SPED 321
Reading and Language Arts for Students with Exceptional Needs
Fall, 2011
Ruth Lyn Meese, PhD
Office: Hull Rm. 235
Phone: 434-395-2340 (O)
Office Hours: TR 11:00-1:00 or by Appt.
434-983-3865 (H)
Class: TR 9:30-10:45 Hull 245
meeserl@longwood.edu
(Please log onto Blackboard for notes, links and syllabus at http://blackboard.longwood.edu).
Course Description
Research-based strategies for teaching reading and language arts to special education students
in the general curriculum. Emphasis on teacher-directed instruction and direct instructional
teaching models. Must be taken concurrently with SPED 323 and SPED 325. (3 credits)
Textbooks (These textbooks will also be used for SPED 323.)
1. Gunning, T.G. (2010). Creating literacy instruction for all students (7th ed.). Boston, MA:
Allyn and Bacon. (“G” book)
2. Fox, B. (2011). Word identification strategies: Building phonics into a classroom reading
program (5th ed.). Upper Saddle River, NJ: Pearson. (“F” Book)
Course Objectives
This course is an introductory class designed to help the special educator reflect on evidencebased instructional practices that help students achieve reading and language arts success in the
special education/inclusion classroom. The teacher will develop instructional competency through
lectures, videos, discussions, small group activities, and projects. Upon completion of the course,
reflective teacher leaders will develop the knowledge, skills, and dispositions listed below.
Knowledge:
1. Recognize evidence-based instructional methods for teaching reading and literacy skills
in the general/special education classroom as well as for fostering appreciation of a
variety of literature and encouraging independent reading. (TC # 1 & 4; CEC 1 & 4)
2. Discuss major theories of reading and the research supporting/refuting each of these.
(TC # 1 & 4; CEC 1 & 4)
3. Recognize the complex nature of language and reading including phonemic awareness,
an understanding of sound/symbol relationships, explicit phonics instruction, syllables,
phonemes, morphemes, decoding skills, word attack skills, and a knowledge of how
phonics, syntax and semantics interact (TC # 1 & 4, CEC 1 & 4).
4. Discuss alternative ways to teach reading including curriculum adaptation and
curriculum modifications (TC #1 & 4, CEC 1 & 4).
5. Recognize procedures to develop, provide, and evaluate reading instruction consistent
with students’ individual needs (TC #1 & 4, CEC 1 & 4).
Skills:
6.
7.
8.
9.
10.
11.
12.
13.
Write lesson-plan objectives using a condition, measurable student behavior, and
appropriate criterion for evaluating outcomes for Reading/Language Arts. (TC #1 & 2;
CEC 7 & 8)
Write lesson plans aligned with the scope and sequence of the Virginia SOLs for
English (Reading) in grades K-12 and which foster the capacity of students to meet high
academic expectations (TC # 1 & 2, CEC 7 & 8).
Demonstrate explicit, systematic and direct instructional planning and teaching
procedures for Reading and Language Arts. (TC #1 & 2; CEC 4 & 7 )
Develop skill to teach phonemic awareness, phonics, vocabulary, fluency and
comprehension instruction for students in the special education general curriculum or to
remediate deficits in these areas. (TC # 1, 2 & 4; CEC 1, 4 & 7)
Develop skill in handwriting, spelling, and written expression instruction for students in
the special education general curriculum. (TC # 1, 2, & 4; CEC 1, 4 & 7)
Show skill in selecting, modifying, or adapting instructional materials, instructional
procedures, curriculum and technology in reading and the language arts to meet the
needs of students in the special education general curriculum. (TC # 1 & 2; CEC 3)
Show skill in collaboratively developing and evaluating instructional plans in reading
and language arts consistent with students’ individual needs. (TC # 1 & 2, CEC 3)
Demonstrate competence in implementing and monitoring the IEP specified
accommodations in reading within the general education classroom (TC # 1 & 2, CEC
3).
Dispositions:
14. Establish a philosophy of the educational goals, objectives, and evidence-based
instructional practices appropriate for students in the special education general
curriculum in reading and language arts. (TC #7; CEC 1 & 9)
Class Schedule
Date Topic
Assignment
Please note: This class is tied to SPED 323; therefore, class activities, lectures, texts, tests,
and assignments overlap! This is also a tentative schedule!
