LITC-GE.2001: Language and Literacy in the Early Grades
Spring 2015
NYU Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Instructor: Natalie Levy
Email: [email protected]
Cell: 914-523-6102
Office Hours: By appointment only.
Class Schedule and Location: Tuesdays, 4:55pm – 6:25pm, SILV Room 409
Course Overview
This course examines the basic theories, issues, methods, and materials for a
developmental K-3 language arts program. It emphasizes language arts (including
reading, as well as writing, speaking and listening) as tools for learning. It addresses
cultural diversity in language arts instruction, with emphasis on linguistic diversity. This
is the first in a two-part course series. This course will focus on theories of reading
instruction, language and literacy development before school, emergent literacy,
and the development of phonological awareness, phonics, and fluency in children
from birth through grade 3. Part two of this series will address vocabulary
development, comprehension instruction and content area literacy and focus on
instruction for students in grades 3 - 5.
The learning objectives for the course are drawn from the International Reading
Association’s standards (2010) for teacher education programs and the preparation
of elementary education teacher candidates (www.reading.org). These standards
are based on the premise that, “knowledgeable, strategy, adaptive, and reflective
teachers make a difference in student learning” (p. 1). The organization of the
course uses selected standards as a guiding framework for teacher candidate
learning and thus addresses the following key elements:
Foundations in literacy research and theory
Instructional approaches and curriculum materials
Assessment, diagnosis, and evaluation
Understanding diversity in teaching and learning
Creating a literate environment
Ongoing professional growth
Course Objectives
The activities in this course will enable you to:
Develop and articulate a theoretical-based philosophy of literacy
development and instruction.
Develop an understanding of the influence of linguistic and cultural diversity
on the development of language and literacy.
Use a variety of assessments to inform instruction of phonological awareness,
phonics, fluency, comprehension, and vocabulary.
Develop teaching goals that provide for a balanced language arts program
and include attention to the Common Core Learning Standards.
Acquire knowledge of and practice in a wide range of methods for teaching
ALL students reading, writing, listening, and speaking for a variety of purposes.
Develop reflective practice.
Use research to continuously grow and evolve as a professional.
Course Texts
Required Core Text
Gunning, T. G. (2013). Creating Literacy Instruction for All Children (8th Ed.).
Upper Saddle River, NJ: Pearson Education
Required Supplementary Texts
Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2011). Words their way:
Word study for phonics, vocabulary and spelling instruction (5th Ed). Upper
Saddle River, NJ: Pearson Education.
McKenna M. C. and Stahl. K. A. D. (2009). Assessment for Reading Instruction,
2nd ed. NY: Guilford.
Required Texts to be downloaded before Class 1
New York State Education P-12 Common Core Learning Standards for the
English Language Arts & Literacy. Including Appendix A, B, C
http://www.p12.nysed.gov/ciai/common_core_standards/
Armbruster, B. B. & Osborn, J. (2001). Put Reading First: The Research Building
Blocks for Teaching Children to Read (N/A). Washington, DC: U.S.
Government Printing Office.
https://www.nichd.nih.gov/publications/pubs/prf_k3/documents/PRFbooklet.pdf
WEBSITE
Comprehensive Reading Solutions (CRS)
http://www.comprehensivereadingsolutions.com
ADDITIONAL READINGS
Professional Standards
http://www.reading.org/general/CurrentResearch/Standards.aspx
Please see NYUClasses for additional readings
Optional Texts for Choice Outside Reading:
Beck, I., McKeown, M. & Kucan. L. (2008). Creating Robust Vocabulary:
Frequently Asked Questions and Extended Examples. Guilford.
Hart, T.R. & Risley, B. (1995). Meaningful differences in the everyday
experiences of young children. Baltimore, MD: Brookes Publishing.
Course Policies
Communication
Information and communication related to this class will be distributed via e-mail
and the NYUClasses site. It is important that everyone check their e-mail and the
NYUClasses site for course related information on a regular basis.
Integrity
Please note: All work turned in for this course must be ORIGINAL. When in doubt, cite
a reference. Adherence to the Academic Code of Integrity for All Students is
expected. See http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_
Academic_Integrity.php. Penalties for lack of adherence to the code will be
enforced. Formal proceedings will be filed.
Attendance
Attendance at all class sessions is required. No points will be deducted for the first
unexcused absence. I will deduct 2 points from your grade for each additional
unexcused absence. If you are late it is your responsibility to make sure that the
attendance record has been adjusted. If extenuating circumstances require
additional absences you need to make special arrangements. In these approved
cases, you will be responsible for writing a 5-page paper that includes a minimum of
3 empirical articles in addition to the assigned reading on the topic of the evening.
