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8/2/2019 Enriching Instr for Strug Read - EDLT 200 CO1 - Course Syllabus
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Course Syllabus
Enriching Instruction for Struggling Readers3 credits
Lynn Mazza
Thursday evenings 4:00-6:45 pm
Location: Union Memorial School, Colchester
Course Description:
This course will provide educators with research-based instructional strategies which areeffective in teaching struggling learners in their classroom and in supplemental instructional
programs. Participants will review the underlying basics of good reading instruction, and learn
how to tailor instruction for the child who is having the most difficulty learning and applyinggood reading strategies. All teachers have children in their programs who are more difficult to
teach than others. This course will provide practical strategies for research-based instruction to
help those students become fluent and engaged readers. This course will focus heavily on the
application of professional readings, reflections and small group discussion.
Goals:
1.) To learn or review the underlying methods for good literacy instruction.2.) To learn how to target instruction for struggling learners.3.) To develop a program or utilize good literacy practices for all learners, but with a special
focus on the struggling learner.
Learning Outcomes:
As a result of active participation in this course, students will be able to:
1.) Identify and implement research-based methods of good literacy instruction.2.) Identify struggling learners in the classroom.3.) Develop a program and/or lessons based on the individual needs of the student.4.) Incorporate good instructional practices in literacy instruction and differentiate this
instruction based on the needs of the learner.5.) Learn the components of a quality literacy program for struggling learners.
General Course Information
Course Policies:
Students will need to work with a student or group of students in a chosen grade K-4 in order toapply the knowledge they obtain during class time.
Attendance Expectations:Course participants are expected to attend and participate in each class (Total 37.5 hours)More
than two unexcused absences will result in failure of the course. The official policy for excused
absences for religious holidays: Students have the right to practice the religion of their choice.
Each semester students should submit in writing to their instructors by the end of the second full
week of classes their documented religious holiday schedule for the semester. Faculty must
permit students who miss work for their purpose of religious observance to make up this work.
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Contributions in Class:Class members will participate in discussions in class as part of whole and small groups.
Discussions are intended to deepen understanding of literacy instructional methods, identify the
needs of the struggling learner, and help develop a quality literacy program for these students.
Class members will also be asked to share their own materials, lessons, and knowledge theypreviously had, as well as new materials, lessons, and knowledge they gain through this course to
enhance the learning of other members. In-class readings and reflections, as well as small group
discussions will enhance these learning opportunities.
Academic Honesty & Professionalism:
All students are required to be familiar with and adhere to the Academic Honesty PolicyProcedures found athttp://www.umv.edu/~dosa/handbook/.
Required and/or recommended readings:
Required Texts:Johnson, Pat & Keier, Katie (2010). Catching Readers Before They Fall: Supporting Readers
Who Struggle, K-4. Portland Maine: Stenhouse Publishers.
Lyon, Carol A. (2003). Teaching Struggling Readers: How to Use Brain Research to Maximize
Learning. Portsmouth, New Hampshire: Heinemann
Required Articles:
Darling, Sharon (2005). Strategies for Engaging Parents in Home Support of ReadingAcquisition. The Reading Teacher. 58:5,476-479.
Feazell, Victoria S. (2004). Reading Acceleration Program: A Schoolwide Intervention. The
Reading Teacher. 58:1, 66-72.
Hudson, Roxanne F. & High, Leslie, et. al (2007). Dyslexia and the Brain: What Does Current
Research Tell Us? The Reading Teacher. 60:61, 506-515.
Kuhn, Melanie (2004). Helping Students Become Accurate, Expressive Readers: Fluency
Instruction for Small Groups. The Reading Teacher. 58:4, 338-343.
McKenna, Michael C. & Picard, Michelle Cournoyer (2006). Revisiting the Role of Miscue
Analysis in Effective Teaching. The Reading Teacher. 60:4, 378-380.
Mesmer, Heidi Anne E. & Griffith, Priscilla L. (2005). Everybodys Selling ItBut Just What
is Explicit, Systematic Phonics Instruction? The Reading Teacher. 59:4, 366-376.
