RED4311 - Literacy Learning and Assessment: Grades 4 to 6

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality driven institution, transforms lives through the power of education by providing access to affordable associate and baccalaureate degrees, career certificates and workforce employment programs, delivered by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

• Demonstrate Florida Educator Accomplished Practices (FEAPs).
• Demonstrate Competencies and Skills for Teacher Certification (C&S: K-6).
• Demonstrate Florida Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction.
• Demonstrate Florida ESOL Endorsement Competencies

Upon successful completion of this course, the teacher candidate consistently:

Instructional Design and Lesson Planning

1.E  Uses diagnostic student data to plan lessons.

Instructional Delivery and Facilitation

3.H  Differentiates instruction based on the assessment of student learning needs and recognition of differences in students.

Competencies and Skills for Teacher Certification (C&S K-6)

Upon successful completion of this course, the teacher candidate is able to:

Language Arts and Reading

Knowledge of the Reading Process

1.3       Select and apply instructional methods for the development of decoding skills (e.g., continuous blending and chunking).

1.5       Choose and apply instructional methods for developing reading fluency (e.g., practice with high-frequency words, readers’ theatre, and repeated readings).

1.6     Identify and differentiate instructional methods and strategies that are used for increasing vocabulary acquisition across the content areas (e.g., word analysis, author’s word choice, context clues, and multiple exposures).

1.7     Identify and evaluate instructional methods and strategies for facilitating students’ reading comprehension (e.g., summarizing, self-monitoring, questioning, use of graphic and semantic organizers, think-alouds, and recognition of story structure).

1.8       Identify essential comprehension skills (e.g., main idea, supporting details and facts, author’s purpose, point of view, inference, and conclusion).

1.9       Determine appropriate uses of multiple representations of information for a variety of purposes (e.g., charts, tables, graphs, pictures, and print and non-print media).

1.10     Determine and analyze strategies for developing critical-thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, and question generating).

1.11     Evaluate and select appropriate instructional strategies for teaching a variety of informational and literary texts.

Knowledge of Literacy Instruction and Assessments

4.2       Select and apply oral and written methods for assessing student progress (e.g., informal reading inventories, fluency checks, rubrics, story retelling, and portfolios).

4.3       Analyze assessment data (e.g., screening, progress monitoring, and diagnostic data) to guide instructional decisions and differentiate instruction.

4.7       Evaluate methods for the diagnosis, prevention, and intervention of common emergent literacy difficulties.

Reading Endorsement Competency Four (Foundations and Applications of Differentiated Instruction)

Upon successful completion of this course, the teacher candidate is able to:

4.1       Identify and apply information related to socio-cultural, socio-political, and psychological variables to differentiate reading instruction for all students.

4.2       Identify the stages of English language acquisition for English Language Learners (ELLs) and differentiate reading instruction for students at different levels of English language proficiency.

4.3       Evaluate and apply current theories of second-language acquisition to differentiate instruction for English Language Learners of diverse backgrounds and various levels of prior education.

4.4       Identify factors impeding students’ reading development in each of the reading components (or the integration of these components).

4.5      Recognize how characteristics of both language and cognitive development impact reading proficiency.

4.6       Recognize the characteristics of proficient readers to more effectively differentiate instruction.

4.7       Compare language development, cognitive development, and reading acquisition in individuals of different age groups (i.e., primary, intermediate, and secondary levels) and abilities.

4.8       Select and use developmentally appropriate materials that address sociocultural and linguistic differences. 

4.9       Plan for instruction that utilizes increasingly complex print and digital texts, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.

4.10     Differentiate reading instruction for English Language Learners (ELLs) with various levels of first-language literacy.

4.11    Scaffold instruction for students having difficulty in each of the components of reading.

4.12     Implement a classroom-level plan for monitoring students’ reading progress and differentiating instruction.       

4.13     Monitor students’ progress and use data to differentiate instruction for all students.

4.14     Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary to differentiate instruction for all students.

4.15     Implement research-based instructional practices for developing students’ higher-order thinking abilities.

4.16     Implement research-based instructional practices for developing students’ ability to read critically.

4.17       Implement research-based instructional practices using writing to develop students’ comprehension of texts.

4.18     Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.

4.19     Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to General Education instruction. 

Florida ESOL Endorsement

Upon successful completion of this course, the teacher candidate is able to:

Language and Literacy

2.3.b.   Identify similarities and differences between L1 (home language) and L2 (second language) literacy development.

2.3.c.   Identify the ways that  L1 literacy influences L2 literacy development, and apply this to support ELLs’ learning.

2.3.d.   Identify and apply information related to sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ L2 literacy development in English.

Assessment

5.1.b.   Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1.c.   Demonstrate and apply appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels.

5.2.b.   Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels.

Course Content:

1. State-adopted reading standards
2. Effective reading instruction in the intermediate grades (i.e., 4 - 6)
3. Foundations and applications of differentiated reading instruction
4. Reading assessment strategies
5. Analysis and use of data to:

1. Guide instruction
2. Provide on-going progress monitoring
3. Incorporate appropriate interventions

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbook” button on the PASSPORT schedule of classes.

The Gordon Rule

This is not a Gordon Rule course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Students are encouraged to seek assistance from the professor. To further the educational process, the campus Learning Resources Centers, comprised of the Teaching/Learning and Computing Center (TLCC) JDA Student Success Center, and library, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote students’ academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

Students may officially withdraw from course(s) during any given term, provided they follow the appropriate policy and procedure. Following the conclusion of the Drop/Add Period, a student may officially withdraw without academic penalty from any credit course, provided he or she has submitted the appropriate forms to the Student Services Office no later than the published deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy. Individuals should refer to the student handbook for that program for more information. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the three attempts. Limited admission programs may have specific guidelines regarding repeating a course that vary from this policy. Individuals should refer to the student handbook for that program for more information. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating/plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. Students should also refer to the course syllabus for more specific information.

Information Technology Access/Use Policy

All individuals who employ the information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State College Local Area and Wide Area Networks, and the Internet) must use these resources for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity & Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881-4299
Office: WAD 227, 863.292.3602 Ext. 5378, vbaker@polk.edu.

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Student Services Office on either campus and speak with a Disability Services Advisor or the Coordinator of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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