While there is no way to “make-up” the knowledge from the discussion and
activities of a missed class, this is an attempt to help you acquire knowledge about
the topic.
Accommodations
Students with physical or learning disabilities are required to register with the Moses
Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are
required to present a letter from the Center to the instructor at the start of the
semester in order to be considered for appropriate accommodation.
Assignments and Grading
The amount you learn is directly related to the amount of work you invest in the
course. This is an intense course designed to give you the theory and strategies
needed for teaching literacy to a diverse group of students in grades K-3. As such,
the workload for this course is heavy. Also teaching reading and writing dominates
the classroom schedule as a teacher and your teacher evaluations and JOB
SECURITY rely on your competence as a reading teacher. Therefore, you need to
allocate 3 hours per credit hour of outside work each week (9-10 hours) for this class.
http://www.usu.edu/arc/idea_sheets/pdf/estimate_study_hours.pdf
The following table provides a brief overview of the assignments and the grading
policy. More complete project descriptions and evaluation scoring rubrics can be
found at the end of this syllabus.
All assignments must be done using a word processing program. General writing
standards, in addition to standards for specific assignments, will be considered in
each evaluation. Assignment dates are found on the class schedule.
Store graded papers in your notebook. You will need these in the event of a
recording discrepancy and in the construction of your professional portfolio.
Assignment
1
2
3
4
5
Classroom Observation – A 1-2 page
written reflection addressing literacy
instruction in your assigned classroom.
Discuss the issues introduced in
Chapters 1 and 2.
Application Lesson – Read-Aloud using
Text Talk
Lesson plan and brief reflection of
literacy teaching practices applied
with a single student or small group of
students. You must choose from
techniques addressed in class, text, or
other approved sources.
Application Lesson – Word Study
Lesson plan and brief reflection of
literacy teaching practices applied
with a single student or small group of
students. You must choose from
techniques addressed in class, text, or
other approved sources.
2 Small Group Reading Lessons
2 sequential reading lessons conducted
with approximately 3 children at same
instructional text level (one of these
students should be the focus of your
case study assignment below)
Student Profile - An in-depth
observation, assessment, and analysis
Points
IRA Standards
6
1, 6
6
2, 5
6
2, 5
24
2, 4
28
3, 4
6
7
8
of one child
Phonics Quiz
Final Exam
Study Notes
10
15
5
2, 5
2, 5
N/A
Total Points Possible = 100
Grading Scale
A+
X
B+
A 92-100
B
A- 90-91
B-
88-89
82-87
80-81
C+
C
C-
78-79
72-77
70-71
D+
D
D-
68-69
60-67
X
Course Schedule
1
Date Topic
Readings
1.27
http://www.usu.edu/
arc/idea_sheets/pdf
/estimate_study_hou
rs.pdf
Course Overview
Defining Literacy
Viewings
Possess all books.
Bring Gunning
today. Have a large
binder. Have hard
copies of the
syllabus and ELA
CCSS pp. 3-33 with
you in class today.
Gunning Ch. 1
2
2.3
3
2.10
4
2.17
5
2.24
Assignments due
Theories of
Gunning Ch. 2, 13
Development
Differentiation to
meet ALL student
needs
Assessment
Gunning Ch. 3
M&S Ch. 1 & 2
CRS –
Planning
ELA Block
Emergent/Early
literacy
(Read-aloudscomprehension
& voc.; Shared
Reading- print
concepts)
Gunning Ch. 4
*Preventing Reading
Difficulties-Ch 2
*Text Talk Article
Guided Reading
Instruction
(small group
differentiated)
*GR-F&P Ch. 11
*Mesmer-Textual
Scaffolds
CRSInteractiv
e Readalouds
CRSDifferentio
n PA-slide
12-video
Guided
Reading
Video
Class Observation
Due
Classroom Schedule
for Assignments Due
Draft Introduction to
Student Due (School
& Student Profile)See EdTPA Context
Info
GR Video Sheet
*Study Notes
(9.23/30)
Text Levels
6
3.3
Phonological
Awareness
M&S Ch. 4
*Put Rdg First (PA)
WTW Ch 4
7
3.10
Gunning Ch. 5
M&S - Ch 5
Spring
3.17
8
3.24
Phonics/Word
Study (Theory &
Assessment)
Independent
Learning
Spelling/ Word
Study
9
3.31
Phonics/ Word
WTW Ch. 3, 4
Study (Routines & *Clymer Article
Teaching
Activities)
10
4.7
Running Records
M&S Ch 3
11
4.14
Fluency (Theory
and Assessment)
M&S Ch. 6
WTW Ch. 6
12
4.21
*Kuhn &
Schwanenflugel
13
4.28
14
5.5
Fluency
(Instruction, inc.
