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Graduate Course Proposal Form Submission Detail - RED6846

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-18
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change Description to: Practicum in Reading is a graduate course covering topics relevant to assessment and remediation of literacy in school-aged children. Students work with struggling readers. Intervention is also directed at implementing reading strategies within STEM ar Change Objectives to: 1. develop an understanding of the factors, which relate to appropriate and meaningful assessment of reading abilities. (FEAP 4 a-f; Florida Reading Competencies 6:1; CR 2,4,6; AP 1,7; ILA 1) 2. learn to work successfully with children experiencing reading difficulties. (FEAP 1e; 2d, h; 3c, h; Florida Reading Competencies 6.9,6.10; CR 4,5,6; AP 5,1: ILA 1,2) 3. learn how to interview parents to gain insight into the relationship between the home and the school environment. (CR 6; AP 7,8; ILA 3,5) 4. recognize the characteristics of different testing methods, both formal and more authentic assessments, and demonstrate the ability to select appropriate assessment methods for specific cases and within STEM area texts. (FEAP 5d; Florida Reading Competencies 6:9;CR 2,6;AP 1,5,7,8,9; ILA 3) 5. learn how to interpret, triangulate, and integrate diagnostic and school information to best make recommendation for effective instruction for literacy development and for use of literacy within STEM area texts. (FEAP 4a-f; Florida Reading Competencies 6.9;CR 2,4,6; AP 1,5,9; ILA 3) 6. utilize recommendations for improving reading in the areas of word recognition, meaning vocabulary, comprehension, writing, and STEM content are reading. (FEAP 3b, f, g; Florida Reading Competencies 6.2,6.3, 6.4, 6.6, 6.7,6.8; CR 4,6; AP 5,7,8,10; ILA 1,2) 7. analyze the moral and ethical dimensions of reading assessment and instruction. (FEAP 6; CR 2,6; AP 5,8; ILA 2,3) 8. recognize cultural, linguistic, and ethnic diversity and develop understandings of diversity issues in the context of reading assessment and instruction- specifically the need to build upon student strengths rather than emphasizing student weaknesses, as woll as how diversity can be accommodated within the use of STEM area informational texts. (FEAP 2d, 3h; Florida Reading Competencies 6.9, 6.10, 6.11, 6.12; CR 2; AP 5; ILA 1, 2) 9. demonstrate the ability to communicate effectively with peers, parents, administrators, and children. (FEAP 4e; CR 6; ILA 5) Change Learning Outcomes to: 1. Students will demonstrate understanding of the factors, which relate to appropriate and meaningful assessment of reading abilities in weekly lesson journals. (FEAP 4 a-f; Florida Reading Competencies 6:1; CR 2,4,6; AP 1,7; ILA 1) 2. Students will report learning to work successfully with children experiencing reading difficulties in weekly lesson journals. (FEAP 1e; 2d, h; 3c, h; Florida Reading Competencies 6.9,6.10; CR 4,5,6; AP 5,1: ILA 1,2) 3. Students will learn how to interview parents to gain insight into the relationship between the home and the school environment and rpeort that relationship in the Case Study assignment. (CR 6; AP 7,8; ILA 3,5) 4. Students will use different testing methods, both formal and more authentic assessments, and demonstrate the ability to select appropriate assessment methods for specific cases and within STEM area texts and utilize these in weekly lesson reports. (FEAP 5d; Florida Reading Competencies 6:9;CR 2,6;AP 1,5,7,8,9; ILA 3) 5. Students will interpret, triangulate, and integrate diagnostic and school information to best make recommendation for effective instruction for literacy development and for use of literacy within STEM area texts and report htis information in the Case Study assignment. (FEAP 4a-f; Florida Reading Competencies 6.9;CR 2,4,6; AP 1,5,9; ILA 3) 6. Students will teach struggling readers to improve reading in the areas of word recognition, meaning vocabulary, comprehension, writing, and STEM content are reading with results reported weekly in the lesson journals and in the Case Study assignment (FEAP 3b, f, g; Florida Reading Competencies 6.2,6.3, 6.4, 6.6, 6.7,6.8; CR 4,6; AP 5,7,8,10; ILA 1,2) 7. Students will report on the moral and ethical dimensions of reading assessment and instruction in their weekly lesson reports. (FEAP 6; CR 2,6; AP 5,8; ILA 2,3) 8. Students will teach to the cultural, linguistic, and ethnic diversity and - specifically the need to build upon student strengths rather than emphasizing student weaknesses, as well as how diversity can be accommodated within the use of STEM area informational texts and report these efforts in the weekly lesson reports. (FEAP 2d, 3h; Florida Reading Competencies 6.9, 6.10, 6.11, 6.12; CR 2; AP 5; ILA 1, 2) 9. Students will demonstrate the ability to communicate effectively with peers, parents, administrators, and children and use this to communicate in the Case Study assignment (FEAP 4e; CR 6; ILA 5) Change topics to: Diagnosis and assessment of reading difficulties Intervention strategies Teaching intervention lessons Recording teaching Teacher Commenting on Practice Change textbook to Rex, L.A, & Schiller, L. (2009). Using discourse analysis to improve classroom interaction. New York: Routledge. ISBN 0415801141 2. Leslie and Caldwell (2011). Qualitative Reading Inventory (5th ed) Pearson.
Comments: Required for MA in Reading Ed. Form incorrect. OGS fixed. To GC. Approved 5/12/16. To USF Sys 5/18/16; to SCNS after 5/25/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5102 2014-10-15
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0-1714-000
     
    Contact Person Phone Email
    James R. King 8139741062 jking9@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6846 Practicum in Reading

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Prac Rdg
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    RED 6545, RED 6540, RED 6544, RED 6749

    Corequisites

    none

    Course Description

    PRACTICUM IN READING IS A GRADUATE COURSE COVERING TOPICS AND ISSUES RELEVANT TO ASSESSMENT AND REMEDIATION OF READING PROBLEMS IN SCHOOL]AGED CHILDREN


  3. Justification

    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?

