Revise Paper to meet professors criteria

Textbook Information

Rasinski, Timothy V. (2011) Rebuilding the foundation: Effective reading instruction for 21st century literacy. Solution Tree Press; Bloomington, IN. ISBN: 978-1-935542-00-1

(Additional readings assigned in class)

Course Description

Focuses on the study of theoretical foundations, past and present, for the teaching of reading and how these theories influence classroom practices. Research concerning theory and practice will be emphasized as it concerns emergent literacy and developmental reading.

Credit Hours: 3

Student Learning Outcomes

At the completion of this course, students will be able to:

· identify major learning theories and connect each to reading instructional practices

· describe the influences of key reading theory on historical reading instructional practice

· align key components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) with research-based models and methods of instruction

· demonstrate depth of professional reflection in analyzing their own teaching practice in light of qualities of effective literacy instruction

· describe and support a developing theoretical stance for reading instruction citing both learning and reading theory, and including web-based examples

· outline specific and intentional strategies for supporting literacy needs of culturally and linguistically diverse students

Requirements for Papers and Written Assignments

All papers and written assignments are to be double-spaced and in 11 or 12 point font. It must follow the guidelines as described in the 6thedition of the Publication Manual of the American Psychological Association (APA).In addition, all written work will be assessed using an evaluation rubric which students are expected to use when completing the assignment. Graduate level/professional writing is free of grammatical and mechanical errors. Grammar and mechanics are to be of graduate/professional level for highest rating on any assignment.

Module 5 – Vocabulary

Objectives

Upon completion of this lesson:

· Student will describe the role of vocabulary in reading development and will identify examples of research based vocabulary instruction in the student’s specific licensure area.

· Student will correctly match vocabulary instructional practices with their instructional purposes.

· Student will demonstrate understanding of the ODAR model of reflection by attempting a theory based practice in a field placement and reflecting on it in Observe-Describe-Analyze-Reflect (ODAR) format.

Module 5 Reading Assignment

· Chapter 9 Teaching Vocabulary: Leading Edge Research and Practice

Module 5 O.D.A.R. Field-based Assignment

For this assignment you will conduct your own field-based activity involving either a phonics, phonemic awareness, or vocabulary activity with a student or small group within your licensure area and submit a typed summary with hyperlinked article or website in support of your activity.  Consider first what the learning target is and then what are the unique needs of the student(s) to be sure the activity is most purposeful and not simply an exercise to complete for your assignment.  The activity can be replicated from something you have seen, read, or tried previously.  Once completed, submit a typed paper in the Observe Describe Analyze Reflect (O.D.A.R.) sequence.  Use these prompts to guide your written summary:

1. What would we OBSERVE in/around the instructional setting (strictly the set up, the materials you used,  the positioning of you and child(ren), etc.; state the purpose for the activity based on the student need; no opinion statements;).

2. DESCRIBE the instructional practice you implemented (i.e. the structure of lesson, the strategies used, the comments from you, the involvement of the child(ren)).

3. What ties to theoretical stances are evidenced? ANALYZE how effective the lesson was.  Consider how aligned the instruction was to learning theory(ies).

4. REFLECT candidly on what you could have done differently or what would be your next steps in light of how this went. What would a modification be for a student with a different literacy need?

Your O.D.A.R. paper can be up to a 3 page maximum.  Please structure your paper with the four sub headings (Observe, Describe, Analyze, Reflect).  Upload your paper as a WORD document saved as lastname_firstinitial_ODARphonics , or whatever concept you are teaching (i.e. Malone_W_ODARphonics).

*Remember that graded assignments are due Sunday by 1:55 pm EST.

O.D.A.R. Field-based reflection evaluation
Observations and Descriptions	Each element is written in clear and comprehensible language and provides sufficient detail that would make this a replicable activity.	10 points
Analysis and Reflections	Each element includes pedagogical language (tied to content and or theoretical foundations) and not merely a series of opinion statements.	10 points
Professional Presentation	Professional grammar and written mechanics consistently used; Hyperlinked article or website in support of the activity is attached and properly cited in APA format.	10 points