EDES 300
Section 001
Language Arts and Literature
Kindergarten-3rd Grade
Fall 2011
Instructor: Julie L. Pennington
Meeting Times: Thursday 9:00-11:45
Meeting Room: WRB 2021
Office Hours: after class & by appointment
Office: WRB 3070
Email: WebCT Email
(If you need to contact me between class meetings please send me an email via the WebCT address. I will read my emails once daily MondayFriday. Please do not send emails to my UNR address.)
Pennington EDES 300
Fall 2011
1
Course Information
Catalog Description
Learning and instruction in reading, writing, oral language and literature for the K-3 grades.
Prereq(s): admission to teacher education, EDU 207.
Purpose of the Course and its Relationship to the COE Conceptual Framework
College of Education Conceptual Framework
The following framework provides an underlying
philosophical foundation for the program and this
course while it strives to assist you in:
Developing a strong fund of
knowledge about the students you will
teach and the subject areas in which
you will prepare them.
Possessing a love of
learning that will compel
you to seek knowledge to
enable you to grow as an
effective teacher.
Valuing democracy and
multiculturalism so as to provide
a nurturing, supportive, and
challenging educational experience
for all students, their families,
and other professionals.
Engaging in reflective
practice though
questioning and
critique of your own
knowledge and practice.
Course Objectives:
This is an introductory level course designed to prepare you to teach reading and language arts in the primary
grades. We will cover both theory and teaching methods to provide you with a strong foundation in the areas
of emergent literacy, phonemic awareness, phonics, word study, vocabulary, fluency, comprehension, and
writing for teaching all students.
Academic Expectations
In order to develop a strong knowledge base, it is crucial that you meet the academic expectations of the
course. Please review the course expectations and the calendar to ensure that you have sufficient time to meet
the course expectations. This is an introductory course with a practicum included. The pace is rapid and
missing one class period will put you at a great disadvantage as a student and a tutor. The information
covered is not only necessary for your growth as a future teacher, but your grasp of the concepts is crucial to
the success of the elementary student you will tutor.
Students with Disabilities
If you have a disability and will be requiring assistance, please contact me or the Disability Resource Center
(Thompson Building Suite 101) as soon as possible to arrange for appropriate accommodations.
Academic Success Services: Your student fees cover usage of the Math Center (784-4433 or
www.unr.edu/mathcenter/<http://www.unr.edu/mathcenter/>), Tutoring Center (784-6801 or
www.unr.edu/tutoring/<http://www.unr.edu/tutoring/>), and University Writing Center (784-6030 or
www.unr.edu/writing_center<http://www.unr.edu/writing_center>). These centers support your classroom
learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class
is the sign of a responsible and successful student.
Academic Dishonesty Policy:
Students are expected to adhere to the ethical code as described in the UNR Student Handbook.
Pennington EDES 300
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This code specifies that with enrollment, an individual commits to the principles embodied in the code.
Academic dishonesty in any form is unacceptable. In the event of an academic dishonesty issue, the
procedures for addressing the issue are outlined in the University’s “Academic
Dishonesty Procedures”, which can be obtained from the Director of Student Judicial Affairs in the Jones
Visitor Center.
Pedagogy
You will be asked to not only read the materials and listen to class lectures, you will be asked to apply the
information to your own teaching. As we tutor the students over the course of the semester you will
encounter various opportunities to make decisions based on your assessments of your student which will
require you to critically think about the information from the course. There are many ways to teach reading
and writing and throughout this course you will not be provided with a recipe, you will be given multiple
methodological tools to try with your student. The more you read and attend to the information, the more
tools you will have at your disposal as a teacher. The pedagogical stance in this course is heavily influenced by
the work of Pablo Freire. The course will be primarily taught using a “problem-posing” stance rather than a
“banking education” stance as described below by Freire (1970).
Banking Education
“Education…becomes an act of depositing, in which the students are the depositories and
the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes
deposits which the students patiently receive, memorize, and repeat” (p. 53).
Problem-posing Education
“In problem-posing education, [students] develop their power to perceive critically the way
they exist in the world with which and in which they find themselves; they come to see the world not
as a static reality, but as a reality in process, in transformation” (p. 64).
 “Banking education (for obvious reasons) attempts, by mythicizing reality, to conceal
certain facts which explain the way humans beings exist it the world; problem–posing
education sets itself the task of demythologizing.
 Banking education resists dialogue; problem-posing education regards dialogue as
indispensable to the act of cognition which unveils reality.
 Banking education treats students as objects of assistance; problem-posing education makes
them critical thinkers.
