LITC-GE.2001: Language and Literacy in the Early Grades Spring 2015

NYU Steinhardt School of Culture, Education, and Human Development Department of Teaching and Learning

Instructor: Natalie Levy Email: nl583@nyu.edu

Cell: 914-523-6102 Office Hours: By appointment only.

Class Schedule and Location: Tuesdays, 4:55pm – 6:25pm, SILV Room 409 Course Overview

This course examines the basic theories, issues, methods, and materials for a developmental K-3 language arts program. It emphasizes language arts (including reading, as well as writing, speaking and listening) as tools for learning. It addresses cultural diversity in language arts instruction, with emphasis on linguistic diversity. This is the first in a two-part course series. This course will focus on theories of reading instruction, language and literacy development before school, emergent literacy, and the development of phonological awareness, phonics, and fluency in children from birth through grade 3. Part two of this series will address vocabulary development, comprehension instruction and content area literacy and focus on instruction for students in grades 3 - 5.

The learning objectives for the course are drawn from the International Reading Association’s standards (2010) for teacher education programs and the preparation of elementary education teacher candidates (www.reading.org). These standards are based on the premise that, “knowledgeable, strategy, adaptive, and reflective teachers make a difference in student learning” (p. 1). The organization of the course uses selected standards as a guiding framework for teacher candidate learning and thus addresses the following key elements:

x Foundations in literacy research and theory x Instructional approaches and curriculum materials x Assessment, diagnosis, and evaluation x Understanding diversity in teaching and learning x Creating a literate environment x Ongoing professional growth

Course Objectives

The activities in this course will enable you to: x Develop and articulate a theoretical-based philosophy of literacy

development and instruction.

x Develop an understanding of the influence of linguistic and cultural diversity on the development of language and literacy.

x Use a variety of assessments to inform instruction of phonological awareness, phonics, fluency, comprehension, and vocabulary.

x Develop teaching goals that provide for a balanced language arts program and include attention to the Common Core Learning Standards.

x Acquire knowledge of and practice in a wide range of methods for teaching ALL students reading, writing, listening, and speaking for a variety of purposes.

x Develop reflective practice. x Use research to continuously grow and evolve as a professional.

Course Texts Required Core Text

x Gunning, T. G. (2013). Creating Literacy Instruction for All Children (8th Ed.). Upper Saddle River, NJ: Pearson Education

Required Supplementary Texts x Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2011). Words their way:

Word study for phonics, vocabulary and spelling instruction (5th Ed). Upper Saddle River, NJ: Pearson Education.

x McKenna M. C. and Stahl. K. A. D. (2009). Assessment for Reading Instruction, 2nd ed. NY: Guilford.

Required Texts to be downloaded before Class 1

x New York State Education P-12 Common Core Learning Standards for the English Language Arts & Literacy. Including Appendix A, B, C http://www.p12.nysed.gov/ciai/common_core_standards/

x Armbruster, B. B. & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read (N/A). Washington, DC: U.S. Government Printing Office. https://www.nichd.nih.gov/publications/pubs/prf_k-3/documents/PRFbooklet.pdf

WEBSITE

Comprehensive Reading Solutions (CRS) http://www.comprehensivereadingsolutions.com

ADDITIONAL READINGS Professional Standards http://www.reading.org/general/CurrentResearch/Standards.aspx Please see NYUClasses for additional readings

Optional Texts for Choice Outside Reading: x Beck, I., McKeown, M. & Kucan. L. (2008). Creating Robust Vocabulary:

Frequently Asked Questions and Extended Examples. Guilford. x Hart, T.R. & Risley, B. (1995). Meaningful differences in the everyday