Peebles, Jodi L. (2007). Incorporating Movement with Fluency Instruction: A Motivation for
Struggling Readers. The Reading Teaacher. 60:6, 578-581.
http://www.umv.edu/~dosa/handbook/http://www.umv.edu/~dosa/handbook/http://www.umv.edu/~dosa/handbook/http://www.umv.edu/~dosa/handbook/8/2/2019 Enriching Instr for Strug Read - EDLT 200 CO1 - Course Syllabus
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Pilonieta, Paola & Medina, Adriana L. (2009). Reciprocal Teaching for the Primary Grades: We
Can Do It, Too! The Reading Teacher. 63:2, 120-129.
OR
Myers, Pamela, Ann (2005). The Princess Storyteller, Clara Clarifier, Quincy Questioner, and
the Wizard: Reciprocal Teaching Adapted for Kindergarten Students. The Reading Teacher.59:4, 314-324.
Raphael, Taffy & Au, Kathryn H. (2005). QAR: Enhancing Comprehension and Test TakingAcross Grades and Content Areas. The Reading Teacher. 59:3, 206-221
Rasinski, Timothy & Rupley, William H., et. al (2008). Two Essential Ingredients: Phonics andFluency Getting to Know Each Other. The Reading Teacher. 62:3, 257-260.
Scharlach, Tabatha Dobson (2008). START Comprehending: Students and Teachers Actively
Reading Text. The Reading Teacher. 62:1,20-31.
Smith, Melinda & Walker, Barabara J., et. al (2004). From Phonological Awareness to Fluency
in Each Lesson. The Reading Teacher. 58:3, 302-307.
Stricklin, Kelley (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. The
Reading Teacher. 64:8, 620-625.
Wanzek, Jeanne & Bursuck, Bill, et. al. (2003). Evaluating the Suitability of Phonological
Awareness Programs for Children Who Are at Risk. Teaching Exceptional Children. 35:4, 28-
34.
Recommended Texts:
Allington, Richard L. (2006). What Really Matters for Struggling Readers: Designing Research-
Based Programs, Second Edition. Boson, MA: Pearson. (chapters 4, 5, 6 required)
Bear, Donald R. & Invernizzi, Marcia et al. (2004). Words Their Way: Word Study of Phonics,Vocabulary, and Spelling Instruction: 3
rdEdition. Upper Saddle River, New Jersey: Pearson
Education.
Clay, Marie M. (2005).An Observation Survey of Early Literacy Achievement: Second Edition.
Portsmouth, New Hampshire: Heinemann. (chapter 5 required)
Collins, Kathy (2004). Growing Readers. Portland, Maine: Stenhouse Publishing. (chapters 5, 6
required)
Cooper, J. David & Chard, David J. et. al (2006). The Struggling Reader: Interventions thatWork. New York, New York: Scholastic. (chapter 3 required)
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Dorn, Linda J. & Soffos, Carla (2012).Intervention that Works: A Comprehensive Intervention
Model for Preventing Reading Failure in Grades K-3. Boston, Ma: Pearson Education Inc.
Miller, Debbie (2002).Reading With Meaning. Portland, Maine: Stenhouse Publishing.
OConnor, Rollanda E. (2007). Teaching Word Recognition: Effective Strategies for Studentswith Learning Difficulties. New York, New York: Guilford Press.
Oczkus, L.D. (2010).Reciprocal Teaching at Work. Newark, DE: International ReadingAssociation.
Opitz, Michael F. & Rasinski, Timothy (1998). Good-Bye Round Robin: 25 Effective Oral
Reading Strategies. Portsmouth, New Hampshire: Heinemann.
Rasinski, Timothy. (2011). The Fluent Reader. New York, New York: Scholastic.
Rasinski, Timothy & Padak, Nancy. (2005). 3-Minute Reading Assessments: Word Recognition,Fluency, and Comprehension. New York, New York: Scholastic.
