Assignments Overview

Lesson 5.1: Collaboration Group Meeting
Focus: Understand the importance of maintaining a culturally responsive classroom and selecting texts that are reflective of the culture.

Standards for Reading Professionals (International Reading Association, 1998, pp. 9, 21)
The reading professional will:
1.2 understand, respect, and value cultural, linguistic, and ethnic diversity.
1.4 recognize that literacy can be a means for transmitting moral and cultural values.
1.7 understand the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal
Emesiochl, M. (2003, February). Our heritage, ourselves: The importance of maintaining cultural literacy in the Pacific islands. Pacific Educator, 2(1), 4-5.

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.2: Matching Children With a “Just Right” Book
Focus: Understand how to select books for guided reading that are “just right” for the students as well as teach students to select “just right” books for independent reading.

Standards for Reading Professionals (International Reading Association, 1998, pp. 13, 21)
The reading professional will:
5.2 use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal
Text: On Solid Ground

Estimated time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.3: Overview of Small Group Guided Reading
Focus: Understand what a small group guided reading lesson consists of and why guided reading is an essential part of a comprehensive literacy framework.

Standards for Reading Professionals (International Reading Association, 1998, pp. 15, 21)
The reading professional will:
7.1 provide direct instruction and model when and how to use multiple comprehension strategies, including retelling.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal
Text: Literacy Education Certificate Course IV
Text: On Solid Ground

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Standards for Reading Professionals (International Reading Association, 1998, p. 21)
The reading professional will:
16.1 provide direct instruction and model when and how to use multiple comprehension strategies, including retelling.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.5: Ongoing Assessment Through Running Records and Miscue Analysis
Focus: Review how to take running records and learn to analyze the miscues to determine which cues students are using and which they are neglecting.

Standards for Reading Professionals (International Reading Association, 1998, pp. 17, 21)
The reading professional will:
10.1 develop and conduct assessments that involve multiple indicators of learner progress.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal
Text: Literacy Education Certificate Course II
Text: Literacy Education Certificate Course IV

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.6: Prompting for Strategy Use
Focus: Understand how to prompt students in the use of reading strategies.

Standards for Reading Professionals (International Reading Association, 1998, pp. 14, 21)
The reading professional will:
6.1 teach students to monitor their own word identification through the use of syntactic, semantic, and graphophonemic relations.
6.2 use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning.
6.3 teach students to use context to identify and define unfamiliar words.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal
Text: On Solid Ground

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.7: Word Study
Focus: Understand how to provide direct and systematic instruction in word analysis through word study.

Standards for Reading Professionals (International Reading Association, 1998, pp. 14-15, 21)
The reading professional will:
6.1 teach students to monitor their own word identification through the use of syntactic, semantic, and graphophonemic relations.
6.2 use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning.
6.3 teach students to use context to identify and define unfamiliar words.
6.4 guide students to refine their spelling knowledge through reading and writing.
6.5 teach students to recognize and use various spelling patterns in the English language as an aid to word identification.
16.2 reflect on one’s practice to improve instruction and other services to students.

Materials
Reflection journal
Text: On Solid Ground

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.8: Profile of Reading Instructional Practices
Focus: Observe a colleague and provide feedback.

Standards for Reading Professionals (International Reading Association, 1998, pp. 17, 21)
The reading professional will:
11.2 communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction.
16.2 reflect on one’s practice to improve instruction and other services to students.
16.6 promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction.

Materials
Reflection journal

Estimated Time
3.0 hours independent work
1.5 hours Collaboration Group meeting

Lesson 5.9: Evaluation and Literacy Talk
Focus: Share your learning with other participants and evaluate the module.

Standards for Reading Professionals (International Reading Association, 1998, p. 21-22)
The reading professional will:
16.2 reflect on one’s practice to improve instruction and other services to students.
16.3 interact with and participate in decision making with teachers, teacher educators, theoreticians, and researchers.

Materials
Access to the Internet to post a reflection journal entry into the module evaluation and participate in the online Literacy Talk discussion.

Estimated Time
3.0 hours of independent work
1.5 hours Collaboration Group meeting