Graduate Course Proposal Form Submission Detail - RED6658
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Approved by SCNS
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USF STPT approved Dec 2010; to System 5/10/11; to SCNS 5/18/11. SCNS apprd eff 6/1/12
- Department and Contact Information
Tracking Number Date & Time Submitted 2536 2011-04-07 Department College Budget Account Number Childhood Education & Literacy Studies EP 17350010000 Contact Person Phone Dr. Cynthia Leung 7278734051 firstname.lastname@example.org
- Course Information
Prefix Number Full Title RED 6658 Foundations and Application of Differentiated Reading Instruct Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Found Differentiated Reading Course Online? Percentage Online C - Face-to-face (0% online) 0
Topics explored include: the fundamental aspects of literacy learning and rationale, the analytic process, reading motivation, linquistic perspectives on literacy instruction for ELLs, assessments, lesson plans, vocab instruction and comprehension.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to meet state requirements, licensure, etc
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The state of Florida now requires a course in differentiated reading. The proposed course will also meet the requirement for reading endorsement. In the past, the College has offered a course in differentiated reading but it is a 5000 level course and does not meet all of the new requirements.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 3 or more times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
1. Demonstrate an understanding of foundations of literacy, including writing development and reading acquisition.
2. Demonstrate an understanding of the relationship between oral langugage and literacy development, including the relationship between Basic Information Communication System (BICS) and Cognitive Academic Leanguage Proficiency (CALP) to English language development.
3. Identify learning theories and models of the reading process which have shaped our teaching practices.
4. Identify factors that affect literacy acquisition and ways these factors impact children's language and literacy development, including factors specific to culturally and linguistically diverse students and students with special needs.
5. Identify issues and research-supported theories related to differentiating reading instruction for K-12 students including ESOL students.
6. Describe the relationship between assessment and instruction in differentiated reading instruction and identify ways to assess the literacy development of emergent, novice, transitional, and expert readers and writers in the culturally and linguistically diverse K-12 classroom, including use of alternative assessments.
7. Demonstrate the use of instructional strategies that support language development and comprehension for K-12 students, including appropriate ESOL strategies for ELLs at various stages of second language acquisition.
8. Demonstrate the use of instructional strategies that support the acquisition of word recognition skills and of reading fluency for K-12 students, including appropriate ESOL strategies for ELLs at various stages of second language acquisition.
9. Describe the effects of motivation on literacy development.
10. Describe ways to organize classrooms which include linquistically and culturally diverse students with disabilities to support the literacy lerarning of emergent, novic, trnsitional, and expert readers and writers through differentiated instruction.
11. Identify classroom practices that promote appreciation and enjoyment of reading and writing, including use of technology to enhance instruction for all students including ELLs at various stages of langugage acquisition.
11. Demonstrate knowledge of the Florida Department of Education Code of Ethics as applied to situations involving differentiated instruction.
B. Learning Outcomes
A. survey the status of current reading research and research related to differentiated reading instruction
B. recognize and understand past, present and new trends in elementary and secondary reading instruction and develop strategies and materials for implementing them
C. increase knowledge of and ability to plan and implement a researc-based reading program that includes differentiated instruction
D. develop knowledge in teaching and evaluating different methods of reading instruction such as: basal, literature-based, whole language, phonics, and integrated reading/writing methods.
E. become familiar with journals, books, and online resources that will keep teachers current with the latest research on reading instruction.
C. Major Topics
What differentiated instruction is and is not.
Fundamental aspects of literacy learning.
The analytic process: preparation for differentiating instruction.
Linguistic perspectives on literacy instruction for ELLs
Formal and informal literacy assessments
Review and practice running records and miscue analysis.
Early literacy skills
Lesson planning for differentiated instruction
Foundations of reading comprehension
Strategies for narrative texts
Developing study skills and test taking skills
Using technology to differentiate instruction
E. Course Readings, Online Resources, and Other Purchases
Florida Department of Education Code of Ethics: http://www.fldoe.org/edstandards/code_of_ethics.asp.