 Banking education inhibits creativity and domesticates…Problem-posing education bases
itself on creativity and stimulate true reflection and action upon reality” (p. 65).
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Since we will rely heavily on Freire’s concept of problem-posing education, and will rarely go into a
“banking” model of education, you need to make sure you are prepared for class by reading and reflecting on
the material assigned. Class sessions will center on discussions of the readings, your work with your student,
and your understandings and questions about the content and application of the course materials. While this
is a course focused on the methodology of teaching reading and writing, there is considerable opportunity to
explore the theories and various modes of teaching literacy to young children. Much of this work will be done
in class discussions where you will be encouraged to pose questions, critique the readings, and bring your own
interpretations into the dialogue.
Reflective Practice
A large part of the course will involve reflective practice. Each class meeting will be videotaped as I study my
own teaching and many of the assignments will require you to reflect on your own practice in the same way.
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Course Readings
Required Texts:
Lapp, D., Flood, J., Brock, C. & Fisher, D. (2007). Teaching reading to every child. (4th ed.). Mahwah, New Jersey:
Lawrence Erlbaum. ISBN: 0-8058-4006-0
Woods, M. L. & Moe, A. J. (2003). Analytical reading inventory: Comprehensive assessment for all students including gifted
and remedial. (7th Edition). Columbus, OH: Merrill Prentice Hall. ISBN 0-13-097942-2
Tompkins, G. (2003) 50 Literacy strategies: Step by step (2nd Edition). New York: Allyn and Bacon. ISBN-10:
013112188X
Electronic Readings:
Additional readings referenced on the syllabus calendar and will be available directly on the WebCT course
page. They are organized by topic and in PDF format.
Assignments
Reading Responses
Each week you will be required to respond in writing to TWO of the readings assigned for each week using
the template provided. One of the readings should always be all of the textbook chapters assigned. You should
read/skim ALL of the assigned readings on the calendar prior to the lecture and be prepared to discuss them
in class. However, you only write a response to TWO readings each week. Your response should compare
and contrast the two readings (textbook and the electronic) together and relate them to your background
knowledge of reading and writing instruction either as a student or as a teacher. Your own thoughts about the
readings are crucial. You may use your personal experiences as a student and/or as tutor to comment and ask
questions about the readings. Tying the readings to your student’s progress is required during the weeks we
are tutoring. Please avoid simplistic regurgitation of the readings; there is no right or wrong interpretation of
the material. Your responses should begin to utilize readings over the semester as well as your work with
your student and increase in complexity. The most important thing to remember is to elaborate on your
thoughts and chose a few points to address deeply rather than attempting to generalize all of the information.
These responses must be posted on the WebCT assignment page every week. I read your work and
grade BEFORE class meets so you must write your entries by midnight every Tuesday. You will
receive feedback on the first assignment so you will know what is expected. You will not have the
opportunity to redo subsequent work. Please make sure you understand the requirements and ask questions.
Practicum with Students
We will be working with elementary students in the Washoe County School District this semester. This
practicum is crucial to the course. We have a designated time each day at the school for the practicum. On
the days we visit the school please make sure you dress appropriately for a professional environment. This
includes making sure you are wearing shirts rather than tank tops, and ensuring that your body is covered.
Please have your students address you in a professional manner, (e.g. Ms./Mr. _____).
Student Case Study
You will need to write up a summary of your student’s progress over the semester. We will spend class time
on this assignment during the latter part of the course. All decisions about the progress of the student should
be supported by your materials and the readings from the course. It is also important that you credit the
readings from class to analyze your student’s progress in the paper by using the author’s name and citing the
page from the quote you are using. Every comment regarding the student should be referenced in your lesson
plans and assessments. For example, if you state that the student was a fluent reader, you should place the
source for your statement by putting the date of the lesson and assessment within the text of the summary.
This report will be presented in class and turned in as an electronic WebCT assignment. You will complete
the report on the provided template. In addition to the summary, you should turn in your lesson plans,
Pennington EDES 300
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and all assessments you completed on the student. Samples of student work, copies of assessments,
and samples of your materials should be included. Make sure you save all of your documentation.
Failure to do so will affect your grade. Please refer to the attached grading guide at the end of the
syllabus for details. One copy of the paper will go to the classroom teacher. Please include a hard copy of
the report with your materials.
Feedback
You will receive feedback in two ways:
(1) You will be required to post at least one draft of your student case study on the discussion board. A
separate discussion topic will be set up on WebCT for your group. You must post a draft and
respond to one person in your group in order to receive credit.
