1. Date: 00/00/2014 Presenter: First and last name Title An Introduction to Dyslexia

2. Do Now 2 Take a minute and think of some students that you have had, either already diagnosed with dyslexia or that you suspect might have had dyslexia. What are some of the things that you can remember about those students and their attempts to read?

3. Purpose To provide school and teachers with the knowledge necessary to recognize and support their students with dyslexia. 3

4. Itinerary What is dyslexia? Student examples Neurology and the brain What does it look like? What evidence do I need to collect if I suspect dyslexia in a student? How can I help in the classroom? 4

5. Purpose of PD Module Begin recognizing students that might have dyslexia in the classroom setting Empower teachers to have the knowledge and tools they need to support a dyslexic student in the classroom 5

6. What is dyslexia? 6 At your table, in your own words, discuss and then write a definition for dyslexia. Work together to come up with a definition for your group. We will take a few moments to share all definitions. We will create our own definition before we look at those from the state and national dyslexia leaders. Think about these questions as you do the activity. Does dyslexia only affect reading? What reading issues do you see with dyslexia? What other ways would you see dyslexia in the classroom?

7. What is dyslexia? 7 How does this make you feel trying to read this passage ? This is a simulation of reading as a dyslexic. On the next page, click on the first video to find out more about dyslexia.

8. What is dyslexia? 8

9. 9 Texas Education Code (TEC) §38.003 defines dyslexia in the following way: (1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. (2) “Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#3 8.003

10. What is dyslexia? 10 Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (International Dyslexia Association IDA, 2002)

11. What is dyslexia? 11 Revisit the group definition of dyslexia. How is yours similar and where does it differ from the “experts?” Are you aware that no one has been able to agree on one specific definition for dyslexia? “Experts” are still working to formulate that. Part of the problem is that they are still learning new things about this problem and as their knowledge is still expanding, so does the definition change.

12. Student Examples 12 Directions: You will watch two videos of students, family members, and others around them dealing with a variety of problems they face. As you watch consider the following questions: What problems did the student seem to be having? Parents? Teachers? How do others react to the student? What impact might these reactions have on the student?

13. Singapore example 13

14. British example 14

15. Reaction 15 What is your reaction after viewing this? Are there times when you might have “misunderstood” a dyslexic student? Talk at your tables. We will popcorn out one or two takeaways from each table.

16. Neurology and the brain? 16

17. What are some of the problems in the brain? 17 How do dyslexic brains function differently? How does this difference affect their ability to read?

18. What does it look like? 18 Before you begin the next video, take a minute and review what you thought about dyslexia in the Do Now. Discuss the following questions at your table. Have at least one thing to share with the group. Have your thoughts changed? Is there something you would now add? In what ways have your ideas or feelings about dyslexia changed or expanded?

19. What does it look like? 19

20. What does it look like? 20 Go back to the list that you made before watching the video. What things were correct and what things would you add to this list to remind yourself to look for, as you review your students during this school year.

21. What does it look like? 21 In your hand out, as you watch the next two videos, please take notes about what impacted you the most. What are some of your takeaways from the things that the adults said? What about what the teacher said? What do you notice about the iceberg? –What shows on top? –What is hiding below?

22. What does it look like? 22

23. What does it look like? 23

24. 24

25. What evidence do I need to collect if I suspect dyslexia in a student? 25 In your handout, please make a list of the things you think you might need.

26. What evidence do I need to collect if I suspect dyslexia in a student? 26 Running records Spelling tests – not the ones where you give the words before the test, just a test of some basic words that other students would be able to spell. Word recognition – quick word recognition tests Writing samples

27. What evidence do I need to collect if I suspect dyslexia in a student? 27 I- Station

28. How can I help in the classroom? 28

29. How can I help in the classroom? 29 In the video, the students shared their thoughts and feelings. They asked very specific things of their teachers. What did they say that might be a suggestion you could use in your classroom?

30. Wrapping up Get in grade level groups and discuss the following questions and compare notes. –What might I see in a dyslexic student in my class? –What can I do to help a dyslexic student? –What do I want to be very careful NOT to do with a dyslexic student? –Share one big takeaway from today. 30

31. Date: 00/00/2014 Presenter: First and last name Title THANK YOU