Tching Literacy In The Elem Sc

Tching Literacy In The Elem Sc

READ 515: Teaching Literacy in the Elementary School

Mondays 2018

5:00-8:00 203D

Centenary College Department of Education

 

 

Dr. Sharon Little

Office & phone:

CSQ 203J  Office 869-5065---

hm 318-869-0225  cell 318-518-4535

Office hours:

2-5:00 M & T, Th, and by appointment

E-mail:

slittle@centenary.edu

 

You must have PASSED the PRAXIS II Content Area Exams and the PRAXIS II Principles of Learning and Teaching 7-12 exam (30624) or Praxis II Principles of Learning and Teaching K-6 (30622) BEFORE you will be allowed to apply for Clinical Practice (Student Teaching or Internship).  Please plan to take these tests no later than the July administration if you plan to do your Clinical Practice in the spring and no later than the January administration if you plan to do your Clinical Practice in the Fall. *

                                  * (The Application Deadline for Clinical Practice in the Fall is March 15 of the previous spring term. The Application Deadline for Clinical Practice in the Spring is October 15 of the previous fall term.)

 

Course Description:

 

            Catalogue Description:

 

Certification course for elementary candidates.  Candidates integrate the Five Essential Elements of Reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. teaching students to break the alphabetic code and developing fluent readers and writers. Candidates will learn how readers and writers construct meaning and how teachers organize for literacy instruction in READ 515. Principles of the Conceptual Framework of the Graduate Program of Centenary College, attributes of the Louisiana COMPASS Framework are embedded into the objectives of this course, as appropriate.

 

            Candidates will learn to write and implement lesson plans with the primary focus on comprehension. They will be expected to incorporate technology into their lessons. They will be graded on their ability to implement successful lessons including effective management of children, and appropriate instruction for children with special reading problems, as well as diverse learners. Feedback on lesson plans prior to teaching, implementation of lesson plans, self-reflections on their own teaching, and feedback from the instructor after teaching will occur for each lesson before the next one is taught with the expectation that progressive improvement will occur. If the alternative certification candidate is employed, the lessons may be taught at his/her school of employment; if not, the candidate will be placed in an elementary setting.

 

Additional Description:

The primary objective of this course is to prepare candidates to help students comprehend what they decode, which is one of the five elements of reading.. That is, all lesson plans prepared and implemented will focus primarily upon comprehension. Candidates will be required to prepare, implement to the college class and to children in the schools, record on DVD,YouTube, or anyway for the teacher to exhibit connection to the following Five Essential Elements of Reading :phonemic awareness, phonics, fluency, vocabulary and comprehension measured by the signature assessments lesson plan for this class. Additionally, the focus should be given for reinforcement with connection to practice.

 

 

Required Texts, Readings, and Materials

 

  1. Hipsky, Shellie (2011 Differentiated Literacy and Language Arts Strategies for the elementary classroom. Upper Saddle, N.J. Pearson Education, Inc. ISBN 13-978-0-513113-8

 

  1. Harvey, S., & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Portland, ME: Stenhouse. ISBN: 978 1 57110 481 6

 

3.Louisiana Teacher Competencies:  http://www.louisianabelieves.com/docs/default-source/teaching/teacher-preparation-competencies.pdf?sfvrsn=4

  1. ELA Guidebooks http://www.louisianabelieves.com/academics/ela-guidebooks

 

 

 

OTHER ITEMS THAT WOULD BE USEFUL

  1. Any trade books and/or other materials needed for lessons taught in the schools.
  2. Ownership of, or easy access to, a video camera or phone that can be sent electronically or posted on YouTube or another platform.
  3. Enough clipboards for either your entire class of students (15-25), or a small group of students (5-10).
  4. Post-It notes (multiple packs of the 3″x3″ size [or larger, for younger children])
  5. Post-It Chart Paper (optional) for Anchor Charts

 

Important Contact Information

 

  1. A working email address. You are expected to check your email regularly. I would suggest no less often than twice a day. If you miss any information/ assignments, etc., because you did not check your email, you are still held responsible for knowing the information and having the assignment.
  2. A working phone number. (For all candidates, in case of emergency)
  3. Field Experiences: All field experiences must be logged in by students in LiveText as well as completed on the Log of Field Experiences (Note: Field Experiences are to be logged in the appropriate semester under the LiveText FORMS tab.) You may watch videos from YouTube, Edutopia,or other video format in lieu of observing live. You will send in your field experiences as marked on the schedule in a set of nine (9) midterm and nine (9) before the last day of class to get observations completed. You will also include a summary for each field experience.

Field Experience Hours for MAT Certification Candidates

Courses

Elementary Education Hours

Secondary Education Hours

EDUC 511

Elementary Language Arts and Social Studies Methods

16

 

EDUC 512

Elementary Math and Science Methods

18

 

READ 514

Foundations of Literacy

6

 

READ 515

Teaching Reading in the Elementary School

18

 

READ 516

Teaching Students with Language Disorders

18

 

EDUC 516

The Special Needs Student

24

24

READ 518

Content Area Reading

 

15

EDUC 522

Classroom Management

15

15

EDUC 529

Secondary Methods

 

24

TOTALS

115

78

 

 

 

 

 

 

 

Course Outcomes and Objectives:

Outcome/

Objective

INTASC

Principles

Conceptual Framework Themes

LCET

Candidates will come to believe that there is extraordinary power in a small number of comprehension strategies—monitoring comprehension, activating prior knowledge, questioning, visualizing, making inferences, determining importance, and summarizing and synthesizing  as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3,4,5,7,8,9

Themes:

K, VP, CC, I

Domains I, III

Candidates will understand that although many children learn to read solely through the act of reading itself, and can be taught to read through an incidental, “intuitive approach,” this approach is simply not adequate for many other children as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,3,8,9

Themes:

VP, I

Domains I, III,

Candidates will understand that we can think about our thinking, and children can be taught the language of thought as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,5,9

Themes:

VP, COM, I

Domains I, III,

Candidates will understand that some of our deepest pleasure as readers comes from slowing our thought processes so that we can contemplate them. as evidenced by  lesson plans; class mock lessons, class discussions and DVD

Principle

9

Themes:

VP, I

Domains I, III,

Candidates will learn that “think-alouds” are potent instructional tactics and allow students to comprehend deeply, and students can and will rise to the challenge; however, many think-alouds over a long period are necessary to achieve this as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

CoK, VP, COM, I

Domains I, III

Candidates will understand that comprehension strategy instruction is not a complete reading program, and is not an end in itself as evidenced by class discussion and lesson plans.

Principles

8, 9

Themes:

VP, I

Domain I, III,

Candidates will come to believe in the ability of children, including those in high-poverty schools, to learn to read effectively and with enjoyment as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 9, 10

Themes:

VP, I, CC

Domain III

Candidates will understand that reading is an action sport, and that the action takes place in our minds as evidenced by  lesson plans; class mock lessons, class discussions and DVD

Principle

9

Themes:

VP, I

Domain

III

Candidates will understand that comprehension strategy instruction needs to be built on a gradual release of responsibility from teacher to student as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 3,7,8, 9

Theme:

VP, CC

Domains I, III

Candidates will understand that there are seven principal comprehension strategies that good readers use when they read—monitoring comprehension, activating prior knowledge, questioning, visualizing, making inferences, determining importance, and summarizing and synthesizing as well as Five Essential Elements of Reading: phonemic awareness, phonics fluency, ,vocabulary and comprehension as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

4,5,7,8,9

Themes:

K, VP

Domains I, III

Candidates will  understand that children do not learn in a lock-step linear fashion, but rather they should learn letters, sounds, words, sentences, and how to comprehend what they read all simultaneously as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP, I

Domain I11

Candidates will understand that asking children an endless string of comprehension questions, or asking them to retell what they read instead of to share their thinking often fails to teach them how to better understand what they read as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP, I

Domains I, III,

Candidates will understand that instruction that actively engages students in asking questions, summarizing and synthesizing text, and identifying important ideas improves comprehension as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

K, VP, CC, I

Domains I, III

Candidates will understand that although comprehension strategy instruction is an important step in the right direction, it is not a panacea, and by itself is not enough to develop avid, proficient readers. It is also critical to provide explicit instruction in decoding, fluency, word analysis, text structures, and vocabulary for children learning to read as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

7,8, 9

Themes:

K, VP, I

Domains I, III,

Candidates will understand that many packaged programs limit teachers’ decision-making about their students, and there is a misconception that rigid adherence to a scripted, one-size-fits-all program leads to better performance and higher achievement in the guise of improved test scores as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3, 5, 6, 7, 8, 9

Themes:

VP, I

Domains III,

Candidates will understand that kids who think well test well as evidenced by  lesson plans; class mock lessons, class discussions and DVD .

Principles

1,2,5,6,9

Theme:

I

Domain 111

Candidates will understand that the vast majority of our students can and do think at high levels, but some do not have the ability to speak and write eloquently about that thinking. Language about thought can be taught. Our goal is to help them develop the language to define and describe their thinking as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 8, 9

Themes:

VP, CC, I

Domains I, III

Candidates will understand that students should be able to “turn up or turn down the volume” on a strategy during reading. For example, when reading expository text, students may “turn up” determining importance and “turn down” inferences and visualization as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

5,8

Theme:

VP

Domain III

Candidates will understand that children should be provided lots of time to read and lots of time to talk about their reading.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP ,I,CC

Domains I, III,

Candidates will understand that blocks of time for independent reading in the classroom should be gradually increased as the year progresses as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,3,7,8,9

Theme:

VP

Domains I, III

Candidates will understand that it is inappropriate and ineffective to “basalize” comprehension strategy instruction as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3, 5, 6, 7, 8, 9

 

Theme:

VP, I

Domains I, III,

 

 

 

 

Instructional Strategies:

 

This is primarily an online class and is based in candidates reading and practice of strategies used for this course and methods to teach reading comprehension, followed by candidates’ implementation of those strategies with the college class and with elementary school children. Candidates will teach two lessons to the college class and one lessons to elementary children. Candidates will be required to submit lesson plans, DVD, reflections and evaluations of lessons taught in schools. SKYPE, CANVAS, UDL  as well as LiveText and emails will be used throughout the course to provide additional information and to clarify communication.

 

Diversity:

 

The students with whom candidates will be working come from very diverse backgrounds in terms of cultural, academic, and social experiences and expectations. The students are also functioning at varying developmental levels of literacy, cognition, and behavior. Candidates will be expected to go beyond acknowledgment and acceptance of cultural diversity by celebrating it. They will also be expected to embrace the philosophy that all children can learn when developmental factors are recognized, respected, and accommodated. Candidates’ lesson preparation and implementation should reflect these understandings.Centenary’s Policy on Diversity

Centenary College of Louisiana values human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes.

 

 

Course Requirements, Expectations, and Assessment

 

  1. Administrative

 

Instructional Format

 

This course is based on the participation of candidates through assignments, reading reflections, and integrated lessons. Candidates will learn through a variety of strategies, ranging from readings, independent research, teaching, and written assignments. for active participation throughout the semester, as well use Louisiana’s State Standards and Guidebooks 2.0.

 

:

Attendance and Participation

 Active engagement means expressing your own thoughts and openly listening to those of others, engaging in respectful dialogue and feedback during the live lesson, and having the willingness to challenge and be challenged by the important ideas in this course. If you do not actively participate, the instructor reserves the right to reduce your overall course points.

  1. Only one absence is excused and only one assignment can be late, excluding the LESSON PLANS
  2. Complete all assignments A THE BEGINNING OF THE CLASS PERIOD on the date due. Only 1 assignment (excluding LESSON PLAN) will be accepted late; a “0” will be awarded to all assignments not turned in on the date due. 

To learn to be an interactive teacher, one should be willing to do the same. You can complete your assignments in CANVAS.

 

Note **TEAC ,ICompass, Conceptual Framework and Teacher Competencies elements will be discussed during the course of this class.  These elements are interwoven in the syllabus, assignments, or class discussions are an integral part of your instruction and clinical practice.

.

