Module/Assignments Details
*These are subject to change and modification based on teacher discretion and student needs.
Module 1: Brief History of Reading Instruction
Assignment: Five Books Essay
Write an essay describing 5 books that have influenced your life in some way. You can discuss a favorite book from childhood, books you think are funny, books you've hated, etc. The essay should be 7 paragraphs long (but not limited to 7).
The first paragraph should include a list of each book titles and author. The 2nd-6th paragraphs should be one paragraph about each book. You can explain the significance of the book, how old you were when you read it, what was going on in your life at the time, or anything else you want to discuss about each book. The final paragraph should explain what your book list says about you. If you would like to mention those that did not make the cut and why, feel free. Finally, include a list of each book and author on a bibliography page.
Module 2: Introduction to the Science of Reading
Assignment: 4, 3, 2, 1 Response to "The Science of Reading: Evidence for a New Era of Reading Instruction"
As you read the white paper, The Science of Reading: Evidence for a New Era of Reading Instruction
(Links to an external site.) by Laura Stewart, write a response in the following 4, 3, 2, 1 format. Use this document
(Links to an external site.)
to respond to the following:
Write 4 important things that you learned that you didn't know before. When applicable, include the page numbers from the article where the information was stated.
Write 3 things from the article that were interesting to you and why.
Write 2 reasons this information is important for teachers to know and understand.
Write 1 question that you still have after reading.
Module 3: Language Development and Comprehension
Assignment: Dialogic Read Aloud
Using a children's book, demonstrate a read-aloud applying the PEER model to create conversation as you read and interact with your listener(s). Include five dialogic reading prompts represented in the acronym CROWD as you read.Reflect on your experience.
Module 4: How the Brain Reads and Print Awareness
Assignment: Print Referencing Lesson and Assessment
After reading the model lesson on pages 78-81 in the Teaching Reading Sourcebook, select an appropriate book to read to a 4-6 year old child.
As you read the book to a 4-6 year old child, teach and model the conventions of books and print modeled in the example lesson (pp. 78-81).
Using page 82 as a guide, assess the student for Print Awareness by asking the questions listed.
Module 5: Structure of English and Letter Knowledge
Assignment: Letter Knowledge Activity
The purpose of this assignment is for you to have practice applying what you are learning and to develop a habit of reflecting on your practice.
Choose one activity from pages 96-113 in the Teaching Reading Sourcebook to first teach to a peer in class and then to conduct with a kindergarten student or struggling 1st grader. You will record your activity but you can complete this assignment either in-person or remotely (e.g. via zoom) with your student as long as it is recorded.
Module 6: Phonological and Phonemic Awareness
Assignment: Assessing Phonological Awareness
From the Assessing Reading Multiple Measures book, administer the CORE Phonological Segmentation Tests (pg. 19-23), the CORE Phoneme Deletion Tests (pg. 24-29), and the CORE Phoneme Segmentation Tests (pg. 30-33), to a student in grades K-3. We will practice administering the test to peers in class. You will analyze and the score and include a narrative paragraph summarizing the student's performance. You will also make instructional recommendations based on the student's phonological awareness profile.
Module 7: Phonological and Phonemic Awareness (continued) MIDTERM
Assignment:
The purpose of this midterm assignment is for you to 1) apply what you have learned about phonological awareness instruction and assessment, 2) to develop the practice of standards-based teaching, and 3) to practice lesson planning using the SUU lesson plan format.
General Instructions
This midterm will consist of planning, teaching, and reflecting on a lesson specific to phonological/phonemic awareness and submitting a video of your lesson.
1. Start by reviewing the phonological awareness assessments you administered in the last module.
2. From the Utah Core ELA Standards
(Links to an external site.) locate a standard SPECIFIC TO PHONOLOGICAL/PHONEMIC AWARENESS (found in Foundational Skills ELA standards for grades K-1) that relates to the need of the student you tested OR that is listed for the grade level of the student you tested (e.g. a standard addressing phoneme blending and/or segmentation). If your student is in 2nd grade (or above), choose a 1st grade standard for the purposes of this assignment.
3. Choose an activity that aligns with the assessment data and corresponding standard. For example: if your student didn't do well with the final-phoneme deletion part of the assessment, your lesson plan will focus on final-phoneme deletion. Reminder: There are plenty of activities that will address phonemic awareness described in the Teaching Reading Sourcebook (pages 128-158).
4. Create a lesson plan following the ICAP format. NOTE: This part of the assignment will take the most amount of time.
5. Teach the lesson. You can teach the student you tested or another student or group of students. Remember that phonemic awareness lessons are short in nature; usually no longer than 10-15 minutes. The lesson can be online via Zoom (or any other platform) or in person. You will be required to submit a recording so make sure to plan to record the lesson.
