1

EDUC 400 Diagnostic Teaching of Reading

Spring 2018

“…helping young children become literate and love books is an exciting and satisfying
endeavor. The…approaches to (reading) instruction are all jargon until one actually observes
the intensely intellectual methods young children use to explore how reading and writing work.
The emphasis is on what children do as they explore reading, writing, speaking, and listening
and on how teachers can strengthen children’s natural exploration of literacy behaviors”
(Sadler, 1999).

Instructor: Cerissa Stevenson, Ph.D.

Office: 242 Education Building
Office Hours: Tuesdays 12:00-1:00 and by appointment
Phone: 970-491-0922
Email: Cerissa.Stevenson@ColoState.Edu

Class Meeting Times:

Week 1-5: M/W 9:10-10:50, F 9:10-9:50
Week 6-15 :M/W/F 9:25-10:50

Location:
January 16-February 19th Education Building Room 13
February 21-May 4th O’Dea Elementary, 312 Princeton Road 80525 Fort Collins

Required Texts:
Cunningham, P., & Allington, R. (2016). Classrooms that Work: They can all Read and Write
(6th Ed.). Boston: Allyn & Bacon.

Richardson, J. (2016). The Next Step Forward in Guided Reading: An Assess-Decide-Guide

Framework for Supporting Every Reader (Grades K-8). New York: Scholastic

Blevins, W. (2017). A Fresh Look at Phonics: Common Causes of Failure and 7 Ingredients for
Success. Thousand Oaks, CA: Corwin Literacy.

Recommended Texts:
 2

Kress, J.E. & Fry, E.B. (2016). The Reading Teacher’s Book of Lists. San Francisco, CA: Jossey
Bass

Required Resource (Print or have available electronically): Colorado P-12 Academic

Standards; Reading, Writing and Communicating for practicum grade level only.

Materials: 3-ring-binder (1½” or larger) with dividers/tabs

*Sections: Resources, Standards, Running Records, Lesson Plans, Peer Observations,
Teacher/Student Communication, and Goals

Course Overview
Catalogue Description: Development of the knowledge base, skills, and strategies for teaching
reading from birth to age 8 within a diagnostic-prescriptive framework. This course includes
practicum field experiences with emerging and developing literacy learners in Kindergarten
through Third Grade.

Course Description: In early childhood, we see growth and development of language skills that
serve as a precursor to lifelong literacy skills. EDUC 340 introduced the concept of emergent
literacy skills. Toward these ends, this course is designed to help you learn how to develop
instruction that makes productive use of emerging literacy abilities that your students bring to the
classroom to build a solid foundation for the acquisition of reading skills. Aligned with the
Colorado Teacher Quality Standards, teacher candidates will learn how to design, implement,
and guide reading instruction in Kindergarten-Third Grade settings.

By the end of this course, you will have gained experiences with fostering the on-going
assessment techniques utilized within the school district for monitoring children’s progress. The
goal of EDUC 400 is to assist the Early Childhood Educator in developing the knowledge base,
skills, and strategies for teaching reading from birth to age 8 within the diagnostic-prescriptive
framework and apply their learning with emerging and developing readers.

Colorado Department of Education

Performance-Based Standards for Colorado Teachers (Adopted 1/13/00)

• Standard One: Knowledge of Literacy. The teacher shall be knowledgeable about

student literacy development in reading, writing, speaking, viewing, and listening.
• Standard Three: Knowledge of Standards and Assessment. The teacher shall be
knowledgeable about strategies, planning practices, assessment techniques, and
appropriate accommodations to ensure student learning in a standards-based curriculum.
• Standard Five: Knowledge of Classroom and Instructional Management. The
teacher is knowledgeable about classroom practice in order to successfully manage time,
communications, and record keeping procedures that will support and enhance student
learning.
 3

• Standard Six: Knowledge of Individualization of Instruction. The teacher is

responsive to the needs and experiences children bring to the classroom, including those
based on culture, community, ethnicity, economics, linguistics, and innate learning
abilities. The teacher is knowledgeable about learning exceptionalities and conditions that
affect the rate and extent of student learning, and is able to adapt instruction for all
learners.

