GSU: Reading and Teacher Education

1
(No Transcript)
2
GSU Reading and Teacher Education

• Early Childhood Education
• Middle Childhood Education
• ESOL Certification
• English Education
• Special Education

3

• Department of Early Childhood Education
• Literacy Instruction in a
• Developmental Program

4
Literacy Instruction in a Developmental Program
5
Literacy Instruction
6
(No Transcript)
7
Alternative Masters In Middle Childhood
Education

• Department of Middle and Secondary Education and
  Instructional Technology

8
TEEMS MIDDLE

• Four Semester Program
• Certification in 4-8 (LA/SS or M/SCI)
• Addresses Professional Standards of Middle School
  Association and Two Content Areas
• Field Experiences in 4-5 and 6-8
• Program Portfolio Documents Standards in both
  Content areas in relation to Content Knowledge,
  Teaching Performance, and Impact on Students

9
Reading/Middle School in a Diverse Society Block

• Field-based in elementary summer school program
• Courses taught on site
• Incorporates 50 minutes one-on-one tutoring of a
  student in a content area on a daily basis

10
Alternative Masters in Reading, Language, and
Literacy Education

• Department of Middle and Secondary Education and
  Instructional Technology

11
TEEMS RLL- ESOL

• Four Semester Program
• Addresses Professional Standards of TESOL, IRA
  Standards for Classroom Teachers of Reading and
  SBRR Principles
• Field Experiences in PreK-K, 1-3, 4-5, 6-8, and
  9-12
• Program Portfolio Documents Standards in relation
  to Content Knowledge (Reading/Applied
  Linguistics), Teaching Performance, and Impact on
  Students

12
Semester One and Two

• Summer
• ESOL Methods, Reading Methods, Reading Assessment
  for Struggling Readers
• Daily assessment/tutoring of high school ESOL
  reader
• ESOL Lessons

• Fall
• Literacy in the Content Areas, Applied
  Linguistics, Practicum
• 9 weeks - Middle school - supporting ESOL Student
  in content area
• 6 weeks - Daily work in Elementary classroom

13
Inservice Teachers and Preservice Teachers
Working Together

• Preservice ESOL/Reading Program taught in 3
  feeder PDS schools (elementary, middle, high)
• Language and Literacy Education Site Professor at
  each school one day a week
• Courses taught at school are open to PDS teachers
  interested in obtaining an ESOL endorsement or
  Reading Endorsement
• Summer Block includes support by Literacy Coaches
  Reading Specialists in Practicum Experience

14
Alternative Masters in English Education

• Department of Middle and Secondary Education and
  Instructional Technology

15
TEEMS English Revision Underway

• Existing Literacy In the Content Area course
• Redesigned to be field-based course at PDS site
• Students work one on one with English students
  supporting their development of literacy
  strategies for literary texts
• Course syllabi and field experiences planned
  collaboratively with participating teachers

16
Special Education

• Department of Educational Psychology and Special
  Education
• Georgia State University

17
Specialized Reading Endorsement

• Course 1 Understanding Readers and the Reading
  Process
• Course 2 Working one-on-one with Struggling
  Readers
• Course 3 Alternative Approaches to Literacy
  Instruction for Students with Disabilities
• Courses integrate IRA Standards for Classroom
  Teachers of Reading and SBRR principles
• Program portfolio based on IRA standards must be
  submitted before students are recommended for a
  Reading Endorsement

18
Course Description

• Focused on the design, implementation, and
  evaluation of reading, writing, and spelling
  instruction for students with disabilities
  including those from different cultural,
  linguistic, and socioeconomic backgrounds
• Students study explicit and direct instructional
  procedures and strategies in phonological
  awareness, reading decoding, vocabulary, reading
  fluency, reading comprehension, written
  expression, and spelling.
• Course objectives have been aligned with the CEC
  Performance-Based Standards (2001) and the
  International Reading Association standards

19
Sampling of Objectives

• Identify and describe the big ideas in reading
  instruction. (LD4K8, CC7K1, IRA 1.4)
• Describe components typical of explicit
  instructional lesson plans within the major areas
  of beginning reading instruction, advanced
  decoding instruction, comprehension, writing, and
  spelling instruction. (LD4S8, LD4S9, CC7K2, IRA
  2.3)
• Demonstrate knowledge of issues involving
  identification of individuals with exceptional
  learning needs, including those from culturally
  and linguistically diverse backgrounds. (CC1K5,
  IRA 2.3, 4.1, 4.2, 4.4)

20
Sampling of Assignments

• Students construct two teaching sequences across
  the major areas of beginning reading, decoding,
  vocabulary, comprehension, written expression or
  spelling. In addition, the students implement and
  evaluate one of the sequences.
• Students design an instructional mini-unit that
  integrates writing and spelling skills with
  reading skills.
• Students conduct an analysis of a basal or core
  reading program for a specific area of reading
  instruction. The focus is on explicit and
  effective instruction for students with
  disabilities.