Shared Reading
of Complex
Texts)
Supporting
English Learners
Reading
Disability and RTI
FIN
TBD
Final Exam
*Readings posted on NYU Classes
CRSDifferentia
ting in PA
Slides 1-13
*Self-Paced Phonics
for Teachers
WTW Ch. 1, 2, 5
Text Talk Lesson Due
*Study Notes
*Self-Paced Phonics
for Teachers
Emergent & PA
assessments for
student profile due
CRS
Differentia
ting in PA
(slides 1421)
PA/PHONICS QUIZ
WTW assessment for
student profile due
(*Study notes-10/21
to 11/4)
WS Lesson Due
RR for student profile
due
Guided Reading
Lesson Plans Due
(*Study Notesfluency)
*Guest Lecturer
*NYS RTI Guidance
Document
http://www.nysrti.org
Student Profile Due
Field Placement:
You will need to be placed in a Pre-K, K, 1st, 2nd, or 3rd grade class in a NYC public
school or early childhood setting so that you have an opportunity to focus particular
attention on the learning of one child in the class, participate in the teaching class
literacy activities and observe and make notes on the teaching and learning
interactions in the classroom. Cooperating Teachers are aware that you will need to
practice instructional techniques and assessments in their classrooms. They have
also been made aware of EdTPA requirements. Therefore, if you encounter conflicts
in meeting class requirements, please speak to your NYU Student Teaching
Supervisor and me well in advance of the date that the assignment is due. By Class
Meeting 4, you should have had a formal discussion with your CT regarding the
assignments required for this class and jointly constructed a draft schedule for
completing the assignments.
Assignment #1: Classroom Observation
Due February 10, 2015
Observe literacy instruction over the course of a few days in your field placement
(at least 3). Be sure to watch for and include the following information. Complete
and attach the EdTPA Context Form.
Identify the belief system you observe (outlined on pp. 4-11 of Gunning)
Discuss cognitive, language and social considerations you observe (p 4-11
Gunning)
Be specific about instructional approach/reading/spelling/writing program
being used to organize instruction.
Copy, Complete and Attach Figure 13.1 (Gunning, pp. 547-548). Discuss your
observations in your paper.
Discuss how grouping is used to differentiate instruction.
Discuss the teacher’s pacing, time efficiency and organization in the
classroom.
Discuss the explicit classroom management system that is in place.
Discuss how the classroom teacher meets the needs of struggling students, ELL
students and other students needing accommodation. (Gunning, Ch. 2)
* There is no such thing as a perfect classroom. Your field experiences will present
you with a range of approaches and levels of expertise. Your role for this assignment
is not to be judgmental as much as conduct an HONEST appraisal of the literacy
instruction being conducted in your classroom. This observation will set the stage for
determining what teaching strategies you can learn from your cooperating teacher
and what teaching strategies you will need to learn from books, videos and other
experts. (For example, your teacher may be an expert with classroom
management, but may have limited knowledge about how to teach literacy or
how to diagnose reading difficulties. That’s okay. With modern technology, we can
work around it.)
Assignment #1: Classroom Observation Rubric
Due February 10, 2015
Name__________________________
_____EdTPA Context
Total Score ____ /6
_____Figure 13.1 Gunning
Element
Observations are explicitly related to and use the
terminology identifying the theories and
approaches described by Gunning. Observations
address the prevalence of cognitive, language,
and social considerations.
Observations include specific references to type(s)
of instructional approaches for the key pillars of
literacy instruction.
Observations include specific references to the
classroom conditions for enhancing literacy
development. Additionally, look at the range of
scaffolding provided and the gradual release of
responsibility model.
Observations include references to the classroom
teacher meeting the needs of struggling readers,
ELL students, and any other students requiring
accommodations to be successful in community
literacy activities.
The paper demonstrates evidence of proofreading
and appropriate use of the mechanics of writing.