Raphael, Taffy E. & Highfield, Kathy et al. (2006). QAR Now. New York, New York,
Scholastic.
Scanlon, Donna M. (2010).Early Interventions for Reading Difficulties. New York, New York:
Guilford Press.
Shaywitz, Sally. (2003). Overcoming Dyslexia. New York, New York, Vintage Books, a divisionof Random House.
Strickland, Dorothy S. (2011). Teaching Phonics Today: Word Study Strategies Through the
Grades (second edition). International Reading Association. (chapter 5 required.)
Recommended Articles:
Boyd-Batstone, Paul (2004). Focused Anecdotal Records Assessment: A tool for Standard-
Based, Authentic Assessment. The Reading Teacher.58:3, 230-239.
Pardo, Laura S. (2004). What Every Teacher Needs to Know About Comprehension. The
Reading Teacher. 58:3, 272-280.
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Student Evaluation/Assessment
Grading:Grading will follow UVM guidelines. See scoring rubrics.
Format for Expected Work:-Journal Entries will be 3-5 pages in length, double spaced, Times New Roman.
-Shares from the students classroomwill be the students choice, depending on the topic.
-The project will be presented in a 3-ring binder, clearly sectioned off. There will be a sectionfor assessments, lesson plans, artifacts, and reflection/evaluation. This binder will also include
handouts, articles, and journal entries given in class. This must also be sectioned off by a
component of literacy, assessments, and miscellaneous information.
Scoring Rubrics:
Participation (10 points)During class and for homework students will try many of the instructional activities introduced
on that day and engage in discussions on their experiences. Other discussions revolving aroundthe concepts taught in class will be necessary. This ensures students will have a working
knowledge of instructional practices useful for the struggling learner. Students will also be asked
on occasion to share information they may have from their own experiences. Students mustregularly attend classes in order to benefit from these class discussions, readings, and journaling.
Observation by the instructor will be used to note class participation, and students will also be
asked to self-evaluate at both the middle and the end of the course:
0-2 points 3-5 points 6-8 points 9-10 pointsNo class
participation or more
than two absences.
Occasionally
contributes, but is
frequently
unprepared or off
topic. One absence.
Participates
occasionally, and
shares a few ideas.
No absences.
Fully participates,
shares information
willingly, and
occasionally takes a
leadership role. No
absences.
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Readings and Journal Entries (30 points)
Teachers or reading must be fluent readers and be able to gather information for their purposes.There will be numerous reading done in and outside of class in order to tap into the vast
information available by the most prominent researchers in the field of reading. A 3-ring binder
must be kept with required articles and corresponding journal entries. Each section will be
tabbed and clearly marked. Journal entries will be turned in at the start of the following class,and graded as follows. Each entry can receive up to 30 points, and the weekly entries will be
averaged for the final total.
0-4 points 5-9 points 10-14 points 15-19 points 20-24 points 25-30 points
Journal entries
are off topic and
are not well
written. Many
spelling and
grammaticalerrors.
Journal entries
stay on topic, but
there are many
spelling and
grammatical
errors.
Journal entries
are on topic, but
they show
marginal thought
beyond the
required topic.There are few
spelling or
grammatical
errors.
Entries show
some reflection
on the students
current practices
and ideas on
reading, as wellas reflection on
class discussion.
There are little to
no spelling or
grammatical
errors.
Entries show
understanding of
the topics
presented in class
as well as the
readings.Participant is
thoughtful and
reflective of their
own practices as
well as class
discussion. Entries
are presented in a
clear, concise way,
with little to no
spelling or
grammatical errors.
Journal entries are also
well organized in
thought, and are
written in an
interesting tone and
voice. Ideas areexpressed in a clear,
concise way, with
deep, thoughtful
reflections on the
students own
practices and ideas
presented in the
readings and class
discussions. There are
little to no spelling or
grammatical errors.
