EPI 0010 Research Based Practices in Reading

Credit Hours: Three (3)

Pre-requisites: EPI 0001, EPI 0002, and EPI 0004

Course Description

The course will introduce the students to research based instructional strategies. The student
will learn to apply evidence - based reading practices from P-12. The student will examine
educational neuroscience research related to the reading process as well as research-based
approaches and theories related to all components of the reading process: phonemic
awareness, phonics, vocabulary, fluency, oral language, and comprehension. The student will
learn how to differentiate instruction in content literacy. This course teaches competencies 2
and 4 of the 2011 Reading Competencies. (Fifteen hours of clinical experience are required).

Instructor Information
Instructor: R Joseph
Term: Fall 2021
Office Hours: By appointment before or after class Office Location: Room 6082-00
Class Location: Room 6082-00 Campus: Padron
Phone:786-285-6320 Class Time: 9:00-12:45 P.M
E-mail: rjoseph5@mdc.edu Class Days: Saturdays

*Note: This is a blended course and some of the class sessions will be online via
Blackboard.

National, State, and College Standards

Florida Educators Accomplished Practices 2010 – FEAP
Florida Subject Matter Competencies 20th Edition
Florida Performance Standards for ESOL Teachers 2010
Florida Reading Competencies P-12 2011 – READ
Florida Next Generation Sunshine State Standards (NGSSS)

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 1
Miami Dade College Learning Outcomes:

1. Communi 2. Use 3. Solve 4. Formulate 5. Demonstra

cate quantitativ problems strategies to locate, te
effectively e using evaluate, and knowledge
using analytical critical apply information. of diverse
listening, skills to and cultures,
speaking, evaluate creative including
reading, and thinking global and
and process and historical
writing numerical scientific perspectiv
skills. data. reasoning. es.

6. Create 7. Demonstra 8. Use 9. Demonstrate an 10. Describe

strategies te computer appreciation for how
that can be knowledge and aesthetics and natural
used to of ethical emerging creative activities. systems
fulfill thinking technologi function
personal, and its es and
civic, and applicatio effectively recognize
social n to issues . the impact
responsibil in society. of humans
ities. on the
environme
nt.

Florida Educator Accomplished Practices (2010):

(a) Quality of Instruction (a) Quality of Instruction (a) Quality of Instruction

1. Instructional Design and 2. The Learning Environment 3. Instructional Delivery and
Lesson Planning Facilitation

(a) Quality of Instruction (b) Continuous 2. Professional

4. Assessment Improvement, Responsibility and Ethical
Responsibility, and Ethics Conduct

Course Competencies

Competency 1: Acquire the knowledge and expertise to provide effective comprehension

instruction by:
1. Applying intentional, explicit, and systematic instructional practices for scaffolding devel-
opment of higher order thinking, comprehension skills, comprehension monitoring and
self-correcting (e.g., reciprocal teaching, “think aloud,”
etc.).
2. Applying appropriate instructional practices determined by the student’s strengths and
needs, text structure, and the reading demands of domain specific
text.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 2
3. Providing opportunities for student extended text discussion to enhance comprehension,
promote motivation, and student engagement.
4. Selecting and scaffolding informational print or digital texts that are appropriate to the
comprehension instruction to be provided.
5. Providing comprehension instruction that supports students’ ability to read multiple print
and digital texts and to synthesize information within, across and beyond those texts.
6. Scaffolding discussions to facilitate the comprehension of text and higher order thinking
skills for students with varying English proficiency levels.
7. Modeling a variety of strategic activities students can use to foster comprehension moni-
toring and self- correcting.
Competency 2: Utilize techniques that enhance oral language development by:
1. Applying intentional, explicit, and systematic instructional practices for scaffolding devel-
opment of oral/aural language skills (e.g., language experience approach, Socratic ques-
tioning).
2. Creating an environment where students practice appropriate social and academic lan-
guage to discuss diverse texts.
3. Recognizing and applying an English language learner’s home language proficiency as
a foundation and strength to support the development of oral language in English.
4. Providing writing experiences to enhance oral language (e.g., interactive writing, student
to teacher sentence dictation).

Competency 4: Apply research-based instructional strategies to develop academic vo-

cabulary by:
1. Creating an environment that supports wide reading of print and digital texts, both in-
formational and literary, to enhance vocabulary.
2. Applying intentional, explicit, systematic instructional practices to scaffold vocabulary
and concept development (e.g., shared reading, semantic mapping, and so on)
3. Providing for continual integration, repetition, and meaningful use of domain specific
vocabulary to address the demands of academic language.
4. Incorporating vocabulary instruction through analogies (e.g., cognates, Greek, and
Latin roots).
5. Incorporating instructional practices that develop authentic uses of English to assist
English language learners in learning academic vocabulary and content.
6. Providing oral/aural language and writing experiences to enhance vocabulary (e.g.,
interactive word walls, word sorts, word charts for secondary).
7. Demonstrating multiple methods of vocabulary instruction (e.g., multiple contexts,
examples and non-examples, elaborations, and so on)
Competency 5: Provide for the Integration of the reading components across disci-
plines:
1. Applying comprehensive instructional practices, including writing experiences, that
integrate the reading components.
2. Identifying instructional practices to develop students’ metacognitive skills in reading
(e.g., text coding such as INSERT, two column notes).
3. Demonstrating understanding of similarities and differences between home language
and second language reading development.
Competency 6: Apply research-based instructional practices by differentiating process,
product, and contexts as they engage in the systematic problem-solving process by:
1. Applying knowledge of socio-cultural, socio-political and psychological variables to differ-
entiate reading instruction for all students.
2. Recognizing the stages of English language acquisition for English language learners
and differentiate reading instruction for students at different levels of English language profi-
ciency.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 3
 3. Applying current theories of second language acquisition to differentiate instruction for
English language learners of diverse backgrounds and various levels of prior education.
4. Implementing research-based instructional practices for developing students’ higher or-
der thinking.
5. Implementing research-based instructional practices for developing students’ ability to
read critically.
6. Implementing research-based instructional practices using writing to develop students’
comprehension of text.
Competency 7: Have a broad knowledge of students from differing profiles, including
students with disabilities and those from diverse populations by:
1. Applying knowledge of socio-cultural, socio-political and psychological variables to differ-
entiate reading instruction for all students.
2. Planning for instruction that utilizes increasingly complex print and digital text, embeds
assessment, includes scaffolding, and provides re-teaching when necessary for individu-
als and small groups.
3. Differentiating reading instruction for English language learners with various levels of
first language literacy.
4. Scaffolding instruction for students having difficulty in each of the components of read-
ing.
5. Implementing a classroom level plan for monitoring student reading progress and differ-
entiating instruction.
6. Monitoring student progress and use data to differentiate instruction for all students.