  1. Academic

 

  1. One (1) College Class Lesson Plans (One is a Practice Plan)
  2. One (1) Elementary School Lesson Plans (Signature Assessments)
  3. One (1) Elementary School Lessons Taught and Videotaped
  4. One (1) Reflection on DVD Lesson
  5. Reading Reflections
  6. Field Experiences and Summaries
  7. Participation

 

 

  

  1. Point Values for Course Requirements
  2. One (1) Elementary School Lesson Plan (Signature Assessment)................... 150

2..  One (1) Elementary School Lesson Taught and Videotaped ........................... 300

  1. One (1) Reflection on DVD Lesson.................................................................. 200

5   Reading Reflections    ....................................................................................... 650

  1. Field Experiences (18) and Summaries…………………………………………1800
  2. Participation ……………………..………………………………………………450

                                                                                   TOTAL                        2350       

Grading Scale

 

90% ‑ 100%         A

80% ‑   89%         B

70% ‑   79%         C

60% ‑   69%         D

Below  60%         F

 

 

Evaluation Procedures

 

Your written work will be evaluated primarily for its content value. However, because you are a member of a profession in which you are constantly a role model for children, it is important for your written work to reflect conventions of language such as accurate spelling, syntax, and grammar. Therefore, these aspects also will be considered during evaluation.

 

Special Circumstances

 

It is the policy of Centenary College to accommodate students with disabilities, pursuant to federal law, state law, and the College's commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or

in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities need to contact Disability Services (a division of Counseling Services), which is located in the ground floor of Rotary Hall to obtain services. Telephone 318-869-5466/5424.

 

 

Course Content and Semester Schedule .  This is a tentative schedule

Date

Content

Assignments Due

 

Class 1

Overview and Explanation of

Semester/Course Requirements

Introductions; Assignments discussed; Overview of the course w/applications; sign-up for assignment dates; reading and discussion. CANVAS, and Live Text discussed. Starting Time & personal information sign-up & share time in order to get to know one another. Universal Design for Learning will be discussed. New Revised 2016 Centenary Dedicated Educator Planning Form TEAC, Teacher Competencies introduced; Syllabus discussed; text reviewed; class format discussed; Field Experiences and Summaries. We will be BUSY!!!! WHEW!!

 

Class 2

9/10

Learning How to Write a Lesson Plan

Reading is Thinking

Reading is Strategic

2018 Centenary Dedicated Educator Plan

READ Harvey & Goudvis Chapters 1 & 2

Hipsky Chapter  1

Class 3

9/17

Reading comprehension: a new understanding

21st Century Reading….

Discussing the Nuts and Bolts of Comprehension Instruction

Harvey & Goudvis Chapters 3-4   Hipsky Chapter 2

Class 4

9/24

Effective comprehension instruction

 

H & G  Chapter 5  Hipsky Chapter 3

 

Class 5

10/1

Instructional Practices for Teaching Comprehension

Harvey & Goudvis Chapter 6 Hipsky Chapter 4

 

 

Fall Break No class

Class 6

10/15

Monitoring Comprehension

 

READ Harvey & Goudvis Chapter 7

Hipsky Chapter 5

 

Select one of the lesson plans found on pp. vii-ix or another format that you prefer and be prepared to present it on 10/22 to the class. You may choose different literature to use to demonstrate these concepts.

Field Experiences Due

 

Class 7

10/`22

Activating, Connecting, and Building: Why Background Matters

 

READ Harvey & Goudvis Chapter 8

Hipsky Chapter 6

 

Class 8

10/29

Applying What We

 Know

 

Hipsky Chapter 9  Hipsky 7 Complete Class presentations

Class 9

11/5

Questioning: The Strategy That Propels Readers Forward

Questioning Lessons/ Inferring Due  Video amd reflection

 

 

Chapter 10 H & G

 

Class 10

11/12

Six Field Experiences and Reflections due

Visualizing and Inferring

Determining the importance

 

Harvey & Goudvis Chapter 11 Hipsky Chapter 8

 

Questioning/ Inferring Lessons Choose one lesson from pages ix-xiii)

 

       Field Experiences Due     

                    

Class 11

11/19

Thanksgiving Break

 

 

Class 12

11/26

 

 

 

Summarizing and Synthesizing Information

 

 

 

 

Class Presentationsof Questioning from ix--xiii

 

 

Chapter 12 Harvey and Goudvis Hipsky 9

Class 12

12/3

Content Literacy

Finish All Class presentations Hipsky 10 H&G 13

Class 13

12/10

Researcher’s Workshop

Chapter 14 Harvey & Goudvis

Load Lve Text

12/17

 

Have a great Christmas holiday


 

 

 

TEAC Claims and Quality Principles, Centenary DOE Conceptual Framework and InTASC Standards

 

TEAC CLAIMS

(Teacher Education Accreditation Council)

 

TEAC Quality Principle

Centenary College Department of Education Conceptual

Framework

InTASC Standards (Interstate Teacher and Support Consortium)

Standards

Centenary candidates embrace a collaborative community. (CC)

 

 

1.3 Caring Leadership Skills

 

Cross-cutting theme:

 

1.4.2 Multicultural Perspectives and Accuracy 

 

 

 “Effective teachers create productive learning communities by collaborating with learners, colleagues, parents and caregivers, and community organizations to support the learning and well-being of all learners”.

Community (COM)

2. Learning Differences

3.Learning Environment

10. Leadership and Collaboration

 

Centenary candidates demonstrate a variety of pedagogical skills (VP)

 

1.2  Pedagogical knowledge

1.4.3 Technology

 “In order to address the variability that students bring to the task of learning, the Dedicated Educator must be able to plan a variety of strategies to provide appropriate instruction and assessment”.

Pedagogy (PED)

1. Learner Development

6. Assessment

7. Planning

8. Instructional Strategies

 

Centenary candidates master knowledge in the subjects they teach  (CK)

 

 

 

 

1.1 Subject matter knowledge

 

 

“Effective teachers know and understand the central concepts and structures of the academic discipline they teach”.

Content Knowledge (CoK)

4. Content Knowledge

5 .Application of Content

 

 

 

Centenary candidates seek answers through inquiry.   (I)

 

 

Cross-cutting theme

1.4.1 (Learning how to learn)

 

 

Effective teachers engage in purposeful reflection, professional development, partnerships with families, colleagues and the community intent upon improving education” .

Inquiry (I)

9. Professional Learning and Ethical Practice

 

 

 

2013 Key for Alignment of Standards, Themes, Claims, Components and Competencies

InTASC Standards (Interstate Teacher and Support Consortium)

Standards

Centenary College DEDICATED EDUCATOR Conceptual Framework

Themes

TEAC Claims Alignment

Compass Framework

Core Elements of the Louisiana Components of Effective Teaching  (LCET)

1.Learner Development

Content Knowledge (CoK)

Pedagogy(PED)

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

2. Learner Differences

Pedagogy(PED)

Community (Com)

 

collaborative community

(CC)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3. Learning Environments

Pedagogy (PED)

Community (COM))

collaborative community

(CC)

Domain 2 The Classroom Environment

Managing Classroom Procedures

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

4. Content Knowledge

Content Knowledge (CoK)

Inquiry (INQ)

knowledgeable in the subjects taught

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

5. Application of Content

Content Knowledge (CoK)

Pedagogy (PED)

 

knowledgeable in the subjects taught

(K)

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Learning

 

6. Assessment

Pedagogy (PED)

 

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3d. Using Assessment in Learning

 

7. Planning for Instruction

Content Knowledge (CoK)

Pedagogy (PED)

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

 

8. Instructional Strategies

Pedagogy (PED)

variety of pedagogical skills

(VP)

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Learning

9. Professional Learning and Ethical Practices

Inquiry (INQ)

 

inquiry in search of answers

(I)

 

10. Leadership and Collaboration

Community (COM)

collaborative community (CC)

 

 

 

 CODED Lesson Plan Rubric Fall 2017 to present

Lesson Plan Rubric Fall 2012 to Present

 

Highly Effective (4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Initial Planning: Learning Objectives/ Outcomes

InTASC 7

Exceeds criteria for proficient work

Each objective is (a) clearly stated, (b) appropriate, and
(c) aligned with standards. (It is recommended that objectives are developed based on learner data.)

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Standards
InTASC 7

K

TEAC Quality Principle 1.1

Exceeds criteria for proficient work

Content Standards and national standards that apply to this lesson are attached

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Identification of Diverse Learners
InTASC 1,2,5,7

CC

TEAC Quality Principle 1.3

TEAC Cross-cutting theme  1.4.2

Exceeds criteria for proficient work

Specific children and their individual characteristics that qualify them for special needs through either IEP's, IAP's, 504 accommodations, or other characteristics (e.g., learning styles).

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Resources Including Technology
InTASC  3,7

TEAC Cross-cutting theme 1.4.3

Exceeds criteria for proficient work

a) All necessary materials, resources, & references are identified. b) Materials & resources are integrated through the lesson rather than just listed. c) Technology is integrated into lesson or a strong rationale is given for not using technology.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Content
InTASC 1,4,5

K

TEAC Quality Principle 1.1 (Subject matter knowledge)

Exceeds criteria for proficient work

Content is (a) presented in a meaningful and logical sequence, (b) accurate, and (c) demonstrates candidate’s knowledge of and skills in the content area.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Introduction: Statement of Objectives in Learner Terms

InTASC 5

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner. Relevance is established for the learner and informally tells what the candidate expects to observe learners doing as a result of the lesson.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Learner Assessment/ Evaluation
InTASC 8

 

VP

TEAC Quality Principle 1.2

 

 

 

 

 

 

Exceeds criteria for proficient work

Assessments (a) are clearly identified, (, (c) are aligned with stated objective(s) & standard(s), and (d) provide clear evidence of learner level of mastery (as developmentally appropriate).

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Introduction: Statement of Objectives in Learner Terms

InTASC 5

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner. Relevance is established for the learner and informally tells what the candidate expects to observe learners doing as a result of the lesson.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Modeling
InTASC 1,5,8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, modeling (a) is provided, (b) demonstrates a higher level of support than guided practice, (c) is clearly and appropriately presented, and (d) is given enough time and attention for learners to benefit.

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Guided Practice
InTASC 1,2,8

 

VP

TEAC Quality Principle 1.2

 

Exceeds criteria for proficient work

If appropriate, guided practice (a) is provided, (b) demonstrates a lower level of support than modeling, and a higher level of support than independent practice.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Independent Practice
InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, independent practice (a) is provided, (b) demonstrates a lower level of support than guided practice

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Closure
InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, the lesson is (a) briefly reviewed, and/or (b) connected to upcoming lessons.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

After the Lesson is Taught General Reflections
InTASC 9,10

 

I

TEAC Cross-cutting themes 1.4.

Exceeds criteria for proficient work

(a) Success of lesson judged on learner outcomes. (b) Multiple hypotheses explored for why some children did not meet objective(s). (c) Key factors that led to success or lack of success are identified. (d) Ideas are provided for redesigning objectives, instruction, and evaluation, and (e) alternate approaches are offered for improving learner learning.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Candidate Writing and Conventions Mechanics
InTASC 5

 

Exceeds criteria for proficient work

No mechanics errors found in the lesson plan.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Candidate Writing and Conventions Grammar
InTASC 5

Exceeds criteria for proficient work

No grammar or usage errors found in the lesson plan. Complete sentences used as appropriate but phrases acceptable and used as needed.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

 

 

 

Rubric 4.CODED  Videotaped Lesson Rubric  Fall 2013 to present

Videotaped Lesson Rubric

 

Highly Effective (4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Readiness/ Preparation InTASC.7

 

 

 

Exceeds criteria for proficient work

Candidate is adequately prepared to teach the lesson with all necessary and appropriate materials available and close at hand, all equipment working properly, and  all details concerning the delivery of the lesson handled smoothly, candidate has adjusted lesson delivery to reflect revisions to lesson plan requested by instructor.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Introduction (Focus, Review, Anticipatory Set, Engagement, Motivation)
InTASC.4

InTASC 5

InTASC.6

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

The introduction is motivating and connects new concepts and skills to prior learning and may include reviewing previously taught material (when appropriate), stimulating learner reflection on prior knowledge, correcting erroneous preconceptions (when appropriate), and making connections to learners’ experiences.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Statement of Objectives in Learner Terms
InTASC.1, InTASC.2

InTASC 4

InTASC.7

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner (when appropriate). Relevance is established for the learner .

