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SUMMER READING CLINIC CENTRAL MICHIGAN UNIVERSITY.

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Presentation on theme: "SUMMER READING CLINIC CENTRAL MICHIGAN UNIVERSITY."— Presentation transcript:

1 SUMMER READING CLINIC CENTRAL MICHIGAN UNIVERSITY

2 Reading Clinic The Summer Reading Clinic offers remediation and enrichment for children in grades K-8. Instruction is tailored for each students needs and interests to foster skill development as well as an interest in reading/writing.

3 Program Philosophy The philosophy framework for the reading clinic is balanced literacy. All areas of literacy are important to becoming a lifelong participant in literacy. The program focuses on enjoyment, skills, literacy workshop approaches, and student ownership.

4 Program Features Supervised practice to maintain and improve childrens reading/writing skills Assessment of reading/writing strengths and needs Individual and small group instructional sessions designed to match student needs and strengths

5 More… Focus on improving student self- confidence and motivation to engage in reading and writing A final report on student strengths, needs, and recommendations for further growth; and An individual parent/student/teacher conference to share results and successful teaching strategies

6 Student-Led Conference

7 Target Areas of Instruction All areas of the language arts are part of the program Reading and writing are the main focus Enjoyment of literacy activities is another area of importance Writing target areas are the elements of the writing process: prewriting, drafting, revising, editing, and publishing

8 Typical Reading Difficulties Comprehension – difficulty retelling or retaining information, difficulty understanding what is being read Vocabulary – difficulty understanding the meaning of words, especially in non-fiction

9 Typical Reading Difficulties Fluency – reading is halting without accuracy, speed, or prosody Phonics – difficulty with letter/sound correspondences, sight words, blending sounds/letters, etc. Phonemic Awareness – difficulty manipulating the individual sounds of language orally (rhyming, deleting sounds, segmenting, etc.)

10 Typical Reading Difficulties Study Strategies – not having repair or fix-up strategies for comprehension and/or decoding; how to retain information Difficulty reading non-fiction materials more than fiction; understanding text structures in narrative or expository

11 Typical Writing Difficulties Content – finding a topic, producing clear and focused writing, including relevant details and appropriate examples Organization – having good leads, connections between ideas, logical order, and/or a satisfying ending Style and Voice – limited vocabulary, needs precise word choices, authors voice is missing Conventions – spelling, usage, capitalization, punctuation issues

12 Clinic Staff Director Associate Director Literacy Coaches Clinicians Tutors Volunteers

13 Director – CMU Professor Makes arrangements with PEAK to hold the reading clinic during the summer Meets with the principal of the designated school to arrange which facilities will be used in the building Arranges the schedule for the clinic and how staff will be utilized. Handles plans for advertising for clinicians and students

14 Director Makes contacts with parents Orders materials Manages the day to day operation of the clinic Usually teaches EDU 533 Diagnosis and Treatment of Reading Difficulties for clinic tutors

15 Associate Director Is usually a CMU Professor Assists the Director in planning for the clinic Assists in assigning children to classrooms, clinicians, and tutors Usually teaches EDU 632 Practicum in Diagnosis and Treatment of Literacy Difficulties for the clinicians

16 Literacy Coaches Are certified teachers enrolled in EDU 632 who have had a previous reading clinic experience Are responsible for one or more classrooms or teacher clinicians and tutors Check lesson plans, model best practice instruction, and assist in report writing Assist university students in understanding how to use assessments and check them for accuracy

17 Clinicians Are certified teachers enrolled in EDU 632 who have ideally had classroom teaching experience Have one or more children assigned to them Are responsible for two or more tutors who work with children Assist tutors in lesson planning, assessing childrens strengths and needs and writing reports Model best practices in literacy instruction

18 Tutors Are CMU students enrolled in EDU 533, their last class which is a practicum for the Reading Minor Have one to two children assigned to them for assessing, teaching, and report writing

19 America Reads Volunteers Set up the materials center with assessments and instructional materials to be checked out by staff Manage the check out of all materials Handle library time for classes Take attendance and report to the director Work with children on assigned tasks such as listening to children read

20 Reading Clinic Set-Up First week of the course is preparation for when the children attend the remaining five weeks. The two courses (EDU 533 and EDU 632) are taught together part of the time and separately part of each day depending on the topic.

21 Reading Clinic Set-Up Classrooms are determined by how many children from each grade and ability are enrolled. Using the referral forms, the Director and Associate Director divide the children into classrooms by level and assign one – two children to each university student.

22 Reading Clinic Set-Up Typically there are no more than twelve children in a classroom with three tutors, one or two clinicians, and a literacy coach in charge of two classrooms. Each classroom team sets up their classroom using a broad theme based upon the materials available to them.

23 Assessing Students During the first week that the children attend, the instructional team sets up a temporary schedule designed to rotate group activities while individual testing is conducted. A variety of assessments are administered that week: Peabody Picture Vocabulary Test, Miscue Analysis, Retelling, MLPP assessments, and individual assessments as needed such as Brigance, DIBELS, GORT, TORC.

24 Instructional Materials Leveled Books/Big Books/Chapter Books Books on Tape Word Study Materials such as tiles for Making Words Teaching Supplies

25 A Variety of Materials that teachers make and bring too!

26 Instructional Sequence Children have library for twenty minutes twice a week and may check out two books. Each room has two hours to work with children individually for at least a half an hour, in small groups, and in large group.

27 Children are Active Participants

28 Instructional Practices These practices are included everyday: read alouds, writing, word study, guided reading, independent reading, literacy centers. Depending upon the grade level and student abilities, other instructional practices include: modeled writing, shared writing, interactive writing and independent writing.

29 Additional Instructional Practices Readers theater Literature circles Repeated readings Shared reading Phonic skill activities related to materials read Connections to self, text, and world Narrative and expository profundity Phonemic awareness exercises Metacognitive strategies Graphic organizers Cross age tutoring once or twice a week.

30 Reading Camp Last day of Reading Clinic Each class has a special literacy activity for twenty minutes. The children rotate through the classrooms and enjoy their time together.

31 Clinicians and Students Graduate

32 Reading Clinic 2013 The CMU Reading Clinic is partnering with the Mt. Pleasant PEAK Program. Location: Vowles Elementary School Dates: Monday – Thursday each week (except for the first week) July 1 - August 1 Time: 9:30 – 11:30 a.m.

33 Reading Clinic 2013 Clinic Cost: $250 PEAK meets five days a week from 9:00 a.m. until 5:00 p.m.

34 Contact Information Dr. Xiaoping Li 989-774-3975 li2X@cmich.edu www.tepd.cmich.edu Click on TEPD Services and find the clinic. PEAK: Mt. Pleasant Parks and Recreation 989-779-5331 www.peakafterschool.org www.mt-pleasant.org


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