Alabama state university asu
Download
1 / 15

- PowerPoint PPT Presentation


  • 239 Views
  • Updated On :

Alabama State University (ASU). ASU’s RFTEN Model is called RECITE Linda Bradford, Ph.D. Goals and Objectives. Provide SBRR training for our reading faculty Provide SBRR training and practices for our preservice teachers Offer reading tutorials to struggling readers in selected schools

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '' - DoraAna


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Alabama state university asu l.jpg

Alabama State University (ASU)

ASU’s RFTEN Model is called RECITE

Linda Bradford, Ph.D.


Slide3 l.jpg

Goals and Objectives

Provide SBRR training for our reading faculty

Provide SBRR training and practices for our preservice teachers

Offer reading tutorials to struggling readers in selected schools

Compile research data for monitoring progress


Reading l.jpg
READING

Two reading courses are required for Early Childhood and Elementary Education Teacher Candidates:

  • REA 373 Teaching of Reading

  • REA 374 Reading and Language Development


Reading courses preparation activities l.jpg
Reading Courses Preparation/Activities

  • Reading research (SBRR)

  • Case studies

  • Critiques

  • Reflection journal

  • Micro-teaching

  • Story reading sessions

  • Assessment tools

  • Clinical experiences


Preparation for recite l.jpg
Preparation for RECITE

  • Presented orientations on SBRR with reading faculty

  • Revised syllabi for REA 373 and REA 374 by aligning them with SBRR

  • Located space in library curriculum area for RECITE Lab

  • Created resources and materials list

  • Organized and created necessary activity forms


Preparation continues l.jpg
Preparation Continues

  • Cooperating elementary schools for field and clinical experiences

  • Reading classes for RFTEN orientation sessions

  • Candidates to cooperating schools

  • Candidates’ progress monitored in the field

  • Findings noted


Recite advisory board l.jpg
RECITE ADVISORY BOARD

  • Department chair of C&I

  • ASU reading faculty

  • Principals from cooperating schools

  • Teachers from cooperating schools

  • Teacher candidates


What teacher candidates should know and be able to do l.jpg
What Teacher candidates should know and be able to do…

  • SBRR Strategies

  • Lesson Plan Development

  • Tutoring Schedule

  • Reading Assessment Tools (screening, ongoing progress monitoring assessment, diagnostic assessment, and outcome assessment)

  • Reflection Journals

  • Conferences


When we observe our teacher candidates in the classroom at selected schools we expect to see l.jpg
When we observe our teacher candidates in the classroom at selected schools, we expect to see:

  • Activities to develop students’ phonological awareness

  • Systematic explicit instruction in phonetic decoding strategies and spelling

  • Activities that build fluency in both word reading and reading of connected text

  • Explicit introduction of strategies for text comprehension

  • A variety of vocabulary building activities


Reading assessment format l.jpg
Reading Assessment Format selected schools, we expect to see:

  • Screening Assessment

    • systematic screening of all students in early grades to catch students at risk for reading failure

  • Ongoing progress monitoring Assessment

    • frequent checks of progress for struggling readers, 1-4 times per month and make adjustments if needed

  • Diagnostic Assessment

    • struggling readers identified, diagnostic assessment about specific information about students’ strengths and individual needs such as grouping and scheduling decisions

  • Outcome Assessment

    • grade level progress checked with standardizedor standard-based assessment


Dispositions attributes l.jpg

Attitude toward students selected schools, we expect to see:

Adaptability

Competency

Planning and preparation

Methods

Up-to-date professionally

Professional attitude

Reliability

Appearance

Speech and voice qualities

Initiative

Classroom organization and control

Dispositions/Attributes


Teacher candidates l.jpg
Teacher Candidates selected schools, we expect to see:


Slide14 l.jpg

Teacher Candidate selected schools, we expect to see: in Action


Final thoughts l.jpg

Final Thoughts selected schools, we expect to see:

Our reading program is unique. The implementation of SBRR strategies has impacted the teaching of reading at ASU and at our cooperating schools. RFTEN has provided improved instruction and professional development for teacher candidates in early childhood education and elementary education.

http://coe.alasu.edu/rften/

rften\default.htm


ad