Articles selected by instructor on such topics as adolescent literacy and fluency.
F. Student Expectations/Requirements and Grading Policy
Word Study Task = 50 points
Motivation = 25 points
Comprehension Strategies = 50 points
ESOL student interview = 50 points
Literacy and Technology = 25 points
Weekly Discussion Boards = 75 points (5 points each week, one absence allowed)
Total points = 275
A 95-100% 4.0 262-275 points
A- 92-94% 3.67 253-261 points
B+ 89-91% 3.33 245-252 points
B 86-88% 3.0 236-244 points
B- 83-85% 2.67 228-235 points
C+ 80-82% 2.33 220-227 points
C 77-79% 2.0 212-219 points
C- 74-76% 1.67 203-211 points
D+ 71-73% 1.33 195-202 points
D 68-70% 1.0 187-194 points
D- 65-67% .67 179-186 points
F 0-64% 0.0 0-187 points
G. Assignments, Exams and Tests
Each Candidate prepares a portfolio as part of the final exit requirements from the program. This portfolio is recorded in the CDN and organized by the program outcomes and Florida Educator Accomplished Practices, the state standards for educators. Assignments specifically designed to address outcomes for the CDN are labeled in this syllabus. Candidates are encouraged to upload assignments and annotations to the CDN every semester of their program.
*1.Word Study Task—AP 6, 7, 8, 10; RC 2.D, 2.F.2, 4.6, 4.7, 4.8, 5.5, 5.7; IRA 2.1, 2.2, 2.3, 3.3; FTCE 3.3, 5.3, 8.1, 9.3, 9.4; ESOL PS(s) 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 18, 19, 20, 21, 24, 25
Candidates will read and discuss scientifically-based research in the areas of word work, vocabulary, and spelling. Strategies for differentiating instruction based on the needs of the learner will be shared. The candidate will administer a running record or miscue analysis to a small group of elementary or secondary level students to identify the students’ areas of difficulty. The students may be students with disabilities and should include at least one ESOL student. Based on the assessment results, select a strategy that is appropriate for the students’ knowledge level. Plan a differentiated lesson on this strategy and implement it in the classroom with this group of students. The candidate will write a three page narrative describing the strategy used, analyzing the findings from the running records or miscue analysis, explaining why he/she chose the activity, why the strategy was appropriate for his/her students, and how differentiated instruction was applied. The candidate also will describe how he/she followed the Florida Department of Education Code of Ethics when working with these students (teaching strategies, SSS)
2.Motivation and Adolescent Literacy—AP 7, 8, 9; RC 2.F.4, 5.1, 6.1, 6.9, 6.12; IRA 1.4, 4.1, 4.3, 4.4; FTCE 8.1, 10.2
One of the most critical issues that teachers who work with adolescents deal with is motivation. Find a refereed journal article (written in the last five years) that deals with motivation and develop an activity or a strategy you could use to motivate adolescent learners in literacy. The article can be about motivation of students with disabilities. Write a two-page paper describing your views about motivation and the activity or strategy you could use.In your paper, discuss why you chose this particular strategy. Be sure to cite the article you used to support your ideas using APA format.(teaching strategies)
3.Comprehension Strategies—AP 4, 7, 8, 10; RC 1.E.3, 2.F.2, 4.6, 4.7, 4.8, 5.8, 5.9, 5.11; IRA 2.1, 2.2, 2.3, 3.3; FTCE 5.2, 8.1, 9.3, 9.4; ESOL PS(s) 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 18, 19, 20, 21, 24, 25
For this assignment, candidates will analyze a case that includes assessment data for a small group of elementary or secondary students including a student with disabilities and an ESOL student. Comprehension strategies based on scientifically-based reading research will be presented to the candidates. This information will include the following strategies: Directed-Reading Thinking Activity, Question-Answer Relationship, Reciprocal Teaching, and Story Maps. The candidate will analyze the assessment data, select one strategy appropriate for the students, and plan differentiated instruction for this group of students. The candidate will write a three-page narrative summarizing the assessment analysis, describing the strategy selected and the plan for differentiated instruction, and explaining why the strategy is appropriate for these students. (teaching strategies, SSS)
*4. ESOL student interview—AP 5, 7; RC 3.12, 4.3, 4.4, 4.6, 4.7, 6.7, 6.9-6.11; IRA 1.3, 2.3, 4.2; FTCE 8.2, 8.3; ESOL PS(s) 3, 5, 18, 23
