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SPED 414: Literacy Methods in an Inclusive Classroom: Diverse LearnersMinnesota State University, Mankato

Department of Special EducationSPRING SEMESTER 2016 (4 credits)

Instructor: Dr. Andy Johnson Phone: (507) 389-5660 Email: andrew.johnson@mnsu.edu 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: You must 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 each2. SRE Reading lesson plan = 5 points3. Story Retelling Chart for Pajama Girl = 5 points4. DRI assignment = 5 points5. Scaffolded /tr/ skills lesson plan = 5 points6. Benchmark lesson plan and teaching demonstration = 25 points a. the lesson plan = 10 points b. online teaching demonstration = 10 points c. reflective analysis = 5 points7. Learning log = 5 points8. Possible Dropbox Activity = 60 points a. individual activities = (5 points)

91% - 100% = A81% - 90% = B71% - 80% = C61% - 70% = D

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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.

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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: 1/12/16Assigned Reading• Introduction• Chapter 1: Creating Meaning with Print – The Transactive ModelTopics: 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: 1/19/16Assigned Reading• Chapter 2: Eye Movement and Neural Pathways• Chapter 3: Understanding Reading From a Cognitive PerspectiveTopics: 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: 1/26/16Assigned Reading• Chapter 5: Reading LessonsTopics• 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: 2/2/16Assigned Reading• Chapter 4: Diagnosis and Documentation• Johnson D2L - Story Re-Telling Chart• Johnson D2L - Authentic Assessment: Word ID, Fluency, and Comprehension

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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: 2/16/16Assigned Reading• Chapter 6: Ten Elements of Reading Instruction• Chapter 7: Emergent Literacy: Concepts of Print and Phonemic AwarenessTopics: 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: 2/23/16Assigned Reading• Chapter 8: Emotions and Motivation• Johnson D2L - Direct Instruction Lesson PlanTopics: 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: 3.1.16Assigned Reading• Chapter 9: Literature, and Instructional Approaches• Johnson D2L: The Four Blocks Approach• Reutzel D2L: Reading WorkshopTopics: promoting voluntary reading, LEA, reading workshop, Four Blocks, basal-

reading workshop, book talks, literature-based approaches♥ DRI assignment due

-- SPRING BREAK --

WEEK 9: 3/15/15Assigned Reading• Chapter 10: Phonics • Johnson D2L: Journals and Learning LogsTopics: phonics, systematic phonics instruction, phonics checklist, direct instruction,

elements of effective skills instruction, very direct instruction (in context), scaffolded writing, sentence dictation

WEEK 10:3/22/16Assigned Reading

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• Chapter 11: Strategies for Developing Word Identification SkillsTopics: 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 du e

WEEK 11: 3/29/16 - FIELD EXPERIENCE --- NO CLASS

WEEK 12: 4/5/16Assigned Reading• Chapter 12: FluencyTopics: 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: 4/12/16Assigned Reading• Chapter 13: Comprehension: Narrative Text• Chapter 14: Comprehension of Expository TextTopics: 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: 4/19/16Assigned Reading• Chapter 15: VocabularyTopics: word learning, reading volume and vocabulary, principles for developing

vocabulary, strategies for developing vocabulary, visual displays and graphic organizers

WEEK 15: 4/26/16Assigned Reading• Chapter 16: WritingTopics: 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.♥ S kills lesson plan reflective analysis due  

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APPENDICESAppendix 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

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APPENDIX ASRE Reading Lesson Plan Template

https://www.youtube.com/watch?v=LuwLTDYIRNM

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 to enable your students to read and enjoy the story. You want to provide structure or scaffolding for students so 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. Do NOT 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).

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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.