(2) You will also need to turn in a copy of your draft to me on the assignment page for credit.
Student Case Study Class Presentation
You will present your student case study to the class using PowerPoint. Your presentation should be between
10-15 minutes long and include your overall findings and examples of student work. Make sure you post your
PowerPoint to the assignment page in order to receive credit. See the attached grading guide for the
assessment criteria.
Grading Policies & Procedures
Assignment
Value
Reading Responses
Draft of Student Case Study
40%
5%
(Pass/Fail)
Student Case Study Draft &
Feedback to Peers (Pass/Fail)
Student Case Study Report
Student Case Study Presentation
5%
40%
10%
These grades correlate with the grade guide for the university.Your grade will be based on the values
above and then transferred to the numbers below.
A
B
C
D
F
A=100-95
B+=89-87
C+=79-77
D=69-60
F=60-
A-=94-90
B= 86-84
C=76-74
B-=83-80
C-=73-70
Procedures for Turning in Work on WebCT
This is a web-enhanced course. You need to make sure you have access to WebCT. In order to access
WebCT you must have a NetID. See http://genwebct.admin.unr.edu/ if you have questions or contact
campus computing at [email protected] or 775.784.4320. I will not be able to take course time to teach you how
to use WebCT, the university help desk is an excellent resource. All assignments are turned in via WebCT at
noon the Tuesday before class meets and all feedback on your work will be sent to you on WebCT. Your
grades will also be posted on the WebCT site within one week. If you do not have access to a computer, the
university has several computer labs and stations at your disposal. Failure to use WebCT will negatively affect
your grades. Please make sure you allow time to post and read WebCT on a weekly basis. Technical
difficulties will not suffice as a reason for excused late work. All assignments are listed on the site and on the
attached calendar. It is strongly suggested that you post your assignments early.
To post on the WebCT discussions follow each of these steps:
1) Create a WORD document for your reply labeled with your name and the assignment title.
2) Go to the message thread for that week
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3) Copy and paste your response into the message board reply field.
To post assignments on the assignment page follow each of these steps.
1) Create a WORD document labeled with your name and the assignment title, (e.g., Sarah Student
Case Study).
2) Type your work in this document.
3) Go to the assignment page and click on the name of the assignment you are turning in.
4) Upload the document you created.
5) Submit the document to the assignment page.
Late Assignment Policy
Assignment dates are provided in the grading section of this syllabus, on the WebCT calendar, and within the
WebCT assignment section. All assignments are due on the day listed as due and must be turned via WebCT.
Make sure you attempt to turn in assignments well in advance of the due date; problems with technology are
not adequate reasons for turning in assignments late. Please make sure you allow yourself enough time. Late
assignments will not be accepted for full credit except under extreme extenuating circumstances and only
with prompt proper documentation. If this situation occurs, you must provide documentation within one
week. Otherwise, late work will have 10 points deducted for each day late and no late work will be accepted
after 3 days. Assignments turned in late will be graded late as well. If the event or emergency will affect your
course work for more than a week, you may want to explore the university policy on taking an incomplete.
Incomplete Policy
The “I” symbol is a mark that is given when a student has been performing satisfactory work, but, for a
reason beyond the student’s control, has been unable to complete the required work for the course.
Incomplete grade revert to grades of “F” if not made up within one regular semester. If you think you need
to file an incomplete in the course, please set up an appointment with me. Incompletes are to be used for
extreme circumstances that prohibit you from completing the course on time. Requests for incompletes may
not be filed the day the work is due unless a catastrophic event occurs that day and you have documentation.
Incompletes require that you file paperwork for the admission and records office and setup a new course
completion calendar with me whereby you will complete the work by a particular time, not exceeding the end
of the subsequent semester.
Assignments and Domains of Professional Competence
We will adhere to the following five domains of professional competence throughout various
activities during the semester. Your assignments have the corresponding domain numerals placed
next to their descriptions.
Performance Indicators
Assignments
Participation/
Professionalism
Reading Responses
Student Assessment Paper
Final Exam
Pennington EDES 300
Fall 2011
Domains of Professional Competence
Domain 5: Professionalism
Domain 2: Knowledge of Subject Matter & Planning
Domain 5: Professionalism
Domain 1: Knowledge of Students & Learning
Environments
Domain 2: Knowledge of Subject Matter & Planning
Domain 3: Delivery & Management of Instruction
Domain 4: Knowledge & Uses of Assessment
Domain 5: Professionalism
Domain 1: Knowledge of Students & Learning
Environments
Domain 2: Knowledge of Subject Matter & Planning
Domain 4: Knowledge & Uses of Assessment
6
Domains of Professional Competence
Domain 1: Knowledge of Students & Learning Environments
The teacher candidate understands how students learn and develop, as well as how they differ in their approaches to learning. The teacher candidate can
actively and appropriately support the learning of all students.