Possible
Points
1
1
2
1
1
Actual
Points
Comments
Assignment #2: Text Talk Lesson
Technique Description
Text Talk (Beck & McKeown, 2001) is a structured teacher read-aloud that was
designed to promote comprehension and language development for students in
kindergarten and first grade. It is used with texts that are rich in language and
content.
Purposes: Enhance comprehension, develop vocabulary, language development,
provide a bridge to decontextualized language
Procedure:
1. Select an intellectually challenging text.
2. Provide a targeted prereading discussion to activate prior knowledge.
3. Ask open-ended questions during text reading. Provide follow-up questions to
the children’s responses to achieve deeper processing and higher levels of
thinking. Ask a few open-ended general questions at the conclusion of the
book.
4. Pictures- In general, pictures are presented after the children have heard and
responded to the particular page of text. Children need to be prepared for
this change in procedure.
5. Vocabulary is explicitly taught after reading. Three to eight tier two
vocabulary words are selected from the text. Children repeat the word. The
teacher rereads or discusses the word’s use in the book. The word is defined
for the children. The teacher provides a few examples of word use in other
contexts. The children are invited to use the word in a sentence. The
vocabulary is put on an incentive chart that records the use of the words by
the children in speaking or writing during the next week (Word Wizard).
6. This type of read-aloud would be likely to be used once or twice a week.
Adaptations can be made to accommodate other grade levels by adjusting text
selection and the number of vocabulary words.
Assignment #2: Text Talk Lesson
Lesson Plan Format
Due March 3, 2015
Name______________________Date of Lesson_____________Gr._______
Text Talk Read-Aloud
Text___________________________________
CCSS (Speaking/Listening and Language):
Student Learning Objectives: (What should the students be able to DO at the end of
the lesson? Please adhere to the ABCD format.)
Materials:
Central Focus/Set:
(Describe what you will say to establish a purpose for learning and to activate prior
knowledge/experience. You should tell the students what they will be learning, why
it is important and how it connects to previous learning or personal knowledge. I
expect to see the exact words you will say to the students. There may also be an
opening “hook.” But the set should always be stated.)
Implementation Procedures:
(Give a thorough, explicit explanation of what you will be saying and doing. For
example, if reading a story to or with a group of students you need to include the
vocabulary you want to develop and questions you plan to ask for each section of
text. Give a brief explanation of what the child will do. Attach a copy of any
activity sheets you will be using in the lesson.)
Accommodations (EL, Gifted, 504, IEP)
Assessment of Student Learning:
(How do you know the child has achieved the learning objectives? What evidence
do you have that the child knows more than s/he did before your lesson?)
Reflection and Response: (Write 1-2 paragraphs for each response below. Address:
your personal thoughts and feelings, student response to the lesson, appropriateness
of materials and activity, issues of logistics and management.)
What went wellFeedback provided to students & Follow-up with studentsWhat I might do differentlyThe student teacher conducted this lesson with:
(please circle) an individual/ a small group/ the whole class
Teacher Signature______________________________________________________
Assignment #2: Text Talk Lesson Rubric
Due March 3, 2015
Name__________________________
Total Score ____ /6
Text Talk Read-Aloud
(Please attach this form as the last page of your lesson plan.)
Element
Possible
Points
Student Learning Objectives and state standards: (What
1
should the students be able to DO at the end of the lesson?
Please adhere to the ABCD format.)
Central Focus/Set/Lesson Purpose:
1
Implementation Procedures and Accommodations:
2
Assessment of Student Learning:
1
Reflection and Response:
1
(Describe what you will say to establish a purpose for learning
and to activate prior knowledge/experience. You should tell the
students what they will be learning, why it is important and how it
connects to previous learning or personal knowledge. I expect to
see the exact words you will say to the students. There may also
be an opening “hook.” But the set should always be stated.)
(Give a thorough, explicit explanation of what you will be saying
and doing. For example, if reading a story to or with a group of
students you need to include the vocabulary you want to
develop and questions you plan to ask for each section of text.
Give a brief explanation of what the child will do. Attach a copy
of any activity sheets you will be using in the lesson.)
(How do you know the child has achieved the learning
objectives? What evidence do you have that the child knows
more than s/he did before your lesson?)
(Write 1-2 paragraphs for each response below. Address: your
personal thoughts and feelings, student response to the lesson,
appropriateness of materials and activity, issues of logistics and
management.)