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Content
InTASC.4

InTASC 5

InTASC 6

K

Exceeds criteria for proficient work

Candidate demonstrates a thorough and accurate knowledge of the content, which is presented in a meaningful and logical sequence.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Modeling/ Guided Practice
InTASC.4, InTASC.5, InTASC.6,  

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, modeling could provide physical demonstrations, guided practice with learner input and analogies, antonyms, and synonyms,.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Independent Practice
InTASC.4, InTASC.5

VP TEAC Quality Principle 1.2

 

 

 

Exceeds criteria for proficient work

If appropriate, independent practice is provided represents the final step of a gradual release of responsibility from the candidate to the learners. This is often done with the teacher moving among the learners and assisting as needed while they work..

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Closure
InTASC 4

InTASC 5

InTASC 8

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Lesson is brought to closure with  a transition segment that summarizes key points and if appropriate, focuses attention on subsequent lessons on the same topic.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Methods
InTASC 1

InTASC 4

InTASC 5

 

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

The methods and strategies used to teach the lesson are driven by the objectives, supported by research, and developmentally appropriate for the learners. Instruction is  in-depth with a focus on learners' understanding rather than on "covering material." If appropriate, new terms are clearly explained with visuals or handouts for clarity.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Materials/ Resources
InTASC 1

InTASC 4

InTASC 5

TEAC Cross- Cutting Theme????

Exceeds criteria for proficient work

Materials & resources are of high quality, reflect care and attention to detail during preparation, are aligned with instructional methods used, and when appropriate, include a variety of media and technology communication tools to enrich learning activities.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Sequence and Organization

Exceeds criteria for proficient work

The lesson is clearly and logically organized and presented in a logical sequence. Transitions between segments of the lesson are meaningful and smooth.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Monitoring Learners' Learning
INTASC.2, INTASC.4

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Learners’ understanding is monitored throughout the lesson by posing questions. Candidate adapts instruction to ensure and capitalize on learners' progress and motivation, meet learners' needs, and enhance learning.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Management of Instruction
InTASC 3

InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate organizes, allocates, and manages activities and space to provide active and equitable engagement of learners in productive tasks, provides expectations and processes for communication and behavior for each segment of the lesson, is clearly aware of off-task behavior, and prevents problems from occurring. Lesson moves along in a smooth manner with good momentum.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Learner Engagement/ Interaction
InTASC 1

InTASC 6

InTASC 8

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate  provides opportunities for active engagement, manipulation, and testing of ideas by allowing learners to generate knowledge and test hypotheses.

 

 

 

 

 

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Levels of Questioning/ Critical Thinking/ Problem Solving
InTASC 1

InTASC 8

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate uses teaching strategies including questioning and discussion that stimulate curiosity and promote development of critical thinking, problem solving, risk taking, convergent and divergent thinking, and/or performance capabilities. If appropriate, learners are led and encouraged to ask hard questions.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Celebration of Diversity
InTASC.2,

CC

TEAC Quality Principle1.3

TEAC Cross-cutting Theme 1.4.2

Exceeds criteria for proficient work

Candidate uses language and teaching approaches that are sensitive to learners' multiple experiences and cultural and gender differences. Candidate uses strategies that encourage learners to see, question, and interpret ideas from diverse perspectives, recognizing learners' personal, family, and community experiences and cultures. Candidate employs activities within the lesson that allow for full and varied participation of all individuals.

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Meeting Special Needs
InTASC 2

InTASC 6

InTASC 8

 

CC

TEAC Quality Principle1.3

 

TEAC Cross-Cutting theme 1.4.2

Exceeds criteria for proficient work

Special needs are addressed throughout the lesson and may include: changing the level of instruction, changing the amount of scaffolding provided, allowing more time for completion of an activity, encouraging collaboration among peers, limiting the expected output, modifying group membership, and/or re-teaching the skill at a more basic level. Specific accommodations unique to this lesson are provided.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Effective Use of Time
InTASC.8

Exceeds criteria for proficient work

Candidate uses time efficiently and effectively to ensure that learning occurs. Candidate dedicates enough, but not too much time to explaining, fielding questions, and clarifying misunderstandings. Candidate redirects attention from unrelated topics and nonproductive activities to related and productive ones.

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Listening
InTASC 8

TEAC Quality Principle1.2

 

VP

Exceeds criteria for proficient work

Candidate talks with and listens to learners, and is sensitive and responsive to clues of distress, boredom, and frustration.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Oral and Written Communication
InTASC 1

InTASC 8

InTASC 5

 

Exceeds criteria for proficient work

Candidate models effective and conventional communication strategies. Spoken and written language is audible, legible, and contains no errors in grammar or syntax. Candidate's vocabulary is developmentally appropriate.
Candidate's volume, pitch, and tempo is appropriate throughout the lesson.

 

 

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Use of Assessment/

Evaluation to Drive Instruction
INTASC.2, INTASC.8, INTASC.9

TEAC Quality Principle1.3

 

VP

 

Exceeds criteria for proficient work

Candidate assesses individual and group performance throughout the lesson, if appropriate. Candidate assesses learners' level of mastery (as is developmentally appropriate) and adjusts strategies in response to learner feedback.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Resources Including Technology
InTASC.4, InTASC.5

TEAC Cross-Cutting Theme1.4.3

Exceeds criteria for proficient work

All necessary materials, resources, & references are identified. Materials & resources are integrated through the lesson rather than just listed. Technology is integrated into lesson or a strong rationale is given for not using technology.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

Coded Presentation Rubric Spring  2017 to Present 

Presentation Rubric

 

Highly Effective(

(4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Preparedness



InTASC 3

Exceeds criteria for proficient work

Relaxed, self-confident; prepared and has obviously rehearsed.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Innovation

 

InTASC  7,8

Exceeds criteria for proficient work

Presentation demonstrates a high level of creativity and thought.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Attractiveness


InTASC ,8

Exceeds criteria for proficient work

Good use of font, color, graphics, effects, etc. to enhance the presentation.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Resources

 

 

InTASC 1,3

Exceeds criteria for proficient work

Students use of visual displays or  PowerPoint, are relevant and explain and reinforce the presentation

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Organization

 


InTASC 8

Exceeds criteria for proficient work

Presentation is well organized. With a distinct beginning, middle and ending.  Organizing theme, transitions and main ideas are clear.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Comprehension



 

InTASC 1,4,5

Exceeds criteria for proficient work

Ideas are thorough and supported by evidence and research-based. Candidate clearly knows the material presented.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Audience engagement

 

VP

 

 

InTASC 4,6

Exceeds criteria for proficient work

Is enthusiastic about the topic, maintains audience interest by emphasizes key points and ACTIVELY ENGAGES THE AUDIENCE.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Time

 

InTASC 8

 

Exceeds criteria for proficient work

Candidate makes good use of the time allotted.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Thoroughness of Content

 

InTASC 4,5

 

K

Exceeds criteria for proficient work

Presentation thoroughly covers assigned material. Candidate is able to answer or suggest resources to answer questions from the audience.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Mechanics

 

InTASC 5

Exceeds criteria for proficient work

Little or no grammatical or spelling errors

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

 

 

 

 

 

 

Log of Field Experiences

                                               

 

Candidate’s name:  _____________________________Centenary course:_______________________ Year:  Fall _______   Spring  _______  Summer _______

 

Date(s)

School

Hours

Teacher’s first and last  name

Teacher’s Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Attach a duplicate sheet, if needed)

 

 

Observation Reflection

Your Name: ___ __________________   Teacher’s Name: _________________

Date Observed: ______________________ Grade:______Subject:__________________

School____________________________________________________________________

 

Summary of the lesson:

 

 

READ 515: Teaching Literacy in the Elementary School

Mondays 2018

5:00-8:00 203D

Centenary College Department of Education

 

 

Dr. Sharon Little

Office & phone:

CSQ 203J  Office 869-5065---

hm 318-869-0225  cell 318-518-4535

Office hours:

2-5:00 M & T, Th, and by appointment

E-mail:

slittle@centenary.edu

 

You must have PASSED the PRAXIS II Content Area Exams and the PRAXIS II Principles of Learning and Teaching 7-12 exam (30624) or Praxis II Principles of Learning and Teaching K-6 (30622) BEFORE you will be allowed to apply for Clinical Practice (Student Teaching or Internship).  Please plan to take these tests no later than the July administration if you plan to do your Clinical Practice in the spring and no later than the January administration if you plan to do your Clinical Practice in the Fall. *

                                  * (The Application Deadline for Clinical Practice in the Fall is March 15 of the previous spring term. The Application Deadline for Clinical Practice in the Spring is October 15 of the previous fall term.)

 

Course Description:

 

            Catalogue Description:

 

Certification course for elementary candidates.  Candidates integrate the Five Essential Elements of Reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. teaching students to break the alphabetic code and developing fluent readers and writers. Candidates will learn how readers and writers construct meaning and how teachers organize for literacy instruction in READ 515. Principles of the Conceptual Framework of the Graduate Program of Centenary College, attributes of the Louisiana COMPASS Framework are embedded into the objectives of this course, as appropriate.

 

            Candidates will learn to write and implement lesson plans with the primary focus on comprehension. They will be expected to incorporate technology into their lessons. They will be graded on their ability to implement successful lessons including effective management of children, and appropriate instruction for children with special reading problems, as well as diverse learners. Feedback on lesson plans prior to teaching, implementation of lesson plans, self-reflections on their own teaching, and feedback from the instructor after teaching will occur for each lesson before the next one is taught with the expectation that progressive improvement will occur. If the alternative certification candidate is employed, the lessons may be taught at his/her school of employment; if not, the candidate will be placed in an elementary setting.

 

Additional Description:

The primary objective of this course is to prepare candidates to help students comprehend what they decode, which is one of the five elements of reading.. That is, all lesson plans prepared and implemented will focus primarily upon comprehension. Candidates will be required to prepare, implement to the college class and to children in the schools, record on DVD,YouTube, or anyway for the teacher to exhibit connection to the following Five Essential Elements of Reading :phonemic awareness, phonics, fluency, vocabulary and comprehension measured by the signature assessments lesson plan for this class. Additionally, the focus should be given for reinforcement with connection to practice.

 

 

Required Texts, Readings, and Materials

 

  1. Hipsky, Shellie (2011 Differentiated Literacy and Language Arts Strategies for the elementary classroom. Upper Saddle, N.J. Pearson Education, Inc. ISBN 13-978-0-513113-8

 

  1. Harvey, S., & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Portland, ME: Stenhouse. ISBN: 978 1 57110 481 6

 

3.Louisiana Teacher Competencies:  http://www.louisianabelieves.com/docs/default-source/teaching/teacher-preparation-competencies.pdf?sfvrsn=4

  1. ELA Guidebooks http://www.louisianabelieves.com/academics/ela-guidebooks

 

 

 

OTHER ITEMS THAT WOULD BE USEFUL

  1. Any trade books and/or other materials needed for lessons taught in the schools.
  2. Ownership of, or easy access to, a video camera or phone that can be sent electronically or posted on YouTube or another platform.
  3. Enough clipboards for either your entire class of students (15-25), or a small group of students (5-10).
  4. Post-It notes (multiple packs of the 3″x3″ size [or larger, for younger children])
  5. Post-It Chart Paper (optional) for Anchor Charts

 

Important Contact Information

 

  1. A working email address. You are expected to check your email regularly. I would suggest no less often than twice a day. If you miss any information/ assignments, etc., because you did not check your email, you are still held responsible for knowing the information and having the assignment.
  2. A working phone number. (For all candidates, in case of emergency)
  3. Field Experiences: All field experiences must be logged in by students in LiveText as well as completed on the Log of Field Experiences (Note: Field Experiences are to be logged in the appropriate semester under the LiveText FORMS tab.) You may watch videos from YouTube, Edutopia,or other video format in lieu of observing live. You will send in your field experiences as marked on the schedule in a set of nine (9) midterm and nine (9) before the last day of class to get observations completed. You will also include a summary for each field experience.