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APPENDIX BStory Retelling Chart for Pajama Girl

https://www.youtube.com/watch?v=xEL6DXES6vs

Name: _________________________________ Grade: _____ Date: _______

Story Title: ___________________________________ Reading Level: ___2___

Context: Story read by child: silently ___, orally___, Story read to child ___

UNPROMPTED

PROMPTED

CHARACTERS: __ 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 pointsNote: 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

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APPENDIX CDRI analysis of Jacob

Diagnostic Reading Inventory: Overview (time: 2:48)https://www.youtube.com/watch?v=ItlUA7IKldo

Graded Reading Passages (time:5:21)https://www.youtube.com/watch?v=wiziAw1bDtE

Miscue Analysis (time: 5:40)https://www.youtube.com/watch?v=wWj8KZAvgMU

Miscue Analysis: Qualitative Data (time: 2:01)https://www.youtube.com/watch?v=uLcAgjURLd0

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.

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DRI ANALYSIS SHEET

Target Word Miscue Meaningful Miscue

YES NO

*Meaningful miscues = ½ point; significant miscues = 1 point. Totals:

Total miscues:_____

Analysis# Self-

correctionsFluency -

WPMComprehension

____ %ind – instr -- frust

Miscues

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# 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.

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Skills Lesson: Initial /tr/ BlendGrade 1

Teacher:

I. Academic StandardsCCSS.ELA-LITERACY.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.

II. Learning Goal or Purpose StatementStudents will learn about the /tr/ initial blend.

III. Learning ObjectiveStudents 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: a. trick … treat b. what is it?

2. What about these words? a. trip -- train

3. They both start with tr

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a. show words on SMART Board - (or poster) b. the /tr/ blend should be highlighted in each

4. This is the /tr/ blend: a. today we’re going to look at words that begin with the /tr/ blend

VII. Lesson Body Input/Modeling[Insert your material here.]

1. The /tr/ blend has two sounds a. /t/ as in tooth, tiger, and tick (show picture of each with words below on smart board) b. and /r/ as in rug, rat, and ran (show picture of each with words below on smart board)

2. Let’s put these sounds together - I need two volunteers a. one student says the /t/ sound when you tap his/her head, the other says the /r/ sound b. they each hold a large letter in from of them (either t or r) c. tap them slow at first, then faster until almost simultaneous

3. Makes the “truh’ sound as in: a. trunk b. trip c. train e. tree[These words are shown on smart board, screen, poster, or other. The /tr/ is highlighted.]

5. [Read through the list together. Point to each word as it is read.]

[You will need to add more input here to teach to the objective.]

Guided Practice[Insert your guided practice here.]

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VIII. Independent Practice Activity[Insert your independent practice activity here.]

VII. Closing[Insert your closing here.]

TIPS FOR THE SCAFFOLDED /TR/ SKILLS LESSON PLAN1. Keep in mind that first grade students’ reading vocabulary is at the first grade level. The majority of words they encounter should be in their oral vocabulary.

2. First grade students will have limited writing ability. Writing should be kept at a minimum.

3. Use any of the following as guided and/or independent practice (from Chapter 10).

• Pairs and small group worksheets (must include the worksheets). • Word sorts• Concentration • Word walls • The riddle game• Wordo• Other

4. The goal is to teach the /tr/ beginning blend. Students should be able to recognize (read) the 12 words with beginning with the /tr/ blend when they see them in print. Teach to the specific objective.

5. You will need to include additional INPUT to teach to your objective.

6. Worksheets can be a valuable tool. If you use one, design and include it.

7. On the lesson, use outline or list form with short, abbreviated sentences to hold your ideas.

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APPENDIX EBenchmark Skills Lesson Plan

You will design and teach a skills lesson plan for grades K-2 based on one of the MN Academic Standards (see below):

1. Students will learn to recognize (read) words with the /sh/ ending blend.2. Students will learn to recognize (read) words with the /re/ prefix.3. Students will learn to recognize (read) words with the /ing/ suffix. 4. Students will learn about past, present, and future tense.5. Students will learn about the long /I/ sound (recognize and read long /I/

words). 6. Students will learn about the short /e/ sound (recognize and read short /e/

words). 

