sistema universitario ana g. méndez school for ... 211 dlp... · universidad del este, universidad...

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

SPED 211

DESARROLLO DEL LENGUAJE Y DEL PROCESO DE LECTURA Y

ESCRITURA DEL ESTUDIANTE CON NECESIDADES ESPECIALES

PARTE DOS

LANGUAGE DEVELOPMENT AND THE READING AND WRITING PR OCESS

OF THE STUDENT WITH SPECIAL NEEDS

PART TWO

© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

SPED 211 Language development and the Reading …

Prep. 01/2010. Fidel R. Távara, M.Ed.

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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ............................................................................................................................ 4

Study Guide ...................................................................................................................... 20

Workshop One .................................................................................................................. 36

Taller Dos.......................................................................................................................... 42

Workshop Three................................................................................................................ 49

Taller Cuatro ..................................................................................................................... 56

Workshop Five/Taller Cinco ............................................................................................. 61

Anejo A/Appendix A ........................................................................................................ 67

Anejo B/Appendix B......................................................................................................... 69

Anejo C/Appendix C......................................................................................................... 71

Anejo D/Appendix D ........................................................................................................ 75

Anejo E/Appendix E ......................................................................................................... 76

Anejo E1/Appendix E1 ..................................................................................................... 78








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Anejo F/Appendix F ......................................................................................................... 88

Anejo G/Appendix G ........................................................................................................ 92

Anejo H/Appendix H ........................................................................................................ 94

Anejo I/Appendix I ........................................................................................................... 99

Anejo J/Appendix J ......................................................................................................... 101

Anejo K/Appendix K ...................................................................................................... 105

Anejo L/Appendix L ....................................................................................................... 107

Anejo M/Appendix M ..................................................................................................... 109

Anejo N/Appendix N ...................................................................................................... 111



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PRONTUARIO

Título del Curso: Desarrollo del lenguaje y del proceso de lectura y escritura

del estudiante con necesidades especiales – Parte dos.

Codificación: SPED 211

Duración: 5 semanas

Pre-requisito: SPED 210

Descripción:

Diseño de estrategias instruccionales que facilitan la lectura y escritura para estudiantes

con necesidades especiales. Evaluación de equipo interactivo que apoye a la instrucción y

que facilite el desarrollo de las destrezas lingüísticas. Uso de mapas semánticos, estudios

de casos, solución de problemas, comunicación a distancia, discusiones temáticas y

portafolio.

Objetivos Generales

1. Actualizarse con la más reciente información científica sobre el proceso de lectura

y escritura de los estudiantes con necesidades especiales.

2. Identificar las habilidades más importantes dentro del área de lectura y escritura.

3. Analizar los modelos de lectura y las etapas de los procesos de desarrollo de la

lectura y la escritura.

4. Identificar y analizar algunos problemas de lectura y escritura que encuentran los

estudiantes con necesidades especiales.

5. Analizar los factores involucrados en las dificultades para leer y escribir.

6. Identificar e implementar el avalúo de los procesos de lectura y escritura.



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7. Describir y analizar los programas de alfabetización emergente y los de

intervención temprana.

8. Identificar y aplicar estrategias efectivas o mejores prácticas para enseñar lectura

y escritura a los estudiantes con necesidades especiales.

9. Incorporar varias habilidades de lectura y escritura en los planes de lección para

niños con necesidades especiales.

Textos y Recursos

Bender, W. (2008). Learning disabilities: Characteristics, identification, and teaching

strategies. (6th ed.). Boston, MA: Allyn and Bacon. ISBN: 0205515533. $125.00

Boyle, J., & Scanlon, D. (2010). Methods and strategies for teaching students with mild

disabilities. Belmont, CA: Wadsworth Cengage Learning. ISBN: 0618396896.

$99.49

Brantley, Diane. (2007). Instructional assessment of English language learners in the K-8

classroom. Boston, MA: Allyn and Bacon. ISBN: 0205455999. $46.80

Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or

have disabilities. Boston, MA: Allyn and Bacon. ISBN: 0205404049. $48.95

Geisinger, K., et al. (2007). The seventeenth mental measurements yearbook. Lincoln,

NE: The Buros Institute of Mental Measurements. ISBN: 9780910674607.

$195.00

Gunning, T. (2010). Assessing and correcting reading and writing difficulties. (4th ed.).

Boston, MA: Allyn and Bacon. ISBN: 0136100821. $131.53

Mandlawitz, M. (2007). What every teacher should know about IDEA 2004 laws and

regulations. Boston, MA: Merrill. ISBN: 0205505686. $7.95



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Mercer, C., & Pullen, P. (2009). Students with learning disabilities. (7th ed.). Boston,

MA: Merrill. ISBN: 0132228424. $113.33

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications for

reading instruction. Washington, DC: National Institute for Literacy.

Pagán, C. (2002). Imagery from art to verse. Chicago, IL. ISBN: 97093316. $ 50.00

Wallace, J., Temple, C., & Crawford, A. (2008). Understanding reading problems:

Assessment and instruction. Boston, MA: Allyn and Bacon. ISBN: 0205520286.

$132.00

Referencias y Materiales Suplementarios

Távara, F., & Báez, M. (2007). Portfolio Assessment. Orlando, FL: Ana G. Méndez

University System.

Recursos Electrónicos

National Institute for Literacy. (2008). Developing early literacy: Report of the National

Literacy Panel. Recuperado el 6 de febrero del 2010 de

http://www.nifl.gov/publications/pdf/NELPReport09.pdf

Office of Special Education and Rehabilitative Services U.S. Department of Education.

(2000). A guide to the individualized education program. Recuperado el 30 de

diciembre del 2009 de

http://www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf



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Evaluación:

El esquema de evaluación que se utilizará en este curso es el siguiente:

Criterios de evaluación % Anejo

Asistencia y participación en clase (1 – 5) 5

Ensayo de posición (1) 5 A

Discusión de mesa redonda (1, 3 & 5) 5 B

Proyecto final (5) 15 C

Registro de desarrollo del proyecto final (1 – 5) 5 D

Portafolio (1 – 5) 15 E

Ensayos expositivos (2 – 3) 10 F

Círculos pensantes (2) 5 H

Mosaico (collage) grupal (3) 5 I

Demostraciones de estrategias de enseñanza (3 – 4) 10 J

Informe escrito de las estrategias demostradas (3 – 4) 5 K

Clase demostrativa (4 – 5) 10 L

Plan de lección escrito (4 - 5) 5 M

TOTAL 100

Nota: Los dígitos en paréntesis indican el número del taller. Las asignaciones y las evaluaciones se ejecutarán en el idioma asignado a cada taller.

Curva de evaluación

A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60%

F = 59% ó menos



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Descripción de los criterios de evaluación

1. Asistencia y participación en clase (Talleres 1 – 5)

La asistencia a todos los talleres es obligatoria. Los estudiantes obtendrán 1% de

la nota final por su asistencia a cada taller, distribuido de la siguiente manera:

0.25% de asistencia + 0.25% de trabajo en Tell Me More y en las direcciones

electrónicas de español + 0.50% de participación.

La participación se evaluará teniendo en cuenta lo siguiente:

a. Demostrar dominio de los temas discutidos en clase.

b. Cumplir con las tareas asignadas en la clase.

c. Participar y cumplir con trabajo colaborativo.

d. Demostrar destrezas adecuadas de comunicación verbal.

e. Puntualidad en la entrega de los trabajos.

• Las ausencias afectarán su nota final (0.25% por asistencia y 0.75% por

participación en cada taller).

• Es requisito presentar al facilitador evidencia de su trabajo en Tell Me More y

en las direcciones electrónicas de español al final del curso (0.75%).

2. Ensayo de posición (Taller 1)

• Los estudiantes tendrán la oportunidad de analizar los modelos existentes de

enseñanza de la lectura y asumir una posición con relación a uno de ellos.

• Este ensayo representa el 5% de la nota final (Anejo A).

3. Discusión de mesa redonda (Talleres 1, 3 & 5)

• Cada grupo se convertirá en un panel de expertos sobre uno de los temas a ser

estudiados en los talleres 1, 3 y 5.



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• Cada panelista traerá a la discusión contenido relevante al tema asignado y

utilizará todos los recursos que le ayuden a su presentación del tema a discutir

(por ejemplo: ayudas visuales, libros, afiches, etc.)

• Cada panelista podrá usar sus notas o leer pasajes cortos de lo que dicen los

investigadores sobre su tema asignado.

• Esta actividad se evaluará utilizando el Anejo B y representa el 5% de la nota

final.

4. Proyecto final: Ensayo académico integral (Taller 5)

• El ensayo es individual y deberá incluir las siguientes partes:

� Introducción

� Tabla de contenido

� Presentación del tema (contenido)

� Hallazgos

� Conclusiones

� Reacción critica

� Referencias

• El ensayo deberá estar redactado usando la última edición del estilo APA.

• El ensayo se entregará en el taller cinco.

• El ensayo se evaluará usando el Anejo C y representa el 15% de la nota final.

5. Registro del proyecto final (Talleres 1 – 5)

• El facilitador enviará el registro del proyecto final electrónicamente a los

estudiantes.



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• Los estudiantes deberán informar semanalmente vía correo electrónico sobre

sus avances del proyecto final.

• Esta actividad representa el 5% de la nota final (Anejo D).

6. Portafolio (Talleres 3 y 5: Retroalimentación y evaluación final)

• Todas las asignaciones escritas, así como la selección del trabajo hecho

durante el curso, deberán ser colocadas en un portafolio y seguir estrictamente

las especificaciones de su elaboración (Anejos Es).

• El portafolio se presentará dos veces durante este curso: La primera entrega

será para retroalimentación (Taller 3) y la segunda para evaluación final

(Taller 5).

• El portafolio se evaluará usando el Anejo E8 y representa el 15% de la nota

final.

7. Ensayos expositivos (Talleres 2, 3, & 4)

• Los estudiantes redactarán los siguientes ensayos expositivos:

� Taller Dos:

� El modelo de Hayes Flower que enfatiza la escritura como proceso

– individual. Se entregará durante el taller dos (español)

� La dislexia – individual. Se entregará al inicio del taller tres

(español)

� Taller Tres: The modelo multinivel de la instrucción diferenciada –

individual. Se entregará al inicio del taller cuatro (inglés)

• Se utilizará la última edición del estilo APA (página de presentación,

introducción, contenido y referencias).