8-23 Introduction; No Child Left Behind/IDEIA; Historical
& Contemporary Instructional Models
8-25 Developmental Reading/LA; Guiding Principles;
Informal Reading Assessment
8-30 Informal Reading Assessment
9-1 Informal Reading Assessment
G2&3
9-6 The Big Ideas; Stages of Reading Development;
Put Reading First
Emergent Literacy
F1
9-8 Emergent Literacy and Phonological/Phonemic
Awareness
F2&3
9-13 Phonological and Phonemic Awareness Instruction
2 Lesson Plan Drafts Due
9-15 Phonological and Phonemic Awareness Instruction
G4
9-20 Phonics Instruction
2 Final Lesson Plans Due
9-22 Phonics Instruction
G5
9-27
9-29
10-4
10-6
10-11
10-13
10-18
10-20
10-25
10-27
11-1
11-3
11-8
11-10
11-15
11-17
11-22
11-24
11-29
12-1
12- 5
Phonics Instruction
Test 1
Evidence-based Phonics Practices/Materials
Evidence-based Phonics Practices/Materials
Fall Break—NO CLASS!
Vocabulary Instruction (From phonemes to
Morphemes) It’s Semantics!
Vocabulary Instruction
Vocabulary Instruction: Word Meanings
Vocabulary and Fluency Instruction
Comprehension Instruction
Comprehension Instruction
Comprehension Instruction
Common Problems; Theories of Reading
Reading Research and Basal Readers
Handwriting Instruction
Handwriting Instruction; Spelling
Spelling Instruction
Thanksgiving Holiday—University Closed
Written Expression
Written Expression & Exam Review
EXAM 11:30-2:00
F4&5
Test 1
F6
2 Lesson Plan Adaptations Due
G6
G7&8
G 9 & 10
G 1 & 11
Online or Take Home Quiz
Meese 12 (library reserve)
G 12 & 13
EXAM
Course Requirements
1. Students are expected to attend all class sessions and complete all reading assignments by the
date due. There will be one Test, one online (or take-home) quiz and one cumulative Exam
covering material from assigned readings and from class sessions. The Test and Cumulative
Exam are worth 25 points each and the quiz will be worth 15 points. Note: Tests and Exams
in SPED 321 will reflect learning in SPED 323 as well as SPED 321.
2. Two Written Direct Instructional Lesson Plans (See Notes for SPED 323)
Each student will prepare 2 written lesson plans (one for Language Arts--Handwriting/Grammar/
Spelling and one for Reading) for a group of children at a chosen grade level. Students may
choose lesson plan topics from the following list:
One Reading
and
One Language Arts
Sound of one consonant digraph (sh, ch, etc.) End punctuation (period ! ?)
Hard or soft sound of /c/
Writing possessive form of first names
Hard or soft sound of /g/
Using "e" spelling rule
Sound of one vowel digraph (oa, ay, ai, etc.) Using "y" spelling rule
Writing one manuscript or cursive letter
Students will follow the format below (practiced in SPED 323) for the 2 Written Special
Education Lesson Plans:
Your Name:
SOL and grade level of children (Note: The S0L may be from a different level than the child’s
actual grade level):
Materials and Preparation for the Lesson:
Objective: (Write one objective and teach to it—Include conditions, behavior, criterion).
3 points)
Opening: What will you say or do to establish interest in the topic and relate the forthcoming
new information to what is known by the students (e.g., state purpose of
lesson/usefulness to student; establish relevance for student)? (2 points)
Demonstration/Modeling: What will you say to present the new skill or concept clearly? What
examples of the skill or concept will you use in your demonstration to highlight key
features of the task? What materials will you use in your demonstration? (5 points)
Guided Practice: What tasks will you have the students complete under your direction to
practice the new skill or concept?(Be sure these tasks are similar to your
demonstration examples!)
What questions will you use to structure guided practice, to scaffold, check student
understanding, keep students actively engaged in the learning task, and focus student
attention on key features of the task? (Give the specific sequence of questions.)