experiences of young children. Baltimore, MD: Brookes Publishing. Course Policies Communication Information and communication related to this class will be distributed via e-mail and the NYUClasses site. It is important that everyone check their e-mail and the NYUClasses site for course related information on a regular basis. Integrity Please note: All work turned in for this course must be ORIGINAL. When in doubt, cite a reference. Adherence to the Academic Code of Integrity for All Students is expected. See http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_ Academic_Integrity.php. Penalties for lack of adherence to the code will be enforced. Formal proceedings will be filed. Attendance Attendance at all class sessions is required. No points will be deducted for the first unexcused absence. I will deduct 2 points from your grade for each additional unexcused absence. If you are late it is your responsibility to make sure that the attendance record has been adjusted. If extenuating circumstances require additional absences you need to make special arrangements. In these approved cases, you will be responsible for writing a 5-page paper that includes a minimum of 3 empirical articles in addition to the assigned reading on the topic of the evening. While there is no way to “make-up” the knowledge from the discussion and activities of a missed class, this is an attempt to help you acquire knowledge about the topic. Accommodations Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation. Assignments and Grading The amount you learn is directly related to the amount of work you invest in the course. This is an intense course designed to give you the theory and strategies needed for teaching literacy to a diverse group of students in grades K-3. As such, the workload for this course is heavy. Also teaching reading and writing dominates the classroom schedule as a teacher and your teacher evaluations and JOB

SECURITY rely on your competence as a reading teacher. Therefore, you need to allocate 3 hours per credit hour of outside work each week (9-10 hours) for this class. http://www.usu.edu/arc/idea_sheets/pdf/estimate_study_hours.pdf The following table provides a brief overview of the assignments and the grading policy. More complete project descriptions and evaluation scoring rubrics can be found at the end of this syllabus. All assignments must be done using a word processing program. General writing standards, in addition to standards for specific assignments, will be considered in each evaluation. Assignment dates are found on the class schedule. Store graded papers in your notebook. You will need these in the event of a recording discrepancy and in the construction of your professional portfolio. Assignment Points IRA Standards

1

Classroom Observation – A 1-2 page written reflection addressing literacy instruction in your assigned classroom. Discuss the issues introduced in Chapters 1 and 2.

6 1, 6

2

Application Lesson – Read-Aloud using Text Talk Lesson plan and brief reflection of literacy teaching practices applied with a single student or small group of students. You must choose from techniques addressed in class, text, or other approved sources.

6 2, 5

3

Application Lesson – Word Study Lesson plan and brief reflection of literacy teaching practices applied with a single student or small group of students. You must choose from techniques addressed in class, text, or other approved sources.

6 2, 5

4

2 Small Group Reading Lessons 2 sequential reading lessons conducted with approximately 3 children at same instructional text level (one of these students should be the focus of your case study assignment below)

24 2, 4

5 Student Profile - An in-depth observation, assessment, and analysis 28 3, 4

of one child 6 Phonics Quiz 10 2, 5 7 Final Exam 15 2, 5 8 Study Notes 5 N/A

Total Points Possible = 100

Grading Scale A+ X B+ 88-89 C+ 78-79 D+ 68-69 A 92-100 B 82-87 C 72-77 D 60-67 A- 90-91 B- 80-81 C- 70-71 D- X Course Schedule

Date Topic Readings

Viewings Assignments due

1 1.27 Course Overview Defining Literacy

http://www.usu.edu/arc/idea_sheets/pdf/estimate_study_hours.pdf Gunning Ch. 1

Possess all books. Bring Gunning today. Have a large binder. Have hard copies of the syllabus and ELA CCSS pp. 3-33 with you in class today.

2 2.3 Theories of Development Differentiation to meet ALL student needs

Gunning Ch. 2, 13 CRS –Planning ELA Block

3 2.10 Assessment

Gunning Ch. 3 M&S Ch. 1 & 2

Class Observation Due

4 2.17 Emergent/Early literacy (Read-alouds-comprehension & voc.; Shared Reading- print concepts)

Gunning Ch. 4 *Preventing Reading Difficulties-Ch 2 *Text Talk Article

CRS-Interactive Read-alouds CRS-Differention PA-slide 12-video

Classroom Schedule for Assignments Due Draft Introduction to Student Due (School & Student Profile)-See EdTPA Context Info

5 2.24 Guided Reading Instruction (small group differentiated)

*GR-F&P Ch. 11 *Mesmer-Textual Scaffolds

Guided Reading Video

GR Video Sheet *Study Notes (9.23/30)

Text Levels

6 3.3 Phonological Awareness

M&S Ch. 4 *Put Rdg First (PA) WTW Ch 4

CRS-Differentiating in PA Slides 1-13

Text Talk Lesson Due *Study Notes

7 3.10

Phonics/Word Study (Theory & Assessment)

