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Curriculum Planning Assignment/Reading SPED 447 Alyssa Margulis Student description (age, grade, placement, reading level): *R.

G is 19 years old and is a senior in high school *He is taught in an instructional (self contained) Senior English class which tries to follow the general education curriculum as much as possible *After taking multiple assessments, R.G was placed at a beginning third grade reading level. * His assessments label him as having significant deficits in the areas of reading comprehension and reading decoding *R.G is labeled as having a Specific Learning Disability in the areas of Reading, Writing, and Mathematics. Current curriculum (core/supplementary/intervention as applicable): At the High School, at this point in the semester, Seniors in the General Education Curriculum are focusing on these thingsStandards: 1.B.5c: Evaluate a variety of compositions for purpose, structure, content and details for use in school or At work. 1.C.4e: Analyze how authors and illustrators use text and art to express and emphasize their ideas. Essential Questions: 1. What strategies can I use to help me understand specific information from challenging text? 2. How should I best evaluate my understanding and implementation of the six traits in my written Documents? 3. What are logical and emotional appeals and how do they affect the meaning of persuasive texts? 4. What are the elements of persuasion? Content:

Critical reading strategies Review of Six Traits: organization, ideas, word choice, voice, sentence fluency and conventions Understanding logical and emotional appeals Elements of persuasion - page 330 Skills: Select reading strategies for text appropriate to the reader's purpose 1C6 Interpret concepts or make connections through inference and evaluation 1C7 Synthesize key points and supporting details to form conclusions 1C11 Identify and use criteria for evaluating the accuracy of text information 1C20 Challenge ideas presented in a text through questions about specific parts of the text 1C24 Demonstrate an understanding of the interrelationships among reader, author, form, and text 2A17 Current instructional delivery (describe learning environment and delivery model for ALL reading instruction): At the high school, they offer corrective reading classes in the areas of decoding and comprehension, but R.G is currently not in those classes because they would not allow him enough credits to graduate on time. R.G is in a self-contained instructional classroom with 10 other students all with IEPS for one, 50-minute period. R.G does not get direct instruction on HOW to read. He does however, practice many different comprehension strategies, and skills associated with reading. Some of these skills are annotating paragraphs he read, summarizing sections of reading, and making predictions about content he will be reading. R.G has the accommodations when it comes to reading that he is entitled to having everything read aloud to him. R.G has also found success in his English Classroom by listening to books on tape independently. He also performs better in whole class settings than independently when it comes to any type of activity involved in reading. Reading also impacts his other subjects areas as well. He performs much higher in all other content areas, including mathematics, when the content is read aloud to him. Benefits and challenges of current implementation: Is student progressing? How do you know? At his IEP meeting in the spring of last year, the decision was made to teach R.G methods of functional reading, and to mainly provide

accommodations to him to aide in his schoolwork. Since he is a senior in high school, his case manager and mother decided that direction instruction in reading fluency and decoding skills were no longer the best and most appropriate option for R.G. Assessments on his reading decoding and fluency have not been formally conducted for over a year. R.G is currently learning reading skills and abilities that will help him in the work force, such as reading memos, E-mails, applications and other work related reading skills. Comprehension assessments of specific novels shows he can comprehend the novels he is having read to him with a high level of accuracy based on his comprehension question scores. However, R.G has a difficult time reading the questions, and often times will not turn in any assignments that are assigned as homework. Are there opportunities for inclusion with same-aged peers? N/A Are all Big 5 being addressed at some point in his/her school day? No. Students in High School are expected to have mastered decoding, fluency, and phonemic awareness. Comprehension is the biggest Big Five being addressed, with many different comprehension skills being worked on each week. Vocabulary is also addressed, however, the vocabulary being addressed is that which is important to provide background information on novels or units being addressed in his classes. What do you like and/or dislike about the current programs being used? The current program being used has some benefits and some weaknesses. I think the biggest benefit I see with this placement (in the self contained English Class) is that the teacher tries to mirror it as much as possible to that of the general education curriculum. The teacher of that class does not water down the curriculum; instead she provides meaningful texts that get the students excited about reading and knowledge. The students are given accommodations and materials that are significant to their independent abilities. I like that R.G has high expectations set for him, and that the teacher pushes him to work on his reading abilities. R.G works on answering comprehension questions, and is not embarrassed to speak out loud and ask questions. I think this shows he feels comfortable in the classroom, and that he is actively engaged in the tasks. One of the weaknesses that this placement offers is that unlike the corrective reading classes offered, this placement does not allow for any direct instruction in decoding or fluency, two areas where R.G has deficits in. My COOP told me many students take BOTH the corrective

reading, as well as the grade-level instructional English class to help further their English skills. I think R.G would have benefitted from that if he had started out with that when beginning high school. However, since he transferred in and was lacking credits, the choice had to be made as to which placement would be most beneficial to him. I think that they made the right decision because he is able to gain depth, understanding and social skills in his current placement, even if it is lacking direct reading instruction. As a senior, I think that is most beneficial.