Interview an ESOL student.(You may interview an adult if he/she immigrated to the United States within the last five years). Ask questions to learn about the student's family background, school experiences, and experiences with or attitudes toward reading. Write a three-page paper describing your student and his/her Level of English Language Proficiency. What do you think should be done to meet the needs of this student in terms of instruction and support today? (teaching strategies)
5.Literacy and Technology—AP 8, 12; RC 2.F.3, 4.9, 5.2, 6.12; IRA 2.2, 2.3, 4.2; FTCE 12.4
Research a minimum of five literacy web sites for students. Write a brief critique of each site you visit, discussing how teachers or students might use these sites.Rate each site on a scale of one to five for usefulness and ease of use. Explain how the sites could be used for differentiated reading or writing instruction. (technology)
Elements of the Curriculum/Assignment:
Higher level mathematics concepts (elementary, middle grades mathematics, secondary mathematics)
Math Computational skills acquisition and measures to improve P-12 computational performance
Technology appropriate for grade level
Sunshine State Standards content
Reading, interpretations, and use of data for student achievement
Information on State system of school improvement and accountability
Teaching strategies to meet the needs of diverse student populations
Write and speak in a logical and understandable style with appropriate grammar
Recognize signs of students’ difficulty with the reading and computational performance
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
•Incomplete Grade Policy. Deadlines will be extended only in exceptional situations, such as hospitalization. Appropriate documentation of your inability to make the deadline is required. It is necessary that you contact the instructor in advance and secure an extension.
Reference: USF Regulation USF 3.027 - The following is the portion of the Regulation pertaining to graduate students. To read the entire regulation, including sections pertaining to undergraduate students, go to: http://usfweb2.usf.edu/usfgc/ogc%20web/current.reg/USF3-027.htm or http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm.
1. Fundamental Principles
Academic integrity is the foundation of the University of South Florida system’s (University/USF) commitment to the academic honesty and personal integrity of its University community. Academic integrity is grounded in certain fundamental values, which include honesty, respect and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community, including the instructional faculty, staff and students.
2. General Policies
The following policies and procedures apply to all students, instructional faculty and staff who participate in administration of academic classes, programs and research at the University of South Florida. This regulation asserts fairness in that it requires notice to any student accused of a violation of academic integrity and provides a directive for discussion between the instructor and student to seek a fair and equitable resolution. If a fair resolution is not accomplished in this discussion, this regulation allows the student continued rights of due process under the academic grievance procedures based upon the preponderance of the evidence. The policies described below are the only policies and procedures that govern violations of academic integrity at the University and supersede any previous policies or regulations.
3. Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integrity are listed below, and are not intended to be all inclusive.
Definition: Cheating is using or attempting to use materials, information, notes, study aids, or other assistance in any type of examination or evaluation which have not been authorized by the instructor.
1. Students completing any type of examination or evaluations are prohibited from looking at or transmitting materials to another student (including electronic reproductions and transmissions) and from using external aids of any sort (e.g. books, notes, calculators, photographic images or conversation with others) unless the instructor has indicated specifically in advance that this will be allowed.
2. Students may not take examinations or evaluations in the place of other persons. Students may not allow other persons to take examinations or evaluations in their places.
