Alabama State University (ASU)

1. Alabama State University (ASU) ASU’s RFTEN Model is called RECITE Linda Bradford, Ph.D.

3. 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

4. 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

5. Reading Courses Preparation/Activities • Reading research (SBRR) • Case studies • Critiques • Reflection journal • Micro-teaching • Story reading sessions • Assessment tools • Clinical experiences

6. 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

7. 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

8. RECITE ADVISORY BOARD • Department chair of C&I • ASU reading faculty • Principals from cooperating schools • Teachers from cooperating schools • Teacher candidates

9. 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

10. 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

11. Reading Assessment Format • 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

12. Attitude toward students 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

13. Teacher Candidates

14. Teacher Candidate in Action

15. Final Thoughts 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