Field Experience Hours for MAT Certification Candidates

Courses

Elementary Education Hours

Secondary Education Hours

EDUC 511

Elementary Language Arts and Social Studies Methods

16

 

EDUC 512

Elementary Math and Science Methods

18

 

READ 514

Foundations of Literacy

6

 

READ 515

Teaching Reading in the Elementary School

18

 

READ 516

Teaching Students with Language Disorders

18

 

EDUC 516

The Special Needs Student

24

24

READ 518

Content Area Reading

 

15

EDUC 522

Classroom Management

15

15

EDUC 529

Secondary Methods

 

24

TOTALS

115

78

 

 

 

 

 

 

 

Course Outcomes and Objectives:

Outcome/

Objective

INTASC

Principles

Conceptual Framework Themes

LCET

Candidates will come to believe that there is extraordinary power in a small number of comprehension strategies—monitoring comprehension, activating prior knowledge, questioning, visualizing, making inferences, determining importance, and summarizing and synthesizing  as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3,4,5,7,8,9

Themes:

K, VP, CC, I

Domains I, III

Candidates will understand that although many children learn to read solely through the act of reading itself, and can be taught to read through an incidental, “intuitive approach,” this approach is simply not adequate for many other children as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,3,8,9

Themes:

VP, I

Domains I, III,

Candidates will understand that we can think about our thinking, and children can be taught the language of thought as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,5,9

Themes:

VP, COM, I

Domains I, III,

Candidates will understand that some of our deepest pleasure as readers comes from slowing our thought processes so that we can contemplate them. as evidenced by  lesson plans; class mock lessons, class discussions and DVD

Principle

9

Themes:

VP, I

Domains I, III,

Candidates will learn that “think-alouds” are potent instructional tactics and allow students to comprehend deeply, and students can and will rise to the challenge; however, many think-alouds over a long period are necessary to achieve this as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

CoK, VP, COM, I

Domains I, III

Candidates will understand that comprehension strategy instruction is not a complete reading program, and is not an end in itself as evidenced by class discussion and lesson plans.

Principles

8, 9

Themes:

VP, I

Domain I, III,

Candidates will come to believe in the ability of children, including those in high-poverty schools, to learn to read effectively and with enjoyment as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 9, 10

Themes:

VP, I, CC

Domain III

Candidates will understand that reading is an action sport, and that the action takes place in our minds as evidenced by  lesson plans; class mock lessons, class discussions and DVD

Principle

9

Themes:

VP, I

Domain

III

Candidates will understand that comprehension strategy instruction needs to be built on a gradual release of responsibility from teacher to student as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 3,7,8, 9

Theme:

VP, CC

Domains I, III

Candidates will understand that there are seven principal comprehension strategies that good readers use when they read—monitoring comprehension, activating prior knowledge, questioning, visualizing, making inferences, determining importance, and summarizing and synthesizing as well as Five Essential Elements of Reading: phonemic awareness, phonics fluency, ,vocabulary and comprehension as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

4,5,7,8,9

Themes:

K, VP

Domains I, III

Candidates will  understand that children do not learn in a lock-step linear fashion, but rather they should learn letters, sounds, words, sentences, and how to comprehend what they read all simultaneously as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP, I

Domain I11

Candidates will understand that asking children an endless string of comprehension questions, or asking them to retell what they read instead of to share their thinking often fails to teach them how to better understand what they read as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP, I

Domains I, III,

Candidates will understand that instruction that actively engages students in asking questions, summarizing and synthesizing text, and identifying important ideas improves comprehension as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

K, VP, CC, I

Domains I, III

Candidates will understand that although comprehension strategy instruction is an important step in the right direction, it is not a panacea, and by itself is not enough to develop avid, proficient readers. It is also critical to provide explicit instruction in decoding, fluency, word analysis, text structures, and vocabulary for children learning to read as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

7,8, 9

Themes:

K, VP, I

Domains I, III,

Candidates will understand that many packaged programs limit teachers’ decision-making about their students, and there is a misconception that rigid adherence to a scripted, one-size-fits-all program leads to better performance and higher achievement in the guise of improved test scores as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3, 5, 6, 7, 8, 9

Themes:

VP, I

Domains III,

Candidates will understand that kids who think well test well as evidenced by  lesson plans; class mock lessons, class discussions and DVD .

Principles

1,2,5,6,9

Theme:

I

Domain 111

Candidates will understand that the vast majority of our students can and do think at high levels, but some do not have the ability to speak and write eloquently about that thinking. Language about thought can be taught. Our goal is to help them develop the language to define and describe their thinking as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 8, 9

Themes:

VP, CC, I

Domains I, III

Candidates will understand that students should be able to “turn up or turn down the volume” on a strategy during reading. For example, when reading expository text, students may “turn up” determining importance and “turn down” inferences and visualization as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

5,8

Theme:

VP

Domain III

Candidates will understand that children should be provided lots of time to read and lots of time to talk about their reading.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP ,I,CC

Domains I, III,

Candidates will understand that blocks of time for independent reading in the classroom should be gradually increased as the year progresses as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,3,7,8,9

Theme:

VP

Domains I, III

Candidates will understand that it is inappropriate and ineffective to “basalize” comprehension strategy instruction as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3, 5, 6, 7, 8, 9

 

Theme:

VP, I

Domains I, III,

 

 

 

 

Instructional Strategies:

 

This is primarily an online class and is based in candidates reading and practice of strategies used for this course and methods to teach reading comprehension, followed by candidates’ implementation of those strategies with the college class and with elementary school children. Candidates will teach two lessons to the college class and one lessons to elementary children. Candidates will be required to submit lesson plans, DVD, reflections and evaluations of lessons taught in schools. SKYPE, CANVAS, UDL  as well as LiveText and emails will be used throughout the course to provide additional information and to clarify communication.

 

Diversity:

 

The students with whom candidates will be working come from very diverse backgrounds in terms of cultural, academic, and social experiences and expectations. The students are also functioning at varying developmental levels of literacy, cognition, and behavior. Candidates will be expected to go beyond acknowledgment and acceptance of cultural diversity by celebrating it. They will also be expected to embrace the philosophy that all children can learn when developmental factors are recognized, respected, and accommodated. Candidates’ lesson preparation and implementation should reflect these understandings.Centenary’s Policy on Diversity

Centenary College of Louisiana values human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes.

 

 

Course Requirements, Expectations, and Assessment

 

  1. Administrative

 

Instructional Format

 

This course is based on the participation of candidates through assignments, reading reflections, and integrated lessons. Candidates will learn through a variety of strategies, ranging from readings, independent research, teaching, and written assignments. for active participation throughout the semester, as well use Louisiana’s State Standards and Guidebooks 2.0.

 

:

Attendance and Participation

 Active engagement means expressing your own thoughts and openly listening to those of others, engaging in respectful dialogue and feedback during the live lesson, and having the willingness to challenge and be challenged by the important ideas in this course. If you do not actively participate, the instructor reserves the right to reduce your overall course points.

  1. Only one absence is excused and only one assignment can be late, excluding the LESSON PLANS
  2. Complete all assignments A THE BEGINNING OF THE CLASS PERIOD on the date due. Only 1 assignment (excluding LESSON PLAN) will be accepted late; a “0” will be awarded to all assignments not turned in on the date due. 

To learn to be an interactive teacher, one should be willing to do the same. You can complete your assignments in CANVAS.

 

Note **TEAC ,ICompass, Conceptual Framework and Teacher Competencies elements will be discussed during the course of this class.  These elements are interwoven in the syllabus, assignments, or class discussions are an integral part of your instruction and clinical practice.

.

  1. Academic

 

  1. One (1) College Class Lesson Plans (One is a Practice Plan)
  2. One (1) Elementary School Lesson Plans (Signature Assessments)
  3. One (1) Elementary School Lessons Taught and Videotaped
  4. One (1) Reflection on DVD Lesson
  5. Reading Reflections
  6. Field Experiences and Summaries
  7. Participation

 

 

  

  1. Point Values for Course Requirements
  2. One (1) Elementary School Lesson Plan (Signature Assessment)................... 150

2..  One (1) Elementary School Lesson Taught and Videotaped ........................... 300

  1. One (1) Reflection on DVD Lesson.................................................................. 200

5   Reading Reflections    ....................................................................................... 650

  1. Field Experiences (18) and Summaries…………………………………………1800
  2. Participation ……………………..………………………………………………450

                                                                                   TOTAL                        2350       

Grading Scale

 

90% ‑ 100%         A

80% ‑   89%         B

70% ‑   79%         C

60% ‑   69%         D

Below  60%         F

 

 

Evaluation Procedures

 

Your written work will be evaluated primarily for its content value. However, because you are a member of a profession in which you are constantly a role model for children, it is important for your written work to reflect conventions of language such as accurate spelling, syntax, and grammar. Therefore, these aspects also will be considered during evaluation.

 

Special Circumstances

 

It is the policy of Centenary College to accommodate students with disabilities, pursuant to federal law, state law, and the College's commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or

in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities need to contact Disability Services (a division of Counseling Services), which is located in the ground floor of Rotary Hall to obtain services. Telephone 318-869-5466/5424.

 

 

Course Content and Semester Schedule .  This is a tentative schedule

Date

Content

Assignments Due

 

Class 1

Overview and Explanation of

Semester/Course Requirements

Introductions; Assignments discussed; Overview of the course w/applications; sign-up for assignment dates; reading and discussion. CANVAS, and Live Text discussed. Starting Time & personal information sign-up & share time in order to get to know one another. Universal Design for Learning will be discussed. New Revised 2016 Centenary Dedicated Educator Planning Form TEAC, Teacher Competencies introduced; Syllabus discussed; text reviewed; class format discussed; Field Experiences and Summaries. We will be BUSY!!!! WHEW!!

 

Class 2

9/10

Learning How to Write a Lesson Plan

Reading is Thinking

Reading is Strategic

2018 Centenary Dedicated Educator Plan

READ Harvey & Goudvis Chapters 1 & 2

Hipsky Chapter  1

Class 3

9/17

Reading comprehension: a new understanding

21st Century Reading….

Discussing the Nuts and Bolts of Comprehension Instruction

Harvey & Goudvis Chapters 3-4   Hipsky Chapter 2

Class 4

9/24

Effective comprehension instruction

 

H & G  Chapter 5  Hipsky Chapter 3

 

Class 5

10/1

Instructional Practices for Teaching Comprehension

Harvey & Goudvis Chapter 6 Hipsky Chapter 4

 

 

Fall Break No class

Class 6

10/15

Monitoring Comprehension

 

READ Harvey & Goudvis Chapter 7

Hipsky Chapter 5

 

Select one of the lesson plans found on pp. vii-ix or another format that you prefer and be prepared to present it on 10/22 to the class. You may choose different literature to use to demonstrate these concepts.

Field Experiences Due

 

Class 7

10/`22

Activating, Connecting, and Building: Why Background Matters

 

READ Harvey & Goudvis Chapter 8

Hipsky Chapter 6

 

Class 8

10/29

Applying What We

 Know

 

Hipsky Chapter 9  Hipsky 7 Complete Class presentations

Class 9

11/5

Questioning: The Strategy That Propels Readers Forward

Questioning Lessons/ Inferring Due  Video amd reflection

 

 

Chapter 10 H & G

 

Class 10

11/12

Six Field Experiences and Reflections due

Visualizing and Inferring

Determining the importance

 

Harvey & Goudvis Chapter 11 Hipsky Chapter 8

 

Questioning/ Inferring Lessons Choose one lesson from pages ix-xiii)

 

       Field Experiences Due     

                    

Class 11

11/19

Thanksgiving Break

 

 

Class 12

11/26

 

 

 

Summarizing and Synthesizing Information

 

 

 

 

Class Presentationsof Questioning from ix--xiii

 

 

Chapter 12 Harvey and Goudvis Hipsky 9

Class 12

12/3

Content Literacy

Finish All Class presentations Hipsky 10 H&G 13

Class 13

12/10

Researcher’s Workshop

Chapter 14 Harvey & Goudvis

Load Lve Text

12/17

 

Have a great Christmas holiday


 

 

 

TEAC Claims and Quality Principles, Centenary DOE Conceptual Framework and InTASC Standards

 

TEAC CLAIMS

(Teacher Education Accreditation Council)

 

TEAC Quality Principle

Centenary College Department of Education Conceptual

Framework

InTASC Standards (Interstate Teacher and Support Consortium)

Standards

Centenary candidates embrace a collaborative community. (CC)

 

 

1.3 Caring Leadership Skills

 

Cross-cutting theme:

 

1.4.2 Multicultural Perspectives and Accuracy 

 

 

 “Effective teachers create productive learning communities by collaborating with learners, colleagues, parents and caregivers, and community organizations to support the learning and well-being of all learners”.

