Murray State UniversityCOMMON SYLLABUSDEPARTMENT: ECE COURSE NUMBER: REA 412 CREDIT HOURS: 3I. TITLE: Practicum in Reading Instruction P-5II. CATALOG DESCRIPTION: A practicum providing clinical or classroom experiences in applying current methods and materials in teaching reading to individuals and/or groups. Prerequisite: admission to Teacher Education.III. PURPOSE: The purpose of REA 412 is to provide undergraduate early elementary education majors with an extensive field or clinical experience in teaching reading. Students are exposed to a number of current and innovative teaching assessments and strategies that they then apply in a teaching situation.IV. COURSE OBJECTIVES: The behaviors indicated below are understood to be reflective of but not limited to those advocated by the Kentucky Education Reform Act guidelines. Curriculum connections will be made with KERA Initiatives: Kentucky Learner Goals and Academic Expectations, Program of Studies, and Core Content. Following each objective are numbers that refer to standards addressed by that objective. Standards references are Kentucky's New Teacher Standards (NTS), the International Reading Association's Standards for Literacy Professionals (IRA, 2003), and the NationalCouncil of Teachers of English/IRA Standards for the English Language Arts (NCTE). Upon successful completion of this course, students will be able to:A. Design, plan, and implement instruction that addresses KERA Initiatives (Learner Goals, Program of Studies, Core Content). (NTS I, III, IRA 5.1)B. Discuss the nature of the reading process (NTS VIII; IRA 1.1, 1.4; NCTE 3).C. Apply the linguistic/cognitive theories associated with reading and concept development (i.e. schema, metacognition, literacy development, story and text structure) (NTS I, II, III; IRA 1.1, 1.3; NCTE 3).D. Demonstrate competence in the use of various approaches to the teaching of reading (NTS I, II, III; IRA 1.5, 2.1, 2.2, 2.3, 2.4, 4.2, 4.3; NCTE 1, 2, 3).E. Demonstrate competency in assessing students' reading via traditional as well as alternative assessment methods (NTS IV; IRA 3.1, 3.2).F. Demonstrate ability in designing, scoring, and interpreting performance-based assessment tasks (NTS IV; IRA 3.2, 3.3, 3.4).G. Develop short-term and long-term plans for the teaching of reading (NTS I; IRA 3.3, 4.1, 4.4).H. Select, create, and use various materials for the teaching of reading (NTS I; IRA 2.3, 4.2).I. Collaborate with classroom teachers and/or peers to provide the optimal literacy environment for students (NTS VI; IRA 5.2).J. Accommodate diversity within the classroom setting in providing literacy experiences for children (NTS II; IRA 1.5, 2.4, 3.2, 3.3, 4.1; NCTE 9, 10, 11).K. Engage in professional development experiences designed to promote and extend literacy (NTS VII; IRA 5.1, 5.2).L. Reflect upon their teaching and upon their growth and development as a reflectivedecision-maker (NTS VII; IRA 1.3, 2.2, 3.2, 5.1, 5.2).M. Utilize a variety of instructional technologies (NTS IX; IRA 2.2, 2.4, 3.1, 4.1, 4.2;NCTE 8)The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on practicum experiences, by students responding to Discussion Board prompts, by students creating a portfolio entry, and by students creating a Professional Development Plan. The COE emphasis on constructivism is addressed when discussing literacy development through active involvement in authentic learning experiences. The COE student dispositions are formally assessed during evaluation of students’ Professional Development Plans and practicum experiences.The theme of Literacy/Reading is stressed throughout every course activity as students learn how to facilitate elementary children’s literacy development (reading, writing, speaking, listening, viewing, visually representing). The theme of Assessment is explored through identifying, using, and creating multiple methods of assessing and addressing children’s literacy efforts. The themes of Diversity and Closing the Achievement Gap are addressed through lesson planning which includes support for all learners and accommodations for those learners with special needs. V. CONTENT OUTLINE:A. Language and Literacy development1. A Balanced Literacy Diet 2. Cambourne's Conditions of Language LearningB. Authentic Assessment of Literacy Development1. Concepts of Print2. Word Study (Phonemic Awareness/Phonics/Spelling/Vocabulary)3. Anecdotal Records4. Running Records/Miscue Analysis5. Comprehension/Retellings6. Other Informal Assessments (Checklists, rubrics, etc.)C. Literacy Instruction for Diverse Learners1. Helping Struggling Readers Succeed2. Strategies for English-Language LearnersD. Elements of Reading – Strategic Approaches 1. Comprehension2. Fluency3. Word Study (Phonemic Awareness, Phonics, Spelling, Vocabulary)4. Writing5. Content Strategies6. TechnologyE. KERA Initiatives and lesson planningVI. INSTRUCTIONAL ACTIVITIES:Please note: Activities may vary by instructor. This course stresses active participation and reflection. Video clips of instructional and assessment activities will also be used. Students design a variety of lessons and informal assessments, apply them in a classroom setting, and then reflect on their use.- Professional Development Plan – Students create a professional development planfor this course.- Instructional Presentations – Students present demonstrations of instructional methods from the text in a professional workshop format.- Lesson and Assessment Requirements – Students design several types of lessons including a Read Aloud, a Comprehension Lesson (LEA or Shared or Guided Reading), a Word Study Lesson, a Fluency Lesson, a Content/Vocabulary lesson, and a Technology Lesson. Students will include writing objectives in lessons. Students conduct several assessments including Concept of Word, Attitude Survey, Qualitative Spelling Inventory, Retelling, Anecdotal Records, and Running Records.- Lesson Plans – Students create lesson plans that address KERA Initiatives to use in their practicum experience and reflect on each required plan. The first lesson plan and first assessment reflection submitted may be revised for a higher grade.VII. FIELD AND CLINICAL EXPERIENCES: Approximately 20 hours of clinical experiences are provided in REA 412. Students will provide instruction in reading to small groups of students at a