Notebook Organized and Complete (10 points)
0-4 points 5-7 points 8-10 pointsBinder is not clearly tabbed with
each section categorized, and some
journal entries are missing.
Binder is clearly organized with
tabbed sections, but all journal
entries are inserted.
Binder is clearly organize with each
section tabbed, and all journal
entries are accounted for and in the
right section.
Student Literacy Portfolio (30 points)The project consists of working with one child who will be chosen based on assessments. There
are 3 parts: 1.) Information gathering and data collection, 2.) a plan of action, and 3.) theimplementation of the instructional intervention. The information gathering and data collection
will include assessments and trial lessons based on each classes focus. The plan of action will bejournal reflections based on the trial lessons, and the implantation will allow the student to take
one area of focus and develop lessons for the child. This project will be kept in the same binder
as the professional articles and journal entries. It will also be clearly tabbed according to the 3parts. Project will be graded as a whole, with the grade reflecting all three components.
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0-5 points 6-11 points 12-17 points 18-23 points 24-30 points
Project is incomplete
and missing at least
one main
component.
Project is missing a
main component, but
other components
are well-organizedand contribute to the
childs learning.
Project has all
components, but
lessons and
reflections are notwell thought out.
Project has all
components, and
lessons and
reflections are wellthought out and in
keeping with the
struggling learners
profile as displayed
through assessments.
Project has all
components and is
well organized.
Lessons andreflections are
thoughtful, and
additional insight is
added. Growth is
shown by learner
through on-going
assessments and
lessons are planned
accordingly.
Presentation of Project along with smaller presentations during semester (20 points)There will be several opportunities for teachers to share their knowledge with our community oflearners. While teachers will take this class to learn from the teacher, they will also share their
own experiences and wealth of knowledge so they may strengthen what they already know, and
also learn from each other. Each smaller presentation will receive a grade based on thefollowing rubric that same evening. The final project will be shared out on the last day so we
may offer support and suggestions, and continue to gather ideas and learn from each other on the
last day.
0-4 points 5-9 points 10-14 points 15-20 points
Presentations are noton time, and haveinadequate visuals, or
do not connect to
professional resources.
Presentations are ontime but haveinadequate visuals and
do not have a strong
connection toprofessional resources.
Presentations showthought and connectionto professional
literature, but lack
hands on materialsother teachers can use.
Presentations showdeep reflection,connections to
professional reading
and are engaging. Alsoincluded are materials
teachers can readily
use in their ownclassroom.
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Percentage Contribution of Each Assignment and Class Participation:
Class Participation 10 % On-going, withself-reflection mi
way through the
semester and onthe last day.
Readings and Journal Entries 30 % Due on the
following week o
the assigned entry
Notebook Organized and Complete 10 % Due on last day
Project in Clearly Marked Binder 30% Due on last day
Presentations 20 % Due throughout th
semester, and fina
project presented
on the last class
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Class 1: Overview
A.) Introductions: 1 question each person has
B.) Rd. chpt. 1 Catching Readers (expand paradigm)a. Make a T chart (beliefs and looks in classroom) and share in small group
C.) Break: During Break write how well you know Vygosky (VW-very well, NM-not much,
N-nothing)D.) Rd. chpt. 2 Catching Readers (how reading works)
a. Pick 1 point on pg. 22 to elaborate on and connect to your classroom. Do in small
groupsSave the Last Word for MEE.) Rd. poem to feel your own strategy at work
Home work:
Chapter 3 Catching Readers (Vygosky) (Before read write 1 thing you know aboutZPD. Afterwards write 1 new thing. Observe 2 readers: 1 struggling, 1 not- use Fig. 2.1 on pg. 19-write a journal entry aboutyour observations and differences of the 2.
Bring in 1 assessment you routinely use along with a 2 page handout to share/present. Read sheet Reading Instruction: Tips for Teachers by the LDA.