Objectives
The teacher candidate will:
1. Apply knowledge of how children develop and learn literacy acquisition
2. Plan and implement meaningful, developmentally appropriate literacy learning
experiences
3. Reflect on practice in his/her own professional growth
4. Develop an initial philosophy of teaching reading
5. Practice effective questioning techniques
6. Evaluate record keeping procedures and material management that supports the
understanding of students’ literacy needs
7. Communicate assessment results

Essential Questions
(Taken from: DuFour, R., Eaker, R. & DuFour, R. (2005) On Common Ground: The Power of
Professional Learning Communities, p. 15)
• What is it we want all students to learn ( specifically in reading K-3)
• How will we know when each student has mastered the essential learning?
• How will we respond when a student experiences initial difficulty in learning?
• How will we deepen the learning for students who have already mastered essential
knowledge and skills?

Class Procedures and Policies

Attendance and Participation: Your preparedness to learn, your initiative, imagination,
creativity, cooperation, and development towards a professional attitude are critical in the Early
Childhood Teacher Licensure Program. Attendance and participation are very important
contributors to your success in this class and are a reflection of your commitment to the teaching
profession. As such, attendance and participation both in class and during field experiences
is critical to building your understanding of course content. In order to accommodate
unforeseeable circumstances that may prohibit attendance, one absence is granted without
penalty to each student. For each absence thereafter, one percentage point will be deducted
from your final grade. Students who must be absent from class are responsible for contacting
the instructor and notifying the field placement site of their absence. Occasionally, activities and
assignments will be completed in class. You must be present in order to complete those tasks and
receive credit. The same commitment and professionalism is expected during your off-campus
fieldwork. If you are unable to fulfill your commitment due to illness or other circumstances,
 4

you are responsible for contacting your field site directly and emailing your instructor, to
notify them of your absence. All missed fieldwork time must be made-up!

Snow days: Once fieldwork begins, during inclement weather, please check the psdschools.org
website or local news channel for school cancellations. In the event of a snow day, fieldwork
time is not required to be made-up. Class will not meet if O’Dea is not open.

Assignments: All assignments will be evaluated on the degree of excellence and quality of the
essential attributes. Specifically, accuracy, thoughtfulness, organization, clarity, and mechanics
are evaluation components. Timely behavior and meeting deadlines are benchmarks of
professionalism. All assignments are due and will be collected during class or on Canvas, unless
otherwise specified. Late assignments will be penalized one letter grade and will not be
accepted after one week. Students are responsible for getting the assignments to the instructor.

Statement of Full Participation: Any students in this course who have a disability that may prevent them
from fully demonstrating their abilities should contact me as soon as possible so that I can discuss
accommodations necessary to ensure full participation and to facilitate your educational
opportunities. Also, please realize that every voice is important in this class. If at any time you feel
harassed on the basis of ethnic or cultural background, gender, or sexual orientation, please notify me so I
can address the situation immediately and/or make the proper referrals to the appropriate campus
personnel.

Accommodations for Successful Learning: If you have a documented disability that warrants
accommodations in the course, please make an appointment to see me at your earliest convenience. I am
committed to facilitating your success. I am willing to make appropriate accommodations that will increase
your learning opportunities in this class. If you have not already contacted the office of Resources for
Disabled Students, please do so. They are located at: 100 General Services Building; Telephone Number:
(970) 491-6385.

Academic Integrity: This course will adhere to the Academic Integrity Policy of the Colorado State
University General Catalog (Page 7) and the Student Conduct Code.

Field Experience: Field Experience is an essential component to EDUC 400! Your role is to:
• Actively Observe
• Develop strategic guided reading lessons to meet the needs of individual students
• Develop working relationships with teachers, children and families (when possible) to support literacy
development
• Apply knowledge of how children develop and learn literacy acquisition
• Become knowledgeable in materials and resources that assist teachers in assessing or developing
curriculum for reading instruction

Assignments
Reflective Writings: 10 @ 10 points=100 points
In order to assist you with your development as a reflective literacy practitioner, you will be
asked to complete 10 writing assignments where you will reflect on your experiences and
 5

practices during your field work hours. Papers should be 1-2 pages typed and double spaced. All
reflections should be submitted on Canvas.

Reading Assignments: 12 @ 5 points = 60 points

In order to model and reinforce best practices, you will have an assignment to complete for each
of the assigned readings. All reading assignments should be submitted in class.

