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Module 11: Overview
In this Module you will learn about teaching reading and writing.
After this Module you will be able to:
· Identify issues related to reading instruction.
· List the five components of reading.
· Describe how teachers provide effective instruction and adaptations for reading.
· Recognize the issues related to writing instruction.
· Explain the stages of the writing process.
· State the characteristics of students who struggle during the writing process.
· Provide examples of the ways in which teachers provide effective instruction and adaptations for writing.
Chapter 11-Teaching Reading, p. 308-332.
Chapter 12- Teaching Writing, p. 334-354.
The Five Components of Reading. This video provides definitions and examples of the five components of reading.
Teaching the Writing Process.This video introduces and defines the steps of the writing process as well as breaks down the steps into more detailed student actions.
Teaching Writing to English Language Learners. This video provides practical strategies for supporting the initial development of English language learners’ writing skills.
Module 11 Assessment
Complete and Submit Final Project. FINAL PROJECT DUE ON 04/25/2021.
1. Conclusion: Use your outline to draft your Conclusion.
2. Read throughs
a) Flow: Read your paper for flow. Does it make sense? Have you included transition sentences to help your reader? (Some people find it helpful to read their written work out loud to themselves.)
b) Mechanics: Read your paper as an editor. You are looking for punctuation errors, spelling issues, sentence length, etc.
c) APA: Return to the APA site that you found last week. Use it to review your paper, noting spacing, font-size, fonts to be used, pagination, headings, in-text citations, bibliography, etc. etc. etc.
Read your paper again and make sure that every in-text citation that you use has a corresponding complete reference in your bibliography. Use APA to format your bibliography.
4. Final Version.
a) Remove the questions/prompts that you inserted for your working draft. It is really bush league to have these in your final paper. Be sure that headings remain to guide your reader.
b) Now, create one document that includes your 8-10 page paper, video observation notes, and the one-page description of your observation.
· For your final project you will examine one High Leverage Practice (HLP) in depth and discuss it in a paper of 8-10 pages in length using APA format.
· You will use at least three different academic resources that have researched this HLP to support your ideas.
· First, you will read about what an HLP is, then select one HLP to focus on.
· Once you have done that you will observe its use in a video found on the website below.
· After you have completed the observation, you will write an analysis of the HLP.
· Your final paper will include a completed observation protocol (from screening the video), a brief analysis of that video, and a paper of 8-10 pages that explores this HLP addressing the topics detailed below. Paper count includes your one-page Video observation but does not include the title page or bibliography, or observation protocol (your notes).
1. Read the HLP Introduction document(s) on Canvas.
2. Visit Module 11: HLP Videos to find videos of teachers implementing HLPs. Choose one academic intervention, one HLP to focus on.
3. Using the Video Observation form that you have downloaded from Canvas, watch the video and complete an observation of the HLP in use. You may need to watch the video more than once. Using your observation notes, transfer your notes into a one-page narrative describing what you observed.
4. Now you are going to research this HLP in order to answer these questions in a paper of 8-10 pages using academic references to support your ideas. The HLP in-depth document is a good place for you to start your research. You must include at least three different academic articles that have researched this HLP practice to support your ideas.
5. Introduction: Describe your HLP and include when it is appropriate to use this HLP. Provide at least one academic reference to support your discussion.
6. Implications: Discuss the cultural and linguistic issues involved in implementing this strategy. Are there gender considerations? Age? Setting? Provide at least one academic reference that has examined these implications for this strategy.
7. Challenges: Explore the challenges to implementing this HLP. They may be structural, human, and/or other resources that impede or support its use. Provide one academic reference that has reviewed the challenges to implementing this HLP.
8. Effectiveness: Present the way in which the teacher knows that this HLP is working. Are there recommended ways in which to track these changes? Provide at least one academic reference that has researched the effectiveness of this intervention.
9. Conclusion: Summarize the HLP that you have examined in one or two paragraphs. Now provide suggestions for its implementation to other teachers. Finally, discuss whether you would use this HLP and the aspects of it that appeal or repel you from implementing it in your classroom now or in the future.
Description: This video introduces and defines the steps of the writing process as well as breaks down the steps into more detailed student actions.
Description: This video provides practical strategies for supporting the initial development of English language learners’ writing skills.
Description: This video provides definitions and examples of the five components of reading.
All premium videos reside in the Interactive eBook. To access the videos for chapter 11, click here Links to an external site. or go to the Media Library at the beginning of the chapter. For a detailed list of premium videos for chapter 11, click into this folder.
Video Cases: SAGE Premium Video tools and resources boost comprehension and bolster analysis.
SAGE Premium Video tools and resources boost comprehension and bolster analysis.
11.1: Components of Reading (available on page 313 of the Interactive eBook)
11.2: Instructional Adaptation Strategies (available on page 319 of the Interactive eBook)
11.3: Reading Comprehension Strategy (available on page 327 of the Interactive eBook)
Article 1: Fahsl, A. J., & McAndrews, S. L. (2012). Journal writing: Support for students with learning disabilities. Intervention in School and Clinic, 47(4), 234–244. http://doi.org/10.1177/1053451211424602Links to an external site.
Abstract: Writing can be a powerful tool for thinking and learning. Journaling is one form of writing that is a commonly used learning tool in many classrooms. Children use journals to record personal experiences; explore reactions and interpretations to reading and videos; or record, analyze, or enhance information about literature or other subject areas. This article examines how to scaffold journal writing instruction for students with learning disabilities within a diagnostic teaching cycle by establishing learning outcomes, planning assessment, planning instruction, implementing instruction, and analyzing individual student learning. Example lessons, differentiation strategies, scoring guides, and student samples are provided.
Article 1: Downing, J. A., & Anderson, D. (2006). In or out: Surprises in reading comprehension instruction. Intervention in School and Clinic, 41(3), 175–179. http://doi.org/10.1177/10534512060410030801Links to an external site.
Abstract: This article provides a case study of a teacher-implemented reading comprehension program for students at risk for learning disabilities. Through this experience, insights are provided, in practitioner-friendly language, as to potential barriers that may prevent positive student outcomes, as well as suggestions for providing effective reading instruction.
If you purchased access or redeemed a code for the eBook, you can read Chapter 12 here Links to an external site. .
NOTE: You will need to log in using your credentials if you have not already.
If you purchased access or redeemed a code for the eBook, you can read Chapter 11 here Links to an external site. .
NOTE: You will need to log in using your credentials if you have not already.
An Additional Resource: This website, Intervention Central, also has excellent information that is based on research:
Grading Rubric For the Examination of a High-Leverage Practice
|Video Observation & Summary||(3)Observation notes are complete and summary contains all important points clearly written in one page.||(2)Observation notes are not detailed and summary contains some important points.||(1)Observation notes are minimal and/or summary is incomplete and missing key points.||
|Introduction||(4) All key aspects of the HLP and appropriate use are explained and at least one reference is provided.||(2) Most key aspects of the HLP are explained and at least one reference is provided. Appropriate use is missing.||(1) One or two key aspects of HLP are explained or its appropriateness is discussed but research reference is missing.||
|Implications||(4) Gender, cultural, and other diversity factors are presented and includes at least one academic reference.||(2) Most diversity factors are included and contains one academic reference.||(1) One or two issues are addressed and/or missing academic reference.||
|Challenges||(4)Multiple challenges are presented and at least one academic reference is provided.||(2) Some challenges are presented and one academic reference is provided.||(1) One or two challenges are discussed but no academic reference is used.||
|Effectiveness||(4) Discussion includes responses to this intervention and how to track its use. Includes at least one academic reference.||(2) Discussion includes response to this intervention but not tracking its use. Includes at least one academic reference.||(1) Discussion includes the response to this intervention and/or tracking its use but academic reference is missing.||____/4|
|Conclusion||(3) Summarizes the HLP, includes suggestions for teachers, and personal reflection of its use.||(2) Includes two of three components listed.||(1) Includes one of the three components.||____/3|
|APA/Grammar||(2) APA format and grammar are correct throughout the paper.||(1) Minor errors in grammar or APA format are present.||(.5) Errors in both grammar and APA format are evident.||____/2|
|Timeliness||(2) Paper is submitted by the due date.||(1) Paper is one day late.||(.5) Paper is two days late.||____2|
Examination of a High-Leverage Practice 6.2.2020
|Examination of a High-Leverage Practice 6.2.2020|
|This criterion is linked to a Learning OutcomeVideo Observation & Summary||
|This criterion is linked to a Learning OutcomeIntroduction||
|This criterion is linked to a Learning OutcomeImplications||
|This criterion is linked to a Learning OutcomeChallenges||
|This criterion is linked to a Learning OutcomeEffectiveness||
|This criterion is linked to a Learning OutcomeConclusion||
|This criterion is linked to a Learning OutcomeAPA/Grammar||
|This criterion is linked to a Learning OutcomeTimeliness||
|Total Points: 26|