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

2. Transition Services Preparation & Training Stage One Instructional 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.

3. Fall 2002Transition Services Preparation & Training Why is reading important to my future? Why is it important to read various types 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?

4. Fall 2002Transition Services Preparation & Training 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.

5. Fall 2002Transition Services Preparation & Training 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.

6. Fall 2002Transition Services Preparation & Training Stage Two Evaluation of Six Facets ACTIVITYPerformance/Evidence Criteria Facet 1: Explanation Students will explain the various genres and why he/she likes/ don’t like with at least two logical, clear reasons. Students must include the each type of genre, an example of each and then state at least two valid reasons why they enjoy a particular genre such as adventure or mystery through explanation such as statements such like I enjoy sitting on the edge of my seat in suspense wondering what is going to happen next. Facet 2: Interpretatio n Students will compare how reading many different genres vs. a few genres can have long-term influences on a person. Students must describe how it affects them giving at least 5 benefits to reading many different genres opposed to at least 5 of the negatives of reading only a couple different genres. Facet 3: Application Students will self-monitor themselves using their own plan on finding resources when he/she is having trouble understanding written material. Students will use a log recording the steps taken to finding resources when having trouble with understanding the written material. Students will compare to previously written plan. Is it the same or different? Does things need changed? Why or why not?

7. Fall 2002Transition Services Preparation & Training Evaluation of Six Facets CONTINUED ACTIVITYPerformance/Evidence Criteria Facet 4: Perspective Students will interview a parent/teacher then explain why their parent/teacher does or does not like particular genres. Student needs to identify who the interview was done with, identify which strand of genre is liked or disliked, give the a reason why that person feels this way about the genre from their point of view. Facet 5: Empathy Students will give a persuasive speech to a classmate to convince him/her to read a particular genre that the classmate doesn’t normally enjoy acknowledging the classmate’s feelings for that genre. Student must state the type of genre the which is disliked, pick a particular book in the genre, give 2 reasons that include the person’s feelings and enjoyments when explaining why to try the book and give at least one suggestion that shows the student understands why the peer doesn’t like that sort of book. Facet 6: Self- knowledge Students will do a self-evaluation on how he/she handles unknown material. Students will do a self-evaluation on how many different genres he/she reads and enjoys. Student will use checklist to evaluate how he/she handles the unknown material, student must explain why he/she does not use a part of the previously written plan and how the student can improve. Student will use checklist to evaluate how many genres he/she reads, student must logical state why does or does not enjoy a genre and how they could try to improve.

8. Fall 2002Transition Services Preparation & Training 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.

9. Fall 2002Transition Services Preparation & Training Why is reading important to my future? Why is it important to read various types 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? -Resource log of steps taken -Checklist to evaluate handling of unknown material -Gibberish Lesson -Interview of daily reading and how you understand -Tally sheet on read in a day - Interview of daily reading - Benefits of reading different genres -Explanation of genres -Concept Form -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

10. Fall 2002Transition Services Preparation & Training Lessons Plans Gibberish Signs and Using Resources to Assist UnderstandingGibberish 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.