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Class 2: Vygosky and Assessment
A.) Share out homework: New learning about Vygosky
B.) Use pg. 42 figure 3.3 along with handouts to write a lesson using Gradual Release ModelC.) Youtube video of Vygosky
D.) Break
E.) Share out homework-2 pp. on an assessment used-each person shares one question, onecomment
a. On lg. chart paper write each assessment-list and discuss others
b. Though each district different, main assessment is RRc. Video of child doing RRhave class do while watching video
Homework:
Read chapter 4 of Catching Readers (Beyond sounding it out). Use bulleted list on pg. 49 to see whether your classroom incorporates some of
Vygotskys principles. Write a reflection on this list and your classroom. Implement a change in a classroom practice (writing workshop, spelling program,morning message, guided reading, etc.) to show that you added an idea to try to meet
students ZPD. Bring the information to share.
Project Work: Use Appendix 3 on pg. 233 with 1 student you are concerned with. Write a1 page narrative on how it went
Bring in a favorite Big Book to use for the next class
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Class 3: Target Areas: Vygosky and Assessment
A.) Read chpt. 10 of Catching Readers
B.) Share conference sheets. Look at appendices 13-15. Could you use any of these? Whatdo you use now? (Small group discussion). Share out with class.
C.) Share out homework: 1 change in classroom: challenges and successes
D.) Read chpt. 5 Observation Survey (miscue analysis)a. Discuss
b. Rewatch RR video and do M, S, V
c. Make a plan for instruction based on 1 of 3 subheadings-making sense, balance,confirming (pp. 63-67) with a small group using big book brought inShare
Homework:
Read Revisiting the Role Of Miscue Analysis in Effective Teaching RT 2006
Read chpt. 7 Catching Readers (I thought I knew how to teach reading) Do a RRand miscue on 1 child, and design a lesson based on that information
Project Work: Bring in at least 2 assessments on the child you have been looking at.Think about what you might want to focus on with this student (comprehension,
decoding/phonics/word study, fluency,) based on what you know so far. Journal your
thoughts, questions, concerns.
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Class 4: Target Area: Decoding, Phonics, Phonemic Awareness, and Word Study
A.) Share in small group lesson designed based on M, S, V
a. Each person in group say:i. One thing they liked
ii. One question they have about the lesson
B.) Read chpt. 5 Growing Readers to page 133.(using strategies) a. Share out my resources for decoding strategies and prompts
b. Share video of Tracy teaching decoding strategies
c. Show video of gr. 1 checking off decoding strategiesC.) Read Strategies for Beginning Readers and Writers and Those Needing Additional
Support and Intervention chp. 5 from Teaching Phonics Today from IRA
a. Small group discussion: 2 questions at end of chapter
Homework:
Bring in a resource to share that you use for the teaching of phonics, phonemicawareness, or word work
Rd. Explicit, Systematic Phonic Instruction RT: Review your phonic/spelling program.Do you consider it to be explicit and systematic: why or why not?
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Class 5: Target Areas: Phonics, Word Work, Phonemic Awareness
A.) Read Evaluating the Suitability of Phonological Awareness Programs for Children Who
are at Risk by Jeanne Wanzek et al. Review your own phonological program with a partnerusing the checklist on page 33 of the article.
B.) Share Resources and BER stuff for:
a. Word Work: WTW sortsb. Phonics
c. Phonemic Awareness (share binder)
i. Read chpt. 3 of The Struggling Reader: Interventions that Work byCooper (phonemic awareness)
ii. Do a group discussion using communicating, comprehending and consultingamong teachers
Homework: Read pg. from LDA o Phonology Chapters 4 of Allington Rd. from Phonological Awareness to Fluency RT Bring in blank sentence strips
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Class 6: Target Areas: Fluency Part A
A.) Fluency
a. Review 3-Minute Assessments by Rasinski,b. Poetry (FDL handout by Rasinski) and Fast Start
i. Do Jabberwocky together to develop an FDL
c. ORL (share pp.125, 127, 128 ofThe Fluent Reader)d. Read Naturally (share)
e. FRY sight word phrases (handout)
i. Make materials: Allow them to make sight word phrases on sentence stripsf. Readers Theater (share resources and websitetimrasinski.com and pg. 110,
111 of The Fluent Reader)
B.) Read Rhythm Walk RT and Two Essential Ingredients: Phonics and Fluency Getting
to Know Each Other RTChoose a poem and do in a small group
Homework:
Rd. Reading Acceleration ProgramRT (RAP) Rd. Helping Students Become Accurate, Expressive Readers (FOOR)RT Project Work: Choose one program youve just learned or read aboutPhon. Awareness
to fluency, FDL, Read Naturally, Readers Theater, Rhythm Walk, RAP, or FOOR andtry on one student. Was it successful? Did you find it was useable? What were the
negatives?
