Course+Requirments

** Assignments ** || ** Georgia Framework for Teaching: Student Learning Outcomes ** || 4.8 are committed to using assessment to identify student strengths and needs and promote student growth. ||
 * ** Course Required **
 * 1. *Compile emergent literacy strategies that that can be used in the P-5 classroom: for each of concepts of print, phonological awareness/phonics, writing, vocabulary, comprehension and listening/speaking/viewing. (include iPod apps post on class wiki) || 5.6 use appropriate resources, materials, and technology to enhance instruction for diverse learners.
 * 2. **Develop an annotated bibliography of children’s literature addressing multiculturalism and learning differences || 1.5 carefully select and use a wide variety of resources, including available technology, to deepen their own knowledge in the content area(s). ||
 * ^  || 2.4 understand how factors in environments inside and outside of school may influence students’ lives and learning ||
 * ^  || 3.5 are sensitive to and use knowledge of students’ unique cultures, experiences, and communities to sustain a culturally responsive classroom. ||
 * 3. Reflections on structured observations and interactions/interviews from classroom and field-based experiences. || 6.4 systematically reflect on teaching and learning to improve their own practice. ||
 * || 6.5 seek opportunities to learn based upon reflection, input from others, and career goals. ||
 * 4. Comprehensive Exam(s) on assigned readings, class lectures & activities. || 1.1 demonstrate knowledge of content, major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the subject(s) they teach. ||
 * 5. *R*Students will explore, compare and contrast a traditional reading strategy and a new technological approach of like reading strategy using (iPod Touch Educational Applications). Students will develop a qualitative case study. Students will examine literature review of traditional practice. Students will implement such strategy within their field experience. Students will than implement a comparable strategy using technology. Students will then report their findings. || 5.6 use appropriate resources, materials, and technology to enhance instruction for diverse learners. ||
 * **__ Additional Course Assignments and course activities will be explained and posted on course wiki. RUBRICS will be developed in class for each assignment then posted on LiveText. __** ||  ||

**Course Standards:**


 * READ 3.i a || Assessment & Evaluation of instruction || Candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. || A 3121 Teach Read; || 3121 A Assessment: Compile emergent literacy strategies that that can be used in the P-5 classroom: for each of concepts of print, phonological awareness/phonics, writing, vocabulary, comprehension and listening/speaking/viewing. || READ 3.i a ||
 * READ 3.i.II c || Assessment & Evaluation of instruction || Candidates select and administer appropriate formal and informal assessments including technology-based assessments. They understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. They can interpret the results of these tests and assessments. || A 3121 Teach Read; ||  || READ 3.i.II c ||
 * READ 3.ii.I e || Assessment & Evaluation of instruction || Candidates compare, contrast, and analyze information and assessment results to place students along a developmental continuum. They recognize the variability in reading levels across children in the same grade and within a child across different subject areas. The can identify students proficiencies and difficulties. They recognize the need to make referrals for appropriate services. || A 3121 Teach Read; ||  || READ 3.ii.I e ||
 * READ 3.iii f || Assessment & Evaluation of instruction || Candidates use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from different cultural and linguistic backgrounds. || A 3121 Teach Read; ||  || READ 3.iii f ||
 * READ 3.iii.I g || Assessment & Evaluation of instruction || Candidates analyze, compare, contrast, and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle. || A 3121 Teach Read ||  || READ 3.iii.I g ||
 * READ 3.iv h || Assessment & Evaluation of instruction || Candidates communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administration, policymakers, policy officials, community, etc.) || A 3121 Teach Read ||  || READ 3.iv h ||
 * READ 3.iv.I i || Assessment & Evaluation of instruction || Candidates interpret a students reading profile from assessments and communicate the results to the student, parents, caregivers, colleagues, and administrators. || A 3121 Teach Read ||  || READ 3.iv.I i ||
 * READ 1.iii f || Foundations of Reading/Writing Processes & Instruction || Candidates demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. || D 3121 Teach Read || 3121 D Portfolio Assessment: Develop an annotated bibliography of children’s literature addressing multiculturalism and learning differences || READ 1.iii f ||