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 li2X@cmich.edu 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