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Class 7: Fluency Part B
A.) Read Punctuation Takes a Vacation
a. Share fluency gamesB.) Go over RAP, FOOR.
a. With a small group, use large chart paper and create a chart comparing the various
fluency methods looked at. What are the commonalities? What do you notice about the benefitsof them? How would you determine which to use?
C.) Break
D.) Paired Reading (view powerpoint and video from Parent Workshop)
Homework:
Project Work: Do a fluency assessment on your student from 3 minute assessment.Design a lesson from last week or this week for that student. Be ready to share with yourgroup next week. Journal: How did it go? Did it work? What are your concerns? How
could it have gone better?
Read Chpt. 5 of Allington-(comprehension)
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Class 8: Target Area: Comprehension Part A
A.) Go over fluency assessment and lesson from homework.B.)
Comprehension:a. Read chpt. 6 Growing Readers (Readers Think)
b. Share handouts (list of books for each strategy)
i. List Basic Comp. Strat. to Teach: video of Tracy H. mini-lessonsa.) Three-Two-One---Lets Chat paper
ii. Prediction
iii. Mental imagesiv. Clarify
v. Question
vi. Schema
vii. Connections
viii. Inferringix. Synthesizing (summarizing)
c. Read chpt. 8, 9 of Catching Readers (comprehension and inferring)i. Journal: What are your feelings/understanding about the difference between
spotlighting a strategy and heavy-handed teaching?
C.) Work with a partner to use appendix 10 or 11 and plan a shared demonstration lesson onvisualizing.
Homework:
Read Hands On Reciprocal Teaching RT PLUS either Reciprocal Teaching for thePrimary Grades RT OR Rec. Teaching for Kindergarten RT
Read Taffy Raphael article on QAR Project Work: Try a lesson on questioning, visualizing, inferring, or summarizing similar
to the ones presented in chapters 8 and 9. How did it go? What were the downfalls? Thepluses?
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Class 9: Comprehension Part B
A.) Reciprocal Teaching
a. show video here of someone doing Reciprocal TeachingB.) QAR
a. Powerpoint from August in-service
b. Do activity (1/2 hour) from Taffy RaphaelC.) Read START Comprehending
a. Show video of me doing START
i. Three-Two-One---Lets Chat! paper
Homework:
Read chpt. 6 Allington (Knowledgeable Teachers)-Look at the bulleted box on pg. 158Effective Classroom Programs for Struggling Readers Which of these characteristicsdoes your program possess? Which would you add? Which do you disagree with or
have difficulty doing?
Chapters 8, 9 of Teaching Struggling Readers by Lyons(characteristics and practices ofteachers)journal response, thoughts, ideas, questions, concerns.
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Class 10: Characteristics of an Exemplary Literacy Program for Struggling Readers
A.) Knowledgeable Teachers
a. Read chpt. 12 Catching Readersb. Look at bulleted list on pp. 225-226. With a partner, discuss which suggestion
you might consider trying out in the future. Talk about how you might go about it. Make a plan
on implementing one thing.B.) Professional Development
C.) Communications
a. Colleague (share Rita Bean handout)i. Pg. 219 includes a generic list of things to think about when speaking with
any parent. Discuss these with a small group, and brainstorm a few more to add to the list.
ii. Share out
b. Parents: Read Chpt. 11 of Catching Readers and Strategies for Engaging Parents in
Home Support of Reading Acquisition-RTD.) Making a Plan:
a. Think about these 4 thingscontinuing to be a knowledgeable teacher, engagingin professional development, communicating with colleagues, and communicating with parents:
Use the divided paper to list things you are doing well, and something youd like to do
differently. Circle one thing in each section you can change.
