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					                                               Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

* Required courses to obtain a Master of Arts in Reading
MASTER LEVEL                              Content                           Connection to Department Learning Goals                        Evaluation
COURSES
READ 5423*          Theories, issues, and practices in teaching literacy           Increase theoretical understanding of           Evaluate written and oral
                    from early childhood through high school.                       literacy processes and concepts (e.g.,           presentations according to
Literacy            Understanding and construction of literacy theory               critical literacy, cultural literacy,            established rubric.
Development: EC-    and processes in relation to practice; observing                sociocultural literacy, technology and          Guidelines developed and
Grade 12            learners; informed decision making based on                     communication literacy).                         qualitative feedback given
                    formal and informal assessments; addressing the                Understand and design effective literacy         throughout the process.
                    needs of all learners including second language                 instruction to meet varying needs of            Practicum documentation,
                    learners. Field experience required. This course is a           individual learners through building on          reflection, and presentation.
                    prerequisite for all reading courses.                           learners' cultural, linguistic, social,         Research/Theory paper
                                                                                    emotional, intellectual, and home                presented to class.
                                                                                    backgrounds and using strategies
                                                                                    including instructional modifications and
                                                                                    flexible grouping.
                                                                                   Understand the reciprocal nature of the
                                                                                    language arts and implement strategies to
                                                                                    support learners' literacy and cognitive
                                                                                    development.
                                                                                   Understand and use reflective practice and
                                                                                    professional resources to improve
                                                                                    teaching.



READ 5443*          Instruction, analysis and application of research              Demonstrate a broad understanding of            Case study guidelines




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                                                  Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                      based formal and informal literacy assessments;                 current theories, research, and pedagogy          developed from a broad
Literacy Assessment   use of assessments to guide responsive instruction;             in literacy assessment, changing concepts         range of instruments by
and Instruction       ability to communicate outcomes and standards to                of literacy, and the social and cultural          instructors.
                      various audiences. Field experience required.                   nature of literacy learning.                     Oral and written
                                                                                     Demonstrate knowledge of a variety of             presentations of case
                                                                                      reading assessment materials.                     studies.
                                                                                     Demonstrate an understanding of the              Evaluate written and oral
                                                                                      relationship that exists between a                presentations according to
                                                                                      teacher’s philosophy of literacy and              established rubric.
                                                                                      literacy acquisition and the ensuing
                                                                                      assessment/instructional program.
                                                                                     Access (information technology,
                                                                                      computer software, text-based sources,
                                                                                      etc.) and analyze various reading, writing,
                                                                                      and language arts lessons and
                                                                                      instructional materials and approaches
                                                                                      with respect to theoretical orientation,
                                                                                      research base, lesson design, etc..
                                                                                     Conduct in-depth inquiries in the form of
                                                                                      case studies of individual students.
                                                                                     Communicate outcomes of instruction and
                                                                                      assessment in written form for colleagues
                                                                                      and administrators as well as other
                                                                                      stakeholders.



READ 5453*            Theories and practices related to literacies across a          Apply a variety of comprehension                 Conduct a practicum and




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                                                   Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                        variety of print and non-print texts and genres.              theories/models.                                    analysis of data for
Processes &             Focus on providing optimal environments for                  Analyze strategic activity that supports            student/teacher interactions
Strategies for          comprehension and interpretation of texts and on              and extends comprehension, fluency, and             that support comprehending
Comprehending           developing students’ independent uses of strategies           vocabulary.                                         and comprehension
Texts                   for engaging with these texts.                               Demonstrate knowledge of characteristics            instruction.
                                                                                      of types of texts and genres as it relates to      Conduct a research synthesis
                                                                                      reading comprehension.                              related to a topic that
                                                                                     Apply comprehension instruction across              contributes to understanding
                                                                                      curricular areas.                                   comprehending processes
                                                                                                                                          and/or comprehension
                                                                                                                                          instruction.
                                                                                                                                         Create an independent study
                                                                                                                                          for supporting the teaching
                                                                                                                                          of comprehension in
                                                                                                                                          classrooms.
                                                                                                                                         Evaluate written and oral
                                                                                                                                          presentations according to
                                                                                                                                          established rubric.