6. After the lesson, watch your video and complete the Reflection and Next Steps sections of the lesson plan. This reflection section is for you to reflect on your teaching, how the student responded to the lesson, and what you would do next instruction-wise if you were to continue to work with this student.
7. Submit your lesson plan and video. There is a place on the lesson plan template for you to include a link to your video.
Module 8: Phonics (Part 1)
Assignment: CORE Phonics Survey
From the Assessing Reading Multiple Measures book, administer the CORE Phonics Survey(pg. 41-52), to a student in grades K-3. We will practice administering the test to peers in class. You will analyze and the score and include a narrative paragraph summarizing the student's performance. You will also make instructional recommendations based on the student's performance.
Module 9: Phonics (Part 2)
Assignment: RISE Online Workshop
The purpose of this assignment is to give you exposure to, and experience with, one method of phonics instruction that is aligned with the science of reading and to teach you about the spelling structure of English. It will give you a good idea of what to look for when determining phonics instruction for your students.
You will receive a link in an invitation to the workshop. You will be asked to create an account by entering your first and last name and by providing an email address and creating a password. Once you login, you will receive an introduction to the workshop. Follow the directions (including downloading the syllabus). FOR YOUR ASSIGNMENT, you will submit a copy of your completion certificate. You will be required to take an assessment in order to get your certificate so I STRONGLY recommend that you download the syllabus and follow it as you go through the course. You will also be required to "prove" 3 words at the end of each section of the workshop. This assignment can take anywhere from 4-6 hours (this assignment is made available two weeks before it is due) but you can start and stop throughout and your progress will be saved.
Module 10: Fluency
Assignment: CORE Fluency Assessment MASI-R
From the Assessing Reading Multiple Measures book, administer the CORE MASI-R Reading Fluency Measure (pg. 77-81), to one student in grades 1-3. Pages 77-81 in the book Assessing Reading Multiple Measures explains how to administer and score each section of the assessment as well as how to analyze the assessment (under the section titled What it Means).
For this assignment, you will submit your copy of each of the completed Teacher Record Forms (so there are 3 forms A-C) that you used to administer the assessment. In addition, submit this form
(Links to an external site.) to answer the following questions.
1) What is the percentile score for this student? (Using the Hasbrouk and Tindal norms on page 80).
2) Is the student meeting grade level expectations in reading fluency?
3) What is the student's median accuracy score?
4) According to the What it Means section on page 79, is the student reading at grade level specific to accuracy?
5) What did you notice about the student's prosody?
6) As a teacher and based on the results of this assessment, what would you do next for this student?
Module 11: Vocabulary
Assignment: Frayer Model
Choose five words or concepts from the assigned readings for this module that you feel are essential for you to remember about vocabulary instruction. Using Google Slides, create a Frayer Model diagram for each word. Click on the link below to access the templates. Be sure to click the SUBMIT button when you are finished.
This assignment is worth a total of 100 points. Point values for this assignment will be as follows: 20 points for each slide; 4 points for a relevant word or concept, 4 points for an accurate definition, 4 points for listing an adequate number of facts or characteristics, 4 points for a clear example, and 4 points for a correct non-example.
Module 12: Dyslexia 101
Assignment: ABC Summary of Dyslexia Handbook
For this assignment you will use the Utah Dyslexia Handbook and information from the video included in the Resources section of this module (Titled Dyslexia 101). Read the handbook before completing the assignment.
For each letter of the alphabet choose one concept or vocabulary word pertaining to dyslexia that starts with that letter. Write it on the first Google Slide (link is in this assignment; you will be asked to make a copy).
On the next slide choose 3 words from your ABC Summary paper and write one sentence about each of the 3 words you choose (e.g. If you wrote the word ‘dyscalculia’ for ‘D’ you could write, “Sometimes students with dyslexia also have dyscalculia; but not always.”)
Module 13: Comprehension
Assignment: Story Structure
The purpose of this assignment is for you to apply one strategy that will enhance your students' comprehension of literary text by recording elements of story structure represented in the books they read.
After reviewing the ppt for this module and pages 651-658 in the Teaching Reading Sourcebook, watch the video of the book One Green Apple
(Links to an external site.)
by Eve Bunting and fill out the graphic organizer included below. Click on each section of the graphic organizer to type your responses.
Note: The last section of the graphic organizer is where you will state the theme of the book. Your theme will be addressed again in this week's discussion board.
Module 14: Final
Assignment: Course Synthesis: Academic Article Teaching Reading IS Rocket Science by Louisa Moats
This final activity will help you synthesize the information that we have covered in class this semester and hopefully leave you with a reminder of how valued your expertise in teaching reading will be to the lives of your future students. You will read the article and document your thoughts throughout.
As you read the article, use this form
(Links to an external site.)
to record your thoughts and reactions to what you read throughout the article as well as how what is addressed in the article relates to what we have learned in class this semester. Submit the completed form for your assignment.