Name: ______Date: ______

Interventions Office
An Introduction to Dyslexia
Participant Packet
Staff will:
Understand what dyslexia is and is not
Better understand the brain role in dyslexia
Evaluate their current practice in recognition, teaching, and supporting dyslexic students

Do Now

Directions:Take a minute and thing of some students that you have had, either already diagnosed with dyslexia or that you suspect might have had dyslexia.

-What are some of the things that you can remember about those students?

-What are some of the things that you remember about their attempts to read?

Note box:

Objectives and Agenda

Objectives / Agenda
-Understand what dyslexia is and is not
-Better understand the brain role in dyslexia
-Evaluate their current practice in recognition, teaching, and supporting dyslexic students / Do Now
What is dyslexia?
Day to day issues
Neurology
Do Now Review
What does a dyslexic look like in the classroom?
Evidence collection
What I wish teachers knew about dyslexia
Final Personal Reflection

What is dyslexia?

Directions: In your own words, discuss and then write a definition for dyslexia in the box below. Use the following questions to guide your thinking:

-Does dyslexia only effect reading?

-What reading issues do you see with dyslexia?

-What other ways would you see dyslexia in the classroom?”

Note box:

  • Work together with those at your table to come up with a definition for your group. We will take a few moments to share all definitions. We will create our own definition before we look at those from the state and national dyslexia leaders.

Day to day Issues

Directions:You will watch two videos of students, family members, and others around them dealing with a variety of problems they face. As you watch consider fill out the form below.

Problem / Individual / Family members / Others

Personal reflection

Take a moment and reflect on what you have just seen.

Takeaways

Neurology

Notes while watching video.

Think about the following questions:

How do dyslexic brains function differently?

How does this difference effect their ability to read?

Do Now Review

Reflect on the following questions:

Have your thoughts changed? Is there something you would add?

In what ways have your ideas or feelings about dyslexia changed or expanded?

What does a dyslexic look like in the classroom?

Notes for videos:

Takeaways

Evidence Collection

What evidence do I need to collect if I suspect dyslexia in a student?

What I wish teachers knew about dyslexia

Notes on video

Suggestion I could use in my classroom.

Wrapping up

Directions: Get in grade level groups and discuss the following questions and compare notes.

What might I see in a dyslexic student?

What do I want to be very careful NOT to do with a dyslexic student?

Share one big takeaway from today.

Final Personal Reflection

Directions: As an individual, complete the 3-2-1 reflection questions below and be prepared to share with your table group.

List 3 key ideas discussed today that will help you in your classroom this year.

1.
2.
3.

List 2 key ideas discussed today that might be a personal challenge for you as an individual.

1.
2.

List 1 question you still have about dyslexia.

1.

Final Thought

If you’re trying to achieve, there will be roadblocks. I’ve had them; everybody has had them. But obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.

- Michael Jordan