Community (COM)

2. Learning Differences

3.Learning Environment

10. Leadership and Collaboration

 

Centenary candidates demonstrate a variety of pedagogical skills (VP)

 

1.2  Pedagogical knowledge

1.4.3 Technology

 “In order to address the variability that students bring to the task of learning, the Dedicated Educator must be able to plan a variety of strategies to provide appropriate instruction and assessment”.

Pedagogy (PED)

1. Learner Development

6. Assessment

7. Planning

8. Instructional Strategies

 

Centenary candidates master knowledge in the subjects they teach  (CK)

 

 

 

 

1.1 Subject matter knowledge

 

 

“Effective teachers know and understand the central concepts and structures of the academic discipline they teach”.

Content Knowledge (CoK)

4. Content Knowledge

5 .Application of Content

 

 

 

Centenary candidates seek answers through inquiry.   (I)

 

 

Cross-cutting theme

1.4.1 (Learning how to learn)

 

 

Effective teachers engage in purposeful reflection, professional development, partnerships with families, colleagues and the community intent upon improving education” .

Inquiry (I)

9. Professional Learning and Ethical Practice

 

 

 

2013 Key for Alignment of Standards, Themes, Claims, Components and Competencies

InTASC Standards (Interstate Teacher and Support Consortium)

Standards

Centenary College DEDICATED EDUCATOR Conceptual Framework

Themes

TEAC Claims Alignment

Compass Framework

Core Elements of the Louisiana Components of Effective Teaching  (LCET)

1.Learner Development

Content Knowledge (CoK)

Pedagogy(PED)

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

2. Learner Differences

Pedagogy(PED)

Community (Com)

 

collaborative community

(CC)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3. Learning Environments

Pedagogy (PED)

Community (COM))

collaborative community

(CC)

Domain 2 The Classroom Environment

Managing Classroom Procedures

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

4. Content Knowledge

Content Knowledge (CoK)

Inquiry (INQ)

knowledgeable in the subjects taught

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

5. Application of Content

Content Knowledge (CoK)

Pedagogy (PED)

 

knowledgeable in the subjects taught

(K)

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Learning

 

6. Assessment

Pedagogy (PED)

 

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3d. Using Assessment in Learning

 

7. Planning for Instruction

Content Knowledge (CoK)

Pedagogy (PED)

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

 

8. Instructional Strategies

Pedagogy (PED)

variety of pedagogical skills

(VP)

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Learning

9. Professional Learning and Ethical Practices

Inquiry (INQ)

 

inquiry in search of answers

(I)

 

10. Leadership and Collaboration

Community (COM)

collaborative community (CC)

 

 

 

 CODED Lesson Plan Rubric Fall 2017 to present

Lesson Plan Rubric Fall 2012 to Present

 

Highly Effective (4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Initial Planning: Learning Objectives/ Outcomes

InTASC 7

Exceeds criteria for proficient work

Each objective is (a) clearly stated, (b) appropriate, and
(c) aligned with standards. (It is recommended that objectives are developed based on learner data.)

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Standards
InTASC 7

K

TEAC Quality Principle 1.1

Exceeds criteria for proficient work

Content Standards and national standards that apply to this lesson are attached

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Identification of Diverse Learners
InTASC 1,2,5,7

CC

TEAC Quality Principle 1.3

TEAC Cross-cutting theme  1.4.2

Exceeds criteria for proficient work

Specific children and their individual characteristics that qualify them for special needs through either IEP's, IAP's, 504 accommodations, or other characteristics (e.g., learning styles).

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Resources Including Technology
InTASC  3,7

TEAC Cross-cutting theme 1.4.3

Exceeds criteria for proficient work

a) All necessary materials, resources, & references are identified. b) Materials & resources are integrated through the lesson rather than just listed. c) Technology is integrated into lesson or a strong rationale is given for not using technology.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Content
InTASC 1,4,5

K

TEAC Quality Principle 1.1 (Subject matter knowledge)

Exceeds criteria for proficient work

Content is (a) presented in a meaningful and logical sequence, (b) accurate, and (c) demonstrates candidate’s knowledge of and skills in the content area.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Introduction: Statement of Objectives in Learner Terms

InTASC 5

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner. Relevance is established for the learner and informally tells what the candidate expects to observe learners doing as a result of the lesson.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Learner Assessment/ Evaluation
InTASC 8

 

VP

TEAC Quality Principle 1.2

 

 

 

 

 

 

Exceeds criteria for proficient work

Assessments (a) are clearly identified, (, (c) are aligned with stated objective(s) & standard(s), and (d) provide clear evidence of learner level of mastery (as developmentally appropriate).

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Introduction: Statement of Objectives in Learner Terms

InTASC 5

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner. Relevance is established for the learner and informally tells what the candidate expects to observe learners doing as a result of the lesson.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Modeling
InTASC 1,5,8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, modeling (a) is provided, (b) demonstrates a higher level of support than guided practice, (c) is clearly and appropriately presented, and (d) is given enough time and attention for learners to benefit.

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Guided Practice
InTASC 1,2,8

 

VP

TEAC Quality Principle 1.2

 

Exceeds criteria for proficient work

If appropriate, guided practice (a) is provided, (b) demonstrates a lower level of support than modeling, and a higher level of support than independent practice.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Independent Practice
InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, independent practice (a) is provided, (b) demonstrates a lower level of support than guided practice

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Closure
InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, the lesson is (a) briefly reviewed, and/or (b) connected to upcoming lessons.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

After the Lesson is Taught General Reflections
InTASC 9,10

 

I

TEAC Cross-cutting themes 1.4.

Exceeds criteria for proficient work

(a) Success of lesson judged on learner outcomes. (b) Multiple hypotheses explored for why some children did not meet objective(s). (c) Key factors that led to success or lack of success are identified. (d) Ideas are provided for redesigning objectives, instruction, and evaluation, and (e) alternate approaches are offered for improving learner learning.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Candidate Writing and Conventions Mechanics
InTASC 5

 

Exceeds criteria for proficient work

No mechanics errors found in the lesson plan.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Candidate Writing and Conventions Grammar
InTASC 5

Exceeds criteria for proficient work

No grammar or usage errors found in the lesson plan. Complete sentences used as appropriate but phrases acceptable and used as needed.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

 

 

 

Rubric 4.CODED  Videotaped Lesson Rubric  Fall 2013 to present

Videotaped Lesson Rubric

 

Highly Effective (4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Readiness/ Preparation InTASC.7

 

 

 

Exceeds criteria for proficient work

Candidate is adequately prepared to teach the lesson with all necessary and appropriate materials available and close at hand, all equipment working properly, and  all details concerning the delivery of the lesson handled smoothly, candidate has adjusted lesson delivery to reflect revisions to lesson plan requested by instructor.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Introduction (Focus, Review, Anticipatory Set, Engagement, Motivation)
InTASC.4

InTASC 5

InTASC.6

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

The introduction is motivating and connects new concepts and skills to prior learning and may include reviewing previously taught material (when appropriate), stimulating learner reflection on prior knowledge, correcting erroneous preconceptions (when appropriate), and making connections to learners’ experiences.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Statement of Objectives in Learner Terms
InTASC.1, InTASC.2

InTASC 4

InTASC.7

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner (when appropriate). Relevance is established for the learner .

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Content
InTASC.4

InTASC 5

InTASC 6

K

Exceeds criteria for proficient work

Candidate demonstrates a thorough and accurate knowledge of the content, which is presented in a meaningful and logical sequence.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Modeling/ Guided Practice
InTASC.4, InTASC.5, InTASC.6,  

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, modeling could provide physical demonstrations, guided practice with learner input and analogies, antonyms, and synonyms,.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Independent Practice
InTASC.4, InTASC.5

VP TEAC Quality Principle 1.2

 

 

 

Exceeds criteria for proficient work

If appropriate, independent practice is provided represents the final step of a gradual release of responsibility from the candidate to the learners. This is often done with the teacher moving among the learners and assisting as needed while they work..

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Closure
InTASC 4

InTASC 5

InTASC 8

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Lesson is brought to closure with  a transition segment that summarizes key points and if appropriate, focuses attention on subsequent lessons on the same topic.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Methods
InTASC 1

InTASC 4

InTASC 5

 

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

The methods and strategies used to teach the lesson are driven by the objectives, supported by research, and developmentally appropriate for the learners. Instruction is  in-depth with a focus on learners' understanding rather than on "covering material." If appropriate, new terms are clearly explained with visuals or handouts for clarity.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Materials/ Resources
InTASC 1

InTASC 4

InTASC 5

TEAC Cross- Cutting Theme????

Exceeds criteria for proficient work

Materials & resources are of high quality, reflect care and attention to detail during preparation, are aligned with instructional methods used, and when appropriate, include a variety of media and technology communication tools to enrich learning activities.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Sequence and Organization

Exceeds criteria for proficient work

The lesson is clearly and logically organized and presented in a logical sequence. Transitions between segments of the lesson are meaningful and smooth.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Monitoring Learners' Learning
INTASC.2, INTASC.4

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Learners’ understanding is monitored throughout the lesson by posing questions. Candidate adapts instruction to ensure and capitalize on learners' progress and motivation, meet learners' needs, and enhance learning.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Management of Instruction
InTASC 3

InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate organizes, allocates, and manages activities and space to provide active and equitable engagement of learners in productive tasks, provides expectations and processes for communication and behavior for each segment of the lesson, is clearly aware of off-task behavior, and prevents problems from occurring. Lesson moves along in a smooth manner with good momentum.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Learner Engagement/ Interaction
InTASC 1

InTASC 6

InTASC 8

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate  provides opportunities for active engagement, manipulation, and testing of ideas by allowing learners to generate knowledge and test hypotheses.

 

 

 

 

 

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Levels of Questioning/ Critical Thinking/ Problem Solving
InTASC 1

InTASC 8

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate uses teaching strategies including questioning and discussion that stimulate curiosity and promote development of critical thinking, problem solving, risk taking, convergent and divergent thinking, and/or performance capabilities. If appropriate, learners are led and encouraged to ask hard questions.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Celebration of Diversity
InTASC.2,

CC

TEAC Quality Principle1.3

TEAC Cross-cutting Theme 1.4.2

Exceeds criteria for proficient work

Candidate uses language and teaching approaches that are sensitive to learners' multiple experiences and cultural and gender differences. Candidate uses strategies that encourage learners to see, question, and interpret ideas from diverse perspectives, recognizing learners' personal, family, and community experiences and cultures. Candidate employs activities within the lesson that allow for full and varied participation of all individuals.

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Meeting Special Needs
InTASC 2

InTASC 6

InTASC 8

 

CC

TEAC Quality Principle1.3

 

TEAC Cross-Cutting theme 1.4.2

Exceeds criteria for proficient work

Special needs are addressed throughout the lesson and may include: changing the level of instruction, changing the amount of scaffolding provided, allowing more time for completion of an activity, encouraging collaboration among peers, limiting the expected output, modifying group membership, and/or re-teaching the skill at a more basic level. Specific accommodations unique to this lesson are provided.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Effective Use of Time
InTASC.8

Exceeds criteria for proficient work

Candidate uses time efficiently and effectively to ensure that learning occurs. Candidate dedicates enough, but not too much time to explaining, fielding questions, and clarifying misunderstandings. Candidate redirects attention from unrelated topics and nonproductive activities to related and productive ones.

