LITERACY DEVELOPMENT- Reading Strategy

ELSE 5653 Literacy and Language Development for Exceptional Learners

Beginning Reading TTeaching Strategy

Overview Candidates will demonstrate understanding of the skills presented regarding teaching beginning reading and create a literacy teaching strategy that addresses alphabetic principle, phonological awareness, beginning phonics, or word knowledge. To complete the assignment, candidates must select a strategy, implement the strategy with a target student, and reflect on the experiences. Candidates must also take a picture of the materials used and include in the template provided.

Directions 1. Identify a student with an exceptionality or a student who struggles with beginning reading. 2. Select an effective strategy to meet the needs of the exceptional or struggling student.

Design an interactive, hands-on strategy that targets the area of need for the student selected. The activity must focus on alphabetic principle, phonological awareness, beginning phonics, or word knowledge.

3. Use the template provided to design a plan to implement the strategy. 4. Create the materials that will be used to teach a beginning skills to the exceptional or

struggling student. 5. Implement the strategy with the target student. 6. Write a two page reflection on the creation and implementation of the strategy. Be sure to

discuss the topics outlined in the template and to include the impact on student learning. 7. Photograph materials that were used after implementing the strategy and include in the

template. 8. Upload the assignment using the template provided. Resources http://www.tooloftheweek.org/teacher-tools/ http://www.discoveryeducation.com/teachers/free-lesson-plans/ http://www.readingrockets.org/article/28757 Click on “Teaching Reading”, “Classroom Strategies”, then choose a “Featured Strategy.” http://readingeggs.com/freetrial/?gclid=CMCCw7HokMACFSMV7AodcVQAEg

ELSE 5653 Literacy and Language Development for Exceptional Learners

Teaching Strategy Rubric

Criteria Proficient

Competent

Developing

Point Range 9-10 points 7-8 points 0-6 points

Target Student Background Information

Clearly addressed all three characteristics and needs of student criteria: Background of student; Process for teaching content to exceptional student; Future application of the strategy.

Vaguely addressed all three characteristics and needs of student criteria: Background of student; Process for teaching content to exceptional student; Future application of the strategy.

Addressed two of three characteristics and needs of student criteria: Background of student; Process for teaching content to exceptional student; Future application of the strategy.

Learning Activity/Environment

Clearly addressed learning activity/environment through all three criteria: Targeted Skills; Targeted Grade Level; ATS.

Vaguely addressed learning activity/environment through all three criteria: Targeted Skills; Targeted Grade Level; ATS.

Addressed learning activity/environment through two of three criteria: Targeted Skills; Targeted Grade Level; ATS.

Purpose

Clearly addressed purpose of tool (strategy) through all three criteria: Reason for selecting strategy, Objective of strategy that is research-based, and aligned with student’s characteristics and needs.

Vaguely addressed purpose of tool (strategy) through all three criteria: Reason for selecting strategy; Objective of strategy that is research- based, and aligned with student’s characteristics and needs.

Addressed purpose of tool (strategy) through two of three criteria: Reason for selecting strategy; Objective of strategy that is research-based; and aligned with student’s characteristics and needs.

Materials and Technology Integration

Candidate addressed incorporating instructional technology into the plan: -Provides a comprehensive list of materials and supplies needed. -Incorporates the use of technology and provides detailed explanation of use technology.

Candidate vague addressed incorporating instructional technology into the plan: -Provides a list of materials and supplies needed. -Incorporates the use of technology.

Candidate fails to incorporate instructional technology into the plan:

Procedures

Candidate provides detailed instructions that will be used to teach the strategy.

Candidate provides vague instructions that will be

used to teach the strategy.

Candidate fails to provide instructions that will be

used to teach the strategy.

Assessment of Student Learning

Clearly addressed student progress through both criteria: Measurable criteria for mastery; Impact on student learning.

Vaguely addressed student progress through both criteria: Measurable

criteria for mastery; Impact on student learning.

App

ELSE 5653 Literacy and Language Development for Exceptional Learners

Criteria Proficient

Competent

Developing

Point Range 9-10 points 7-8 points 0-6 points

Appendix

Candidate provides a pictures of the strategy

that is used with the target student that demonstrates

beginning to the end.

Candidate provides a picture of the strategy that is used with the target student.

Candidate fails to provide a picture of the

strategy that is used with the target student.

MUGS and APA Formatting

Minimal errors (zero to two) in mechanics,

grammar, usage, and spelling (MUGS) and APA

formatting of title page, margins, spacing and font, citations, and references

Few errors (three to five) in mechanics, grammar, usage, and spelling (MUGS) and APA formatting of title page, margins, spacing and font, citations, and references.

Numerous errors (six or more) in mechanics, grammar, usage, and spelling (MUGS) and APA formatting of title

page, margins, spacing and font, citations, and

references.

Criteria Proficient Competent Developing

Point Range 18-20 points 15-17 points 0-14 points

Reflection

Clearly addressed the

reflection through all three

criteria: Difficulties or

positive experiences in tool

development; Difficulties

or positive experiences in

tool implementation;

Changes for re-teaching the

lesson.

Vaguely addressed the

reflection through all

three criteria: Difficulties

or positive experiences in

tool development;

Difficulties or positive

experiences in tool

implementation; Changes

for re-teaching the

lesson.

Addressed the reflection

through two of three

criteria: Difficulties or

positive experiences in

tool development;

Difficulties or positive

experiences in tool

implementation; Changes

for re-teaching the lesson.