and ability to articulate information clearly. Of course, e-mail and online chat correspondence is more “forgivable” in terms of grammar.
- Late Work—Only work submitted on time can earn full credit. Work that is LATE will be marked as such and 10% will be deducted for each calendar day past the due date; no work will be accepted after 5 days late. Given the nature of online/distance work, it is all too easy to procrastinate and develop an “out of sight, out of mind” habit. I will accept assignments late only if prior contact and arrangements have been made with me. It will be at my discretion to determine if circumstances warrant acceptance of late work. If deadlines and due dates seem unreasonable, we can negotiate those when assignments are made; however, the final decision is mine.
The following Overall Course Rubric will guide the professor’s grading of your work. Specific rubrics may also be provided.
|A-level work is of consistently excellent quality and highly reflective. All requirements of the assignment are met. It contains strong and detailed content base, exemplifies substantive research and/or contains resources beyond those required. Special care has been taken to make the work authentic for teacher and student. Lesson plans are as close to real life tasks as possible. Written work meets Criteria for Good Writing; there are no major errors in grammar/vocabulary. Professional dispositions exhibited consistently. (High Pass)||A+ may be given for performance above and beyond general expectations.|
A = 95%
A- = 92%
|B-level work is done well with detailed content base, research base and required resources. Requirements of the assignment are 90% complete. This work shows reflective ability and thoughtfulness considering the issue of authenticity. It meets the Criteria for Good Writing, may have more than one major or several minor grammar/vocabulary errors. Professional dispositions exhibited 90% of time. (Pass)||B+ = 90%|
B = 85%
B- = 82%
|Work at C level is average or standard for regular students but graduate students should be performing at the A or B level.||C+ = 80%|
C = 75%
|Graduate students must not earn D if they desire to remain in the program. (Not Pass)|
|This represents work and/or professional dispositions that are not of acceptable quality. (Not Pass)|