Gunning Ch. 5 M&S - Ch 5

Spring 3.17 Independent Learning

*Self-Paced Phonics for Teachers

*Self-Paced Phonics for Teachers

8 3.24 Spelling/ Word Study

WTW Ch. 1, 2, 5 Emergent & PA assessments for student profile due

9 3.31 Phonics/ Word Study (Routines & Teaching Activities)

WTW Ch. 3, 4 *Clymer Article

CRS Differentiating in PA (slides 14-21)

PA/PHONICS QUIZ WTW assessment for student profile due

10 4.7 Running Records M&S Ch 3

(*Study notes-10/21 to 11/4)

11 4.14 Fluency (Theory and Assessment)

M&S Ch. 6 WTW Ch. 6

WS Lesson Due RR for student profile due

12 4.21 Fluency (Instruction, inc. Shared Reading of Complex Texts)

*Kuhn & Schwanenflugel

Guided Reading Lesson Plans Due (*Study Notes-fluency)

13 4.28 Supporting English Learners

*Guest Lecturer

14 5.5 Reading Disability and RTI

*NYS RTI Guidance Document http://www.nysrti.org

Student Profile Due

FIN TBD Final Exam *Readings posted on NYU Classes

Field Placement: You will need to be placed in a Pre-K, K, 1st, 2nd, or 3rd grade class in a NYC public school or early childhood setting so that you have an opportunity to focus particular attention on the learning of one child in the class, participate in the teaching class literacy activities and observe and make notes on the teaching and learning interactions in the classroom. Cooperating Teachers are aware that you will need to practice instructional techniques and assessments in their classrooms. They have also been made aware of EdTPA requirements. Therefore, if you encounter conflicts in meeting class requirements, please speak to your NYU Student Teaching Supervisor and me well in advance of the date that the assignment is due. By Class Meeting 4, you should have had a formal discussion with your CT regarding the assignments required for this class and jointly constructed a draft schedule for completing the assignments.

Assignment #1: Classroom Observation Due February 10, 2015 Observe literacy instruction over the course of a few days in your field placement (at least 3). Be sure to watch for and include the following information. Complete and attach the EdTPA Context Form.

x Identify the belief system you observe (outlined on pp. 4-11 of Gunning) x Discuss cognitive, language and social considerations you observe (p 4-11

Gunning) x Be specific about instructional approach/reading/spelling/writing program

being used to organize instruction. x Copy, Complete and Attach Figure 13.1 (Gunning, pp. 547-548). Discuss your

observations in your paper. x Discuss how grouping is used to differentiate instruction. x Discuss the teacher’s pacing, time efficiency and organization in the

classroom. x Discuss the explicit classroom management system that is in place. x Discuss how the classroom teacher meets the needs of struggling students, ELL

students and other students needing accommodation. (Gunning, Ch. 2) * There is no such thing as a perfect classroom. Your field experiences will present you with a range of approaches and levels of expertise. Your role for this assignment is not to be judgmental as much as conduct an HONEST appraisal of the literacy instruction being conducted in your classroom. This observation will set the stage for determining what teaching strategies you can learn from your cooperating teacher and what teaching strategies you will need to learn from books, videos and other experts. (For example, your teacher may be an expert with classroom management, but may have limited knowledge about how to teach literacy or how to diagnose reading difficulties. That’s okay. With modern technology, we can work around it.)

Assignment #1: Classroom Observation Rubric Due February 10, 2015 Name__________________________ Total Score ____ /6 _____EdTPA Context _____Figure 13.1 Gunning Element Possible

Points Actual Points

Comments

Observations are explicitly related to and use the terminology identifying the theories and approaches described by Gunning. Observations address the prevalence of cognitive, language, and social considerations.

1

Observations include specific references to type(s) of instructional approaches for the key pillars of literacy instruction.

1

Observations include specific references to the classroom conditions for enhancing literacy development. Additionally, look at the range of scaffolding provided and the gradual release of responsibility model.

2

Observations include references to the classroom teacher meeting the needs of struggling readers, ELL students, and any other students requiring accommodations to be successful in community literacy activities.

1

The paper demonstrates evidence of proofreading and appropriate use of the mechanics of writing.