What went well, feedback and follow-up to feedback
What I might do differently-
Text___________________________________
Actual
Points
Comments
Assignment #3: Word Study Lesson
Lesson Plan Format
Name___________________Date of Lesson_____________Gr._______
Lesson 2 Word Study
Dev. Stage_____________ Activity_____________________
Student Learning Objectives and state standards: (What should the students be able
to DO at the end of the lesson? Please adhere to the ABCD format.)
Materials:
Central Focus/Set/Lesson Purpose:
(Describe what you will say to establish a purpose for learning and to activate prior
knowledge/experience. You should tell the students what they will be learning, why
it is important and how it connects to previous learning or personal knowledge. I
expect to see the exact words you will say to the students. There may also be an
opening “hook.” But the set should always be stated.)
Implementation Procedures:
(Give a thorough, explicit explanation of what you will be saying and doing. For
example, if reading a story to or with a group of students you need to include the
vocabulary you want to develop and questions you plan to ask for each section of
text. Give a brief explanation of what the child will do. Attach a copy of any
activity sheets you will be using in the lesson.)
Accommodations (EL, Gifted, 504, IEP):
Assessment of Student Learning:
(How do you know the child has achieved the learning objectives? What evidence
do you have that the child knows more than s/he did before your lesson?)
Reflection and Response: (Write 1-2 paragraphs for each response below. Address:
your personal thoughts and feelings, student response to the lesson, appropriateness
of materials and activity, issues of logistics and management.)
What went wellFeedback & Follow-upWhat I might do differentlyThe student teacher conducted this lesson with:
(please circle) an individual/ a small group/ the whole class
Teacher Signature______________________________________________________
Assignment #3: Word Study Lesson Rubric
Due April 14, 2015
Name__________________________
Word Study Lesson
Total Score ____ /6
Activity____________________________ (Please attach this form as the last page of your lesson plan
Element
Student Learning Objectives and state standards: (What
should the students be able to DO at the end of the lesson?
Please adhere to the ABCD format.)
Central Focus/Set: (Describe what you will say to establish a
purpose for learning and to activate prior
knowledge/experience. You should tell the students what they
will be learning, why it is important and how it connects to
previous learning or personal knowledge. I expect to see the
exact words you will say to the students. There may also be an
opening “hook.” But the set should always be stated.)
Implementation Procedures:
(Give a thorough, explicit explanation of what you will be saying
and doing. For example, if reading a story to or with a group of
students you need to include the vocabulary you want to
develop and questions you plan to ask for each section of text.
Give a brief explanation of what the child will do. Attach a copy
of any activity sheets you will be using in the lesson.)
Assessment of Student Learning:
(How do you know the child has achieved the learning
objectives? What evidence do you have that the child knows
more than s/he did before your lesson?)
Reflection and Response:
(Write 1-2 paragraphs for each response below. Address: your
personal thoughts and feelings, student response to the lesson,
appropriateness of materials and activity, issues of logistics and
management.)
What went well, Feedback & Follow-up,
What I might do differently-
Possible
Points
Actual Comments
Points
Assignment #4: Guided Reading Lessons
Description
Guided Reading is an instructional practice that allows a teacher to work with a
small group of students – usually no more than 4-6 – to provided targeted instruction
using appropriately leveled texts. Based upon our class discussions and using the
videos as a guide your lesson should include the following components:
1. Reread Known Texts
2. High Frequency Writing (Dolch High Frequency Words)
3. Appropriate New Book Introduction
Frontloaded vocabulary introduction, developmentally appropriate and
text-matched preview, scripted text overview
4. Guided Reading Technique Specified
Mumble, Silent, Repeated for fluency, DRTA-specify text sections and script
questioning
5. Skills in Context
Developmentally appropriate, informed by guided reading errors,
informed by assessments, text appropriate, teaching to process and
transfer-not item
IN HANDWRITING NOTES: Based on your students’ reading behavior or
responses to comprehension questions, what feedback must you provide
to nudge your student to a higher level of awareness or understanding?
How did your students apply your feedback to move forward to a higher
level of achievement?
6. Interactive Writing (and cut-up sentence, if appropriate)
Be very specific when you write out your lesson. As you teach, make note of the
student reading behaviors you observe and how you respond. Be sure to include a
lesson reflection that addresses what went well, what didn’t go well and things
you’d adjust for tomorrow’s lesson.
In lieu of the lesson plan format we have used all semester, structure your lesson
plan around the above components. Include an objective for your lesson.
Assignment #4: Guided Reading Rubric
Overall Score _____/24
Lesson #1
Due April 21, 2015
Name__________________________
Total Score ____ /12
Guided Reading Lesson
Texts ____________________________
(Please attach this form as the last page of your lesson plan.)
