Unit 8: The Literacy Continuum

1. Kerri Mann EP114: Educational Development of School-Age Children Unit 8: The Literacy Continuum

2. Seminar Agenda • Greetings • Weekly Reminders • Final Project • Reading Development • Video Discussions

3. Weekly Reminders • Complete the Readings • Read Chapter 9, pp. 315-355 • Read Chapter 10, pp. 357-401 • View the Web Resource • View the Video Clips (3) • Respond to BOTH discussion threads under Discussion • Do your best to give a thoughtful response, in the 100-word range • Please continue to respond to each other’s posts throughout the week (at least 3 per discussion thread) to keep a meaningful discussion going • Either attend Seminar OR complete Seminar Option 2 • See rubric in the syllabus for grading guidelines for both option • Final Project Drafting • Hopefully, you are already working on your final paper and have a rough draft in process :)

4. Final Project • Choose two of the case studies listed. • Write a • 5-7 page paper • organized in paragraphs • Cover Page • Introduction • Body paragraphs • Conclusion • Bibliography

5. Choose 2 Case Studies • Your Final Project is an opportunity for you to apply the knowledge and strategies you explored during the term.  • Choose TWO (2) of the following case scenarios to analyze from your text Child Development and Education:  • Chapter 1: Tonya, p. 3 (Kindergarten) • Chapter 5: Cedric and Barbara, p. 147 (Family ties) • Chapter 9: Mario, p. 315 (Issues in ESOL) • Chapter 12: Kellen, p. 441 (Dyslexia)

6. Final Project Cont’d • Address the following questions within your paper: 1. Discuss the growth and development patterns in school-age students that apply to this case study. Include how these patterns relate to the education of this student. Hint: refer to some of the developmental milestones charts (like the one we did for the project in Unit 4) in the text and discuss whether or not this student is developmentally delayed and whether or not his or her's developmental growth is having a positive or negative impact on the student in the scenario. 2. What, if any, biological and/or environmental factors have affected the development of the student in the case study? Explain your answer.

7. Final Project Cont’d 3. Imagine that you are an Educational Paraprofessional involved with the student in this scenario, and explain how you can apply educational development theories to the student. Hint: refer to some of your favorite theories discussed in the readings this term (i.e. Erickson) and discuss how this theory may or not may not apply to the issues and concerns with the student in the case study.  You may also use some of the theories to discuss how they would help the student in the case studies. 

8. Final Project Cont’d 4. Identify the ethical issues that apply to this case study (Review "The Code of Ethics of the Education Profession" that you read about in Unit 1 at the National Education AssociationWebsite: www.knea.org/profession/codeofethics.htmlIf the NEA code was violated, make suggestions about possible improvements. 5. Discuss your opinion on the outcome of this case study and make suggestions from an educational perspective on how you might improve the outcome.

9. Completed Project Cover Page Paper (5-7 pages) References Page

10. Reading Development • Emergent Literacy • Phonological Awareness • Word Recognition • Reading Comprehension • Metacognition in Reading (pp. 358-362)

11. Stop and Think • How can I help encourage the development of metacognition?

12. Metacognition in Reading • With proper instruction and support, children can learn to use effective metacognitive strategies and improve comprehension as a result.

13. Reciprocal Teaching • Summarizing: Identifying the main ideas of a reading passage. • Questioning: Asking oneself questions to check comprehension of ideas. • Clarifying: Taking steps to better understand a confusing point. • Predicting: Anticipating what points an author is apt to make in later sentences or paragraphs. (Chapter 6, pp. 218)

14. Promoting Effective Reading Comprehension Strategies • Teach reading comprehension skills in all subject areas and content domains. • Model effective reading strategies. • Encourage children to relate what they are reading to things they already know about the topic. • Ask children to identify key elements of the stories the read. • Suggest that children create mental images that capture what they are reading. • Scaffold children’s early efforts to use comple strategies. Chart (pp. 362)