What prompts will you use to ensure successful student responding?
(5 points)
Closing: Restate or summarize the relationship of this new skill or concept to what is known and
point out the usefulness of the information in the students' daily lives. Give direction
for what students are to do next. Move to independent practice or enrichment.
(2 points)
Evaluation: How do you plan ultimately to evaluate student achievement on this objective? (Be
sure the evaluation task or activity you plan to use truly matches your instructional
objective!) (3 points)
**Script out everything you plan to say or do. Leave nothing to chance!
**First drafts of both lesson plans are due on 9-13. The instructor will give feedback and
return lesson plans. Final typed lesson plans are due back on 9-20. Lesson plans are worth 20
points each. DO YOUR BEST WORK ON THIS PROJECT! LESSON PLANS WILL BE
INCLUDED IN THE SPED PROGRAM ASSESSMENT. PLANS WILL NOT BE
ACCEPTED UNLESS THEY ARE COMPLETED CORRECTLY.
3. Lesson Plan Adaptations Project
Enter the course documents or the WWW from the external links on Blackboard for this class.
Locate one lesson plan at a chosen grade level for a reading skill (e.g., a specific
phonemic awareness or phonics skill ). Print out a copy of the lesson plan.
In addition, locate one lesson plan from the teacher's manual of a basal reading series at the
same chosen grade level. You may wish to use the basal reading material in your grade level
at the Partnership School. Make a copy of this lesson plan. (You should have a total of
two lesson plans for reading/language arts at the same grade level.)
Examine the 2 lesson plans for areas that might be problematic for students in the special
education general curriculum.
Submit the copy of each original lesson plan, and attach to that a typed, double-spaced,
summary of the lesson and a description of adaptations to be made to the lesson to enable
students in special education to be successful. Each summary/description should be about
two pages in length. For each lesson, do the following in your summary/description:
a.) Summarize the lesson.
b.) State specific part(s) of the lesson that may be problematic for students in special
education.
c.) Give specific suggestions regarding how a teacher could adapt the lesson for students in
special education programs. (Be specific and thorough in your suggested adaptations
by giving concrete examples of problem areas and possible adaptations.)
Lesson Plan Adaptations will be graded according to the following criteria: On time=2 points;
Free from Errors=2 points; Specific problems identified=2 points; Specific Suggestions for
Adapting the Lesson to Address Identified Problems = 4 points. Lesson Plan Adaptations are
due on 10-20 and are worth 10 points each for a total of 20 points toward the final grade.
Grading Summary (On a 6-point scale: 95-100% = "A", etc.)
Assignment
Date
Points
2 Draft Lesson Plans
9-13
0 (For feedback from instructor)
Final Lesson Plan 1
9-20
20
Final Lesson Plan 2
9-20
20
Test 1
9-29
25
Lesson Plan Adaptations
10-20
20
Online or Take-home Quiz
11-10
15
Cumulative Exam
12-5
25
Total Points
125
Attendance Policy
Students are expected to attend all class sessions. If you must be absent for legitimate purposes
(i.e., death in the family, a college-sponsored activity, or a recognizable illness or emergency),
notify the instructor before the class session in question whenever possible. A grade of "F" will be
assigned if you miss more than 25% of the class sessions for any combination of excused and
unexcused absences. If you miss more than 10% of the class sessions for unexcused absences, the
instructor may lower your grade by one letter.
Honor Code
Students are expected to abide by the Longwood University Honor Policy. All assignments and
tests must be pledged.
Disability Policy
Students requiring modifications may submit a plan from the Longwood University Disability
Resources Center. The instructor will provide necessary accommodations to assist students with
documented disabilities.
Cell Phones
Please turn off your cell phone and place it into a backpack or out of sight during all class
sessions.
Some Suggested Readings
Alber-Morgan, S.R., Ramp, E.M., Anderson, L.L., & Martin, C.M. (2007). Effects of repeated
readings, error correction, and performance feedback on the fluency and comprehension of
middle school students with behavior problems. The Journal of Special Education, 41 (1),
17-30.
