| Catalog Description
Methods, materials and strategies for exceptional learners in the areas
of langaguage arts: reading, writing instruction, speaking, and listening.
Prerequisites: ESPE 529, 530, 624 and 637.
Course Overview and/or Rationale
This course is a requirement for the Special Education Specialist: Mile
to Moderate Disabilities Credential and the Master of Arts in Education: Option
in Special Education.
Relevant Professional Standards
The professional standards for this course are available online at http://www.specialedcredentials.com. |
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Course
Goals/Objectives
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Understand the interrelationship between language arts and other curriculum
areas.
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Identify instructional approaches and materials currently used with
special needs learners.
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Understand the process of written communication.
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Identify and utilize current research and trends in the development
of language arts instruction.
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Describe current models used in literacy instruction.
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Demonstrate strategies for the integration of language arts instruction
throughout the curriculum.
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Formulate criteria for evaluating students and materials.
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Identify the components necessary for effective collaborative learning
communities.
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Demonstrate techniques for study skill instruction.
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Demonstrate an understanding
of appropriate adaptation of the core curriculum for learners with special
needs.
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Describe instructional strategies that enable special needs students
to access the core curriculum in general education classrooms.
- Demonstrate an understanding of emergent literacy development.
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| Course Requirements |
PRACTICUM
This is a methods course and requires students to practice
the teaching methods and assessments in a special education classroom.
The setting should primarily serve children with mild to moderate
disabilities and can be either RSP (Resource Specialist Program) or
SDC (Special Day Class). The focus child for the case study should
be a learining handicapped child whose disability affects reading
and writing. Individual consultation with the instructor is advised
if you are not teaching special education, will not have the flexibility
to practice the teaching method in your classroom, or will be off
track during the quarter.
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Class activities. A
miniumum of one in-class activity is scheduled for each class session.
A written report of each activity is required (format provided by
the instructor).
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Class readings. Activities
to support class readings may be assigned by the instructor.
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Administer and analyze assessments.
Record of Oral Reading (total of 7, due weeks 3,4,5,6,7,8,9, including
one early and one late example of the case study child), San Diego Quick, Names Test,
Writing Prompt, 5-Minute Written Vocabulary Test, and the Developmental
Spelling Inventory will be administered, scored and analyzed (due
week 5).
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Online Study Guides . Complete 4 online study guides covering Guided Reading, Shared Reading, Interactive Writing and Interactive Editing. The modules can be found at http://www.stanswartz.com/courses.htm
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Interactive writing and interactive editing.
Samples of interactive writing will be displayed and shared weeks 7-8. Interactive editing samples are due weeks 8, 9. A planning sheet is
required for each sample (format provided by instructor).
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Videotaped teaching sessions. Two
tapes (standard size required) will be developed of practice sessions
using teaching methods. Tape 1 (due week 5) is a guided reading practice.
Final tape (due week 10) will include an interactive writing and interactive editing and 2 guided
reading sessions in a group that includes the case study child. Tapes
will not be returned.
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Case study. One focus student will
be selected from a special education classroom for the case study. Instruction using guided reading, interactive writing and interactive editing will consider data collected on the six assessments
in course requirement 2. This case study is due week 10. The format
for the case study will be provided by the instructor.
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Reading Instruction Competence Assessment
(RICA). Students will complete a RICA practice examination,
due week 10.
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| Course Evaluation Plan |
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| Grading |
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| Class assignment values: |
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| Class activities, including writing samples |
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25 % |
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(2.5
per session) |
| Assessments |
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25 % |
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| Videotapes and case study |
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50 % |
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A final grade will only be assigned if all course
requirements are completed. |
| Textbook/Bibliography
Swartz, S.L., Klein, A.F., & Shook, R.E. (2001).
Interactive writing and interactive editing. Carlsbad, CA: Dominie
Press.
Swartz, S.L., Klein, A.F., & Shook, R.E. (2002). Shared reading.
Carlsbad, CA: Dominie Press.
Swartz, S.L., Klein, A.F., & Shook, R. E. (2003).
Guided reading and literacy centers. Carlsbad, CA: Dominie
Press.
A collection of readings will also be provided to
each student.
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Course Policies
Class attendance and participation. Students are
expected to attend and participate in each class session. Attendance
is defined as arriving on time and staying until dismissal. Class
participation opportunities are both formal and informal. A formal
activity is scheduled for each class session that is designed to apply
student learning to teaching situations. These activities are supported
by assigned readings. Informal participation includes general class
discussions. It is expected that all student comments and questions
will be shared with the whole class.
