SUMMER READING CLINIC CENTRAL MICHIGAN UNIVERSITY.
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Transcript of SUMMER READING CLINIC CENTRAL MICHIGAN UNIVERSITY.
SUMMER READING SUMMER READING CLINICCLINIC
SUMMER READING SUMMER READING CLINICCLINIC
CENTRAL MICHIGAN UNIVERSITYCENTRAL MICHIGAN UNIVERSITY
Reading Clinic
The Summer Reading Clinic offers remediation and enrichment for children in grades K-8.
Instruction is tailored for each student’s needs and interests to foster skill development as well as an interest in reading/writing.
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.
Program Features
Supervised practice to maintain and improve children’s reading/writing skills
Assessment of reading/writing strengths and needs
Individual and small group instructional sessions designed to match student needs and strengths
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
Student-Led Conference
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
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
Typical Reading DifficultiesFluency – reading is halting without
accuracy, speed, or prosodyPhonics – 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.)
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
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, author’s voice is missing
Conventions – spelling, usage, capitalization, punctuation issues
Clinic Staff
DirectorAssociate DirectorLiteracy CoachesCliniciansTutorsVolunteers
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
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
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
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
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
children’s strengths and needs and writing reports
Model best practices in literacy instruction
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
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
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.
Reading Clinic Set-UpClassrooms 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.
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.
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.
Instructional Materials
Leveled Books/Big Books/Chapter Books
Books on TapeWord Study Materials such as tiles for
Making WordsTeaching Supplies
A Variety of
Materials
that teachers make and bring too!
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.
Children are Active Participants
Instructional PracticesThese 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.
Additional Instructional Practices• Reader’s 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.
Reading Camp
Last day of Reading ClinicEach class has a special literacy
activity for twenty minutes. The children rotate through the
classrooms and enjoy their time together.
Clinicians and Students Graduate
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.
Reading Clinic 2013
Clinic Cost: $250
PEAK meets five days a week from
9:00 a.m. until 5:00 p.m.
Contact Information• Dr. Xiaoping Li 989-774-3975 [email protected] 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