INTASC Foundation for this Domain:

Principle 2: Student Development and Characteristics – The candidate understands how children learn, and can provide learning
opportunities that support intellectual, social, and personal development.

Principle 3: Adapting Instruction to Individual Learning Differences – The candidate understands how students differ in their
approaches to learning and creates instructional opportunities that are developed for diverse learners.
Domain 2: Knowledge of Subject Matter & Planning
The teacher candidate has sufficient knowledge of the discipline(s) and uses that knowledge to design and develop learning experiences that allow all students to
learn in meaningful ways. The teacher candidate selects instructional strategies and materials that are appropriate for curriculum goals and the learning
context.
INTASC Foundation for this Domain:

Principle 1: Content Knowledge and Foundations - The candidate demonstrates an appropriate depth of knowledge in all
relevant subject areas, understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of subject matter meaningful to students.

Principle 4: Instructional Strategies - The candidate understands and uses a variety of instructional strategies to plan learning
experiences that encourage students’ development of critical thinking, problem solving, and performance skills.

Principle 7: Instructional Planning - The candidate plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
Domain 3: Delivery & Management of Instruction
The teacher candidate uses a variety of instructional materials and approaches to deliver instruction effectively. The teacher candidates understands and uses
group and individual motivation, as well as effective verbal and nonverbal communication, to create positive and effective learning experiences.
INTASC Foundation for this Domain:



Principle 4: Instructional Strategies - The candidate uses a variety of instructional strategies to deliver learning experiences that
encourage students’ development of critical thinking, problem solving, and performance skills.
Principle 5: Learning Environments, Social Interactions, Behavior Management - The candidate uses an understanding of
individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation for all students.
Principle 6: Language and Communication The candidate uses knowledge of effective verbal, nonverbal and media
communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Domain 4: Knowledge and Uses of Assessment
The teacher candidate understands and is able to use formal and informal assessment strategies to plan, evaluate and strengthen instruction. The teacher
candidate demonstrates a positive impact on the learning of all students.
INTASC Foundation for this Domain:

Principle 8: Assessment - The candidate understands and uses formal and informal assessment strategies to evaluate and ensure
the intellectual, social, and physical development of the learner.
Domain 5: Professionalism
The candidate demonstrates potential as a professional educator, and engages in thoughtful analysis, active inquiry, and set appropriate goals for personal
learning and development. The candidate’s performance and interpersonal relations with instructors, supervisors, and peers are professional in all aspects.
Written work is complete and accurate in mechanics, as well as professionalism presentation and appearance.
INTASC Foundation for this Domain:

Principle 9: Professionalism and Ethical Practice - The candidate is a reflective practitioner who continually evaluates the effects
of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively
seeks out opportunities to grow professionally.

Principle 10: Collaboration - The candidate fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.
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This course will focus on evidence based practices (EBP). The information below defines EBP and
outlines how we will address them in the course.
What Is Evidence-Based Reading Instruction?
To be described as “evidence based,” an instructional program or collection of practices should have been tested and
shown to have a record of success. That is, reliable, trustworthy, and valid evidence indicates that when that program or
set of practices is used, children can be expected to make adequate gains in reading achievement. “Research-based
instruction” is sometimes used to convey the same meaning. In general, educators agree that evidence of the
effectiveness of a program or practice should be
Objective—data would be identified and interpreted similarly by any evaluator
Valid—data adequately represent the tasks that children need to accomplish to be successful readers
Reliable—data would remain essentially unchanged if collected on a different day or by a different person
Systematic—data were collected according to a rigorous design
Refereed—data have been approved for publication by a panel of independent reviewers
Of course, adoption of a program indicated as “evidence based” does not guarantee reading success. Teachers and
administrators must also evaluate methods and programs through the lens of their particular school and classroom
settings. They must determine if the instructional strategies and routines that are central to the materials are a good
match for the children they teach
(http://www.reading.org/General/AboutIRA/PositionStatements/EvidencedBasedPosition.aspx).
Due to the introductory nature of this first literacy course, you will be introduced to each of
these areas during the course and then asked to apply your knowledge during your
practicum. The activities in the course fall into the entry range.