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Listening
InTASC 8

TEAC Quality Principle1.2

 

VP

Exceeds criteria for proficient work

Candidate talks with and listens to learners, and is sensitive and responsive to clues of distress, boredom, and frustration.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Oral and Written Communication
InTASC 1

InTASC 8

InTASC 5

 

Exceeds criteria for proficient work

Candidate models effective and conventional communication strategies. Spoken and written language is audible, legible, and contains no errors in grammar or syntax. Candidate's vocabulary is developmentally appropriate.
Candidate's volume, pitch, and tempo is appropriate throughout the lesson.

 

 

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Use of Assessment/

Evaluation to Drive Instruction
INTASC.2, INTASC.8, INTASC.9

TEAC Quality Principle1.3

 

VP

 

Exceeds criteria for proficient work

Candidate assesses individual and group performance throughout the lesson, if appropriate. Candidate assesses learners' level of mastery (as is developmentally appropriate) and adjusts strategies in response to learner feedback.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Resources Including Technology
InTASC.4, InTASC.5

TEAC Cross-Cutting Theme1.4.3

Exceeds criteria for proficient work

All necessary materials, resources, & references are identified. Materials & resources are integrated through the lesson rather than just listed. Technology is integrated into lesson or a strong rationale is given for not using technology.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

Coded Presentation Rubric Spring  2017 to Present 

Presentation Rubric

 

Highly Effective(

(4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Preparedness



InTASC 3

Exceeds criteria for proficient work

Relaxed, self-confident; prepared and has obviously rehearsed.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Innovation

 

InTASC  7,8

Exceeds criteria for proficient work

Presentation demonstrates a high level of creativity and thought.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Attractiveness


InTASC ,8

Exceeds criteria for proficient work

Good use of font, color, graphics, effects, etc. to enhance the presentation.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Resources

 

 

InTASC 1,3

Exceeds criteria for proficient work

Students use of visual displays or  PowerPoint, are relevant and explain and reinforce the presentation

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Organization

 


InTASC 8

Exceeds criteria for proficient work

Presentation is well organized. With a distinct beginning, middle and ending.  Organizing theme, transitions and main ideas are clear.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Comprehension



 

InTASC 1,4,5

Exceeds criteria for proficient work

Ideas are thorough and supported by evidence and research-based. Candidate clearly knows the material presented.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Audience engagement

 

VP

 

 

InTASC 4,6

Exceeds criteria for proficient work

Is enthusiastic about the topic, maintains audience interest by emphasizes key points and ACTIVELY ENGAGES THE AUDIENCE.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Time

 

InTASC 8

 

Exceeds criteria for proficient work

Candidate makes good use of the time allotted.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Thoroughness of Content

 

InTASC 4,5

 

K

Exceeds criteria for proficient work

Presentation thoroughly covers assigned material. Candidate is able to answer or suggest resources to answer questions from the audience.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Mechanics

 

InTASC 5

Exceeds criteria for proficient work

Little or no grammatical or spelling errors

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

 

 

 

 

 

 

Log of Field Experiences

                                               

 

Candidate’s name:  _____________________________Centenary course:_______________________ Year:  Fall _______   Spring  _______  Summer _______

 

Date(s)

School

Hours

Teacher’s first and last  name

Teacher’s Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Attach a duplicate sheet, if needed)

 

 

Observation Reflection

Your Name: ___ __________________   Teacher’s Name: _________________

Date Observed: ______________________ Grade:______Subject:__________________

School____________________________________________________________________

 

Summary of the lesson:

 

 

READ 515: Teaching Literacy in the Elementary School

Mondays 2018

5:00-8:00 203D

Centenary College Department of Education

 

 

Dr. Sharon Little

Office & phone:

CSQ 203J  Office 869-5065---

hm 318-869-0225  cell 318-518-4535

Office hours:

2-5:00 M & T, Th, and by appointment

E-mail:

slittle@centenary.edu

 

You must have PASSED the PRAXIS II Content Area Exams and the PRAXIS II Principles of Learning and Teaching 7-12 exam (30624) or Praxis II Principles of Learning and Teaching K-6 (30622) BEFORE you will be allowed to apply for Clinical Practice (Student Teaching or Internship).  Please plan to take these tests no later than the July administration if you plan to do your Clinical Practice in the spring and no later than the January administration if you plan to do your Clinical Practice in the Fall. *

                                  * (The Application Deadline for Clinical Practice in the Fall is March 15 of the previous spring term. The Application Deadline for Clinical Practice in the Spring is October 15 of the previous fall term.)

 

Course Description:

 

            Catalogue Description:

 

Certification course for elementary candidates.  Candidates integrate the Five Essential Elements of Reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. teaching students to break the alphabetic code and developing fluent readers and writers. Candidates will learn how readers and writers construct meaning and how teachers organize for literacy instruction in READ 515. Principles of the Conceptual Framework of the Graduate Program of Centenary College, attributes of the Louisiana COMPASS Framework are embedded into the objectives of this course, as appropriate.

 

            Candidates will learn to write and implement lesson plans with the primary focus on comprehension. They will be expected to incorporate technology into their lessons. They will be graded on their ability to implement successful lessons including effective management of children, and appropriate instruction for children with special reading problems, as well as diverse learners. Feedback on lesson plans prior to teaching, implementation of lesson plans, self-reflections on their own teaching, and feedback from the instructor after teaching will occur for each lesson before the next one is taught with the expectation that progressive improvement will occur. If the alternative certification candidate is employed, the lessons may be taught at his/her school of employment; if not, the candidate will be placed in an elementary setting.

 

Additional Description:

The primary objective of this course is to prepare candidates to help students comprehend what they decode, which is one of the five elements of reading.. That is, all lesson plans prepared and implemented will focus primarily upon comprehension. Candidates will be required to prepare, implement to the college class and to children in the schools, record on DVD,YouTube, or anyway for the teacher to exhibit connection to the following Five Essential Elements of Reading :phonemic awareness, phonics, fluency, vocabulary and comprehension measured by the signature assessments lesson plan for this class. Additionally, the focus should be given for reinforcement with connection to practice.

 

 

Required Texts, Readings, and Materials

 

  1. Hipsky, Shellie (2011 Differentiated Literacy and Language Arts Strategies for the elementary classroom. Upper Saddle, N.J. Pearson Education, Inc. ISBN 13-978-0-513113-8

 

  1. Harvey, S., & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Portland, ME: Stenhouse. ISBN: 978 1 57110 481 6

 

3.Louisiana Teacher Competencies:  http://www.louisianabelieves.com/docs/default-source/teaching/teacher-preparation-competencies.pdf?sfvrsn=4

  1. ELA Guidebooks http://www.louisianabelieves.com/academics/ela-guidebooks

 

 

 

OTHER ITEMS THAT WOULD BE USEFUL

  1. Any trade books and/or other materials needed for lessons taught in the schools.
  2. Ownership of, or easy access to, a video camera or phone that can be sent electronically or posted on YouTube or another platform.
  3. Enough clipboards for either your entire class of students (15-25), or a small group of students (5-10).
  4. Post-It notes (multiple packs of the 3″x3″ size [or larger, for younger children])
  5. Post-It Chart Paper (optional) for Anchor Charts

 

Important Contact Information

 

  1. A working email address. You are expected to check your email regularly. I would suggest no less often than twice a day. If you miss any information/ assignments, etc., because you did not check your email, you are still held responsible for knowing the information and having the assignment.
  2. A working phone number. (For all candidates, in case of emergency)
  3. Field Experiences: All field experiences must be logged in by students in LiveText as well as completed on the Log of Field Experiences (Note: Field Experiences are to be logged in the appropriate semester under the LiveText FORMS tab.) You may watch videos from YouTube, Edutopia,or other video format in lieu of observing live. You will send in your field experiences as marked on the schedule in a set of nine (9) midterm and nine (9) before the last day of class to get observations completed. You will also include a summary for each field experience.

Field Experience Hours for MAT Certification Candidates

Courses

Elementary Education Hours

Secondary Education Hours

EDUC 511

Elementary Language Arts and Social Studies Methods

16

 

EDUC 512

Elementary Math and Science Methods

18

 

READ 514

Foundations of Literacy

6

 

READ 515

Teaching Reading in the Elementary School

18

 

READ 516

Teaching Students with Language Disorders

18

 

EDUC 516

The Special Needs Student

24

24

READ 518

Content Area Reading

 

15

EDUC 522

Classroom Management

15

15

EDUC 529

Secondary Methods

 

24

TOTALS

115

78

 

 

 

 

 

 

 

Course Outcomes and Objectives:

Outcome/

Objective

INTASC

Principles

Conceptual Framework Themes

LCET

Candidates will come to believe that there is extraordinary power in a small number of comprehension strategies—monitoring comprehension, activating prior knowledge, questioning, visualizing, making inferences, determining importance, and summarizing and synthesizing  as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3,4,5,7,8,9

Themes:

K, VP, CC, I

Domains I, III

Candidates will understand that although many children learn to read solely through the act of reading itself, and can be taught to read through an incidental, “intuitive approach,” this approach is simply not adequate for many other children as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,3,8,9

Themes:

VP, I

Domains I, III,

Candidates will understand that we can think about our thinking, and children can be taught the language of thought as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,5,9

Themes:

VP, COM, I

Domains I, III,

Candidates will understand that some of our deepest pleasure as readers comes from slowing our thought processes so that we can contemplate them. as evidenced by  lesson plans; class mock lessons, class discussions and DVD

Principle

9

Themes:

VP, I

Domains I, III,

Candidates will learn that “think-alouds” are potent instructional tactics and allow students to comprehend deeply, and students can and will rise to the challenge; however, many think-alouds over a long period are necessary to achieve this as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

CoK, VP, COM, I

Domains I, III

Candidates will understand that comprehension strategy instruction is not a complete reading program, and is not an end in itself as evidenced by class discussion and lesson plans.

Principles

8, 9

Themes:

VP, I

Domain I, III,

Candidates will come to believe in the ability of children, including those in high-poverty schools, to learn to read effectively and with enjoyment as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 9, 10

Themes:

VP, I, CC

Domain III

Candidates will understand that reading is an action sport, and that the action takes place in our minds as evidenced by  lesson plans; class mock lessons, class discussions and DVD

Principle

9

Themes:

VP, I

Domain

III

Candidates will understand that comprehension strategy instruction needs to be built on a gradual release of responsibility from teacher to student as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 3,7,8, 9

Theme:

VP, CC

Domains I, III

Candidates will understand that there are seven principal comprehension strategies that good readers use when they read—monitoring comprehension, activating prior knowledge, questioning, visualizing, making inferences, determining importance, and summarizing and synthesizing as well as Five Essential Elements of Reading: phonemic awareness, phonics fluency, ,vocabulary and comprehension as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

4,5,7,8,9

Themes:

K, VP

Domains I, III

Candidates will  understand that children do not learn in a lock-step linear fashion, but rather they should learn letters, sounds, words, sentences, and how to comprehend what they read all simultaneously as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP, I

Domain I11

Candidates will understand that asking children an endless string of comprehension questions, or asking them to retell what they read instead of to share their thinking often fails to teach them how to better understand what they read as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP, I

Domains I, III,

Candidates will understand that instruction that actively engages students in asking questions, summarizing and synthesizing text, and identifying important ideas improves comprehension as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

K, VP, CC, I

Domains I, III

Candidates will understand that although comprehension strategy instruction is an important step in the right direction, it is not a panacea, and by itself is not enough to develop avid, proficient readers. It is also critical to provide explicit instruction in decoding, fluency, word analysis, text structures, and vocabulary for children learning to read as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

7,8, 9

Themes:

K, VP, I

Domains I, III,

Candidates will understand that many packaged programs limit teachers’ decision-making about their students, and there is a misconception that rigid adherence to a scripted, one-size-fits-all program leads to better performance and higher achievement in the guise of improved test scores as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3, 5, 6, 7, 8, 9

Themes:

VP, I

Domains III,

Candidates will understand that kids who think well test well as evidenced by  lesson plans; class mock lessons, class discussions and DVD .