3. Students may not acquire unauthorized information about an examination or evaluation and may not use any such information improperly acquired by others.
4. Instructors, programs and departments may establish, with the approval of the colleges, additional rules for exam environments and behavior. Such rules must be announced in advance in a course syllabus or other advance written notice to students.
Definition: Plagiarism is intentionally or carelessly presenting the work of another as one’s own. It includes submitting an assignment purporting to be the student’s original work which has wholly or in part been created by another person. It also includes the presentation of the work, ideas, representations, or words of another person without customary and proper acknowledgement of sources. Students must consult with their instructors for clarification in any situation in which the need for documentation is an issue, and will have plagiarized in any situation in which their work is not properly documented.
1. Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly acknowledged by parenthetical citation in the text or in a footnote or endnote.
2. When material from another source is paraphrased or summarized in whole or in part in one’s own words, that source must be acknowledged in a footnote or endnote, or by parenthetical citation in the text.
3. Information gained in reading or research that is not common professional knowledge must be acknowledged in a parenthetical citation in the text or in a footnote or endnote.
4. This prohibition includes, but is not limited to, the use of papers, reports, projects, and other such materials prepared by someone else.
(C) Fabrication, Forgery and Obstruction
Fabrication is the use of invented, counterfeited, altered or forged information in assignments of any type including those activities done in conjunction with academic courses that require students to be involved in out-of-classroom experiences.
Forgery is the imitating or counterfeiting of images, documents, signatures and the like.
Obstruction is any behavior that limits the academic opportunities of other students by improperly impeding their work or their access to educational resources.
1. Fabricated or forged information may not be used in any laboratory experiment, report of research, or academic exercise. Invention for artistic purposes is legitimate under circumstances explicitly authorized by an instructor.
2. Students may not furnish to instructors fabricated or forged explanations of absences or of other aspects of their performance and behavior.
3. Students may nor furnish, or attempt to furnish, fabricated, forged or misleading information to University officials on University records, or on records of agencies in which students are fulfilling academic assignments.
4. Students may not steal, change, or destroy another student’s work. Students may not impede the work of others by the theft, defacement, mutilation or obstruction of resources so as to deprive others of their use.
5. Obstruction does not include the content of statements or arguments that are germane to a class or other educational activity.
(d) Multiple Submissions
Definition: Multiple submissions are the submissions of the same or substantially the same work for credit in two or more courses. Multiple submissions shall include the use of any prior academic effort previously submitted for academic credit at this or a different institution. Multiple submissions shall not include those situations where the prior written approval by the instructor in the current course is given to the student to use a prior academic work or endeavor.
1. Students may not normally submit any academic assignment, work, or endeavor in more than one course for academic credit of any sort. This will apply to submissions of the same or substantially the same work in the same semester or in different semesters.
2. Students may not normally submit the same or substantially the same work in two different classes for academic credit even if the work is being graded on different bases in the separate courses (e.g. graded for research effort and content versus grammar and spelling).
3. Students may resubmit a prior academic endeavor if there is substantial new work, research, or other appropriate additional effort. The student shall disclose the use of the prior work to the instructor and receive the instructor’s permission to use it PRIOR to the submission of the current endeavor.
4. Students may submit the same or substantially the same work in two or more courses with the prior written permission of all faculty involved. Instructors will specify the expected academic effort applicable to their courses and the overall endeavor shall reflect the same or additional academic effort as if separate assignments were submitted in each course. Failure by the student to obtain the written permission of each instructor shall be considered a multiple submission.
Definition: Complicity is assisting or attempting to assist another person in any act of academic dishonesty.
1. Students may not allow other students to copy from their papers during any type of examination.
2. Students may not assist other students in acts of academic dishonesty by providing material of any kind that one may have reason to believe will be misrepresented to an instructor or other University official.
3. Students may not provide substantive information about test questions or the material to be tested before a scheduled examination unless they have been specifically authorized to do so by the course instructor. This does not apply to examinations that have been administered and returned to students in previous semesters.