Spring 2012

Big 5

Grade level expectations

Current level of performance

Phonemic awareness Decoding

Fluency Vocabulary

N/A Expected to be mastered by High School N/A Decoding should be mastered/advanced by senior year N/A N/A Vocabulary being introduced is expected to advance the students knowledge of certain text/material Students are supposed to be using a variety of different strategies to aid in comprehension. Inferential questions and higher order thinking questions are introduced at the high school level. Students are also expected to make predictions based on background knowledge,

No information about his Phonemic awareness is available at this time. Cannot be compared to sameaged peers. Based on his state assessments and psychological testing, R.G is in the <1 percentile for reading decoding skills. This puts him at the level of a beginning third grade reader. N/A N/A

Source (record review, informal assessment, interview, observation, etc) N/A Record Review

N/A N/A

Comprehension

R.G has strong oral comprehension. He is able to express and make connections from text to text, text to self, and text to world. R.G has is able to annotate passages of text when being read to out loud, but his annotations tend to consist of a lot of underlining, and highlight. Oneword summaries of passages are put next to paragraphs. R.G struggles in being able to ask and answer questions while he is reading and annotating a paragraph. He often will have difficulty in stopping

Observation/Teaching the class

analyze texts and look for symbolism, tone, structure, and syntax. Students will not only understand/comprehend the main idea of the text, but will be able to look for meaning beyond that and participate in whole group and small discussions. Students will use many different strategies to aid in comprehension including summarizing what they have read in research based essays, answering comprehension questions, annotating passages, and participating in literacy discussions.

to annotate and then continuing on with the passage. R.G is able to answer comprehension questions with support. The teacher will ask him to say the answer out loud and then write it down. Many times, R.G struggles with being able to read the actual comprehension question. If it is read out loud, he can get the right answer 80-90 percent of the time. R.G can orally summarize about 2-3 pages in a novel at a time with significant accuracy. Again, his oral reading comprehension is much stronger than his written comprehension. R.G loves to participate in classroom wide and small group discussion. He almost always is able to meet the requirements set on the rubric by the teacher.

Summary of students strengths and needs in reading: R.G is a young man who participates frequently in class and puts forth a considerable amount of effort on all in class work. R.G is very strong at making predictions about novels, and enjoys sharing them with the class. He incorporates background knowledge of the novel or theme discussed in class. R.G is also strong in oral comprehension, and is able to make text-to- text, text-to-self, and textto-world connections about the reading material. R.G is able to answer comprehension questions and write short essays about reading passages when readings are read aloud to him or listened to on tape.

R.G is still working on independent reading comprehension and decoding skills, which are currently at a beginning third grade level. R.G has difficulty reading passages independently, and often times refuses to seek help/accept support. R.G also does not always use his in school study support time wisely, and due to the challenges of reading independently, often does not turn in homework assignments when reading is involved. R.G is still working on answering higher-level thinking/inferential questions when it comes to reading comprehension. He also has trouble in his general education classrooms because the textbooks are written in a level above his current reading abilities. With significant supports and accommodations, R.G can be successful and pass all of his classes and graduate high school.

Objectives and rationale: In his current IEP, these are the objectives for reading that R.G is currently working onGoal StatementR.G will apply reading strategies to improve understanding and fluency 1B ObjectiveWhen reading, R.G will make connections to aid with understanding 80% of time on tests and during class work. - If I were the teacher writing this objective, I would specify by adding the tree types of connections to look for: text-to- text, text-to-self, and text-to-world. - Rationale- The reason this is an important objective is because it aids in R.Gs comprehension, and calls on him to think about his background knowledge about a specific area. When R.G graduates, it will be important for him in a retail setting (where he wants to work) to make connections to what he is reading. Primed background knowledge is one of the ways to increase comprehension of text, therefore, it is important the teacher makes R.G aware of these connections so he can hopefully apply this strategy in other aspects of life. During reading, R.G will annotate passages for the main idea with 80% accuracy on tests and homework. I think this is a good objective, however, I would change the wording. I would say When given a passage at his independent reading level, or while the teacher is reading a passage out loud, R.G will annotate the passage by looking for the main idea in