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| Commitment to Diversity
In our commitment to the furthering of knowledge and fulfilling our
educational mission, California State University, San Bernardino seeks
a campus climate that welcomes, celebrates, and promotes respect for
the entire variety of human experience. In our commitment to diversity,
we welcome people from all backgrounds and we seek to include knowledge
and values from many cultures in the curriculum and extra-curricular
life of the campus community. Dimensions of diversity shall include,
but are not limited to, the following: race, ethnicity, religious
belief, sexual orientation, sex/gender, disability, socioeconomic
status, cultural orientation, national origin, and age. (from the
CSU San Bernardino University Diversity Committee Statement of Commitment
to Diversity, 1995)
In keeping with the university’s Commitment to Diversity, the
faculty of the College of Education fully support the Americans with
Disabilities Act (ADA). Faculty will provide reasonable accommodation
to any student with a disability who is registered with the Office
of Services to Students with Disabilities and who needs and requests
accommodation.
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| Course Calendar
The schedule is provided to help students schedule
readings and plan assignemtent completion. Readings are provided to
accompany each session.
| Session |
Topic |
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| 1 |
Review of course requirements
Working with Struggling Readers
Reading Process |
Read: Guided reading & literacy centers p. 2-54, 137-138
Watch CD How Difficult Can This Be?
Complete take home assignment: Guided Reading Key Terms (due week 2) |
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| 2 |
Record of Oral Reading
Introduction to Guided Reading
San Diego Quick Assessment
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Return written reflection: How Difficult Can This Be?
Complete and bring take-home assignment: Guided Reading key terms |
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| 3 |
Review and Analyze Record of Oral Reading
Review of Guided Reading
Prompting for Reading Behaviors |
Bring planning sheet of guided reading trial with case study
Bring results of San Diego Quick forcase study child and others in group
Bring a completed Recordof Oral Reading and copy of text used |
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| 4 |
Book Selection and Leveling
Readability
Assessments |
San Diego Quick Test
Gentry's Developmental Spelling Inventory
Written Vocabulary Test
Writing Prompt
Names Test
Read: The Names test: A quick assessment of decoding ability by Cunningham
Bring planning sheet of guided reading trial with case study
Bring a completed Record of Oral Reading and copy of text used.
Bring two samples of texts; fiction/nonfiction and textbook/trade, used in your classroom |
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| 5 |
Review of Guided Reading Tapes Review of Assessment
Data Summary Sheet
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Bring video 1of a guided reading lesson with a group of students that includes your case study student
Bring planning sheet of guided reading trial with case study
Bring a completed Record of Oral Reading and copy of text used
Bring all assessments administered to case study student
Complete take-home assignment: Interactive Writing Terms (due week 6) |
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| 6 |
Introduction to Interactive Writing Assessments |
Read: Interactive Writing and Interactive Editing p. 1-73
Complete and bring online assignment: Interactive Writing Key Terms
Read: Utility of phonics generalizations by Clymer
Bring planning sheet of guided reading trial with case study
Bring a completed Recordof Oral Reading and copy of text used
Bring planning sheet and sampleof interactive writing completed with your class
Read: Shared reading: Reading with children p 1-30
Complete take-home assignment: Shared Reading Key Terms (due week 7)
Read: Interactive writing and interactive editing, p 74-125
Complete take-home test: Interactive Editing Key Terms (due week 7)
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| 7 |
Review Interactive Writing Introduction to Shared Reading
Introduction to Interactive Editing
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Bring planning sheet and sample of interactive writing completed with your class
Bring planning sheet of guided reading trial with case study
Bring a completed Record of Oral Readingand copy of text used
Complete assignment: Shared Reading key terms
Complete assignment: Interactive Editing key terms |
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| 8 |
Review of Interactive Writing Review of Interactive Editing |
Bring planning sheet and sample of interactive writing completed with your class
Bring planning sheet and sample of interactive editing completed with your class (Choose a piece of text from Shared reading: Reading with children to use for this interactive editing assignment)
Bring planning sheet of guided reading trial with case study
Bring a completed Record of Oral Reading and copy of text used |
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| 9 |
Review Interactive Editing
Reading Aloud
Comprehension
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Read: Guided reading & literacy centers, p 2-6
Read: Working together: A collaborative model for the delivery of special services in general classroomsservices in general classrooms by Swartz
Read: Reading comprehension: What works? by Pearson & Fielding
Bring planning sheet of guided reading trial with case study
Bring a completed Record of Oral Reading and copy of text used
Bring planning sheet and a sample of interactive editing completed with yoru class (Choose a pieceof text from Shared Reading: Reading with childrento use for this interactive editing assignment) |
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| 10 |
Individual Conferences
To Be Scheduled
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Bring completed case study summary, with
Assessment protocols, data summary sheet and written descriptions of how your two taped guided reading lessons, interactive writing, and interactive editing lessons address the needs of your case study student.
Bring RICA practice results
Bring video with first guided reading trial, interactive writing lesson, interactive editing lesson, and second guided reading lesson. All lessons must include your case study student.
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Note: Students who are absent may be required to complete ADDITIONAL online make-up assignments
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