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• Estos ensayos se evaluarán usando el Anejo F y representan el 10% de la nota

final.

8. Círculos pensantes (Taller 2)

• Los estudiantes deberán leer y analizar información acerca de los temas que se

discutirán en el debate durante el taller dos: Los modelos existentes de

enseñanza de la escritura: El modelo que enfatiza la escritura como producto

y el modelo de Hayes Flower.

• Los estudiantes demostrarán preparación y habilidad de análisis crítico sobre

los temas a debatir.

• Esta actividad se evaluará usando el Anejo G y representa el 5% de la nota

final.

9. Mosaico (Collage) (Taller 3)

• En grupo, los estudiantes prepararán un mosaico relacionado a diferentes

estrategias para enseñar a leer y escribir a niños con necesidades especiales.

• Esta actividad se evaluará usando el Anejo I y representa el 5% de la nota

final.

10. Demostraciones de estrategias de enseñanza (Talleres 3 – 4)

• Individualmente, los estudiantes tendrán la oportunidad de demostrar una

estrategia para enseñar a leer y otra para enseñar a escribir a niños con

necesidades especiales.

• Los estudiantes escogerán las estrategias del registro de demostraciones

(Anejo H).



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• Esta actividad se evaluará usando el Anejo J y representa el 10% de la nota

final.

11. Informe escrito de las estrategias demostradas (Talleres 3 – 4)

• Cada estudiante deberá presentar un informe escrito de la estrategia

demostrada durante los talleres 3 y 4.

• Esta actividad se evaluará usando el Anejo K y representa el 5% de la nota

final.

12. Clase demostrativa (Talleres 3 – 4)

• Los estudiantes demostrarán una lección completa para enseñar a leer y/o

escribir a niños con necesidades especiales.

• Esta actividad es grupal en el taller cuatro e individual en el taller cinco.

• Esta actividad se evaluará usando el Anejo L y representa el 10% de la nota

final.

13. Plan de lección escrito (Talleres 3 – 4)

• Los estudiantes presentarán el plan de lección por escrito luego de la

demostración.

• Esta actividad es grupal en el taller cuatro e individual en el taller cinco.

• Esta actividad se evaluará usando el Anejo M y representa el 5% de la nota

final.



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Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un

estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el

facilitador deberá contestar la misma en el idioma designado para ese taller. Esto

deberá ser una excepción a las reglas pues es importante que los estudiantes

utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle



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al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo

a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

o Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

o Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de



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otro será calificado con cero. El servicio de SafeAssign TM de Blackboard será

utilizado por los facilitadores para verificar la autoría de los trabajos escritos de

los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de

su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del

Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que de toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se

tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se

expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la

institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar

incurrir en el plagio de documentos y trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.



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12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá

utilizar para la búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.



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Nota: Del facilitador o el estudiante requerir o desear una investigación o la

administración de cuestionarios o entrevistas, deben referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para

la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board,

Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936



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Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión

entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.



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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



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STUDY GUIDE

Course Title: Development of the language and the reading and writing process

of the student with special needs – Part two

Code: SPED 211

Time Length: Five weeks or as applicable

Pre-requisite: SPED 210

Description:

Design of instructional strategies that facilitate the reading and writing for

students with special needs. Evaluation of interactive equipment that supports the

instruction and that facilitates the development of the linguistic skills. Use of semantic

maps, case studies, problem solving, distance learning, thematic units, and portfolio.

General Objectives:

1. Keep abreast with the latest research-based information on the reading and

writing process of students with special needs.

2. Identify the major skills within the area of reading and writing.

3. Identify models of reading and stages of reading and writing development

processes.

4. Identify and analyze some common reading and writing problems that students

with special needs encounter.

5. Analyze the factors involved in reading and writing difficulties.

6. Identify and implement assessment of reading and writing processes.

7. Describe and analyze emergent literacy and early intervention programs



21

8. Identify and apply effective reading and writing teaching strategies or best

practices for students with special needs.

9. Incorporate various reading and writing skills into lessons for children with

special needs.

Texts and Resources

Bender, W. (2008). Learning disabilities: Characteristics, identification, and teaching

strategies. (6th ed.). Boston, MA: Allyn and Bacon. ISBN: 0205515533. $125.00

Boyle, J., & Scanlon, D. (2010). Methods and strategies for teaching students with mild

disabilities. Belmont, CA: Wadsworth Cengage Learning. ISBN: 0618396896.

$99.49

Brantley, Diane. (2007). Instructional assessment of English language learners in the K-8

classroom. Boston, MA: Allyn and Bacon. ISBN: 0205455999. $46.80

Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or

have disabilities. Boston, MA: Allyn and Bacon. ISBN: 0205404049. $48.95

Geisinger, K., et al. (2007). The seventeenth mental measurements yearbook. Lincoln,

NE: The Buros Institute of Mental Measurements. ISBN: 9780910674607.

$195.00

Gunning, T. (2010). Assessing and correcting reading and writing difficulties. (4th ed.).

Boston, MA: Allyn and Bacon. ISBN: 0136100821. $131.53

Mandlawitz, M. (2007). What every teacher should know about IDEA 2004 laws and

regulations. Boston, MA: Merrill. ISBN: 0205505686. $7.95

Mercer, C., & Pullen, P. (2009). Students with learning disabilities. (7th ed.). Boston,

MA: Merrill. ISBN: 0132228424. $113.33



22

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications for

reading instruction. Washington, DC: National Institute for Literacy.

Pagán, C. (2002). Imagery from art to verse. Chicago, IL. ISBN: 97093316. $ 50.00

Wallace, J., Temple, C., & Crawford, A. (2008). Understanding reading problems:

Assessment and instruction. Boston, MA: Allyn and Bacon. ISBN: 0205520286.

$132.00

References and Supplementary Materials

Távara, F., & Báez, M. (2007). Portfolio Assessment. Orlando, FL: Ana G. Méndez

University System.

Electronic Resource

National Institute for Literacy. (2008). Developing early literacy: Report of the National

Literacy Panel. Recuperado el 6 de febrero del 2010 de


Office of Special Education and Rehabilitative Services U.S. Department of Education.

(2000). A guide to the individualized education program. Recuperado el 30 de

diciembre del 2009 de

http://www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf



23

Evaluation:

Students in this course will be evaluated as follows:

Evaluation criteria % Appendix

Attendance and participation in class (1 – 5) 5

Position paper (1) 5 A

Round-table discussion (1, 3, & 5) 5 B

Final project (5) 15 C

Final project development log (1 – 5) 5 D

Portfolio (1 – 5) 15 E

Expository essays (2 – 3) 10 F

Thinking circles (2) 5 G

Group collage (3) 5 I

Teaching strategy demonstrations (3 – 4) 10 J

Written report of demonstrated teaching strategies (3 – 4) 5 K

Demonstrative class (4 – 5) 10 L

Written lesson plan (4 – 5) 5 M

TOTAL % 100

NOTE: Digits in parentheses indicate workshop number. Evaluation and assignments will be done in the language assigned to every workshop.

Evaluation curve

A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60%

F = 59% or below



24

Description of evaluation criteria

1. Attendance and participation in class (Workshops 1 – 5)

Attendance to all workshops is mandatory. Students will obtain 1% of the final

grade just attending every workshop, distributed as follows: 0.25% for attendance

+ 0.25% for use of Tell Me More and Spanish websites + 0.50% for participation.

Participation will be evaluated based on the following:

a. Mastery of the material discussed in class.

b. Completion of work assigned in class.

c. Collaboration with their peers on assigned group work.

d. Demonstration of proper verbal communication skills.

e. Turn in work strictly on time.

• Absences will affect your final grade (0.25% for attendance and 0.75% for

participation in workshops).

• Evidence of your daily work on Tell Me More and Spanish websites should be

handed in to the facilitator for full credit (0.75%)

2. Position paper (Workshop 1)

• Students will have the chance to analyze the existing reading models and

stand a position for one of them.

• This essay represents 5% of the final grade (Appendix A)

3. Round-table discussion (Workshops 1, 3, & 5)

• Groups will become panels of experts on one of the topics of workshops 1, 3,

and 5.



25

• Every panel of experts will bring into discussion the content relevant to the

selected topic and use all the resources that help the presentation of the topic

to be discussed (e.g. visual aids, books, posters, use of technology, etc.)

• Every panel of experts can use notes or read short excerpts of what

researchers say about their assigned topics.

• This activity will be evaluated using Appendix B and represents 5% of the

final grade.

4. Final project: Comprehensive academic paper (Workshop 5)

• This essay is individual.

• The essay should contain the following:

a. Introduction

b. Table of contents

c. Body

d. Findings

e. Conclusions

f. Critical reaction

g. References

• The essay should be written using the latest edition of APA style.

• The essay should be handed in on workshop five.

• This assignment will be evaluated using Appendix C and equals to 15% of the

final grade.



26

5. Final project development log (Workshops 1 – 5)

• The facilitator will send the final project development log template

electronically to all students.

• Students will send their logs to the facilitator via e-mail, informing of their

progress toward the accomplishment of the final project.

• This weekly assignment represents 5% of the final grade (Appendix D).

6. Portfolio (Workshops 3 and 5: Feedback and Final Evaluation)

• All self assessment and reflection written assignments, together with the

selection of work done during the course, will be assembled in a portfolio

strictly following the guidelines of portfolio elaboration in Appendixes Es.

• The portfolio should be submitted twice during this course: for feedback

(Workshop 3), and final evaluation (Workshop 5).

• The portfolio will be evaluated using Appendix E8 and weighs 15% of the

final grade.

7. Expository essay (Workshop 2)

• Students will write the following expository essays:

� Workshop Two:

� Hayes-Flower Model that emphasizes writing as a process –

individual. It will be handed in on workshop two (Spanish)

� Dyslexia – individual. It will be handed in at the beginning of

workshop three (Spanish)

� Workshop Three: The multi-tiered model of differentiated instruction –

individual. It will be handed at the beginning of workshop four (English)



27

• The essay should strictly follow the last edition of APA style (cover page,

introduction, content, and references).

• Essays will be evaluated using Appendix F and weigh 10% of the final grade.

8. Thinking circles (Workshops 2 & 3)

• Students will read and analyze all the information possible of the topic to be

discussed in the debate on workshops two: Approaches/Models of writing:

product approach versus Hayes Flower model (English).

• Students will demonstrate full preparation and critical thinking skills of the

topic to be debated.

• This activity will be evaluated using Appendix G and weighs 5% of the final

grade.

9. Collage (Workshop 3)

• In groups, students will prepare a collage related to different strategies to

teach reading and writing to students with special needs.

• This activity will be evaluated using Appendix I and weighs 5% of the final

grade.

10. Teaching strategy demonstrations (Workshops 3 – 4)

• Individually, students will have the chance to demonstrate strategies to teach

reading and writing to students with special needs.

• Students will choose one reading strategy and one writing strategy from the

log of demonstrations (Appendix H).

• This activity will be evaluated using Appendix J and represents 10% of the

final grade.



28

11. Written report of the demonstrated strategies (Workshops 3 – 4)

• Every student will submit a written report of the demonstrated strategies

during workshops 3 and 4.

• This activity will be evaluated using Appendix K and represent 5% of the

final grade.

12. Demonstrative class

• Students will demonstrate a full lesson to teach reading and writing to students

with special needs.

• It is a group activity in workshop four; it is an individual activity in workshop

five.

• This activity will be evaluated using Appendix L and represent 10% of the

final grade.

13. Written lesson plan

• Students will hand in the lesson plan in writing after demonstrations.

• It is a group activity in workshop four; it is an individual activity in workshop

five.

• This activity will be evaluated using Appendix M and represent 5% of the

final grade.



29

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will alternate

to insure that 50% of the course will be conducted in English and 50% in Spanish. To

maintain this balance, the course module may specify that both languages will be

used during the fifth workshop, dividing that workshop’s time and activities between

the two languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to use their

preferred language for that particular question. However, the facilitator must answer

in the language assigned for that particular day. This should only be an exception as it

is important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in the

language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires

an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop

must present the facilitator a reasonable excuse. The facilitator will evaluate if the

absence is justified and decide how the student will make up the missing work, if

applicable. The facilitator will decide on the following: allow the student to make up



30

the work, or allow the student to make up the work and assign extra work to

compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

o If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

o If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or



31

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



32

Note: If for any reason you cannot access the URL’s presented in the module, do not stop

your investigation. There are many search engines and other links you can use to search

for information. These are some examples:

• www.google.com

• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)



33

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar

libros.

The facilitator may make changes or add additional web resources if deemed

necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs

to administer a questionnaire or an interview, he/she will need to refer to the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization. To

access the forms from the IRB Office or for additional information, visit the following

link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional

Review Board, Health Information Portability Accounting Act (HIPAA), y

Responsibility Conduct for Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936



34

Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students with

information on the quality of their learning.



35

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



36

Workshop One

Specific content objectives:

1. Define the following reading skills: the act of reading, the knowledge of print,

phonemic awareness, alphabetic principle, phonics, sight-word recognition,

fluency, and comprehension.

2. Analyze different models of reading.

3. Evaluate the principles of teaching reading.

4. Analyze the major findings of the report of the National Reading Panel in the

areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Specific language objectives:

1. Communicate effectively in English.

2. Identify and recommend appropriate strategies using specialized educational

terminology to meet the needs of special education students in English.

3. Support his/her point of view in team meetings in English.

Electronic Links (URLs):

APA format

http://owl.english.purdue.edu/owl/resource/560/01/

Literacy

http://www.bridgew.edu/Library/CAGS_Projects/LDUBIN/Definition%20of%20Literacy

.htm


Reading skills

http://www.learningpt.org/pdfs/literacy/nationalreading.pdf



37

http://www.readingrockets.org/teaching/reading101/printawareness

http://www.readingrockets.org/article/3408

http://www.readingrockets.org/teaching/reading101/phonemic

http://www.readingrockets.org/teaching/reading101/phonics

http://www.readingrockets.org/teaching/reading101/fluency

http://www.readingrockets.org/teaching/reading101/comprehension

Different models of reading

http://www.tarleton.edu/Faculty/gentry/Reading%20Models.html

http://artsci.wustl.edu/~rtreiman/Selected_Papers/Treiman_Handbook_of_linguistics_200

1.pdf

http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/W

hatIsAnInteractiveReadingMode.htm

http://www.slideshare.net/Izaham/lecture-3-models-of-reading-2-2

http://www.ncsall.net/?id=459

The National Reading Panel

http://www.nationalreadingpanel.org/

Assignments before Workshop One

1. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to

assess your knowledge.

2. Using the Internet, course textbooks and professional journals, build a concept

map with each reading skill mentioned in objective one. Be prepared to present in

class.



38

3. Build a flowchart to describe the top-down, bottom-up, and interactive reading

models. Be prepared to analyze and discuss such models in class.

4. Using a Venn diagram, students will compare and contrast writing as a product

and writing as a process. Be prepared to discuss in class.

5. Access http://www.nationalreadingpanel.org/ to retrieve/order and read the

following National Reading Panel’s publications:

a. Report of the National Reading Panel: Teaching children to read/Summary

report.

b. Put reading first: The research building blocks for teaching children to

read.

You should be able to identify and discuss findings and recommendations of the

Panel.

Activities

1. Introduction of the course, module, students, and facilitator.

2. The facilitator and students will do an ice-breaking activity.

3. Election of the student representative.

4. The facilitator will draw a KWL chart on the board and have students complete

the first two columns with information about literacy: (1) What I know, and (2)

What I want to know.

5. The facilitator will divide the class in eight small groups and assign them to

discuss one of the concepts mapped at home: the act of reading, the knowledge of

print, phonemic awareness, alphabetic principle, phonics, sight-word recognition,

fluency and comprehension. Each group will discuss the semantic map of the



39

concept assigned by the facilitator. Then, every group will present and explain the

concept map, and provide further details if requested.

6. Using a PowerPoint presentation, the facilitator will present an outline of the

existing reading models. Then, the facilitator will divide the class in three teams

and assign them a specific model. While teams discuss their assigned model, the

facilitator will post three chart papers on different walls of the classroom. Every

paper will be entitled with a specific model and the facilitator will ask teams to

stand at their right place. Next, groups will walk through all papers and write

something relevant of every model. By the fourth rotation, all groups will have

returned to their original place, and whole class discussion will begin.

7. After the discussion of the reading models, each group will write a position paper

on the assigned model. This paper will be turned in at the beginning of Workshop

Two (Appendix A).

8. The facilitator and the students will get engaged in a brainstorming session to

explore different principles of teaching reading. Every student will contribute

with one principle at least to the session while the facilitator will be taking notes

of such principles for further discussion. Then, the facilitator will guide students

to elaborate a list of the most relevant principles of teaching reading, and make

connections of the formulated principles with the reading process theories studied

in this class. Class discussion and analysis.

9. Using a PowerPoint presentation, the facilitator will introduce the National

Reading Panel (NRP).



40

10. Using the round-table discussion strategy, students will discuss the NRP’s

findings and recommendations written in the Report of the National Reading

Panel: Teaching children to read/Summary report, and Put reading first: The

research building blocks for teaching children to read. The facilitator will guide

the discussion, and answer questions or clarify confusing points (Appendix B).

11. The facilitator will explain the final project (Appendix C) as well as the final

project development log in detail (Appendix D), and answer students’ questions.

12. The facilitator will send a table of possible topics for the final project via e-mail

within 24 hours after the completion of this workshop. Students will reply

informing the facilitator about their choice of the topic for the final project.

13. Students will begin working on their portfolios following the guidelines of

portfolio elaboration included in this module (Appendices Es).

14. Students will complete the third column of the KWL chart: What I learned.

15. The students will open a Tell Me More account in the language lab, take the Tell

Me More placement test, and work on the English language skills for 20 hours at

least during the course. It will be part of the attendance and participation grade.

Assessment

1. Students will hand in the position paper to the facilitator at the beginning of

Workshop Two (Appendix A).

2. Students will participate in a round-table discussion (Appendix B).

3. Students will send the Final Project Development Log before Workshop Two to

obtain full credit for this assignment (Appendix D).



41

4. Students will complete the self reflection sheet (Appendix E3) and insert it in

their portfolio.



42

Taller Dos

Objetivos Específicos de Contenido:

1. Describir las etapas del desarrollo de la lectura según Jean Chall y Linnea Ehri.

2. Analizar las etapas del desarrollo de la escritura según el enfoque que enfatiza a la

escritura como producto y el modelo de Hayes-Flower.

3. Examinar los problemas comunes de lectura y escritura de los estudiantes con


Objetivos Específicos de Lenguaje:

1. Comunicarse oralmente y por escrito de una manera efectiva en español.

2. Identificar y recomendar estrategias apropiadas utilizando la terminología

educativa especializada para satisfacer las necesidades de los estudiantes de

educación especial en español.

3. Defender su punto de vista en reuniones de equipo utilizando la pronunciación,

sintaxis y vocabulario apropiados en español.

Enlaces Electrónicos:

El estilo APA


Desarrollo de la lectura

http://www.terra.com/mujer/articulo/html/hof8993.htm

http://www.le.ac.uk/psychology/jrb/PDFs/Beech_on_Ehri_2005.PDF

http://www.lbsd.k12.ca.us/Pages/Instruction/Reading_Stages.htm

La composición escrita como producto y como proceso

http://www.teachingenglish.org.uk/think/articles/product-process-writing-a-comparison



43

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3a

/3b/88.pdf

http://www.buowl.boun.edu.tr/teachers/PROCESS%20WRITING.htm

http://api.ning.com/files/dyd9zNIe01TnzJhh3i78jUw*GcMSXw6kyJsgGw0dy7vx2ID6r

Y3Osq6Qvg*KznCidt*bEfN91g4FEDyzg5yeClovVl6Q9lXV/TeachWritingasaProcessN

otProduct.pdf

Dificultades de lectura

http://www.psicopedagogia.com/articulos/?articulo=436

http://www.slideshare.net/guest975e56/dificultades-del-aprendizaje-1-

405203?src=related_normal&rel=837992

http://www.monografias.com/trabajos20/dificultades-lectura/dificultades-lectura.shtml

http://www.oei.es/fomentolectura/dificultades_aprendizaje_lectura_escritura_aguirre.pdf

http://www.espaciologopedico.com/noticias/detalle.php?Id=788

http://www.uco.es/~ed1ladip/revista/genios/N2/ART/Art92.htm

Dificultades de escritura

http://www.aprenderaeducar.com/mprolecescti/52-escritura

http://blog.jel-aprendizaje.com/disgrafa-dificultad-especfica-en-la-escritura.php

http://www.psicopedagogia.com/disgrafia

http://ceril.cl/P96_dificultades_escritura.htm

http://www.neurociencias.org.co/downloads/akhutina.pdf

http://www.letralia.com/106/articulo03.htm

http://www.psicopedagogia.com/disortografia

http://www.slideshare.net/guest4195bc/disortografa-2436060



44

Asignaciones antes del Taller Dos:

1. Usando un diagrama de flujo, describa las etapas del desarrollo de la lectura según

Jean Chall y Linnea Ehri.

2. Usando los libros de texto, las direcciones electrónicas y otros recursos

instruccionales de su preferencia, investigue el modelo de Hayes Flower que

enfatiza la escritura como un proceso. Redacte un ensayo expositivo (Appendix F)

sobre este tema y prepárese para discutirlo en clase.

3. Prepare un mapa conceptual, del tamaño de un afiche, para cada uno de los

siguientes términos: dislexia, disgrafía y disortografía.

4. Observe cuidadosamente los siguientes videos:

Dislexia

http://www.youtube.com/watch?v=WEIFtjCC70U

http://www.youtube.com/watch?v=DPpXKxSR9TY&feature=related

http://www.youtube.com/watch?v=yMgLDncaBGc&feature=related

http://www.youtube.com/watch?v=s4MzOvaEWzA&feature=related

http://www.youtube.com/watch?v=yNBEtKT2kcY&feature=related

Disgrafía

http://www.youtube.com/watch?v=Klxi8Fuk__o

Tome notas sobre el contenido de los videos en tarjetas o fichas para su discusión

en clase, tales como:

• Definición del desorden

• Nuevos métodos

• Retos



45

Actividades:

1. Usando una presentación de diapositivas (PowerPoint), el facilitador presentará

un bosquejo de las diferentes etapas del desarrollo de la lectura según Jean Chall y

Linnea Ehri.

2. La clase formará dos grupos para debatir las etapas del desarrollo de la lectura

según Jean Chall Linnea Ehri. En preparación al debate, cada grupo discutirá las

etapas del desarrollo de la lectura según el autor asignado. Los grupos utilizarán

toda la información recopilada en las actividades antes del taller. Cada grupo

preparará un organizador gráfico con el contenido de su tema en debate y

escogerá a un presentador. El resto de los integrantes contribuirá con sus ideas y

apoyará al debate. Al final de esta actividad, el facilitador responderá a las

preguntas de la clase y recogerá los ensayos expositivos redactados por los

estudiantes. (Appendix F).

3. Tres estudiantes serán elegidos al azar para presentar sus mapas conceptuales

sobre uno de los términos asignados para este taller. Cada estudiante definirá el

término asignado y analizará las conexiones e implicancias del mismo en el

desarrollo del lenguaje y la ejecución escolar.

4. Continuando con la presentación de diapositivas (PowerPoint), el facilitador

presentará visualmente las etapas del desarrollo de la escritura según el enfoque

que enfatiza a la escritura como producto y según el modelo de Hayes-Flower.

5. Debate de ideas o círculos pensantes: Los estudiantes debatirán los dos enfoques

de la escritura presentados en el ítem anterior. La clase será dividida en dos partes

por igual. El facilitador formará un círculo interno donde la mitad de los



46

estudiantes estarán sentados y otro externo con la otra mitad de pié. Los

estudiantes sentados en el círculo interno defenderán su posición frente a uno de

los enfoques en discusión mientras los estudiantes en el círculo externo solamente

observarán y tomarán notas. Posteriormente, los estudiantes intercambiarán

posiciones para continuar con el debate, alcanzar consenso y brindar conclusiones

y recomendaciones (Anejo G).

6. Siguiendo la presentación de diapositivas, el facilitador presentará un listado de

las principales dificultades en la lectura y escritura que presentan los niños de

educación especial.

7. El facilitador dividirá la clase en cuatro equipos y les asignará una dificultad o

desorden de lectura o escritura en específico. Mientras los equipos discuten su

tema asignado, el facilitador colocará cuatro papeles debidamente rotulados con el

nombre de cada dificultad o desorden asignado en diferentes paredes del salón de

clase. El facilitador pedirá a los grupos colocarse en su lugar correspondiente con

respecto a los papeles colocados en las paredes. Luego, los grupos rotarán

alrededor de todos los papeles y escribirán algo relevante sobre cada dificultad or

desorden. Llegada la quinta rotación, cada equipo habrá regresado a su punto de

partida y empezará la discusión. El facilitador reforzará algunos puntos que

resulten confusos al final de esta actividad.

8. Continuando con la presentación de diapositivas, el facilitador presentará un

cuadro sinóptico con información sobre la dislexia y la disgrafía con la finalidad

de ayudar a la fluidez de la discusión de estos dos temas en el siguiente ítem.



47

9. Utilizando las notas hechas de sus investigaciones y de la observación de los

videos recomendados, los estudiantes y el facilitador iniciarán una conversación

socializada sobre los temas La dislexia y La disgrafía, en la cual se discutirán las

definiciones de los desórdenes observados, los nuevos métodos de enseñanza para

los estudiantes que presentan dichos desórdenes y los retos en la enseñanza de

niños disléxicos y disgráficos.

10. Los estudiantes redactarán un ensayo expositivo sobre la dislexia en el cual

incluirán:

a. Definición

b. Causas

c. Síntomas o características

d. Tratamientos

e. Implicancia en la ejecución escolar

f. Retos

Este ensayo deberá entregarse al inicio del taller tres (Anejo F).

11. Los estudiantes deberán escoger una estrategia para enseñar a leer y otra para

enseñar a escribir a niños con necesidades especiales (Anejo H) y enviar

electrónicamente su selección al facilitador del curso no más tarde de dos días

después de haber terminado el taller dos.

12. El facilitador conversará con los estudiantes sobre sus avances del proyecto final.

13. Los estudiantes continuarán trabajando en sus portafolios siguiendo las

indicaciones dadas en este módulo (Anejos Es). El portafolio será entregado al



48

facilitador al final del taller tres para brindar retroalimentación a los estudiantes

sobre el avance de su trabajo en este instrumento.

14. Los estudiantes empezarán a trabajar en el laboratorio de idiomas con las

direcciones electrónicas en español para mejorar sus habilidades lingüísticas en

este idioma.

Avalúo

1. Los estudiantes enviarán el Registro Semanal de Progreso del Proyecto Final vía

correo electrónico antes del Taller Tres para obtener crédito completo por esta

actividad (Appendix D).

2. Los estudiantes completarán la hoja de auto reflexión (Anejo E3).

3. Los estudiantes entregarán su ensayo expositivo sobre las diferentes etapas del

desarrollo de la lectura según Jean Chall y Linnea Ehri. (Anejo F).

4. Los estudiantes debatirán las etapas del desarrollo de la escritura según el enfoque

que enfatiza a la escritura como producto y según el modelo de Hayes-Flower.

(Anejo G).



49

Workshop Three

Specific Content Objectives:

1. Evaluate the factors involved in reading and writing difficulties.

2. Identify and analyze effective reading and writing teaching strategies for students

with special needs.

3. Evaluate the multi-tiered model of differentiated instruction.

Specific Language Objectives:

1. Support his/her point of view in team meetings in English.


terminology to meet the needs of special education students in English.

3. Develop and implement effective strategies or instructional plans to meet the

needs of special education students in English.


APA format


Factors involved in reading and writing difficulties

http://www.iser.com/RLACarticle.html



http://203.129.218.157/ojs/index.php/kjas/article/viewFile/925/882

http://ezinearticles.com/?The-7-Causes-of-Reading-Difficulty-and-

Dyslexia&id=3185748

http://www.minddisorders.com/Py-Z/Reading-disorder.html



50

http://drteeyascholten.com/pdf/guidebook_reading_problems_p75to80.pdf

http://www.learninginfo.org/reading-problems-children.htm

http://acer-shop-admin.acer.edu.au/shop-

images/products/A4049BK/reading_writing_diff_sample.pdf

Teaching reading to students with special needs

http://www.ldonline.org/article/6213

http://www.nyu.edu/classes/keefer/waoe/englishs.html

http://edtech.tph.wku.edu/~ppetty/tracimorris.ppt

http://www.ldanatl.org/aboutld/teachers/teaching_reading/reading_methods.asp

http://www.newhorizons.org/spneeds/inclusion/teaching/front_teaching.html

http://www.as.wvu.edu/~scidis/learning.html

http://www.readingmatrix.com/articles/ward/article.pdf


http://www.ldonline.org/indepth/reading

Teaching writing to students with special needs

http://www.ldonline.org/indepth/writing

http://www.ericdigests.org/2000-4/writing.htm

http://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htm

http://webpages.maine207.org/district/administration/readinginservice/teachinwriting03.p

df


http://www.greatschools.org/LD/writing-dysgraphia/writing-disabilities.gs?content=969



51

http://www.slideshare.net/irmarisrn/demonstration-writing-strategies-for-students-with-

learning-disabilities

Multi-tiered model

http://dyslexia.mtsu.edu/TN%20Fox-Feb%207%202009-HANDOUT.pdf

http://www.cenmi.org/Portals/3/Documents/Additional%20Resources/2007%20State%20

Conference/DifferentiatingRdg-Butler.pdf

http://findarticles.com/p/articles/mi_7749/is_200905/ai_n32326451/

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

http://rtitlc.ucf.edu/documents/Pres/What_is_Response_to_Intervention.pdf

http://www.readingrockets.org/articles/30672

Assignments before Workshop Three

1. Choose one strategy to teach reading and one to teach writing to students with

special needs (Appendix H), and let your facilitator know of your choices.

2. Read the recommended URL’s, textbooks and other reference materials and take

notes of different factors involved in reading and writing difficulties. Be prepared

for discussion in class.

3. Students will take notes while watching the following videos posted at:

Reading strategies

http://www.youtube.com/watch?v=ZobdcwO_c8U&feature=related

http://www.youtube.com/watch?v=txC-Qo_8GiU&feature=related

http://www.youtube.com/watch?v=Xsl_sf4DoRo&feature=related

http://www.youtube.com/watch?v=5urV0lxyhnI&feature=related

http://www.youtube.com/watch?v=VYbXsLka4As&feature=related



52

http://www.youtube.com/watch?v=o1JmK1Ui750&feature=related

http://www.youtube.com/watch?v=viwvM66auVA&feature=related

Three-tier model and differentiated instruction

http://www.youtube.com/watch?v=nkK1bT8ls0M&feature=related

http://www.youtube.com/watch?v=zVJ1LK22Oec&feature=related

http://www.youtube.com/watch?v=JP7CRHQ8zNQ&feature=related

http://www.youtube.com/watch?v=75kt4iDSP3w

http://www.youtube.com/watch?v=MPl8OSCX_f8

http://www.youtube.com/watch?v=j1Z5HopHX-M

http://www.youtube.com/watch?v=oS45ZkIh_rA&feature=related

4. Students will bring all the necessary materials to demonstrate the chosen reading

and writing strategies in class.

5. Bring scissors, glue, cardboard, pictures, magazines or any other illustration that

may help build a collage related to teaching strategies.

6. Bring your portfolio to class.

Activities

1. Students will hand in their expository paper about Dyslexia.

2. Using a PowerPoint presentation, the facilitator will introduce a list of possible

factors involved in reading and writing difficulties.

3. Using the round-table discussion strategy, groups will become panels of experts

of the factors involved in reading and writing difficulties. The facilitator will

become the moderator and the other students will become the audience asking



53

questions and even defying the ideas of the panel at the end of the discussion. The

moderator can clarify doubts.

4. In a socialized discussion, the students will present their findings, analysis and

conclusions of the videos watched at home. The facilitator will take notes of the

ideas on the board to reinforce and/or clarify some confusing points that may exist

later during this workshop.

5. Using a PowerPoint presentation, the facilitator will present an outline of

strategies to teach reading and writing to students with special needs.

6. The facilitator will divide the class in two teams: reading and writing. Teams will

prepare an oral presentation of at least two different strategies to teach reading,

and other two to teach writing to students with special needs. Each team will

present the following information in no longer than 10 minutes:

a. Name of the strategy

b. Purpose

c. Procedures

7. Every group will make a poster-sized collage related to chosen strategies. Then,

groups will set a collage exhibit and explain their artwork to the class based on

the tenets of the strategies displayed in the collage. The facilitator will collect the

groups’ collage for evaluation (Appendix I).

8. Using a PowerPoint presentation, the facilitator will introduce the multi-tiered

model of differentiated instruction, highlighting the differentiated instruction of

bilingual or English Language Learner (ELL) students with special needs.



54

9. In small groups, students will analyze the advantages and disadvantages of the

multi-tiered model of differentiated instruction in schools. Then, every group will

present their conclusions to the class. Individually, students will write an

expository paper on the multi-tiered model of differentiated instruction for

bilingual or ELL students with special needs, and hand it in at the beginning of

Workshop Four (Appendix F).

10. Students will demonstrate their chosen strategies to teach reading and writing to

students with special needs, especially those bilingual or ELLs. In this activity,

students should provide a clear, accurate, and vivid demonstration of the

strategies. Presenters will demonstrate knowledge of the strategies, classroom

management, and use of instructional resources, e.g., printed, electronic, etc.

Every student will have no more than 5 minutes for the demonstration of each

strategy. (Appendix J). Next, students will hand in a written report of the

demonstrated strategies (Appendix K). ESOL Standard # 6: Apply current and

effective ESOL teaching methodologies in planning and delivery instruction to

LEP students).

11. Students will continue working on their portfolios and insert all the documents

written and/or completed so far, following the portfolio elaboration guidelines

(Appendices Es).

12. The facilitator will assign the topics to the groups for next workshop. Every group

will prepare an oral presentation and write a report.

13. The students will continue working on their English language skills using Tell Me

More. It will be part of the attendance and participation grade.



55

Assessment

1. Students will complete the self reflection sheet (Appendix E3), insert it in their

portfolio, and hand in the portfolio to the facilitator for feedback purpose only.

2. The facilitator will electronically send the Progression Follow Up Template

(Appendix E5) with his/her feedback and improvement recommendations during

the week before Workshop Four.

3. Students will electronically respond to the Progression Follow Up Template

before Workshop Four for full credit of this assignment.

4. Student will build a collage about teaching strategies (Appendix I).

5. Students will make a demonstration of two teaching strategies (Appendix J) and

hand in a written report of the demonstrated strategies (Appendix K).



56

Taller Cuatro

Objetivos Específicos de Contenido:

1. Analizar la evaluación de los procesos de lectura y escritura.

2. Incorporar en un plan de lección la enseñanza de varias habilidades de lectura y/o

escritura para niños de educación con necesidades especiales.

3. Identificar los programas de alfabetización e intervención temprana.

Objetivos Específicos de Lenguaje:

1. Comunicarse oralmente y por escrito de una manera clara y efectiva durante

reuniones de equipo.

2. Identificar y recomendar las estrategias apropiadas para satisfacer las necesidades

de los estudiantes de educación especial usando la terminología educativa

especializada en español.

3. Desarrollar e implementar estrategias o planes instruccionales efectivos para

satisfacer las necesidades de los estudiantes de educación especial utilizando

correctamente la terminología, sintaxis y ortografía en español.

Enlaces Electrónicos:

El Estilo APA


Evaluación de la lectura

http://www.unrc.edu.ar/publicar/cde/Bono,%20Donolo,%20Rinaudo.htm

http://www.unex.es/gial/docencia/asignaturas/psicopatologia/documentos%20de%20apoy

o/Estudios,%20monograf%EDas%20y%20art%EDculos/Valoraci%F3n%20de%20las%2

0dificultades%20en%20lectoescritura.htm



57

https://www.eddataglobal.org/documents/index.cfm/Span_EGRA_Toolkit_18Nov09.pdf?

fuseaction=throwpub&ID=187

http://www.oei.es/evaluacioneducativa/evaluacion_comprension_lectora_perez_zorrilla.p

df

http://www.psicopedagogia.com/articulos/?articulo=316

http://www.pangea.org/dim/integrate/PDF/j_jimenez/Evaluaci_n_velocidad_de_nombrar.

pdf

Evaluación de la escritura

http://www.saber.ula.ve/bitstream/123456789/17141/2/articulo4.pdf

http://www.cepazahar.org/recursos/mod/resource/view.php?id=336

Programas de alfabetización e intervención temprana

http://www.floridajobs.org/earlylearning/documents/null_Spanish%20Family%20Guide

%20Brochure.pdf

http://flfcic.fmhi.usf.edu/espanol/pages/links.htm

http://www.fldoe.org/EarlyLearning/pdf/itsokSpanish.pdf

http://ecrp.uiuc.edu/v8n2/weigel-sp.html

http://www.colorincolorado.org/familias/preguntas/alfabetizacion_temprana

http://www.osr.nc.gov/_pdf/osr_bro_spanish_mar08.pdf

Asignaciones antes del Taller Cuatro:

1. Lea las direcciones electrónicas, libros de textos y otros materiales de referencia y

prepare un organizador gráfico con el tema Evaluación o Avalúo de la lectura y

escritura, enfocando especialmente a los niños bilingües o cuyo primer idioma no

es el inglés con necesidades especiales.



58

2. Traiga diferentes modelos de planes de lección en los cuales se incorpore la

enseñanza de varias habilidades de lectura y/o escritura para niños con


3. Traiga información sobre los programas de alfabetización e intervención

temprana en el estado de la Florida. Prepárese para discutir en clase.

4. Prepárese para demostrar las estrategias para enseñar a leer y a escribir a niños

con necesidades especiales.

Actividades:

1. Bajo el formato de una discusión socializada, el facilitador promoverá el análisis

de la evaluación de los procesos de lectura y escritura de los niños con

necesidades especiales. Los estudiantes tendrán la oportunidad de aportar su

conocimiento sobre los temas a discutirse y hacer todas las preguntas necesarias a

sus compañeros y al facilitador.

2. Usando una presentación de diapositivas, el facilitador presentará un bosquejo de

los diferentes tipos de evaluación e instrumentos evaluativos utilizados en la

evaluación de las habilidades de lectura y escritura de los niños con necesidades

especiales.

3. En pares, los estudiantes prepararán una breve presentación de un instrumento de

evaluación de las habilidades de lectura o escritura de los niños con necesidades

especiales. Cada par de estudiantes tendrá no más de cinco minutos para su

presentación.

4. En grupos de tres integrantes, los estudiantes compartirán los planes de lección

investigados en los cuales se incorpora la enseñanza de varias habilidades de



59

lectura y/o escritura para niños con necesidades especiales. Los estudiantes

identificarán las estrategias desarrolladas en los planes de lección y evaluarán la

eficiencia de las mismas. Luego, cada grupo presentará las estrategias de

enseñanza evaluadas y cómo se incorporaron en los planes de lección.

5. El facilitador presentará cuatro escenarios en los cuales se presentarán a niños

bilingües o cuyo primer idioma no es el inglés con diferentes dificultades de

lectura y de escritura. Cada grupo deberá esbozar un plan de lección en el cual se

incorporen diferentes estrategias que apunten a remediar tales dificultades. Luego,

cada grupo deberá presentar su plan lección a la clase (Anejo L). Al final de la

presentación, cada grupo entregará su plan de lección al facilitador para su

evaluación correspondiente (Anejo M).

6. Usando un torbellino de ideas, los estudiantes identificarán los programas de

alfabetización e intervención temprana, especialmente aquellos existentes en el

estado de la Florida. Luego, los estudiantes formarán grupos de cuatro integrantes

y evaluarán la efectividad de dos programas de alfabetización e intervención

temprana

7. Los estudiantes asignados para esta semana continuarán con las demostraciones

de las estrategias para enseñar a leer y a escribir a niños bilingües o cuyo primer

idioma no es el inglés con necesidades especiales. En esta actividad, los

estudiantes deberán brindar una demostración clara, exacta y vívida de las

estrategias seleccionadas. Los presentadores deberán demostrar conocimiento de

las estrategias, manejo del salón de clase y un buen uso de los recursos

instruccionales. Cada estudiante tendrá no más de cinco minutos para la



60

demostración de cada estrategia (Anejo J). Luego, se presentará un informe

escrito de las estrategias demostradas al facilitador (Anejo K).

8. El facilitador conversará con los estudiantes sobre sus avances del proyecto final.

9. Los estudiantes continuarán trabajando en sus portafolios siguiendo las

indicaciones dadas en este módulo (Anejos Es). El portafolio será entregado al

facilitador al final del Taller Cinco para su evaluación.

10. Los estudiantes continuarán trabajando en el laboratorio de idiomas con las

direcciones electrónicas en español para mejorar sus habilidades lingüísticas en

este idioma.

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3).

2. Los estudiantes enviarán el Registro Semanal de Progreso del Proyecto Final vía

correo electrónico antes del Taller Cinco para obtener crédito completo por esta

actividad (Anejo D).

3. Los estudiantes demostrarán dos estrategias de enseñanza (Anejo J) y alcanzarán

un informe escrito de las estrategias demostradas (Anejo K).

4. Los estudiantes presentarán oralmente un breve plan de lección en el que se

incorporarán varias estrategias de enseñanza de lectura y/o escritura para niños

con necesidades especiales (Anejo L) y entregarán por escrito una copia del plan

de lección presentado (Anejo M).



61

Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity.

Specific Content Objectives:

1. Identify the steps of the reading block required by the state of Florida in a lesson

plan.

2. Design lesson plans for exceptional students with specific reading and/or writing

needs.

3. Identify different types of technology that students can use to access text for

reading and to produce written products.

Specific Language Objectives:


terminology to meet the needs of special education students in both languages.

2. Develop and implement effective strategies or instructional plans to meet the

needs of special education students in both languages.

3. Problem-solve challenges presented in the special education scenario in both

languages.

4. Communicate effectively during team meetings in both languages.



62


APA format


Language arts block in the state of Florida

http://info.fldoe.org/justread/90-minute-block.pdf

http://www.fcrr.org/staffpresentations/Ruth/90MRBfinal2.pdf

http://www.justreadflorida.org/90-minute-faq.asp

http://www.justreadflorida.com/90-minute-chart.asp

http://www.justreadflorida.com/faq/default.asp?Cat=25

http://bilingual.dadeschools.net/BEWL/pdfs/Guidelines-ESOL_el.pdf

Reading and writing – students with special needs

http://www.asha.org/public/speech/development/Literacy.htm

http://www.asha.org/publications/literacy/




http://bctf.ca/diversity/resourceinventory/crosscurrents/Winter02pp41-43.pdf

Use of technology

http://www.newhorizons.org/strategies/technology/burgstahler.htm

http://futureofchildren.org/publications/journals/article/index.xml?journalid=45&articleid

=204&sectionid=1329

http://aim.mainecite.org/docs/Print_Disabilities__3_Page.pdf



63

http://www.kn.pacbell.com/news/CAschools/la.htm

http://www.ldonline.org/article/23003

http://www.quantumtechnology.com.au/files/Educator%20Flyer.pdf

Assignments before Workshop Five

1. Students will read and take notes of the topics required on this workshop using the

recommended URL’s, textbooks and other printed or electronic resources.

2. Prepare an itinerary of activities used during the language arts block required by

the state of Florida. See a sample of instructional routines in Appendix N.

3. Prepare for your demonstrative class. (Appendixes L & M)

4. Complete your individual final project. (Appendix C)

5. Complete your portfolio for final evaluation. (Appendix E8)

Activities

1. The facilitator will draw a KWL chart and have students brainstorm of what they

know and what they want to know about the language arts block required in the

state of Florida. (English)

2. Using a PowerPoint presentation, the facilitator will introduce the elementary

reading 90-minute block used in Florida public schools. The facilitator will

provide an in-depth analysis of its components, and how the block is used in the

Language Arts period. (English). See a sample of instructional routines in

Appendix N.

3. The facilitator will help students establish a classroom routine using the

elementary reading 90-minute block, in which students with special needs will be



64

included. Then, students will share their routines with the whole group.

Discussion. (Spanish)

4. The facilitator will invite two volunteer students to demonstrate the elementary

reading block for further analysis. The remaining students will act as young

children participating in the block. (English)

5. Using the round-table discussion strategy, teams will become panels of experts of

the use of assistive technology. The facilitator will become the moderator and the

other students will become the audience asking questions and even defying the

ideas of the panel at the end of the discussion. The moderator can clarify doubts.

(Spanish) (Appendix B).

6. Students will present their demonstrative class in which reading and writing

difficulties will be addressed. Presentation will be no longer than 10 minutes

(Appendix L). At the end of presentations, students will hand in the lesson plan in

writing (Appendix M). (English) (ESOL Standard # 16: Design and implement

effective unit plans and daily lesson plans which meet the needs of ESOL students

within the context of the regular classroom).

7. Following the PowerPoint presentation, the facilitator will explain the challenges

and recommended best practices to deal with the reading-and-writing process for

students with special needs. (Spanish)

8. Using a socialized conversation, students will inform the challenges addressed

during the elaboration of the final project, and their findings and conclusion of

their research topic. Then, every student will hand in the written report of the final

project to the facilitator (Appendix C). (English)



65

9. The students will complete the last column of the KWL chart: What they learned

on this workshop (English).

10. In groups of four, the students will prepare an overall closing activity of the

course. Students may act out a news program, perform a song or a role play, recite

a poem, or prepare a commercial or advertisement that wraps up the content of the

entire course. (Spanish)

11. The students will complete and submit their portfolios strictly following the

guidelines to prepare the portfolio (Appendixes Es).

12. The students will complete 20 hours of work using Tell Me More. It will be part

of the attendance and participation grade.

Assessment

1. Students will participate in a round-table discussion (Appendix B).

2. Students will present a demonstrative class and hand in the lesson plan in writing

(Appendixes J & L).

3. Students will hand in a written report of the final project (Appendix C).

4. Students will complete the self reflection sheet (Appendix E3) and insert it in

their portfolio.

5. Students will complete the overall portfolio self assessment (Appendix E4).

6. Students will hand in their portfolios to the facilitator for its final evaluation

(Appendix E8).



66

Anejos/Appendixes



67

Anejo A/Appendix A

Position Paper Rubric

Student’s Name: _________________________________________________________

Topic: ______________________________________________ Date: ____________

Criteria Value Points Student Score

Content

Takes a strong well-defined position about a

selected multicultural dilemma by presenting both

sides of such dilemma.

1 point

Uses at least four appropriate reasons with at least

three details for each reason that firmly supports

the author’s position.

1 point

Demonstrates logical, subtle sequencing of ideas

through well-developed paragraphs; transitions are

used to enhance organization.

1 point

Demonstrates thorough understanding of data

(information); shows advanced degree of

comparison, contrast, and evaluation.

1 point

Uses appropriate information from all subject areas

to support position; uses additional resources to

develop position; uses a range of primary and

secondary sources (six or more).

1 point

Reveals mature and insightful understanding of the

position and a solid appreciation of points of view.

1 point

Draw firm conclusions based on research-based

facts only.

1 point

Language

Demonstrates a command of standard English 1 point



68

(vocabulary, syntax and flow of ideas)

Uses grammar appropriately and correctly. 1 point

Uses spelling, punctuation, capitalization, and

APA format correctly throughout the document

(cover page, essay body, and list of references).

1 point

Total Points

_________________

10 pts ( 70% content

and 30% language)

______________

Total score:

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point • Good : 0.75 point • Fair : 0.50 point • Needs improvement: 0.25 point



69

Anejo B/Appendix B

Round-table Discussion Rubric

Student name/Group: ______________________________________________________

Course: _____________________________________________ Date: _____________


Content

Participants offer an in-depth and solid

analysis of the discussed content and the

dialogue flows smoothly during the

discussion.

1 point

Participants –through their comments–

show deep knowledge of the discussed

topic and a high level of understanding of

questions asked by the audience.

1 point

Participants are appropriately prepared for

discussion – with notes taken from their

reading and passages or textbooks

properly highlighted about the topic in

discussion.

1 point

Participants, through their comments,

show that they are paying close attention

to what other participants say about the

topic.

1 point

Participants provide explanations and

follow up to enrich discussion.

1 point

Participants’ observations are usually

related to ideas or arguments presented in

this discussion.

1 point

Participants show a professional attitude

and posture during the discussion.

1 point



70

Language

Participants show good use of the standard

English language (vocabulary, syntax and

flow of ideas).

1 point

Participants use appropriate intonation in

making remarks and good projection of

the voice toward the audience.

1 point

Given a controversial topic during

discussion, participants show a persuasive

argument to support their points of view

about it.

1 point

Total 10 pts ( 70% content &

30% language)

___________ Total Score

Facilitator’s signature: _________________________


• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



71

Anejo C/Appendix C

Final project

Objective: Identify and analyze in depth a course-related topic using the latest research-

based data available.

Assignment description:

1. Submit a comprehensive academic paper, no shorter than 10 pages, of one of the

following topics:

a. The National Reading Panel: Major findings in the areas of phonemic awareness,

phonics, fluency, vocabulary, and comprehension.

b. Reading models and their implications in the arena of special education.

c. Common reading problems that students with mild disabilities encounter.

d. Best practices to teach reading to students with special needs.

e. Reading assessment: Consider the purposes of screening, diagnosis, progress

monitoring, and outcome measurement.

f. Writing models and their implications in the area of special education.

g. Common writing problems that students with mild disabilities encounter.

h. Best practices to teach writing to students with special needs.

i. Writing assessment: What methods are appropriate for assessing handwriting

skills, spelling skills, and written expression skills?

j. Using informal and formal assessment to inform teaching.

k. Other topics may be considered as a final project topic. If so, it needs to be

approved by your course facilitator first.

2. The paper should include:

a. Cover page

b. Introduction

c. Table of contents

d. Body (no less than 10 pages)

e. Findings

f. Conclusions



72

g. Critical reaction

h. References

i. The paper should be written using the latest edition of APA style.

3. The final project will be submitted in writing on Workshop Five.



73

Comprehensive Academic Paper Rubric Student: ________________________________________________________________

Topic: ______________________________________________ Date: _____________

Criteria Value Points Student’s Score

Content

Excellent organization enhances readability

and/or understandability of the report.

1 point

Relevance of topic to class or audience is

apparent. The groundwork for the paper is

easy to predict because important topics that

will be discussed are specifically mentioned.

1 point

Clear examples to support specific topic

sentences and to support the overall purpose;

reader gains important insight; analysis poses

novel ways to think of the material; quoted

material well integrated; depth of coverage

without being redundant.

1 point

The tone of the paper is consistently

professional and appropriate.

1 point

The writer makes succinct and precise

conclusions based on the review of literature.

Suggestions for future research are offered.

1 point

References are primarily peer reviewed

professional journals or other approved

sources; Numerous relevant scholarly sources

(and primary sources, where available and

appropriate) demonstrating extensive, in-

depth research; little reliance on tertiary

sources.

1 point

Demonstrate a comprehensive grasp of 1 point



74

significant ideas to reach a higher level of

understanding in an organizational manner.

Language

Demonstrates a command of standard English


1 point

Uses spelling, punctuation, capitalization, and

APA style correctly.

1 point

The level of formality used in the report is

adequate to the nature of the document.

1 point

Total Points 10 (70% content and

30% language)

_________

Total score:

Facilitator’s signature: ______________________________________





75

Anejo D/Appendix D

FINAL PROJECT DEVELOPMENT LOG

Directions: Complete the following final project development log on a weekly basis:

Workshop 1 Taller 2 Workshop 3 Taller 4 Workshop 5

Actions

Accomplished

(3 points)

Difficulties

Found

(2 points)

Student’s

Signature

Facilitator’s

Feedback

SPED 211 Language development and the reading and writing process of the student…

Prep. 01/2010. Fidel R. Távara, M.Ed. .

76

Anejo E/Appendix E

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix E1).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at your Campus. This cover page will be placed at

the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix E2).

• Introduction and conclusion of the income and outcome of the portfolio.



77

• Documentation and self reflection sheet (Appendix E3) required in each

workshop.

• Overall portfolio self assessment (Appendix E4).

• The progression follow-up template will be added to the portfolio (Appendix

E5).

• A list of references and appendices of all assignments included will be added

to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices E6, &

E7)

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See the latest edition of the

Publication Manual of the APA.

4. Portfolio evaluation (Appendix E8).



78

Anejo E1/Appendix E1: PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate



79

Anejo E2/Appendix E2: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can use a table of contents instead.



80

Anejo E3/Appendix E3: Self Reflection

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This entry is an example of an area I really need to improve:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This entry is an example of an area I have improved:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



81

Auto Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



82

Anejo E4/Appendix E4: Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



83

Anejo E5/Appendix E5: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



84

Anejo E6/Appendix E6: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



85

Anejo E7/Appendix E7: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

SPED 211 Language development and the reading and writing process of the student… 86


Anejo E8/Appendix E8: Overall Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free

of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are

graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to

follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries

relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the

student’s efforts and abilities?

� Growth/Development: Do samples provide thorough understanding of

growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work?

Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding

of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments?



Does the student reflect enthusiasm for learning? � Professional Conduct: Do items show clear understanding of ethical

behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills,

abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by

Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus.



Anejo F/Appendix F

Matriz de valoración para el ensayo expositivo

Integrantes del grupo: _____________________________________________________

Curso: ___________________________________________ Fecha: _______________

Criterios Valor Puntaje del Estudiante

Contenido

La tesis es clara y bien establecida. 1 punto

Explica y desarrolla la tesis y sus

implicaciones de manera exacta, basado

en los estudios científicos que apoyan

las ideas sobre el tema, brindando

información exacta y ejemplos precisos.

1 punto

Se exponen los detalles centrales o de

mayor relevancia en el ensayo.

1 punto

Las oraciones son coherentes y las ideas

fluyen durante la lectura del ensayo.

1 punto

Elabora conclusiones basadas en la

evidencia científica y objetiva.

1 punto

Establece una relación del autor con el

tema, brindando una perspectiva clara

del tema presentado y atrayendo la

atención del lector.

1 punto

Demuestra un entendimiento total de las

ideas más importantes hasta alcanzar un

nivel superior de comprensión de una

manera organizada.

1 punto

Lenguaje



Demuestra habilidad en el manejo del

idioma español estándar (vocabulario,

sintaxis y flujo de ideas).

1 punto

Usa la puntuación, la ortografía y el

formato APA correctamente.

1 punto

El tono del ensayo es adecuado a la

naturaleza del documento.

1 punto

Total 10 puntos ( 70%

contenido y 30%

lenguaje)

__________

Puntaje total

Firma del facilitador: _________________________________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto



Expository essay rubric

Student name: ____________________________________________________________

Course: _____________________________________________ Date: _____________


Content

Thesis is clear & well stated. 1 point

Accurately explains and develops

thesis and its implications based on

research studies that support the

author’s ideas about the topic,

providing exact data and precise

examples.

1 point

Major or relevant details are exposed

in essay.

1 point

Sentences are cohesive and ideas

flow as the essay is read.

1 point

Draw conclusions based on research-

based facts only.

1 point

Establish a writer’s relationship with

the subject, providing a clear

perspective on the presented subject

matter and engaging the audience

attention.

1 point

Demonstrate a comprehensive grasp

of significant ideas to reach a higher

level of understanding in an

organizational manner.

1 point

Language

Demonstrates a command of 1 point



standard English (vocabulary, syntax

and flow of ideas)

Uses grammar and style

appropriately and correctly.

1 point

Uses spelling, punctuation,

capitalization, and APA format

correctly throughout the document

(cover page, essay body, and list of

references).

1 point

Total Points

____________________

10 points ( 70% content

and 30% language)

____________________

Total score:

Firma del facilitador: ________________________________________

Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



Anejo G/Appendix G

Matriz de valoración para los círculos pensantes

Grupo/Estudiante: _________________________________________________

Tema: ___________________________________________ Fecha: _________

Criterios Valor Puntaje obtenido

Contenido

Usa una variedad amplia de información

relevante y cuidadosamente evaluada,

incluyendo criterios alternativos para

juzgar entre las posibles soluciones.

1 punto

Demuestra una conciencia compleja de

importancia relativa de diferentes fuentes

de dudas o preocupaciones.

1 punto

Evalúa la información usando principios

generales que permiten las comparaciones

entre puntos de vista; justifica

adecuadamente su posición.

1 punto

Enfoca el análisis de la información más

importante basada en diferentes posiciones

acerca de la importancia relativa; organiza

la información usando los criterios que

aplican a través de diferentes puntos de

vista y que permiten hacer comparaciones

cualitativas.

1 punto

Enfoca los asuntos pragmáticos en planes

de implementación; brinda información y

motivación apropiada, en orden de

prioridad según el escenario y la audiencia.

1 punto

Describe adecuadamente la importancia 1 punto



relativa de las limitaciones de solución

cuando se compara a otras opciones

viables.

Procede como si la meta fuera llegar a una

conclusión bien fundamentada, basada en

la consideración objetiva de prioridades a

través de las alternativas viables.

1 punto

Lenguaje

Demuestra un uso adecuado del español

(vocabulario, sintaxis y flujo de ideas).

1 punto

Utiliza la pronunciación correcta del

idioma.

1 punto

El tono de la presentación es adecuado. 1 punto

Total 10 ( 70% contenido y

30% lenguaje)

_______________

Puntaje total:

Firma del facilitador: _________________________________________

Nota: El puntaje adquirido por el estudiante deberá registrarse como sigue:

• Excelente 1.00 punto • Bueno 0.75 punto • Regular 0.50 punto • Necesita mejorar 0.25 punto



Anejo H/Appendix H

Log of demonstrations: Workshops three and four

Reading Strategies Workshop Presenters

Phonemic awareness:

a. Rhyme time

b. Clapping words and phonemes

c. Rubber band man blending

d. Segmenting and blending sequence: STOP

e. Elkonin boxes

f. The Phonological And Strategy Training

Program (PHAST)

Three

________________________

________________________

________________________

________________________

________________________

________________________

Alphabetic principle:

a. Identifying letter-sound correspondences

b. Writing letter-sound correspondences

c. Alphabet books

d. Letter-matching games

e. Sounds and letters

Three

________________________

________________________

________________________

________________________

________________________

Teaching the concept of word:

a. The voice-pointing procedure

b. Cut-apart words

c. Dictated experience accounts

d. Morning message

Three

________________________

________________________

________________________

________________________

Phonics:

a. Word sorts

b. Picture sorts

c. Beginning consonant sorts

d. Phonogram pattern sorts

e. Interactive writing

f. Sound boards

g. Push it say it

Three

________________________

________________________

________________________

________________________

________________________

________________________

________________________



h. CLOVER

________________________

Fluency:

a. (Successful, Anxiety-Free, Engaged

Reading (SAFER)

b. Neurological impress method

c. Wilson reading system

d. Different but the same

e. Reading in chunks

f. Repeated readings

g. Reader’s theater

h. Choral reading

i. Paired reading or peer tutoring

j. Recorded texts

k. Rasinski’s model.

Four

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Vocabulary:

a. Keyword method

b. Shared storybook reading

c. Preprinted response cards and write-on

response boards

d. Word conversations

e. Classwide peer tutoring

f. Word associations

g. Thumbs up-thumbs down

h. Narrow reading

i. Fill-in the blank stories

j. Dictionary race-and-rite

k. Grids

l. Journals

m. Word maps

n. Keyword and mnemonic strategies

Four

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________



Comprehension:

a. DRTA: Active reading of fiction

b. KWL: Active Reading of nonfiction

c. Questioning the author: close reading for

comprehension

d. Reciprocal teaching

e. POSSE

f. SQ3R

g. Reciprocal question-answer relationships

h. Graphic and semantic organizers

i. Story mapping

j. Cognitive mapping strategy

k. Retelling

l. Paraphrasing strategy

Four

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________



Writing Strategies Workshop Presenters

Spelling:

a. Rule-based instruction

b. Multisensory approach

c. Test-study-test technique

d. Five-step word-study strategy

e. Fixed and flow word lists

f. Classwide Peer Tutoring (CWPT)

g. Analogy technique

h. Spelling package

Three

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Written expression:

a. Brainstorming

b. PENS Sentence writing strategy

c. PLEASE Paragraph writing strategy

d. TOWER

e. HOW

f. Mnemonic TREE strategy

g. Self –instructional strategy for essays

h. The essay planning strategy: STOP &

DARE

i. The error monitoring strategy: COPS &

WRITER

Three

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

j. Guided writing

k. Strategic writing instruction

l. Writing workshop

m. Cognitive Strategy Instruction in

Writing (CSIW)

n. Harris and Graham’s Strategy

Instruction

Four

________________________

________________________

________________________

________________________

________________________



o. CRISS Writing Strategies: CReading

Independence through Student-owned

Strategies

i. Framed paragraph

ii. Opinion proof

p. Structured approach to writing: Role of

the writer, Audience, Format, and Topic

(RAFT)

q. Collaborative strategy approach

________________________

________________________

________________________

Motivating reluctant writers

a. Writing aloud

b. Written conversation

c. Journal writing

Four

________________________

________________________

________________________



Anejo I/Appendix I

Collage rubric

Group: _________________________________________________________________

Topic: _______________________________________________ Date: ____________


All of the graphics or objects used in

the collage reflect a degree of student

creativity in their display.

1.25 point

Graphics are cut to an appropriate

size, shape and are arranged neatly.

Care has been taken to balance the

pictures across the area. Items are

glued neatly and securely.

1.25 point

The collage includes 15 or more

items, each different.

1.25 point

Much time and effort went into the

planning and design of the collage. It

is clear the student worked at home

as well as at school.

1.25 point

Titles and text were written clearly

and were easy to read from a

distance.

1.25 point

The student gives a reasonable

explanation of how every item in the

collage is related to the assigned

theme. For most items, the

relationship is clear without

explanation.

1.25 point

The collage clearly communicates

the author’s level of understanding of

1.25 point



the topic.

The collage looks attractive,

organized, and neat.

1.25 point

Total Points 10 puntos _______________ Total score

Facilitator’s Signature: _____________________________________



Source: Adapted from www.abbotsford.k12.wi.us and http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf



Anejo J/Appendix J

Teaching strategy demonstration rubric

Student: ________________________________________________________________

Strategy: ________________________________________________ Date: __________


Content

Presenter opens the demonstration setting the

objectives and scenario clearly, displays

relaxed, self-confident, and seldom looks at

notes.

1 point

Presenter attracts student’s attention at the

introduction of the strategy and keeps it

through the session.

1 point

Presenter runs the demonstration in logical and

interesting sequence which the student can

follow

1 point

Teaching strategies used in the demonstration

are effective, always focused on the

remediation of the reading/writing difficulties.

Explanations are clear. Direct instruction is

evident.

1 point

Classroom management and interaction are

excellent, keeping the student on task at all

times of the demonstration.

1 point

Presenter implements meaningful, age-

appropriate task-based assessment procedures.

1 point

Presenter uses instructional resources and

technology (if needed) properly during the

demonstration.

1 point



Language

Presenter demonstrates a command of standard

English (vocabulary, syntax and flow of ideas)

1 point

Presenter uses a clear voice with a good

projection and intonation.

1 point

Presenter uses correct pronunciation of the

language.

1 point

Total Points 10 ( 70% content +

30% language)

_________ Total score

Facilitator’s signature: ____________________________________

Note: The score obtained by the student should be scored as follows:




Matriz de valoración para la demostración de estrategias de enseñanza

Estudiante: ______________________________________________________________

Estrategia: ________________________________________________ Fecha: ________

Criterios Puntaje posible Puntaje obtenido

Contenido

El presentador inicia la demostración

estableciendo los objetivos y el escenario

claramente; se muestra relajado, confiado y

raramente se refiere a sus notas.

1 punto

El presentador atrae la atención del estudiante

en la introducción de la estrategia y la

mantiene a través de toda la sesión.

1 punto

El presentador ejecuta la demostración en una

secuencia lógica e interesante, la misma que el

estudiante puede seguir sin dificultad.

1 punto

Las estrategias de enseñanza usadas en la

demostración son efectivas, siempre enfocadas

en remediar las dificultades de lectura y

escritura. Las explicaciones son claras. Es

evidente el uso del método de instrucción

directa.

1 punto

El manejo de la case y la interacción son

excelentes, manteniendo al estudiante ocupado

todo el tiempo de la demostración.

1 punto

El presentador implementa procedimientos de

evaluación que son significativos, apropiados a

la edad del estudiante y basados en lo que se ha

enseñado.

1 punto



El presentador usa los recursos instruccionales

y la tecnología (si es necesaria) adecuadamente

durante la demostración.

1 punto

Lenguaje

El presentador demuestra un uso profesional

del idioma español (vocabulario, sintaxis y

flujo de ideas).

1 punto

El presentador usa una voz clara con buena

proyección y entonación.

1 punto

El presentador pronuncia el idioma español

correctamente.

1 punto

Puntaje total 10 ( 70% contenido

+ 30% lenguaje)

___________ Puntaje total

Firma del facilitador: _________________________________________

Nota: El puntaje adquirido por el estudiante deberá registrarse como sigue:

• Excelente 1.00 punto • Bueno 0.75 punto • Regular 0.50 punto • Necesita mejorar 0.25 punto



Anejo K/Appendix K

Strategy demonstration written report rubric

Name/Group: ____________________________________________________________

Topic: _______________________________________________ Date: _____________

Criteria Value Points Student’s score

Content

Excellent organization enhances readability

and/or understandability of the report.

1 point

Relevance of topic to class or audience is

apparent. The groundwork for the report is

easy to predict because important topics that

will be discussed are specifically mentioned.

1 point

Clear examples to support specific topic

sentences and to support the overall

purpose; reader gains important insight;

analysis poses novel ways to think of the

teaching strategies; quoted material well

integrated; depth of coverage without being

redundant.

1 point

The writer accurately describes the teaching

strategies demonstrated in class, and an

appropriate analysis of the strategies is

included.

1 point

The writer makes succinct and precise

conclusions based on the review of

literature. Suggestions for future research

are offered.

1 point

References are primarily peer reviewed

professional journals or other approved

1 point



sources; Numerous relevant scholarly

sources (and primary sources, where

available and appropriate) demonstrating

extensive, in-depth research; little reliance

on tertiary sources.

APA is used accurately and consistently in

the report and on the "References" page.

The references in the list match the in-text

citations and all were properly encoded in

APA format.

1 point

Language

Demonstrates a command of standard

English (vocabulary, syntax and flow of

ideas)

1 point

Uses spelling, punctuation, and

capitalization correctly.

1 point

The tone used in the report is adequate to

the nature of the document.

1 point

Total Points 10 pts. (70% content

and 30% language)

_________ Total score:






Anejo L/Appendix L

Demonstrative class rubric

Name/Group: ____________________________________________________________

Topic: _______________________________________________ Date: _____________


Content

Presenter opens the demonstrative class

setting the objectives and language skills

clearly, displays relaxed, self-confident,

and seldom looks at notes.

1 point

Presenter attracts students’ attention at the

introduction of the lesson and keeps it

through the session.

1 point

Presenter runs the lesson in logical and

interesting sequence which students can

follow

1 point

Teaching strategies demonstrated in the

lesson are effective, and highly relevant to

the reading/writing difficulties.

1 point

Classroom management and interaction are

excellent, keeping students on task at all

times of the demonstration.

1 point

Presenter implements meaningful, age-

appropriate task-based assessment

procedures.

1 point

Presenter uses instructional resources and

technology properly during the

demonstration.

1 point

Language



Presenter demonstrates a command of

standard English (vocabulary, syntax and

flow of ideas)

1 point

Presenter uses a clear voice with a good

projection and intonation.

1 point

Presenter uses correct pronunciation of the

English language.

1 point

Total Points 10 ( 70% content +

30% language)

_________ Total score






Anejo M/Appendix M

Matriz de valoración para el plan de lección (escrito)

Estudiante(s): ____________________________________________________________

Plan de lección: _________________________________________ Grado: ___________

3 = Excelente 2 = Bueno 1 = Regular 0 = Inaceptable

Criterios de evaluación 3 2 1 0

Contenido

1. Se establecen claramente los estándares del estado y los objetivos.

2. Las rutinas instruccionales se desarrollan gradualmente.

3. El bloque de lectura contiene todos sus componentes.

4. Las actividades instruccionales y evaluativas se describen claramente.

5. Los objetivos, las actividades instruccionales y la evaluación están alineados.

6. Las estrategias y los acomodos para la instrucción de estudiantes bilingües o de inglés como segundo idioma están incluidos.

7. Se incluye el uso innovador de la tecnología dentro del campo de la educación especial.

Lenguaje

8. Demuestra un buen uso del idioma español (vocabulario, sintaxis y flujo de ideas).

9. El estilo es formal.

10. Está libre de errors.

Sub-total:

Puntaje total obtenido por el estudiante:



Written lesson plan rubric

Student(s): ______________________________________________________________

Lesson Plan: _________________________________________ Grade: _____________

3 = Excellent 2 = Good 1 = Fair 0 = Unacceptable

Evaluation criteria 3 2 1 0

Content

11. Sunshine standards and objectives are clearly stated.

12. Instructional routines are developmentally appropriate.

13. The reading block contains all its components.

14. Instructional and assessment activities are clearly described.

15. Objectives, instructional activities, and assessment are aligned.

16. Strategies and accommodations for instruction of English

language learners and students with special needs are included.

17. Innovative use of technology is included.

Language

18. Demonstrates a professional command of the English language


19. Style is formal.

20. Free of errors.

Sub-total:

Total score obtained by the student:



Anejo N/Appendix N

Basic Instructional Routines

Intervention Reading Recovery Early Intervention in Reading (EIR) Facilitating Reading for Optimal Growth

WRITING: Learning to Write

• Minilessons

• Discussion groups

• Models of writing

WRITING: Developmentally Appropriate Writing

• Discussion groups • Models of writing

READING: Learning to Read Words

• The literacy lesson

• Minilessons

• Phonemic awareness routine

• Explicit phonics/Structural elements routine

• Decodable words routine

• Phonetically unpredictable words routine

• Models of reading

• Fluency routine

• Discussion groups

READING: Developing Language and Comprehension

• The literacy lesson • Minilessons • Explicit comprehension routine • Decodable words routine • Phonetically unpredictable words routine • Modes of reading • Fluency routine • Discussion groups

Daily Independent Reading • Discussion groups

Daily Independent Writing • Discussion groups

• Modes of writing

Source:

Cooper, J., & Kiger, N. (2005). Beginning reading and writing. Literacy assessment:

Helping teachers plan instruction. (2nd ed.). pp. 252-303. New York, NY:

Houghton Mifflin.