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Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
SPED 211
DESARROLLO DEL LENGUAJE Y DEL PROCESO DE LECTURA Y
ESCRITURA DEL ESTUDIANTE CON NECESIDADES ESPECIALES
PARTE DOS
LANGUAGE DEVELOPMENT AND THE READING AND WRITING PR OCESS
OF THE STUDENT WITH SPECIAL NEEDS
PART TWO
© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ............................................................................................................................ 4
Study Guide ...................................................................................................................... 20
Workshop One .................................................................................................................. 36
Taller Dos.......................................................................................................................... 42
Workshop Three................................................................................................................ 49
Taller Cuatro ..................................................................................................................... 56
Workshop Five/Taller Cinco ............................................................................................. 61
Anejo A/Appendix A ........................................................................................................ 67
Anejo B/Appendix B......................................................................................................... 69
Anejo C/Appendix C......................................................................................................... 71
Anejo D/Appendix D ........................................................................................................ 75
Anejo E/Appendix E ......................................................................................................... 76
Anejo E1/Appendix E1 ..................................................................................................... 78
Anejo E2/Appendix E2 ..................................................................................................... 79
Anejo E3/Appendix E3 ..................................................................................................... 80
Anejo E4/Appendix E4 ..................................................................................................... 82
Anejo E5/Appendix E5 ..................................................................................................... 83
Anejo E6/Appendix E6 ..................................................................................................... 84
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Anejo E7/Appendix E7 ..................................................................................................... 85
Anejo E8/Appendix E8 ..................................................................................................... 86
Anejo F/Appendix F ......................................................................................................... 88
Anejo G/Appendix G ........................................................................................................ 92
Anejo H/Appendix H ........................................................................................................ 94
Anejo I/Appendix I ........................................................................................................... 99
Anejo J/Appendix J ......................................................................................................... 101
Anejo K/Appendix K ...................................................................................................... 105
Anejo L/Appendix L ....................................................................................................... 107
Anejo M/Appendix M ..................................................................................................... 109
Anejo N/Appendix N ...................................................................................................... 111
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PRONTUARIO
Título del Curso: Desarrollo del lenguaje y del proceso de lectura y escritura
del estudiante con necesidades especiales – Parte dos.
Codificación: SPED 211
Duración: 5 semanas
Pre-requisito: SPED 210
Descripción:
Diseño de estrategias instruccionales que facilitan la lectura y escritura para estudiantes
con necesidades especiales. Evaluación de equipo interactivo que apoye a la instrucción y
que facilite el desarrollo de las destrezas lingüísticas. Uso de mapas semánticos, estudios
de casos, solución de problemas, comunicación a distancia, discusiones temáticas y
portafolio.
Objetivos Generales
1. Actualizarse con la más reciente información científica sobre el proceso de lectura
y escritura de los estudiantes con necesidades especiales.
2. Identificar las habilidades más importantes dentro del área de lectura y escritura.
3. Analizar los modelos de lectura y las etapas de los procesos de desarrollo de la
lectura y la escritura.
4. Identificar y analizar algunos problemas de lectura y escritura que encuentran los
estudiantes con necesidades especiales.
5. Analizar los factores involucrados en las dificultades para leer y escribir.
6. Identificar e implementar el avalúo de los procesos de lectura y escritura.
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7. Describir y analizar los programas de alfabetización emergente y los de
intervención temprana.
8. Identificar y aplicar estrategias efectivas o mejores prácticas para enseñar lectura
y escritura a los estudiantes con necesidades especiales.
9. Incorporar varias habilidades de lectura y escritura en los planes de lección para
niños con necesidades especiales.
Textos y Recursos
Bender, W. (2008). Learning disabilities: Characteristics, identification, and teaching
strategies. (6th ed.). Boston, MA: Allyn and Bacon. ISBN: 0205515533. $125.00
Boyle, J., & Scanlon, D. (2010). Methods and strategies for teaching students with mild
disabilities. Belmont, CA: Wadsworth Cengage Learning. ISBN: 0618396896.
$99.49
Brantley, Diane. (2007). Instructional assessment of English language learners in the K-8
classroom. Boston, MA: Allyn and Bacon. ISBN: 0205455999. $46.80
Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or
have disabilities. Boston, MA: Allyn and Bacon. ISBN: 0205404049. $48.95
Geisinger, K., et al. (2007). The seventeenth mental measurements yearbook. Lincoln,
NE: The Buros Institute of Mental Measurements. ISBN: 9780910674607.
$195.00
Gunning, T. (2010). Assessing and correcting reading and writing difficulties. (4th ed.).
Boston, MA: Allyn and Bacon. ISBN: 0136100821. $131.53
Mandlawitz, M. (2007). What every teacher should know about IDEA 2004 laws and
regulations. Boston, MA: Merrill. ISBN: 0205505686. $7.95
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Mercer, C., & Pullen, P. (2009). Students with learning disabilities. (7th ed.). Boston,
MA: Merrill. ISBN: 0132228424. $113.33
National Reading Panel. (2000). Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for
reading instruction. Washington, DC: National Institute for Literacy.
Pagán, C. (2002). Imagery from art to verse. Chicago, IL. ISBN: 97093316. $ 50.00
Wallace, J., Temple, C., & Crawford, A. (2008). Understanding reading problems:
Assessment and instruction. Boston, MA: Allyn and Bacon. ISBN: 0205520286.
$132.00
Referencias y Materiales Suplementarios
Távara, F., & Báez, M. (2007). Portfolio Assessment. Orlando, FL: Ana G. Méndez
University System.
Recursos Electrónicos
National Institute for Literacy. (2008). Developing early literacy: Report of the National
Literacy Panel. Recuperado el 6 de febrero del 2010 de
http://www.nifl.gov/publications/pdf/NELPReport09.pdf
Office of Special Education and Rehabilitative Services U.S. Department of Education.
(2000). A guide to the individualized education program. Recuperado el 30 de
diciembre del 2009 de
http://www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf
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Evaluación:
El esquema de evaluación que se utilizará en este curso es el siguiente:
Criterios de evaluación % Anejo
Asistencia y participación en clase (1 – 5) 5
Ensayo de posición (1) 5 A
Discusión de mesa redonda (1, 3 & 5) 5 B
Proyecto final (5) 15 C
Registro de desarrollo del proyecto final (1 – 5) 5 D
Portafolio (1 – 5) 15 E
Ensayos expositivos (2 – 3) 10 F
Círculos pensantes (2) 5 H
Mosaico (collage) grupal (3) 5 I
Demostraciones de estrategias de enseñanza (3 – 4) 10 J
Informe escrito de las estrategias demostradas (3 – 4) 5 K
Clase demostrativa (4 – 5) 10 L
Plan de lección escrito (4 - 5) 5 M
TOTAL 100
Nota: Los dígitos en paréntesis indican el número del taller. Las asignaciones y las evaluaciones se ejecutarán en el idioma asignado a cada taller.
Curva de evaluación
A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60%
F = 59% ó menos
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Descripción de los criterios de evaluación
1. Asistencia y participación en clase (Talleres 1 – 5)
La asistencia a todos los talleres es obligatoria. Los estudiantes obtendrán 1% de
la nota final por su asistencia a cada taller, distribuido de la siguiente manera:
0.25% de asistencia + 0.25% de trabajo en Tell Me More y en las direcciones
electrónicas de español + 0.50% de participación.
La participación se evaluará teniendo en cuenta lo siguiente:
a. Demostrar dominio de los temas discutidos en clase.
b. Cumplir con las tareas asignadas en la clase.
c. Participar y cumplir con trabajo colaborativo.
d. Demostrar destrezas adecuadas de comunicación verbal.
e. Puntualidad en la entrega de los trabajos.
• Las ausencias afectarán su nota final (0.25% por asistencia y 0.75% por
participación en cada taller).
• Es requisito presentar al facilitador evidencia de su trabajo en Tell Me More y
en las direcciones electrónicas de español al final del curso (0.75%).
2. Ensayo de posición (Taller 1)
• Los estudiantes tendrán la oportunidad de analizar los modelos existentes de
enseñanza de la lectura y asumir una posición con relación a uno de ellos.
• Este ensayo representa el 5% de la nota final (Anejo A).
3. Discusión de mesa redonda (Talleres 1, 3 & 5)
• Cada grupo se convertirá en un panel de expertos sobre uno de los temas a ser
estudiados en los talleres 1, 3 y 5.
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• Cada panelista traerá a la discusión contenido relevante al tema asignado y
utilizará todos los recursos que le ayuden a su presentación del tema a discutir
(por ejemplo: ayudas visuales, libros, afiches, etc.)
• Cada panelista podrá usar sus notas o leer pasajes cortos de lo que dicen los
investigadores sobre su tema asignado.
• Esta actividad se evaluará utilizando el Anejo B y representa el 5% de la nota
final.
4. Proyecto final: Ensayo académico integral (Taller 5)
• El ensayo es individual y deberá incluir las siguientes partes:
� Introducción
� Tabla de contenido
� Presentación del tema (contenido)
� Hallazgos
� Conclusiones
� Reacción critica
� Referencias
• El ensayo deberá estar redactado usando la última edición del estilo APA.
• El ensayo se entregará en el taller cinco.
• El ensayo se evaluará usando el Anejo C y representa el 15% de la nota final.
5. Registro del proyecto final (Talleres 1 – 5)
• El facilitador enviará el registro del proyecto final electrónicamente a los
estudiantes.
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• Los estudiantes deberán informar semanalmente vía correo electrónico sobre
sus avances del proyecto final.
• Esta actividad representa el 5% de la nota final (Anejo D).
6. Portafolio (Talleres 3 y 5: Retroalimentación y evaluación final)
• Todas las asignaciones escritas, así como la selección del trabajo hecho
durante el curso, deberán ser colocadas en un portafolio y seguir estrictamente
las especificaciones de su elaboración (Anejos Es).
• El portafolio se presentará dos veces durante este curso: La primera entrega
será para retroalimentación (Taller 3) y la segunda para evaluación final
(Taller 5).
• El portafolio se evaluará usando el Anejo E8 y representa el 15% de la nota
final.
7. Ensayos expositivos (Talleres 2, 3, & 4)
• Los estudiantes redactarán los siguientes ensayos expositivos:
� Taller Dos:
� El modelo de Hayes Flower que enfatiza la escritura como proceso
– individual. Se entregará durante el taller dos (español)
� La dislexia – individual. Se entregará al inicio del taller tres
(español)
� Taller Tres: The modelo multinivel de la instrucción diferenciada –
individual. Se entregará al inicio del taller cuatro (inglés)
• Se utilizará la última edición del estilo APA (página de presentación,
introducción, contenido y referencias).
