RED 6940

Course Title: Reading Practicum
Course Credit Hours: 3 semester hours
  
COURSE DESCRIPTION:
RED 6940 is designed to provide a culminating supervised experience for the FLDOE certified teacher. This experience provides the master level teacher an opportunity to obtain practical experience in increasing the reading performance of a student(s) with the prescription and utilization of appropriate strategies and materials based upon scientifically based reading research. As the final course in the reading sequence, this course requires demonstration of the prevention, identification, and remediation of reading difficulties among students. This course meets Competency 6: Demonstration of Accomplishment of the Florida Reading Endorsement indicators
Student Learning Outcomes: 
Upon completion of RED 6940: Reading Practicum, students will apply knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for struggling students, including students with disabilities and students from diverse populations. Specifically, the student will

1. Apply knowledge of language development, literacy development, and assessment to instructional practices. R
2. Demonstrate knowledge of research-based instructional practices for developing students’ phonemic awareness.
3. Demonstrate knowledge of research-based instructional practices for developing phonics skills and word recognition. R
4. Demonstrate knowledge of research-based instructional practices for developing reading fluency, automaticity, and reading endurance.
5. Demonstrate knowledge of research-based practices for developing both general and specialized content area vocabulary. R
6. Demonstrate knowledge of research-based instructional practices for facilitating reading comprehension R
7. Demonstrate knowledge of instruction to facilitate students’ metacognitive efficiency in reading. R, E
8. Demonstrate knowledge of research-based instructional practices for developing critical thinking and content area reading skills R
9. Demonstrate knowledge of goal setting and monitoring of student progress with appropriate instructional application that promotes increases in student learning trends in reading over time. E
10. Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. *
11. Demonstrate instructional skill in working with LEP students that are at different levels of oral proficiency. *
12. Demonstrate knowledge of creating both language-rich and print-rich environments.

Required Texts/Materials:

1. Aaron, G., Malatesha, R., Quatroche, D. (2008). Becoming a professional reading teacher: What to teach, how to teach, why it matters. Publisher: Paul H. Brookes. ISBN-13: 9781557668295
2. TK20 Subscription available directly at http://uwf.tk20.com or       through the UWF campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
3. Additional required readings embedded in course

Major Assignments:

1. Reading Endorsement Portfolio (70 points total).
   You will develop a Reading Endorsement Portfolio demonstrating the depth of your knowledge and the breadth of your instructional skills. The Reading Endorsement Portfolio will include items from previous classes as well as RED 6940. The portfolio will include:

1. Vignette:  (10 points) Compose a narrative “snapshot” of you and your students. Describe your background, student demographics, diverse student needs, physical classroom, etc.
2. Student Profiles: (10 points) - Create a reading profile for each student in your class (or a small group of students – 5 minimum) that includes:
1. Assessment data: screening, diagnostic, progress monitoring, and outcome-based for each component of reading, an interest inventory, and reading attitude survey/inventory (template provided)
2. Instructional Plan:
3. Materials:
4. Recommendations for future instruction and/or assessment
3. Reading Instruction: (40 points)  Demonstrate the depth of your reading knowledge by addressing issues related to the prevention, identification, and remediation of reading difficulties. To do this you will plan, teach, record, and evaluate one lesson for each of the 5 major reading components. For each lesson provide the following (10 page maximum for this section):
1. Rational for the lesson (include references)
2. Summary of lesson (including SLOs, reading strategy, DI technique, and assessment)
3. Evidence of effectiveness. (I.e., progress monitoring data, student work samples, quotes from recorded and transcribed lessons, digital photographs, digital film, etc.). Be sure to include examples of advanced, average, struggling, LEP, and/or ESE students to demonstrate the breadth of your pedagogical skills. 
4. Reflection of instructional effectiveness. (I.e., How did this lesson contribute to the prevention, identification, and/or remediation of reading difficulties?)
4. Professional Growth: (10 points) Provide a brief reflection (2 page maximum) of your professional growth. Identify transition points, resources, etc., that contributed to your growth. How has this journey made you a better teacher?
   
5. Resume: (10 points) – Develop (or update) a professional resume that outlines your accomplishments, knowledge, and abilities. 
6. Participation (10 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 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.
7. Final Exam (10 points) – Essay exam that will question major reading initiatives, Be prepared to defend and/or attack statements concerning reading theory, reading instruction, reading assessment, differentiated reading instruction, SBRR, assessment techniques, popular reading instruction, etc.