Click here for Elementary
Course
Winter 2007
EDR 601: Reading Assessment: Secondary
Section A: Five Weekends, Friday
EC 411
Instructor: Dr.
Nancy Patterson Phone:
E-mail:
patterna@gvsu.edu
Required Text:
Engaging Adolescent Learners: A Guide for Content-Area Teachers by Releah Cossett Lent (Heinemann, 2006)
Teaching
Articles dealing specifically with language learning screening instruments, language processing and expression, phonics and phonemic awareness as it pertains to secondary students, and visual and auditory discrimination assessment tools.
INTRODUCTION TO THE
COURSE:
In this course the candidate will have the opportunity to develop and synthesize knowledge of language arts assessment and meaningful instructional methods to use in the diverse classroom. This course has a large field component in which information learned in class will be implemented into the classroom and evaluated for effectiveness.
COURSE DESCRIPTION:
Course examines classroom literacy assessments and differentiated instruction methods useful for meeting the needs of a diverse student population in grades 6-12. The course content meets the State school code PA 118.
COLLEE OF EDUCATION
· Vision: Promoting teaching excellence, active scholarship, and social responsibilities.
·
· Dispositions and Values:
n Inquiry (scholarly, reflective, and research-based)
n Ethics (fair, accurate, and consistent)
n Collaboration (participatory, inclusive, and supportive)
n Decision Making (informed, deliberative, and effective)
COURSE OUTCOMES:
The Candidate will learn, implement, analyze, and use a variety of assessment tools to include:
Interest inventories; visual and auditory discrimination tools; language and ELL screening tools; vocabulary acquisition strategies and assessment; writing invitations and assessment, the role language expression and processing plays in the secondary classroom, and methods for increasing student comprehension and meaningful ways to assess comprehension.
The Candidate will analyze, compare, contrast and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle. (IRA 3.3).
The Candidate will plan for the use of a wide range of instructional practices, approaches, and methods for assessing those practices and student understanding. Their selections will be guided by an evidence-based rationale and accommodate the developmental, cultural, and linguistic differences of their students. (IRA 2.2).
COURSE REQUIREMENTS:
There are four major assignments for this course.
Assignment One: Candidates will respond electronically to all readings
Assignment Two: Presentation
Candidates will work in small groups to prepare a presentation that focuses on a collection of literacy strategies and accompanying assessments that be used in secondary classrooms. The presentation must be appropriate for a diverse student population and must include elements that address visual literacy, auditory and print processing, multiple genres, and multiple modes of learning. The presentation must include clear instructions a theoretical foundation that includes a research base.
Assignment Three:
Candidates will complete three case studies of three different students in their certification/grade level. These case studies must include:
Cloze test
Biography of each student
Miscue Analysis
Standardized reading and writing assessment performance
Writing sample
Written analysis of data
Assignment Four:
Candidates will complete two Literacy Event Reports that explain how they used an engagement strategy or intervention, the results of that strategy or intervention, an explanation of how student learning was assessed, and a reflection on how that strategy or intervention could be revised for future use and for varying student achievement levels.