1

Assignment #2: Text Talk Lesson Technique Description Text Talk (Beck & McKeown, 2001) is a structured teacher read-aloud that was designed to promote comprehension and language development for students in kindergarten and first grade. It is used with texts that are rich in language and content. Purposes: Enhance comprehension, develop vocabulary, language development, provide a bridge to decontextualized language Procedure:

1. Select an intellectually challenging text. 2. Provide a targeted prereading discussion to activate prior knowledge. 3. Ask open-ended questions during text reading. Provide follow-up questions to

the children’s responses to achieve deeper processing and higher levels of thinking. Ask a few open-ended general questions at the conclusion of the book.

4. Pictures- In general, pictures are presented after the children have heard and responded to the particular page of text. Children need to be prepared for this change in procedure.

5. Vocabulary is explicitly taught after reading. Three to eight tier two vocabulary words are selected from the text. Children repeat the word. The teacher rereads or discusses the word’s use in the book. The word is defined for the children. The teacher provides a few examples of word use in other contexts. The children are invited to use the word in a sentence. The vocabulary is put on an incentive chart that records the use of the words by the children in speaking or writing during the next week (Word Wizard).

6. This type of read-aloud would be likely to be used once or twice a week. Adaptations can be made to accommodate other grade levels by adjusting text selection and the number of vocabulary words.

Assignment #2: Text Talk Lesson Due March 3, 2015 Lesson Plan Format Name______________________Date of Lesson_____________Gr._______ Text Talk Read-Aloud Text___________________________________ CCSS (Speaking/Listening and Language): Student Learning Objectives: (What should the students be able to DO at the end of the lesson? Please adhere to the ABCD format.) Materials: Central Focus/Set: (Describe what you will say to establish a purpose for learning and to activate prior knowledge/experience. You should tell the students what they will be learning, why it is important and how it connects to previous learning or personal knowledge. I expect to see the exact words you will say to the students. There may also be an opening “hook.” But the set should always be stated.) Implementation Procedures: (Give a thorough, explicit explanation of what you will be saying and doing. For example, if reading a story to or with a group of students you need to include the vocabulary you want to develop and questions you plan to ask for each section of text. Give a brief explanation of what the child will do. Attach a copy of any activity sheets you will be using in the lesson.) Accommodations (EL, Gifted, 504, IEP) Assessment of Student Learning: (How do you know the child has achieved the learning objectives? What evidence do you have that the child knows more than s/he did before your lesson?) Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your personal thoughts and feelings, student response to the lesson, appropriateness of materials and activity, issues of logistics and management.) What went well- Feedback provided to students & Follow-up with students- What I might do differently- The student teacher conducted this lesson with: (please circle) an individual/ a small group/ the whole class Teacher Signature______________________________________________________

Assignment #2: Text Talk Lesson Rubric Due March 3, 2015 Name__________________________ Total Score ____ /6 Text Talk Read-Aloud Text___________________________________ (Please attach this form as the last page of your lesson plan.)

Element Possible Points

Actual Points

Comments

Student Learning Objectives and state standards: (What should the students be able to DO at the end of the lesson? Please adhere to the ABCD format.)

1

Central Focus/Set/Lesson Purpose: (Describe what you will say to establish a purpose for learning and to activate prior knowledge/experience. You should tell the students what they will be learning, why it is important and how it connects to previous learning or personal knowledge. I expect to see the exact words you will say to the students. There may also be an opening “hook.” But the set should always be stated.)

1

Implementation Procedures and Accommodations: (Give a thorough, explicit explanation of what you will be saying and doing. For example, if reading a story to or with a group of students you need to include the vocabulary you want to develop and questions you plan to ask for each section of text. Give a brief explanation of what the child will do. Attach a copy of any activity sheets you will be using in the lesson.)

2

Assessment of Student Learning: (How do you know the child has achieved the learning objectives? What evidence do you have that the child knows more than s/he did before your lesson?)

1

Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your personal thoughts and feelings, student response to the lesson, appropriateness of materials and activity, issues of logistics and management.)

