SPED 414 - 1
SPED 414: Literacy Methods in an Inclusive Classroom: Diverse Learners
Minnesota State University, Mankato
Department of Special Education
SPRING SEMESTER 2016 (4 credits)
Instructor: Dr. Andy Johnson Phone: (507) 389-5660 Email:
I check my email daily and return phone calls as soon as possible, please do not hesitate to call or email with questions or concerns.
Purpose statement: This course is designed to provide an introduction to literacy instruction for students with special learning needs in an inclusive classroom.
Goals related to course purpose. As a result of taking this course students will be able to:
1. plan and implement effective literacy lessons for inclusive classrooms.
2. utilize a variety of differentiation strategies related to literacy instruction and general classroom instruction.
3. understand and apply important theories and concepts related to literacy and literacy acquisition.
4. enhance the development of students’ reading and writing.
5. provide effective literacy instruction and interventions.
Required text: Johnson, A, (2015). 10 Essential Instructional Elements For Students With Reading Difficulties: A Brain-Friendly Approach, Corwin Publishing.Special Accommodations: Every attempt will be made to accommodate qualified students with disabilities. If you are a student with a documented disability, please contact me as early in the semester as possible to discuss the necessary accommodations, and/or contact the Disability Service office at (507) 389-2825 (v) or 1-800-627-3529 (MRS/TTY)/
Stay engaged: Youmust keep up with the assigned reading, online lectures, and other assignments. Set aside time each week to carefully complete assignments, activities, and assigned readings. I would strongly recommend that you adjust your schedule to accommodate the weekly demands of this course.
Grading1. Exams = 135 points
a. Three exams, 45 points each
2.SRE Reading lesson plan = 5 points
3. Story Retelling Chart for Pajama Girl =5 points
4. DRI assignment =5 points
5. Scaffolded /tr/ skills lesson plan = 5 points
6. Benchmark lesson plan and teaching demonstration = 25 points
a. the lesson plan = 10 points
b. online teaching demonstration = 10 points
c. reflective analysis = 5 points
7. Learning log = 5 points
8. Possible Dropbox Activity = 60 points
a. individual activities = (5 points) / 91% - 100% = A
81% - 90% = B
71% - 80% = C
61% - 70% = D
1. Exams: (45 points). There will be three exams based on the material found in the text, class activities, and online and in-person lectures. These exams will consist of multiple choice or T/F questions. I heartily encourage you to keep up with your reading. You cannot expect to process and apply this information if you are reading the material two days before the exam. These exams will be taken on D2L. You will have 60 minutes to complete each exam. Each exam will consist of 45 randomly generated questions from a bank of approximately 150 to 200 questions. You will have up to four tries on each exam. D2L will automatically record your highest score. I highly recommend that you synthesize and organize your reading and lecture notes before taking the exam.
2. SRE reading lesson plan (5 points). The SRE lesson plan is described in Chapter 5. It includes pre-reading, during-reading, and post-reading components. For this lesson, you will use the online story, ‘Pajama Girl’ on D2L (See Appendix A).
3. Story retelling chart (5 points). The story retelling chart is described in Chapter 4 (See Appendix B). You will create a story-retelling chart for Pajama Girl.
4. DRI assignment (5 points). DRI is described in Chapter 5. You will listen to an audio recording of Jacob (found on D2L) and use a DRI to diagnose the cause of his reading difficulties (See Appendix C).
5. Scaffolded /tr/ Skills Lesson Plan (5 points). You have been put in pairs for this assignment. I have provided a skills lesson plan that is partially completed. Your job is to teach to the objective. At the end of the lesson, you will need to demonstrate that you have met the objective. You can redesign any aspect of this lesson; however, you will need to include additional INPUT to teach this lesson. The plan will provide a scaffold for you as you design your first skills lesson plan(See Appendix D).
6. Benchmark lesson plan and teaching demonstration. You will design and teach a skills lesson plan.
a. skills lesson plan (10 points). You will design a skills lesson plan based on one of the K-2 MN Academic Literacy Standards. This lesson plan contains the following elements: (a) goal or purpose, (b) behavioral objective, (c) assessment plan, (d) opening, (e) input/modeling, (f) guided practice, (g) independent practice, and (h) closing (See Appendix E).
b. online teaching demo(10 points). You will use your skills lesson plan as the basis for an online teaching demonstration. (Technical problems are not an acceptable excuse for late assignments here. Begin preparing this well before the due date.) Put the URL address of your online video teaching demonstration in Dropbox(See Appendix F). You will be assessed on the lesson content as well as your use of effective verbal, nonverbal, and media communication techniques.
c. reflective analysis (5points). You will view the teaching demonstrations of the people in your group and do a reflective analysis. Here you will identify and describe: (a) two things the teacher did well or things you found particularly effective and (b) two things to focus on, do differently, or consider (See Appendix G).