Element
Reread Known Texts
Possible
Points
1
High Frequency Writing
1
New Book Introduction
2
Guided Reading Technique
2
Skills In Context
2
Lesson is specific enough to be
1
replicated precisely by me or a
substitute teacher
Student behaviors noted and
1
responded to in lesson
Evidence of cohesiveness in the lesson 1
Lesson Reflections….What went well,
what didn’t go well, and things I’ll
adjust tomorrow---T Feedback and S
Next Steps
1
Actual
Points
Comments
Assignment #4: Guided Reading Rubric
Lesson #2
Due April 21, 2015
Name_____________________________________
Total Score ____ /12
Guided Reading Lesson
Texts ____________________________
(Please attach this form as the last page of your lesson plan.)
Element
Reread Known Texts
Possible
Points
1
High Frequency Writing
1
New Book Introduction
2
Guided Reading Technique
2
Skills In Context
2
Lesson is specific enough to be
replicated precisely by me or a
substitute teacher
Student behaviors noted and
responded to in lesson
Evidence of cohesiveness across the
two lessons
Lesson Reflections….What went well,
what didn’t go well, and things I’ll
adjust tomorrow. T Feedback and S
Next Steps
1
1
1
1
Actual
Points
Comments
Assignment #5: Student Profile
Description
The student profile is an in-depth study of one student in your placement. You will
observe the student in class, assess the student’s reading and writing capabilities
and then present instructional recommendations to support this student’s literacy
learning.
Please be reminded that the case study is a formal product. Please use a fairly
formal objective tone. EDIT carefully. Be honest, but choose language to describe
the child that is professional.
Information to be included In your student profile:
1-2 page introduction to your student
o Attach your EdTPA Context Sheet.
o Who is s/he? Tell a little about the selection of the child. If s/he was
recommended by teacher, share those comments. Tell about your
informal observations of the child during literacy instruction and during
the assessment tasks. What about the child’s response in other subject
areas that you have been able to observe? Are his interactions during
those times the same or different to the response to literacy activities?
How does he view himself as a reader and writer?
Assessments selected and justifiedo List each assessment, describe the purpose of each assessment and
what it contributes to the literacy portrait.
Scored assessments with analysis of each
o Attach each assessment, the scoring of the assessment, and a brief
analysis of what you learned about the child from that task. Do this for
each assessment.
Describe the quantitative scores and what they indicate. Describe
qualitative observations related to the student’s performance on each
task. Be sure to include references to the developmental stages and
tendencies. Finally, compare each of the test results to other
comparable assessments.
General Analysis (2-3 pages)- What patterns did you observe across all the
measures? Assemble the evidence to paint a literacy portrait of your child.
o What are his/her literacy strengths? What useful strategies are in place
at the word level and the passage level? (Be sure to reference the
child’s use of cueing systems.)
o What are his/her literacy weaknesses? What was difficult or confusing
for the child at the word level and text level?
o What are your recommendations for instruction? What does the
evidence indicate should be the instructional focus for the child?
Assignment #5: Student Profile Rubric
Due May 5, 2015
Name__________________________
Total Score ____ /28
Student Profile
(Please attach this form as the last page of your lesson plan.)
Element
1-2 page introduction to the student
Possible
Points
3
Assessments Selected and Justified
5
Scored Assessments with Analysis
10
General Analysis
10
Who is s/he? Tell a little about the selection of the child. If s/he was
recommended by teacher, share those comments. Tell about your
informal observations of the child during literacy instruction and during
the assessment tasks. What about the child’s response in other subject
areas that you have been able to observe? Are his interactions during
those times the same or different to the response to literacy activities?
How does he view himself as a reader and writer?
List each assessment, describe the purpose of each assessment and
what it contributes to the literacy portrait.
Attach each assessment, the scoring of the assessment, and a brief
analysis of what you learned about the child from that task. Do this for
each assessment. Be sure to include references to the developmental
stages and tendencies.
What patterns did you observe across all the measures? Assemble the
evidence to paint a literacy portrait of your child.
What are his/her literacy strengths? What useful strategies are in
place at the word level and the passage level? (Be sure to
reference the child’s use of cueing systems.)
What are his/her literacy weaknesses? What was difficult or
confusing for the child at the word level and text level?
What are your recommendations for instruction? What does the
evidence indicate should be the instructional focus for the
child?
Actual
Points
Comments