KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
INED 7755
I. COURSE: INED 7755
Number/section:
Course Title: Interventions for Adolescents with Reading Difficulties
II. INSTRUCTORS:
Name:
Office:
Office Phone:
E-mail:
Office Hours: By appt.
III. CLASS MEETING:
Campus:
D2L: You will engage in on-line discussions with your peers on concepts related to our topics.
Therefore, you are expected to log onto D2L daily and engage in these discussions. In addition,
all materials for each session will be posted at least 24 hours in advance. You are asked to
download all materials prior to coming to class. Minimal handouts will be provided by the
faculty.
*Please note: This class is not a web or online course. Your materials will be sent directly to
you or provided during class.
IV. TEXT & MATERIALS:
Required Text:
Denton, C. A., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for
middle school students with reading difficulties: The reading teacher's sourcebook.
Baltimore: Brookes Publishing.
TBD
Required to Download to Keep on Computer or Hard Copy:
 Boardman, A.G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., Kosanovich, M. (2008).
Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC




Corporation, Center on Instruction. http://www.centeroninstruction.org/files/Practice%20BriefStruggling%20Readers1.pdf (COI PRACTICE GUIDE #1)
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for
students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC
Research Corporation, Center on Instruction.
http://www.centeroninstruction.org/files/Intensive%20Interventions%20for%20Students%20Stru
ggling%20in%20Reading%20%26%20Math.pdf (COI PRACTICE GUIDE #2)
Kosanovich, M. L., Reed, D. K., & Miller, D. H. (2010). Bringing literacy strategies into content
instruction: Professional learning for secondary-level teachers. Portsmouth, NH: RMC Research
Corporation, Center on Instruction. http://www.centeroninstruction.org/bringing-literacystrategies-into-content-instruction (COI DOCUMENT FOR ASSIGNMENT 2)
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008).
Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide
(NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional
Assistance, Institute of Education Sciences, U.S. Department of Education
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf (IES DOCUMENT)
Additional readings will be available on D2L
Assessment Web Resources:
http://www.rti4success.org/
www.studentprogress.org
www.progressmonitoring.net
http://dibels.uoregon.edu/
http://progressmonitoring.org/
http://centeroninstruction.org/files/plugin-UsingCBMRTI_powerpoint.pdf
http://www.sedl.org/reading/rad/
Additional Resources (Just fyi):
 Reed, D. K., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level:
Recommended literacy practices and remaining questions. New York: Guildford Press.
 Archer, A. L. & Hughes, C.A. (2011). Explicit instruction: Effective and efficient teaching. New
York: The Guilford Press.
 Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust
vocabulary
instruction. New York, NY: Guildford Press.
 What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/
 Professional development resources – http://www.learningport.us/
 National High School Center – www.betterhighschools.org
 National Center on RTI – www.rti4success.org
 The Meadows Center for Preventing Educational Risk – www.meadowscenter.org
 Assessments to Guide Adolescent Literacy Instruction –
http://centeroninstruction.org/files/Assessment%20Guide.pdf
 http://iris.peabody.vanderbilt.edu/about_aboutthecenter.html
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
Klingner, J.K., Vaughn. S., Boardman, A. (2007). Teaching reading comprehension to students with
learning difficulties. New York, NY: Guilford Press.
V. CATALOG DESCRIPTION:
Pre-requisites: Admission to Program
This application-focused course explores methods, intervention strategies and needs of
middle/secondary students with reading difficulties/disabilities. Topics covered include: (1)
Characteristics/manifestations of reading disabilities (2) Trends and issues in adolescent literacy
such as Response to Intervention at the middle/secondary level including assessment, (3)
Features of effective intervention instruction, (4) Explicit evidence-based comprehension,
vocabulary, advanced word study, fluency, and writing intervention strategies, and (5) Content
area literacy interventions for adolescents with reading difficulties/disabilities.
VI. PURPOSE/RATIONALE:
In this course teachers will acquire knowledge and skills regarding effective intervention and
assessment strategies used to facilitate positive outcomes for middle/secondary readers with
reading difficulties/disabilities. Specifically, they will develop an understanding of strategies for
intensifying and delivering explicit instruction in content area classrooms. After taking this
course, teachers will have an increased ability to select and implement evidence based strategies
that address the key components of reading for middle/secondary students identified with reading
difficulties/reading disabilities.
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals in
the university, the public and private schools, parents and other professional partners, the PTEU
meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
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The graduates of advanced programs at Kennesaw State University, in addition to being effective
classroom teachers, also develop expertise as effective teacher leaders who are self-directed,
