SPCED GE 2055
Literacy of the Special Learner – Spring 2014
Gail S. Korenthal, Instructor
NEW YORK UNIVERSITY
Department of Teaching and Learning
Program in Special Education
SPCED GE 2055 Literacy of the Special Learner - Spring 2014
Gail S. Korenthal, Instructor ([email protected])
Course Description: Exploration of diverse cognitive, neurological and emotional characteristics and how
these manifest in learners’ literacy development. A focus on the atypical development and educational
needs of students who experience difficulties in acquiring the literacy skills of listening, speaking, reading
and writing. Overview of the practices of individual assessment of student literacy performance and
teaching interventions for students with a special focus on reading disabilities (aka “dyslexia”).
Prerequisite: E26.2012, or at least 6 credits in literacy and permission of instructor
This course is designed as an advanced course in literacy, focusing on the student who is experiencing
significant difficulties in the acquisition of reading, writing, and listening skills. We will focus on
students who are classified as “at-risk” for reading failure, as well as those who have demonstrated
significant reading disabilities.
Course Objectives:
Upon completion of the course, participants should have the skills and knowledge to:
• Identify the characteristics of students with significant reading disabilities in the areas of
o Phonological processing
o Information processing
o Metacognition
o Receptive and expressive language processing
o Attention
o Emotional and behavioral responses
• Identify intrinsic and extrinsic causes of reading disabilities
• Identify early predictors of reading disabilities
• Design instruction using methods of systematic and sequential instruction, and know
how to match instructional models to learner characteristics
• Evaluate commercial reading programs and modify instructional formats according to
the individual needs of students with reading disabilities
• Describe and evaluate commonly used intensive teaching procedures and materials used
with students with significant reading disabilities in the areas of
o Phonemic awareness
o Decoding and word recognition
o Fluency
o Text comprehension
o Vocabulary
o Writing and spelling
• Enhance motivation of students experiencing difficulty in literacy acquisition
• Understand models of educational support within general and special education and the
identification and referral process for special education services
•
Proactively address behavioral responses that interfere with literacy acquisition by
conducting functional behavior analysis and adapting instruction accordingly, as a part
of the assessment/instructional cycle
Course Topics:
I.
Defining Reading Disabilities
II.
Classification of Reading Disabilities
• Subtypes based on Comprehension versus Word Recognition Problems
• Subtypes based on Nature of Word Recognition Deficits
III.
Causes of Reading Disabilities
• Intrinsic Causes of Reading Disabilities
• Extrinsic Causes of Reading Disabilities
Predictors of Reading Disabilities and Models of early intervention
IV.
Effective group instructional strategies for students at-risk for reading failure
• Features of “systematic and sequential” literacy instruction
• Integrating knowledge of emotional and behavioral characteristics of students into
the design of curriculum and instruction (e. g., functional analysis)
V.
Evaluation and adaptation of Commercial Reading Programs for students with Reading
Disabilities
VI.
Instructional Strategies and materials for students with significant reading disabilities in the
areas of:
• Phonemic awareness
• Decoding and word recognition
• Fluency
• Text and oral comprehension
• Vocabulary
• Writing and spelling
Required Texts:
1) Harris, K., Graham, S, Mason, L. and Friedlander, B (2008). Powerful Writing
Strategies For All Students. Baltimore, MD: Paul H. Brookes Publishing Co.
2) Honig, B., Diamond, L., Gutlohn, L. (2008) Teaching Reading Sourcebook - 2nd
edition. Berkeley, CA: Consortium on Reading Excellence, Inc, (CORE)
3) McKenna, M. and Stahl, K. (2009) Assessment for Reading Instruction - 2nd edition.
New York, NY: Guilford Press
4) Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
https://dibels.uoregon.edu
https://dibels.org/dibels.html
Optional Texts
1.
Archer, A., Hughes, C. (2011) Explicit Instruction New York, NY: Guilford Press
2.
Beck, Isabel L., McKeown, Kucan, Linda. (2002) Bringing Words to Life, Robust Vocabulary Instruction.
New York: The Guilford Press
3.
Diamond, L., Thorsnes, B.J. (2008) Assessing Reading: Multiple Measures - 2nd edition. Novato, CA:
Consortium on Reading Excellence, Inc, (CORE)
4.
Gibbons, Pauline. (2009) English Learners Academic Literacy and Thinking, Learning in the Challenge Zone.
New Hampshire: Heinemann
5.
Hosp, Michelle K., Hosp, John L., Howell, Kenneth W.(2007) The ABCs of CBM: A Practical Guide to
Curriculum-Based Measurement. New York: The Guilford Press
6.
