5
CPSE 430
Brigham Young University Counseling Psychology and Special Education
Winter 2009
Course title: Teaching Reading and Language Arts: Students with Disabilities
Course credit: 3
Room and time: W006 BNSN 4:00-6:50 W
Instructors: Heidi Abraham, MS 237A MCKB
TTh, 3:00-4:00, others by appointment
Greg Benner, PhD
Available by email
Course Description: This course teaches a practical and hands on approach for teaching reading to students with disabilities. Teacher candidates will learn to task analyze and develop instruction in the critical areas of reading and writing. Teacher candidates will learn to teach the Reading Mastery 2008 Signature Edition Curriculum in preparation for summer practicum.
Practicum: Teacher candidates will complete a practicum experience in a setting of their choice (elementary and secondary placements will be provided). The practicum will require 1-2 hours outside of class each week.
Prerequisite: Admission to special education major or licensure program.
Required texts
Mathes, P., Torgeson, J., & Clancy-Menchetti, J. (2001) K-PALS (Kindergarten Peer Assisted Learning Strategies). Longmont: Sopris West.
Mathes, P., Torgesen, J., Allen, S. & Howard, J. (2001) First Grade PALS (First Grade Peer Assisted Learning Strategies). Longmon: Sopris West.
Conceptual framework for this course
Moral endeavor at Brigham Young University is established upon principles of eternal and unchanging truth contained in the restored gospel of Jesus Christ. Prophets of God proclaim that “all human beings—male and female—are created in the image of God. Each is a beloved spirit son or daughter of heavenly parents, and, as such, each has a divine nature and destiny.”1
Teaching is a moral endeavor that recognizes and responds to the divine destiny of each student. Moral teachers ensure that students master the knowledge, skills, and dispositions necessary to realize their divine potential for growth and achievement. Therefore, teachers:
1. Recognize and cultivate the individual worth of each student
2. Embrace and apply proven instructional practice
3. Establish and maintain positive, supportive learning environments
4. Value and enact respectful interpersonal behavior and responsible citizenship.
Four assumptions guide our work:
1. All children can learn.
2. Schools exist to advance student learning.
3. Teachers are accountable for student learning.
4. Accountability is confirmed by data.
NCATE elements and standards
Course Learning Outcomes / Assessment / Council for Exceptional Children / INTASC Evaluation Standards / MSE Conceptual Framework Aims /CEC knowledge and skill base for all entry-level special education teachers of students with exceptionalities in individualized general curriculums / S1: Subject matter
S2: Student learning
S3 Diverse learners
S4: Instructional strategies
S5: Learning environments
S6: Communication
S7: Planning instruction
S8: Assessment
S9: Reflection and professional development
S10: Collaboration, ethics, and relationships / CF1: Embrace and apply the moral dimensions of teaching
· Practice nurturing pedagogy
· Provide access to knowledge
· Enculturate for democracy
· Ensure responsible stewardship of schools
CF2: Demonstrate academic excellence.
CF3: Model collaboration
CF4: Act with social competence
1. Write IEP present levels of educational performance and, measurable annual goals for reading. / Weekly Task Analysis / CC7S2 / S2 S8 / CF1 CF2
2. Demonstrate knowledge of core curriculum for reading and language arts / Scope and Sequence Assignment / GC4K1 CC7K2 GC9K1 / S2 S7 / CF1 CF2
3. Task analyze learning objectives for reading and language arts / Weekly Task Analysis / GC4K1 CC7K2 GC9K1 / S2 S7 / CF1 CF2
4. Plan daily lessons for reading and language arts. / Submit paper / CC7K1 CC7S2 CC7S5 CC7S10 / S7 / CF1 CF2
5. Use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to benchmark and monitor reading progress of one early elementary student. / Reading Practicum / CC7S4 CC8K1 CC8K4 GC8K1 GC8K4 CC8S2 CC8S5 / S7 S8 / CF1 CF2
6. Choose reading materials to match student instructional reading levels. / Reading Practicum / GC4K1 CC7K2 GC9K1 / S2 S7 / CF1 CF2
7. Demonstrate the teaching of the 5 areas of the national reading panel / Reading Mastery Lesson / GC4S4 GC4S11 GC4S12 GC6S2 / S4 / CF1 CF2
8. Demonstrate the teaching of writing. / Writing Lesson Plans / GC4S4 GC4S11 GC4S12 / S4 / CF1 CF2
9. Demonstrate the use of progress monitoring data to make instructional decisions. / Reading Practicum / CC7S4 CC8S8 CC8S10 / S4 / CF1 CF2
CPSE 430 Assignments and Instructions
Reading Portfolio
Phonemic Awareness Scope and Sequence
Work in groups to assign grade levels to scope and sequence that is provided for phonemic awareness
Phonemic Awareness Weekly Task Analysis and Lesson Plan
· Choose one skill from the Phonemic Awareness Scope and Sequence
· Write a PLAAFP based on data (if appropriate)
· Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
· Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
· Choose one lesson objective to develop into a direct instruction lesson plan
· Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
Phonics Scope and Sequence
Work in groups to assign grade levels to scope and sequence that is provided for phonics
Phonics Weekly Task Analysis and Lesson Plan
· Choose one skill from the Phonemic Awareness Scope and Sequence
· Write a PLAAFP based on data (if appropriate)
· Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
· Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
· Choose one lesson objective to develop into a direct instruction lesson plan
· Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
Vocabulary Scope and Sequence
Work in groups to identify skills needed at grade levels using scope and sequence that is provided for vocabulary
Fluency Scope and Sequence
Work in groups to identify skills needed at grade levels using scope and sequence that is provided for fluency
Comprehension Weekly Task Analysis and Lesson Plan
· Choose one skill from the Phonemic Awareness Scope and Sequence
· Write a PLAAFP based on data (if appropriate)
· Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
· Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
· Choose one lesson objective to develop into a direct instruction lesson plan
· Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
Reading Mastery Lesson
· Choose a lesson from Reading Mastery
· Prepare to teach lesson
· Teach lesson in class to a group of 3 students
· Turn in 3 fidelity rating scales on members of group
· Turn in lesson reflection
Written Language Weekly Task Analysis and Lesson Plan
· Choose one skill from the Phonemic Awareness Scope and Sequence
· Write a PLAAFP based on data (if appropriate)
· Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
· Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
· Choose one lesson objective to develop into a direct instruction lesson plan
· Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
SRSD Writing Strategy Lesson Plan
· Choose a writing strategy from list
· Develop SRSD Lesson Plan using template provided on blackboard
Reading Practicum
Date Due / Assignment / Instructions / Completed1/21 / DIBELS Benchmark One
(one per Teacher Candidate) / Choose a student in your practicum setting to test using DIBELS Benchmark 1.
Download materials online for Kindergarten and First Grade.
Test Student in the following tests
K-ISF
1st- LNF, NWF,PSF, ORF
SUBMIT IN CLASS
2/4 / Literature Review
(one per group) / Follow instructions listed on assignment on blackboard
SUBMIT IN CLASS
2/6, 2/20, 3/6 / Teaching Schedule
(one per group or one per teacher candidate) / Email teaching schedule every two weeks starting on 2/6. If you are implementing the intervention in a group you will send one per group. If you are implementing the intervention individually you will send one per teacher candidate. Follow the template on blackboard.
SUBMIT BY EMAIL
2/6, 2/20, 3/6, 3/20 / Weekly Review Meeting Log
(One per group) / Email weekly review meeting log every two weeks starting on 2/6. Your group should plan to meet once a week to review data and plan for the following week. Follow the template on blackboard.
SUBMIT BY EMAIL
3/25 / DIBELS Benchmark Two
(one per teacher candidate) / Test Student in the following tests using DIBELS Benchmark 2
K-ISF, LNF, NWF,PSF
1st-ORF
SUBMIT IN CLASS
3/27 / Intervention Assessment
(one per group) / Email to Heidi by 3/27. Follow template on blackboard.
SUBMIT BY EMAIL
4/8 / Poster Presentation
(one per group) / Group members work together to prepare poster. Follow instructions listed on assignment on blackboard.
SUBMIT IN CLASS
CPSE 430 Assignments
Reading Portfolio
Please keep each graded assignment in an organized binder. Your binder will be due on the last day of class.
