Course Title: LTCY 524 Teaching Reading Skills in the Content Areas
Performance Level: Level II
Title of Student Performance: Study Skills and
Comprehension Success Plan
KY Experienced Teacher Standard(s) Addressed:
Standard 2:
Demonstrates Knowledge of Content
The teacher demonstrates content knowledge within own discipline(s) and in
application(s) to other disciplines.
Standard 3:
Designs/Plans Instruction
The teacher designs/plans instruction that develops student abilities to use
communication skills, apply core concepts, become self-sufficient individuals,
become responsible team members, think and solve problems, and integrate
knowledge.
Standard 4:
Creates/Maintains Learning Climate
The teacher creates a learning climate that supports the development of
student abilities to use communication skills, apply core concepts, become
self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge.
Standard 7:
Reflects/Evaluates Teaching/Learning
The teacher reflects on and evaluates teaching/learning.
Disposition Statement (INTASC)
Standard 1,
Subject Matter.
1.21 The teacher realizes that subject matter knowledge is not a fixed body of
facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas
and understandings in the field.
Standard 2, Student Learning.
2.21 The teacher appreciates individual variation within each area of
development, shows respect for the diverse talents of all learners, and is
committed to help them develop self confidence and competence.
2.22 The teacher is disposed to use students' strengths as a basis for growth,
and their errors as an opportunity for learning.
Standard 4, Instructional Strategies:
4.21 The teacher
values the development of students' critical thinking, independent problem
solving, and performance capabilities.
4.22 The teacher values flexibility and reciprocity in the teaching process as
necessary for adapting instruction to student responses, ideas and needs.
Materials:
Computer, reference materials
Rationale:
In content area reading instruction it is necessary for
teachers to be able to both determine the appropriate strategies that need to be
in place for learners and to be able to make plans specific to learners to
develop needed skills and strategies to be successful.
Product/Task (identified):
A Study Skills and Comprehension Success Plan will be developed specific for one or more learners.
Performance Criteria:
The Study Skills and Comprehension Success Plan will consist of:
1) A demographic description of the learner or learners.
2) Description and context of targeted content area.
3) Summary of observed or measured skills and strategies the learner(s) already employ.
4) A comprehensive plan for skill and strategy instruction the learner(s) needs.
· Plan will include a timeline for implementation.
· Plan will include benchmarks that denote student success.
· Plan will include resources related to skill/strategy instruction that will aid the learner(s).
Scoring Rubric:
|
Criteria |
Level 1
|
Level 2 |
Level 3 |
Level 4 |
|
Demographic description of the learner or learners |
No or weak demographic description of the learner or learners |
Somewhat acceptable demographic description of the learner or learners |
Acceptable demographic description of the learner or learners |
Acceptable demographic description of the learner or learners. Completed on the first attempt and without extra assistance. |
|
Description and context of targeted content area |
No or weak description and context of targeted content area |
Somewhat acceptable description and context of targeted content area |
Acceptable description and context of targeted content area |
Acceptable description and context of targeted content area Completed on the first attempt and without extra assistance. |
|
Summary of observed or measured skills and strategies the learner(s) already employ |
No or weak Summary of observed or measured skills and strategies the learner(s) already employ |
Somewhat acceptable Summary of observed or measured skills and strategies the learner(s) already employ |
Acceptable Summary of observed or measured skills and strategies the learner(s) already employ |
Acceptable Summary of observed or measured skills and strategies the learner(s) already employ Completed on the first attempt and without extra assistance. |
|
Comprehensive plan for skill and strategy instruction the learner(s) needs. |
No or weak comprehensive plan for skill and strategy instruction the learner(s) needs. |
Somewhat acceptable comprehensive plan for skill and strategy instruction the learner(s) needs. |
Acceptable comprehensive plan for skill and strategy instruction the learner(s) needs. |
Acceptable comprehensive plan for skill and strategy instruction the learner(s) needs. Completed on the first attempt and without extra assistance. |
|
Plan will include a timeline for implementation.
|
No or weak inclusion of a timeline for implementation. |
Somewhat acceptable inclusion of a timeline for implementation. |
Acceptable inclusion of a timeline for implementation. |
Acceptable inclusion of a timeline for implementation. Completed on the first attempt and without extra assistance. |
|
Plan will include benchmarks that denote student success.
|
No or weak inclusion of benchmarks that denote student success.
|
Somewhat acceptable inclusion of benchmarks that denote student success.
|
Acceptable inclusion of benchmarks that denote student success.
|
Acceptable inclusion of benchmarks that denote student success. Completed on the first attempt and without extra assistance. |
|
Plan will include resources related to skill/strategy instruction that will aid the learner(s).
|
No or weak inclusion of resources related to skill/strategy instruction that will aid the learner(s).
|
Somewhat acceptable inclusion of resources related to skill/strategy instruction that will aid the learner(s).
|
Acceptable inclusion of resources related to skill/strategy instruction that will aid the learner(s).
|
Acceptable Completed on the first attempt and without extra assistance. |
|
Prescribed format, grammar, and neatness |
Unacceptable |
Somewhat acceptable |
Acceptable |
Acceptable on the first attempt and without extra assistance. |