Pohlman, Craig. (2008) Revealing Minds: Assessing to Understand and Support Struggling Learners.
California:Wiley/Jossey-Bass
On-line Resources:
Explicit Instruction website: http://explicitinstruction.org/?page_id=19
The International Dyslexia Association: www.interdys.org/
Everyone Reading website: www.nybida.org/
International Reading Association website: http://www.ira.org
National Council of Teachers of English (NCTE) website: http://ncte.org
Center for the Improvement of Early Reading Achievement website: http://www.ceira.org
Course Outline and Weekly Assignments
Week
Topic
Assignment
1
Introduction
Specially Designed Instruction
Teaching Reading SourcebookThe Big Picture, Chapters 1 and
2
Assessment
Explicit Instruction- Chapter 1
Explicit Instruction
Powerful Writing Strategies For
All Students- Part I (Chapters 14)
Self-Regulation Strategy
Development
Powerful Writing Strategies For
All Students- Part II (Chapters
5, 6, and 7)
2
3
January 28
February 4
February 11
Writing Strategies
Powerful Writing Strategies For
All Students- Part III (Chapters
8, 9, 10 and 11)
4
February 18
Multisensory Approaches to
Teaching Reading and Spelling
Assessment for Reading
Instruction- Chapters 1 and 2
5
February 25
Other Approaches to Teaching
Reading
Assessment for Reading
Instruction- Chapter 3
***Paper 1 Due: Response to
Research Paper
6
March 4
Balanced Literacy
Common Core Standards
Running Records
7
March 11
Powerful Writing Strategies For
All Students- Part IV (Chapters
12, 13, 14 and 15), Part
V(Chapter 16) and Part VI
(Chapter 17)
Concepts of Print
Teaching Reading SourcebookChapters 3 and 4
Differentiation
Teaching Reading SourcebookChapters 5 and 6
Response to Intervention
Assessment for Reading
Instruction- Chapters 4 and 5
8
March 18– No ClassSpring Recess
--------
9
Phonemic Awareness, Phonics
and Word Study
March 25
---------
Teaching Reading SourcebookChapters 7 and 8
Assessment for Reading
Instruction- Chapter 5
Powerful Writing Strategies For
All Students- Chapter 5
10
April
1
Fluency
Teaching Reading SourcebookChapters 9 and 10
Assessment for Reading
Instruction- Chapter 6
Powerful Writing Strategies For
All Students- Chapter 17
11
April
8
Vocabulary
Teaching Reading SourcebookChapters 11, 12 and 13
Assessment for Reading
Instruction- Chapter 7
12
April
13
14
15
Comprehension
Teaching Reading SourcebookChapters 14 and 15
Assessment for Reading
Instruction- Chapter 8
Assignment 2: Practical
Application of Strategies and
Skills
April 22
Memory, Attention and
Language
Assessment for Reading
Instruction- Chapter 9
April 29
English Language Learners
Behavior
Assessment for Reading
Instruction- Chapter 10 and
Appendix
15
May 6 – No Class
-------
--------
16
May 13
Literacy and Technology
*** Final Paper dueComprehensive Intervention
Plan for one of 6 Case Studies.
Final Thoughts
Course Requirements and Rubrics
4 signifies exemplary quality work
3 signifies competent completion of criterion
2 signifies partial completion of criterion
1 signifies failure to complete criterion
All work is due on assigned date. Penalties will be assessed for all late papers. Papers not submitted on
due date lose one Rubric point and will continue to lose one half point for each day late after that. Papers
should be submitted electronically to: [email protected], if you are unable to attend class.
Criteria for Final Grade
1.
Attendance, punctuality and participation. (10%)
Active participation is a must for any learning experience. You are expected to attend each class and be
prepared to actively participate. What you get out of a class is directly correlated to what you put in.
Attendance will be taken at the beginning of each class, and you will be marked late if you are not present
when the class starts. (The only excused absence is the evening of parent/teacher conferences.)
Missing more than 1 class will endanger your ability to earn credit for this course. Upon the second
absence, you will be required to meet with the professor and possibly with the program chair or be
dropped from the course. It is imperative that you inform me as soon as possible if you know that you
will be absent from class.