Competency 8: Synthesize the foundations of reading with application of skills and

strategies by:

1. Applying explicit instruction of strategies to develop skills in vocabulary.

2. Infusing meaningful writing activities into the reading process.
3. Modeling the use of comprehension strategies to increase content literacy.
4. Interrelating the reading and writing process to demonstrate mastery and comprehen-
sion of concepts.
5. Relating the educational neuroscience explanations to how we teach the reading
process.

Required Textbook
Woolfolk, A. (2016). Educational Psychology (13th ed.). Pearson

SUPPLEMENTARY TEXTBOOKS AND MATERIALS

Supplemental Textbook
Sousa, D. (2005). How the brain learns to read. California: Corwin.

Students must have access to word processing, the Internet, and their MDC e-mail
account. Personal “Jump/Flash Drives” are recommended for each class session.

Perrin, R. (2009). Pocket Guide to APA Style (3rd Edition). Boston: Wadsworth, Cengage
Learning – ISBN 0547201931

ELECTRONIC RESOURCES:
http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 4
http://www.fldoe.org/ese/pdf/ac-mod-parents.pdf (ESE accommodations handbook)
http://www.palmbeachschools.org/ese/documents/
TeachingStrategiesforStudentswithDisibilities.pdf (additional ESE resource)
www.prenhall.com/reutzel
http://www.nichd.nih.gov/publications/nrp/smallbook.cfm
http://www.nifl.gov/partnershipforreading/publications/Cierra.pdf
http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RT.54.2.2&F=RT-54-2-Yopp.pdf
http://www.fcrr.org/publications/publicationspdffiles/
hudson_lane_pullen_readingfluency_2005.pdf
http://www.learner.org/workshops/teachreading35/pdf/teachers_know_comprehension.pdf
http://www.readingrockets.org/articles/22801
www.justreadflorida.com/educators.asp
http://www.nefec.org/learn

Diagnostic Assessment Tools and Information:

www.easycbm.com
http://www.paec.org/itrk3/files/pdfs/readingpdfs/cooltoolsall.pdf
http://www.justreadflorida.com/docs/manual.pdf
Informal Reading Inventory
https://www.edconpublishing.com/prodimages/DPT.pdf
http://wps.ablongman.com/wps/media/objects/2688/2753469/Richek_AppD.pdf
Reading Interest Inventory
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/readingsurvey.pdf
http://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdf
Running Records
http://www.readinga-z.com/guided/runrecord.html
Informal Phonological Awareness Assessment
http://www.readingrockets.org/article/93
Informal Vocabulary Assessment
http://www.paec.org/itrk3/files/pdfs/readingpdfs/cooltoolsall.pdf
https://login.readingplus.com/

If the hyperlink does not open from this document, copy and paste it into your web browser.

LiveText
All students enrolled in the EPI teacher preparation program are required to purchase and use
Live Text throughout their coursework. All assignments are to be submitted via LiveText. Since
prospective teachers are to serve as role models for their own students, written work will be
evaluated on the basis of content, composition, and spelling. Professional writing and verbal
communication is important in the EPI program. Any student with deficiencies in these skills will
be required to visit the writing center at any of the MDC campuses.

Course Outline
The professor reserves the right to make changes in the order of topic presentation and
assignments.
Educational Psychology Resources: http://asp.mathxl.com/info/mmlib.aspx?
bookcode=woolfolk11

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 5
Content Area Reading Text Resources:
http://media.pearsoncmg.com/ab/ab_ab_myeducationlab_1/mmi/Content_Area_Reading_Index
_of_Multimedia.htm
Literacy in the 21st Century Resources:
http://media.pearsoncmg.com/ab/ab_ab_myeducationlab_1/mmi/Literacy_Methods_Index_of_M
ultimedia.htm

You must attend class online or face to face the entire class time and if you log out or
leave the course more than 30 minutes before the class ends, it will result into an
absence for that day. Tardiness of more than 30 minutes will also affect your attendance
grade.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 6
SESSIO DATE TOPIC(S) ACTIVITIES/ASSIGNMENT(S)
N
 Introductions Discuss Blackboard components/tutorial
 Syllabus Assignments and Due dates
 Six Components
of the Reading Literacy for the 21st Century- Chapters
Process (Refer 4-9
to G. Tompkin
text)
 Phonological
Awareness
 Phonemic
Awareness
10/16/21
Face-to-Face  Phonics
 Fluency
Instruction
 Developing
Vocabulary
Knowledge and
Concepts
 Oral Language

http://
www.nefec.org/learn

DUE Assignment # 1: Six

Components of the Reading Process

View powerpoint Ch.9 Educational

Psychology. Submit
Instructor reflections/assignment requirements
PowerPoint after readings (assignment on
Blackboard)
 Continue 6
View video on scaffolding instruction in
reading
math:
components if
http://abavtooldev.pearsoncmg.com/my
Online via necessary
10/23/21 educationlab/singleplay.php?
BLACKBOARD  Scaffolding
projectID=contentareareading&clipID=S
Instruction
caffolded_Instruction_in_Geometry.flv
 Reading View video on Content Area Text
Patterns in the Structure and comprehension:
Content Areas http://abavtooldev.pearsoncmg.com/my
educationlab/singleplay.php?
projectID=contentareareading&clipID=C
ontent_Area_Text_Structure_and_Com
prehension.flv
After viewing videos, students will post
to the discussion board on Blackboard
in module 1-Content Area Reading
10/30/21 Online via Instructor Power DUE Assignment # 2: Using
BLACKBOARD Point Diagnostic Tools to Determine
 Reading and Literacy Needs