READ 5463*              Clinical experiences in classrooms, small group       Demonstrate and understanding of effective                 Compile a case study that
                        and individual instruction; diagnosis, analysis and      professional development in a                            includes diagnostic and
Practicum in            teaching utilizing assessment data and research          professional development setting (eg.                    instructional data to show
Literacy: Analysis of   based practices; application of mentoring and            conference, school district).                            increased learning for an
Teaching and            coaching strategies for collaborating with            Apply leadership skills while conducting a                  identified student.
Mentoring               professional colleagues and parents.                     practice coaching session teachers.                     Participate in coaching
                                                                              Develop and apply instructional plan based on               sessions directed to support
                                                                                 application of knowledge of assessment                   instruction of student(s)
                                                                                 and of effective teaching for diverse                    involved in diagnostic




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                                                   Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                                                                                   literacy learners.                                    teaching sessions.
READ 5503*              Focuses on language processes, including              Demonstrate understanding of language                     Write research critiques
                        phonological and orthograhic language systems              processes, how language is learned, and               related to phonological and
Phonological and        related to literacy development. Research and              language diversity (e.g., dialect, diverse            orthographic development.
Orthographic            theory related to letters, sounds and their                first languages).                                    Develop instructional
Systems in Literacy     relationship, word analysis, and spelling will be     Demonstrate understanding of research and                  frameworks for teaching
Learning                used to critique and evaluate reading programs and         theory supporting the role of phonological            sessions with children.
                        design customized assessment and instruction.              and phonemic awareness, the alphabetic               Reports on teaching sessions
                                                                                   principle, and spelling in literacy                  Develop a written report for
                                                                                   acquisition.                                          each child, documenting the
                                                                              Design, implement, and report plans for                    child's starting point,
                                                                                   assessment and instruction for two or                 performance in the teaching
                                                                                   more children differing in phonological               sessions, and current
                                                                                   and orthographic development.                         phonological and
                                                                              Critically evaluate, select, and use a variety of          orthographic
                                                                                   instructional materials, including digital            understandings.
                                                                                   media, to facilitate children’s learning of          Evaluate written and oral
                                                                                   letters, sounds and their relationship, word          presentations according to
                                                                                   analysis, and spelling.                               established rubric.
READ 5493*              Critical reading, evaluation and design of research          Demonstrate ability to locate, analyze,           Write critiques of research
                        in literacy; understanding of research trends in              synthesize, and critique research related to       studies using knowledge of
Research in Literacy:   literacy; effective communication of research for             literacy instruction.                              research standard.
Responsive Action in    decision-making in literacy at the program-level.            Select and critique research that is useful       Conduct formal review of
Schools                                                                               to make literacy program decisions in              research related to a specific
                                                                                      schools.                                           literacy topic.
                                                                                     Develop relevant research questions and           Write a formal research
                                                                                      design research processes that can be used         paper using standard




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                                                  Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                                                                                    to respond to issues and instructional            research methods and style
                                                                                    needs in schools.                                 manual.
                                                                                   Communicate effectively about literacy           Present research findings to
                                                                                    instruction for diverse populations both          an audience of peers.
                                                                                    inside and outside the educational               Evaluate written and oral
                                                                                    community.                                        presentations according to
                                                                                                                                      established rubric.
READ 5513*            Theories, issues, and practices of literacy                  Conduct indepth inquiries of current             Oral and written
                      instruction in various academic settings for EC-12            issues related to literacy and diverse            presentations of critique of
Literacy and the      learners of diverse linguistic, cultural, economic,           learners                                          texts which include
Diverse Learner       and academic backgrounds.                                    Require practica experience with a diverse        components of diverse
                                                                                    learner required                                  learners.
                                                                                                                                     Write an autobiography of
                                                                                                                                      literacy development
READ 5963*            Completion of master’s coursework required.                  Demonstrate skill in designing and               Present research through
                      Students design, conduct, and report literacy                 conducting research on issues related to          scholarly writing and at least
Seminar in Literacy   research related to individual areas of interest.             literacy, reading education, and related          one other presentation
Research                                                                            area.                                             format.
                                                                                   Collaborate with colleagues during the           Rubric developed for
                                                                                    process of designing, conducting, and             institutional effectiveness
                                                                                    reporting research.                               for written research and
                                                                                                                                      presentation.
                                                                                                                                     Self-assessment of oral
                                                                                                                                      presentation.
READ 5523             Emphasis on knowledge of reading theories and                Demonstrate an understanding of major            Develop an implementation
                      research-based practices in the development and               theoretical perspectives in reading and           plan for a critical issue
Supervision and the   implementation of effective literacy programs. In             their relationship to practice in designing       related to the supervision of
Teaching of Reading   addition, emphasis will be placed on effective




