Revised 11-9-11 DEPARTMENT: Early Childhood and Elementary Education COURSE PREFIX: REA COURSE NUMBER: 412 CREDIT HOURS: 3 I. TITLE: Practicum in Reading Instruction P-5 II. COURSE DESCRIPTION AND PREREQUISITES: A practicum providing classroom or clinical experiences in applying current assessments, methods, and materials in teaching reading to individuals and/or groups. Prerequisites: REA 306 and admission to Teacher Education. III. COURSE OBJECTIVES: Class activities will be centered on the attainment of the course objectives listed below. The objectives are understood to be reflective of, but not limited to those behaviors aligned with the Kentucky Core Academic Standards (KCAS), Characteristics of highly Effective Teaching and Learning (CHETL), Assessment Literacy, and International Reading Association (IRA) guidelines. Following each objective are numbers that refer to the Kentucky's Teacher Standards (KTS), the International Reading Association's Standards for Literacy Professionals (IRA, 2010) and the National Council 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 using a variety of materials, including technology, that address KCAS, CHETYL, Assessment Literacy, and IRA guidelines (KTS 1, 2, 3, 6, IRA 2, 3,4,5, NCTE 8) ; B. discuss the nature of the reading process (KTS 1; IRA 1); NCTE 3) ; C. apply the linguistic/cognitive theories associated with reading and concept development (i.e. schema, metacognition, literacy development, story and text structure) (KTS 1, 2, 3; IRA 1,2,4; NCTE 3) ; D. demonstrate competence in the use of various approaches to the teaching of reading (KTS 1, 2, 3; IRA 2, 3, 4, 5; NCTE 1, 2, 3) ; E. demonstrate competency in assessing students' reading via traditional as well as alternative assessment methods (KTS 5; IRA 3) ; F. demonstrate ability in designing, scoring, and interpreting performance-based assessment tasks (KTS 5; IRA 3) ; G. collaborate with classroom teachers and/or peers to provide the optimal literacy environment for students (KTS 8; IRA 5) ; H. accommodate diversity within the classroom setting in providing literacy experiences for children (KTS 2, 3; IRA 4; NCTE 9, 10, 11) ; I. engage in professional development experiences designed to promote and extend literacy (KTS 7, 9; IRA 6); and J. reflect upon teaching and upon growth and development as a reflective decision-maker (KTS 7; IRA 6). The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on practicum experiences and by students creating a Professional Growth Plan. The COE emphasis on constructivism is addressed whenRevised 11-9-11 discussing literacy development through active involvement in authentic learning experiences. The COE student dispositions are formally assessed during evaluation of students’ Professional Growth 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. IV. CONTENT OUTLINE: A. Language and literacy development B. Components of Reading C. Lesson Design and Planning D. Formative Assessment of Literacy E. Literacy Instruction for Diverse Learners V. INSTRUCTIONAL ACTIVITIES: 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. VI. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Approximately 20 hours of field/clinical experiences are provided in REA 412. Students will provide instruction in reading to groups of students at a local elementary school. Students are expected to prepare a TPA lesson plan for each field experience session. Failure to complete any aspect of the field experiences will result in an incomplete or failing grade in the course. VII. TEXT(S) AND RESOURCES: McKenna, M.C. & Stahl, K.A. (2009). Assessment for Reading Instruction. New York: Guilford Press. Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practices, taking action. Portland, ME: Stenhouse. Course website (BB) and accompanying links to the internet. College LiveText-EDU Solutions Student Membership. VIII. EVALUATION AND GRADING PROCEDURES: Grades will be awarded for successful performance in course tasks including but not limited to lesson plans, field evaluations, formative required literacy assessments, and aRevised 11-9-11 Case Report. The Professional Growth Plan serves as the designated assignment for this course. IX. ATTENDANCE POLICY: Students are expected to adhere to the MSU Attendance Policy outlined in the current MSU Bulletins. X. ACADEMIC HONESTY POLICY: Cheating, plagiarism (submitting another person’s material as one’s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination; the unauthorized copying of examinations, assignments, reports, or term papers; or the presentation of unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place. Note: Faculty reserve the right to invalidate any examinations or other evaluative measures if substantial evidence exists that the integrity of the examination has been compromised. XI. NON-DISCRIMINATION POLICY STATEMENT: Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age,