Problem Solving & Goal Setting:
Improving Reading Skills for the
Future
Transition Grant
Fall 2002
Stage One
Instructional Level
•
The general focus of the unit is to help the students to reach a goal, which
was written for the entire school. This goal will help the students improve their
reading skills and abilities for future use.
•
All the students are hard of hearing and range in age from 10 to 13 and are
currently in grades 5 through 7.
–
Generally, each student reads at one grade level below his or her current are.
• The students are able to identify unfamiliar words and ask for the
meaning.
• Students usually choose books which are to easy for their reading level.
– In general, when reading books that are at their reading level students are
unable to completely understand and comprehend what he/she has read when
asked.
• The students’ vocabulary level is more on grade level but it is a struggle to
comprehend the story. However, the students are able to show
comprehension when the teacher gives the class prompts or cues.
Fall 2002
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Why is reading important to my
future?
Why is it important to read various
types of genres?
What type of
genre do I prefer
to read?
Fall 2002
How often do I read
different genres during
the day?
Transition Services Preparation & Training
What can I do when I don’t
understand what I am reading?
What do I do when I am on my own
and don’t understand?
-other people?
-resources?
Unit Goals and Objectives
1. Students will be able to identify why genres are important using
multiple tasks to build an enduring level of understanding.
a. Students will explain the purpose of reading the different type of
genre/print media with prompt correctly 4 out of the 5 times.
b. Students will name which genre(s) do he/she prefers and why when asked
giving at least three strong reasons out of the five given reasons.
c. Students will do a self-evaluation: How their reading patterns:
i. are good giving firm supports to each rational given.
ii. can be improved across genres/media giving solid supporting details for each of the plans.
d. Students will develop goals (plan) to improve genre/media reading and
monitor each plan thoroughly 3 out of the 5 times used.
Fall 2002
Transition Services Preparation & Training
Unit Goals and Objectives continued
2. Student will identify a plan to follow when he/she doesn’t understand
written information and evaluation the plan .
a. Students will write a plan on what to do when he/she doesn’t understand the
written information he/she has just read.
i. Students will make and follow a plan to use 4 out of the 5 times he/she is reading
written material on their own and does not understand the information.
ii. Students will make and follow a plan to use 4 out of the 5 times he/she is reading
written material with other people and does not understanding the material.
iii. Students will make and follow a plan to use 4 out of the 5 times he/she is reading
resource and media material.
b. Students will implement the above plan and monitor across different genre at
least 4 out of the 5 times he/she is reading and doesn’t understand the
material.
c. Students will do a self-evaluation each time a plan is implemented and then
revise the plan if necessary.
Fall 2002
Transition Services Preparation & Training
Stage Two
Evaluation of Six Facets
Performance/Evidence
Criteria
ACTIVITY
Facet 1:
Explanation
Students will explain the various genres and why he/she
likes/ don’t like with at least two logical, clear reasons.
Facet 2:
Interpretatio
n
Students will compare how reading many different
genres vs. a few genres can have long-term influences
on a person.
Facet 3:
Application
Fall 2002
Students will self-monitor themselves using their own plan on
finding resources when he/she is having trouble
understanding written material.
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Students must include the each type of genre,
an example of each and then state at least two
valid reasons why they enjoy a particular genre
such as adventure or mystery through
explanation such as statements such like I enjoy
sitting on the edge of my seat in suspense
wondering what is going to happen next.
Students must describe how it affects them
giving at least 5 benefits to reading many
different genres opposed to at least 5 of the
negatives of reading only a couple different
genres.
Students will use a log recording the steps taken
to finding resources when having trouble with
understanding the written material. Students
will compare to previously written plan. Is it the
same or different? Does things need changed?
Why or why not?
Evaluation of Six Facets
Facet 4:
Perspective
Facet 5:
Empathy
Facet 6: Selfknowledge
ACTIVITY
Performance/Evidence Criteria
Students will interview a parent/teacher then
explain why their parent/teacher does or does
not like particular genres.
Student needs to identify who the interview was done
with, identify which strand of genre is liked or disliked,
give the a reason why that person feels this way about
the genre from their point of view.
Students will give a persuasive speech to a
classmate to convince him/her to read a
particular genre that the classmate doesn’t
normally enjoy acknowledging the classmate’s
feelings for that genre.
Students will do a self-evaluation on how he/she
handles unknown material.
Students will do a self-evaluation on how many
different genres he/she reads and enjoys.
Fall 2002
CONTINUED
Student must state the type of genre the which is disliked,
pick a particular book in the genre, give 2 reasons that
include the person’s feelings and enjoyments when
explaining why to try the book and give at least one
suggestion that shows the student understands why the
peer doesn’t like that sort of book.
Student will use checklist to evaluate how he/she handles
the unknown material, student must explain why he/she
does not use a part of the previously written plan and
how the student can improve.
Student will use checklist to evaluate how many genres
he/she reads, student must logical state why does or
does not enjoy a genre and how they could try to
improve.
Transition Services Preparation & Training
Stage Three
This unit addresses self-advocacy/self-determination
in a number of ways for the students in the middle school
grades fifth through seventh. The students are beginning to
learn the importance of reading in their future and focusing in
on how to find resources to clarify written materials in which
the students do not understand. Students begin to learn the
importance of reading various genres whether you enjoy the
genre or not. Since the students are hard of hearing and their
reading skills are lower than an most their peers I find it
important to teach the students strategies of how to survive
reading as an independent adult. The unit also demonstrates
problem solving.
Fall 2002
Transition Services Preparation & Training
Why is reading important to
my future?
Why is it important to read
various types of genres?
What type of
genre do I
prefer to read?
How often do I read
different genres during
the day?
-Checklist of how
many genre’s read
-Persuasive speech
to read a genre
-Interview of daily
reading
- Benefits of reading
different genres
-Explanation of
genres
- Concept Form
-Tally sheet on read
in a day
- Interview of daily
reading
- Benefits of reading
different genres
Fall 2002
-Explanation of genres
-Concept Form
Transition Services Preparation & Training
What can I do when I don’t
understand what I am reading?
What do I do when I am on my
own and don’t understand?
-other people?
-resources?
-Resource log of steps
taken
-Checklist to evaluate
handling of unknown
material
-Gibberish Lesson
-Interview of daily reading
and how you understand
Lessons Plans
•Gibberish Signs and Using Resources to Assist
Understanding
•This lesson teaches students how to problem solve if
they have troubles while they are reading.
• Will I understand what I read in the future?
•This lesson explains the various genres adults might
read.
•Teaching the Concept of a Genre
•This page gives you ideas for helping students
understand the concept of a genre.
Fall 2002
Transition Services Preparation & Training