Attendance, punctuality and participation. (10%)
Criteria for
Assessment
1
2
3
4
Three or more
classes missed
Late three or
more times
Does not
Participate
Two classes
missed
Late to two
classes
Participates in a
few classes
One class missed
Responses show
no evidence of
reading of
chapters
assigned from
texts
Responses show
some evidence of
reading of
chapters
assigned from
texts
Responses show
evidence of
reading of most
chapters
assigned from
texts
Responses to
Responses to
Responses to
Attends all
classes
On time to each
class
Participates in all
class discussions
and activities
Responses show
evidence of
thorough
reading of
chapters
assigned from
texts
Responses to
Late to one class
Participates in
most classes
peers are not
relevant and
thoughtful
Responses are
not thoughtful
connections to
personal
experiences
and/or teaching
experiences
Does not
collaborate with
peers.
peers are
somewhat
relevant and
thoughtful
Responses are
somewhat
thoughtful
connections to
personal
experiences
and/or teaching
experiences
Collaborates
with peers
somewhat.
peers are usually
relevant and
thoughtful
peers are
relevant and
thoughtful
Responses are
usually
thoughtful
connections to
personal
experiences
and/or teaching
experiences
Usually
collaborates with
peers.
Responses are
thoughtful
connections to
personal
experiences
and/or teaching
experiences
Always
collaborates with
peers: listens to,
shares with, and
supports the
efforts of others
in the group.
Tries to keep
people working.
2. Response to Research Paper (30%) Due: February 25, 2014
Please read Chapter 1 of Explicit Instruction: Effective and Efficient Teaching (What Works for SpecialNeeds Learners), by Anita Archer and Charles Hughes, using the process described below.
•
Chapter 1 is publicly available online at: http://explicitinstruction.org/?page_id=19 When you
reach this page, go to the lower right and you will see a link that says "Check it out! Click to
download a sample chapter".
Read Part I – (Chapters 1-4) of Harris, K., Graham, S, Mason, L. and Friedlander, B (2008). Powerful
Writing Strategies For All Students. Baltimore, MD: Paul H. Brookes Publishing Co.
Write a 7-10 page Response to Research paper highlighting the key points of each chapter and discussing
the implications of this research to your work with your student. Be sure to address the following in your
paper:
•
•
•
•
•
Describe the relevant research findings.
Identify several key points, concepts or ideas and discuss why they are important.
Refer back to your key points or ideas and describe how you would use these in your teaching.
Describe how knowledge of this topic improves/enhances teaching and learning.
Discuss your personal insights /reactions and views about the topic and how this affects your
role as a Reading Specialist.
Criteria for Assessment
INTRODUCTION/THESIS
Identifies/summarizes the paper’s
thesis and states an arguable
opinion about it.
RESOURCES
1
2
3
4
Does not
identify the
issue, is
confused
about the
issue, or
represents the
issue
inaccurately.
Lacks an
introduction
that takes an
overview and
that states the
objectives of
the paper. The
thesis
statement is
absent,
unfocused or
very weak.
Does an
adequate job of
identifying the
basis of the
issue. Begins
with an
adequate
introduction
that lays out
the thesis, as
well as the
sequence of
what follows.
Does a good
job of
identifying the
basis of the
issue. Begins
with a good
introduction
that lays out
the thesis, as
well as the
sequence of
what follows
clearly enough
that even a
person
unfamiliar
with the topic
will
understand
what the
problem is and
why it is
important.
Does an excellent job
of identifying not
only the basis of the
issue, but recognizes
nuances. Begins with
a strong introduction
that lays out the
thesis, as well as the
sequence of what
follows clearly
enough that even a
person unfamiliar
with the topic will
clearly understand
what the problem is
and why it is
important.
Supports his/her opinion with
evidence from textual sources
BODY
Formulates a coherent, logical, and
thoughtful argument in support of
thesis.
Evidence does
not
adequately
support the
thesis. Lists
evidence but
doesn’t
explain how it
does or
doesn’t
support a
point. Lacks
organization
or transitions.
Evidence of
plagiarism.
Does not
completely or
correctly
identify
sources of
information
through intext citations
and/or list of
works cited.
Does an
adequate job of
providing
appropriate
and sufficient
evidence to
effectively
support all
parts of the
thesis.
Synthesizes
evidence from
sources and
ties it to the
point being
made, or
assesses the
source as not
being
appropriate.
Organizes
ideas. Uses
transitions to
connect one
idea to the
next. No
evidence of
plagiarism.
Identifies all
sources of
information
through in-text
citation and/or
list of works
cited.
Does a good
job of
providing
appropriate
and sufficient
evidence to
effectively
support all
parts of the
thesis.
Synthesizes
evidence from
sources and
clearly ties it
to the point
being made, or
assesses the
source as not
being
appropriate.
Logically
organizes
ideas. Uses
transitions to
connect one
idea to the
next. No
evidence of
plagiarism.
Correctly
identifies all
sources of
information
through in-text
citation
and/or list of
works cited.
