Problem Solving & Goal Setting: Improving Reading Skills for the Future

1. Problem Solving & Goal Setting: Improving Reading Skills for the Future Transition Grant Fall 2002

2. Stage OneInstructional Level • The general focus of the unit is to help the students to reach a goal, which was written for the entire school. This goal will help the students improve their reading skills and abilities for future use. • All the students are hard of hearing and range in age from 10 to 13 and are currently in grades 5 through 7. • Generally, each student reads at one grade level below his or her current are. • The students are able to identify unfamiliar words and ask for the meaning. • Students usually choose books which are to easy for their reading level. • In general, when reading books that are at their reading level students are unable to completely understand and comprehend what he/she has read when asked. • The students’ vocabulary level is more on grade level but it is a struggle to comprehend the story. However, the students are able to show comprehension when the teacher gives the class prompts or cues. Transition Services Preparation & Training

3. Why is reading important to my future? Why is it important to read varioustypes of genres? What can I do when I don’t understand what I am reading? What type of genre do I prefer to read? How often do I read different genres during the day? What do I do when I am on my own and don’t understand? -other people? -resources? Transition Services Preparation & Training

4. Unit Goals and Objectives 1. Students will be able to identify why genres are important using multiple tasks to build an enduring level of understanding. a. Students will explain the purpose of reading the different type of genre/print media with prompt correctly 4 out of the 5 times. b. Students will name which genre(s) do he/she prefers and why when asked giving at least three strong reasons out of the five given reasons. c. Students will do a self-evaluation: How their reading patterns: i. are good giving firm supports to each rational given. ii. can be improved across genres/media giving solid supporting details for each of the plans. d. Students will develop goals (plan) to improve genre/media reading and monitor each plan thoroughly 3 out of the 5 times used. Transition Services Preparation & Training

5. Unit Goals and Objectives continued 2. Student will identify a plan to follow when he/she doesn’t understand written information and evaluation the plan . a. Students will write a plan on what to do when he/she doesn’t understand the written information he/she has just read. i. Students will make and follow a plan to use 4 out of the 5 times he/she is reading written material on their own and does not understand the information. ii. Students will make and follow a plan to use 4 out of the 5 times he/she is reading written material with other people and does not understanding the material. iii. Students will make and follow a plan to use 4 out of the 5 times he/she is reading resource and media material. b. Students will implement the above plan and monitor across different genre at least 4 out of the 5 times he/she is reading and doesn’t understand the material. c. Students will do a self-evaluation each time a plan is implemented and then revise the plan if necessary. Transition Services Preparation & Training

6. Stage TwoEvaluation of Six Facets Transition Services Preparation & Training

7. Evaluation of Six Facets CONTINUED Transition Services Preparation & Training

8. Stage Three This unit addresses self-advocacy/self-determination in a number of ways for the students in the middle school grades fifth through seventh. The students are beginning to learn the importance of reading in their future and focusing in on how to find resources to clarify written materials in which the students do not understand. Students begin to learn the importance of reading various genres whether you enjoy the genre or not. Since the students are hard of hearing and their reading skills are lower than an most their peers I find it important to teach the students strategies of how to survive reading as an independent adult. The unit also demonstrates problem solving. Transition Services Preparation & Training

9. Why is reading important to my future? -Checklist of how many genre’s read -Persuasive speech to read a genre -Interview of daily reading - Benefits of reading different genres -Explanation of genres - Concept Form Why is it important to read various types of genres? -Tally sheet on read in a day - Interview of daily reading - Benefits of reading different genres -Explanation of genres -Concept Form What can I do when I don’t understand what I am reading? -Resource log of steps taken -Checklist to evaluate handling of unknown material -Gibberish Lesson -Interview of daily reading and how you understand What type of genre do I prefer to read? How often do I read different genres during the day? What do I do when I am on my own and don’t understand? -other people? -resources? Transition Services Preparation & Training

10. Lessons Plans • Gibberish Signs and Using Resources to Assist Understanding • This lesson teaches students how to problem solve if they have troubles while they are reading. • Will I understand what I read in the future? • This lesson explains the various genres adults might read. • Teaching the Concept of a Genre • This page gives you ideas for helping students understand the concept of a genre. Transition Services Preparation & Training