Barton-Arwood, S.M., Wehby, J.H., & Falk, K.B. (2006). Reading instruction for elementary-age
students with emotional and behavioral disorders: Academic and behavioral outcomes.
Exceptional Children, 72 (1), 7-27.
Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2008). Words their way (4thd ed.). Upper
Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Berkeley, S. & Lindstrom, J.H. (2011). Technology for the struggling reader: Free and easily
accessible resources. Teaching Exceptional Children, 43 (4), 48-55.
Callins, T. (2006). Culturally responsive literacy instruction. Teaching Exceptional Children,
39(2), 62-65.
Carnine, D.W., Silbert, J., Kame’enui, E.J., Tarver, S.G., & Jungjohann, K. (2006). Teaching
struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ:
Pearson/Merrill/Prentice-Hall.
Chard, D.J. & Kameenui, E.J. (2000). Struggling first-grade readers: The frequency and progress
of their reading. The Journal of Special Education, 34(1), 28-38.
Ebbers, S.M., & Denton, C.A. (2008). A root awakening: Vocabulary instruction for older
students with reading difficulties. Learning Disabilities Research & Practice, 23 (2), 90102.
Espin, C.A., De La Paz, S., Scierka, B.J., & Roelofs, L. (2005). The relationship between
curriculum-based measures in written expression and quality and completeness of
expository writing for middle school students. The Journal of Special Education, 38,
208-217.
Fink-Chorzempa, B., Graham, S., & Harris, K.R. (2005). What can I do to help young child who
struggle with writing? Teaching Exceptional Children, 37 (5), 64-66.
Faggella-Luby, M.N., & Deshler, D.D. (2008). Reading comprehension in adolescents with LD:
What we know; What we need to learn. Learning Disabilities Research & Practice, 23 (2),
70-78.
Foorman, B.R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction
promote reading success in all children. Learning Disabilities Research & Practice, 16 (4),
203-212.
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition,
fluency, and reading comprehension in young children. The Journal of Special Education,
39 (1), 34-44.
Garcia, T. (2007). Facilitating the reading process: A combination approach. Teaching
Exceptional Children, 39(3), 12-17.
Graham, S., & Harris, K.R. (2006). Preventing writing difficulties: Providing additional
handwriting and spelling instruction to at-risk children in first grade. Teaching Exceptional
Children, 38 (5). 64-66.
Graham, S., & Harris, K.R. (2005). Improving the writing performance of young struggling
writers: Theoretical and programmatic research from the Center on Accelerating student
learning. The Journal of Special Education, 39 (1), 19-33.
Isaacson, S., & Gleason, M.M. (1997). Mechanical obstacles to writing: What can teachers do to
help students with learning problems? Learning Disabilities Research & Practice, 12,
188-194.
Jitendra, A.K., Edwards, L.L., Gabriell, S., & Jacobson, L.A. (2004). What research says about
vocabulary instruction for students with learning disabilities. Exceptional Children, 70 (3),
299-322.
Jones, C.J. (2001). Teacher-friendly curriculum-based assessment in spelling. Teaching
Exceptional Children, 34 (2), 32-38.
Knight-McKenna, M. (2008). Syllable types: A strategy for reading multisyllabic words.
Teaching Exceptional Children, 40 (3), 18-24.
Mason, L.H., & Graham, S. (2008). Writing instruction for adolescents with learning disabilities:
Programs of intervention research. Learning Disabilities Research & Practice, 23 (2),
103-112.
Meese, R.L. (2001). Teaching learners with mild disabilities: Integrating research and practice
(2nd ed.). Belmont, CA: Wadsworth.
Narkon, D.E., Wells, J.C., & Segal, L.S. (2011). E-word wall: An interactive vocabulary
instruction tool for students with learning disabilities and autism spectrum disorders.
Teaching Exceptional Children, 43 (4), 38-45.
Patel, P., & Laud, L. (2007). Integrating a story writing strategy into a resource curriculum.
Teaching Exceptional Children, 39(4), 34-41.
Reed, D.K. (2008). A synthesis of morphology interventions and effects on reading outcomes for
students in grades K-12. Learnng Disabilities Research & Practice, 23 (1), 36-49.