15. Diversity in Reading Development • Learning disabilities • Gender differences • Socioeconomic differences • Ethnic & cultural differences • Cross-linguistic differences pp. 364 - 365

16. Stop and Think • How can we address these diversities when helping a child learn to read?

17. Promoting Reading Development • Help parents of young children acquire effective storybook reading skills. • Use meaningful and engaging activities to teach basic reading skills. • Identify and address problems early. • Use high-interest works of fiction and nonfiction. (pp. 366-368)

18. Cont’d • Conduct group discussions about stories & novels. • Have children use a variety of media to interpret what they read. • Encourage reading outside of school. pp. 366-368

19. Videos • Our students can be a helpful resource when we listen to them. • This week, you will view three video clips of students speaking about their personal thoughts on reading and writing. • You will view all three videos and then choose one of the three students to discuss when answering the questions.

20. Video Discussions • After viewing the videos, which information do you feel is most helpful for you as an Educational Paraprofessional to help the student with writing? • How can you use this to help students with writing? • How could this information inform your instruction as an Educational Paraprofessional?

21. Video Middle Childhood • Likes to read; lots of detail; action and magically • Teachers taught tricks for reading, but never used them • Likes writing when it is from own ideas not mandated by the teacher • Writing is easy at school, no real reason why; Never finishes stories he writes on his own • Teachers make writing easier by teaching to have a lot of details Do you like to read? Is reading in school hard or easy for you? What do teachers do to make reading easier for you? Not had one do it Why does he find it easy to read in school? How have teachers help you “get” reading? When does he like to write? What kinds of things do you like to write about? What do teachers do to make writing easy for you?

22. Video Early Adolescent • Prefers fantasy, futuristic, murder • Favorite books: Harry Potter and urban legend; Because free from the world and exciting • Reading is not hard; feel comfortable when reading • Teachers help to make reading easier by making an activity out of it; read a paragraph round robin style • Likes to write because you are free to make things up and does not matter; adventure/fantasy • Writing is easy because you know what you are writing about • Teachers make writing easier by letting students choose what they want to write about; show movies then have students write about the movies • Do you like to read? • Is reading in school hard or easy for you? • What do teachers do to make reading easier for you? No had one do it • Why does he find it easy to read in school? • How have teachers help you “get” reading? • When does he like to write? • What kinds of things do you like to write about? • What do teachers do to make writing easy for you?

23. Video Late Adolescent • It is interesting; no science fiction • Reading is not hard; do not like reading books that are required because they are not as interesting as those you pick yourself • Teachers help to make reading easier, when they are not assigned to you, easy when you get to choose • Does not like to write because you have to write about things • Likes writing an overview instead of what you think. It is harder to write from your own perspective – because you have to think about it • Writing is hard; mom has to make her do it; the main problem is that she is not interested in it. Not difficult - Just do not want to do it; teachers do not give you a lot of options • Teachers make easier brainstorming, like story webs Do you like to read? Is reading in school hard or easy for you? What do teachers do to make reading easier for you? No had one do it Why does he find it easy to read in school? How have teachers help you “get” reading? When does he like to write? What kinds of things do you like to write about? What do teachers do to make writing easy for you?

24. Article • “Motivating Low Performing Adolescent Readers",prepared by Norma Decker Collins

25. Article Discussion • According to the article, what are the challenges a low-level reader experiences? • How can Educational Paraprofessionals assist and motivate low-performing students?

26. Article: Challenges • Cycle of failure

27. Article: Tips • A wide variety of teaching materials and teaching techniques help provide for differences in students' ability to learn. • Asking students to complete projects at the end of their reading assignments may help students see a reason for reading. • Dismantle the behaviors (defense mechanisms?) that surround the act of reading. • Continue to create contexts which promote success. • Make reading assignments more accessible.

28. References Collins, N.D. (1996). Motivating Low Performing Adolescent Readers. ERIC Clearinghouse on Reading, English, and Communication Digest #112 McDevitt, T.M. (2007). Child Development and Education (3rd edition). Pearson Education Ltd.