COLLEGE OF CHARLESTON EDFS 425 SYLLABUS FALL 2013 TEACHING READING AND LANGUAGE ARTS TO STUDENTS WITH DISABILITIES

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1 COLLEGE OF CHARLESTON EDFS 425 SYLLABUS FALL 2013 TEACHING READING AND LANGUAGE ARTS TO STUDENTS WITH DISABILITIES Instructor Dr. Kristen Ashworth Office: 86 Wentworth Street, #334 (843) Office hours: Tues. 1:00-3:00, Wed. 12:30-3:30 Class Time and Location Mondays and Wednesdays, 10:30 AM 11:45 AM, 213 ECTR Prerequisites EDFS 345 Introduction to Exceptional Children and Youth EDFS 411 Introduction to Curriculum and Instruction for Students with Disabilities Course Description This course is an in-depth study of research-based teaching methodologies for K-12 students with high-incidence disabilities in the areas of reading and written language. Grounded in national and state curriculum standards, the course will focus on developmental, corrective, and strategic reading and writing approaches and require students to demonstrate competence in planning individualized reading and written language programs for students with special needs. Course Materials Armbruster, B. B., Lehr, F., & Osborn, J. (2008). Put reading first: The research building blocks for teaching children to read, kindergarten through grade 3 (3 rd ed.). Jessup, MD: National Institute for Literacy. (Available online) Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS. (2010). What content-area teachers should know about adolescent literacy. Washington, DC: U. S. Government Printing Office. (Available online) Graham, S., & Harris, K. R. (2011). Writing and students with disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp ). New York, NY: Routledge. (Available on OAKS) Honig, B., Diamond, L., & Gutlohn, L. (2013). Teaching reading sourcebook (2 nd ed., updated). Arena Press: Novato, CA. Chapters from additional texts available on OAKS course page

2 EDFS 425, Fall Objectives Upon successful completion of this course, students should be able to: 1 Discuss and demonstrate the impact of appropriate assessment techniques for driving instruction for students with special needs 2 Demonstrate the ability to discriminate between appropriate assessment and instructional procedures utilizing both formal and informal procedures 3 Analyze the current research literature in an area of interest with regard to reading and language arts instruction for students with disabilities 4 Analyze a variety of reading resources and create an annotated bibliography of quality reading materials for students with special needs 5 Understand, analyze, and apply information with regard to activity development for extension activities concerning language arts instruction for students with disabilities 6 Create an informal reading inventory (IRI) that will allow you to assess a student eligible for special education services (LD, ED, IDD, or language impairment) and determine an intervention plan for language arts instruction 7 Understand and analyze written language samples of students with and without disabilities 8 Develop a lesson sequence based on the results of the IRI that demonstrates research-based practices for students struggling in the language arts curriculum 9 Create a presentation including learning strategies and present annotated bibliography and IRI results to class members 10 Demonstrate competency with all materials covered in the course School of Education Standards CEC Standards SC EEDA Standards I, VI 4 5 I, III, VI 4, 5 5 ISTE Standards I, II, III 5 1, 2, 3, 4, 5 I, II, III, VII I, II, III, VII 1, 5 1, 2, 3, 4, 5 1, 5 4, 5, 7 I, III, VI 4, 5 4, 5, 7 I, VI 4 I, II, III, VII 5 4, 5, 7 V 6 1, 2, 3, 4, 5 II, VII

3 EDFS 425, Fall Course Requirements 1. Critical Analysis of the Literature 25 points The student will conduct a critical analysis of one individually selected article describing one research-based reading or writing intervention. 2. Annotated Bibliography 75 points The student will select a minimum of 15 quality books to read and create an extension activity for each. Chosen books should be Caldecott Medal Award winners or nominees, Reading Rainbow selections, Newberry Award winners or nominees, Corretta Scott King Award winners, or on the ALA Booklist, the Horn Booklist, or recommended by another quality source. Book selections should range from elementary to high school and should include non-fiction sources. One book should be a graphic novel. 3. Informal Reading Inventory 90 points The student will develop an informal reading inventory (IRI) designed to address the needs of a student who is eligible for special education services in LD, ED, IDD, or language impairment. The inventory will address sight word vocabulary, phonics, phonemic awareness, fluency, comprehension, and basic writing skills. 4. Lesson Plan Sequence 75 points The student will develop a lesson sequence, including a minimum of 5 lessons, to address the targeted skill deficit identified through the IRI assessment. 5. In-class Presentation 25 points The student will present, share, and electronically distribute a copy of his/her annotated bibliography, IRI, and lesson sequence with the class. During the presentation, the student will briefly highlight 5 books from the bibliography, discuss the strengths and weaknesses of the student assessed through the IRI, state the long term goal and short term objectives targeted for instruction in the lesson sequence, and briefly describe the sequence developed. The student should demonstrate proficiency with technology during the presentation. Presentations should last no more than 5 minutes. 6. Exams 45 points each) 90 points Students will complete a midterm exam and a final exam. Both will test on information covered from the start of the course through the class session before the exam date. Total Possible 380 points Evaluation Scale Grade % Range Point Spread Grade % Range Point Spread A C A C B D B D B D C F

4 EDFS 425, Fall Attendance Policy Students are expected to attend every class session and will be accountable for all material presented in class. Students should inform the instructor when they must miss class due to medical or serious personal reasons. The instructor may drop a student from the course due to excessive absences. Special Considerations/Agreements 1. Students should inform the instructor of conflicts with quiz or exam times as soon as possible. 2. Students are expected to turn in assignments at the beginning of the class session during which they are due. 3. The instructor is available during office hours to provide additional assistance. Office hours are not a substitute for class sessions. 4. The instructor will respond to s within 24 hours of receipt. Exception: s sent on the weekends (Friday through Sunday) will be answered by Monday evening. 5. Students should use APA format for all written assignments, which can be found in the Publication Manual of the American Psychological Association (6 th edition). 6. The instructor reserves the right to make changes to the syllabus as needed. Students will be notified of changes in writing via . Honor Code Students should abide by the honor code of the College of Charleston, which can be found in the Student Handbook. Copies of this document are available electronically on the College of Charleston website and in print in the Office of Student Affairs. Students with Disabilities Students with documented disabilities who require accommodations through Disability Services should inform the instructor as soon as possible. Writing Lab I encourage you to take advantage of the Writing Lab in the Center for Student Learning (Addlestone Library, 1 st floor). Trained writing consultants can help with writing for all courses; they offer one-to-one consultations that address everything from brainstorming and developing ideas to crafting strong sentences and documenting sources. For more information, please call or visit

5 EDFS 425, Fall Course Calendar Week 1 Date Topics Readings Assignment Due 8/21 Course overview _ Course syllabus Introduction to literacy: The connection between language and literacy Week 8 Week 7 Week 6 Week 5 Week 4 Week 3 Week 2 8/26 Introduction to literacy difficulties Factors involved in reading and writing difficulties 8/28 The big picture Components of reading: phonemic awareness, phonics, fluency, vocabulary, and text comprehension _ Put Reading First: The Research Building Blocks for Teaching Children to Read _ Honig et al. pp /2 Emergent literacy _ Honig et al. Sec. I 9/4 Word structure 9/9 Overview of assessment Placing students and monitoring progress Assessment of reading and writing processes _ Gunning Ch. 6 & 7 9/11 Continuation Annotated bibliography 1 extension activity 9/16 Print awareness Letter knowledge Phonemic awareness 9/18 Continuation 9/23 Phonics Irregular word reading Multisyllabic word reading _ Honig et al. Sec. II _ Honig et al. Sec. III 9/25 Continuation 9/30 Fluency assessment _ Honig et al. Sec. Fluency instruction IV 10/2 Continuation Critical analysis of the literature 10/7 Review and catch up 10/9 Midterm Exam Annotated bibliography 10/14 Fall Break Week 9 10/16 Vocabulary: Specific word instruction _ Honig et al. Sec. V, Ch. 11 Assessment of sight words and fluency rates (IRI)