    Offered at least once per year, this course is able to meet College of Education enrollment targets. Infusion of STEM content into course readings. Students will complete and observation of STEM professional's literacy practices.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate in Reading or equivalent


  4. Other Course Information

    A. Objectives

    B. Learning Outcomes

    C. Major Topics

    D. Textbooks

    None

    E. Course Readings, Online Resources, and Other Purchases

    Additional course readings are posted on Canvas

    F. Student Expectations/Requirements and Grading Policy

    Instructional Journal 20%

    Lesson Analysis and Commentary 20%

    Worksite Observation Report 20%

    Case Study 40%

    G. Assignments, Exams and Tests

    This calendar is an overview of the readings and assignments. Please follow the more detailed Modules found in the Canvas course menu. Assignments are due at 11:59 PM on Sundays unless otherwise noted in the syllabus or Modules section of the course menu

    Week and Due Date Topic Readings and Assignments

    Week 1

    Introductions and Expectations;

    Characteristics of Struggling Readers;

    Discourse Analysis and Observation as Assessment Tools ⎯ Rex & Schiller, Preface

    ⎯ Johnston (1987)

    ⎯ Caldwell (2008)

    ⎯ Parent consent form

    ⎯ Submit IRI for approval

    ⎯ Introductory Comments on blog

    ⎯ BlackBoard Collaborate Session August 27

    *All readings/assignments for Week 1 are due Sept 2

    Week 2

    The Role of “Direct” Assessment; the role of assessment with STEM area texts.

    ⎯ Literacy assessment articles (select any 3 from the color list)

    ⎯ Administer IRI; compile results

    ⎯ Add two assessments to “Formative Assessment” collection

    Week 3

    Navigating the Press of External and High Stakes Assessment

    ⎯ Administer 3 additional formative assessments based on IRI results

    ⎯ Assessment summary

    ⎯ Complete the “More” section in week 3 of Module 1

    ⎯ Instructional Journal entry #1

    Week 4

    Interacting with Home and Community

    ⎯ Meet with parent

    ⎯ Post Parent Conference Video to VoiceThread

    ⎯ Instructional Journal entry #2

    Week 5

    Interacting with Home and Community

    ⎯ Comment on partners’ videos by the Oct 1 Blackboard Collaborate Session

    Week 6

    Discourse Analysis: Curriculum and Instruction; Disciplinary Discourses within STEM areas. ⎯ Rex & Schiller, Part 2

    ⎯ Teaching Session #1

    ⎯ Instructional Journal Entry #3

    Week 7

    Discourse Analysis: Curriculum and Instruction; Teaching within the Disciplinary Literacies of STEM areas. ⎯ Teaching Session #2

    ⎯ Instructional Journal Entry #4

    ⎯ Post Teaching Video #1

    Week 8

    Discourse Analysis: Curriculum and Instruction; Using STEM texts for literacy intervention ⎯ Teaching Session #3

    ⎯ Instructional Journal Entry #5

    ⎯ Comment on partners’ videos by the Oct. 22th Elluminate Session

    Week 9

    Discourse Analysis: Teacher-Student Interactions; Talking to struggling readers about strategic reading of STEM texts ⎯ Teaching Session #4

    ⎯ Instructional Journal Entry #6

    ⎯ Rex & Schiller, Part 1

    ⎯ Blackboard Collaborate Oct. 22 @ 5:30 pm

    Week 10

    Discourse Analysis: Teacher-Student Interactions ⎯ Teaching Session #5

    ⎯ Instructional Journal Entry #7

    ⎯ Post Teaching Video #2

    Week 11

    Discourse Analysis: Teacher-Student Interactions ⎯ Teaching Session #6

    ⎯ Instructional Journal Entry #8

    ⎯ Comment on partners’ videos by the Nov 5th Elluminate Session

    ⎯ Blackboard Collaborate Session Nov. 5 @ 5:30

    Week 12

    Discourse Analysis: Teacher-Student Differences ⎯ Teaching Session #7

    ⎯ Instructional Journal Entry #9

    ⎯ Rex & Schiller, Part 3

    Week 13

    Discourse Analysis: Teacher-Student Differences ⎯ Teaching Session #8

    ⎯ Instructional Journal Entry #10

    ⎯ Post Teaching Video #3

    Week 14

    Discourse Analysis: Teacher-Student Differences ⎯ Comment on partners’ videos by the Nov. 26th Elluminate Session

    ⎯ Participation Report

    ⎯ Blackboard Collaborate Session Nov. 26 @ 5:30

    Week 15

    Assessment, Instruction and Discourse: Pulling it All Together ⎯ Case Study Due Dec. 9

    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,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    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

    Students are expected to make up missing work the week they are able to attend class. Special circumstances may be negotiated individually.

    J. Program This Course Supports

    MA in Reading Educaiton


  5. Course Concurrence Information

    Special Education



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