rdg560 | Graduate

Reading Practicum

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In this supervised practicum, candidates apply their knowledge of language and literacy theories, research, and best practices to an ongoing assessment-instruction process. Candidates work intensively with a small group of primary, intermediate, or secondary struggling readers at a public, charter, or parochial school daily for 12 weeks. They create a supportive literacy environment, assess a student’s strengths and needs, develop an individualized instructional plan that utilizes appropriate text and electronic resources, and implement sound instructional practices via their reading and writing lessons. In addition, candidates critically reflect on their practice in a journal, and submit a final report that synthesizes their instruction and their student’s performance, reflects on the process, and makes recommendations for teachers who work with the student and for parents. The seminar also provides a forum for open discussion of goals and problem solving based on practicum experience.

This graduate-level course is 12 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 6
Continuing education units: XX
Professional development units: XX
Duration: 12 weeks

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    The Practicum Experience

    • Review the implementation process of the Reading Teacher Work Sample.
    • Analyze the attributes of an effective mentor and practicum teacher relationship.
    • Identify potential challenges faced during practicum experience.
    • Describe the importance of reflection and identifying opportunities for professional growth.
    • Prepare for the initial tutoring session.
    • Review the practicum evaluation process.
    • Analyze personal philosophy concerning reading and writing development and instruction.
    • Determine strategies to address challenges faced during the practicum.
    • Review the procedures, expectations, and requirements for the practicum.

    Professional Ethics

    • Discuss ethical behavior.
    • Brainstorm possible ethical issues that may be encountered.

    The Literacy Environment

    • Locate a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
    • Determine students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.

    Assessment and Evaluation

    • Use a wide range of informal assessment tools and strategies that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
    • Analyze students’ proficiencies and difficulties along a developmental continuum.

    Foundational Knowledge

    • Apply knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.

    Practicum Reflection

    • Evaluate your practicum experience.
    • Discuss the successes and challenges in your practicum experience.

    Instructional Strategies and Curriculum Materials

    • Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

    Reading Teacher Work Sample

    • Reflect on Standards 1-4 in the Reading Teacher Work Sample.
    • Prepare for Standards 5-7 in the Reading Teacher Work Sample.

    Sustaining a Literacy Environment

    • Motivate learners to be lifelong readers.
    • Model reading and writing enthusiastically as valued lifelong activities.

    Professional Development

    • Collaborate with colleagues to observe, evaluate, and provide feedback on each other’s practice.
    • Participate in and evaluate a professional development activity concerning reading and writing.
    • Propose a professional development program for classroom teachers to improve reading instruction.

    Securing a Position as a Reading Professional

    • Examine application processes in districts where you would be interested in working as a reading professional.
    • Reflect on challenges you foresee with securing a position as a reading professional.
    • Research job opportunities as a reading professional.

    Program Reflection

    • Evaluate personal and professional growth throughout the University of Phoenix MAED/CI-Reading program.
    • Analyze aspects of the University of Phoenix MAED/CI-Reading program that have best prepared you for becoming a reading professional.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

    Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.

    The University of Phoenix reserves the right to modify courses.

    While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.