Principles

1,2,5,6,9

Theme:

I

Domain 111

Candidates will understand that the vast majority of our students can and do think at high levels, but some do not have the ability to speak and write eloquently about that thinking. Language about thought can be taught. Our goal is to help them develop the language to define and describe their thinking as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1, 2, 3, 4, 5, 8, 9

Themes:

VP, CC, I

Domains I, III

Candidates will understand that students should be able to “turn up or turn down the volume” on a strategy during reading. For example, when reading expository text, students may “turn up” determining importance and “turn down” inferences and visualization as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

5,8

Theme:

VP

Domain III

Candidates will understand that children should be provided lots of time to read and lots of time to talk about their reading.

Principles

1, 2, 3, 4, 5, 7, 8, 9

Themes:

VP ,I,CC

Domains I, III,

Candidates will understand that blocks of time for independent reading in the classroom should be gradually increased as the year progresses as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

1,2,3,7,8,9

Theme:

VP

Domains I, III

Candidates will understand that it is inappropriate and ineffective to “basalize” comprehension strategy instruction as evidenced by  lesson plans; class mock lessons, class discussions and DVD.

Principles

3, 5, 6, 7, 8, 9

 

Theme:

VP, I

Domains I, III,

 

 

 

 

Instructional Strategies:

 

This is primarily an online class and is based in candidates reading and practice of strategies used for this course and methods to teach reading comprehension, followed by candidates’ implementation of those strategies with the college class and with elementary school children. Candidates will teach two lessons to the college class and one lessons to elementary children. Candidates will be required to submit lesson plans, DVD, reflections and evaluations of lessons taught in schools. SKYPE, CANVAS, UDL  as well as LiveText and emails will be used throughout the course to provide additional information and to clarify communication.

 

Diversity:

 

The students with whom candidates will be working come from very diverse backgrounds in terms of cultural, academic, and social experiences and expectations. The students are also functioning at varying developmental levels of literacy, cognition, and behavior. Candidates will be expected to go beyond acknowledgment and acceptance of cultural diversity by celebrating it. They will also be expected to embrace the philosophy that all children can learn when developmental factors are recognized, respected, and accommodated. Candidates’ lesson preparation and implementation should reflect these understandings.Centenary’s Policy on Diversity

Centenary College of Louisiana values human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes.

 

 

Course Requirements, Expectations, and Assessment

 

  1. Administrative

 

Instructional Format

 

This course is based on the participation of candidates through assignments, reading reflections, and integrated lessons. Candidates will learn through a variety of strategies, ranging from readings, independent research, teaching, and written assignments. for active participation throughout the semester, as well use Louisiana’s State Standards and Guidebooks 2.0.

 

:

Attendance and Participation

 Active engagement means expressing your own thoughts and openly listening to those of others, engaging in respectful dialogue and feedback during the live lesson, and having the willingness to challenge and be challenged by the important ideas in this course. If you do not actively participate, the instructor reserves the right to reduce your overall course points.

  1. Only one absence is excused and only one assignment can be late, excluding the LESSON PLANS
  2. Complete all assignments A THE BEGINNING OF THE CLASS PERIOD on the date due. Only 1 assignment (excluding LESSON PLAN) will be accepted late; a “0” will be awarded to all assignments not turned in on the date due. 

To learn to be an interactive teacher, one should be willing to do the same. You can complete your assignments in CANVAS.

 

Note **TEAC ,ICompass, Conceptual Framework and Teacher Competencies elements will be discussed during the course of this class.  These elements are interwoven in the syllabus, assignments, or class discussions are an integral part of your instruction and clinical practice.

.

  1. Academic

 

  1. One (1) College Class Lesson Plans (One is a Practice Plan)
  2. One (1) Elementary School Lesson Plans (Signature Assessments)
  3. One (1) Elementary School Lessons Taught and Videotaped
  4. One (1) Reflection on DVD Lesson
  5. Reading Reflections
  6. Field Experiences and Summaries
  7. Participation

 

 

  

  1. Point Values for Course Requirements
  2. One (1) Elementary School Lesson Plan (Signature Assessment)................... 150

2..  One (1) Elementary School Lesson Taught and Videotaped ........................... 300

  1. One (1) Reflection on DVD Lesson.................................................................. 200

5   Reading Reflections    ....................................................................................... 650

  1. Field Experiences (18) and Summaries…………………………………………1800
  2. Participation ……………………..………………………………………………450

                                                                                   TOTAL                        2350       

Grading Scale

 

90% ‑ 100%         A

80% ‑   89%         B

70% ‑   79%         C

60% ‑   69%         D

Below  60%         F

 

 

Evaluation Procedures

 

Your written work will be evaluated primarily for its content value. However, because you are a member of a profession in which you are constantly a role model for children, it is important for your written work to reflect conventions of language such as accurate spelling, syntax, and grammar. Therefore, these aspects also will be considered during evaluation.

 

Special Circumstances

 

It is the policy of Centenary College to accommodate students with disabilities, pursuant to federal law, state law, and the College's commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or

in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities need to contact Disability Services (a division of Counseling Services), which is located in the ground floor of Rotary Hall to obtain services. Telephone 318-869-5466/5424.

 

 

Course Content and Semester Schedule .  This is a tentative schedule

Date

Content

Assignments Due

 

Class 1

Overview and Explanation of

Semester/Course Requirements

Introductions; Assignments discussed; Overview of the course w/applications; sign-up for assignment dates; reading and discussion. CANVAS, and Live Text discussed. Starting Time & personal information sign-up & share time in order to get to know one another. Universal Design for Learning will be discussed. New Revised 2016 Centenary Dedicated Educator Planning Form TEAC, Teacher Competencies introduced; Syllabus discussed; text reviewed; class format discussed; Field Experiences and Summaries. We will be BUSY!!!! WHEW!!

 

Class 2

9/10

Learning How to Write a Lesson Plan

Reading is Thinking

Reading is Strategic

2018 Centenary Dedicated Educator Plan

READ Harvey & Goudvis Chapters 1 & 2

Hipsky Chapter  1

Class 3

9/17

Reading comprehension: a new understanding

21st Century Reading….

Discussing the Nuts and Bolts of Comprehension Instruction

Harvey & Goudvis Chapters 3-4   Hipsky Chapter 2

Class 4

9/24

Effective comprehension instruction

 

H & G  Chapter 5  Hipsky Chapter 3

 

Class 5

10/1

Instructional Practices for Teaching Comprehension

Harvey & Goudvis Chapter 6 Hipsky Chapter 4

 

 

Fall Break No class

Class 6

10/15

Monitoring Comprehension

 

READ Harvey & Goudvis Chapter 7

Hipsky Chapter 5

 

Select one of the lesson plans found on pp. vii-ix or another format that you prefer and be prepared to present it on 10/22 to the class. You may choose different literature to use to demonstrate these concepts.

Field Experiences Due

 

Class 7

10/`22

Activating, Connecting, and Building: Why Background Matters

 

READ Harvey & Goudvis Chapter 8

Hipsky Chapter 6

 

Class 8

10/29

Applying What We

 Know

 

Hipsky Chapter 9  Hipsky 7 Complete Class presentations

Class 9

11/5

Questioning: The Strategy That Propels Readers Forward

Questioning Lessons/ Inferring Due  Video amd reflection

 

 

Chapter 10 H & G

 

Class 10

11/12

Six Field Experiences and Reflections due

Visualizing and Inferring

Determining the importance

 

Harvey & Goudvis Chapter 11 Hipsky Chapter 8

 

Questioning/ Inferring Lessons Choose one lesson from pages ix-xiii)

 

       Field Experiences Due     

                    

Class 11

11/19

Thanksgiving Break

 

 

Class 12

11/26

 

 

 

Summarizing and Synthesizing Information

 

 

 

 

Class Presentationsof Questioning from ix--xiii

 

 

Chapter 12 Harvey and Goudvis Hipsky 9

Class 12

12/3

Content Literacy

Finish All Class presentations Hipsky 10 H&G 13

Class 13

12/10

Researcher’s Workshop

Chapter 14 Harvey & Goudvis

Load Lve Text

12/17

 

Have a great Christmas holiday


 

 

 

TEAC Claims and Quality Principles, Centenary DOE Conceptual Framework and InTASC Standards

 

TEAC CLAIMS

(Teacher Education Accreditation Council)

 

TEAC Quality Principle

Centenary College Department of Education Conceptual

Framework

InTASC Standards (Interstate Teacher and Support Consortium)

Standards

Centenary candidates embrace a collaborative community. (CC)

 

 

1.3 Caring Leadership Skills

 

Cross-cutting theme:

 

1.4.2 Multicultural Perspectives and Accuracy 

 

 

 “Effective teachers create productive learning communities by collaborating with learners, colleagues, parents and caregivers, and community organizations to support the learning and well-being of all learners”.

Community (COM)

2. Learning Differences

3.Learning Environment

10. Leadership and Collaboration

 

Centenary candidates demonstrate a variety of pedagogical skills (VP)

 

1.2  Pedagogical knowledge

1.4.3 Technology

 “In order to address the variability that students bring to the task of learning, the Dedicated Educator must be able to plan a variety of strategies to provide appropriate instruction and assessment”.

Pedagogy (PED)

1. Learner Development

6. Assessment

7. Planning

8. Instructional Strategies

 

Centenary candidates master knowledge in the subjects they teach  (CK)

 

 

 

 

1.1 Subject matter knowledge

 

 

“Effective teachers know and understand the central concepts and structures of the academic discipline they teach”.

Content Knowledge (CoK)

4. Content Knowledge

5 .Application of Content

 

 

 

Centenary candidates seek answers through inquiry.   (I)

 

 

Cross-cutting theme

1.4.1 (Learning how to learn)

 

 

Effective teachers engage in purposeful reflection, professional development, partnerships with families, colleagues and the community intent upon improving education” .

Inquiry (I)

9. Professional Learning and Ethical Practice

 

 

 

2013 Key for Alignment of Standards, Themes, Claims, Components and Competencies

InTASC Standards (Interstate Teacher and Support Consortium)

Standards

Centenary College DEDICATED EDUCATOR Conceptual Framework

Themes

TEAC Claims Alignment

Compass Framework

Core Elements of the Louisiana Components of Effective Teaching  (LCET)

1.Learner Development

Content Knowledge (CoK)

Pedagogy(PED)

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

2. Learner Differences

Pedagogy(PED)

Community (Com)

 

collaborative community

(CC)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3. Learning Environments

Pedagogy (PED)

Community (COM))

collaborative community

(CC)

Domain 2 The Classroom Environment

Managing Classroom Procedures

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

4. Content Knowledge

Content Knowledge (CoK)

Inquiry (INQ)

knowledgeable in the subjects taught

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

5. Application of Content

Content Knowledge (CoK)

Pedagogy (PED)

 

knowledgeable in the subjects taught

(K)

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Learning

 

6. Assessment

Pedagogy (PED)

 

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

Domain 3 : Instruction

3d. Using Assessment in Learning

 

7. Planning for Instruction

Content Knowledge (CoK)

Pedagogy (PED)

variety of pedagogical skills

(VP)

Domain I Planning and Preparation

Setting Instructional Outcomes

 

8. Instructional Strategies

Pedagogy (PED)

variety of pedagogical skills

(VP)

Domain 3 : Instruction

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Learning

9. Professional Learning and Ethical Practices

Inquiry (INQ)

 

inquiry in search of answers

(I)

 

10. Leadership and Collaboration

Community (COM)

collaborative community (CC)

 

 

 

 CODED Lesson Plan Rubric Fall 2017 to present

Lesson Plan Rubric Fall 2012 to Present

 

Highly Effective (4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Initial Planning: Learning Objectives/ Outcomes

InTASC 7

Exceeds criteria for proficient work

Each objective is (a) clearly stated, (b) appropriate, and
(c) aligned with standards. (It is recommended that objectives are developed based on learner data.)

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Standards
InTASC 7

K

TEAC Quality Principle 1.1

Exceeds criteria for proficient work

Content Standards and national standards that apply to this lesson are attached

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Identification of Diverse Learners
InTASC 1,2,5,7

CC

TEAC Quality Principle 1.3

TEAC Cross-cutting theme  1.4.2

Exceeds criteria for proficient work

Specific children and their individual characteristics that qualify them for special needs through either IEP's, IAP's, 504 accommodations, or other characteristics (e.g., learning styles).

