University of WisconsinPlatteville
Office of Continuing Education
Course Syllabus
TITLE:Curriculum in Language Remediation
Number:Tchg. 6530E
Semester:TBD
Credits/Contact Hours:3-Graduate Credits / 45 Contact Hours
Days and dates:TBD
Times:TBD
Location:Wisconsin Institute for Learning Disabilities / Dyslexia Inc.
636 Grand Canyon Dr.
Madison, WI 53719
Instructor of Record:Kim Carpenter
Office Address:Wisconsin Institute for Learning Disabilities / Dyslexia
636 Grand Canyon Dr.
Madison, WI 53719
Office Phone:(608) 824-8980
E-mail Address:
Office Hours:As Needed
*Being admitted into a degree program is not required in order to take for-credit courses through the Office of Continuing Education. If, however, you plan to use the credits earned through this course towards a graduate degree at UW-Platteville, you are advised to apply for admission into that program before taking more than 9 credits of graduate coursework as a Special Student (not seeking a degree). If you intend to use any course in an undergraduate or graduate program at any institution, please obtain advance approval from your advisor.
Course description
This Course has been designed to inculcate in the student a precise series of methodologies, including the Orton-Gillingham method of instruction, to remediate students identified with language deficits of dyslexic/learning-disabilities. The focus of the class will be on developing an understanding of dyslexia and the Orton-Gillingham remediation approach. You will learn the definition and characteristics of dyslexia and how to teach a person with dyslexia using a systematic, multisensory approach. Completion of this course may lead to Initial level Certification with the WILDD Orton-Gillingham program.
Course objectives
At the completion of this course, the student will be able to:
- Demonstrate the basics of encoding and decoding of words using the Orton-Gillingham method.
- Demonstrate Orton-Gillingham techniques during tutoring sessions using a lesson plan.
- Demonstrate an understanding of the definition and characteristics of dyslexia.
- Demonstrate mastery of the initial components of written English phonology, including sound/symbol correspondences, syllable types, syllable division, and spelling generalizations.
- Complete written records demonstrating study progress, including lesson plans, S.O.A.P. notes, and progress reports.
- Tutor two to four clients identified with dyslexia in a supervised practicum.
- Demonstrate proficiency: in the history of language, with the language tool kit, teaching with the Dolch Word Lists, and integrating Assistive Technology into a lesson plan.
- Understand the history of the Wisconsin Institute for Learning Disabilities/Dyslexia, Inc.
Teaching Method/Class format:
Each participant will receive a total of 45 hours of classroom instruction. They will receive 24 hours of classroom instruction during the month of April. Class will meet (TBD). Participants are required to attend all classes and complete all homework assignments to receive certification and, if desired, to volunteer or obtain employment with WILDD. Two hours of classroom instruction will be devoted to employee and/or volunteer orientation. Participants not seeking employment or volunteer positions with WILDD will not be required to attend those two hours.
Mentoring Program:
Participants will spend 8 hours in the Mentoring Program where they will be asked to observe ongoing sessions in order to familiarize themselves with lesson plan writing, lesson delivery, the structure of a session, etc. Participants must make themselves available for these observations and complete the 8 hours to obtain certification.
Practicum:
Each participant will complete a 100-hour practicum experience where they will be assigned one or two students to work with. During this time, participants will receive a minimum of 5 hours of supervision by qualified Orton Gillingham instructors. Participants will be evaluated during these supervisions and must have at least 4 satisfactory level supervisions in order to obtain certification. The 100 Hour Practicum will start (TBD).
Required text
Rome, P.D. and Osman, J.S. (1993). Language Tool Kit. Cambridge, MA: Educators Publishing Service.
Shaywitz, Sally. (2003). Overcoming Dyslexia. N.Y. Alfred A. Knopf, New York:
Gillingham, A. and Stillman, B. W. (1997). The Gillingham Manual: Remedial Training of children with Specific Disability in Reading, Spelling and Penmanship. (8th Edition), Cambridge, MA: Educators Publishing Service. Chapters 1-8
Course requirements
Assignments
1.Daily Demonstrations: Starting the second weekend, each class session will begin with student demonstrations of decoding a three-syllable word using the Orton-Gillingham method.