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• Estos ensayos se evaluarán usando el Anejo F y representan el 10% de la nota
final.
8. Círculos pensantes (Taller 2)
• Los estudiantes deberán leer y analizar información acerca de los temas que se
discutirán en el debate durante el taller dos: Los modelos existentes de
enseñanza de la escritura: El modelo que enfatiza la escritura como producto
y el modelo de Hayes Flower.
• Los estudiantes demostrarán preparación y habilidad de análisis crítico sobre
los temas a debatir.
• Esta actividad se evaluará usando el Anejo G y representa el 5% de la nota
final.
9. Mosaico (Collage) (Taller 3)
• En grupo, los estudiantes prepararán un mosaico relacionado a diferentes
estrategias para enseñar a leer y escribir a niños con necesidades especiales.
• Esta actividad se evaluará usando el Anejo I y representa el 5% de la nota
final.
10. Demostraciones de estrategias de enseñanza (Talleres 3 – 4)
• Individualmente, los estudiantes tendrán la oportunidad de demostrar una
estrategia para enseñar a leer y otra para enseñar a escribir a niños con
necesidades especiales.
• Los estudiantes escogerán las estrategias del registro de demostraciones
(Anejo H).
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• Esta actividad se evaluará usando el Anejo J y representa el 10% de la nota
final.
11. Informe escrito de las estrategias demostradas (Talleres 3 – 4)
• Cada estudiante deberá presentar un informe escrito de la estrategia
demostrada durante los talleres 3 y 4.
• Esta actividad se evaluará usando el Anejo K y representa el 5% de la nota
final.
12. Clase demostrativa (Talleres 3 – 4)
• Los estudiantes demostrarán una lección completa para enseñar a leer y/o
escribir a niños con necesidades especiales.
• Esta actividad es grupal en el taller cuatro e individual en el taller cinco.
• Esta actividad se evaluará usando el Anejo L y representa el 10% de la nota
final.
13. Plan de lección escrito (Talleres 3 – 4)
• Los estudiantes presentarán el plan de lección por escrito luego de la
demostración.
• Esta actividad es grupal en el taller cuatro e individual en el taller cinco.
• Esta actividad se evaluará usando el Anejo M y representa el 5% de la nota
final.
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que el
curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el
módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el
facilitador deberá contestar la misma en el idioma designado para ese taller. Esto
deberá ser una excepción a las reglas pues es importante que los estudiantes
utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará
si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo
perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle
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al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo
a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
o Si es a dos talleres, el facilitador reducirá una nota por debajo basado
en la nota existente.
o Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente
o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor
de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de
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otro será calificado con cero. El servicio de SafeAssign TM de Blackboard será
utilizado por los facilitadores para verificar la autoría de los trabajos escritos de
los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de
su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del
Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que de toda referencia
utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se
tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se
expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la
institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar
incurrir en el plagio de documentos y trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
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12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá
utilizar para la búsqueda de la información deseada. Entre ellas están:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
• http://www.chegg.com/ (alquiler)
• http://www.bookswim.com/ (alquiler)
• http://www.allbookstores.com/ (compra)
• http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
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Nota: Del facilitador o el estudiante requerir o desear una investigación o la
administración de cuestionarios o entrevistas, deben referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a
los formularios de la Oficina de Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para
la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board,
Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for
Research Act (RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión
entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También,
intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros
estudiantes y motivar a los mismos a analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Development of the language and the reading and writing process
of the student with special needs – Part two
Code: SPED 211
Time Length: Five weeks or as applicable
Pre-requisite: SPED 210
Description:
Design of instructional strategies that facilitate the reading and writing for
students with special needs. Evaluation of interactive equipment that supports the
instruction and that facilitates the development of the linguistic skills. Use of semantic
maps, case studies, problem solving, distance learning, thematic units, and portfolio.
General Objectives:
1. Keep abreast with the latest research-based information on the reading and
writing process of students with special needs.
2. Identify the major skills within the area of reading and writing.
3. Identify models of reading and stages of reading and writing development
processes.
4. Identify and analyze some common reading and writing problems that students
with special needs encounter.
5. Analyze the factors involved in reading and writing difficulties.
6. Identify and implement assessment of reading and writing processes.
7. Describe and analyze emergent literacy and early intervention programs
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8. Identify and apply effective reading and writing teaching strategies or best
practices for students with special needs.
9. Incorporate various reading and writing skills into lessons for children with
special needs.
Texts and Resources
Bender, W. (2008). Learning disabilities: Characteristics, identification, and teaching
strategies. (6th ed.). Boston, MA: Allyn and Bacon. ISBN: 0205515533. $125.00
Boyle, J., & Scanlon, D. (2010). Methods and strategies for teaching students with mild
disabilities. Belmont, CA: Wadsworth Cengage Learning. ISBN: 0618396896.
$99.49
Brantley, Diane. (2007). Instructional assessment of English language learners in the K-8
classroom. Boston, MA: Allyn and Bacon. ISBN: 0205455999. $46.80
Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or
have disabilities. Boston, MA: Allyn and Bacon. ISBN: 0205404049. $48.95
Geisinger, K., et al. (2007). The seventeenth mental measurements yearbook. Lincoln,
NE: The Buros Institute of Mental Measurements. ISBN: 9780910674607.
$195.00
Gunning, T. (2010). Assessing and correcting reading and writing difficulties. (4th ed.).
Boston, MA: Allyn and Bacon. ISBN: 0136100821. $131.53
Mandlawitz, M. (2007). What every teacher should know about IDEA 2004 laws and
regulations. Boston, MA: Merrill. ISBN: 0205505686. $7.95
Mercer, C., & Pullen, P. (2009). Students with learning disabilities. (7th ed.). Boston,
MA: Merrill. ISBN: 0132228424. $113.33
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National Reading Panel. (2000). Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for
reading instruction. Washington, DC: National Institute for Literacy.
Pagán, C. (2002). Imagery from art to verse. Chicago, IL. ISBN: 97093316. $ 50.00
Wallace, J., Temple, C., & Crawford, A. (2008). Understanding reading problems:
Assessment and instruction. Boston, MA: Allyn and Bacon. ISBN: 0205520286.
$132.00
References and Supplementary Materials
Távara, F., & Báez, M. (2007). Portfolio Assessment. Orlando, FL: Ana G. Méndez
University System.
Electronic Resource
National Institute for Literacy. (2008). Developing early literacy: Report of the National
Literacy Panel. Recuperado el 6 de febrero del 2010 de
http://www.nifl.gov/publications/pdf/NELPReport09.pdf
Office of Special Education and Rehabilitative Services U.S. Department of Education.
(2000). A guide to the individualized education program. Recuperado el 30 de
diciembre del 2009 de
http://www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf
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Evaluation:
Students in this course will be evaluated as follows:
Evaluation criteria % Appendix
Attendance and participation in class (1 – 5) 5
Position paper (1) 5 A
Round-table discussion (1, 3, & 5) 5 B
Final project (5) 15 C
Final project development log (1 – 5) 5 D
Portfolio (1 – 5) 15 E
Expository essays (2 – 3) 10 F
Thinking circles (2) 5 G
Group collage (3) 5 I
Teaching strategy demonstrations (3 – 4) 10 J
Written report of demonstrated teaching strategies (3 – 4) 5 K
Demonstrative class (4 – 5) 10 L
Written lesson plan (4 – 5) 5 M
TOTAL % 100
NOTE: Digits in parentheses indicate workshop number. Evaluation and assignments will be done in the language assigned to every workshop.
Evaluation curve
A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60%
F = 59% or below
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Description of evaluation criteria
1. Attendance and participation in class (Workshops 1 – 5)
Attendance to all workshops is mandatory. Students will obtain 1% of the final
grade just attending every workshop, distributed as follows: 0.25% for attendance
+ 0.25% for use of Tell Me More and Spanish websites + 0.50% for participation.
Participation will be evaluated based on the following:
a. Mastery of the material discussed in class.
b. Completion of work assigned in class.
c. Collaboration with their peers on assigned group work.
d. Demonstration of proper verbal communication skills.
e. Turn in work strictly on time.
• Absences will affect your final grade (0.25% for attendance and 0.75% for
participation in workshops).
• Evidence of your daily work on Tell Me More and Spanish websites should be
handed in to the facilitator for full credit (0.75%)
2. Position paper (Workshop 1)
• Students will have the chance to analyze the existing reading models and
stand a position for one of them.
• This essay represents 5% of the final grade (Appendix A)
3. Round-table discussion (Workshops 1, 3, & 5)
• Groups will become panels of experts on one of the topics of workshops 1, 3,
and 5.
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• Every panel of experts will bring into discussion the content relevant to the
selected topic and use all the resources that help the presentation of the topic
to be discussed (e.g. visual aids, books, posters, use of technology, etc.)
• Every panel of experts can use notes or read short excerpts of what
researchers say about their assigned topics.
• This activity will be evaluated using Appendix B and represents 5% of the
final grade.
4. Final project: Comprehensive academic paper (Workshop 5)
• This essay is individual.
• The essay should contain the following:
a. Introduction
b. Table of contents
c. Body
d. Findings
e. Conclusions
f. Critical reaction
g. References
• The essay should be written using the latest edition of APA style.
• The essay should be handed in on workshop five.
• This assignment will be evaluated using Appendix C and equals to 15% of the
final grade.
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5. Final project development log (Workshops 1 – 5)
• The facilitator will send the final project development log template
electronically to all students.
• Students will send their logs to the facilitator via e-mail, informing of their
progress toward the accomplishment of the final project.
• This weekly assignment represents 5% of the final grade (Appendix D).
6. Portfolio (Workshops 3 and 5: Feedback and Final Evaluation)
• All self assessment and reflection written assignments, together with the
selection of work done during the course, will be assembled in a portfolio
strictly following the guidelines of portfolio elaboration in Appendixes Es.
• The portfolio should be submitted twice during this course: for feedback
(Workshop 3), and final evaluation (Workshop 5).
• The portfolio will be evaluated using Appendix E8 and weighs 15% of the
final grade.
7. Expository essay (Workshop 2)
• Students will write the following expository essays:
� Workshop Two:
� Hayes-Flower Model that emphasizes writing as a process –
individual. It will be handed in on workshop two (Spanish)
� Dyslexia – individual. It will be handed in at the beginning of
workshop three (Spanish)
� Workshop Three: The multi-tiered model of differentiated instruction –
individual. It will be handed at the beginning of workshop four (English)
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• The essay should strictly follow the last edition of APA style (cover page,
introduction, content, and references).
• Essays will be evaluated using Appendix F and weigh 10% of the final grade.
8. Thinking circles (Workshops 2 & 3)
• Students will read and analyze all the information possible of the topic to be
discussed in the debate on workshops two: Approaches/Models of writing:
product approach versus Hayes Flower model (English).