What went well, feedback and follow-up to feedback What I might do differently-

1

Assignment #3: Word Study Lesson Lesson Plan Format Name___________________Date of Lesson_____________Gr._______ Lesson 2 Word Study Dev. Stage_____________ Activity_____________________ Student Learning Objectives and state standards: (What should the students be able to DO at the end of the lesson? Please adhere to the ABCD format.) Materials: Central Focus/Set/Lesson Purpose: (Describe what you will say to establish a purpose for learning and to activate prior knowledge/experience. You should tell the students what they will be learning, why it is important and how it connects to previous learning or personal knowledge. I expect to see the exact words you will say to the students. There may also be an opening “hook.” But the set should always be stated.) Implementation Procedures: (Give a thorough, explicit explanation of what you will be saying and doing. For example, if reading a story to or with a group of students you need to include the vocabulary you want to develop and questions you plan to ask for each section of text. Give a brief explanation of what the child will do. Attach a copy of any activity sheets you will be using in the lesson.) Accommodations (EL, Gifted, 504, IEP): Assessment of Student Learning: (How do you know the child has achieved the learning objectives? What evidence do you have that the child knows more than s/he did before your lesson?) Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your personal thoughts and feelings, student response to the lesson, appropriateness of materials and activity, issues of logistics and management.) What went well- Feedback & Follow-up- What I might do differently- The student teacher conducted this lesson with: (please circle) an individual/ a small group/ the whole class Teacher Signature______________________________________________________

Assignment #3: Word Study Lesson Rubric Due April 14, 2015

Name__________________________ Total Score ____ /6

Word Study Lesson Activity____________________________ (Please attach this form as the last page of your lesson plan Element Possible

Points Actual Points

Comments

Student Learning Objectives and state standards: (What should the students be able to DO at the end of the lesson? Please adhere to the ABCD format.)

Central Focus/Set: (Describe what you will say to establish a purpose for learning and to activate prior knowledge/experience. You should tell the students what they will be learning, why it is important and how it connects to previous learning or personal knowledge. I expect to see the exact words you will say to the students. There may also be an opening “hook.” But the set should always be stated.)

Implementation Procedures: (Give a thorough, explicit explanation of what you will be saying and doing. For example, if reading a story to or with a group of students you need to include the vocabulary you want to develop and questions you plan to ask for each section of text. Give a brief explanation of what the child will do. Attach a copy of any activity sheets you will be using in the lesson.)

Assessment of Student Learning: (How do you know the child has achieved the learning objectives? What evidence do you have that the child knows more than s/he did before your lesson?)

Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your personal thoughts and feelings, student response to the lesson, appropriateness of materials and activity, issues of logistics and management.)

What went well, Feedback & Follow-up, What I might do differently-

Assignment #4: Guided Reading Lessons Description Guided Reading is an instructional practice that allows a teacher to work with a small group of students – usually no more than 4-6 – to provided targeted instruction using appropriately leveled texts. Based upon our class discussions and using the videos as a guide your lesson should include the following components:

1. Reread Known Texts 2. High Frequency Writing (Dolch High Frequency Words) 3. Appropriate New Book Introduction

x Frontloaded vocabulary introduction, developmentally appropriate and text-matched preview, scripted text overview

4. Guided Reading Technique Specified x Mumble, Silent, Repeated for fluency, DRTA-specify text sections and script

questioning 5. Skills in Context

x Developmentally appropriate, informed by guided reading errors, informed by assessments, text appropriate, teaching to process and transfer-not item

x IN HANDWRITING NOTES: Based on your students’ reading behavior or responses to comprehension questions, what feedback must you provide to nudge your student to a higher level of awareness or understanding? How did your students apply your feedback to move forward to a higher level of achievement?

6. Interactive Writing (and cut-up sentence, if appropriate) Be very specific when you write out your lesson. As you teach, make note of the student reading behaviors you observe and how you respond. Be sure to include a lesson reflection that addresses what went well, what didn’t go well and things you’d adjust for tomorrow’s lesson. In lieu of the lesson plan format we have used all semester, structure your lesson plan around the above components. Include an objective for your lesson.