7. Learning log (5 points). A learning log is a notebook used in a reading class or other content area class providing a place for students to record their thoughts, observations, and interesting ideas during class. We will model this in our class. A notebook will be provided to you. Prompts will be provided in class.
8. Possible Dropbox activities(up to 60 points). During the semester, I may ask you to respond to online or in-person lectures, demonstrate a particular strategy, or complete other activities and assignments based on material covered in class. You are to put these in the D2L Dropbox. There may be up to ten of these. They are worth 5 points each.
COURSE OUTLINE
(Subject to change)
WEEK 1: 1/12/16
Assigned Reading
• Introduction
• Chapter 1: Creating Meaning with Print – The Transactive Model
Topics:meaning-first vs. skills-first perspectives, phonological and neurocognitive models, 3 cueing systems, how the brain creates meaning with print, eye movement, perception, the brain and learning, reading lesson plan
WEEK 2: 1/19/16
Assigned Reading
• Chapter 2: Eye Movement and Neural Pathways
• Chapter 3: Understanding Reading From a Cognitive Perspective
Topics: schema theory and learning, schema theory and comprehension, information processing model, reading and STM, automaticity, SRE lesson, pre-reading and post-reading activities, alternatives to round-robin reading
WEEK 3: 1/26/16
Assigned Reading
• Chapter 5: Reading Lessons
Topics
• elements of effective skills instruction, SRE lesson, guided reading, shared reading, pre- and post-reading activities, using Bloom’s taxonomy to create activities
WEEK 4: 2/2/16
Assigned Reading
• Chapter 4: Diagnosis and Documentation
• Johnson D2L - Story Re-Telling Chart
• Johnson D2L - Authentic Assessment: Word ID, Fluency, and Comprehension
Topics: limitations of standardized assessment, IEP goals, Diagnostic Reading Inventory, documenting progress, maze, cloze, miscue analysis, finding approximate grade levels
♥SRE Reading Lesson Plan for Pajama Girl due
WEEK 5: 2/9/16 -FIELD EXPERIENCE --- NO CLASS
WEEK 6: 2/16/16
Assigned Reading
• Chapter 6: Ten Elements of Reading Instruction
• Chapter 7: Emergent Literacy: Concepts of Print and Phonemic Awareness
Topics: developmentally appropriate instruction for P/K, whole-to-part-to-whole instruction, creating the conditions for learning, phonemic awareness, phonemic-phonics hybrids for older students, driting, predictable writing, ten instructional elements, brain-based teaching and learning, effects of poverty on learning, engagement, time-on-task, academic learning time
♥Create a Story Retelling Chart for Pajama Girl due
WEEK 7: 2/23/16
Assigned Reading
• Chapter 8: Emotions and Motivation
• Johnson D2L - Direct Instruction Lesson Plan
Topics: emotions and learning, value-expectancy theory, self-efficacy, biblio-therapy, motivating students to read, reading volume, social interaction, book critiques
♫ Exam #1: Assigned Readings and Lecture Notes from Weeks 1-6
WEEK 8: 3.1.16
Assigned Reading
• Chapter 9: Literature, and Instructional Approaches
• Johnson D2L:The Four Blocks Approach
• Reutzel D2L: Reading Workshop
Topics: promoting voluntary reading, LEA, reading workshop, Four Blocks, basal-reading workshop, book talks, literature-based approaches
♥DRI assignment due
-- SPRING BREAK --
WEEK 9: 3/15/15
Assigned Reading
• Chapter 10: Phonics
• Johnson D2L: Journals and Learning Logs
Topics: phonics, systematic phonics instruction, phonics checklist, direct instruction, elements of effective skills instruction, very direct instruction (in context), scaffolded writing, sentence dictation
WEEK 10:3/22/16
Assigned Reading
• Chapter 11: Strategies for Developing Word Identification Skills
Topics: recognizing words vs. identifying words, three cueing systems, six word identification strategies, cloze, maze, syntactic cueing system, writing, word parts, morphological analysis, word building, sight words
♥ Scaffolded /tr/ Skills Lesson Plan due
WEEK11: 3/29/16- FIELD EXPERIENCE --- NO CLASS
WEEK 12: 4/5/16
Assigned Reading
• Chapter 12: Fluency
Topics: fluency, repeated reading, high/low books, WPM, 30WF and 40WF, replay analysis, readers theater, echo reading, ScORe, poems and song lyrics, avoiding round-robin reading
♫ Exam #2: Assigned Readings and Lecture Notes from Weeks 7-11