• Students will demonstrate full preparation and critical thinking skills of the
topic to be debated.
• This activity will be evaluated using Appendix G and weighs 5% of the final
grade.
9. Collage (Workshop 3)
• In groups, students will prepare a collage related to different strategies to
teach reading and writing to students with special needs.
• This activity will be evaluated using Appendix I and weighs 5% of the final
grade.
10. Teaching strategy demonstrations (Workshops 3 – 4)
• Individually, students will have the chance to demonstrate strategies to teach
reading and writing to students with special needs.
• Students will choose one reading strategy and one writing strategy from the
log of demonstrations (Appendix H).
• This activity will be evaluated using Appendix J and represents 10% of the
final grade.
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11. Written report of the demonstrated strategies (Workshops 3 – 4)
• Every student will submit a written report of the demonstrated strategies
during workshops 3 and 4.
• This activity will be evaluated using Appendix K and represent 5% of the
final grade.
12. Demonstrative class
• Students will demonstrate a full lesson to teach reading and writing to students
with special needs.
• It is a group activity in workshop four; it is an individual activity in workshop
five.
• This activity will be evaluated using Appendix L and represent 10% of the
final grade.
13. Written lesson plan
• Students will hand in the lesson plan in writing after demonstrations.
• It is a group activity in workshop four; it is an individual activity in workshop
five.
• This activity will be evaluated using Appendix M and represent 5% of the
final grade.
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Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a
Dual Language Professional. Workshops will be facilitated in English and Spanish,
strictly using the 50/50 model. This means that each workshop will be conducted
entirely in the language specified. The language used in the workshops will alternate
to insure that 50% of the course will be conducted in English and 50% in Spanish. To
maintain this balance, the course module may specify that both languages will be
used during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to use their
preferred language for that particular question. However, the facilitator must answer
in the language assigned for that particular day. This should only be an exception as it
is important for students to use the assigned language. The 50/50 model does not
apply to language courses where the delivery of instruction must be conducted in the
language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires
an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop
must present the facilitator a reasonable excuse. The facilitator will evaluate if the
absence is justified and decide how the student will make up the missing work, if
applicable. The facilitator will decide on the following: allow the student to make up
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the work, or allow the student to make up the work and assign extra work to
compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
o If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
o If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities
are extremely important as it is not possible to assure that they can be made up. If the
student provides a valid and verifiable excuse, the facilitator may determine a
substitute evaluation activity if he/she understands that an equivalent activity is
possible. This activity must include the same content and language components as the
oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
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publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the student’s
responsibility to read the university’s plagiarism policy. If you are a UT student, read
Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to
Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. If the Facilitator makes changes to the study guide, such changes should be discussed
with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
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Note: If for any reason you cannot access the URL’s presented in the module, do not stop
your investigation. There are many search engines and other links you can use to search
for information. These are some examples:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
• http://www.chegg.com/ (rent)
• http://www.bookswim.com/ (rent)
• http://www.allbookstores.com/ (buy)
• http://www.alibris.com/ (buy)
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Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar
libros.
The facilitator may make changes or add additional web resources if deemed
necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs
to administer a questionnaire or an interview, he/she will need to refer to the norms and
procedures of the Institutional Review Board Office (IRB) and ask for authorization. To
access the forms from the IRB Office or for additional information, visit the following
link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability Accounting Act (HIPAA), y
Responsibility Conduct for Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students with
information on the quality of their learning.
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5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One
Specific content objectives:
1. Define the following reading skills: the act of reading, the knowledge of print,
phonemic awareness, alphabetic principle, phonics, sight-word recognition,
fluency, and comprehension.
2. Analyze different models of reading.
3. Evaluate the principles of teaching reading.
4. Analyze the major findings of the report of the National Reading Panel in the
areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Specific language objectives:
1. Communicate effectively in English.
2. Identify and recommend appropriate strategies using specialized educational
terminology to meet the needs of special education students in English.
3. Support his/her point of view in team meetings in English.
Electronic Links (URLs):
APA format
http://owl.english.purdue.edu/owl/resource/560/01/
Literacy
http://www.bridgew.edu/Library/CAGS_Projects/LDUBIN/Definition%20of%20Literacy
.htm
http://www.nifl.gov/publications/pdf/NELPReport09.pdf
Reading skills
http://www.learningpt.org/pdfs/literacy/nationalreading.pdf
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http://www.readingrockets.org/teaching/reading101/printawareness
http://www.readingrockets.org/article/3408
http://www.readingrockets.org/teaching/reading101/phonemic
http://www.readingrockets.org/teaching/reading101/phonics
http://www.readingrockets.org/teaching/reading101/fluency
http://www.readingrockets.org/teaching/reading101/comprehension
Different models of reading
http://www.tarleton.edu/Faculty/gentry/Reading%20Models.html
http://artsci.wustl.edu/~rtreiman/Selected_Papers/Treiman_Handbook_of_linguistics_200
1.pdf
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/W
hatIsAnInteractiveReadingMode.htm
http://www.slideshare.net/Izaham/lecture-3-models-of-reading-2-2
http://www.ncsall.net/?id=459
The National Reading Panel
http://www.nationalreadingpanel.org/
Assignments before Workshop One
1. Read the recommended URL’s, textbooks and other reference materials. Pay close
attention to the rubrics in the Appendix section. These rubrics will be used to
assess your knowledge.
2. Using the Internet, course textbooks and professional journals, build a concept
map with each reading skill mentioned in objective one. Be prepared to present in
class.
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3. Build a flowchart to describe the top-down, bottom-up, and interactive reading
models. Be prepared to analyze and discuss such models in class.
4. Using a Venn diagram, students will compare and contrast writing as a product
and writing as a process. Be prepared to discuss in class.
5. Access http://www.nationalreadingpanel.org/ to retrieve/order and read the
following National Reading Panel’s publications:
a. Report of the National Reading Panel: Teaching children to read/Summary
report.
b. Put reading first: The research building blocks for teaching children to
read.
You should be able to identify and discuss findings and recommendations of the
Panel.
Activities
1. Introduction of the course, module, students, and facilitator.
2. The facilitator and students will do an ice-breaking activity.
3. Election of the student representative.
4. The facilitator will draw a KWL chart on the board and have students complete
the first two columns with information about literacy: (1) What I know, and (2)
What I want to know.
5. The facilitator will divide the class in eight small groups and assign them to
discuss one of the concepts mapped at home: the act of reading, the knowledge of
print, phonemic awareness, alphabetic principle, phonics, sight-word recognition,
fluency and comprehension. Each group will discuss the semantic map of the
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concept assigned by the facilitator. Then, every group will present and explain the
concept map, and provide further details if requested.
6. Using a PowerPoint presentation, the facilitator will present an outline of the
existing reading models. Then, the facilitator will divide the class in three teams
and assign them a specific model. While teams discuss their assigned model, the
facilitator will post three chart papers on different walls of the classroom. Every
paper will be entitled with a specific model and the facilitator will ask teams to
stand at their right place. Next, groups will walk through all papers and write
something relevant of every model. By the fourth rotation, all groups will have
returned to their original place, and whole class discussion will begin.
7. After the discussion of the reading models, each group will write a position paper
on the assigned model. This paper will be turned in at the beginning of Workshop
Two (Appendix A).
8. The facilitator and the students will get engaged in a brainstorming session to
explore different principles of teaching reading. Every student will contribute
with one principle at least to the session while the facilitator will be taking notes
of such principles for further discussion. Then, the facilitator will guide students
to elaborate a list of the most relevant principles of teaching reading, and make
connections of the formulated principles with the reading process theories studied
in this class. Class discussion and analysis.
9. Using a PowerPoint presentation, the facilitator will introduce the National
Reading Panel (NRP).
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10. Using the round-table discussion strategy, students will discuss the NRP’s
findings and recommendations written in the Report of the National Reading
Panel: Teaching children to read/Summary report, and Put reading first: The
research building blocks for teaching children to read. The facilitator will guide
the discussion, and answer questions or clarify confusing points (Appendix B).
11. The facilitator will explain the final project (Appendix C) as well as the final
project development log in detail (Appendix D), and answer students’ questions.
12. The facilitator will send a table of possible topics for the final project via e-mail
within 24 hours after the completion of this workshop. Students will reply
informing the facilitator about their choice of the topic for the final project.
13. Students will begin working on their portfolios following the guidelines of
portfolio elaboration included in this module (Appendices Es).
14. Students will complete the third column of the KWL chart: What I learned.
15. The students will open a Tell Me More account in the language lab, take the Tell
Me More placement test, and work on the English language skills for 20 hours at
least during the course. It will be part of the attendance and participation grade.
Assessment
1. Students will hand in the position paper to the facilitator at the beginning of
Workshop Two (Appendix A).
2. Students will participate in a round-table discussion (Appendix B).
3. Students will send the Final Project Development Log before Workshop Two to
obtain full credit for this assignment (Appendix D).
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4. Students will complete the self reflection sheet (Appendix E3) and insert it in
their portfolio.
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Taller Dos
Objetivos Específicos de Contenido:
1. Describir las etapas del desarrollo de la lectura según Jean Chall y Linnea Ehri.
2. Analizar las etapas del desarrollo de la escritura según el enfoque que enfatiza a la
escritura como producto y el modelo de Hayes-Flower.
3. Examinar los problemas comunes de lectura y escritura de los estudiantes con
necesidades especiales.
Objetivos Específicos de Lenguaje:
1. Comunicarse oralmente y por escrito de una manera efectiva en español.
2. Identificar y recomendar estrategias apropiadas utilizando la terminología
educativa especializada para satisfacer las necesidades de los estudiantes de
educación especial en español.
3. Defender su punto de vista en reuniones de equipo utilizando la pronunciación,
sintaxis y vocabulario apropiados en español.