Does an excellent job
of providing
appropriate and
sufficient evidence to
effectively support all
parts of the thesis.
Smoothly synthesizes
evidence from
sources and clearly
ties it to the point
being made, or
assesses the source as
not being
appropriate.
Logically organizes
ideas. Uses
transitions to connect
one idea to the next.
No evidence of
plagiarism. Correctly
identifies all sources
of information
through in-text
citation and/or list of
works cited.
Shows little
understanding
of the issue
and cannot
explain it. No
discussion at
all of any
complexities
or nuances
related to the
issue. No
integration of
source
Shows
adequate
understanding
of the issue
discussed.
Identifies and
explains the
issue.
Discusses how
the source
information is
relevant.
Shows good
understanding
of the issue
discussed.
Identifies and
explains the
issue, as well
as the
complexities
and nuances
associated
with the issue
(for example,
Shows excellent
understanding of the
issue discussed.
Identifies and
explains the issue, as
well as the
complexities and
nuances associated
with the issue (for
example, other
perspectives and
confounding factors).
Discusses how the
information.
Identifies and assesses practical
application to teaching
Does not
connect the
authors’
opinions to
your own way
of teaching
and the
population
you work
with.
Does not
explain how
the authors’
points would
be valuable
(good or bad)
and connected
to lessons and
lesson
planning.
Does not
explain the
what, why
and how of
the practical
application.
Is basically
only a
summary or
synopsis of
the different
authors’
theories or
Does an
adequate job of
connecting the
authors’
opinions to
your own way
of teaching and
the population
you work with.
Does an
adequate job of
explaining
how the
authors’ points
would be
valuable (good
or bad) and
connected to
lessons and
lesson
planning.
Adequately
explains the
what, why and
how of the
practical
application.
Is an adequate
analysis and
summary plus
an opinion
(like or dislike)
of both
theories and
other
perspectives
and
confounding
factors).
Discusses how
the source
information is
relevant.
Does a good
job of
connecting the
authors’
opinions to
your own way
of teaching
and the
population
you work
with.
Does a good
job of
explaining
how the
authors’ points
would be
valuable (good
or bad) and
connected to
lessons and
lesson
planning.
source information is
relevant.
Does an excellent job
of connecting the
authors’ opinions to
your own way of
teaching and the
population you work
with.
Does an excellent job
of explaining how the
authors’ points
would be valuable
(good or bad) and
connected to lessons
and lesson planning.
Does an excellent job
of explaining the
what, why and how
of the practical
application.
Does a good
job of
explaining the
what, why and
how of the
practical
application.
Is a good
analysis and
summary plus
an opinion
(like or dislike)
of both
theories and
Is an excellent
analysis and
summary plus an
opinion (like or
dislike) of both
theories and models.
With an explanation
CONCLUSION
Identifies and assesses conclusions,
implications, and consequences;
develops critically aware
perspective.
models and
does not
answer the
questions
presented in
the
assignment.
models. With
an explanation
of the writer’s
opinions with
citations from
each of the
models as
evidence. The
document
connects the
authors’
opinions to
practical ways
of teaching and
does an
adequate job of
answering the
questions
presented in
the
assignment.
models. With
an explanation
of the writer’s
opinions with
citations from
each of the
models as
evidence. The
document
connects the
authors’
opinions to
practical ways
of teaching
and does a
good job of
answering the
questions
presented in
the
assignment.
of the writer’s
opinions with
citations from each of
the models as
evidence. The
document connects
the authors’ opinions
to practical ways of
teaching and
thoroughly answers
the questions
presented in the
assignment: Describe
the relevant research
findings.
Identify several key
points, concepts or
ideas and discuss why
they are important.
Refer back to your key
points or ideas and
describe how you would
use these in your
teaching.
Describe how
knowledge of this topic
improves/enhances
teaching and learning.
Discuss your personal
insights /reactions and
views about the topic
and how this affects
your role as a Reading
Specialist.
Only restates
verbatim what
has already
been said.
Conclusion is
not related to
the support in
the paper or
new
information is
presented.
Feels abrupt,
unconnected,
or changes the
focus, Is not
Does an
adequate job of
summarizing
your main
points or
restating the
thesis.
Encourages the
reader to think
or to read the
text differently.
Reader feels a
sense of
closure in the
paper and is
Does a good
job of
summarizing
your main
points or
restating the
thesis.
Encourages
the reader to
think or to
read the text
differently.
Reader feels a
sense of
closure in the
Goes beyond
summarizing your
main points or
restating the thesis.