Ritchey, K.D. (2006). Learning to write: Progress-monitoring tools for beginning and at-risk
Writers. Teaching Exceptional Children. 39(2), 22-26.
Roberts, G., Torgesen, J.K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies
for reading instruction of older students with learning disabilities. Learning Disabilities
Research & Practice, 23 (2), 63-69
Shanker, J.L., & Cockrum, W.A. (2009). Locating and correcting reading difficulties (9th
ed.). Boston, MA: Allyn & Bacon/Pearson.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young
children. Washington, D.C.: National Academy Press.
Special Section on Research in Reading (2005). {Various articles and authors}, Phi Delta Kappan,
86, 438-468.
Stahl, S.A., Duffy-Hester, A.M., & Stahl, K.A.D. (1998). Everything you wanted to know about
phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.
Whitaker, S.K., Harvey, M., Hassell, L.J., Linder, T., & Tutterrow, D. (2006). The FISH Strategy:
Moving from sight words to decoding. Teaching Exceptional Children, 38 (5), 14-18.
Williams, J. (2005). At-risk second graders can improve their comprehension of compare/contrast
text. Teaching Exceptional Children, 37 (3), 58-61.
Williams, J.P. (2005). Instruction in reading comprehension for primary-grade students: A focus
on text structure. The Journal of Special Education, 39 (1), 6-18.
Daily Lesson Plan for Special Education
Name_________________________________ Teacher_______________________________
Date __________________________________ Standard of Learning____________________
Age/Grade Level ________________________
IEP Goal(s)/Objectives (If appropriate):
Specific Lesson Objective(s):
Materials and Advance Preparation for Lesson:
Opening:
Demonstration/Modeling:
Guided Practice:
Closing (Transition, Independent Practice, Enrichment):
Evaluation of Your Student’s Performance (How will you evaluate?):
_______________________________________________________________________________
Self-Reflection on Child’s Performance and Your Instruction:
How did child do? (Record and graph data)
How did you do? (What went well and how do you know? What would you change? How and
why?)
Direct Instruction Planning Process: Writing Prompt
Target the specific SOL and IEP goal/objective for the child and write the lesson objective(s)
(Lesson plan objectives will break the IEP goals/short term objectives into smaller steps.)
Plan your opening--State purpose; give reason/motivation to learn; Show relevance/usefulness
Demonstration/Modeling--Construct 5-6+ examples (check for clarity and consistency)
Construct clear language to focus on key parts of the task, to provide an
effective language model, and to match child’s language proficiency and
cultural and linguistic background and experiences
Guided Practice--Construct 7-10+ examples (check for clarity and consistency)
Construct sequence of questions to lead students to correct answers
as a scaffold (Questions are derived from the demonstration language)
Use clear and appropriate vocabulary and language
Plan your closing—Review/Summarize and give specific directions for transition to new activity;
Give directions for independent practice or enrichment
Evaluation--Must match your objective
SPED 321/323 Lesson Plan Rubric
Category
CEC
Unit/C
F
Objective
7
2a
Indicator Not
Demonstrated
No objective given (0);
Behavior is not measurable;
Outcomes not clearly stated
and not aligned with
Standards of Learning(1)
Indicator Demonstrated
Exemplary
Total
2 of 3 parts of objective
clearly written; Contains all 3
parts but lacks clarity; More
than one measurable student
behavior; Outcomes reflect
key concepts but not aligned
with Standards of Learning(2)
Uses all 3 parts of objective:
Clear condition; One
measurable student
behavior; Clear and sensible
criterion; Outcomes reflect
key concepts and are
aligned with Standards of
Learning(3)
3 useful procedures: States
purpose/objective, Relates
new information to old,
Establishes relevance /
usefulness; Most instruction
clearly based on student
data (2)
5-6+ examples clearly
emphasizing key features of
task; Language is clear,
consistent, and repetitive;
Provides an effective
language model; Uses
effective communication
strategies to facilitate
understanding of subject
matter; All examples related
to objective or key features
of tasks with no
contradictory examples;
Consistently and accurately
communicates concepts and
knowledge and usually uses