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Skills Lesson Plan Template

Teacher Candidate:_____________________ ____ Grade Level _____________

I. Academic Standard(s): Identify the Minnesota Academic Standard related to this skills lesson plan:

II. Goal (or purpose statement): “Students will learn about … [insert skill here].”

III. Behavioral Objective: “Students will demonstrate their learning by … ”, or “Students will be able to

…” Should be able to answer yes/no as to whether students met this objective. One sentence describing a specific behavior

IV. Plan for assessing student performance on the lesson objectives: Directly related to behavioral objective above More thorough description Describe or give directions as to exactly how you will assess students’

learning. Include worksheets or any other material.

V. Materials/Resources Required: • List any material you will need to teach this lesson.

VI. Opening: (script or outline)

VI. Lesson body: (use outline form) Input/Modeling: What do students need to know to achieve your learning

objective? Include everything students need to know and what you will tell them).• Define using kid terms.• Explain what it is and why it is used.• Model and/or show the steps.• Lots of examples (and some non-examples).• Use a visual display of some kind.• Use outline form, short abbreviated sentences.

Guided practice: (Take students through the skill in a way to keep all students actively engaged).

• As a group, go through the skill together.• Provide structure in the way of scaffolded instruction so that all are able to do the skill with teacher help.• This is a good place for formative assessment.

Independent Practice/Activity: Students reinforce, extend, practice, or apply their learning.

• Students practice what they have already learned (95-100% success ratio). Or …..• Students apply skill in an authentic activity. Example – Have students describe something that really makes them ‘mad’ to reinforce the short ‘a’ sound.

VII. Closing: (script or outline)

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APPENDIX FOnline Teaching Demo

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.) Record and save the URL using one of the programs below. 

• Jing: http://www.techsmith.com/jing/• Screencast: http://www.screencast.com/ • screencast-o-matic: http://www.screencast-o-matic.com/• knovia: http://go.knovio.com• Slide dog: http://slidedog.com/• Presentain: http://presentain.com/• Twiddla: http://www.twiddla.com/• knovio: http://www.knovio.com/• Prezi: https://prezi.com/

• Other:NOTE: Do NOT do a PowerPoint with a voice-over. This takes up too much

space.

Put the URL address of your online teaching demonstration in the Dropbox.  You will be assessed on the lesson content as well as your use of effective verbal, nonverbal, and media communication techniques.

Tips for Success1. Make sure you have read the assigned readings related to the skills lesson

plan, looked at the examples, and watched the following D2L video mini-lectures: • Online Teaching Tips https://www.youtube.com/watch?v=OGktjxuGiG8• Effective Presentations: Overview https://www.youtube.com/watch?v=F5U0dlo3tzE• Effective Presentations: PowerPoints https://www.youtube.com/watch?v=_CqrVeZ_EI4• Effective Presentations: Online Videos https://www.youtube.com/watch?v=Nj2J4HrNy4c

2. Perform and record your skills lesson plan as if you are teaching students at the K-2 age level. Use a program that provides you with a URL link (see above). 

3. Review to make sure your URL link is working.

SKILLS LESSON TEACHING DEMONSTRATION CRITERIAKey: 3 = above criterion; 2 = meets criterion; 1 = below criterion; 0 =

does not meet criteria.

___ The lesson content addresses the elements of effective skills instruction.___ You incorporate the verbal and nonverbal techniques described in the

video mini-lectures.

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___ You incorporate the media communication techniques (visual aids) described in the video mini-lectures.

___ Your teaching demonstration looks professional. You would include it with an online resume.

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APPENDIX GReflective Analysis for the Online Teaching Demo

You will be put in the teaching groups.

1. After you have recorded and submitted your URL in the appropriate Dropbox, you will leave a link for your group members in the discussion section of D2L. (Again, check your URL link to make sure that it is accessible to others.)

2. You will view the teaching demonstrations of the people in your group and do a reflective analysis. Here you will you 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.

3. Copy the reflective feedback you send to your classmates into one word document.

4. Do a reflective analysis of your own teaching performance.

5. Put this single document in the appropriate D2L Dropbox on or before the due date.

* This assignment is designed to enhance your ability to reflect critically on a teaching experience. I do not care what others say about your lesson; rather, I care what you say about the teacher performance of other students and yourself.

© Andrew P. Johnson, Ph.D.