WEEK 13: 4/12/16
Assigned Reading
• Chapter 13: Comprehension: Narrative Text
• Chapter 14: Comprehension of Expository Text
Topics: creating meaning, the process of creating meaning, aesthetic response to literature, comprehension activities and strategies for narrative text, expository vs. narrative text, teacher pre-reading strategies, study skill strategies, helping all teachers become teachers of reading, developing cognitive processes to enhance comprehension of expository text
♥Skills Lesson Plan due
WEEK 14: 4/19/16
Assigned Reading
• Chapter 15: Vocabulary
Topics: word learning, reading volume and vocabulary, principles for developing vocabulary, strategies for developing vocabulary, visual displays and graphic organizers
WEEK 15: 4/26/16
Assigned Reading
• Chapter 16: Writing
Topics: using writing to develop reading, the 5-step writing process, strategies, review and overview, catchup and review
♥Skills Lesson Plan Online Teaching demonstration due
FINALS WEEK: 5/2/16 to 5/6/16
♫ Exam #3: Assigned Readings and Lecture Notes from Weeks 11-15 plus big ideas.
♥Skills lesson plan reflective analysis due
APPENDICES
Appendix A -- SRE Reading Lesson Plan Template
Appendix B -- Story Retelling Chart
Appendix C -- DRI Analysis of Jacob
Appendix D – Scaffolded /tr/ Skills Lesson plan
Appendix E -- Skills Lesson Plan
Appendix F -- Skills Lesson Plan - Online Teaching Demo
Appendix G -- Skills Lesson Plan - Reflective Analysis for the Online Teaching Demo
APPENDIX A
SRE Reading Lesson Plan Template
Teacher Candidate: [Make sure your name is on the top of all assignments you turn in.]
Goal or Learning Purpose: Students will read and enjoy Pajama Girl. (Assume your students are in 2nd grade.)
Materials/Resources Required:
• List any material you will need to teach this lesson.
Pre-Reading Activity: The pre-reading activity is generally 2-5 minutes in duration. The purpose here is toenable your students to read and enjoy the story. You want to provide structure or scaffolding for studentsso they can do this independently. For this assignment, use one of the following pre-reading activities:
• Story preview
• Story map
• Character map or character analysis
• Story grammar
* Always make a link or bridge from the pre-reading activity to the story.
During-Reading: This element describes exactly how students will read the assigned reading selection. It should be written so that a substitute teacher could pick up your lesson plan and understand exactly how students are to do this. DoNOT use round-robin reading or popcorn reading. This is not how real people read in the real world. (We are preparing real people to interact in a real world.) You have two choices for this element:
1. Silent reading – students read the selection silently just like real people in the real world.
2. Buddy reading or partner reading – students read with a partner orally. They find a partner, find a place on the floor or around the room, and read every-other page, section, or paragraph.
Post-Reading Activity: The post-reading activity for this SRE lesson should be designed to prompt students to manipulate or become engaged with an idea from the story. Three parameters:
1. It must involve some type of aesthetic response. Do NOT use a comprehension worksheet or some other activity that simply asks students to list story details.
2. The purpose is to read and enjoy the story. Your post-reading activity should reflect your purpose statement. Use your teacher creativity and intelligence here.
3. It must be completed during the class session (not done as homework).
SRE LESSON PLAN CRITERIA
Key: 3 = above criterion; 2 = meets criterion; 1 = below criterion; 0 = did not meet criterion
___ 1. Lesson Form
a. You label and include a PURPOSE STATEMENT.
b. You label and include a PRE-READING ACTIVITY (with a label), that gets students ready to read the upcoming selection. You create a link between the pre-reading and the story.
c. You label and describe a DURING-READING ACTIVITY in which students either buddy read or read silently.
d. You label and describe a POST-READING ACTIVITY in which students manipulate or respond to some aspect of the story.
e. If you use discussion questions, they are included.
f. You include diagrams or examples when necessary to show the substitute teacher exactly what to do.