2.Analysis of Reading Materials: Students will turn in the assigned analysis of reading materials prior to certification being issued. This analysis should include a brief summary of the assigned reading as well as the student’s reaction and reflections, based on additional readings and class lectures. Reflections and reactions should be the primary focus of the analysis of reading materials. The report/analysis can include thoughts about the author’s ideas, integration of other reading, as well as examples from personal experience or tutoring sessions.
3.Lesson Plans. Students will write a complete lesson plan to use to teach their client(s). This lesson plan must include tutor-generated word lists; sentences and reading passages at the students assessed level of reading and reading comprehension. The words used in the lists, sentences and stories must demonstrate an understanding of using vocabulary controlled by phonological content. In addition, each student will write complete lesson plans for each of the lessons taught during the practicum.
4.S.O.A.P Notes. Each student will complete a sample S.O.A.P. note sheet under the supervision of the instructor. Further, each student will complete S.O.A.P. notes for each of the lessons taught during their tutoring of clients during academic practicum.
5.Observations: Each student will be observed a minimum of 5 times over the course of their practicum with a written and oral practicum review by the evaluator and student.
Exams (if any)
There is a final exam in this course that will be comprehensive in nature.
Attendance and class participation
Students are required to attend all classes and to participate in class discussions, small group activities, practicum, and scheduled tutor meetings. In the case of severe illness or family emergency, students will need to set up a time for individual instruction. In the case of conflicts or non-severe illness, students will need to set up a time for individual instruction.
Late Work and Make-up:
Students are to be prepared for each class session however, extenuating circumstances do occur. In an effort to be fair, workable, and equitable, the following policies have been designed to deal with those situations.
- Demonstrations missed will be made up during the next class session.
- Normally, S.O.A.P. notes are completed during the 10 minutes between tutoring sessions. All notes are to be completed prior to the tutor leaving the Center for the evening. S.O.A.P. notes may be accepted before the next practicum session, as long as the instructor has given prior approval.
- If there are any doubts about missing assignments, materials, etc., the student should see the instructor.
Student progress - Evaluation and Grading Procedures:
A.Grades will be based upon quality of work with components weighted as follows.
1. Observations20%
2. Readings and Class Discussion10%
3. Book Reports 10%
4. Lesson Plans15%
5. S.O.A.P. Notes15%
6. Presentations10%
7. Demonstrations10%
8. Final Exam10%
Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation.
B. Grading System:
1. A Completion of all assignments with a minimum average of 90%
2. BCompletion of all assignments with a minimum average of 80%
3. CCompletion of all assignments with a minimum average of 70%
C. Late Work and Make-up:
Trainees are to be prepared for each class session however, extenuating circumstances do occur. In an effort to be fair, workable, and equitable, the following policies have been designed to deal with those situations.
- Demonstrations missed will be made up during the next class session.
- Normally, S.O.A.P. notes are completed during the 10 minutes between
tutoring sessions. All notes are to be completed prior to the tutor leaving the
Center for the evening. S.O.A.P. notes may be accepted before the next practicum session, as long as the instructor has given prior approval.
- If there are any doubts about missing assignments, materials, etc., the trainee
should see the instructor.
- Attendance Policy:
Trainees are required to attend all classes and to participate in class discussions, small group activities, practicum, and scheduled tutor meetings. In the case of severe illness or family emergency, trainees will need to set up a time for individual instruction. In the case of conflicts or non-severe illness, trainees will need to set up a time for individual instruction.
- Academic Honesty and Integrity Statement:
Trainees are expected to maintain academic honesty and integrity as trainees by doing their own work to the best of their ability.
- Final Examination Policy:
The grade for the final exam will be used as the Final Examination grade.
**Beginning in the Fall 2011 semester, UW-Platteville will be implementing a new grading system as follows:
A = 4.00 B+ = 3.30 C+ = 2.30 D+ = 1.30
A- = 3.70 B = 3.00 C = 2.00 D = 1.00
B- = 2.70 C- = 1.70 F = 0.00
NOTE: Students with impaired sensory, manual, or speaking skills are encouraged and have the responsibility to contact the Office of Continuing Education toll free 888-281-9472 regarding reasonable accommodation needs. Students requiring reasonable accommodation needs must be registered as a student with a disability. Please contact Roxanne Vedvig at the Continuing Education Office.