the text/passage 100% of the naturally occurring opportunities. I changed the mastery criterion of this objective because in class, R.G is given specific times that annotation should be done, and he is always expected to annotate when asked. He has been working on annotation all year, and is able to do annotations relatively well. Rationale- Annotations/notes about the passage are a proven way for the reader to gain comprehension. The reader is asked to summarize/highlight the main ideas of the passage when they annotate. This takes out all the small details, and leaves what they actually need to know. When a student makes annotations for themselves, they know exactly what they need to write to jog their memories, so it is beneficial to them. Also, when working after leaving high school, R.G may be required to annotate memos, passages of customer reports, or write notes to himself about other written pieces of information. It will be a vital skill if he is able to condense what these things say to the main idea of what he needs to know. The last objective written in R.Gs IEP is: After reading, Robert will summarize what he has read with 80% accuracy on tests and class work I think the skill being addressed here is good, but, there needs to be a better mastery criterion. I think a better way to write this objective would be- When given a passage at his instructional level, or after being read to out loud, R.G will orally summarize what he has read. Mastery Criterion will be met when R.G is able to score an 80% or higher on a scoring rubric, on at least five different passages from each of the genres of: fiction (narrative), non-fiction (narrative), and informational passages. I think summarizing is an important skill that R.G needs to have in the real world. R.G may be asked in the future to read some technical pieces of writing, and tell other people about them, or have to remember himself. The reason multiple genres were included in the mastery criterion was so that the teacher made sure he was exposed to many different types of writing. I think the most important type of writing to hit would be informational passages. Information passages may include items such as memos, e-mails, or brief summaries of a topic. It would be important that R.G is taught how to summarize these types of skill so he can be fully successful when he is in the work force. He wants to work in a retail setting, so this would be a very helpful skill to have in his repertoire. The last objective was NOT included in his IEP, but I think it is an important one-

While in the classroom, R.G will orally signal the teacher or teaching assistant that he would like to receive his accommodation of having the assignment or passage read out loud to him. Mastery will be when he is able to do this on 100% of the natural opportunities given to him for 14 consecutive trials. I think this is an important objective to include because although it is not directly related to reading instruction, it is still teaching him that he needs to advocate for help with reading. It has been a real struggle with R.G not turning in work, or wasting time because he does not ask teachers or aides to help with his reading. If he was taught to advocate and ask for his accommodation, I think it would help him be more successful. Especially since he is set to graduate from high school in less than a month, he needs to learn how to appropriately request help. Ideal instructional delivery model: I think the most effective model for R.G would be similar to how he is receiving his instruction now. However, if it was realistically possible, I would like to have him taking both the Senior English self-contained class, as well as a corrective reading class. I think he benefits immensely for the connections, novels, and information he receives in his English class. I think incorporating writing and reading together is a great way to help R.G learn. His English class has 11 students in it, and often times breaks into small groups to discuss, read, and work on projects. R.G prefers smaller classes, and is performing much better in those classes than his general education classes with 25 students in them. However, because there are many different levels of students, including very high functioning students in that classroom, a more Gen Ed curriculum is taught. This curriculum does NOT focus on HOW to read, which is why being enrolled in the corrective reading class as well as the Senior English class would be ideal for R.G. I think he would work well in an intensive, small group setting, where the teacher can really focus on his decoding skills, which seem to be holding his other skills in reading back. If I could have found a way to make this reading instruction available, I think R.G would gain the most skills in the amount of time he has left in high school.

Conduct a record review of a student. Complete the information below. If the information is not available, please note NA in the box and provide a brief explanation of why it might not be available.

Information needed Past schooling/Educational history -Has the student attended more than one school, either in or out of state?

With whom does the student live?

Report card from past year -Relevant comments, especially with regard to literacy and/or functional academics

Documentation/Results R.G has moved around a lot in his 14 years of being in school. Records are very limited about his past schooling. However, upon talking to both him and his case manager, I was able to find out he attended Junior high in a school in Michigan, and half of High School in a school in Indiana. In his cum folder, it is stated that he transferred in with a lot of failed classes and was not on track to graduate within four years. Since attending school in Urbana, R.G has been able to make up those credits, and if he passes all classes this semester he will graduate with his class. The student lives with his mother, two brothers, and two sisters. He has one sister who also attends the same high school as him. His mothers boyfriend recently moved out of the house they shared together. He has moved to many different states throughout his life. He has limited to no contact with his biological father. R.G received mainly Cs and Ds on his report card last year. He had good attendance. His comments were all related to Failure to turn in homework.

Achievement scores/Formal assessment data -Standardized tests (ISAT, PSAE) -IAA -IQ or intelligence tests

Received a C- in Senior English Fall 2011 In his sophomore year in high school, R.G took the PSAE work keys and the ACT component. ACT composite score- 10(out of 36) ACT Reading component- 5(out of 36) ACT English Score-10 (out of 36) ACT Writing score- 3(out of 12) Workeys Score in reading section <3(lowest level able to receive) PSAE- Well Below state standards in the area of reading Woodcock Johnson Reading- Fell below the tenth percentile in all portions. His reading comprehension and decoding abilities were in the first percentile.

Results of vision and hearing tests Special programs or services -Reading Recovery (1st grade) -RtI -OT/PT/Speech/Social work

Passed both the Vision and Hearing test in fall 2011 N/A- No records found on RR R.G receives no outside services at this time.

Attendance patterns from past two years

R.G has excellent attendance. Last year he missed 7 days total, including two days for suspension. This year is very similar; with five days resulting from two separate suspension due to fighting and inappropriate language. R.G is African American His mothers occupation was not listed/accessible He does qualify for free/reduced lunch and food in the morning SSI N/A- No information provided R.G has no other health problems and takes no medications.

Demographics -Parents occupation -Free and reduced lunch -SSI Health concerns and/or medication required

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