9.+Differentiation+and+Special+Populations

Core Readings
[|Dyslexia (Sally Shaywitz)] uploaded copy of Shaywitz article: 

[|Dyslexia and the Brain]


 * Supplemental Readings **(for reference)

[|Ready to Read? Neuroscience Research Sheds Light on Brain Correlates of Reading]
[|The Neurobiology of Reading and Dyslexia]

[|Understanding the Brain and Reading]
//**English Language Learners **// [|Understanding the Challenges]

The Demographic Imperative

Supporting English Language Learners: There's More To See (ASCD)

//**Environmental Influences **// [|Third Grade Reading Skills and Poverty] <span style="font-family: Georgia,serif; font-size: 13pt;">[|Homelessness, Poverty, and Children's Literacy Development]

//**<span style="font-family: Georgia,serif; font-size: 13pt;">Learning Challenges **// <span style="font-family: Georgia,serif; font-size: 13pt;">[|Who Has Reading Difficulties?] <span style="font-family: Georgia,serif; font-size: 13pt;">[|Predictors of Success and Failure in Reading] <span style="font-family: Georgia,serif; font-size: 13pt;">[|Hyperlexia]

<span style="font-family: Georgia,serif; font-size: 13pt;">[| Interactive Cluster Web Graphic Organizer]
<span style="font-family: Georgia,serif; font-size: 13pt;">Students can type their information onto this graphic organizer, print it and submit electronically.

<span style="font-family: Georgia,serif; font-size: 13pt;">[|Two Minutes In Your Child's Shoes]

<span style="font-family: Georgia,serif; font-size: 13pt;">Review the completed graphic organizer (above) to create a Wordle for one reading difficulty group (ELL, dyslexia, learning disability). In your Wordle include the key words for the key concepts for that group, ideas that will help us to remember the characteristics we can expect one in that group to exhibit in learning to read.
 * <span style="font-family: Georgia,serif; font-size: 13pt;"> Wordle **

<span style="font-family: Georgia,serif; font-size: 13pt;">The purpose of this activity is for students to understand how a struggling reader feels when reading an "easy" book. Students put book together and then attempt to read the story. The instructor decides if the students may write the words on the book or if it should be more difficult, and authentic, and have students use their memory to remember each word.
 * <span style="font-family: Georgia,serif; font-size: 13pt;">Reading with Kaboodle **



<span style="font-family: Georgia,serif; font-size: 13pt;">Misunderstood Minds
<span style="font-family: Georgia,serif; font-size: 13pt;">Students view film "Misunderstood Minds" and complete worksheet. <span style="font-family: Georgia,serif; font-size: 13pt;">[|YouTube link to film]

//<span style="font-family: Georgia,serif; font-size: 13pt;">[|Worksheet] //
 * Worksheets that accompany film:**

//<span style="font-family: Georgia,serif; font-size: 13pt;">Worksheet 2 //

//<span style="font-family: Georgia,serif; font-size: 13pt;">Worksheet 3 //

//<span style="font-family: Georgia,serif; font-size: 13pt; line-height: 1.5;">[|Worksheet 4 (Google Doc direct link)] //


 * <span style="font-family: Georgia,serif; font-size: 13pt;">Working Memory and Automaticity: More Fluent/Less Fluent Reader **