value a spirit of inquiry, and facilitate learning in all students; they:
 Are committed to students and their learning.
 Know the subjects they teach and how to teach those subjects to students.
 Are responsible for managing and monitoring student learning.
 Think systematically about their practice and learn from experience.
 Are members of learning communities.
Knowledge Base. Teacher development is generally recognized as a continuum that includes
four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the teachinglearning process, the teacher education faculty at KSU believes that the concept of expertise is
central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like
Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
This course is designed for graduate candidates who are completing a program of study leading
to a reading graduate degree. The knowledge base for this course is reflected in the textual
readings, references, objectives, assignments and in-class activities. Program candidates will
have an opportunity to demonstrate pedagogical knowledge and skills related to student needs
and motivation, various family and community literacies and the process of active learning.
The Professional Learning Facilitator:
 Demonstrates the knowledge of thinking, teaching and learning processes.
 Demonstrates the knowledge of content required to facilitate learning.
 Demonstrates the knowledge of students needed to facilitate learning.
 Demonstrates the knowledge of standards and best pedagogical practices to facilitate
learning.
 Demonstrates skill in creating a facilitative learning environment.
 Demonstrates skill in creating facilitative learning experiences.
 Demonstrates professionalism.
 Has students who are successful learners.
Use of Technology. Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the Reading Endorsement preparation program, and all candidates must be able to use
technology to improve student learning and meet IRA Reading Standards. Candidates in this
course will explore and use instructional media to assist teaching. They will master productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, and use diagnostic software.
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Diversity Statement. A variety of materials and instructional strategies will be employed to
meet the needs of the different learning styles of diverse learners in class. Candidates will gain
knowledge as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of course
work is raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand
their disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners.
Course Objectives:
1. Demonstrate scientifically-based instructional skills in literacy across the content areas as
appropriate for students at-risk for or with identified disabilities.
2. Possesses broad, current and specialized knowledge of reading (e.g., foundations of the
reading/writing process, major components of reading, reading research and histories of
reading and demonstrates this knowledge to colleagues, parents and students).
3. Possesses an understanding of the role reading plays in the content areas and accurately
represents understanding through use of multiple explanations, methods, technologies
and/or strategies. (Dispositions)
4. Possesses strong pedagogical content knowledge and uses that knowledge to create
approaches to instructional challenges
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The following grid aligns course objectives with those of the unit, the Georgia Professional
Standards Commission, NCATE and IRA Professional Reading Standards:
Course
Objectives
Graduate CPI
IRA Standards
1. Demonstrate
scientificallybased
instructional
skills in literacy
across the
content areas as
appropriate for
students at-risk
for or with
identified
disabilities.
1.1 Possesses
Broad, current &
specialized
knowledge of
subject matter and
demonstrates this
knowledge to
colleagues, parents
and students.
1.1 Demonstrate
knowledge of research
that describes the
cognitive, linguistic,
motivational, and
sociocultural
foundations of reading
and writing
instruction.
2. Possesses
Broad, current
& specialized
knowledge of
subject matter
and
demonstrates
this knowledge
to colleagues,
parents and
students.
3. Possesses an
understanding of
the role reading
plays in the
content areas
and accurately
represents
understanding
through use of
multiple
explanations,
methods,
technologies
and/or
strategies.
(Dispositions)
4.Possesses
NCATE
Assessments
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Assignments 18
Quizzes
Reading
Responses
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Assignments 18
Quizzes
Reading
Responses
1.2 Demonstrate
knowledge of reading
research and histories
of reading.
1.3 Demonstate the
role of professional
judgment and practical
knowledge for
improving all
students’ reading
development and
achievement
1.3 Possesses
strong pedagogical
content knowledge
and uses that
knowledge to
create approaches
to instructional
challenges.
1.4 Actualizes the
integration of
content, pedagogy
& interdisciplinary
understanding
through instruction
that is integrated,
flexible, elaborate
and deep.
2.1 Use foundational
knowledge to design
or implement
integrated,
comprehensive, and
balanced curriculum
2.2 Use appropriate
and varied
instructional
approaches, including
those that develop
word recognition,
language
comprehension,
strategie knowledge,
and reading-writing
connections.
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strong
