EDN 556 - 557 - Clinical Teaching in Reading Recovery I and II
SYLLABUS - Fall 1997, Spring 1998
Professor - Dr. Noel K. Jones
Parallel Instructor - Martha Lee Beasley
Course Description:
Develops skill in observing, recording, and analyzing children's reading and writing behaviors
and in implementing effective methods for teaching literacy to young children at risk of
reading failure. Generates understanding of theories of reading and writing processes and of
reading acquisition from an emergent literacy perspective.
Course Objectives:
1. Learn to observe and assess reading and writing behaviors of young children.
2. Understand and apply principles to facilitate learning in tutorial relationships.
3. Develop an understanding of reading and writing processes and of patterns literacy acquisition.
3. Learn criteria for selecting and introducing books to young readers, based upon individual strengths and needs.
4. Develop concepts and procedures for teaching and prompting the development of reading strategies.
5. Learn strategies and techniques to develop fluency, problem-solving strategies, and independence in learning.
6. Learn to keep and analyze anecdotal records on children's performance and progress as a basis for lesson focus and teaching decisions.
7. Understand relationships between reading and writing and learn principles and procedures for helping students become more independent writers.
8. Develop initial understanding of the role of word analysis in reading and learn ways to foster word analysis strategies.
9. Learn to make appropriate teaching decisions to facilitate development of reading and
writing strategies.
Schedule of Class Sessions
Classes for Section 02 will meet at the Brunswick County Reading Recovery facility from 4:00 to 6:45 p.m. Fall classes meet on Tuesday.
Classes for Section 01 will meet Monday at UNCW, Room 208, or at specified field sites.
Course Activities
Complete a series of sessions and activities on Reading Recovery assessment procedures before class begins.
Attend weekly three-hour class sessions.
Complete observation surveys and write observation summaries and predictions of progress for at least four children.
Tutor a case-load of four to eight children throughout the year.
Keep appropriate daily, weekly, and monthly records.
Teach a minimum of three* demonstration lessons (over the period of two semesters) behind a one-way observation glass.
Observe and participate in discussions when others are teaching demonstration lessons.
Analyze tapes, videos, and records of one's own lessons.
Accept responsibility for reflective analysis and take initiative to improve your own teaching.
Receive at least four field visits per year (over two semesters) from an instructor (trainer or teacher leader).
Complete assigned readings.
Complete a take-home written exam.
Evaluation
Ratings on a 5-point scale on the following criteria at mid-term and end of semester:
1. Learning to teach children (judged through analysis of records, field and BTG observations of teaching, participation in discussions, & written assignments), which includes:
(a) Teaching performance is consistent with the theory, purposes and techniques of Reading Recovery procedures (Clay's Guidebook),
(b) Teaching performance reflects understanding and application of key concepts, such as acceleration, independence, fluency, building on strengths,
(c) Accepts responsibility for reflective analysis and improvement of own lessons,
(d) Teacher works regularly with parents and classroom teachers to foster support for children's learning,
(e) Teacher maintains a consistent schedule of 30-minute daily lessons for all children, including all lesson components,
(f) Teacher effectively organizes and manages teaching materials and records.
2. Regular class attendance. Illness or emergency warrant excusable absence, but students
must try to give prior notification, and they must realize that more than one absence per
semester, even if excusable, may affect grade and continuance in the program.
3. Completion of out-of-class assignments: including readings and take-home exam.
4. Teaching "behind-the-glass" at least three times over the course of Edn 556 and 557.
(More frequent BTG teaching may be necessary in classes smaller than 12.)
5. Active class participation through attentive listening and relevant contributions during
discussions.
6. Timely, appropriate, and informative written reports and records.
A grade of B will be given for overall satisfactory performance. A grade of A may be earned
for outstanding performance in 3 out of the following 4 areas: 1, 4, 5, and 6. A serious
deficiency in any of the 6 areas above may result in a grade of C or lower.
Attendance at regional and national Reading Recovery Conference is required for teacher
leaders in training. Attendance at one conference is strongly encouraged for teachers in
training. These attendances are not considered in computing course grades.
Textbooks:
Clay, M. M. (1993). An observation survey of early reading achievement. Portsmouth, NH:
Heinemann. Required.
Clay, M. M. (1993). Reading Recovery: A guidebook for teachers. Portsmouth, NH:
Heinemann. Required.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH:
Heinemann. Required.
DeFord, Diane, Carol Lyons, Gay Su Pinnell. (1991). Bridges to literacy: Learning from
Reading Recovery. Portsmouth, NH: Heinemann. Recommended.
Lyons, C., DeFord, D., & Pinnell, G. (1993). Partners in learning. New York: Teachers
College Press. Required for Teacher leaders. Optional for teachers.
Phone numbers:
Dr. Noel Jones Office: (910) 962-3382
Martha Lee Beasley Supply School: (910) 754-7644 Home: (910) 457-5611
Donna Berry, Reading Recovery Secretary, (910) 962-3382 or 962-7039
[FAX # 910-962-39.88.]
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