Course outline
Lecture 1: Background, Dyslexia and Orton-Gillingham, and the OG Method (6 hours)
Housekeeping
Attendance
Signing out materials
Signing Course Summary and Format
Review Instructor Handbook
Dyslexia and Orton-Gillingham
History of WILDD
Definition of Learning Disability/Dyslexia
Profile and Characteristics of dyslexic reader
What is the Orton-Gillingham approach?
OG Methodology
Learning the decoding process
The participant will use the Orton-Gillingham method of instruction.
The participant will use the 9 steps of decoding, the vowel chart, the definition of a syllable, the six syllables that make up the English language (CLOVER), syllable division patterns, the six accenting rules, and the blending skills to teach reading.
The participant will understand the concept of Prefix, Root, and Suffix in decoding words.
The participant will understand the concept of phonemic awarenessand how it will relate to their students.
Lecture 2: OG Method, Lesson Plan Elements, (6 hours)
OG Methodology continued
The participant will decode a word in a small group setting.
Finish the decoding process, overview of lesson plans.
The participant will be able to demonstrate their knowledge in applying the 9 Steps of Decoding.
What are the Language Tool Kit and Gillingham-Stillman materials.
Participant will learn blending drill activity using level 1 flashcards.
Place Green, Yellow and Red spots on the back of each card in the Sound Pack.
Organize Sound Pack into five different levels.
The participant will sort and sequence each card in the Language Tool Kit.
The participant will demonstrate blending drill with corrections.
Lecture 3: Review OG Methodology, Lesson Plan Elements, Level 1 (6 hours)
The participant will decode a word in a small group setting
The participant will have a basic understanding of the general structure of lesson plan sequences A and B.
Lesson Plan Elements
General principles of the lesson plan
Sequence of Lesson Plan
Card Pack/ Phonograms
New Reading Concept/ words in isolation
Reading sentences
Review
Non-phonetic words
What Spells?
Nine Step of Spelling
Dictation
Reading
How to complete the S.O.A.P. notes portion of the lesson plan, Lesson Plan Form and Phonogram/Concept Checklist.
What are some general points to keep in mind about the Orton-Gillingham lesson?
Nine Steps of Spelling
Introduction to instructional resources (Patterns, BB manual, etc.)
How to complete the S.O.A.P. notes portion of the lesson plan, Lesson Plan Recording Form and Phonogram/Concept Checklist.
The participant will understand how to write S.O.A.P notes.
“Learned Words” or “High Frequency” (ie. Levels a through e)?
Correcting children’s errors
Writing the lesson plan?
Teaching an Orton-Gillingham lesson. View video of instructional session.
Level 1
What we teach in Level 1?
How to write the lesson plan?
How to teach an Orton-Gillingham lesson. Model a lesson.
Lecture 4: What do we teach in Level 2 (6 hours)
Level 2
The participant will decode words in the classroom setting.
What we teach in Level 2?
How to write the lesson plan?
How to teach an Orton-Gillingham lesson. Model a lesson.
Video series on teaching learning disabled students in public schools.
TBD: 100 Hour Practicum Starts. Students will be assigned by this date.
Lecture 5: History of Language. (7 hours)
History of Language
The participant will decode words in the classroom setting.
The participant will listen to a presentation given by dyslexic student and adults and interact by asking questions.
The participant will understand the basic history of our language and how it continues to expand.
View Video Tape “A Light History of Our English Language”.
Lecture 6: What do we teach in Level 3 and 4 (7 hours)
The participant will be able to decode words in the classroom setting.
Open Forum- Discuss instructional experiences which relate to what they have learned in the course.
WILDD Global Distance Learning
Lecture 7: Orton/Gillingham and Advanced Topics (7 hours)
The participant will be able to decode words in the classroom setting.
The participant will discuss tutoring experiences in a small group discussion that relates to what they have learned in the course.
The participant will understand the History of the Orton-Gillingham methodology and the people who developed the way it is used today.
The participant will understand the differences between the Orton-Gillingham and the reading curriculum in public schools.
The participant will discuss tutoring experiences in a small group discussion that relates to what they have learned in the course.
Advanced Issues in Curriculum presented to class (3 hours)
Reading fluency
Modeled Reading
Reading Rate.