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 7
 Content Area Reading Text: View
Writing Across
powerpoints in Blackboard module
the Curriculum
Chapter 6 (activating prior knowledge)
• Activating
Chapter 7 (guiding reading
Prior Knowledge
comprehension)
and Interest
Chapter 8 (developing vocabulary and
• Guiding
concepts)
Reading
Chapter 9 (writing across the curriculum)
Comprehension
For each chapter reviewed, students will
answer questions/reflections for credit
(assignment on Blackboard)

• Neuroscienc DUE Assignment #3: Differentiated

e Strategies for Lesson Plan
Helping Students
Read Content DUE: ARTIFACT REFLECTION
Material (Refer to
Sousa text)
• Culturally Chapter 7 in Educational Psychology
and Linguistically
Diverse Learners
• English
Language Read Chapter 4-6– Educational
Learners Psychology
• Students View powerpoints in Modules before
11/06/21
Face-to-Face with Disabilities class.
DI lesson plan
presentation
(class
presentation of 15
minute
differentiated
instruction literacy
lesson plan-
videotaped during
field experience
and shared on
Blackboard

11/13/21 • Designing DUE Assignment #4: Clinical

Face-to-face and Planning Experience Journal
Units of Study (DI)

• Planning
Instruction in the Educational Psychology- Chapter 14
Content Areas For each chapter reviewed, students will
answer questions/reflections for credit
(assignment on Blackboard)
• DI lesson
Content Area Reading Text:
plan presentation
Chapter 5
(class
presentation of 15
EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 8
 During this course, you will be required
minute
to complete 15 hours of field experience
differentiated
in a reading/English Language Arts
instruction literacy
course. During this time, you will be
lesson plan-
required to conduct a reading lesson
videotaped during
plan to the students. Have cooperating
field experience
teacher videotape a portion of the
and shared on
lesson for you. You will upload to a
Blackboard
discussion board for all to provide
feedback.

Required Assignments:

Assignment # 1: Six Components of the Reading Process

READ 2.A.1-9, 2.B.1-5, 2.C.1-5, 2.D.1-4, 2.E.1-3, 2.F.1-8
FEAP (a) 1.a, (a) 3.g, (a) 3.h,
PEC 8.1-8.4
ESOL 4.1.e, 2.2.b, 3.2.j

Rationale: Every teacher is a reading teacher. Every teacher should understand the major
Components of the Reading Process (Comprehension, Oral Language, Phonological
Awareness, Phonics, Fluency, and Vocabulary) as the foundation of comprehensible instruction
in every content area and grade level.
Description: You will develop a table identifying instructional strategies and student activities
that scaffold student learning by applying the principles of research-based reading instruction
and integrating the six Components of the Reading Process in lesson planning and teaching
delivery in your specific subject area and grade level.
Directions:
1. As a knowledge base for this assignment, go to www.justreadflorida.com/educators.asp
and locate and read the Reading Intervention Curriculum (pdf) file. Also, go to
http://www.nefec.org/learn and locate the DVDs available in each of the six Component
areas. Select and view the DVDs in each of the six Component areas that are most
appropriate to the subject area/grade level of your FDOE Statement of Status of
Eligibility. This link includes ESOL strategies and explanations
http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf

2. Use the format below to develop a Components of the Reading Process Table that
displays specific suggestions for instructional strategies for teachers in your subject area
and grade level, and that displays activities for students that are linked to the six
Components of the Reading Process as indicated by the criteria in the left column.
Identify in this table at least two examples in each empty cell. Keep in mind the Florida
Standards (FEAP (a) 1.a) as this table will be used to support your Differentiated Lesson
Plan in Assignment 3.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 9
 COMPONENTS OF READING PROCESS TABLE
Comprehension
Instructional Strategies Instructional Activities
Systematic discussions and
instructional practices for
scaffold higher order thinking,
comprehension skills and self-
correction, including for
students of varying English
proficiency.
FEAP (a)3.g
READ 2.A.1, 2.A7, 2.A.8
ESOL 4.1.e
PEC 8.3, 8.4
Use oral language, writing,
extended text discussion, to
enhance comprehension,
provide motivation and
student engagement.
FEAP (a)3.g
READ 2.A.2, 2.A.4
PEC 8.3
Determine student strengths
and needs and select
appropriate narrative,
informational text, and
instructional practices that
support student ability to read,
comprehend, and synthesize
multiple print and digital texts
across and beyond texts.
FEAP (a)3.g
READ 2.A.3, 2.A.5, 2.A.6
PEC 8.3

Use appropriate
comprehension assessments
to guide instruction.
FEAP (a)3.g
READ 2.A.9
PEC 8.3

Oral Language
Use explicit and systematic
instructional practices for
scaffolding development of
oral/aural language skills.
READ 2.B.1
Use appropriate social and
academic language and

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 10
writing experiences to
enhance oral language and
use ELL’s home language to
support development of oral
language in English.
READ 2.B.2, 2.B.3
ESOL 2.2.b
Use oral language
assessments to guide
instruction.
FEAP (a)3.h
READ 2.B.5

Phonological Awareness
Scaffold development of
phonological skills.
READ 2.C.1
Use oral/aural language and
writing experiences to
enhance phonological
awareness, and to assist
ELLs reading and writing
development in English.
READ 2.C.2, 2.C.3, 2.C.4
ESOL 2.3.e
Use phonological assessment
to guide instruction.
READ 2.C.5