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                                                  Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                       leadership practices for establishing collaboration,           and implementing effective reading                reading programs.
                       communication, and professional development in                 instruction.                                     Construct a theory-practice-
                       the design, implementation and evaluation of                  Apply knowledge of research based                 beliefs chart that reflects the
                       literacy programs.                                             practice in the design and critique of            current knowledge in the
                                                                                      reading programs as well as recommend             field of reading research.
                                                                                      instructional materials for effective             Prepare a synthesis of how
                                                                                      literacy instruction.                             theory, practice, and beliefs
                                                                                     Understand the relationship of curriculum,        about reading influence the
                                                                                      assessment and instruction in the design,         supervision of reading.
                                                                                      implementation, and evaluation of reading
                                                                                      programs.
                                                                                     Demonstrate knowledge of student
                                                                                      reading needs across grade levels and
                                                                                      different student populations.
                                                                                     Apply knowledge of reading research and
                                                                                      theory to plan and implement professional
                                                                                      development that supports effective
                                                                                      literacy instruction.
                                                                                     Understand the role of effective
                                                                                      leadership in supervising reading
                                                                                      programs.
                                                                                     Use professional resources to expand
                                                                                      knowledge of effective literacy instruction
                                                                                      both now and in the future.
READ 5533              A course focusing on literacy teaching and learning           Explore how children think and learn.            Oral and written
Foundations of Early   in the early grades. Emphasis on reading,                     Demonstrate critical understanding of the         presentation of case studies
Literacy               writing, and oral language. Attention to                       role of assessment in planning for                (high, average, and low
                       observation and assessment, appropriate                        instruction.                                      progress students) focused




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                                                Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                     selection and use of books and materials.                    Organize the classroom to enhance                  on during the course of the
                     Organization and management, ways of teaching                 learning.                                          year.
                     that support children in building strong processing          Teach for strategic processing in reading         Written documentation of
                     systems in reading and writing.                               and writing with individuals and small             growth and instructional
                                                                                   groups.                                            effectiveness for each
                                                                                  Use professional resources to continue             student.
                                                                                   learning about literacy development of
                                                                                   young children.
READ 5543            Rationale and principles for teaching reading and            Examine the rationale for enhancing               Practicum documentation,
                     related communication skills in content-area                  literacy in content areas and how to               reflection, and presentation.
Reading in the       subjects; emphasis on strategies for instruction in           facilitate this understanding in schools.         Lesson demonstration to
Content Areas        text comprehension, text production, and                     Demonstrate knowledge of characteristics           class that illustrates content
                     vocabulary development.                                       of specific texts and strategies for reading       literacy practices.
                                                                                   and writing a variety of texts and of             Research/Theory project
                                                                                   various means for assessing students in            related to use of
                                                                                   content areas.                                     informational text presented
                                                                                  Critique existing research in the area of          to class.
                                                                                   content literacy and its relationship to
                                                                                   practice.

READ 5473            Focus on the administration and interpretation of            Develop skillful observations and                 Administer, score, and
                     Marie Clay's Diagnostic Survey and intervention               descriptions of literacy processing.               provide written analysis of
Early Detection in   procedures that will support the at-risk beginning           Critically analyze teaching interactions           literacy observation tasks
Reading              reader. In addition to observing children and                 designed for early gains and accelerated           on all children to be
                     teachers interacting behind a one-way glass, all              progress.                                          tutored.
                     enrolled in the course will work with four children          Review lesson components and program              Write Predictions of
                     while learning procedures. Prerequisite:                      rationales                                         Progress for all children
                     Permission of instructor.




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                                                  Department of Reading Learning Goals

   Connect theory, research and practice to create responsive environments for diverse learners.
   Engage in critical inquiry of theory, research and practice.
   Demonstrate leadership in the field of literacy.
   Construct and maintain partnerships with students, colleagues, administrators, and communities.

                                                                                   Demonstrate evidence of growth in                 before tutoring.
                                                                                    literacy theory and effectiveness with           Maintain daily and weekly
                                                                                    students.                                         records for each child,
                                                                                                                                      recording all that happens
                                                                                                                                      in the lesson.
                                                                                                                                     Analyze running records to
                                                                                                                                      make sound decisions for
                                                                                                                                      the tutoring.
READ 5483               Focus on the refinement of instructional                   Demonstrate knowledge and                        Maintain accurate daily and
                        procedures used with at-risk beginning readers.             understanding of Reading Recovery                 weekly records for each
Early Intervention in   Attention is directed to teacher decision-making            theory and practice.                              child.
Reading                 while working with four children. All enrolled in          Work collaboratively with first-grade            Analyze records and use
                        the course are involved in teaching and observing           teachers and school team.                         them to make instructional
                        children behind a one-way glass.                           Actively participate during teacher leader        decisions.
                        Prerequisite: Permission of instructor.                     on-site visits to discuss and receive            Test/Retest all children
                                                                                    feedback on teaching. Participate in active       served for the end-of -year
                                                                                    problem solving during visits.                    data collection.
                                                                                   Communicate with parents of Reading              Participate in Random
                                                                                    Recovery students.                                Sample Testing and
                                                                                   Work with administrators in school to             electronic data input.
                                                                                    strengthen support of the RR program and
                                                                                    for the children served.
                                                                                   Work collaboratively with other Reading
                                                                                    Recovery professionals in problem
                                                                                    solving on behalf of children and
                                                                                    promoting the program’s success.




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