Workshop Description
This three-day interactive workshop is intended for educators teaching
struggling readers who are deaf and hard of hearing reading at the Kinder-3rd
grade levels. The workshop will examine the important components of reading
instruction – phonological awareness, word study, spelling, fluency, and
comprehension. For each component, the workshop will provide basic literacy
information. In addition, participants will view and practice examples of effective,
research-based instruction for struggling readers who are deaf and hard of
hearing. The workshop will also examine adaptations to facilitate students’
access to the general education curriculum. Video presentations of the
instructional activities for the basic literacy content will be shown
throughout the workshop.
Workshop Objectives
Participants will:
- identify the characteristics of readers who are deaf and hard of hearing and their unique educational needs.
- establish a working knowledge of the important components of reading instruction – phonological awareness, word study, spelling, fluency, and comprehension, and of the English Language Arts and Reading (ELAR) Texas Essential Knowledge and Skills (TEKS).
- identify and practice instructional adaptations so that students can access the curriculum.
- identify objectives that can relate to Individualized Education Program (IEP) literacy goals.
Workshop Outline
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Section 1: Introduction
Explore the characteristics of readers who are deaf and hard of hearing and their unique educational needs. Establish a working knowledge of English Language Arts and Reading (ELAR) Texas Essential Knowledge and Skills (TEKS). Explore the critical features of effective instruction and making instructional adaptations. Section 2: Phonological Awareness Establish working knowledge of Phonological Awareness, which includes the definition and description of phonological awareness, types of phonological awareness, and guidelines for teaching phonological awareness; Identify and practice instructional activities designed to teach phonological awareness, including adaptations that can be made to ensure that struggling students benefit from instruction, and techniques for monitoring progress to ensure that students are learning; Develop an instructional plan to integrate phonological awareness into instruction. Section 3: Word Study and Spelling Establish working knowledge of Word Study, which includes decoding, structural analysis, multisyllabic word recognition, irregular word recognition and spelling Identify and practice instructional activities designed to teach word study and spelling, including adaptations that can be made to ensure that struggling students benefit from instruction, and techniques for monitoring progress to ensure that students are learning Develop an instructional plan to integrate word study into instruction. Section 4: Fluency Establish working knowledge of Fluency, which includes the definition and description of fluency and guidelines for building reading fluency. Identify and practice instructional activities designed to build fluency, including adaptations that can be made to ensure that struggling students benefit from instruction, and techniques for monitoring progress to ensure that students are learning Develop an instructional plan to integrate fluency into instruction Section 5: Comprehension Establish working knowledge of Comprehension and comprehension components, which includes a definition and description of reading comprehension, narrative and expository texts, questioning techniques, vocabulary development, guidelines for reading comprehension instruction, and strategies for before, during and after reading. Identify and practice instructional activities designed to teach comprehension, including adaptations that can be made to ensure that struggling students benefit from instruction, and techniques for monitoring progress to ensure that students are learning Develop an instructional plan to integrate comprehension instruction. Section 6: Putting it all together Establish working knowledge of diagnostic reading assessments, Guided Reading instruction components and guidelines for Guided Reading instruction Identify and practice instructional activities used during Guided Reading, including adaptations that can be made to ensure that struggling students benefit from instruction, and techniques for monitoring progress to ensure that students are learning Develop an instructional plan for Guided Reading instruction based diagnostic reading assessments. |
Participant Resources |