Enlaces Electrónicos:
El estilo APA
http://owl.english.purdue.edu/owl/resource/560/01/
Desarrollo de la lectura
http://www.terra.com/mujer/articulo/html/hof8993.htm
http://www.le.ac.uk/psychology/jrb/PDFs/Beech_on_Ehri_2005.PDF
http://www.lbsd.k12.ca.us/Pages/Instruction/Reading_Stages.htm
La composición escrita como producto y como proceso
http://www.teachingenglish.org.uk/think/articles/product-process-writing-a-comparison
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http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3a
/3b/88.pdf
http://www.buowl.boun.edu.tr/teachers/PROCESS%20WRITING.htm
http://api.ning.com/files/dyd9zNIe01TnzJhh3i78jUw*GcMSXw6kyJsgGw0dy7vx2ID6r
Y3Osq6Qvg*KznCidt*bEfN91g4FEDyzg5yeClovVl6Q9lXV/TeachWritingasaProcessN
otProduct.pdf
Dificultades de lectura
http://www.psicopedagogia.com/articulos/?articulo=436
http://www.slideshare.net/guest975e56/dificultades-del-aprendizaje-1-
405203?src=related_normal&rel=837992
http://www.monografias.com/trabajos20/dificultades-lectura/dificultades-lectura.shtml
http://www.oei.es/fomentolectura/dificultades_aprendizaje_lectura_escritura_aguirre.pdf
http://www.espaciologopedico.com/noticias/detalle.php?Id=788
http://www.uco.es/~ed1ladip/revista/genios/N2/ART/Art92.htm
Dificultades de escritura
http://www.aprenderaeducar.com/mprolecescti/52-escritura
http://blog.jel-aprendizaje.com/disgrafa-dificultad-especfica-en-la-escritura.php
http://www.psicopedagogia.com/disgrafia
http://ceril.cl/P96_dificultades_escritura.htm
http://www.neurociencias.org.co/downloads/akhutina.pdf
http://www.letralia.com/106/articulo03.htm
http://www.psicopedagogia.com/disortografia
http://www.slideshare.net/guest4195bc/disortografa-2436060
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Asignaciones antes del Taller Dos:
1. Usando un diagrama de flujo, describa las etapas del desarrollo de la lectura según
Jean Chall y Linnea Ehri.
2. Usando los libros de texto, las direcciones electrónicas y otros recursos
instruccionales de su preferencia, investigue el modelo de Hayes Flower que
enfatiza la escritura como un proceso. Redacte un ensayo expositivo (Appendix F)
sobre este tema y prepárese para discutirlo en clase.
3. Prepare un mapa conceptual, del tamaño de un afiche, para cada uno de los
siguientes términos: dislexia, disgrafía y disortografía.
4. Observe cuidadosamente los siguientes videos:
Dislexia
http://www.youtube.com/watch?v=WEIFtjCC70U
http://www.youtube.com/watch?v=DPpXKxSR9TY&feature=related
http://www.youtube.com/watch?v=yMgLDncaBGc&feature=related
http://www.youtube.com/watch?v=s4MzOvaEWzA&feature=related
http://www.youtube.com/watch?v=yNBEtKT2kcY&feature=related
Disgrafía
http://www.youtube.com/watch?v=Klxi8Fuk__o
Tome notas sobre el contenido de los videos en tarjetas o fichas para su discusión
en clase, tales como:
• Definición del desorden
• Nuevos métodos
• Retos
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Actividades:
1. Usando una presentación de diapositivas (PowerPoint), el facilitador presentará
un bosquejo de las diferentes etapas del desarrollo de la lectura según Jean Chall y
Linnea Ehri.
2. La clase formará dos grupos para debatir las etapas del desarrollo de la lectura
según Jean Chall Linnea Ehri. En preparación al debate, cada grupo discutirá las
etapas del desarrollo de la lectura según el autor asignado. Los grupos utilizarán
toda la información recopilada en las actividades antes del taller. Cada grupo
preparará un organizador gráfico con el contenido de su tema en debate y
escogerá a un presentador. El resto de los integrantes contribuirá con sus ideas y
apoyará al debate. Al final de esta actividad, el facilitador responderá a las
preguntas de la clase y recogerá los ensayos expositivos redactados por los
estudiantes. (Appendix F).
3. Tres estudiantes serán elegidos al azar para presentar sus mapas conceptuales
sobre uno de los términos asignados para este taller. Cada estudiante definirá el
término asignado y analizará las conexiones e implicancias del mismo en el
desarrollo del lenguaje y la ejecución escolar.
4. Continuando con la presentación de diapositivas (PowerPoint), el facilitador
presentará visualmente las etapas del desarrollo de la escritura según el enfoque
que enfatiza a la escritura como producto y según el modelo de Hayes-Flower.
5. Debate de ideas o círculos pensantes: Los estudiantes debatirán los dos enfoques
de la escritura presentados en el ítem anterior. La clase será dividida en dos partes
por igual. El facilitador formará un círculo interno donde la mitad de los
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estudiantes estarán sentados y otro externo con la otra mitad de pié. Los
estudiantes sentados en el círculo interno defenderán su posición frente a uno de
los enfoques en discusión mientras los estudiantes en el círculo externo solamente
observarán y tomarán notas. Posteriormente, los estudiantes intercambiarán
posiciones para continuar con el debate, alcanzar consenso y brindar conclusiones
y recomendaciones (Anejo G).
6. Siguiendo la presentación de diapositivas, el facilitador presentará un listado de
las principales dificultades en la lectura y escritura que presentan los niños de
educación especial.
7. El facilitador dividirá la clase en cuatro equipos y les asignará una dificultad o
desorden de lectura o escritura en específico. Mientras los equipos discuten su
tema asignado, el facilitador colocará cuatro papeles debidamente rotulados con el
nombre de cada dificultad o desorden asignado en diferentes paredes del salón de
clase. El facilitador pedirá a los grupos colocarse en su lugar correspondiente con
respecto a los papeles colocados en las paredes. Luego, los grupos rotarán
alrededor de todos los papeles y escribirán algo relevante sobre cada dificultad or
desorden. Llegada la quinta rotación, cada equipo habrá regresado a su punto de
partida y empezará la discusión. El facilitador reforzará algunos puntos que
resulten confusos al final de esta actividad.
8. Continuando con la presentación de diapositivas, el facilitador presentará un
cuadro sinóptico con información sobre la dislexia y la disgrafía con la finalidad
de ayudar a la fluidez de la discusión de estos dos temas en el siguiente ítem.
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9. Utilizando las notas hechas de sus investigaciones y de la observación de los
videos recomendados, los estudiantes y el facilitador iniciarán una conversación
socializada sobre los temas La dislexia y La disgrafía, en la cual se discutirán las
definiciones de los desórdenes observados, los nuevos métodos de enseñanza para
los estudiantes que presentan dichos desórdenes y los retos en la enseñanza de
niños disléxicos y disgráficos.
10. Los estudiantes redactarán un ensayo expositivo sobre la dislexia en el cual
incluirán:
a. Definición
b. Causas
c. Síntomas o características
d. Tratamientos
e. Implicancia en la ejecución escolar
f. Retos
Este ensayo deberá entregarse al inicio del taller tres (Anejo F).
11. Los estudiantes deberán escoger una estrategia para enseñar a leer y otra para
enseñar a escribir a niños con necesidades especiales (Anejo H) y enviar
electrónicamente su selección al facilitador del curso no más tarde de dos días
después de haber terminado el taller dos.
12. El facilitador conversará con los estudiantes sobre sus avances del proyecto final.
13. Los estudiantes continuarán trabajando en sus portafolios siguiendo las
indicaciones dadas en este módulo (Anejos Es). El portafolio será entregado al
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facilitador al final del taller tres para brindar retroalimentación a los estudiantes
sobre el avance de su trabajo en este instrumento.
14. Los estudiantes empezarán a trabajar en el laboratorio de idiomas con las
direcciones electrónicas en español para mejorar sus habilidades lingüísticas en
este idioma.
Avalúo
1. Los estudiantes enviarán el Registro Semanal de Progreso del Proyecto Final vía
correo electrónico antes del Taller Tres para obtener crédito completo por esta
actividad (Appendix D).
2. Los estudiantes completarán la hoja de auto reflexión (Anejo E3).
3. Los estudiantes entregarán su ensayo expositivo sobre las diferentes etapas del
desarrollo de la lectura según Jean Chall y Linnea Ehri. (Anejo F).
4. Los estudiantes debatirán las etapas del desarrollo de la escritura según el enfoque
que enfatiza a la escritura como producto y según el modelo de Hayes-Flower.
(Anejo G).
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Workshop Three
Specific Content Objectives:
1. Evaluate the factors involved in reading and writing difficulties.
2. Identify and analyze effective reading and writing teaching strategies for students
with special needs.
3. Evaluate the multi-tiered model of differentiated instruction.
Specific Language Objectives:
1. Support his/her point of view in team meetings in English.
2. Identify and recommend appropriate strategies using specialized educational
terminology to meet the needs of special education students in English.
3. Develop and implement effective strategies or instructional plans to meet the
needs of special education students in English.
Electronic Links (URLs):
APA format
http://owl.english.purdue.edu/owl/resource/560/01/
Factors involved in reading and writing difficulties
http://www.iser.com/RLACarticle.html
http://www.readingrockets.org/article/280
http://www.readingrockets.org/article/291
http://203.129.218.157/ojs/index.php/kjas/article/viewFile/925/882
http://ezinearticles.com/?The-7-Causes-of-Reading-Difficulty-and-
Dyslexia&id=3185748
http://www.minddisorders.com/Py-Z/Reading-disorder.html
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http://drteeyascholten.com/pdf/guidebook_reading_problems_p75to80.pdf
http://www.learninginfo.org/reading-problems-children.htm
http://acer-shop-admin.acer.edu.au/shop-
images/products/A4049BK/reading_writing_diff_sample.pdf
Teaching reading to students with special needs
http://www.ldonline.org/article/6213
http://www.nyu.edu/classes/keefer/waoe/englishs.html
http://edtech.tph.wku.edu/~ppetty/tracimorris.ppt
http://www.ldanatl.org/aboutld/teachers/teaching_reading/reading_methods.asp
http://www.newhorizons.org/spneeds/inclusion/teaching/front_teaching.html
http://www.as.wvu.edu/~scidis/learning.html
http://www.readingmatrix.com/articles/ward/article.pdf
http://www.readingrockets.org/article/223
http://www.ldonline.org/indepth/reading
Teaching writing to students with special needs
http://www.ldonline.org/indepth/writing
http://www.ericdigests.org/2000-4/writing.htm
http://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbasicwriting.htm
http://webpages.maine207.org/district/administration/readinginservice/teachinwriting03.p
df
http://www.readingrockets.org/article/215
http://www.greatschools.org/LD/writing-dysgraphia/writing-disabilities.gs?content=969
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http://www.slideshare.net/irmarisrn/demonstration-writing-strategies-for-students-with-
learning-disabilities
Multi-tiered model
http://dyslexia.mtsu.edu/TN%20Fox-Feb%207%202009-HANDOUT.pdf
http://www.cenmi.org/Portals/3/Documents/Additional%20Resources/2007%20State%20
Conference/DifferentiatingRdg-Butler.pdf
http://findarticles.com/p/articles/mi_7749/is_200905/ai_n32326451/
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf
http://rtitlc.ucf.edu/documents/Pres/What_is_Response_to_Intervention.pdf
http://www.readingrockets.org/articles/30672
Assignments before Workshop Three
1. Choose one strategy to teach reading and one to teach writing to students with
special needs (Appendix H), and let your facilitator know of your choices.