Evidence
Based
Practices
Definitions
Entry
Phonemic
Awareness
“Phonemic awareness refers to the ability to segment and manipulate
the sounds of oral language. It is not the same as phonics, which
involves knowing how written letters relate to spoken sounds. Activities
that develop phonemic awareness in children provide practice with
rhyme and with beginning sounds and syllables.” (IRA)
Phonics
“Teaching phonics is an important aspect of beginning reading
instruction. However, effective phonics instruction is embedded in the
context of a complete reading and language arts program. Classroom
teachers value and teach phonics as part of their reading programs.
Rather than debate whether phonics should be taught, effective teachers
of reading and writing ask when, how, how much, and under what
circumstances phonics should be taught.” (IRA)
“Explicit instruction (definitions instruction including pre-teaching and
analysis of root words), implicit instruction (exposure to words during
reading), multimedia methods (pictures, hypertext, American Sign
Language), practicing to increase capacity, association (connecting what
one knows to the new word).” (NRP)
Addressed in week 9
through course readings,
journal reflection
assignment and practicum
application in teaching and
assessment.
Addressed in week 9
through course readings,
journal reflection
assignment and practicum
application in teaching and
assessment.
Vocabulary
Fluency
“Reading with speed, accuracy, and proper expression without
conscious attention; performing multiple reading tasks (e.g., word
recognition and comprehension) at the same time.” (NRP)
Pennington EDES 300
Fall 2011
Students will know the areas
know well and be able to explain
the definition and how the area is
used in instruction and
assessment.
Addressed in week 10
through course readings,
journal reflection
assignment and practicum
application in teaching and
assessment.
Addressed in week 5
through course readings,
journal reflection
assignment and practicum
8
Comprehension
“Text comprehension assists in recall of information by encompassing a
variety of techniques and systematic strategies such as question
generation, question answering, and summarizing information.” (NRP)
Writing
Writing, especially at the present moment, is complex and difficult to
define. It is used for multiple purposes and is addressed to many
different audiences. Yet we do know some important things about
writing: it is not created by a singular, linear process; it cannot be taught,
like bike riding, as a single skill; it changes with shifting technologies—
like today’s new media; it can enable and enhance learning; it takes many
forms; and it cannot be assessed effectively in a single sitting. All this
means that writing can be seen as holistic, authentic, and varied.”
(NCTE)
Pennington EDES 300
Fall 2011
application in teaching and
assessment.
Addressed in week 7
through course readings,
journal reflection
assignment and practicum
application in teaching and
assessment.
Addressed in week 8
through course readings,
journal reflection
assignment and practicum
application in teaching and
assessment in teaching and
assessment.
9
Calendar EDES
Fall 2011
Due
Date
Topic
Sept
1
History of Reading
Instruction
Sept 8
What is literacy?
Family Literacy
Oral Language
Sept
15
Emergent Literacy
English Language
Learners
Sept
22
Types of Reading
Instruction
Sept
29
Reading Assessment
Oct 6
Book Selection
Oct
13
Comprehension
Assigned reading
Assignments Due
Weekly at midnight on
Tuesdays
Book: Ch. 15
Book: Ch. 1, 4
Online:
Freire, Edwards, Cazden, Peregoy &
Boyle (Ch. 2), McMillion, Li
Book: Ch. 13
Online:
Peregoy & Boyle (Ch. 5)
Tongue Tied (pp.40-54 & pp.86-105),
Freeman & Freeman
Book: Ch. 2
Reading Response
Reading Response
Online:
Fountas & Pinnell (Ch. 12) Allen,
Worthy
50 LS: 9, 13, 17, 22, 32, 36, 44, 48
Book: Ch. 7,8,9
Writing
Writing Assessment
Oct
27
Nov 3
Phonemic
Awareness/Phonics
Word
Study/Vocabulary
Pennington EDES 300
Fall 2011
50LS: 9-11,13, 14, 18, 20, 28, 29, 32,
33, 36, 37, 41, 43, 44, 46
Book: Ch. 10
Reading Response
Reading Response
Reading Response
Online: Words Their Way Ch. 2, 3
Sierra Vista
9:00 a.m.-9:30 a.m.
Reading Response
Sierra Vista
9:00 a.m.-9:30 a.m.
Reading Response
Sierra Vista
9:00 a.m.-9:30 a.m.
Reading Response
Online: Strickland
50LS: 21,25,26,49
Book: Ch. 6
Sierra Vista
9:00 a.m.-9:30 a.m.
Online:
Dyson, Atwell, Spandel
50 LS: 1,2, 4, 8, 10, 11, 12, 14, 16,
21,22, 2324, 32, 36, 39, 50
Book: Ch. 5
Sierra Vista
9:00 a.m.-9:30 a.m.
Online:
Clay, Fountas & Pinnell (Ch. 1), Prater
50 LS: 7,19, 34, 35, 38, 40, 45, 46
Book: Ch. 3, 11,12 & Woods & Moe
Sierra Vista
9:00 a.m.-9:30 a.m.
Online: Massey, Wade
Oct
20
Practicum
(Please note-these are
tentative dates)
Sierra Vista
9:00 a.m.-9:30 a.m.
Reading Response
Sierra Vista
9:00 a.m.-9:30 a.m.
10
Nov
10
Struggling Readers
50LS: 15,20, 24, 43, 49, 49
Book: Ch. 14
Reading Response
9:00 a.m.-9:30 a.m.
50 LS: 3,11, 12, 15, 20, 22, 24, 30,
31,32, 37, 42
Nov
17
Nov
24
Dec 1
Dec 8
Dec
15
STUDENT CASE
STUDY
PRESENTATIONS
STUDENT CASE
STUDY
PRESENTATIONS
ONLINE CLASS
MEETING
Case Study Writer’s
Workshop
Finals Week
Sierra Vista
Student Case Study
PowerPoint Due
NCSS/CUFA
Post drafts of case
studies to writing groups
for feedback
Post your feedback to
your group members
Student case study
due on WebCT
assignment page
* Syllabus changes: This is a projected syllabus calendar and subject to change. Since this course is designed
to meet your needs, I reserve the right to change the course calendar to accommodate your grasp of the
subject matter and alter the pacing to account for the progression of the course. In turn, you are expected to
note any changes made and will be expected to observe new deadlines. None of the changes will move due
dates forward. All changes will be posted to both the WebCT calendar and on the discussion board.
Pennington EDES 300
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Student Case Study Report Template
The following areas must be covered in your case study. Use examples from your assessments and
documentation.
Accuracy/Word Recognition
Scores on ARI:
Scores on Running
Records:
Miscue Analysis
Strategy use
Fluency
Quantitative:
Qualitative:
Comprehension
Literal
Inferential
Critical
Please chose one additional area from the list below to add to your case study.
Alphabet /Word Knowledge/Spelling
Letter/ID:
Word List:
Spelling Inventory:
Writing
Fluency
Spelling
Content (narrative,
expository)
Recommendations for future instruction:
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Reading Response Template
Reading
Insert the title
of the reading
you are
responding to
Insert the title
of the reading
you are
responding to
Self-reflection
Summary of Key Points
Connections to Student/Self
Summarize at least three points in the reading in detail.
Connect one of the main points of the reading to
your focus student and/or your own experiences as
a student
Summarize at least three points in the reading in detail.
Connect one of the main points of the reading to
your focus student and/or your own experiences as
a student
Describe what you learned from the readings that will
help you as a future teacher
Describe what you learned from your own
experiences that will help you as a future teacher
Reading Response Sample
Reading
Summary of Key Points
Connections to Student/Self
“Getting to
Know Your
Students as
Literacy
Learners”
The goal for chapter one was to help the readers understand how
to know their students as individuals, by learning how to
understand students as learners, as well as literacy learners. This
chapter focused on teaching future teachers like ourselves, how to
teach students to “explore and develop their multiple literacy’s”
(Lapp 4). This chapter is all about the students. It is important to
notice how each individual student learns and how he or she will
be assessed in the classroom. Student’s backgrounds play an
important role; for example, their language, their talents, or even
any disabilities the student may or may not have. This is because
their backgrounds may reflect on how they process material being
taught. The chapter gives instructional strategies to help us (as
future teachers) understand how to meet the student’s literacy
learning needs. For example, Ashley was wondering about
grouping students for Literacy instruction. She learned that group
work for reading, is important. It is important to place students in
groups that will help each student in the group meet their
individual needs. She learned that in order to get all of her students
reading at or close to the same reading level, she had to mix up her
groups with low and high readers, to better meet the needs for her
students. It is also important to challenge your students with
reading. This is because without giving students a challenge with
reading, they feel the need to become lazy. The chapter focused on
how important it is to establish effective reading. Do you believe
grouping is an effective strategy for teaching reading? I believe
that it can be effective, but the teacher must know exactly how to
group her higher and lower reading leveled students together.