pedagogical
content
knowledge and
uses that
knowledge to
create
approaches to
instructional
challenges.
2.3 Use a wide range
of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development
3.2 Select, develop,
administer, and
interpret assessments,
both traditional print
and electronic, for
specific purposes.
3.3 Use assessment
information to plan
and evaluate
instruction.
3.4 Communicate
assessment results and
implications to a
variety of audiences
VIII. Course Requirements/Assignments:
Assignment 1: View and Evaluate
Students will view different videos in class that feature instruction on a particular component of
reading (i.e. comprehension or vocabulary instruction) that we study. You will learn to evaluate
the instruction based on features of effective instruction we will learn about in class and the
specific content being taught. Using an implementation quality checklist for two video
observations (TBD), you will evaluate the quality of instruction and then summarize the “glows”
(good instructional practices) and “grows” (areas where instruction could be improved).
Summaries should be typed and not exceed 2 pages double spaced 12pt. Times New Roman font.
(10pts. each)
Assignment 2: Vocabulary and Comprehension Vignettes
Students will have the opportunity to read two (one vocabulary and one comprehension)
“vignettes” from the Center on Instruction document (see Required Readings: Kosanovich et
al.). For two of the vignettes of your choice, you will respond to a set of 5 questions. (10 pts
each)
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Assignment 3: Adolescent Literacy Text Review
Students will evaluate one of the primary texts used in their course (or a colleagues’ course with
permission) as well as the content taught and quality of instructional delivery. Special attention
needs to be paid to the text complexity for the particular grade level the book is targeted.
Students may want to begin to identify which class they plan to use for this assignment in
advance. (20 pts.)
This assignment will be to obtain and evaluate the text typically used in the class or another
chosen class using a checklist that will be provided. Students will evaluate the text to determine
if it incorporates research based reading components and strategies for struggling readers. After
using the checklist, the student will summarize “glows” and grows” to indicate strengths of the
text and areas where we would expect to see that the teacher has supplemented the text and any
guidance provided by the text. Summaries should be typed and not exceed 4 pages double
spaced 12pt. Times New Roman Font. (5pts for completing the checklist and 5pts for a summary
of “glows” and “grows”).
Assignment 4/5: Strategy Lesson Plan and Demo
In pairs, students will develop a lesson plan and all accompanying materials for one of four key
comprehension strategies that we will learn in class: Preview, Get the Gist, Click and Clunk, and
Wrap up: Generating Questions. The content area unit topic and anchor expository text material
from which the lesson plan will be developed will be chosen by each pair in advance. Common
Core literacy standards must be addressed with special attention to language complexity and
language development. The lesson plan will include key lesson components that make instruction
more effective for adolescent readers with reading difficulties/disabilities: 1) Daily review, 2)
State the objectives/purpose, 3) Explicit modeling and teaching, 4) Guided practice, 5)
Independent practice, 6) Teaching for generalization, 7) Monitoring student learning, 8) Periodic
review (multiple opportunities for practice). Lesson plan examples will be given in class and can
be found in the Denton et al. text. You will also incorporate appropriate assistive
technology/technology strategies investigated in class. A rubric will be provided. Due on the day
of each pair’s Strategy Demo. (50 pts.) Using the lesson plan and materials developed for
Assignment 4, students (in pairs) will demonstrate lesson components 1-4 to our class for
approximately 25-30 minutes. With your partner, you will demonstrate the literacy strategy
(from the above described lesson plan) to the class. Your demonstration should actively involve
the class in some way, as though we are the students in your course. Assume that no one is
familiar with your strategy and must be taught how and why to use it for the first time. You must
prepare a handout for your strategy demonstration and provide any necessary materials for
participants to be actively engaged. A rubric will be provided. Each class member and the
instructor will fill out the rubric and feedback forms (which will be factored into each student’s
participation grade) for each class member, but only the instructor’s grade will count as your
final grade. (40 pts.)
Assignment 6: Strategy Lesson Demo Reflection
After completing Assignment 5, each student will complete a strategy demonstration reflection
based on the features of effective instruction we will learn in class. (10 pts.)
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Assignment 7: Unit Materials/Plan
Throughout the semester we will learn strategies that can be used in content area classes and/or
supplemental interventions for adolescent readers with reading difficulties/disabilities. In pairs,
students will develop all accompanying materials that would go with a “mini unit” that
incorporates these before, during, and after reading strategies as well as vocabulary, and word
