SUMMER READING CLINIC CENTRAL 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
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 Difficulties • Fluency – reading is halting without accuracy, speed, or prosody • Phonics – 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 • Director • Associate Director • Literacy Coaches • Clinicians • Tutors • Volunteers
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-Up • Classrooms 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 Tape • Word Study Materials such as tiles for Making Words • Teaching 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.
Instructional Practices • These 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 Clinic • Each class has a special literacy activity for twenty minutes. • The children rotate through the classrooms and enjoy their time together.
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