Course+Calendar


 * I reserve the right to adjust project deadlines, due dates, and available points, and will make those adjustments clear and in a timely fashion, taking students’ thoughts and needs into consideration. **

**__Course Calendar.__**
Syllabus Explanation Orientation to Literacy Assessment Interest Inventories, Reading Inventories
 * **Date** || **Topics for Class** || **To Do __Before__ Class** ||
 * **Week 1**
 * 1/12, 1/14** || Course Introduction
 * Assignment Guidelines: Assignments & F** || T:Obtain syllabus, packet, and texts

TH: KW Ch 1(pp. 1-14); PKT: //Choice Words// (pp. 1-16); Novinger I want her to know me; Bring completed “I read, I thought” || · Overview of literacy assessment options · Standards, benchmarks, Literacy Map · Authentic, contextualized assessment measures · Observations, Anecdotal Records, Interviews, Interest Inventoried
 * **Week 2**
 * 1/19, 1/21** || **Understanding Assessment & Preparing to Work With Developing Literacy Learners in the Classroom Setting**
 * Assignment Guidelines:** **A, B, C, D** || T: KL: Ch1-12; PKT on //Assessment-Instruction Cycle (pp. 17-18);// Edwards etal. //Balancing Assessment of and for Learning//

Th: KL: chs. 25; KW, Ch.2 (pp.15-26); Wheeler & Swords: //Codeswitching// || · Review of the cueing systems & the reading process · Constructing goals based on assessments and standards · Running Record, Retelling · Connecting assessment findings to long-term goals and instructional strategies || T: KL: chs. 21-22; PKT on //Running Record// & //Retelling (pp. 31-62);// you will use the CD that came with the book to practice ch 21-22. There is a blank running record form in your book: Appendix D if you would like to practice along with the CD.
 * **Week 3**
 * 1/26, 1/28** || ** How Can We Use Selected Literacy Activities as __Reading__ Assessments? **

Th: KL: Ch 23-24; KW Ch. 6 (pp. 61-76); || · Review of important reading instruction strategies · Review of classroom organization for reading instruction · Analysis of Running Record, Retelling · Connecting assessment findings to long-term goals and instructional strategies || T: Meet @ Milner
 * **Week 4**
 * 2/2, 2/4** || ** How Can We Use Selected Literacy Activities as __Reading__ Assessments? **

Th: Martaens Learning from Michael; Bring PKT to class and RR/MA from additional practice; Additional RR practice, bring RR/MA sheets to class; || · Speaking & Listening · Viewing & Visually Representing · Determining long-range plans based on goals and standards || T: //**NO in-class meeting;**// complete online discussion for readings KL: chs. 14-15, 19-20, 30; Henson &Gilles //Al’s Story;//
 * **Week 5**
 * 2/9, 2/11** || ** How Can We Use Selected Literacy Activities as __Language Arts__ Assessments? **

Th: KL: ch 17; PKT on //The Six Language Arts (pp. 63-71)//; KW, Ch. 8, //Talk// (pp.48-60); · Emergent literacy · Developmental writing and invented spelling · Using writing samples to observe the writing process · Using writing samples to observe the reading process · Types of writing and using rubrics to assess · Connecting assessment findings to long-term goals and instructional strategies || T:Handsfield, et.al; //Critical Consumers;// Lesley Pedagogy of Control**//Microteaching//** (2)
 * //Microteaching//** (2) ||
 * **Week 6**
 * 2/16, 2/18** || ** How Can We Use Selected Literacy Activities as __Writing__ Assessments? **

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TH:PKT on //Writing (pp. 19-30);// KW Ch. 7(pp. 77-94); Reutzel & Cooter; KL: Ch. 18; **//Microteaching (3)//** || · Concepts About Print · Observation Survey · Connecting assessment findings to long-term goals and instructional strategies || T: **//Microteaching//** (2)
 * **Week 7**
 * 2/23, 2/25** || ** How Can We Use Selected Literacy Activities as __Emergent Literacy__ Assessments? **

TH: KL: chs. 12, 13, & 16; PKT on //Concepts About Print// and //Observation Survey//(pp. 72-85); KW, Ch. 3(pp. 27-36) & Ch.4 (pp.37-47); **//Microteaching//** (2) ||

· Phonemic Awareness · Letter Knowledge · Alphabetic Principle · Phonics · Strategies for assessing and teaching || T: //**Microteaching**// (2); bring in draft of your Assignment A, Miscue analysis, and/or Assignment B
 * **Week 8**
 * 3/2, 3/4** || ** How Can We Use Selected Literacy Activities as __Emergent__ __Literacy__ Assessments? **
 * Meet @Milner in the NW corner.**

TH: Compton-Lilly //Sounding Out; ;// using online tools 3/9, 3/11 || SPRING BREAK- NO CLASS ||  || 3/16, 3/18 || Strategies for __Vocabulary__ Assessment and Instruction Connecting assessment findings to long-term goals and instructional strategies** || T: Building Vivid Vocabularies; **Assignment B: Instructional Goals & Plans due**
 * Assignment A: Literacy Assessments due**
 * Assignment B: Instructional Goals & Plans due**-optional ||
 * Week 9
 * Week 10
 * · Assessing vocabulary knowledge

TH: using online tools

DUE (ACCORDING TO LITERACY LESSON OBSEVATION SCHEDULE): The pre-reflection and draft of the lesson plan will be submitted at least __four days__ before the scheduled observation and the post-reflection will be submitted __two days__ after the lesson is observed. Lessons should be scheduled between March 16th-April 22nd. For exceptions, please see me. || 3/23, 3/25 || Strategies for __Comprehension__ Assessment and Instruction · Assessing factors within the Text that influence reading comprehension · Connecting assessment findings to long-term goals and instructional strategies** || T: Duke & Pearson Reading Strategies
 * Assignment C:** **Literacy Lesson Plan for PBA**
 * Assignment D: PBA Pre-Reflection, Post-Reflection, Lesson Plan after your observation**
 * Week 11
 * · Assessing factors within the Reader that influence reading comprehension

TH: Thoughtful comprehenders || 3/30, 4/1 || Strategies for __Fluency__ Assessment and Instruction Connecting assessment findings to teaching strategies** || T: Peebles Movement and Fluency//;// Worthy Readers’ Theatre
 * Week 12
 * · Assessing children’s reading fluency

TH: Meet @ Milner || 4/6, 4/8 || Catch Up/ Work Day/ Individual Conferences ||  || 4/13, 4/15 || __Literature Response__ in the Primary Classroom: Strategies for Assessment and Instruction · Assessing readers’ responses to literature · Connecting assessment findings to teaching strategies** || T: TBA
 * Week 13
 * Week 14
 * · Review Reader Response Theory

TH: KL, ch. 31 || 4/20, 4/22 || Learning From Research & Experience About Literacy Learning, Teaching, and Assessment || T &TH: Time to meet in groups to work on presentations
 * Week 15

DUE: //The Literacy Lesson Plan and the Pre and Post reflections will be due according to your scheduled observation. All literacy lessons should be completed by this week. There may be some exceptions that will be worked out on an individual basis.// Assignment C: Literacy Lesson Plan for PBA

Assignment D: PBA Pre-Reflection, Post-Reflection, Lesson Plan after your observation || 4/27, 4/29 || Learning From Research & Experience About Literacy Learning, Teaching, and Assessment || DUE: Assignment E: Presentations on Primary Literacy Assessment || Week of 5/3 || Learning From Research & Experience About Literacy Learning, Teaching, and Assessment || DUE: Assignment E: Presentations on Primary Literacy Assessment
 * Week 16
 * Finals Week

// Final course reflection due //** ||
 * Finals time: May 4th 3:10-5:10 pm Degarmo 24**