___ 2. Lesson Content.
a. You use list or outline form.
b. A link is made between the pre-reading activity and the story.
c.The lesson plan is explicit and easy to follow. A substitute teacher could pick it up and use it to teach a lesson knowing exactly what to do (or a classmate could replicate your lesson).
d. If a worksheet or other handout is used, it is included with the lesson.
e. If a smart board, white board, PPT, or screen is used, it is included or illustrated in the lesson.
f. The lesson plan looks professional; you would post it on your professional website or include as part of an online resume.
___ 3. Lesson Plan Design.
a. You use ‘kid language’.
b. Your lesson plan demonstrates that you know how to teach an SRE lesson.
c. You correctly address the following parts of a reading lesson plan: (a) goal or learning purpose, (b) pre-reading, (c) during-reading, and (d) post-reading.
APPENDIX B
Story Retelling Chart for Pajama Girl
Name: ______Grade: _____ Date: ______
Story Title: ______Reading Level: ___2___
Context: Story read by child: silently ___, orally___, Story read to child ___
UNPROMPTED / PROMPTEDCHARACTERS: __ points each.
1.
2.
3.
4.
5.
SETTING: ___ points each.
1.
2.
3.
EVENTS: ___ points each.
1.
2.
3.
4.
5.
6.
TOTAL POINTS: ___/___ = ___% / ___/___ / ___/___
Unprompted = 2 point; Prompted = 1 points
Note: There may be more or less elements in each of the categories above.
Independent reading level = 98-100% accuracy
Instruction level = 90-97% accuracy
Frustration level = 89% or less
APPENDIX C
DRI analysis of Jacob
Diagnostic Reading Inventory: Overview (time: 2:48)Graded Reading Passages (time:5:21)
Miscue Analysis (time: 5:40)
Miscue Analysis: Qualitative Data (time: 2:01)
You will listen to an audio recording of Jacob and use a DRI to diagnose the cause of his reading difficulties.
1. Based on Jacob’s DRI, complete the DRI Analysis Sheet (below). Identify target words and miscued words.
2. Identify the number of meaningful miscues, total miscues, self-corrections, and fluency.
3. Figure out the average WPM.Record the time it took for students to complete the passage. Divide the time (in seconds) by 60. For example, if you read a passage in 90 seconds, you would dive 90 by 60. 90 ÷ 60 = 1.5 minutes. Divide this (1.5) by the total number of words. If the total number of words were 119. Pat read 119 words in 1.5 minutes. 119 ÷ 1.5 = 79 WPM.
4. Figure out the percentage of words correctly identified, deducting for total miscues.
5. Scan and turn in the Miscue Analysis page and DRI Analysis sheet (below) in the D2L Dropbox.
DRI ANALYSIS SHEET
Target Word / Miscue / Meaningful MiscueYES / NO
*Meaningful miscues = ½ point; significant miscues = 1 point. Totals:
Total miscues:_____
Analysis
# Self-corrections / Fluency - WPM / Comprehension____ %
ind – instr -- frust
Miscues
# Total Miscues / # Not Miscued / # Total Words / Percentage____ %
Describe patterns or types of miscues on the back.
APPENDIX D
SCAFFOLDED /tr/ SKILLS LESSON PLAN
1. You will be put in pairs for this assignment. You can work with your partner in different ways. You may design the lesson together and turn it in with both of your names on it OR you can simply rely on each other for feedback. That is, run your completed assignment by the other for input before turning it in. Regardless, you must EACH turn a lesson plan into your individual Dropbox with both of your names on it.
2. I have provided a skills lesson plan that is partially completed. Your job is to teach to the objective. At the end of the lesson, students should be able to identify the following words in print: tray, trip, tram, track, trick, trot, trap, trunk, train, try, trike, trim, truck, tree, trash, and treat. You can redesign any aspect of this lesson; however, you will need to include additional INPUT to teach this lesson. The plan below is meant to simply provide a scaffold for you as you design your first skills lesson plan.
Skills Lesson: Initial /tr/ Blend
Grade 1
Teacher:
I. Academic Standards
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
II. Learning Goal or Purpose Statement
Students will learn about the /tr/ initial blend.
III. Learning Objective
Students will be able to correctly identify (read) the following 12 words when encountered in print: tray, trip, track, trick, trap, trunk, train, try, truck, tree, trash, and treat.
IV. Assessment
[Insert your assessment here.]
V. Materials/Resources Required
[Insert your material here.]
Teacher Materials
/Student Materials
VI. Lesson Opening (example)
1. Listen carefully - there’s something the same about these two words: