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Reading Teaching Strategy
Your Name
ELSE 5653 Literacy and Language Development for Exceptional Learners
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READING TEACHING STRATEGY (THIS SHOULD BE THE NAME OF YOUR STRATEGY) |
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TARGET STUDENT INFORMATION |
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Summarize the following information 1. The student’s age, grade level, and academic development in the area of the targeted skill. 2. Identify the difficulties the student experiences. Address one or more of the following areas: 3. Academic difficulties, Behavior concerns. Attitude of student. 4. Address any outstanding circumstances the student is facing. 5. Why did you choose this strategy for your student? |
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TARGET SKILL |
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This should be a description of the skill itself, and should directly relate to the content area and big idea. |
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TARGET GRADE LEVEL |
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This should directly relate to the academic development of the exceptional (struggling) student. |
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ARKANSAS TEACHING STANDARD |
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State the ATS (one or two is sufficient) that aligns with the strategy that you are creating |
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PURPOSE |
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Why did you choose this strategy? What is the objective of the activity? How does this strategy align with the needs of your struggling student? |
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MATERIALS AND TECHNOLOGY INTEGRATION |
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Describe what materials are needed to implement the lesson. These are the materials you will photograph and imbed at the end of this template after completion of your lesson. How will you integrate technology? |
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PROCEDURES |
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Provide step by step instructions you will use to teach the strategy to the student. |
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ASSESSMENT OF STUDENT LEARNING |
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What measurable criteria is necessary to show mastery of the skill? Ex: The student will be able to match 10 out of 15 cards correctly to show mastery. |
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REFLECTION |
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This will need to be completed after the implementation of your teaching strategy. Address the information in the following outline. Your paper should be at least two pages in length. 1. What impact did your activity have on student learning? a. Did your student show mastery? b. What additional areas of content needs to be addressed? 2. While developing your tool, what difficulties or positive experiences did you encounter? 3. While implementing your tool (strategy), what difficulties or positive experiences did you encounter? 4. When you re-teach the lesson, what will you do differently? 5. What has this assignment taught you about the process of teaching this content to exceptional students? 6. What did you learn from this assignment that you can apply to teaching future exceptional students? |
References
You must use APA format.
Appendix A
Photographs
After completion of your lesson using the instructional tool (strategy) with the identified exceptional (struggling) student, take pictures of the strategy used. Imbed the picture in this section.
ELSE5653 Literacy and Language Development for Exceptional Learners
Reading Development Teaching Strategy
Overview
Candidates will demonstrate understanding of the skills presented regarding teaching reading
fluency, reading comprehension, or vocabulary development. To complete the assignment,
candidates must select a strategy, implement the strategy with a target student, and reflect on the
experiences. Candidates must also take a picture of the materials used and include in the
template provided.
Directions
1. Identify a student with an exceptionality or a student who struggles with reading
development skills.
2. Select an effective strategy to meet the needs of the exceptional or struggling student.
Design an interactive, hands-on strategy that targets the area of need for the student
selected. The activity must focus on reading fluency, comprehension, or vocabulary
development.
3. Use the template provided to design a plan to implement the strategy.
4. Create the materials that will be used to teach developmental reading skills to the
exceptional or struggling student.
5. Implement the strategy with the target student.
6. Write a two page reflection on the creation and implementation of the strategy. Be sure to
discuss the topics outlined in the template and to include the impact on student learning.
7. Photograph materials that were used after implementing the strategy and include in the
template.
8. Upload the assignment using the template provided.
Resources
Reading Rockets (n.d.). Embedded supports to differentiate instruction for struggling students. Retrieved
from http://www.readingrockets.org/article/embedded-supports-differentiate-instruction-struggling-students
Reading Rockets (n.d.). Fluency: Introduction. Retrieved from http://www.readingrockets.org/teaching/reading101-
course/modules/fluency-introduction
Consortium on Reading Excellence (n. d.) Lesson model: Reading words for automaticity. Retrieved
from https://www.corelearn.com/resource-posts/video-automaticity/
Strategies (n.d.). Echo reading. Retrieved from https://strategiesforspecialinterventions.weebly.com/echo-reading.html
Orton-Gillingham Weekly (2016, August). Automaticity. Retrieved from https://brainspring.c
http://www.readingrockets.org/article/embedded-supports-differentiate-instruction-struggling-students
http://www.readingrockets.org/teaching/reading101-course/modules/fluency-introduction
http://www.readingrockets.org/teaching/reading101-course/modules/fluency-introduction
https://strategiesforspecialinterventions.weebly.com/echo-reading.html
https://brainspring.com/ortongillinghamweekly/what-is-automaticity/
ELSE 5653 Literacy and Language Development for Exceptional Learners
Teaching Strategy Rubric
Criteria
Proficient
Competent
Developing
Point Range 9-10 points 7-8 points 0-6 points
Target Student
Background
Information
Clearly addressed all three
characteristics and needs
of student criteria:
Background of student;
Process for teaching
content to exceptional
student; Future application
of the strategy.
Vaguely addressed all
three characteristics and
needs of student criteria:
Background of student;
Process for teaching
content to exceptional
student; Future application
of the strategy.
Addressed two of three
characteristics and needs
of student criteria:
Background of student;
Process for teaching
content to exceptional
student; Future application
of the strategy.
Learning
Activity/Environment
Clearly addressed learning
activity/environment
through all three criteria:
Targeted Skills; Targeted
Grade Level; ATS.
Vaguely addressed
learning
activity/environment
through all three criteria:
Targeted Skills; Targeted
Grade Level; ATS.
Addressed learning
activity/environment
through two of three
criteria: Targeted Skills;
Targeted Grade Level;
ATS.
Purpose
Clearly addressed purpose
of tool (strategy) through all
three criteria: Reason for
selecting strategy,
Objective of strategy that is
research-based, and
aligned with student’s
characteristics and needs.
Vaguely addressed
purpose of tool (strategy)
through all three criteria:
Reason for selecting
strategy; Objective of
strategy that is research-
based, and aligned with
student’s characteristics
and needs.
Addressed purpose of tool
(strategy) through two of
three criteria: Reason for
selecting strategy;
Objective of strategy that
is research-based; and
aligned with student’s
characteristics and needs.
Materials and
Technology
Integration
Candidate addressed
incorporating instructional
technology into the plan:
-Provides a comprehensive
list of materials and
supplies needed.
-Incorporates the use of
technology and provides
detailed explanation of use
technology.
Candidate vague
addressed incorporating
instructional technology
into the plan:
-Provides a list of
materials and supplies
needed.
-Incorporates the use of
technology.
Candidate fails to
incorporate instructional
technology into the plan:
Procedures
Candidate provides
detailed instructions that
will be used to teach the
strategy.
Candidate provides vague
instructions that will be
used to teach the strategy.
Candidate fails to provide
instructions that will be
used to teach the strategy.
Assessment of
Student Learning
Clearly addressed student
progress through both
criteria: Measurable criteria
for mastery; Impact on
student learning.
Vaguely addressed
student progress through
both criteria: Measurable
criteria for mastery; Impact
on student learning.
App
ELSE 5653 Literacy and Language Development for Exceptional Learners
Criteria
Proficient
Competent
Developing
Point Range 9-10 points 7-8 points 0-6 points
Appendix
Candidate provides a
pictures of the strategy
that is used with the target
student that demonstrates
beginning to the end.
Candidate provides a
picture of the strategy
that is used with the
target student.
Candidate fails to
provide a picture of the
strategy that is used
with the target student.
MUGS and APA
Formatting
Minimal errors (zero to
two) in mechanics,
grammar, usage, and
spelling (MUGS) and APA
formatting of title page,
margins, spacing and font,
citations, and references
Few errors (three to
five) in mechanics,
grammar, usage, and
spelling (MUGS) and
APA formatting of title
page, margins, spacing
and font, citations, and
references.
Numerous errors (six or
more) in mechanics,
grammar, usage, and
spelling (MUGS) and
APA formatting of title
page, margins, spacing
and font, citations, and
references.
Criteria Proficient Competent Developing
Point Range 18-20 points 15-17 points 0-14 points
Reflection
Clearly addressed the
reflection through all three
criteria: Difficulties or
positive
experiences in tool
development; Difficulties
or
positive experiences in
tool implementation;
Changes
for re-teaching the
lesson.
Vaguely addressed the
reflection through all
three criteria: Difficulties
or positive experiences in
tool development;
Difficulties or positive
experiences in tool
implementation; Changes
for re-teaching the
lesson.
Addressed the reflection
through two of three
criteria: Difficulties or
positive experiences in
tool development;
Difficulties or positive
experiences in tool
implementation; Changes
for re-teaching the lesson.