2. Read the recommended URL’s, textbooks and other reference materials and take
notes of different factors involved in reading and writing difficulties. Be prepared
for discussion in class.
3. Students will take notes while watching the following videos posted at:
Reading strategies
http://www.youtube.com/watch?v=ZobdcwO_c8U&feature=related
http://www.youtube.com/watch?v=txC-Qo_8GiU&feature=related
http://www.youtube.com/watch?v=Xsl_sf4DoRo&feature=related
http://www.youtube.com/watch?v=5urV0lxyhnI&feature=related
http://www.youtube.com/watch?v=VYbXsLka4As&feature=related
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http://www.youtube.com/watch?v=o1JmK1Ui750&feature=related
http://www.youtube.com/watch?v=viwvM66auVA&feature=related
Three-tier model and differentiated instruction
http://www.youtube.com/watch?v=nkK1bT8ls0M&feature=related
http://www.youtube.com/watch?v=zVJ1LK22Oec&feature=related
http://www.youtube.com/watch?v=JP7CRHQ8zNQ&feature=related
http://www.youtube.com/watch?v=75kt4iDSP3w
http://www.youtube.com/watch?v=MPl8OSCX_f8
http://www.youtube.com/watch?v=j1Z5HopHX-M
http://www.youtube.com/watch?v=oS45ZkIh_rA&feature=related
4. Students will bring all the necessary materials to demonstrate the chosen reading
and writing strategies in class.
5. Bring scissors, glue, cardboard, pictures, magazines or any other illustration that
may help build a collage related to teaching strategies.
6. Bring your portfolio to class.
Activities
1. Students will hand in their expository paper about Dyslexia.
2. Using a PowerPoint presentation, the facilitator will introduce a list of possible
factors involved in reading and writing difficulties.
3. Using the round-table discussion strategy, groups will become panels of experts
of the factors involved in reading and writing difficulties. The facilitator will
become the moderator and the other students will become the audience asking
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questions and even defying the ideas of the panel at the end of the discussion. The
moderator can clarify doubts.
4. In a socialized discussion, the students will present their findings, analysis and
conclusions of the videos watched at home. The facilitator will take notes of the
ideas on the board to reinforce and/or clarify some confusing points that may exist
later during this workshop.
5. Using a PowerPoint presentation, the facilitator will present an outline of
strategies to teach reading and writing to students with special needs.
6. The facilitator will divide the class in two teams: reading and writing. Teams will
prepare an oral presentation of at least two different strategies to teach reading,
and other two to teach writing to students with special needs. Each team will
present the following information in no longer than 10 minutes:
a. Name of the strategy
b. Purpose
c. Procedures
7. Every group will make a poster-sized collage related to chosen strategies. Then,
groups will set a collage exhibit and explain their artwork to the class based on
the tenets of the strategies displayed in the collage. The facilitator will collect the
groups’ collage for evaluation (Appendix I).
8. Using a PowerPoint presentation, the facilitator will introduce the multi-tiered
model of differentiated instruction, highlighting the differentiated instruction of
bilingual or English Language Learner (ELL) students with special needs.
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9. In small groups, students will analyze the advantages and disadvantages of the
multi-tiered model of differentiated instruction in schools. Then, every group will
present their conclusions to the class. Individually, students will write an
expository paper on the multi-tiered model of differentiated instruction for
bilingual or ELL students with special needs, and hand it in at the beginning of
Workshop Four (Appendix F).
10. Students will demonstrate their chosen strategies to teach reading and writing to
students with special needs, especially those bilingual or ELLs. In this activity,
students should provide a clear, accurate, and vivid demonstration of the
strategies. Presenters will demonstrate knowledge of the strategies, classroom
management, and use of instructional resources, e.g., printed, electronic, etc.
Every student will have no more than 5 minutes for the demonstration of each
strategy. (Appendix J). Next, students will hand in a written report of the
demonstrated strategies (Appendix K). ESOL Standard # 6: Apply current and
effective ESOL teaching methodologies in planning and delivery instruction to
LEP students).
11. Students will continue working on their portfolios and insert all the documents
written and/or completed so far, following the portfolio elaboration guidelines
(Appendices Es).
12. The facilitator will assign the topics to the groups for next workshop. Every group
will prepare an oral presentation and write a report.
13. The students will continue working on their English language skills using Tell Me
More. It will be part of the attendance and participation grade.
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Assessment
1. Students will complete the self reflection sheet (Appendix E3), insert it in their
portfolio, and hand in the portfolio to the facilitator for feedback purpose only.
2. The facilitator will electronically send the Progression Follow Up Template
(Appendix E5) with his/her feedback and improvement recommendations during
the week before Workshop Four.
3. Students will electronically respond to the Progression Follow Up Template
before Workshop Four for full credit of this assignment.
4. Student will build a collage about teaching strategies (Appendix I).
5. Students will make a demonstration of two teaching strategies (Appendix J) and
hand in a written report of the demonstrated strategies (Appendix K).
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Taller Cuatro
Objetivos Específicos de Contenido:
1. Analizar la evaluación de los procesos de lectura y escritura.
2. Incorporar en un plan de lección la enseñanza de varias habilidades de lectura y/o
escritura para niños de educación con necesidades especiales.
3. Identificar los programas de alfabetización e intervención temprana.
Objetivos Específicos de Lenguaje:
1. Comunicarse oralmente y por escrito de una manera clara y efectiva durante
reuniones de equipo.
2. Identificar y recomendar las estrategias apropiadas para satisfacer las necesidades
de los estudiantes de educación especial usando la terminología educativa
especializada en español.
3. Desarrollar e implementar estrategias o planes instruccionales efectivos para
satisfacer las necesidades de los estudiantes de educación especial utilizando
correctamente la terminología, sintaxis y ortografía en español.
Enlaces Electrónicos:
El Estilo APA
http://owl.english.purdue.edu/owl/resource/560/01/
Evaluación de la lectura
http://www.unrc.edu.ar/publicar/cde/Bono,%20Donolo,%20Rinaudo.htm
http://www.unex.es/gial/docencia/asignaturas/psicopatologia/documentos%20de%20apoy
o/Estudios,%20monograf%EDas%20y%20art%EDculos/Valoraci%F3n%20de%20las%2
0dificultades%20en%20lectoescritura.htm
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https://www.eddataglobal.org/documents/index.cfm/Span_EGRA_Toolkit_18Nov09.pdf?
fuseaction=throwpub&ID=187
http://www.oei.es/evaluacioneducativa/evaluacion_comprension_lectora_perez_zorrilla.p
df
http://www.psicopedagogia.com/articulos/?articulo=316
http://www.pangea.org/dim/integrate/PDF/j_jimenez/Evaluaci_n_velocidad_de_nombrar.
pdf
Evaluación de la escritura
http://www.saber.ula.ve/bitstream/123456789/17141/2/articulo4.pdf
http://www.cepazahar.org/recursos/mod/resource/view.php?id=336
Programas de alfabetización e intervención temprana
http://www.floridajobs.org/earlylearning/documents/null_Spanish%20Family%20Guide
%20Brochure.pdf
http://flfcic.fmhi.usf.edu/espanol/pages/links.htm
http://www.fldoe.org/EarlyLearning/pdf/itsokSpanish.pdf
http://ecrp.uiuc.edu/v8n2/weigel-sp.html
http://www.colorincolorado.org/familias/preguntas/alfabetizacion_temprana
http://www.osr.nc.gov/_pdf/osr_bro_spanish_mar08.pdf
Asignaciones antes del Taller Cuatro:
1. Lea las direcciones electrónicas, libros de textos y otros materiales de referencia y
prepare un organizador gráfico con el tema Evaluación o Avalúo de la lectura y
escritura, enfocando especialmente a los niños bilingües o cuyo primer idioma no
es el inglés con necesidades especiales.
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2. Traiga diferentes modelos de planes de lección en los cuales se incorpore la
enseñanza de varias habilidades de lectura y/o escritura para niños con
necesidades especiales.
3. Traiga información sobre los programas de alfabetización e intervención
temprana en el estado de la Florida. Prepárese para discutir en clase.
4. Prepárese para demostrar las estrategias para enseñar a leer y a escribir a niños
con necesidades especiales.
Actividades:
1. Bajo el formato de una discusión socializada, el facilitador promoverá el análisis
de la evaluación de los procesos de lectura y escritura de los niños con
necesidades especiales. Los estudiantes tendrán la oportunidad de aportar su
conocimiento sobre los temas a discutirse y hacer todas las preguntas necesarias a
sus compañeros y al facilitador.
2. Usando una presentación de diapositivas, el facilitador presentará un bosquejo de
los diferentes tipos de evaluación e instrumentos evaluativos utilizados en la
evaluación de las habilidades de lectura y escritura de los niños con necesidades
especiales.
3. En pares, los estudiantes prepararán una breve presentación de un instrumento de
evaluación de las habilidades de lectura o escritura de los niños con necesidades
especiales. Cada par de estudiantes tendrá no más de cinco minutos para su
presentación.
4. En grupos de tres integrantes, los estudiantes compartirán los planes de lección
investigados en los cuales se incorpora la enseñanza de varias habilidades de
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lectura y/o escritura para niños con necesidades especiales. Los estudiantes
identificarán las estrategias desarrolladas en los planes de lección y evaluarán la
eficiencia de las mismas. Luego, cada grupo presentará las estrategias de
enseñanza evaluadas y cómo se incorporaron en los planes de lección.
5. El facilitador presentará cuatro escenarios en los cuales se presentarán a niños
bilingües o cuyo primer idioma no es el inglés con diferentes dificultades de
lectura y de escritura. Cada grupo deberá esbozar un plan de lección en el cual se
incorporen diferentes estrategias que apunten a remediar tales dificultades. Luego,
cada grupo deberá presentar su plan lección a la clase (Anejo L). Al final de la
presentación, cada grupo entregará su plan de lección al facilitador para su
evaluación correspondiente (Anejo M).
6. Usando un torbellino de ideas, los estudiantes identificarán los programas de
alfabetización e intervención temprana, especialmente aquellos existentes en el
estado de la Florida. Luego, los estudiantes formarán grupos de cuatro integrantes
y evaluarán la efectividad de dos programas de alfabetización e intervención
temprana
7. Los estudiantes asignados para esta semana continuarán con las demostraciones
de las estrategias para enseñar a leer y a escribir a niños bilingües o cuyo primer
idioma no es el inglés con necesidades especiales. En esta actividad, los
estudiantes deberán brindar una demostración clara, exacta y vívida de las
estrategias seleccionadas. Los presentadores deberán demostrar conocimiento de
las estrategias, manejo del salón de clase y un buen uso de los recursos
instruccionales. Cada estudiante tendrá no más de cinco minutos para la
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demostración de cada estrategia (Anejo J). Luego, se presentará un informe
escrito de las estrategias demostradas al facilitador (Anejo K).
