enriching instr for strug read - edlt 200 co1 - course syllabus

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/


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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


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



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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.

enriching instr for strug read - edlt 200 co1 - course syllabus

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