Encourages the
reader to think or to
read the text
differently. Reader
feels a sense of
closure in the paper
and is persuaded by
the argument. No
new information is
presented. Identifies
one’s own position
MECHANICS
Sentence and paragraph structure,
grammar, word choice,
punctuation, and spelling.
persuasive.
No position
taken on issue.
persuaded by
the argument.
No new
information is
presented.
Identifies one’s
own position
on an issue
based on an
adequate
understanding
of the issues.
paper and is
persuaded by
the argument.
No new
information is
presented.
Identifies
one’s own
position on an
issue based on
a good
understanding
of the issues.
on an issue based on
a thorough
understanding of the
issues.
Sentence and
paragraph
structure,
grammar,
word choice,
punctuation,
and spelling
are lax and
prevent the
reader from
understanding
ideas or the
meaning of
what you are
trying to say.
Unnecessary
duplication of
ideas or
information.
Adequate
sentence and
paragraph
structure,
grammar,
word choice,
punctuation,
and spelling
that facilitate
the expression
of ideas. No
unnecessary
duplication of
ideas or
information.
Good sentence
and paragraph
structure,
grammar,
word choice,
punctuation,
and spelling
that are fluid
and facilitate
the expression
of ideas. No
unnecessary
duplication of
ideas or
information.
Excellent sentence
and paragraph
structure, grammar,
word choice,
punctuation, and
spelling that are fluid
and sophisticated
and facilitate the
expression of ideas.
No unnecessary
duplication of ideas
or information.
This rubric is based on the “Guide to Rating Critical Thinking” (2001) developed by the Center for
Teaching , Learning & Technology (CTLT), General Education Program, and the Writing Program at
Washington State University.
3. Practical Applications of Strategies and Skills (30%) Due April 15, 2014
Using the student you are working with, write up a plan including the following:
1) assessment data
2) plan for instruction
3) progress monitoring tool
4) expectation for outcomes
5) how you will measure success
6) Discuss 3 or more different techniques/strategies that you have used through
class readings and class discussions and describe what, why and how you used
these techniques, strategies or skills with your student.
7) Include 5 lesson plans that were used or will be used to address the student’s
needs using the strategies described above.
Criteria for
Assessment
Assessment Data
1
2
3
4
Assessment Dataanalysis of assessment
tools not included.
Assessment Dataadequate analysis of
assessment tools.
Assessment Datagood analysis of
assessment tools.
Interpretations/
comments
Interpretations/
comments on the child’s
performance on each
task reflect poor thought
and insight and do not
identify the child’s
proficiencies and
difficulties
Interpretations/
comments
Interpretations/
comments on the child’s
performance do not
include an analysis of
factors other than
academics.
Interpretations/
comments on the
child’s performance on
each task reflect
adequate thought and
insight and identify
some of the child’s
proficiencies and
difficulties
Interpretations/
comments on the
child’s performance
include an adequate
analysis of factors other
than academics
including: memory,
attention, language,
background….
Interpretations/
comments on the
child’s performance
on each task reflect
good thought and
insight and identify
the child’s
proficiencies and
difficulties
Interpretations/
comments on the
child’s performance
include a good
analysis of factors
other than academics
including: memory,
attention, language,
background….
Assessment Datathoughtful analysis of
assessment tools
including: conditions
under which you
would recommend
their use, and
comparison/ contrast
of these assessment
tools with other similar
assessment tools you’ve
used or are aware of
based on the student’s
strengths and
weaknesses.
Interpretations/
comments on the
child’s performance on
each task reflect
excellent thought and
insight and identify the
child’s proficiencies
and difficulties
Interpretations/
comments on the
child’s performance
include an excellent
analysis of factors other
than academics
including: memory,
attention, language,
background….
Plan for instruction
Plan for instructiondoes not provide a
discussion of how to use
assessment data to plan
for instruction for the
student
Plan for instructionprovides an adequate
discussion of how to
use assessment data to
plan for instruction for
the student
Plan for instructionprovides a good
discussion of how to
use assessment data to
plan for instruction for
the student
Progress Monitoring
Progress Monitoringdoes not provide an
adequate discussion of
how to use assessment
data to reevaluate and
revise the plan and
schedule for instruction
for the student
Progress Monitoringprovides an adequate
discussion of how to
use assessment data to
reevaluate and revise
the plan and schedule
for instruction for the
student
Progress Monitoringprovides a good
discussion of how to
use assessment data to
reevaluate and revise
the plan and schedule
for instruction for the
student
Expectations/
Success
Expectations/Successdoes not show a
knowledge of NYS
Common Core
Standards and what is
required of a child in
his/her grade
Expectations/Successdoes not show an
understanding of
attainable goals and
how can measure
success (expected rate of
progress)
Summary does not
contain statements easily
understandable by other
professionals
Expectations/Successshows an adequate
knowledge of NYS
Common Core
Standards and what is
required of a child in
his/her grade
Expectations/Successshows an adequate
understanding of
attainable goals and
how can measure
success (expected rate
of progress)
Summary contains
adequate statements
easily understandable
by other professionals
Summary does not
include accurate data
from assessment tools
Instructional
suggestions does not
include practical and
clear recommendations
about the focus of the
child’s reading program
and a rationale for the
focus, and a clear
description of favorable
learning conditions
Summary includes
some accurate data
from assessment tools
Instructional
suggestions includes
some practical
recommendations
about the focus of the
child’s reading
program and a
rationale for the focus,
and a description of
favorable learning
conditions
Expectations/Successshows a good
knowledge of NYS
Common Core
Standards and what is
required of a child in
his/her grade
Expectations/Successshows a good
understanding of
attainable goals and
how can measure
success (expected rate
of progress)
Summary contains
good, contextualized
statements easily
understandable by
other professionals
Summary includes
mostly accurate data
from assessment tools
Instructional
suggestions includes
good practical and
clear
recommendations
about the focus of the
child’s reading
program and a
rationale for the focus,
and a clear description
of favorable learning
conditions
New York State
Common Core
Standards
Expectations/
Success
Summary
Summary
Instructional
suggestions
Plan for instructionprovides an excellent
and thoughtful
discussion of how to
use assessment data to
plan for instruction for
the student
Progress Monitoringprovides an excellent
and thoughtful
discussion of how to
use assessment data to
reevaluate and revise
the plan and schedule
for instruction for the
student
Expectations/Successshows an excellent
knowledge of NYS
Common Core
Standards and what is
required of a child in
his/her grade
Expectations/Successshows an excellent
understanding of
attainable goals and
how can measure
success (expected rate
of progress)
Summary contains
specific, contextualized
statements easily
understandable by
other professionals
Summary includes
accurate data from
assessment tools
Instructional
suggestions includes
excellent practical and
clear recommendations
about the focus of the
child’s reading
program and a
rationale for the focus,
and an excellent and
clear description of
favorable learning
conditions
Lesson plans
Lesson plans
Lesson plans
Instructional
Strategies
Resources: evidence
from textual sources
Does not include 5
lesson plans.
Lesson plans do not
illustrate an
understanding of how
the assessment data and
observations are used to
plan and evaluate
effective literacy
instruction.
Lesson plans do not
reflect a breakdown of
the demands of the
lessons and do not
include strategies that
scaffold the instruction
Does not include
discussion of 3 or more
different strategies,
techniques or skills that
have been discussed in
class and included in
class readings.
Does not include a
discussion of the what,
why and how of these
strategies, techniques
and/or skills. Does not
include a discussion of
why it was a good fit for
this student based on
assessment, progress
monitoring and
observations
Includes 5 adequate
lesson plans.
Lesson plans illustrate
an adequate
understanding of how
the assessment data
and observations are
used to plan and
evaluate effective
literacy instruction.
Lesson plans reflect an
adequate breakdown of
the demands of the
lessons and include
strategies that scaffold
the instruction
Includes an adequate
discussion of 3 or more
different strategies,
techniques or skills that
have been discussed in
class and included in
class readings.
Includes an adequate
discussion of the what,
why and how of these
strategies, techniques
and/or skills. Includes
an adequate discussion
of why it was a good fit
for this student based
on assessment,
progress monitoring
and observations
Does not present cited
evidence to support the
points of the paper.
Evidence of plagiarism.
Does not completely or
correctly identify
sources of information
through in-text citations
and/or list of works
cited.
Does an adequate job of
providing appropriate
evidence to support all
parts of the paper.
Synthesizes evidence
from sources and
adequately ties it to the
points being made. No
evidence of plagiarism.
Correctly identifies all
sources of information
through in-text citation
and/or list of works
cited.
Includes 5 good lesson
plans.
Lesson plans illustrate
a good understanding
of how the assessment
data and observations
are used to plan and
evaluate effective
literacy instruction.
Lesson plans reflect a
good breakdown of
the demands of the
lessons and include
strategies that scaffold
the instruction
Includes a good
discussion of 3 or
more different
strategies, techniques
or skills that have
been discussed in class
and included in class
readings.
Includes a good
discussion of the what,
why and how of these
strategies, techniques
and/or skills.
Includes a good
discussion of why it
was a good fit for this
student based on
assessment, progress
monitoring and
observations
Does a good job of
providing appropriate
and sufficient
evidence to effectively
support all parts of the
paper. Synthesizes
evidence from sources
and clearly ties it to
the points being made.
No evidence of
plagiarism. Correctly
identifies all sources of
information through
in-text citation and/or
list of works cited.
Includes 5 excellent
lesson plans.
Lesson plans illustrate
an excellent
understanding of how
the assessment data
and observations are
used to plan and
evaluate effective
literacy instruction.
Lesson plans reflect an
excellent breakdown of
the demands of the
lessons and include
strategies that scaffold
the instruction
Includes an excellent
discussion of 3 or more
different strategies,
techniques or skills that
have been discussed in
class and included in
class readings.
Includes an excellent
and thorough
discussion of the what,
why and how of these
strategies, techniques
and/or skills.
Includes an excellent
discussion of why it
was a good fit for this
student based on
assessment, progress
monitoring and
observations
Does an excellent job of
providing appropriate
and sufficient evidence
to effectively support
all parts of the paper.
Synthesizes evidence
from sources and
clearly ties it to the
points being made. No
evidence of plagiarism.
Correctly identifies all
sources of information
through in-text citation
and/or list of works
cited.
4. Comprehensive Intervention Plan, with Lesson Plans and Lesson Analysis for
one of 6 Case Studies (30%) Due May 13, 2014
You will be responsible for developing a two week intervention plan for one of six students presented as
case studies. All lessons will be written incorporating the instruments, assessments, strategies, and
accommodations discussed and presented both in class and in the readings.
You will write a report explaining your intervention plan and include the following:
Comprehensive Intervention Plan, with Lesson Plans and Lesson Analysis
1
2
3
4
Assessment Data
Does not include an
analysis of
assessment tools
described in the case
study and
comparison/
contrast of these
assessment tools
with other similar
assessment tools
you would use
based on the
student’s strengths
and weaknesses
An adequate
analysis of
assessment tools
described in the case
study and
comparison/
contrast of these
assessment tools
with other similar
assessment tools
you would use
based on the
student’s strengths
and weaknesses.
A good analysis of
assessment tools
described in the case
study and
comparison/
contrast of these
assessment tools
with other similar
assessment tools you
would use based on
the student’s
strengths and
weaknesses
An excellent
analysis of
assessment tools
described in the case
study and
comparison/
contrast of these
assessment tools
with other similar
assessment tools
you would use
based on the
student’s strengths
and weaknesses
Intervention Plan
Inadequate plan
based on
information
presented in the case
study.
Adequate plan
based on
information
presented in the case
study.
Good plan based on
information
presented in the case
study.
Well thought out
plan based on
information
presented in the case
study.
No research based
strategies included
in the intervention
plan.
Few research based
strategies and
instruction based on
student’s area of
need.
Some research based
strategies and
instruction based on
student’s area of
need.
Intervention plan
includes research
based strategies and
instruction for the
student’s area of
need.
Instructional goals
and objectives are
not stated. Learners
cannot tell what is
expected of them.
Learners cannot
determine what they
should know and be
able to do as a result
of learning and
Instructional goals
and objectives are
stated but are not
easy to understand.
Learners are given
some information
regarding what is
expected of them.
Learners are not
given enough
Instructional goals
and objectives are
stated. Learners have
an understanding of
what is expected of
them. Learners can
determine what they
should know and be
able to do as a result
of learning and
Instructional goals
and objectives
clearly stated.
Learners have a
clear understanding
of what is expected
of them. Learners
can determine what
they should know
and be able to do as
Criteria
Instructional Goals and
Objectives
instruction.
information to
instruction.
determine what they
should know and be
able to do as a result
of learning and
instruction.
a result of learning
and instruction.
Instructional
strategies are
missing or strategies
used are
inappropriate.
Some instructional
strategies are
appropriate for
learning outcome(s).
Some strategies are
based on a
combination of
practical experience,
theory, research and
documented best
practice.
Most instructional
strategies are
appropriate for
learning outcome(s).
Most strategies are
based on a
combination of
practical experience,
theory, research and
documented best
practice.
Instructional
strategies
appropriate for
learning outcome(s).
Strategy based on a
combination of
practical experience,
theory, research and
documented best
practice.
No mention of
background and
other factors in
analysis of lessons
(Memory, Attention,
Language, Behavior, English indicated.
Language Learner)
No background and
Some mention of the
background and
other factors in
analysis of lesson.
Good discussion of
background and
other factors in
analysis of lesson
Excellent discussion
of background and
other factors in
analysis of lesson
Background and
other factors
included in an
adequate analysis of
student’s strengths
and challenges.
Background and
other factors
included in a good
analysis of student’s
strengths and
challenges.
Background and
other factors
included in an
excellent analysis of
student’s strengths
and challenges.
Lessons do not
include a discussion
of what should be
happening in the
student’s classroom
in areas of Balanced
Literacy including:
Read Aloud, Shared
Reading, Guided
Reading,
Independent
Reading, Writing
Lessons include an
adequate discussion
of what should be
happening in the
student’s classroom
in areas of Balanced
Literacy including:
Read Aloud, Shared
Reading, Guided
Reading,
Independent
Reading, Writing
Lessons include a
good discussion of
what should be
happening in the
student’s classroom
in areas of Balanced
Literacy including:
Read Aloud, Shared
Reading, Guided
Reading,
Independent
Reading, Writing
Lessons include an
excellent discussion
of what should be
happening in the
student’s classroom
in areas of Balanced
Literacy including:
Read Aloud, Shared
Reading, Guided
Reading,
Independent
Reading, Writing
Lesson Assessment
Method for
assessing student
learning and
evaluating
instruction is
missing.
Method for
assessing student
learning and
evaluating
instruction is
vaguely stated.
Method for assessing
student learning and
evaluating
instruction is
present.
Method for
assessing student
learning and
evaluating
instruction is clearly
delineated and
authentic.
Progress Monitoring
No discussion of
Limited plan for
Good plan for
Excellent plan for
Instructional Strategies
Background and Other
Factors Analysis
other factors
included in analysis
of student’s
strengths and
challenges
indicated.
Balanced Literacy
progress
monitoring.
progress monitoring progress monitoring progress monitoring
presented.
presented.
is explicitly stated.
No discussion of
technology.
Adequate discussion Good discussion of
of how technology how technology can
can enhance
enhance learning.
learning.
Excellent discussion
of how technology
can enhance
learning.
Materials list is
missing.
Modification of
curriculum or
commercial
program is not
addressed.
Some materials
necessary for
student and teacher
to complete lesson
are listed.
Modification of
curriculum or
commercial
program is implied.
Most materials
necessary for student
and teacher to
complete lesson are
listed. Modification
of curriculum or
commercial program
is indicated.
All materials
necessary for
student and teacher
to complete lesson
clearly listed.
Modification of
curriculum or
commercial
program is clearly
stated.
No discussion of
Common Core
Standards
Limited discussion
of Common Core
Standards
Good discussion of
Common Core
Standards
Excellent discussion
of Common Core
Standards.
Family involvement Limited family
not addressed.
involvement.
Family involvement
is indicated.
Family involvement
is explicitly stated.
Lesson plans are
unorganized and
not presented in a
professional
manner.
Lesson plans are
organized, but not
professionally
presented.
Lesson plans are
organized and
professionally
presented.
Complete package
presented in well
organized and
professional fashion.
Does not present
cited evidence to
support the points
of the paper.
Evidence of
plagiarism. Does not
completely or
correctly identify
sources of
information through
in-text citations
and/or list of works
cited.
Does an adequate
job of providing
appropriate
evidence to support
all parts of the
paper. Synthesizes
evidence from
sources and
adequately ties it to
the points being
made. No evidence
of plagiarism.
Correctly identifies
all sources of
information through
in-text citation
and/or list of works
cited.
Does a good job of
providing
appropriate and
sufficient evidence to
effectively support
all parts of the paper.
Synthesizes evidence
from sources and
clearly ties it to the
points being made.
No evidence of
plagiarism. Correctly
identifies all sources
of information
through in-text
citation and/or list
of works cited.
Does an excellent
job of providing
appropriate and
sufficient evidence
to effectively
support all parts of
the paper.
Synthesizes
evidence from
sources and clearly
ties it to the points
being made. No
evidence of
plagiarism.
Correctly identifies
all sources of
information through
in-text citation
and/or list of works
cited.
Technology Used
Materials Needed
New York State Common
Core Standards
Family Involvement
Organization and
Presentation
Resources: evidence from
textual sources
(Rubrics based on information at: http://rubistar.2teachers.org )
ACADEMIC INTEGRITY STATEMENT:
Students are expected to adhere to NYU Steinhardt Statement on Academic Integrity:
http://steinhardt.nyu.edu/policies/academic_integrity
ACCESS AND ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Any student attending NYU who needs an accommodation due to a chronic, psychological,
visual, mobility and /or learning disability, or is Deaf or Hard of Hearing should register with the
Lucy Moses Center for Students with Disabilities at (212-998-4980) 726 Broadway, 2nd
floor, www.nyu.edu/csd
[email protected]