(f) Misconduct in Research and Creative Endeavors
Definition: Misconduct in research is serious deviation from the accepted professional practices within a discipline or from the policies of the University in carrying out, reporting, or exhibiting the results of research or in publishing, exhibiting, or performing creative endeavors. It includes the fabrication or falsification of data, plagiarism, and scientific or creative misrepresentation. It does not include honest error or honest disagreement about the interpretation of data.
1. Students may not invent or counterfeit information.
2. Students may not report results dishonestly, whether by altering data, by improperly revising data, by selective reporting or analysis of data, or by being grossly negligent in the collecting or analysis of data.
3. Students may not represent another person’s ideas, writing or data as their own.
4. Students may not appropriate or release the ideas or data of others when such data have been shared in the expectation of confidentiality.
5. Students may not publish, exhibit, or perform work in circumstances that will mislead others. They may not misrepresent the nature of the material or its originality, and they may not add or delete the names of authors without permission.
6. Students must adhere to all federal, state, municipal, and University regulations or policies for the protection of human and other animal subjects.
7. Students may not conceal or otherwise fail to report any misconduct involving research, professional conduct, or artistic performance of which they have knowledge.
8. Students must abide by the University’s policies on Misconduct in Research where applicable, which can be found in the University’s Policies and Procedures Manual at the General Counsel’s website.
(g) Computer Misuse
Definition: Misuse of computers includes unethical, or illegal use of the computers of any person, institution or agency in which students are performing part of their academic program.
1. Students may not use the University computer systems in support of any act of plagiarism.
2. Students may not monitor or tamper with another person’s electronic communications.
(h) Misuse of Intellectual Property
Definition: Misuse of Intellectual Property is the illegal use of copyright materials, trademarks, trade secrets or intellectual properties.
Students may not violate state or federal laws concerning the fair use of copies.
(4) Violations and Sanctions for Graduate Students: Undergraduate Students should refer to the Undergraduate Catalog.
The Office of Graduate Studies holds academic integrity in the highest regard. Graduate students are responsible for being aware of and complying with University Regulations and Policies and must conduct themselves accordingly. Sanctions for Academic Dishonesty will depend on the seriousness of the offense and may range from the receipt of:
An “F” or “Zero” grade on the subject paper, lab report, etc.
An “F” in the course or activity in which credit may be earned.
An “FF” in the course (leading to expulsion from the University).
Academic Dismissal for any violations of academic dishonesty policies or regulations.
Possible revocation of the degree or Graduate Certificate following a thorough investigation.
Graduate students who are assigned an “FF” grade will be academically dismissed from the University and will not be eligible to apply to any graduate program at USF. Procedures regarding Academic Dishonesty and Academic Dismissal may be found on the Office of Graduate Studies’ website.
(5) Additional Graduate Guidelines for Academic Dishonesty
1. If a graduate student who has been accused of academic dishonesty drops the course, the student’s registration in the course will be reinstated until the issue is resolved.
2. Any assigned grade maybe changed to an “FF”, “F”, or other grade depending on the instructor’s decision or the ultimate resolution of an academic grievance procedure. This includes any instance of academic dishonesty that is not detected until after the student has dropped or completed the course.
3. Notification to the graduate student of the “FF” grade and the option of appeal concerning the alleged academic dishonesty and academic dismissal remains with the instructor and/or department chair (refer to the University Academic Grievance Procedures).
4. A graduate student who has been dismissed for reasons of academic dishonesty will have this reflected on the student’s transcript with the formal notation: Dismissed for Academic Dishonesty.
5. More serious violations of academic integrity may be referred to the Office of Student Affairs as a student conduct violation.
J. Program This Course Supports
M.A. in Reading Education
- Course Concurrence Information
M.A.T. Exceptional Student Education
M.A. Elementary Education (Dual Track)
M.A. English Education with Reading Endorsement