study/fluency where appropriate. The same pairs who work together for Assignment 4 and 5 will
work on this assignment and some materials will be able to be used for all assignments. Students
will use an approved content area topic and text to develop the unit materials as well as other
materials we will review in class. A more extensive explanation of this assignment will be
reviewed in class. The unit materials will be turned in three different times throughout the
semester. (50 pts).
Assignment 8: Case Study: Analysis and Intervention Plan
Students will complete a case study that focuses on analyzing the needs of an adolescent reader
with reading difficulties/disabilities and making instructional decisions by selecting appropriate
instructional and PM strategies to create an appropriate intervention lesson plan. You will receive
a fictional description of a student that includes assessment outcomes. Throughout the semester
you will learn ways to select appropriate PM, intensify your instruction by implementing the
elements of effective instruction, and explicit strategies (e.g., word study, comprehension,
vocabulary, fluency to promote positive outcomes for struggling adolescent readers). A rubric
will be provided. You will share your plan with a small group for discussion and feedback.
Specific guidelines will be passed out in class. (40 pts)
Quizzes
Students will take 3 quizzes throughout the semester. Quiz 1 will focus on trends and issues in
adolescent literacy, RTI, as well the core components of reading. Quiz 2 will focus on
intensifying instruction and vocabulary. Quiz 3 will focus on advanced word study, fluency, and
writing. Quizzes will vary in format between multiple choice and short answer. (10 pts. each)
Responses to Readings
Students will be assigned and asked to write brief written responses (bolded on the assignment
calendar) related to four of the course readings. These responses should be typed in 12pt. Times
New Roman font and double spaced. They will be used as a platform for class topics and
discussion. For each article: (a) Provide a summary (no longer than a paragraph) of the overall
main idea, (b) Describe three things you learned or thought were important and that you could
potentially relate to your current or future teaching (list or write a few sentences for each) and
provide a page number to connect your thought back to the text, and (c) provide three questions
for discussion. (5 pts. each).
IRIS Online Modules (2 modules, 10 points each)
View 2 modules (1) Secondary Reading Instruction, and (2) CSR: A Reading Comprehension
Strategy and complete the assessment questions for each. To access IRIS modules, go to
http://iris.peabody.vanderbilt.edu/resources.html and scroll down to the topic Learning Strategies
for the Secondary Reading Instruction module and Reading, Literacy, and English Language Arts
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for the CSR module. Click on the title of the module, then click on “Challenge” to begin the
module. You will complete an advanced organizer for each module.
Participation/Attendance
This is an interactive class. Participation in this course should strengthen your abilities to
collaborate with your peers and become a contributing member of a dynamic learning
community. Therefore, it is absolutely essential that cell phones, laptops, and any other form of
electronic devices not be used during class. Your attendance and participation in class are
essential. Collaboration with your peers outside of class is strongly encouraged. All students are
expected to read the assigned material before each class period. It is recognized that there are
legitimate reasons for being absent; however, it is the responsibility of the student to discuss the
reason for any absence with the instructor. Except in extreme emergency, students should
contact the instructor prior to an anticipated absence.
Approximately half way through the course, you will be asked to evaluate yourself using the
rubric posted at the end of the syllabus. I will then provide my evaluation and you will receive an
average mid-point participation score (20pts). We will repeat the process at the end of the course
for another average participation score (20pts).
There will be a sign-up sheet provided during the first day of class so we can arrange a one-one
meeting. This will be a time for me to get a better idea about your teaching background,
experiences and your goals so that I can tailor instruction to meet students’ needs. You should
also bring your knowledge survey to this (5pts. total)
Finally, you will have a chance to rate your partner regarding his/her contributions on
Assignment 4, 5, and 7 which will make up the last 5 points of your participation grade. (5pts)
IX. Evaluation and Grading:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
Late Work: I will accept late work, but it is your responsibility to discuss late work with
me prior to the due date. Points will be deducted from late work (10% per day that is
tardy).
Standards for Submission of Assignments
 Make certain that your name is on everything submitted, particularly those on D2L.
 Along with your name, please include the date and course number
 For paper submissions, secure single sheets of paper—Do not dogear or turn in loose
sheets
 Report covers may be used for major assignments---No plastic sleeves for individual
sheets of paper
 Type/word process all assignments (crisp, clear printout)
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