8. El facilitador conversará con los estudiantes sobre sus avances del proyecto final.
9. Los estudiantes continuarán trabajando en sus portafolios siguiendo las
indicaciones dadas en este módulo (Anejos Es). El portafolio será entregado al
facilitador al final del Taller Cinco para su evaluación.
10. Los estudiantes continuarán trabajando en el laboratorio de idiomas con las
direcciones electrónicas en español para mejorar sus habilidades lingüísticas en
este idioma.
Avalúo
1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3).
2. Los estudiantes enviarán el Registro Semanal de Progreso del Proyecto Final vía
correo electrónico antes del Taller Cinco para obtener crédito completo por esta
actividad (Anejo D).
3. Los estudiantes demostrarán dos estrategias de enseñanza (Anejo J) y alcanzarán
un informe escrito de las estrategias demostradas (Anejo K).
4. Los estudiantes presentarán oralmente un breve plan de lección en el que se
incorporarán varias estrategias de enseñanza de lectura y/o escritura para niños
con necesidades especiales (Anejo L) y entregarán por escrito una copia del plan
de lección presentado (Anejo M).
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student should use
the language assigned for each homework
and activity.
Specific Content Objectives:
1. Identify the steps of the reading block required by the state of Florida in a lesson
plan.
2. Design lesson plans for exceptional students with specific reading and/or writing
needs.
3. Identify different types of technology that students can use to access text for
reading and to produce written products.
Specific Language Objectives:
1. Identify and recommend appropriate strategies using specialized educational
terminology to meet the needs of special education students in both languages.
2. Develop and implement effective strategies or instructional plans to meet the
needs of special education students in both languages.
3. Problem-solve challenges presented in the special education scenario in both
languages.
4. Communicate effectively during team meetings in both languages.
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Electronic Links (URLs):
APA format
http://owl.english.purdue.edu/owl/resource/560/01/
Language arts block in the state of Florida
http://info.fldoe.org/justread/90-minute-block.pdf
http://www.fcrr.org/staffpresentations/Ruth/90MRBfinal2.pdf
http://www.justreadflorida.org/90-minute-faq.asp
http://www.justreadflorida.com/90-minute-chart.asp
http://www.justreadflorida.com/faq/default.asp?Cat=25
http://bilingual.dadeschools.net/BEWL/pdfs/Guidelines-ESOL_el.pdf
Reading and writing – students with special needs
http://www.asha.org/public/speech/development/Literacy.htm
http://www.asha.org/publications/literacy/
http://www.readingrockets.org/articles/22263
http://www.readingrockets.org/articles/203
http://www.readingrockets.org/articles/370
http://bctf.ca/diversity/resourceinventory/crosscurrents/Winter02pp41-43.pdf
Use of technology
http://www.newhorizons.org/strategies/technology/burgstahler.htm
http://futureofchildren.org/publications/journals/article/index.xml?journalid=45&articleid
=204§ionid=1329
http://aim.mainecite.org/docs/Print_Disabilities__3_Page.pdf
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http://www.kn.pacbell.com/news/CAschools/la.htm
http://www.ldonline.org/article/23003
http://www.quantumtechnology.com.au/files/Educator%20Flyer.pdf
Assignments before Workshop Five
1. Students will read and take notes of the topics required on this workshop using the
recommended URL’s, textbooks and other printed or electronic resources.
2. Prepare an itinerary of activities used during the language arts block required by
the state of Florida. See a sample of instructional routines in Appendix N.
3. Prepare for your demonstrative class. (Appendixes L & M)
4. Complete your individual final project. (Appendix C)
5. Complete your portfolio for final evaluation. (Appendix E8)
Activities
1. The facilitator will draw a KWL chart and have students brainstorm of what they
know and what they want to know about the language arts block required in the
state of Florida. (English)
2. Using a PowerPoint presentation, the facilitator will introduce the elementary
reading 90-minute block used in Florida public schools. The facilitator will
provide an in-depth analysis of its components, and how the block is used in the
Language Arts period. (English). See a sample of instructional routines in
Appendix N.
3. The facilitator will help students establish a classroom routine using the
elementary reading 90-minute block, in which students with special needs will be
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included. Then, students will share their routines with the whole group.
Discussion. (Spanish)
4. The facilitator will invite two volunteer students to demonstrate the elementary
reading block for further analysis. The remaining students will act as young
children participating in the block. (English)
5. Using the round-table discussion strategy, teams will become panels of experts of
the use of assistive technology. The facilitator will become the moderator and the
other students will become the audience asking questions and even defying the
ideas of the panel at the end of the discussion. The moderator can clarify doubts.
(Spanish) (Appendix B).
6. Students will present their demonstrative class in which reading and writing
difficulties will be addressed. Presentation will be no longer than 10 minutes
(Appendix L). At the end of presentations, students will hand in the lesson plan in
writing (Appendix M). (English) (ESOL Standard # 16: Design and implement
effective unit plans and daily lesson plans which meet the needs of ESOL students
within the context of the regular classroom).
7. Following the PowerPoint presentation, the facilitator will explain the challenges
and recommended best practices to deal with the reading-and-writing process for
students with special needs. (Spanish)
8. Using a socialized conversation, students will inform the challenges addressed
during the elaboration of the final project, and their findings and conclusion of
their research topic. Then, every student will hand in the written report of the final
project to the facilitator (Appendix C). (English)
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9. The students will complete the last column of the KWL chart: What they learned
on this workshop (English).
10. In groups of four, the students will prepare an overall closing activity of the
course. Students may act out a news program, perform a song or a role play, recite
a poem, or prepare a commercial or advertisement that wraps up the content of the
entire course. (Spanish)
11. The students will complete and submit their portfolios strictly following the
guidelines to prepare the portfolio (Appendixes Es).
12. The students will complete 20 hours of work using Tell Me More. It will be part
of the attendance and participation grade.
Assessment
1. Students will participate in a round-table discussion (Appendix B).
2. Students will present a demonstrative class and hand in the lesson plan in writing
(Appendixes J & L).
3. Students will hand in a written report of the final project (Appendix C).
4. Students will complete the self reflection sheet (Appendix E3) and insert it in
their portfolio.
5. Students will complete the overall portfolio self assessment (Appendix E4).
6. Students will hand in their portfolios to the facilitator for its final evaluation
(Appendix E8).
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Anejos/Appendixes
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Anejo A/Appendix A
Position Paper Rubric
Student’s Name: _________________________________________________________
Topic: ______________________________________________ Date: ____________
Criteria Value Points Student Score
Content
Takes a strong well-defined position about a
selected multicultural dilemma by presenting both
sides of such dilemma.
1 point
Uses at least four appropriate reasons with at least
three details for each reason that firmly supports
the author’s position.
1 point
Demonstrates logical, subtle sequencing of ideas
through well-developed paragraphs; transitions are
used to enhance organization.
1 point
Demonstrates thorough understanding of data
(information); shows advanced degree of
comparison, contrast, and evaluation.
1 point
Uses appropriate information from all subject areas
to support position; uses additional resources to
develop position; uses a range of primary and
secondary sources (six or more).
1 point
Reveals mature and insightful understanding of the
position and a solid appreciation of points of view.
1 point
Draw firm conclusions based on research-based
facts only.
1 point
Language
Demonstrates a command of standard English 1 point
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(vocabulary, syntax and flow of ideas)
Uses grammar appropriately and correctly. 1 point
Uses spelling, punctuation, capitalization, and
APA format correctly throughout the document
(cover page, essay body, and list of references).
1 point
Total Points
_________________
10 pts ( 70% content
and 30% language)
______________
Total score:
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good : 0.75 point • Fair : 0.50 point • Needs improvement: 0.25 point
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Anejo B/Appendix B
Round-table Discussion Rubric
Student name/Group: ______________________________________________________
Course: _____________________________________________ Date: _____________
Criteria Value Points Student Score
Content
Participants offer an in-depth and solid
analysis of the discussed content and the
dialogue flows smoothly during the
discussion.
1 point
Participants –through their comments–
show deep knowledge of the discussed
topic and a high level of understanding of
questions asked by the audience.
1 point
Participants are appropriately prepared for
discussion – with notes taken from their
reading and passages or textbooks
properly highlighted about the topic in
discussion.
1 point
Participants, through their comments,
show that they are paying close attention
to what other participants say about the
topic.
1 point
Participants provide explanations and
follow up to enrich discussion.
1 point
Participants’ observations are usually
related to ideas or arguments presented in
this discussion.
1 point
Participants show a professional attitude
and posture during the discussion.
1 point
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Language
Participants show good use of the standard
English language (vocabulary, syntax and
flow of ideas).
1 point
Participants use appropriate intonation in
making remarks and good projection of
the voice toward the audience.
1 point
Given a controversial topic during
discussion, participants show a persuasive
argument to support their points of view
about it.
1 point
Total 10 pts ( 70% content &
30% language)
___________ Total Score
Facilitator’s signature: _________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Anejo C/Appendix C
Final project
Objective: Identify and analyze in depth a course-related topic using the latest research-
based data available.
Assignment description:
1. Submit a comprehensive academic paper, no shorter than 10 pages, of one of the
following topics:
a. The National Reading Panel: Major findings in the areas of phonemic awareness,
phonics, fluency, vocabulary, and comprehension.
b. Reading models and their implications in the arena of special education.
c. Common reading problems that students with mild disabilities encounter.
d. Best practices to teach reading to students with special needs.
e. Reading assessment: Consider the purposes of screening, diagnosis, progress
monitoring, and outcome measurement.
f. Writing models and their implications in the area of special education.
g. Common writing problems that students with mild disabilities encounter.
h. Best practices to teach writing to students with special needs.
i. Writing assessment: What methods are appropriate for assessing handwriting
skills, spelling skills, and written expression skills?
j. Using informal and formal assessment to inform teaching.
k. Other topics may be considered as a final project topic. If so, it needs to be
approved by your course facilitator first.
2. The paper should include:
a. Cover page
b. Introduction
c. Table of contents
d. Body (no less than 10 pages)
e. Findings
f. Conclusions
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g. Critical reaction
h. References
i. The paper should be written using the latest edition of APA style.
3. The final project will be submitted in writing on Workshop Five.
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Comprehensive Academic Paper Rubric Student: ________________________________________________________________
Topic: ______________________________________________ Date: _____________
Criteria Value Points Student’s Score
Content
Excellent organization enhances readability
and/or understandability of the report.
1 point
Relevance of topic to class or audience is
apparent. The groundwork for the paper is
easy to predict because important topics that
will be discussed are specifically mentioned.
1 point
Clear examples to support specific topic
sentences and to support the overall purpose;
reader gains important insight; analysis poses
novel ways to think of the material; quoted
material well integrated; depth of coverage
without being redundant.
1 point
The tone of the paper is consistently
professional and appropriate.
1 point
The writer makes succinct and precise
conclusions based on the review of literature.
Suggestions for future research are offered.
1 point
References are primarily peer reviewed
professional journals or other approved
sources; Numerous relevant scholarly sources
(and primary sources, where available and
appropriate) demonstrating extensive, in-
depth research; little reliance on tertiary
sources.
1 point
Demonstrate a comprehensive grasp of 1 point
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significant ideas to reach a higher level of
understanding in an organizational manner.
Language
Demonstrates a command of standard English
(vocabulary, syntax and flow of ideas)
1 point
Uses spelling, punctuation, capitalization, and
APA style correctly.
1 point
The level of formality used in the report is
adequate to the nature of the document.
1 point
Total Points 10 (70% content and
30% language)
_________
Total score:
Facilitator’s signature: ______________________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Anejo D/Appendix D
FINAL PROJECT DEVELOPMENT LOG
Directions: Complete the following final project development log on a weekly basis:
Workshop 1 Taller 2 Workshop 3 Taller 4 Workshop 5
Actions
Accomplished
(3 points)
Difficulties
Found
(2 points)
Student’s
Signature
Facilitator’s
Feedback
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Anejo E/Appendix E
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix E1).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at your Campus. This cover page will be placed at
the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly numbered.
The table, which should be located at the beginning, should include a brief
description, date produced, date submitted, and date evaluated (Appendix E2).
• Introduction and conclusion of the income and outcome of the portfolio.
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• Documentation and self reflection sheet (Appendix E3) required in each
workshop.
• Overall portfolio self assessment (Appendix E4).
• The progression follow-up template will be added to the portfolio (Appendix
E5).
• A list of references and appendices of all assignments included will be added
to the end of the portfolio.
• Letter of Use and Return or Use and Discard of Portfolio (Appendices E6, &
E7)
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See the latest edition of the
Publication Manual of the APA.
4. Portfolio evaluation (Appendix E8).
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Anejo E1/Appendix E1: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
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Anejo E2/Appendix E2: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Students can use a table of contents instead.
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Anejo E3/Appendix E3: Self Reflection
Directions: Please complete the following blanks:
This entry is an example of my strengths:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
This entry is an example of an area I really need to improve:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
This entry is an example of an area I have improved:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I think this exercise has been very helpful for my learning because:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Auto Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Anejo E4/Appendix E4: Overall Portfolio Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
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Anejo E5/Appendix E5: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Anejo E6/Appendix E6: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo E7/Appendix E7: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo E8/Appendix E8: Overall Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free
of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are
graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to
follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries
relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the
student’s efforts and abilities?
� Growth/Development: Do samples provide thorough understanding of
growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work?
Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding
of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments?
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Does the student reflect enthusiasm for learning? � Professional Conduct: Do items show clear understanding of ethical
behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills,
abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by
Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus.
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Anejo F/Appendix F
Matriz de valoración para el ensayo expositivo
Integrantes del grupo: _____________________________________________________
Curso: ___________________________________________ Fecha: _______________
Criterios Valor Puntaje del Estudiante
Contenido
La tesis es clara y bien establecida. 1 punto
Explica y desarrolla la tesis y sus
implicaciones de manera exacta, basado
en los estudios científicos que apoyan
las ideas sobre el tema, brindando
información exacta y ejemplos precisos.
1 punto
Se exponen los detalles centrales o de
mayor relevancia en el ensayo.
1 punto
Las oraciones son coherentes y las ideas
fluyen durante la lectura del ensayo.
1 punto
Elabora conclusiones basadas en la
evidencia científica y objetiva.
1 punto
Establece una relación del autor con el
tema, brindando una perspectiva clara
del tema presentado y atrayendo la
atención del lector.
1 punto
Demuestra un entendimiento total de las
ideas más importantes hasta alcanzar un
nivel superior de comprensión de una
manera organizada.
1 punto
Lenguaje
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Demuestra habilidad en el manejo del
idioma español estándar (vocabulario,
sintaxis y flujo de ideas).
1 punto
Usa la puntuación, la ortografía y el
formato APA correctamente.
1 punto
El tono del ensayo es adecuado a la
naturaleza del documento.
1 punto
Total 10 puntos ( 70%
contenido y 30%
lenguaje)
__________
Puntaje total
Firma del facilitador: _________________________________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
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Expository essay rubric
Student name: ____________________________________________________________
Course: _____________________________________________ Date: _____________
Criteria Value Points Student Score
Content
Thesis is clear & well stated. 1 point
Accurately explains and develops
thesis and its implications based on
research studies that support the
author’s ideas about the topic,
providing exact data and precise
examples.
1 point
Major or relevant details are exposed
in essay.
1 point
Sentences are cohesive and ideas
flow as the essay is read.
1 point
Draw conclusions based on research-
based facts only.
1 point
Establish a writer’s relationship with
the subject, providing a clear
perspective on the presented subject
matter and engaging the audience
attention.
1 point
Demonstrate a comprehensive grasp
of significant ideas to reach a higher
level of understanding in an
organizational manner.
1 point
Language
Demonstrates a command of 1 point
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standard English (vocabulary, syntax
and flow of ideas)
Uses grammar and style
appropriately and correctly.
1 point
Uses spelling, punctuation,
capitalization, and APA format
correctly throughout the document
(cover page, essay body, and list of
references).
1 point
Total Points
____________________
10 points ( 70% content
and 30% language)
____________________
Total score:
Firma del facilitador: ________________________________________
Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Anejo G/Appendix G
Matriz de valoración para los círculos pensantes
Grupo/Estudiante: _________________________________________________
Tema: ___________________________________________ Fecha: _________
Criterios Valor Puntaje obtenido
Contenido
Usa una variedad amplia de información
relevante y cuidadosamente evaluada,
incluyendo criterios alternativos para
juzgar entre las posibles soluciones.
1 punto
Demuestra una conciencia compleja de
importancia relativa de diferentes fuentes
de dudas o preocupaciones.
1 punto
Evalúa la información usando principios
generales que permiten las comparaciones
entre puntos de vista; justifica
adecuadamente su posición.
1 punto
Enfoca el análisis de la información más
importante basada en diferentes posiciones
acerca de la importancia relativa; organiza
la información usando los criterios que
aplican a través de diferentes puntos de
vista y que permiten hacer comparaciones
cualitativas.
1 punto
Enfoca los asuntos pragmáticos en planes
de implementación; brinda información y
motivación apropiada, en orden de
prioridad según el escenario y la audiencia.
1 punto
Describe adecuadamente la importancia 1 punto
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relativa de las limitaciones de solución
cuando se compara a otras opciones
viables.
Procede como si la meta fuera llegar a una
conclusión bien fundamentada, basada en
la consideración objetiva de prioridades a
través de las alternativas viables.
1 punto
Lenguaje
Demuestra un uso adecuado del español
(vocabulario, sintaxis y flujo de ideas).
1 punto
Utiliza la pronunciación correcta del
idioma.
1 punto
El tono de la presentación es adecuado. 1 punto
Total 10 ( 70% contenido y
30% lenguaje)
_______________
Puntaje total:
Firma del facilitador: _________________________________________
Nota: El puntaje adquirido por el estudiante deberá registrarse como sigue:
• Excelente 1.00 punto • Bueno 0.75 punto • Regular 0.50 punto • Necesita mejorar 0.25 punto
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Anejo H/Appendix H
Log of demonstrations: Workshops three and four
Reading Strategies Workshop Presenters
Phonemic awareness:
a. Rhyme time
b. Clapping words and phonemes
c. Rubber band man blending
d. Segmenting and blending sequence: STOP
e. Elkonin boxes
f. The Phonological And Strategy Training
Program (PHAST)
Three
________________________
________________________
________________________
________________________
________________________
________________________
Alphabetic principle:
a. Identifying letter-sound correspondences
b. Writing letter-sound correspondences
c. Alphabet books
d. Letter-matching games
e. Sounds and letters
Three
________________________
________________________
________________________
________________________
________________________
Teaching the concept of word:
a. The voice-pointing procedure
b. Cut-apart words
c. Dictated experience accounts
d. Morning message
Three
________________________
________________________
________________________
________________________
Phonics:
a. Word sorts
b. Picture sorts
c. Beginning consonant sorts
d. Phonogram pattern sorts
e. Interactive writing
f. Sound boards
g. Push it say it
Three
________________________
________________________
________________________
________________________
________________________
________________________
________________________
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h. CLOVER
________________________
Fluency:
a. (Successful, Anxiety-Free, Engaged
Reading (SAFER)
b. Neurological impress method
c. Wilson reading system
d. Different but the same
e. Reading in chunks
f. Repeated readings
g. Reader’s theater
h. Choral reading
i. Paired reading or peer tutoring
j. Recorded texts
k. Rasinski’s model.
Four
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Vocabulary:
a. Keyword method
b. Shared storybook reading
c. Preprinted response cards and write-on
response boards
d. Word conversations
e. Classwide peer tutoring
f. Word associations
g. Thumbs up-thumbs down
h. Narrow reading
i. Fill-in the blank stories
j. Dictionary race-and-rite
k. Grids
l. Journals
m. Word maps
n. Keyword and mnemonic strategies
Four
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
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Comprehension:
a. DRTA: Active reading of fiction
b. KWL: Active Reading of nonfiction
c. Questioning the author: close reading for
comprehension
d. Reciprocal teaching
e. POSSE
f. SQ3R
g. Reciprocal question-answer relationships
h. Graphic and semantic organizers
i. Story mapping
j. Cognitive mapping strategy
k. Retelling
l. Paraphrasing strategy
Four
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
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Writing Strategies Workshop Presenters
Spelling:
a. Rule-based instruction
b. Multisensory approach
c. Test-study-test technique
d. Five-step word-study strategy
e. Fixed and flow word lists
f. Classwide Peer Tutoring (CWPT)
g. Analogy technique
h. Spelling package
Three
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Written expression:
a. Brainstorming
b. PENS Sentence writing strategy
c. PLEASE Paragraph writing strategy
d. TOWER
e. HOW
f. Mnemonic TREE strategy
g. Self –instructional strategy for essays
h. The essay planning strategy: STOP &
DARE
i. The error monitoring strategy: COPS &
WRITER
Three
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
j. Guided writing
k. Strategic writing instruction
l. Writing workshop
m. Cognitive Strategy Instruction in
Writing (CSIW)
n. Harris and Graham’s Strategy
Instruction
Four
________________________
________________________
________________________
________________________
________________________
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o. CRISS Writing Strategies: CReading
Independence through Student-owned
Strategies
i. Framed paragraph
ii. Opinion proof
p. Structured approach to writing: Role of
the writer, Audience, Format, and Topic
(RAFT)
q. Collaborative strategy approach
________________________
________________________
________________________
Motivating reluctant writers
a. Writing aloud
b. Written conversation
c. Journal writing
Four
________________________
________________________
________________________
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Anejo I/Appendix I
Collage rubric
Group: _________________________________________________________________
Topic: _______________________________________________ Date: ____________
Criteria Value Points Student Score
All of the graphics or objects used in
the collage reflect a degree of student
creativity in their display.
1.25 point
Graphics are cut to an appropriate
size, shape and are arranged neatly.
Care has been taken to balance the
pictures across the area. Items are
glued neatly and securely.
1.25 point
The collage includes 15 or more
items, each different.
1.25 point
Much time and effort went into the
planning and design of the collage. It
is clear the student worked at home
as well as at school.
1.25 point
Titles and text were written clearly
and were easy to read from a
distance.
1.25 point
The student gives a reasonable
explanation of how every item in the
collage is related to the assigned
theme. For most items, the
relationship is clear without
explanation.
1.25 point
The collage clearly communicates
the author’s level of understanding of
1.25 point
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the topic.
The collage looks attractive,
organized, and neat.
1.25 point
Total Points 10 puntos _______________ Total score
Facilitator’s Signature: _____________________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.25 point • Good: 1.00 point • Fair: 0.75 point • Needs improvement: 0.50 point
Source: Adapted from www.abbotsford.k12.wi.us and http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf
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Anejo J/Appendix J
Teaching strategy demonstration rubric
Student: ________________________________________________________________
Strategy: ________________________________________________ Date: __________
Criteria Value Points Student’s Score
Content
Presenter opens the demonstration setting the
objectives and scenario clearly, displays
relaxed, self-confident, and seldom looks at
notes.
1 point
Presenter attracts student’s attention at the
introduction of the strategy and keeps it
through the session.
1 point
Presenter runs the demonstration in logical and
interesting sequence which the student can
follow
1 point
Teaching strategies used in the demonstration
are effective, always focused on the
remediation of the reading/writing difficulties.
Explanations are clear. Direct instruction is
evident.
1 point
Classroom management and interaction are
excellent, keeping the student on task at all
times of the demonstration.
1 point
Presenter implements meaningful, age-
appropriate task-based assessment procedures.
1 point
Presenter uses instructional resources and
technology (if needed) properly during the
demonstration.
1 point
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Language
Presenter demonstrates a command of standard
English (vocabulary, syntax and flow of ideas)
1 point
Presenter uses a clear voice with a good
projection and intonation.
1 point
Presenter uses correct pronunciation of the
language.
1 point
Total Points 10 ( 70% content +
30% language)
_________ Total score
Facilitator’s signature: ____________________________________
Note: The score obtained by the student should be scored as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Matriz de valoración para la demostración de estrategias de enseñanza
Estudiante: ______________________________________________________________
Estrategia: ________________________________________________ Fecha: ________
Criterios Puntaje posible Puntaje obtenido
Contenido
El presentador inicia la demostración
estableciendo los objetivos y el escenario
claramente; se muestra relajado, confiado y
raramente se refiere a sus notas.
1 punto
El presentador atrae la atención del estudiante
en la introducción de la estrategia y la
mantiene a través de toda la sesión.
1 punto
El presentador ejecuta la demostración en una
secuencia lógica e interesante, la misma que el
estudiante puede seguir sin dificultad.
1 punto
Las estrategias de enseñanza usadas en la
demostración son efectivas, siempre enfocadas
en remediar las dificultades de lectura y
escritura. Las explicaciones son claras. Es
evidente el uso del método de instrucción
directa.
1 punto
El manejo de la case y la interacción son
excelentes, manteniendo al estudiante ocupado
todo el tiempo de la demostración.
1 punto
El presentador implementa procedimientos de
evaluación que son significativos, apropiados a
la edad del estudiante y basados en lo que se ha
enseñado.
1 punto
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El presentador usa los recursos instruccionales
y la tecnología (si es necesaria) adecuadamente
durante la demostración.
1 punto
Lenguaje
El presentador demuestra un uso profesional
del idioma español (vocabulario, sintaxis y
flujo de ideas).
1 punto
El presentador usa una voz clara con buena
proyección y entonación.
1 punto
El presentador pronuncia el idioma español
correctamente.
1 punto
Puntaje total 10 ( 70% contenido
+ 30% lenguaje)
___________ Puntaje total
Firma del facilitador: _________________________________________
Nota: El puntaje adquirido por el estudiante deberá registrarse como sigue:
• Excelente 1.00 punto • Bueno 0.75 punto • Regular 0.50 punto • Necesita mejorar 0.25 punto
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Anejo K/Appendix K
Strategy demonstration written report rubric
Name/Group: ____________________________________________________________
Topic: _______________________________________________ Date: _____________
Criteria Value Points Student’s score
Content
Excellent organization enhances readability
and/or understandability of the report.
1 point
Relevance of topic to class or audience is
apparent. The groundwork for the report is
easy to predict because important topics that
will be discussed are specifically mentioned.
1 point
Clear examples to support specific topic
sentences and to support the overall
purpose; reader gains important insight;
analysis poses novel ways to think of the
teaching strategies; quoted material well
integrated; depth of coverage without being
redundant.
1 point
The writer accurately describes the teaching
strategies demonstrated in class, and an
appropriate analysis of the strategies is
included.
1 point
The writer makes succinct and precise
conclusions based on the review of
literature. Suggestions for future research
are offered.
1 point
References are primarily peer reviewed
professional journals or other approved
1 point
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sources; Numerous relevant scholarly
sources (and primary sources, where
available and appropriate) demonstrating
extensive, in-depth research; little reliance
on tertiary sources.
APA is used accurately and consistently in
the report and on the "References" page.
The references in the list match the in-text
citations and all were properly encoded in
APA format.
1 point
Language
Demonstrates a command of standard
English (vocabulary, syntax and flow of
ideas)
1 point
Uses spelling, punctuation, and
capitalization correctly.
1 point
The tone used in the report is adequate to
the nature of the document.
1 point
Total Points 10 pts. (70% content
and 30% language)
_________ Total score:
Facilitator’s signature: ______________________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Anejo L/Appendix L
Demonstrative class rubric
Name/Group: ____________________________________________________________
Topic: _______________________________________________ Date: _____________
Criteria Value Points Student’s Score
Content
Presenter opens the demonstrative class
setting the objectives and language skills
clearly, displays relaxed, self-confident,
and seldom looks at notes.
1 point
Presenter attracts students’ attention at the
introduction of the lesson and keeps it
through the session.
1 point
Presenter runs the lesson in logical and
interesting sequence which students can
follow
1 point
Teaching strategies demonstrated in the
lesson are effective, and highly relevant to
the reading/writing difficulties.
1 point
Classroom management and interaction are
excellent, keeping students on task at all
times of the demonstration.
1 point
Presenter implements meaningful, age-
appropriate task-based assessment
procedures.
1 point
Presenter uses instructional resources and
technology properly during the
demonstration.
1 point
Language
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Presenter demonstrates a command of
standard English (vocabulary, syntax and
flow of ideas)
1 point
Presenter uses a clear voice with a good
projection and intonation.
1 point
Presenter uses correct pronunciation of the
English language.
1 point
Total Points 10 ( 70% content +
30% language)
_________ Total score
Facilitator’s signature: ______________________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Anejo M/Appendix M
Matriz de valoración para el plan de lección (escrito)
Estudiante(s): ____________________________________________________________
Plan de lección: _________________________________________ Grado: ___________
3 = Excelente 2 = Bueno 1 = Regular 0 = Inaceptable
Criterios de evaluación 3 2 1 0
Contenido
1. Se establecen claramente los estándares del estado y los objetivos.
2. Las rutinas instruccionales se desarrollan gradualmente.
3. El bloque de lectura contiene todos sus componentes.
4. Las actividades instruccionales y evaluativas se describen claramente.
5. Los objetivos, las actividades instruccionales y la evaluación están alineados.
6. Las estrategias y los acomodos para la instrucción de estudiantes bilingües o de inglés como segundo idioma están incluidos.
7. Se incluye el uso innovador de la tecnología dentro del campo de la educación especial.
Lenguaje
8. Demuestra un buen uso del idioma español (vocabulario, sintaxis y flujo de ideas).
9. El estilo es formal.
10. Está libre de errors.
Sub-total:
Puntaje total obtenido por el estudiante:
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Written lesson plan rubric
Student(s): ______________________________________________________________
Lesson Plan: _________________________________________ Grade: _____________
3 = Excellent 2 = Good 1 = Fair 0 = Unacceptable
Evaluation criteria 3 2 1 0
Content
11. Sunshine standards and objectives are clearly stated.
12. Instructional routines are developmentally appropriate.
13. The reading block contains all its components.
14. Instructional and assessment activities are clearly described.
15. Objectives, instructional activities, and assessment are aligned.
16. Strategies and accommodations for instruction of English
language learners and students with special needs are included.
17. Innovative use of technology is included.
Language
18. Demonstrates a professional command of the English language
(vocabulary, syntax and flow of ideas)
19. Style is formal.
20. Free of errors.
Sub-total:
Total score obtained by the student:
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Anejo N/Appendix N
Basic Instructional Routines
Intervention Reading Recovery Early Intervention in Reading (EIR) Facilitating Reading for Optimal Growth
WRITING: Learning to Write
• Minilessons
• Discussion groups
• Models of writing
WRITING: Developmentally Appropriate Writing
• Discussion groups • Models of writing
READING: Learning to Read Words
• The literacy lesson
• Minilessons
• Phonemic awareness routine
• Explicit phonics/Structural elements routine
• Decodable words routine
• Phonetically unpredictable words routine
• Models of reading
• Fluency routine
• Discussion groups
READING: Developing Language and Comprehension
• The literacy lesson • Minilessons • Explicit comprehension routine • Decodable words routine • Phonetically unpredictable words routine • Modes of reading • Fluency routine • Discussion groups
Daily Independent Reading • Discussion groups
Daily Independent Writing • Discussion groups
• Modes of writing
Source:
Cooper, J., & Kiger, N. (2005). Beginning reading and writing. Literacy assessment:
Helping teachers plan instruction. (2nd ed.). pp. 252-303. New York, NY:
Houghton Mifflin.