Reflecting back on the chapter let’s ask ourselves, how do we get
to know students as individuals? Teachers who focus on getting to
know their students and their background are more likely to gain
cooperation and respect from their students. One-way to get to
I remember being in first grade and
waiting for the teacher to call on me to
read aloud. Then we all took turns
reading from the same book. The rest
of the time we wrote in workbooks or
on worksheets. I do not remember the
teacher doing anything that was
different for any of us. It seems like we
all did the same activities. There were
reading groups but I am not sure how
different the instruction was. The
group I was in all read the same book
and answered the same questions. I am
sure that it is hard for teachers to really
get to know each student but it seems
like it should be done.
by Diane
Lapp
Pennington EDES 300
Fall 2011
13
know the student is to have thoughtful and careful observations, as
well as how to notice behaviors and understand their actions. Lapp
stresses to the readers how important it is to understand your
student’s backgrounds in order to be successful teacher to them. In
order to help the students as literacy learners it is important for the
teacher to provide readings that are based on the student’s
interests. This will help engage the class, and they will want to
learn and read material being given to them. Overall, the point of
the chapter is to stress to teachers how important it is to get to
know the students. This is because if you build a fundamental
relationship with your students, you are more likely to get their
full attention and easily engage them in lesson you teach.
“An Indian
Father’s Plea’
by Robert
Lake
SelfReflection
“An Indian Father’s Plea’ by Robert Lake was a letter to a teacher
about an Indian child who was being discriminated by the teacher.
The students name was Wind-Wolf and he was a shy student who
the teacher classified him as a “slow learner.” The author explains
the child’s cultural background, and how much it differs from
most students. Wind-Wolf was placed in a basket, and the point of
the basket was to help provide “the child with the kind of
knowledge and experience he will need in order to survive in his
culture and environment” (Lake 234). This basket had WindWolf’s arms and legs strapped in. Now this was not literally a
basket, but it was a metaphor for saying that he was sheltered. The
point of this was to help the child develop rational thinking before
his motor skills. Lake is stating to the readers that Wind-Wolf
does not feel secure in classroom setting. This is because of his
cultural background, and the fact that he was always close to his
parents. His mother carried him everywhere in his basket;
therefore, entering a classroom was a little overwhelming for him.
Teachers need to take children like Wind-Wolf into consideration,
because some students may have a cultural background
completely different than the majority of the students in your
classroom. The author is telling the readers that you cannot
automatically classify students as ‘slow learners.’ This is because
it may take “a long time to absorb and reflect” (Lake 234) on the
new life, the child has entered. How would you feel if you entered
a new country with your American background, and no one
accepted you? The message the author is trying to get across is
that Wind-Wolf was not a slow learner. He just learned subjects
such as; mathematics a different way. For example, he learned
how to count by using sticks in the woods (this was a traditional
native hand game). He is confused now, because the way he was
taught to do mathematics is different in the classroom verses how
the Indians had taught him. We are being taught by Lake, that if
we do not accept our students cultural backgrounds nor will their
peers. Wind-Wolf came home crying every day from school, and
never wanted to go back because he felt as though he did not
belong. It is important as future educators to understand in order
for our student to enjoy their education they must feel a sense of
belonging. They will only feel as though they belong if we get to
know them, and their background. Students like Wind-Wolf can
be successful, but first they must have a teacher who is willing to
work with them, and to teach them effectively.
My school experiences were very
different from Wind Wolf’s. Reading
this letter made me think about what
type of letter my parents would have
written to my teacher. I spent a lot of
time at school. My mother worked in
schools, I went to preschool and loved
it, and I loved to play school at home.
My mother gave me school books that
were out of date and I even had a real
desk in my room. School was familiar
to me. I was comfortable there. I did
well in school for those reasons,
maybe not because I was smart but
now I am thinking that it was maybe
because I had the same background as
the school. If I had to go into Wind
Wolf’s world I would not be able to
do and know what he does.
Both “Getting to Know Your Students as Literacy Learners,” and
“An Indian Father’s Plea” emphasize how important it is to get to
know your student as an individual. This is because you cannot
meet your student’s needs without knowing some background
about their lives. The article I read by Lake will help me in future
I volunteered at a preschool as a
teacher’s aide and most of the
students there spoke English. We had
one student come in who had just
moved to the U.S. and he was very
quiet for weeks in the classroom.
Pennington EDES 300
Fall 2011
14
Many of the other students did not
play with him or they would play next
to him since he did not speak to them.
When I would talk to him he would
sometimes nod but I assumed that he
did not speak English at all. One day
after several weeks, he began to speak
and I realized that he knew much
more English than I thought. I think
the teacher and I were avoiding him a
bit thinking that he was not able to
understand or communicate with us
but we were wrong. I think I would
approach him more if I had realized
what he knew.
tremendously. This article taught me how important it is to accept
all my students with different cultural backgrounds. It also showed
me that even though a child may struggle with the English
language, it does not mean that they do not know how to read,
write, or do mathematics. It simply means that the cultural shock
makes them struggle with how schools are run in America. As a
teacher, we need to understand where all of our students are
coming from. If we focus primarily on our students learning
needs, and their cultural backgrounds we will notice a majority of
the students are NOT slow learners. Both chapter one and the
article taught me how I MUST get to know my students as
individuals because not only will it benefit them, but it will help
me create strategies on how to meet all of my students needs based
off their likes, dislikes, cultural backgrounds, and etc.
Case Study Presentation Grading Guide
A+
A
B
C
Case Study
Information
Exceeds
expectations.
The presentation
addressed all of
the components of
the case study and
provided examples
of student work.
There was
some mention
of the areas of
assessment and
few examples.
Professionalism
Preparation
Exceeds
expectations.
The presentation
was professional in
both content and
execution.
All materials were
available and
relevant to the
topic.
Audience
questions were
addressed
respectfully and
thoroughly.
The
presentation
was somewhat
organized and
complete.
The
information
was
summarized
without
attention to
detail and
examples.
The
presentation
was informal,
incomplete and
disorganized.
Pennington EDES 300
Fall 2011
Comments
15
Grading Guides
Student Case Study/Practicum Grading Guide *
FOCUS AREA
CONTENT
Use of
Research/Course
Readings
Recommendations
for future
instruction
CONVENTIONS
Voice
Formatting
Grammar
Editing
Exceeds
Expectations
A
There is clear evidence
of an applied use of
research read
throughout the
semester within the
analysis. There are
specific examples of
student work
connected to research.
Relationships between
the readings, practicum
observations, and
personal reflections are
related directly and
specifically back to the
student’s future
instruction in the
recommendations.
The writer’s voice
shows evidence of an
understanding of
reading and writing
instruction and
assessment. The
vocabulary used is
related to the field and
the report is written in
an academic voice.
Punctuation, grammar
and spelling are correct.
PRACTICUM
Sources
Materials &
Evidence of
Student Work
Student work is clearly
used to illustrate
conclusions. Specific
examples are described
and cross-referenced.
Attendance
All materials are
present in the
notebook, lesson plans
with detailed
reflections, multiple
state standards for each
lesson, detailed
assessments, and
student work.
0 absences
Excellent
Satisfactory
Needs
Improvement
D
There is not a clear
application or
understanding of
the research read
over the course of
the semester.
B
There is some
evidence of the
application of research
read throughout the
semester. There are
some examples of
student work
connected to research.
C
There is evidence of
research in most of
the paper but
minimal application
to the student’s
work.
The recommendations
for future instruction
rely somewhat on the
paper’s analysis of the
student’s work.
The paper relies only
on personal
reflection with little
evidence for a
search for
implications beyond
the practicum.
There is no search
for implications for
future practice.
The writer’s voice
shows some evidence
of an understanding
of reading and writing
instruction and
assessment. Some of
the vocabulary used is
related to the field and
most of the report is
written in an academic
voice.
The writer’s voice
shares experiences
with their student
but does not show
evidence of
analytical synthesis
according to the
terms used in class.
The paper does not
follow the required
structure.
The paper is
informal and more
reflective than
academic. The paper
is not single-spaced
and in 12 point font.
Punctuation, grammar
and spelling are
correct.
Student work is used
in some examples to
illustrate findings in
the paper.
There are noticeable
errors in spelling,
punctuation, and
grammar.
Student work is
described but not
used to analyze the
progress of the
student.
The grammatical
mistakes interfere
greatly with the
reading of the
paper.
There is little
student work used
in the explanation of
the practicum
experience.
All materials are
present in the
notebook, lesson
plans with reflections,
state standards,
assessments, and
student work
The notebook has
some student work
included, but not a
complete set of
materials.
The notebook
includes minimal
student work,
incomplete lesson
plans, assessments
or materials.
0-1 absences
2-3 absences
4+ absences
*This is a narrative grade report. Do not assume that you will receive a perfect score if you do “A work” as
described in the form. The papers are graded individually according to the sections above and then graded
holistically as an entire piece. To receive an A, the paper has to be extraordinary and exceed the basic “A”
descriptors.
Pennington EDES 300
Fall 2011
16
Pennington EDES 300
Fall 2011
17