Edit your work, and when asked, show evidence of peer review.
Make certain that you self assess on the rubrics provided and submit those with the
assignment.
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student
Code of Conduct addresses the University's policy on academic honesty, including provisions
regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work,malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer
facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to
the Code of Conduct's minimum one semester suspension requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Graduate Catalogue. All
students are expected to attend classes in accordance with the scheduled time of the course.
Should you be absent, you are responsible for making up the work missed. In-class activities
may not be made up.
XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). Course requirements and
homework assignments are indicated on the chart below, but the weekly agendas will provide
the specific due dates.
Class Session
1
Topic



2


Class Introduction
State of Adolescent
Literacy for Students
with Reading
Difficulties/Disabilities
Characteristics/manifesta
tions of reading
disabilities
Response to Intervention
(RTI): Core
Components
Secondary RTI
11
Assignment/Reading for
Next Week
Individual meeting with
instructor (turn in
knowledge assessment)
Reading 3: Vaughn
Denton: Chapter 1
Assignment Due
Reading 1: Fuchs
Reading 2: Allor
COI Practice Guide #1
(all)
Reading 4: Vaughn,
Wexler
IES Practice Guide:
Recommendation 5
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

Considerations:
Assessment & MultiTiered Instruction
Quiz #1: Trends and
Issues, RTI, core
components of reading
Assessments for
Adolescent
Struggling/Disabled
Readers & Intensifying
Instruction Part I
4
5:
Response to Reading #1