Assignment / Points / CompletedPhonological and Phonemic Awareness Scope and Sequence / 5
Phonological and Phonemic Awareness Weekly Task Analysis / 10
Phonological and Phonemic Awareness Lesson Plan / 10
Phonics and Decoding Scope and Sequence / 5
Phonics and Decoding Weekly Task Analysis / 10
Phonics and Decoding Lesson Plan / 10
Vocabulary Scope and Sequence / 5
Fluency Scope and Sequence / 5
Comprehension Scope and Sequence / 5
Comprehension Weekly Task Analysis / 10
Comprehension Lesson Plan / 10
Reading Mastery Lesson / 10
Writing Scope and Sequence / 5
Writing Weekly Task Analysis / 10
Writing Lesson Plan / 10
SRSD Writing Strategy Lesson Plan / 10
Final Submission- / 10
Total / 140
Reading Practicum
Assignment / Points / CompletedDIBELS Benchmark One / 10
Literature Review (Group Assignment) / 10
Teaching Schedule (Group or Individual Assignment) 3@5 points / 15
Weekly Review Meeting Log (Group Assignment) 4@5 points / 20
Peer Teaching Evaluation / 10
DIBELS Benchmark Two / 10
Intervention Assignment (Group Assignment) / 10
Poster Presentation / 25
Total / 110
Final (Will be calculated from assignments listed above)
Reading Portfolio Final Submission / 10Poster Presentation / 25
Point deductions: Late assignments 10% each class day
Unexcused absence 2 points
Grading: A 95-100 % B 84-87 C 74-77 D 64-67
A- 91-94 B- 81-83 C- 71-73 D- 61-63 B+ 88-90 C+ 78-80 D+ 68-70 E < 61
COURSE SCHEDULE
Date / Class Lecture / Class Assignments / Practicum Assignments1/7 / Intro to Course
DIBELS Training / DIBELS Testing Benchmark One in practicum setting
1/14 / Greg Benner
RTI
Characteristics of Learners
Diagnostics
BAM
1/21 / Supplemental Instruction
Phonological Awareness and Phonemic Awareness
Teacher Directed-DI Lessons
Peer Mediated-KPALS
Progress Monitoring -DIBELS ISF, PSF / Complete IRIS Module PALS-A reading strategy for grades K-1
Read KPALS / Due in class today
-DIBELS Testing Benchmark One
1/28 / Supplemental Instruction
Phonics and Decoding
Teacher Directed-DI Lessons
Peer Mediated-First Grade PALS
Progress Monitoring- DIBELS LNF, NWF, ORF / Read First Grade PALS
Phonemic Awareness Weekly Task Analysis and Lesson Plan Due
2/4 / Supplemental Instruction
Vocabulary and Fluency
Teacher Directed-DI Lessons
Peer Mediated- Class Wide Peer Tutoring
Progress Monitoring-Vocabulary CBA
Timed Reading / Phonics Weekly Task Analysis and Lesson Plan Due / Due in class today
- Lit Review
Submit by email by Friday
-Teaching Schedule
-Weekly Review Meeting Log
2/11 / Supplemental Instruction
Comprehension
Teacher Directed-DI Lessons
Peer Mediated-PALS Older Students
Progress Monitoring- MAZE / Complete one IRIS Module PALS-A reading strategy for grades 2-6 or PALS a reading strategy for high school / Start Intervention in practicum setting
2/18 / Supplemental Instruction
Spelling and Penmanship
Teacher Directed-Strategy Instruction, DI Lessons
Peer Mediated –Class Wide Peer Tutoring / Comprehension Weekly Task analysis and Lesson plan due / Continue Intervention in practicum setting
Submit by email by Friday
-Teaching Schedule
-Weekly Review Meeting Log
2/25 / Greg Benner
Current Research in Reading
Now that I know what I need to teach, how do I choose a program to use? / Continue Intervention in practicum setting
3/4 / Reading Mastery / Continue Intervention in practicum setting
Submit by email by Friday
-Teaching Schedule
-Weekly Review Meeting Log
3/11 / Teach
Reading Mastery Lessons in class / Reading Mastery Lesson Assignment Due at end of class / Continue Intervention in practicum setting
3/18 / Written Language
K-6
Teacher Directed-DI Lessons
Progress Monitoring-Daily Data Collection / Continue Intervention in practicum setting
DIBELS Testing Benchmark Two in practicum setting
Submit by email by Friday
-Weekly Review Meeting Log
3/25 / Written Language
SRSD Writing Strategies / Written Language Weekly Task Analysis and Lesson Plan Due / Due in class today
-DIBELS Testing
Benchmark Two
4/1 / Greg Benner
What do I do with non responders?
Intensive Interventions / SRSD Writing Strategy Lesson Plan Due
4/8 / Poster Presentations / Due in class today
-Posters
-Presentations
Methodologies: Multimedia presentations, interactive demonstrations, small group collaborative activities, mastery presentations.
Course expectations
· Adhere to the Honor Code and dress and grooming standards