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Initial Planning: Resources Including Technology
InTASC  3,7

TEAC Cross-cutting theme 1.4.3

Exceeds criteria for proficient work

a) All necessary materials, resources, & references are identified. b) Materials & resources are integrated through the lesson rather than just listed. c) Technology is integrated into lesson or a strong rationale is given for not using technology.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Content
InTASC 1,4,5

K

TEAC Quality Principle 1.1 (Subject matter knowledge)

Exceeds criteria for proficient work

Content is (a) presented in a meaningful and logical sequence, (b) accurate, and (c) demonstrates candidate’s knowledge of and skills in the content area.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Introduction: Statement of Objectives in Learner Terms

InTASC 5

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner. Relevance is established for the learner and informally tells what the candidate expects to observe learners doing as a result of the lesson.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Learner Assessment/ Evaluation
InTASC 8

 

VP

TEAC Quality Principle 1.2

 

 

 

 

 

 

Exceeds criteria for proficient work

Assessments (a) are clearly identified, (, (c) are aligned with stated objective(s) & standard(s), and (d) provide clear evidence of learner level of mastery (as developmentally appropriate).

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Introduction: Statement of Objectives in Learner Terms

InTASC 5

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner. Relevance is established for the learner and informally tells what the candidate expects to observe learners doing as a result of the lesson.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Modeling
InTASC 1,5,8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, modeling (a) is provided, (b) demonstrates a higher level of support than guided practice, (c) is clearly and appropriately presented, and (d) is given enough time and attention for learners to benefit.

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Guided Practice
InTASC 1,2,8

 

VP

TEAC Quality Principle 1.2

 

Exceeds criteria for proficient work

If appropriate, guided practice (a) is provided, (b) demonstrates a lower level of support than modeling, and a higher level of support than independent practice.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Independent Practice
InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, independent practice (a) is provided, (b) demonstrates a lower level of support than guided practice

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Closure
InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, the lesson is (a) briefly reviewed, and/or (b) connected to upcoming lessons.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

After the Lesson is Taught General Reflections
InTASC 9,10

 

I

TEAC Cross-cutting themes 1.4.

Exceeds criteria for proficient work

(a) Success of lesson judged on learner outcomes. (b) Multiple hypotheses explored for why some children did not meet objective(s). (c) Key factors that led to success or lack of success are identified. (d) Ideas are provided for redesigning objectives, instruction, and evaluation, and (e) alternate approaches are offered for improving learner learning.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Candidate Writing and Conventions Mechanics
InTASC 5

 

Exceeds criteria for proficient work

No mechanics errors found in the lesson plan.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Candidate Writing and Conventions Grammar
InTASC 5

Exceeds criteria for proficient work

No grammar or usage errors found in the lesson plan. Complete sentences used as appropriate but phrases acceptable and used as needed.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

 

 

 

Rubric 4.CODED  Videotaped Lesson Rubric  Fall 2013 to present

Videotaped Lesson Rubric

 

Highly Effective (4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Readiness/ Preparation InTASC.7

 

 

 

Exceeds criteria for proficient work

Candidate is adequately prepared to teach the lesson with all necessary and appropriate materials available and close at hand, all equipment working properly, and  all details concerning the delivery of the lesson handled smoothly, candidate has adjusted lesson delivery to reflect revisions to lesson plan requested by instructor.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Introduction (Focus, Review, Anticipatory Set, Engagement, Motivation)
InTASC.4

InTASC 5

InTASC.6

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

The introduction is motivating and connects new concepts and skills to prior learning and may include reviewing previously taught material (when appropriate), stimulating learner reflection on prior knowledge, correcting erroneous preconceptions (when appropriate), and making connections to learners’ experiences.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Statement of Objectives in Learner Terms
InTASC.1, InTASC.2

InTASC 4

InTASC.7

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

New skill, concept or purpose is clearly stated for the learner (when appropriate). Relevance is established for the learner .

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Content
InTASC.4

InTASC 5

InTASC 6

K

Exceeds criteria for proficient work

Candidate demonstrates a thorough and accurate knowledge of the content, which is presented in a meaningful and logical sequence.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Modeling/ Guided Practice
InTASC.4, InTASC.5, InTASC.6,  

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

If appropriate, modeling could provide physical demonstrations, guided practice with learner input and analogies, antonyms, and synonyms,.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Independent Practice
InTASC.4, InTASC.5

VP TEAC Quality Principle 1.2

 

 

 

Exceeds criteria for proficient work

If appropriate, independent practice is provided represents the final step of a gradual release of responsibility from the candidate to the learners. This is often done with the teacher moving among the learners and assisting as needed while they work..

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Closure
InTASC 4

InTASC 5

InTASC 8

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Lesson is brought to closure with  a transition segment that summarizes key points and if appropriate, focuses attention on subsequent lessons on the same topic.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Methods
InTASC 1

InTASC 4

InTASC 5

 

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

The methods and strategies used to teach the lesson are driven by the objectives, supported by research, and developmentally appropriate for the learners. Instruction is  in-depth with a focus on learners' understanding rather than on "covering material." If appropriate, new terms are clearly explained with visuals or handouts for clarity.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development: Materials/ Resources
InTASC 1

InTASC 4

InTASC 5

TEAC Cross- Cutting Theme????

Exceeds criteria for proficient work

Materials & resources are of high quality, reflect care and attention to detail during preparation, are aligned with instructional methods used, and when appropriate, include a variety of media and technology communication tools to enrich learning activities.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Sequence and Organization

Exceeds criteria for proficient work

The lesson is clearly and logically organized and presented in a logical sequence. Transitions between segments of the lesson are meaningful and smooth.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Monitoring Learners' Learning
INTASC.2, INTASC.4

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Learners’ understanding is monitored throughout the lesson by posing questions. Candidate adapts instruction to ensure and capitalize on learners' progress and motivation, meet learners' needs, and enhance learning.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Management of Instruction
InTASC 3

InTASC 8

 

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate organizes, allocates, and manages activities and space to provide active and equitable engagement of learners in productive tasks, provides expectations and processes for communication and behavior for each segment of the lesson, is clearly aware of off-task behavior, and prevents problems from occurring. Lesson moves along in a smooth manner with good momentum.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Learner Engagement/ Interaction
InTASC 1

InTASC 6

InTASC 8

VP TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate  provides opportunities for active engagement, manipulation, and testing of ideas by allowing learners to generate knowledge and test hypotheses.

 

 

 

 

 

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Lesson Development:

Levels of Questioning/ Critical Thinking/ Problem Solving
InTASC 1

InTASC 8

VP

TEAC Quality Principle 1.2

Exceeds criteria for proficient work

Candidate uses teaching strategies including questioning and discussion that stimulate curiosity and promote development of critical thinking, problem solving, risk taking, convergent and divergent thinking, and/or performance capabilities. If appropriate, learners are led and encouraged to ask hard questions.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Celebration of Diversity
InTASC.2,

CC

TEAC Quality Principle1.3

TEAC Cross-cutting Theme 1.4.2

Exceeds criteria for proficient work

Candidate uses language and teaching approaches that are sensitive to learners' multiple experiences and cultural and gender differences. Candidate uses strategies that encourage learners to see, question, and interpret ideas from diverse perspectives, recognizing learners' personal, family, and community experiences and cultures. Candidate employs activities within the lesson that allow for full and varied participation of all individuals.

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Meeting Special Needs
InTASC 2

InTASC 6

InTASC 8

 

CC

TEAC Quality Principle1.3

 

TEAC Cross-Cutting theme 1.4.2

Exceeds criteria for proficient work

Special needs are addressed throughout the lesson and may include: changing the level of instruction, changing the amount of scaffolding provided, allowing more time for completion of an activity, encouraging collaboration among peers, limiting the expected output, modifying group membership, and/or re-teaching the skill at a more basic level. Specific accommodations unique to this lesson are provided.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Effective Use of Time
InTASC.8

Exceeds criteria for proficient work

Candidate uses time efficiently and effectively to ensure that learning occurs. Candidate dedicates enough, but not too much time to explaining, fielding questions, and clarifying misunderstandings. Candidate redirects attention from unrelated topics and nonproductive activities to related and productive ones.

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Listening
InTASC 8

TEAC Quality Principle1.2

 

VP

Exceeds criteria for proficient work

Candidate talks with and listens to learners, and is sensitive and responsive to clues of distress, boredom, and frustration.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Oral and Written Communication
InTASC 1

InTASC 8

InTASC 5

 

Exceeds criteria for proficient work

Candidate models effective and conventional communication strategies. Spoken and written language is audible, legible, and contains no errors in grammar or syntax. Candidate's vocabulary is developmentally appropriate.
Candidate's volume, pitch, and tempo is appropriate throughout the lesson.

 

 

 

 

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Use of Assessment/

Evaluation to Drive Instruction
INTASC.2, INTASC.8, INTASC.9

TEAC Quality Principle1.3

 

VP

 

Exceeds criteria for proficient work

Candidate assesses individual and group performance throughout the lesson, if appropriate. Candidate assesses learners' level of mastery (as is developmentally appropriate) and adjusts strategies in response to learner feedback.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Resources Including Technology
InTASC.4, InTASC.5

TEAC Cross-Cutting Theme1.4.3

Exceeds criteria for proficient work

All necessary materials, resources, & references are identified. Materials & resources are integrated through the lesson rather than just listed. Technology is integrated into lesson or a strong rationale is given for not using technology.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

Coded Presentation Rubric Spring  2017 to Present 

Presentation Rubric

 

Highly Effective(

(4 points)

Effective Proficient

(3 points)

Effective Emerging

(2 points)

Ineffective

(1 points)

Preparedness



InTASC 3

Exceeds criteria for proficient work

Relaxed, self-confident; prepared and has obviously rehearsed.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Innovation

 

InTASC  7,8

Exceeds criteria for proficient work

Presentation demonstrates a high level of creativity and thought.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Attractiveness


InTASC ,8

Exceeds criteria for proficient work

Good use of font, color, graphics, effects, etc. to enhance the presentation.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Resources

 

 

InTASC 1,3

Exceeds criteria for proficient work

Students use of visual displays or  PowerPoint, are relevant and explain and reinforce the presentation

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Organization

 


InTASC 8

Exceeds criteria for proficient work

Presentation is well organized. With a distinct beginning, middle and ending.  Organizing theme, transitions and main ideas are clear.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Comprehension



 

InTASC 1,4,5

Exceeds criteria for proficient work

Ideas are thorough and supported by evidence and research-based. Candidate clearly knows the material presented.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Audience engagement

 

VP

 

 

InTASC 4,6

Exceeds criteria for proficient work

Is enthusiastic about the topic, maintains audience interest by emphasizes key points and ACTIVELY ENGAGES THE AUDIENCE.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Time

 

InTASC 8

 

Exceeds criteria for proficient work

Candidate makes good use of the time allotted.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Thoroughness of Content

 

InTASC 4,5

 

K

Exceeds criteria for proficient work

Presentation thoroughly covers assigned material. Candidate is able to answer or suggest resources to answer questions from the audience.

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

Mechanics

 

InTASC 5

Exceeds criteria for proficient work

Little or no grammatical or spelling errors

Meets basic requirements, but needs improvement

Limited or no evidence of meeting the criteria

 

 

 

 

 

 

 

Log of Field Experiences

                                               

 

Candidate’s name:  _____________________________Centenary course:_______________________ Year:  Fall _______   Spring  _______  Summer _______

 

Date(s)

School

Hours

Teacher’s first and last  name

Teacher’s Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Attach a duplicate sheet, if needed)

 

 

Observation Reflection

Your Name: ___ __________________   Teacher’s Name: _________________

Date Observed: ______________________ Grade:______Subject:__________________

School____________________________________________________________________

 

Summary of the lesson:

 

 

 

 

 

 

 

Takeaways that you might use in your classroom:

 

 

 

 

 

 

Takeaways that you might use in your classroom:

 

 

 

 

 

 

Takeaways that you might use in your classroom:

 

 

Course Summary:

Date Details