Assignment #4: Guided Reading Rubric Overall Score _____/24 Lesson #1 Due April 21, 2015 Name__________________________ Total Score ____ /12 Guided Reading Lesson Texts ____________________________ (Please attach this form as the last page of your lesson plan.) Element Possible

Points Actual Points

Comments

Reread Known Texts 1

High Frequency Writing 1

New Book Introduction 2

Guided Reading Technique 2

Skills In Context 2

Lesson is specific enough to be replicated precisely by me or a substitute teacher

1

Student behaviors noted and responded to in lesson

1

Evidence of cohesiveness in the lesson 1

Lesson Reflections….What went well, what didn’t go well, and things I’ll adjust tomorrow---T Feedback and S Next Steps

1

Assignment #4: Guided Reading Rubric Lesson #2 Due April 21, 2015 Name_____________________________________ Total Score ____ /12 Guided Reading Lesson Texts ____________________________ (Please attach this form as the last page of your lesson plan.) Element Possible

Points Actual Points

Comments

Reread Known Texts 1

High Frequency Writing 1

New Book Introduction 2

Guided Reading Technique 2

Skills In Context 2

Lesson is specific enough to be replicated precisely by me or a substitute teacher

1

Student behaviors noted and responded to in lesson

1

Evidence of cohesiveness across the two lessons

1

Lesson Reflections….What went well, what didn’t go well, and things I’ll adjust tomorrow. T Feedback and S Next Steps

1

Assignment #5: Student Profile Description The student profile is an in-depth study of one student in your placement. You will observe the student in class, assess the student’s reading and writing capabilities and then present instructional recommendations to support this student’s literacy learning. Please be reminded that the case study is a formal product. Please use a fairly formal objective tone. EDIT carefully. Be honest, but choose language to describe the child that is professional. Information to be included In your student profile:

x 1-2 page introduction to your student o Attach your EdTPA Context Sheet. o Who is s/he? Tell a little about the selection of the child. If s/he was

recommended by teacher, share those comments. Tell about your informal observations of the child during literacy instruction and during the assessment tasks. What about the child’s response in other subject areas that you have been able to observe? Are his interactions during those times the same or different to the response to literacy activities? How does he view himself as a reader and writer?

x Assessments selected and justified- o List each assessment, describe the purpose of each assessment and

what it contributes to the literacy portrait. x Scored assessments with analysis of each

o Attach each assessment, the scoring of the assessment, and a brief analysis of what you learned about the child from that task. Do this for each assessment. Describe the quantitative scores and what they indicate. Describe qualitative observations related to the student’s performance on each task. Be sure to include references to the developmental stages and tendencies. Finally, compare each of the test results to other comparable assessments.

x General Analysis (2-3 pages)- What patterns did you observe across all the measures? Assemble the evidence to paint a literacy portrait of your child.

o What are his/her literacy strengths? What useful strategies are in place at the word level and the passage level? (Be sure to reference the child’s use of cueing systems.)

o What are his/her literacy weaknesses? What was difficult or confusing for the child at the word level and text level?

o What are your recommendations for instruction? What does the evidence indicate should be the instructional focus for the child?

Assignment #5: Student Profile Rubric Due May 5, 2015 Name__________________________ Total Score ____ /28 Student Profile (Please attach this form as the last page of your lesson plan.) Element Possible

Points Actual Points

Comments

1-2 page introduction to the student Who is s/he? Tell a little about the selection of the child. If s/he was recommended by teacher, share those comments. Tell about your informal observations of the child during literacy instruction and during the assessment tasks. What about the child’s response in other subject areas that you have been able to observe? Are his interactions during those times the same or different to the response to literacy activities? How does he view himself as a reader and writer?

3

Assessments Selected and Justified List each assessment, describe the purpose of each assessment and what it contributes to the literacy portrait.

5

Scored Assessments with Analysis Attach each assessment, the scoring of the assessment, and a brief analysis of what you learned about the child from that task. Do this for each assessment. Be sure to include references to the developmental stages and tendencies.

10

General Analysis What patterns did you observe across all the measures? Assemble the evidence to paint a literacy portrait of your child.

x What are his/her literacy strengths? What useful strategies are in place at the word level and the passage level? (Be sure to reference the child’s use of cueing systems.)

x What are his/her literacy weaknesses? What was difficult or confusing for the child at the word level and text level?

x What are your recommendations for instruction? What does the evidence indicate should be the instructional focus for the child?

10