clear and appropriate
vocabulary matched to
student’s language
3
Opening
4&7
2b
No opening given; Little to
no instruction based on
student data(0)
Uses 2 of 3 procedures:
States purpose/ objective or
relates new information to old
or establishes relevance/
usefulness; Some instruction
based on student data (1)
Demonstration
or
Modeling
4, 6
&7
4a
6b
6e
Fewer than 3 examples;
Language not clear; Rarely
provides an effective
language model; Rarely
uses effective
communication strategies to
facilitate understanding of
subject matter; Examples
unrelated to objective or key
features of task; Uses
contradictory examples;
Inaccurately communicates
concepts and knowledge
and uses vocabulary
inappropriate for student’s
language proficiency or
cultural and linguistic
differences; Rarely uses
effective lesson design or
3-4 examples; Some examples
clearly emphasize key features
of task; Some inconsistent/
unclear language; Sometimes
provides an effective language
model; Sometimes uses
effective communication
strategies to facilitate
understanding of subject
matter; Many examples related
to objective or key features of
task with no contradictory
examples; Accurately
communicates concepts and
knowledge but uses
vocabulary inappropriate for
student’s language proficiency
or cultural and linguistic
differences; Sometimes uses
2
5
evidence-based instructional
strategies appropriate to
objectives (0-2)
effective lesson design or
evidence-based instructional
strategies appropriate to lesson
objectives (3-4)
Guided Practice
4, 6
&7
4d
6e
Fewer than 5 examples;
Examples unclear or
inconsistent; Examples or
tasks dissimilar to
demonstration; Instruction
not based on student needs
and does not adapt strategies
to individualize instruction;
No sequenced questions as
scaffold; Uses inaccurate
and ineffective language or
strategies to communicate
concepts and knowledge;
No repetitive practice (0-2)
5-6 examples; Some examples
unclear or inconsistent with
key features of task; Sequence
of questions lacks precision or
used inconsistently;
Instruction based on student
needs, but does not adapt
strategies to individualize
instruction ; Uses accurate and
effective language or
strategies to communicate
concepts and knowledge but
uses vocabulary inappropriate
for student; Some repetitive
practice (3-4)
Closing
(Transition,
Independent
Practice, or
Enrichment)
4&7
4e
6b
No closing given; Fails to
establish procedures for
managing transitions;
Significant loss of
instructional time; Rarely
communicates with student
in a clear and effective
manner(0)
Evaluation
7
2c
2d
No evaluation plan given;
Few assessments guide
Summarizes or reviews but
gives no/unclear direction or
gives direction but no
summary, review or
enrichment; Somewhat
efficient procedures for
managing transitions; Some
unnecessary loss of
instructional time; Sometimes
communicates with student in
a clear and effective manner
(1)
Evaluation plan varies from
objective, demonstration or
proficiency or cultural and
linguistic differences;
Usually uses effective
lesson design and evidencebased instructional
strategies appropriate to
objectives (5)
7-10+ examples; Examples
and tasks similar to
demonstration; Consistent
sequence of questions
linked to demonstration;
Instruction based on student
needs and consistently
adapts strategies to
individualize instruction;
Uses accurate and effective
language or strategies to
communicate concepts and
knowledge and uses clear
and appropriate vocabulary;
Consistent repetitive
practice provided (5)
Summarizes/reviews key
concepts and relevance/
usefulness; Gives clear
directions for independent
practice or next activity;
Efficient procedures for
managing transitions;
Minimal loss of
instructional time; Usually
communicates with student
in a clear and effective
manner(2)
Evaluation plan linked to
objective, demonstration &
5
2
3
instruction, measure
learning or are aligned with
outcomes; Aligns few
instructional strategies and
activities with outcomes (0)
guided practice; Some
assessments guide instruction,
measure learning and are
aligned with outcomes; Aligns
some instructional strategies
and activities with outcomes
(1-2)
guided practice; Most
assessments guide
instruction, measure
learning and are aligned
with outcomes; Aligns most
instructional strategies and
activities with outcomes (3)
Justification for
Variance in
Scoring:
Strengths:
Suggestions:
Rated by:
Scale:
/20
Grand Total: