# Knowledge Assessment Questions: Answer Key (continued)

## Learning Outcomes:

When you finish this course of study you will:

1. Be an effective, efficient, and engaging literacy instructor
2. Understand and apply the principles of the science of reading
3. Design lessons integrating the essential components of reading and writing instruction
4. Implement the features of effective instruction
5. Use assessment to inform your instruction
6. Increase the reading achievement of your students

| Class/Chapter | Main Topics | Suggested Activities & Resources | Readings, Assignments & Application Activities to be Completed Before Class |
| --- | --- | --- | --- |
| Section I: An Introduction to Literacy Instruction and Assessment |  |  |  |
| 1 Ch. 1 Becoming an Effective Literacy Teacher (Hougen) | Review of course content & expectation Guiding Questions Relevant state and federal legislation Rethinking Assumptions Instructional Considerations | Expectation of students and class design Collaborative Teams Tutoring responsibilities | Study Ch. 1 |
| 2 Ch. 2 Critical Components (Hougen & Smartt) | Reading & the Brain Evidence based practices Science of Reading Essential components of Reading | Collaborative Teams Tutoring Review | Read Chapter 2 Be able to discuss #1-#5 of chapter objectives |
| 3 Ch. 2 continued | Features of Effective Instruction Simple View of Reading | Practice Partner share of students' tutoring session plan | Be able to discuss #6-#9 of chapter objectives |
| 4 Ch. 3 Assessment (Smartt) | Key terms Types of Assessment: Informal & Formal Universal screening, progress monitoring, diagnostic, outcome based | Have students research and prepare a report of different assessments, strengths and limitations | Read Chapter 3 Be able to discuss the four chapter objectives |
| 5 Ch. 4 Using Standards (Hess) | Brief History of Standards Types of Standards Examination of standards: state, knowledge & practice standards, college & career | Identify the standards used in your state | Read Chapter 4 Be able to discuss #1-#5 chapter objectives |
| 6 Ch. 4 continued | Thinking about Standards - Bloom, Webb, Hess Standards and Learning progressions Standards-based grading | Using mock student testing, demonstrate standards-based grading | Complete a draft standards-based lesson plan using information in Appendix C |
| 7 Ch. 5 Foundational Skills (Gibson) | Social-emotional skills Language development Learning Domains Early literacy skills High-quality instruction Evidence-based PK practices Instructional Routines to teach language & literacy skills | With a partner, demonstrate reading a children's book, make an inference and prediction. Identify 3-5 new vocabulary words and demonstrate how you would teach them. | Read Chapter 5 Be able to discuss the five chapter objectives |
| Section II: The Foundational Skills of Literacy Acquisition and Instruction |  |  |  |
| 8 Ch. 6 Oral Language & Listening Skill Development (Cavanaugh) | Phonology, morphology, semantics, syntax, pragmatics Language facilitation strategies Interactive and dialogic reading Differentiation of Instruction Assessment | Using a children's book demonstrate a think-aloud | Read Chapter 6 Be able to answer #1-#5 and #7 chapter objectives |
| 9 Ch. 6 cont. Ch. 7 Phonological Awareness (Al Otaiba, Ortiz, Hougen) | Phonological Awareness, Phonemic Awareness & Phonics "Just right" instruction Designing intensive & explicit instruction Evidence-based practices to teach specific skills | Develop and demonstrate how you would integrate effective instruction into an oral language-building activity. | Using your lesson plan, identify where and how you would differentiate and scaffold your instruction Read Chapter 7 Be able to discuss #1, 2, 4, 6, 7, and 9 of the chapter objectives. |
| 10 Ch. 7 continued | Alphabetic Principle Phases of word reading Continuum of phonics development & assessment Phoneme-Grapheme Correspondence Orthographic Mapping Letter patterns Sample lesson | Given a list of words, students will identify the number of syllables and phonemes. Demonstrate how you would teach segmenting and blending words with three phonemes | Identify web sites for evidence-based practices and assessments. Develop and be prepared to model a routine to teach phonemic awareness. |
| 11 Ch. 8 Basic Phonics (Tolman, Hougen, & Smartt) Ch. 8 continued | Alphabetic Principle Phases of word reading Continuum of phonics development & assessment Phoneme-Grapheme Correspondence Orthographic Mapping Letter patterns Sample lesson | Design a phonics lesson that incorporates the features of effective instruction | Read chapter 8 Be able to discuss #1-#5 of the chapter objectives. |
| 12 Review Ch. 2-8 | Team Work: What are the essential components of reading & evidence-based strategies to teach them? | Review the Guiding Questions and Consider Answers to each |  |
| 13 Ch. 10 Handwriting, Spelling, Composition (Carreker) | Handwriting Instruction Spelling Instruction | Demonstrate how you would teach written composition skills | Read chapter 10 Be able to discuss #1-#4 chapter objectives. |
| 14 Ch. 10 Cont. | Composition: Sentences, Parts of speech, summarization | Reflect upon tutoring experiences | Tutoring Case Study |
| 15 Final exam |  |  |  |