320coverletter

SUBJECT: LTCY 320 Field Experience

TO: Cooperating Teachers

FROM: LTCY 320, Instructor
              Western Kentucky University
              Special Instructional Programs, Literacy
              Bowling Green, KY
              270-745-3617
            lucile.maples@wku.edu
              tadayuki.suzuki@wku.edu

________________________________________________________________________

Thank you for agreeing to accept a WKU student for the ten (10) hours of field experience required for LTCY 320 – Teaching Reading in the Elementary School. Below is a list of the requirements for this experience.

In order to fulfill the 10-hour field based experience requirements for LTCY 320, students must do the following activities:

1. Share their “Me Boxes” with students (first day in field)

2. Administer an Interest Inventory to a class of students

Use the Interest Inventory to determine what types of literature and topics that
might most interest these particular students.

Develop a bibliography of 10 quality children’s literature books based on results of the
Interest Inventory (due in class).

            3. Do an “interactive” read aloud with students.
                 Students MUST be actively involved during the read aloud. This
                 involvement might be in the form of choral responses, sound effects, chanting,
                chiming in on repetitive phrases, response cards, etc. Strategic questioning during the
                read aloud is also appropriate to allow students to make predictions, clarify concepts
                related to vocabulary, and enhance comprehension. JUST asking questions does NOT
                constitute an interactive read aloud.

               Provide a one-page write up of the experience that includes: (1) the bibliographic
               information of the book read aloud (APA style); (2) WHAT you did to involve
               students as you read aloud; (3) reflective paragraph of HOW it went (what you would
               change next time, etc); and the Interest Inventory tally-sheet.

               Shared poem that relates to theme of shared book. WKU student should have this
               poem handwritten (with same handwriting format as used in regular classroom) on chart
               paper. WKU should use echo reading and choral reading with elementary students.

4. Examine Contextual Factors in Literacy Development
Review developmental characteristics and behaviors for reading, writing, listening,
speaking, and viewing discussed in class and in your textbook.

Choose a child for observation. The child should be between 5 and 11 years old.

Document observations about the child's development level in literacy by observing and interacting with the child during literacy events, examination of student work, and discussion with child, parents or teachers.

Examine and discuss the literacy developmental levels, characteristics, and behaviors of the child.

Write a 1-2 page summary report of your conclusions with supporting data.

5. Designing and Implementing Literacy Instruction
(dates as set between cooperating teacher and WKU student)

Based on elements of the Interest Inventory, design and teach a reading lesson utilizing
either a DRTA or an LEA instructional format for the lesson.

The lesson must include at least four aspects of literacy: reading, writing, listening,
speaking, thinking and viewing.

The final product will include the following components:

· A rationale stating why you have selected to use the specific instructional format (i.e., LEA, etc.).

· A formal written lesson plan used to design and plan the reading lesson.

· A reflective summary describing your perspective of the teaching experience and your observation of students before, during and after instruction.

· A personal reflective summary identifying your instructional strengths and discussing target areas for growth demonstrated in your teaching.

Other activities during the 10 hour field experience are based on teacher needs and requests. Those might include:

- other read alouds to students

- having elementary students read to college students

- assisting students in completing language arts related projects or assignments

- assisting teacher with directed classroom activities

- assisting students with writing activities

During the field experience for LTCY 320, WKU students should not be asked to:

- operate equipment

- supervise students alone (neither in classroom or recess, etc.)

- make materials

- do bulletin boards

- housekeeping chores

There are two forms that must be filled out by the cooperating teacher. WKU students will supply you with those forms. One is a daily sheet that should be signed by the teacher on each visit and the other is a final report that provides feedback to the university professor.

Thank you again for your time and generosity in welcoming this WKU student into your classroom. If I can be of assistance in any way, please contact me as listed on page one of this memo. My wish is for this to be a very positive experience for all involved.

_____________________________________________________________________________

NOTES to WKU Students:

1. Report to the principal’s office on the initial visit. Follow school “check-in” rules as they

apply for all other visits.

2. Dress in an appropriate manner consistent with the other professionals in the school.

3. Chewing gum is prohibited in all elementary schools.

4. Punctuality is IMPORTANT and will be EXPECTED.

5. An absence from field experience is just like a class absence. You must call the school if you

are unable to come on a scheduled day. The university professor should be contacted by the

WKU student by email providing notification of ANY absence.

6. The faculty and the school principal have been very kind in extending this courtesy, and they

look forward to the positive contribution that you can provide.