EDN 557-01 - Clinical Teaching in Reading Recovery II - Spring 1996
Instructor - 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 reading and writing to young children at risk of
reading failure. Develops understanding of theories of reading and reading acquisition from an
emergent literacy perspective.
Course Objectives:
1. Learn to sharpen and improve abilities to observe and assess reading and writing behaviors of
young, beginning readers.
2. Understand and use techniques to increase the learning power of tutoring sessions.
3. Learn to improve book selection and introduction decisions based upon strengths and needs of
individual learners.
4. Develop greater skill in teaching and prompting students for the development of reading
strategies.
5. Learn advanced 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 the relationships between reading and writing and improve techniques for helping
students become more independent writers.
8. Extend understanding of the role of word analysis in reading and learn additional techniques
for developing students' word analysis strategies.
9. Learn to make more appropriate teaching decisions to facilitate acceleration and
discontinuance.
Activities
Attend weekly three-hour class sessions.
Tutor a case-load of four children throughout the year.
Keep appropriate records.
Teach at least 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.
Receive at least four field visits per year from trained teacher leader.
Complete assigned readings.
Prepare a presentation on Reading Recovery for teachers at your school.
Evaluation
Performance will be judged in the following areas:
1. Learning to teach children (judged through analysis of records, observations of teaching, participation in discussions, and written assignments) which includes:
(a) Understanding purposes and techniques of most procedures,
(b) Understanding key concepts, such as acceleration, independence, fluency, building on strengths, etc.
(c) Accepting responsibility for reflective analysis and improvement of own lessons,
(d) Working regularly with parents and classroom teachers to support children's learning,
(e) Maintaining a schedule of 30-minute daily lessons for all children, including all lesson components,
(f) Effective organization and management of teaching materials and records.
2. Regular class attendance. Illness or emergency warrant excusable absence, given prior notification (if possible); more than one absence per semester, even if excusable, may affect grade and continuance in the program.
3. 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.
4. Active class participation through attentive listening and relevant contributions during discussions.
5. Timely, appropriate, and informative record keeping.
6. Completion of out-of-class assignments, including readings and written take-home exam.
A grade of B in a graduate course denotes satisfactory work.
A grade of A may be earned for especially high-quality performance in 3 out of 4 areas above (1, 4, 5, and 6.), and by discontinuing at least one child.
A serious deficiency in any of the 6 areas listed above may result in a grade of C or lower. (Notification will be given in writing by mid-semester if such a deficiency exists.)
EDN557.SYL