Homework:
Project Work: Gather what you have so far on your 1 student: You should have severalassessments, an initial focus idea, plus various trial instructional methods. Look over allof your assessments. What is one are your student is the weakest in? How do you know
that? Do you need to do further assessments? Make a planchoose the one area you
want to increase his/her competency. Within this one area, list at least 5 different things
you can do. Use appendix 3, 7, or 16 to help you plan out the next few weeks. Do youuse guided reading or reading workshop? How will you incorporate the plan for your
student into this?
Read chapters 5, 6 in Teaching Struggling Readers by Lyon. Be ready to discuss nextclass.
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Class 11: Working with the Difficult Students
A.) Difficult students:
a. Read chpt. 7 in Lyons.b. Review chpts. 5-7 in Lyons. Free write: what are you the most confused about?
What are you the most comfortable with? What strategies do you think you can implement?
Does your chose student fall into any of these categories? How do you think you can helphim/her while addressing their issue? If your chosen child does not fall into these categories,
reflect on what you think the struggle is based on? How do these considerations change what
you are going to do with this child instructionally?B.) Putting It All Together:
a. Read chapter 5 in Catching Readers
i. Discuss your project plan with a partner. What are you nervous about?
What do you think will be the easiest? The most difficult? What materials will you
need? How does your schedule currently look? Are you allowing more instructional timefor your struggling learner? What are the other students doing while you are meeting
with your small groups or holding individual reading conferences during a readingworkshop? What do you need to change, if anything? What kind of support will you
need? What support do you have for this one student you will be working with? How
will you communicate with his/her other teacher (reading specialist, Title 1, or SPED?)What forms will you use?
Homework:
Project Work: Do one lesson with your student. Journal how it went. What are the nextsteps? Develop next lesson.
Read chapter 2 in Lyons Teaching Struggling Readers (movement and learning). Bringone comment and one question to share.
Read Roadblocks to Raising Achievement packet. Bring one comment and onequestion to share
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Class 12: Attention, Movement and Learning
A.) Small group work: List 2 comments and 2 questions from last weeks readings. For each
question and comment, each person in group is allowed to say 1-2 sentences. Record.B.) Go over Jensens Brain Research
a. Focus on short term memory and activities to increase it
C.) Brain Gyma. Focus on activities
i. List resources in binder together
ii. Pp. 8-13 of Raising the Achievement of Title 1 Students from IED
Homework:
Check on binder and be sure that it is up to date, tabbed, and all papers are inserted and 3-holed punch.
Project Work: Develop and implement one action based learning lesson. It may includethe whole class, but be sure to focus on your project student. Choose one area out of
those we have learned about to focus on with your chosen student for the next few weeks.Develop at least 3 lessons in this focus area that you will do with your student.
Read How Do Your Kids Do at Reading? by David Tucker.
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Class 13: The LD Student and Dyslexia
A.)30 minutes for questions/concerns about project.B.)Learning Disabilities
a. Read Reading Methods and Learning Disabilities and Learning DisabilityChecklist by LDA. Work with a partner to use checklist with your chosenstudent.
C.)Dyslexiaa. Read checklist (Shaywitz), Signs and Symptoms from LDA and Dyslexia and
the Brain: What does Current Research Tell Us? by Hudson.
b. Sally Shaywitz: share instructional methods.
Homework:
Work on Project, Binder, and Presentation. Be sure presentation includes idea sheet orother material to share with colleagues.
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Class 14: Make-up, begin project presentations
Class 15: Project Presentations
A.)Write critique, comments, and questions for each project presented.