Diagnostic Assessment Exercises: Running Records: 9 @ 5 =45 points. You will be responsible
for completing running records during your reading instruction.

Teaching of Reading Lessons and Self-Evaluations: 10 points for each lesson and self-
evaluation= 100 points
As you progress through EDUC 400, you will acquire the skills and knowledge to assist you in
developing and implementing reading instruction. You will be responsible for planning and
implementing ongoing lessons. You will submit a self-evaluation including a written lesson plan,
an evaluation of your perceptions (what went well, what was challenging, did anything
unexpected happen, etc.), and suggestions for future development.

Mid-Term and Final Exam: Midterm, 50 points. Final, 100 points.

Grading
Reflections 100
Reading Assignments 60
Teaching of Reading Lessons and Self- 100
Evaluations (10 @ 10 points)
Running Records (9 @ 5 points) 45
Recordings and Goal Setting (4 @ 5) 20
Peer Observation Protocols (5 @5) 25
Student/Teacher Communication (5 @ 5) 25
Midterm 50
Final Exam 100
Successful completion of field work Pass/Fail
Total Points Possible 525
A+: 100-97, A: 96.9-93, A-: 92.9-90
B+: 89.9%, B: 86.9-83, B-: 82.9-80
C+: 79.9-77, C: 76.9-73, C-: 72.9-70
NOTE: It is required that you achieve a C or better for the ECE program.
 6

EDUC 400-Diagnostic Reading: Course Schedule (SUBJECT TO CHANGE!)

Date Topic Reading Field Assignments
CTW: Classrooms
that Work text
GR: Guided
Reading text
Assignments Due
Week 1 Introduction to the course and Handout: 5
Wednesday, field placement structure and Essential
January 17th expectation Components of
Reading
Friday , Creating Classrooms that
January 19th Work

NO CLASS Professional Disposition

Week 2 Encouraging Independent CTW: Preface and

Monday, readers Chapter 1
January 22nd Article: Big Ideas
Behind Daily 5 and
Cafe

Text Coding
(engagement
strategy)

CTW: Chapter 2
Article: Guided
Reading: The
Romance and the
Reality

3-2-1
(Engagement
Strategy)

Wednesday, Phonemic Awareness Article: Teaching

January 24th Phonemic
Awareness
Double Entry
Journal
(engagement
strategy)

Friday, Building a Foundation CTW: Chapter 3

January 26th (+Whole Group Strategies) Article: Alphabetic
Knowledge

Teachers as
Readers (TAR)
(Engagement
Strategy)

Week 3 Fluency CTW: Chapter 4

 7

Monday, January Alpha Boxes

29th (Engagement
Strategy)

Wednesday, January Teaching Phonics and CTW: Chapter 5

31st Spelling Patterns Blevins Text:
Success Ingredient 1
and 2

Connections Chart
(Engagement
Strategy)

Friday, February 2nd Decoding Article: Teaching

(+Whole Group Strategies) Reading: Accurate
Decoding

Blevins Text:
Success Ingredient 3
and 4

Graphic organizer

Week 4 Vocabulary Development CTW: Chapter 6

Monday, February
5th Blevins Text:
Success Ingredient
5, 6, & 7

Four Square
(Vocabulary
Strategy)

Wednesday, Comprehension CTW: Chapter 7

February 7th Article: Mosaic of
Reciprocal Teaching Groups Thought
Generating
Interactions
Between Schemata
and Text (GIST)
(Comprehension
Routine)

Friday, February 9th Writing CTW: Chapter 9

(+Whole Group Strategies)
Reciprocal
Teaching
(Comprehension
Routine)

Week 5 Assessment CTW: Chapter 11

Monday, February Article: Assessment
12th GR: Chapter 6
 8

Literature Circles

Wednesday, Differentiation CTW: Chapter 12

February 14th
Literature Circles

Friday, February 16th Inside Classrooms that Work GR: Chapter 1 MEET AT O’Dea for
O’Dea: Context, Idea Poster
culture/climate and meet and greet
expectations (8:00-8:30)
Week 6 Familiar Read GR: Chapter 2
Monday, February Peer Observation
19th