Lesson Sequence
Common Core Standards
Incorporating Assistive
Technology
Assignment 4,5,6
Explanation and Practice
Activity
Explicit
Comprehension: “Before
Reading”: Preview
Strategy Demo #1:
Preview
Midpoint Participation
Rating
Explicit Vocabulary
Denton: Chapter 8
IES Practice Guide:
Recommendation 1 and
3
View and Evaluate #1
Response to Reading #2
IRIS CSR Module
Vocabulary Vignette
Denton: Chapter 7
(Main Idea)
IES Practice Guide:
Recommendation #2
View and Evaluate #2
View and Evaluate #1
Strategy Lesson Plan and
Demo #1
IRIS Secondary Reading
Module
Quiz #2: Explicit
Vocabulary and
Intensifying Instruction
Explicit Comprehension:
“During Reading”: Get
the Gist and Click and
Clunk
Strategy Demo #2: Get
the Gist
Denton: Chapter 7
(Question Generation)
Vocabulary Vignette
View and Evaluate #2
Assignment 7 Unit
Materials: Before Reading
Denton Chapter 7
(Summarization),
Reading 7: Archer
Strategy Lesson Plan and
Demo #2
Strategy Lesson Plan and





8
Denton: Chapter 6,7
(Previewing Text)
Reading 5: Vaughn &
Edmonds
Reading 6: Vaughn &
Klingner (RR1)
Intensifying Instruction
Part II

7:
Denton: Ch 2-5


6:
COI Practice Guide #2:
(pgs. 17-30)

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
Strategy Demo #3: Click
and Clunk
 Explicit Comprehension:
“After Reading”: Wrap
Up: Generating
Questions
 Assignment 3
Explanation
9: No class: Work on Assignment 3
10:
 Strategy Demo #4:
Wrap Up
 “After Reading”
Summarization
 Advanced Word Study
11:
 Advanced Word Study
12:
13:


14:



Advanced Fluency
Advanced Word Study
and Fluency Quiz #3
Writing Interventions
Participation Rating
Wrap up: Key
components of
adolescent
literacy/Reviewing a
Reading Program
5
Attendance/
Promptness*
*Excused
absences not
counted but if > 1
a make up
assignment
can/should be
requested
Level Of
Engagement In
(RR2)
Comprehension
Vignette
Demo #3
Assignment 7 Unit
Materials: During
Reading
Reading Response #2
Reading 8: Kieffer &
Lessaux (RR3)
Strategy Lesson Plan and
Demo #4
Comprehension Vignette
Reading Response #3
Denton: Chapter 9
Reading 9: Wexler
(RR4)
Denton: Chapter 10
Reading Response #4
Assignment 3
Assignment 7 Unit
Materials: After Reading
Participation Rubric
Criteria
4
Points
3
0
Student is late
or leaves early
more than once
or twice AND
has more than
one unexcused
absence
without
completing
make-up work.
Student fails to
contribute to
Student is always
prompt and
regularly attends
classes for the
entire session.
Student is late to
class once or
twice, OR leaves
class early once
or twice, but
regularly attends
classes for full
session.
Student is late or
leaves early
more than once
or twice AND
has missed one
class
Student routinely
offers ideas and
Student offers
ideas and asks
Student talks in
small group
13
INED ****
Class
asks questions at
least once per
class – in large
and small group
discussions.
questions at least
once per class –in
small group or
large group but
not both.
Listening Skills
Student listens
when others talk,
both in small
groups and in
class discussions.
Student
incorporates or
builds off of the
ideas of others.
Student listens
when others talk,
both in small
groups and in
class discussions.
She or he does
not necessarily
reflect on others’
comments.
Student is almost
always prepared
for class with
assignments and
required class
materials.
Student is often
prepared for class
with assignments
and required class
materials.
Preparation
14
discussions but
does not share
ideas with other
groups.
class by
offering ideas
or asking
questions or
engages in
other activities
(e.g., off-task
use of
computer).
Student listens
Student does
when others talk, not listen when
in small groups
others talk.
but does not
Student may
actively listen to interrupt when
peers in class
others speak or
discussions – has does not know
side
what has been
conversations or said (i.e., he or
does not pay
she may repeat
attention.
a question, not
for clarity but
because it was
not heard).
Student is rarely Student is not
prepared for
usually
class with
prepared for
assignments and class with
required class
assignments
materials.
and required
class materials.
INED ****