RED 6658

Course Title: Foundations and Applications of Differentiated Reading Instruction
Course Credit Hours: 3 semester hours

Prerequisites or Co-Requisites:  RED 5990

Course Description: RED 6658 prepares the certified teacher to prescribe, differentiate, and utilize appropriate strategies and materials based upon scientifically based reading research in order to address the prevention, identification, and remediation of reading difficulties among students from diverse populations. Students will acquire knowledge and skills concerning differentiated instructional theory, classroom applications, and evaluation techniques used in differentiated instruction. This course meets the Florida Reading Endorsement criteria for Competencies 4 and 5.

Student Learning Goals:

1. Identify the characteristics of both language and cognitive development and their impact on reading proficiency.
2. Synthesize current, validated research underlying the theory, principles, and practices of differentiated instruction.
3. Identify and explain the core principles of differentiated instruction.
4. Apply knowledge of validated research in each of the major reading components as it applies to reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension).
5. Identify, explain, and evaluate DI classroom instructional strategies and techniques that increase success for all students.
6. Demonstrate knowledge of Guided Reading
7. Explain the interdependent relationship between assessment and instruction in a DI learning environment.

Student Learning Outcomes:
Competency 4: Upon completion of RED 6658, the candidate will demonstrate a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations. Specifically, the candidate will

1. Identify the characteristics of both language and cognitive development and their impact on reading proficiency.
2. Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities. *
3. Identify language acquisition characteristics of learners from mainstream, students with exceptional needs, and diverse populations. *
4. Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading.
5. Identify common difficulties in development of each of the major reading components.
6. Understands specific appropriate reading instructional accommodations for students with exceptional needs and LEP students. E
7. Identify principles of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. *
8. Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and/or struggling readers. R
9. Select appropriate materials that address cultural and linguistic differences. * E
10. Identify structures and procedures for monitoring student reading progress

Competency 5: Application of Differentiated Instruction Upon completion of RED 6658, the candidate will demonstrate knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. Specifically, the candidate will

1. Apply knowledge of scientifically based reading research in each of the major reading components as it applies to reading instruction

            (phonemic awareness, phonics, vocabulary, fluency, comprehension).

1. Apply research-based practices and materials for preventing and accelerating both language and literacy development. R
2. Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth
3. Apply research-based instructional practices for developing students’ phonemic awareness.
4. Apply research-based instructional practices for developing students’ phonics skills and word recognition. R
5. Apply research-based instructional practices for developing students’ reading fluency, automaticity, and reading endurance.
6. Apply research-based instructional practices for developing both general and specialized content area vocabulary . R
7. Apply research-based instructional practices for developing students’ critical thinking skills R
8. Apply research-based instructional practices for facilitating reading comprehension R
9. Apply knowledge of language to instruction in working with LEP students that are at different levels of oral proficiency. *
10. Identify instructional strategies to facilitate students’ metacognitive skills in reading. R, E
11. Identify reliable and valid assessment procedures to validate instructional applications. E
12. Identify and set goals for instruction and student learning based on assessment results to monitor student progress.

Required Texts/Materials:

1. Boyd-Batstone, P. (2006). Differentiated early literacy for English language learners: Practical strategies. New York NY: Pearson. 0205418066
2. Caldwell, J. S., & Leslie, L. (2005). Intervention strategies to follow information reading inventory assessment: So what do I do now? New York, NY: Pearson.0205405584
3. Chapman, C., & King, R. (20030. Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin Press. ISBN: 0761938257
4. Walpole, S., & McKenna, M. C. (2007). Differentiated reading instruction: Strategies for the primary grades. New York, NY: The Guilford Press1593854129
5.  TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
6. Additional required readings embedded with the course

Major Course Assignments:

1. Brochure (10 points – may be completed individually or as a group)
1. Content
1. Use a word processing or publishing software program to develop a brochure. The brochure should be developed using your previous assignments (chart, SBRR definition, flowchart, etc.). It should be suitable for distribution at your Open House or Parents' Night meeting. Your brochure should have the following information:
1. Definition of SBRR.
2. Brief explanation of how Differentiated Instruction is used in the classroom
3. Rationale concerning how Differentiated Instruction is used  
4. Explanation of ii and iii instruction.
5. Explanation of modified and accommodated instruction.
6. Two examples of classroom-based LEP differentiated activities.
2. Design:
1. Your brochure should include the following:
1. Minimum of 2 graphics
2. Use appropriate text emphasis (color, bold, italics)
3. Include your name, date, grade level
4. 2 APA references
5. Save as .doc, rtf, or pub
2. Text Set (10 points)
1. Select a topic (space, King Henry VIII, etc.)
2. Locate 10 resources on this topic (trade books, novels, websites, etc.) that could be used by students
3. Provide the following for each resource
1. APA reference
2. Cultural or linguistic Topic
3. Brief Description of the reference
4. Approximate reading level or lexile of the reference
3. Case Study for Differentiated Reading Instruction (40 points)
   Using your classroom data, you will complete a Case Study of your Differentiated Reading Instruction. (If you are not currently teaching, you may volunteer in a classroom or use the provided data set.) Your Case Report will include the following:
1. Description of your class
2. Assessment Information (Describe the assessments used to make instructional decisions (Assessments may include FORF, FCAT, DIBELS, STAR, MAZE, Informal Reading Inventory, Scholastic Reading Inventory, and/or other approved by instructor)
3. Three-Week Plan for Differentiated Reading Instruction. (Use Walpole & McKenna’s Chapter 13 as an example)
4. Reflection. Describe the successful and unsuccessful elements of your Differentiated Reading Instruction. Your Reflection should:
1. Compare pre and post assessments (affective and cognitive).
2. Describe any changes in student reading behavior(s)
3. Identify learning goals and future instruction
4. Timeline for assessment and instruction
4. Participation (15 points)
    Students will complete a variety of textbook and online readings to develop responses to questions and/or statements presented by the instructor. Students will be required to submit individual and group Discussion postings and other assignments to demonstrate the reflective practices involved in learning. These postings should fully answer the question(s) posed by the instructor and demonstrate sincere reflective thought regarding each topic's posting as well as responses to class members. In addition, postings should adhere to standard grammar, punctuation, and grammar rules. Students will participate in the course in a manner that demonstrates professional courtesy.
5.  Quizzes (25 points) Students will complete 5 multiple choice quizzes throughout the semester. The quizzes will be hosted in the Quizzes section of D2L and be available for one week. A time limit will also be posted for the quiz.