START AT O’DEA *Running Record/Familiar GR: Chapter 3 Student interview

Wednesday, Read Student interest Familiar Read
February 21st survey

Friday, February Running Records (purpose, GR: Chapter 4 Student Interview

23rd scoring, analysis) modeled *Reflection 1 Familiar Read
*Teacher/Student
communication
*Lesson plans and
Reflection #1
Week 7 iPad Introduction and GR: Chapter 5 Student interview
Monday, February Recording Protocol Familiar Read
26th Word Work Running Record

Wednesday, March Word Work GR: Chapter 6 Student interview

28th Familiar Read
Running Record

Friday, March 2nd *Word Work Modeled GR: Chapter 7 Student interview
*Reflection 2 Familiar Read
*Running Record 1 Running Record
*Teacher/Student
communication
* Lesson plan and
Reflection #2
Week 8 New book Article: What Can I Familiar Read
Monday, March 5th Say Besides Sound- Running Record
It-Out Word Work

*RECORD FAMILIAR READ

Wednesday, March Debrief and Goal Setting Familiar Read

7th Running Record
Word Work

Friday, March 9th *Introducing a new book *Reflection 3 Familiar Read

modeled *Running Record 2 Running Record
*Teacher/Student Word Work
communication
 9

*Lesson plan and

Reflection #3

Mid-term posted
online
SPRING BREAK! Relax and Rejuvenate
Week 9 New book Mid-term Due Familiar Read
Monday, March 19th Running Record
Word Work
New Book

Wednesday, March Writing Familiar Read

21st Running Record
Word Work
New Book

Friday, March 23rd Writing *Reflection 4 Familiar Read

*Running Record 3 Running Record
*Teacher/Student Word Work
communication New Book
*Lesson plan and
Reflection #4

Week 10 Writing Familiar Read

Monday, March 26th Running Record
Word Work
New Book

*RECORD WORD WORK

Wednesday, March Debrief and Goal Setting Familiar Read
28th Running Record
Word Work
New Book

Friday, March 30th *Writing Modeled *Reflection 5 Familiar Read

*Running Record 4 Running Record
*Teacher/Student Word Work
communication New Book
*Lesson plan and
Reflection #5

Week 11 Writing Familiar Read

Monday, April 2nd Running Record
Word Work
New Book
Writing

Wednesday, April Familiar Read

4th Running Record
Word Work
New Book
Writing
Friday, April 6th *Reflection 6
No Kids in Session *Running Record 5
 10

Meet on Campus *Teacher/Student

Room 13 9:00-9:50 communication
*Lesson plan and
Reflection #6
Week 12 Familiar Read
Monday, April 9th Running Record
Word Work
New Book
Writing
*RECORD NEW BOOK
INTRODUCTION
Wednesday, April Debrief and Goal Setting Familiar Read
11th Running Record
Word Work
New Book
Writing
Friday, April 13th Comprehension *Reflection 7 Familiar Read
*Running Record 6 Running Record
*Teacher/Student Word Work
communication New Book
*Lesson plan and Writing
Reflection #7

Week 13 Familiar Read

Monday, April 16th Running Record
Word Work
New Book
Writing
Wednesday, April Familiar Read
18th Running Record
Word Work
New Book
Writing
Friday, April 20th *Reflection 8 Familiar Read
*Running Record 7 Running Record
*Teacher/Student Word Work
communication New Book
*Lesson plan and Writing
Reflection #8

Week 14 Familiar Read

Monday, April 23rd Running Record
Word Work
New Book
Writing
*RECORD WRITING
Wednesday, April Debrief and Goal Setting Familiar Read
25th Running Record
Word Work
New Book
Writing
Friday, April 27th *Reflection 9 Familiar Read
*Running Record 8 Running Record
*Teacher/Student Word Work
communication New Book
Writing
 11

*Lesson plan and

Reflection #9

Week 15 Familiar Read

Monday, April 30th Running Record
Word Work
New Book
Writing
Wednesday, May 2nd Familiar Read
Running Record
Word Work
New Book
Writing
Friday, May 4th *Reflection 10 Wrap up
LAST DAY OF *Running Record 9 Good-byes
CLASS *Thank you notes
*Teacher/Student
communication
*Lesson plan and
Reflection #10

Final Exam Date/time TBD (online)