Phonics
Scaffold development of
phonics skills.
READ 2.D.1
Use oral/aural language and
writing experiences to
enhance phonics, and to use
the ELL’s home language as a
foundation to support the
development of phonics in
English.
READ 2.D.2, 2.D.3
ESOL 2.3.e
Use phonics assessment to
guide instruction.
READ 2.D.4

Fluency
Scaffold accuracy,
expression, rate, and reading
endurance.
READ 2.E.1
Use oral/aural language and

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 11
writing experiences to
enhance fluency.
READ 2.E.2
Use fluency assessments to
guide instruction.
READ 2.E.3

Vocabulary
Scaffold vocabulary and
concept development;
develop authentic uses of
English to assist ELLs.
READ 2.F.1, 2.F.5
ESOL 3.2.j
PEC 8.1, 8.2
Provide for integration,
repetition and use of domain-
specific vocabulary to address
the demands of academic
language.
READ 2.F.2
PEC 8.2
Integrate vocabulary
instruction in subject areas by
using analogies, using a wide
variety of print and digital
tests, and multiple methods of
vocabulary instruction.
READ 2.F.3, 2.F.4, 2.F.7
PEC 8.2
Use oral/aural language and
writing experiences to
enhance vocabulary.
READ 2.F.6
PEC 8.2
Use vocabulary assessments
to guide instruction.
READ 2.F.8
PEC 8.2
DUE DATE:

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 12
Assignment # 2: Using Diagnostic Tools to Determine Literacy Needs
READ 2.A.9, 2.B.5, 2.C.5, 2.D.4, 2.E. 3, 2.F.8
FEAP (a) 4.a, (a) 4.c (a) 4.d
PEC 7.5, 8.1, 8.2, 8.3, 8.5
Rationale: All teachers need a repertoire of diagnostic assessments to aid in identifying learner
literacy needs across content areas.

Description: You will learn to use five diagnostic assessment tools based on the six
Components of the Reading Process. (READ 2.A.9, 2.B.5, 2.C.5, 2.D.4, 2.E. 3, 2.F.- FEAP
(a)4c) You will administer diagnostic assessment tools, collect data, analyze the assessment
issues as they affect ELLs and other students, and determine appropriate accommodations
according to ELLs varying English proficiency levels and academic levels (ESOL 2.3.a, 2.3.b,
2.3.c); analyze and apply the data from these diagnostic assessments to diagnose students’
needs and inform instruction.(FEAP (a) 4.a) You will modify testing conditions to learning styles
and varying levels of knowledge (FEAP (a) 4. d. - PEC 7.5) apply effective instructional
practices to develop text reading skills in your content area (PEC 8.1), and select instructional
practices for developing and using content area vocabulary (PEC 8.2).

Directions:
Diagnostic Assessment Tools based on the Six Components of the Reading Process
Using a pre-writing tool (graphic organizer, outline, web, T-chart, etc.) you will discuss how each
of the six diagnostic assessment tools relates to your subject area/grade level:
http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf (one for each component of the
reading process):
Comprehension, Oral Language, Phonological Awareness, Phonics, Fluency, and
Vocabulary
1. Suggestions and information on diagnostic assessment tools below.
2. Recognize, select, list, and describe one diagnostic assessment tool for each of the six
components of reading as related to your subject area and grade level and explain whether or
not the diagnostic assessment tool is appropriate/useful for your grade level and subject area in
the narrative. Based on the information in your graphic organizer, identify two of the six
diagnostic assessment tools that are most appropriate for your subject area and grade level.
You will see that some of the diagnostic assessment tools are appropriate for emerging readers
only; some are appropriately flexible and modifiable for all subjects and levels. Select two
diagnostic assessment tools that appropriately match your subject area and grade level, and the
learners in your field class.
3. Work with your cooperating classroom teacher to identify two or more students with whom
you can practice/administer the two diagnostic assessment tools you have selected. If possible,
include at least one ELL as a subject for each diagnostic assessment practice.
4. Prepare the materials you will need for administering both diagnostic assessment tools
(student copy, assessor copy, pencils, timer, etc.) to at least two students. Create graded word

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 13
lists; collect reading passages, etc. in advance. Take care to use clear, acceptable writing in
teacher-made materials.
5. Administer the two diagnostic assessment tools according to the procedural directions.
Score the diagnostic assessment tools. Collect and analyze them to determine assessment
issues as ELLs are affected, and as all learners are affected.
6. Identify and explain instructional practices to develop text reading skills of learners in your
field class and include this information in your narrative.
7. Identify and explain instructional practices to develop and use content area vocabulary and
include this information in your narrative.

The narratives written based on the diagnostic assessment tools you administered should
include more detailed information as you will have administered the assessments. Please
include how the tests were administered, what (if any) ELL/ESE accommodations were made,
students' strengths and areas for growth, and next steps (strategies/activities) the teacher can
take as related to the students you tested.

Suggestions and information on diagnostic assessment tools:

www.easycbm.com
http://www.paec.org/itrk3/files/pdfs/readingpdfs/cooltoolsall.pdf
http://www.justreadflorida.com/docs/manual.pdf
Informal Reading Inventory
https://www.edconpublishing.com/prodimages/DPT.pdf
Reading Interest Inventory
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/readingsurvey.pdf
http://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-Inventories.pdf
Running Records
http://www.readinga-z.com/guided/runrecord.html
Informal Phonological Awareness Assessment
http://www.readingrockets.org/article/93
Informal Vocabulary Assessment
http://www.paec.org/itrk3/files/pdfs/readingpdfs/cooltoolsall.pdf

DUE DATE:

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 14
Assignment #3: Differentiated Lesson Plan/ Observation by Cooperating Teacher
READ 2.G.1, 2.G.2, 2.G.3, 2.G.4, 2.G.5, 2.G.6; 4.3, 4.10, 4.11, 4.13, 4.14
FEAP (a) 1.b, (a) 3.e, (a) 3.h
PEC 7.5, 8.1, 8.2, 8.3, 8.5, 8.6
ESOL 2.3.e

Rationale: Differentiated instruction is an approach to planning and instructional delivery so that

one lesson is taught to the entire class while meeting the individual developmental, cognitive,
and academic needs of each student. The standards based content area objectives are
presented and learned through literacy based strategies and activities which support
understanding.

Description: You will design and teach one differentiated instruction lesson plan integrating the
six Components of the Reading Process: comprehension, oral language, phonological
awareness, phonics, fluency, and vocabulary. (READ 2.G.1-2.G.6- PEC 8.1-8.6)
Your lesson plan design must:
 Align Florida Standards / Next Generation Sunshine State Standards to your subject
area and grade level.
 Provide for the differing needs of the learners (ELL, ESE, and 504) in the Field
Experience class.
 Provide accommodations for SPED students and integrating strategies.
 Analyze student developmental characteristics and design instruction for students of
varying English proficiency levels. (PEC 7.5)
 Using research-based guidelines for selecting literature and domain-specific print and
digital text appropriate to students’ age, interests, and reading proficiency. (READ 2.G.4)
 Triangulate your specific data from assignment #2 from the appropriate assessments to
guide instruction. (READ 2.G.6)
 Instructional lesson must be approved in advance by the cooperating classroom teacher.
 Depending on your content area and grade level, you will develop at 90 minute
uninterrupted subject area lesson that is Language Arts/Reading focused if you are in a
K-5 setting. In a middle/high school setting, you will develop a lesson in your content
area is Reading focused (usually 50 to 90 minutes).
 A differentiated lesson will include a portion of whole group instruction and a
portion of small group instruction with the other groups working at independent
learning centers.

Your lesson delivery must integrate the six Components of the Reading Process by:
 Applying comprehensive instructional practices, including writing experiences that
integrate the reading components. (READ 2.G.1)
 Using instructional practices to develop students’ metacognitive skills in reading. (READ
2.G.2)
 Including resources and research-based practices that create information intensive
(literacy rich) environments (diverse classroom libraries, inquiry reading, etc). (READ
2.G.3)
 Demonstrating understanding of similarities and differences between home language
and second language development (Using ESOL strategies). (READ 2.G.5)

Your cooperating teacher will observe the lesson delivery and document your instructional
practices using the MDC EPI Observation form.

Directions:

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 15
Plan a literacy-based differentiated instruction lesson in your subject area/grade level that
includes at least two of the six Components of the Reading Process strategies. Refer back to
Assignment #1 http://www.fldoe.org/ese/pdf/ac-mod-parents.pdf
Use the Table you devised in Assignment # 1 as a basis for selecting the two Components of
the Reading Process. (READ 2.G.1-6) Use the selection of diagnostic tools in Assignment # 2 to
determine how you will use data to differentiate instruction based on students’ literacy learning
needs. (READ 2.G.6, 4.13)
1. Use the MDC SOE Lesson Plan Framework.
2. Develop specific content-based objectives for all students, including ELLs with varying
levels of L1 literacy, (READ 4.10) and SPED students. Sequence lessons and concepts
to ensure coherence and required prior knowledge. (FEAP (a)1.b) Identify
accommodations needed for any SPED students. (READ 2.G.5 - ESOL 2.3.e )
Differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students, (FEAP (a) 3.h) including ELL of diverse
backgrounds and various levels of prior education. (READ 4.3)
3. Include the research-based practices and resources in comprehension, oral language,
phonemic awareness, phonics, fluency, and vocabulary to differentiate instruction
(READ 4.14 PEC 8.5) in your Assignment #1 Table that most closely apply to the needs
revealed by the two diagnostic assessments you administered in the Field class. (PEC
8.3, 8.6 ) Scaffold instruction for students having difficulty in each of the components of
reading. (READ 4.11)
4. Review the language you intend to use, the materials and resources, and the procedural
steps in the strategies you have selected to assure your confidence and competence in
delivering your plan. Relate and integrate the subject matter with other disciplines and
life experiences. (FEAP (a)3.e
5. Obtain approval of the lesson plan from your instructor, and the classroom cooperating
teacher.
Set a day and time certain for the Observation of the lesson delivery that is agreeable to
the classroom cooperating teacher.
6. Rehearse your Lesson Plan at home and deliver your lesson plan in your Field class.
a. Review your content-based objectives, learner needs, targeted strategies,
time you have allowed for completion of all MDC SOE lesson plan elements.
Revise where needed.
b. Collect, develop; get ready materials, resources needed for the lesson.
Double check the availability of back-ups for technology items.
c. On the day of the Observation, provide a hard copy of the lesson plan and
the MDC SOE Observation form to the classroom teacher.
DUE DATE:

Assignment #4: Clinical Experience Journal

(ESOL 2.3.a - PEC 8.1, 8.2, 8.3, 8.4, 8.5, 8.6 - READ 2.G.1, 2.G.2, 2.G.3, 2.G.4, 2.G.5, 2.G.6,
4.8, 4.9, 4.15
Rationale: Observation of the learning environment, paired with observation of the cooperating
teacher’s instructional delivery provides a model for skill practice with small group facilitation
and large group instructional planning and delivery. A minimum of 15 hours spent in the Clinical
Experience must be documented.
Description: You will observe and record the learning environment, materials and resources in
the classroom; and the research-based literacy strategies in use by the teacher. Follow the
teacher’s directions to assist/teach/tutor in small groups; teach the differentiated Lesson Plan.
Record this Clinical Experience in a journal. Journal entries should focus on observations and
experiences which relate directly to the Florida Reading Competencies. While commentary on

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 16
other elements may have personal meaning for the student, the Clinical Experience Journal
entries should be focused directly on the Florida Reading Competencies.
Directions: The Clinical Experience hours should be utilized to further your knowledge and
skills as outlined in the directions below. The Clinical Experience must be conducted in a single
teacher’s assignment, and may provide the opportunity to work with more than one group of
students. When there is more than one group of students, you should take care in the Journal to
clearly distinguish class groups. All class groups must be in the content area and grade level
congruent with the Statement of Status of Eligibility content area and level.
Background information on field experience school - Prior to visiting the Clinical Experience
school(s), you must gather information on the school from the Miami-Dade County Public
School website – www.dadeschools.net. Summarize data on the form provided – Number of
students, ethnic groups, grade levels, ESOL students, students with disabilities, teacher
background information, Title I status, number of students on free/reduced lunch, mobility rate,
etc.

Task 1 – Observation: Learning Environment, Materials, Resources (READ 2.G.2, 2.G.3

4.8 PEC 8.1. 8.6)
Observe for evidence of the six Components of the Reading Process in the classroom setting.
Record the following observations in your Journal in narrative form:
 Focus on using resources and research-based practices that develop students’
metacognitive skills in reading (READ 2.G.2) and information intensive environments
(READ 2.G.3): (e.g. text-coding-INSERT, two-column notes
 Look for examples of student activities that were identified in the Table in Assignment #
1.
 Make note of the flexibility of furniture arrangements or grouping patterns that
accommodate differing needs of the students, including accommodations for SPED
students, and for varying levels of English proficiency.
 Identify, evaluate, and differentiate the selection and use of developmentally appropriate
materials that address sociocultural and linguistic differences. (READ 4.8 -ESOL 2.3.a –
PEC 7.4)
Task 2 – Observation: Intentional, Explicit and Systematic Instructional Practices (READ
2.G.1, 2.G.4, 4.9, 4.15, - PEC 8.4, 8.5, 8.6)
Observe and record examples of comprehensive instructional practices. Record observations in
your Journal in narrative form, as you do this be sure to identify the strategy and link it to the
Components of the Reading Process:
 Writing, selecting literature and subject specific print and digital text appropriate to
students’ age, interests, and proficiency. (READ 2.G.1, 2.G.4, 4.9)
 Using oral and written language to develop comprehension of content,
 Modeling (of the cooperating classroom teacher’s) oral/aural language to enhance
subject-specific language,
 Applying ELL’s home language as a basis to support learning academic language
(ESOL 2.3.e)
 Applying research-based practices in Components of the Reading Process to enhance
subject area competency,
 Applying research-based practices to developing higher order thinking. (READ 4.15 -
PEC 8.4)
 Differentiating instruction in specific situations, and examples of strategies used to
accommodate students with exceptionalities (ESE) and students with varying levels of
English proficiency (ELL).
.
EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 17
Task 3 – Skill Practice: YOUR Small Group Instructional Delivery and Facilitation (READ
2.G.5, 2.G.6-PEC 8.6)
In your Journal in narrative form, record your actions and the student achievement results, be
sure to identify best practices and strategies used by you to:
 Work with a small group of students identified by the classroom teacher over several
class periods for three to five hours.
 Determine student needs for the identified group by referring to multiple samples of
diagnostic assessment data. (READ 2.G.6)
 Demonstrate understanding of similarities and differences between home language and
second language reading development by using ESOL strategies. (READ 2.G.5)
 Develop a positive rapport with the students in your small group. Assist targeted
students in understanding directions for assignments, clarifying concept knowledge, and
maintaining on-task behavior.
 Practice literacy-based strategies modeled by the classroom teacher.
 Deliver differentiated instructional content using literacy-based strategies as guided by
the classroom teacher. (PEC 8.6)
.
Task 4 – Skill Practice-Large Group (Total Class) Lesson Planning and Lesson Delivery
READ 2.G.1, 2.G.2, 2.G.3, 2.G.4, 2.G.5, 2.G.6
You will create and deliver your differentiated lesson plan (from Assignment #3). In your journal
in narrative form, record your actions, rationale for strategy selections, and the outcomes.
You will demonstrate integration of the six Components of the Reading Process by:
 Applying comprehensive instructional practices including writing experiences. (READ
2.G.1)
 Demonstrating research-based instructional practices that develop students’
metacognitive skills in reading. (READ 2.G.2)
 Using resources and research-based practices that create an information intensive
environment.
(READ 2.G.3)
 Selecting literature and subject area print and digital text appropriate to students’ age,
interests, and reading proficiency. (READ 2.G.4)
 Demonstrating understanding of similarities and differences between home language
and second language reading development. (READ 2.G.5)
 Triangulating data from your appropriate reading assessments (assignment #2) to guide
your instruction. (READ 2.G.6)

ARTIFACT REFLECTION REMINDER – ONE artifact reflection will be reviewed by your

professor by the end of the term.
When using any of the above assignments as artifacts for the School of Education Portfolio, use
the following to guide you in writing your Reflection for the artifact:
 Provide a brief description of the assignment
 What did you develop / implement and for whom? (SET THE STAGE)
 How were the P-12 students’ learning impacted, or how will it be impacted as result of
the artifact being implemented / utilized? (IMPACT ON STUDENT LEARNING)
 What did you learn as a result of developing and / implementing the assignment? (PRE-
SERVICE TEACHER GROWTH)
 What will you do to improve the assignment and your FEAP related skills in the future?
(CONTINUOUS IMPROVEMENT) Explain how completing this assignment has allowed you
to demonstrate your competency related to the FEAPs
 Include APA citations and references, if necessary.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 18
Clinical Experience
As per the Florida Department of Education regulations, students enrolled in this course MUST
complete fifteen hours (15) of clinical activities during regular school hours in a Miami-Dade
County Public School setting. Students are expected to systematically observe and analyze
information in the clinical setting using methods of gathering data. The placement will be in a P-
12 setting providing experience with literacy. The clinical environment should include ELLs. You
will be observed teaching a lesson in the clinical setting by a MDC professor. All completed
clinical experience hours must be signed off by the cooperating teacher on the official MDC
School of Education clinical experience form and uploaded onto LiveText before the end of this
course. Students unable to complete their clinical hours and observation will receive an
unsatisfactory grade in the course. An “I” will NOT be assigned in order for students to
complete clinical hours or their observation because required completion of these must occur
during enrollment in the course.

Please note: This course requires students to have a valid Clearance Card for access to
school sites prior to the beginning of this course.

Evaluation
The final grade will reflect proficiency in the knowledge, skills, and dispositions covered by the
FEAPs. The final grade is documented through alternative assessment strategies in EPI. The
alternate assessment methods include essay, reflective papers, mini-teaches, planning
documents, organizational charts, analyses, effective use of internet resources, development of
appropriate classroom materials, role-play in class, individual and group work in class and
effective understanding and use of district and state curriculum standards. Emphasis is placed
on opportunities for the EPI candidate to demonstrate critical thinking skills involving analysis,
synthesis and evaluation.

The final course grade is a result of the combination of assignment grades, attendance and
participation, and timely submission of LiveText artifacts. No passing grade may be earned until
all assignments are submitted and s cored, and all artifacts have been uploaded correctly in
LiveText by the student.

Students should refer to the Assignment Rubrics in Live Text and to the Documents section for
each Assignment in LiveText before, during and after developing the submission to assure
compliance with expectations. It is the student’s responsibility to understand submission
requirements, and to avoid submission delays caused by misunderstanding of requirements.

Classroom attendance is mandatory. Absences caused by extenuating circumstances

will cause the final grade to be lowered by one letter grade. After two absences, students
will be dropped from the course. Students with extenuating circumstances should
consider dropping the course, and re-enrolling the next time the class is offered.
Participation in Blackboard activities are mandatory since this course will be blended.

Grading Criteria Weight

Table: Six Components of the Reading Process 20 %
Using Diagnostic Assessment Tools to Determine Literacy Needs 20 %
Differentiated Lesson Plan/Observation by cooperating teacher 15 %
Clinical Experience Journal 20 %
Online Participation/Assignments on Blackboard 15%
Attendance/Participation/Artifact Reflection 10 %

TOTAL 100 %
EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 19
Grading Scale
Your final grade will follow the MDC grading scale below:
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D (Repeat Course)
Below 60 F (Repeat Course)

Incomplete Policy:
An incomplete grade (I) can only be assigned under the following conditions:
The student:
 Must have documentation explaining the extenuating circumstances
 Must agree to complete missing work by a date specified by the instructor. This
agreement must be formalized by completing Miami Dade College’s Agreement for
a Grade of Incomplete form.
 An “I” will NOT be assigned in order for students to complete clinical hours
because required completion of these must occur during enrollment in the
course.

Written Assignment Criteria

Written materials should reflect student’s knowledge of the subject as well as the use of
analysis, interpretation, synthesis, and evaluation. Materials should contain correct spelling,
punctuation, grammar, and usage. All written papers should contain the students’ own thought
and words unless quotation marks are used. All references including the Internet must be cited.
Papers must be typed and follow the American Psychological Association (APA) format. All
assignments are due on the date stated in the syllabus. Points will be removed for late
assignments at the discretion of the instructor.
Professional writing and verbal communication is important in the EPI program. Any student
with deficiencies in these skills will be required to visit the writing center/writing lab at any of the
MDC campuses. NOTE: Some centers require an appointment.

Writing Center Locations

IAC- Room 1217-7 in the Computer Courtyard (305) 237-6720
North- Rooms 2102, 2201 in the Computer Courtyard (305) 237-1471
Kendall - Room: 6337 (305) 237-2996
West- Room 1124- in the Computer Courtyard (305) 237-8508
Homestead- Room: 1410 (305) 237-8763
Wolfson- Room 2301-3 in the IDEA Center (305) 237-3466
Hialeah- Room 1410 (305) 237-8763

Projects and Assignments

All projects and assignments must be completed to receive a grade. Projects must be
presented on the assigned dates. Late projects will require written documentation as to
the reason the projects was late (ex. medical reasons).

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 20
All students are expected to take exams on the assigned dates. Make-up exams will be given
only for documented excused absences and must be taken within one week of the missed
exam. In the event that the professor is delayed in coming to class, students are expected to
wait for 15 minutes before considering the class dismissed.

E-Portfolio
You must present an Electronic Portfolio (E-Portfolio) that demonstrates you have mastered the
Florida Educator’s Accomplished Practices (FEAPs) before you can be placed for student
teaching. The E-Portfolio is developed throughout the program. Each term you will add Core
Portfolio assignments and artifact reflections. Writing the artifact reflection provides you with an
opportunity to critically analyze your learning experience, and prepare for continuous
improvement. Therefore, the artifact reflection should be written shortly after completing the
assignment and receiving feedback from your professor.
To assist you, please review the Guide to Writing Artifact Reflections and the FEAP Core
Portfolio Assignments documents. They are located in the Syllabus & Other Resources
section of your course in LiveText.

Methods of Instruction
Any of the following instructional techniques may be utilized as they fit within the context of the
session: class discussions, text-based discussions, lectures, cooperative learning groups,
student presentations, debates, reflections, and analysis. Presentations will address the needs
of all learners including learners with diverse linguistic backgrounds and exceptional learners.
Students are expected to participate during each class. All assigned reading must be
completed before class. *Note: This is a blended course and some of the class sessions
will be online via Blackboard.

Course Expectations:
Attendance is critical for the successful completion of the competencies required for this
course. Much of the content is covered during class time. Students are expected to
attend every class, arrive on time, and remain until the class is completed for the day.
It is the student’s responsibility to sign the attendance sheet for each class meeting.
Failure to do so jeopardizes documentation of attendance for that entire class meeting.
ONE ABSENCE constitutes non-completion of the course; re-enrollment at a later time
is the recourse.
It is the student’s responsibility to notify the instructor in advance of any anticipated
absence and to request allowance for the absence, to make arrangements for missed
requirements, and to comply with the instructor’s arrangements.
Allowances for emergency absences will be considered by the instructor for extenuating
family/medical emergencies with supporting documentation and only for a five hour
period.
 After the last drop date, no “W” grade will be given.
All pagers and cellular phones must be silenced during the class period.
Students are expected to read the assigned chapters in advance of the class meeting
and to complete all assignments on time.
Students who need help completing assignments as well as those who need help with
class work are encouraged to get help in their campus support labs.
Anticipated or emergency absences do NOT change the DUE DATE of assignments,
unless specific arrangements for alternative submissions are approved by the instructor.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 21
 Late submissions of assignments for any reason may be scored at less than full value
at the discretion of the instructor.

Alternate Instruction/Learning Support Center

Students who need help completing assignments or with class work are encouraged to seek
help in their campus support labs.

Americans with Disabilities Act (ADA) Statement

Miami Dade College seeks to provide equal access to its programs, services and activities for
people with disabilities. If you need accommodations in this class, reasonable prior notice needs
to be given to the instructor as well as the ACCESS (Disability) Services Department. Please
call or visit the ACCESS (Disability) Services Department on each campus where you are taking
classes. The office will aid in appropriate accommodations for the student. This is in
accordance with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities
Act of 1990. Please do not wait until it is time to take a test to contact the ACCESS (Disability)
Services Department.

ACCESS Numbers at each campus:

Wolfson-(305) 237-3072, Room 1180
InterAmerican-(305) 237-6360, Room 1111
Homestead-(305) 237-5175, Room A112
Kendall-(305) 237-2767, Room 2121
North, Hialeah, & West-(305) 237-1272, Room 6112
Note: It is the student’s responsibility to self-identify at each campus where they are
taking classes. The student must go into the ACCESS Department and fill out an Authorization
of Release of Information form, which will be faxed to the student’s home campus.

Course Policies
The Miami Dade College’s policies regarding academic integrity and honesty will be observed.
These include the policies regarding cheating, plagiarism, and fabrication of information. It is
your responsibility to understand fully what these policies are. As such, you are encouraged to
obtain a copy of the Student Rights and Responsibilities Handbook and read these policies
carefully and thoroughly.. As such, you are encouraged to obtain a printed copy of the
Students’ Rights & Responsibilities handbook or click on the following link:
http://www.mdc.edu/policy/student_rights_and_responsibilities.pdf and read these policies
carefully and thoroughly.

Cheating – the improper taking or submission of any information or material to be used to

determine academic credit. Taking of information includes, but is not limited to, copying
graded home learning assignments from another student; working together with another
individual(s) on a take-home test or home learning assignment when not specifically
permitted by the instructor; looking or attempting to look at another student’s paper during an
examination; and looking or attempting to look at text or notes during an examination when
not permitted. Tendering of information includes, but is not limited to, giving your work to
another student to be used or copied; giving someone answers to exam questions either
when the exam is being given or after having taken an exam; giving or selling a term paper or
other written materials to another student; and sharing information on a graded assignment.

Plagiarism – the attempt to represent the intellectual property of another person, whether
published or unpublished, as the product of one’s own thought. Plagiarism includes, but is not
limited to, quoting oral or written materials without citation on an exam, research paper, home
learning, or other written materials or oral presentations for an academic requirement, or

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 22
 submitting a paper which was purchased from a term paper service as your own work; and
submitting anyone else’s paper as your own work. (See Turnitin below).

Copyright law – an attempt to represent the work of another as the product of one’s own
thought, whether the other’s work is written, found on the Internet, or simply the work of a
fellow student. It is not limited to quoting oral or written materials. It includes photographs,
clip art, and music samples. For an academic requirement; submitting a paper, image, and/or
music which was copied from a website as your own work; submitting anyone else’s paper as
your own work is considered a breach of copyright law unless they fall into the guidelines of
the Teach Act- http://www.lib/ncsu.edu./scc/legislative/teachkit/

Turnitin– Miami Dade College has a licensing agreement with Turnitin.com, a very valuable
service that helps students to become better writers when creating original work. It also helps
both students and instructors to determine if a piece of work is original or if it matches
alternate sources, to protect intellectual property (prevent plagiarism). Students are required
to submit assignments to Turnitin.com. If you have not used Turnitin.com before, then
familiarize yourself with this tool on the website, http://www.turnitin.com/ and student user’s
manual, http://www.turnitin.com/static/training_support/tii_student_guide.pdf

All class notes, lecture outlines, class assignments, examinations, and any other course
information are copyrighted material and may not be copied or distributed in any format and
for any purpose. To help you with this task, all assignments and papers are to be submitted
through Turnitin.

All class notes, lecture outlines, class assignments, examinations, and any other course
information are copyrighted material and may not be copied or distributed in any format or for
any purpose.

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 23
 EPI 0010
Research-Based Practices in Reading
Semester/Year_____________
Syllabus Contract

Please complete, sign, and return this form to the professor.

Name:

Address:

E-mail Address:

Phone numbers where you can be reached:

Home:

Work:

Cell:

______________________________________________________________________

I have read the syllabus for EPI 0010 and understand the requirements, expectations, and
objectives of the course. I also understand that there are certain assignments that will be
used as artifacts for my E-portfolio. It is my responsibility to have 1 artifact reflection
written by the end of the course and reviewed by my EPI professor.

__________________________ _____________________________ ___/___/______

Student’s Name Student’s Signature Date

EPI 0010 Research-Based Practices in Reading Syllabus 2016- Blended Version Page 24