6 EDFS 425, Fall Week 10 Date Topics Readings Assignment Due 10/21 Word learning strategies _ Honig et al. Sec. Word consciousness V, Ch /23 Continuation Week 15 Week 14 Week 13 Week 12 Week 11 10/28 Reading comprehension _ Honig et al. Sec. VI 10/30 Continuation 11/4 Building writing strategies New literacies and the reading and writing connection 11/6 Continuation 11/11 RTI The 3-tier model of reading instruction 11/13 Tier II and III programs for students of all ages Organization of early intervention and corrective programs 11/18 Reading intervention for adolescents with mild disabilities _ Gunning Ch. 13 _ Graham & Harris, 2011 _ Honig et al. Comprehensive reading model _ What content area teachers should know about adolescent literacy Analysis of phonics and phonemic awareness skills (IRI) Analysis of reading comprehension (IRI) Analysis of written language (IRI) Final IRI 11/20 Putting it all together to meet the needs of students with mild disabilities 11/25 Student presentations Lesson sequence Presentations 11/27 Thanksgiving Break 12/2 Student presentations 12/4- Final Exams 12/11

7 EDFS 425, Fall COURSE POLICIES AND PROCEDURES Course policies and procedures apply to all EDEE and EDFS courses and all PEHD teacher education courses above the 200 level. 1. GRADING SCALES: UNDERGRADUATE AND GRADUATE UNDERGRADUATE GRADING SCALE GRADUATE GRADING SCALE Letter Grades Percentage Range Grade Points Letter Grades Percentage Range Grade Points A % 4.0 A % 4.0 A % 3.7 B % 3.5 B % 3.3 B 85-88% 3.0 B 86-88% 3.0 C % 2.5 B % 2.7 C 77-80% 2.0 C % 2.3 F 0-76% 0 C 79-81% 2.0 C % 1.7 D % 1.3 D 72-74% 1.0 D % 0.7 F 0-69% 0.0 A grade of 76 or below is considered a failing grade for all graduate courses. There are no grades of D in graduate courses. There are no minus grades in graduate courses. 2. PROFESSIONAL BEHAVIORS/DISPOSITIONS: Students are responsible for all content and assignments for each course and are expected to demonstrate professional behaviors consistent with our EHHP professional dispositions: We believe that all children can learn We value and respect individual differences We value respectful human interactions We exhibit and encourage intellectual curiosity, enthusiasm about learning, and a willingness to learn new ideas We are committed to inquiry, reflection, and self-assessment We value collaborate and cooperative work We are sensitive to community and cultural contexts We engage in fair, responsible, and ethical practice

8 EDFS 425, Fall ATTENDANCE: Class attendance and punctuality are expected professional behaviors. A student may earn a failing grade for excessive absences equaling more than 15% of class meetings or 2 weeks of class (15% of classes meeting 3 x weekly = 6 absences; 2 x weekly = 4 absences; 1 x weekly = 2 absences). In addition, students are responsible for meeting specific attendance requirements outlined in each course syllabus. 4. MISSED COURSE ASSESSMENTS: If a student misses a course assessment (e.g., quiz, test, examination, assignment) other than the final examination for a legitimate reason (as determined by the instructor), the instructor has the discretion to administer a make up. It is the responsibility of the student to make arrangements with the instructor for any make up work. 5. DUE DATES: All due dates for scheduled course assignments and assessments are listed in each course syllabus. Changes are announced in class. The instructor determines consequences related to late work. It is suggested that students have a reliable class contact for course information in case of absences. 6. FINAL EXAMINATIONS: The course final examination (test, performance, project) only takes place during the college-specified period. Undergraduate students with more than two finals scheduled on one day may arrange an alternate time for one exam with Undergraduate Academic Services. Graduate students apply to the Graduate School for changes. 7. COURSE PAPERS: All course papers will be word-processed using the most current style guide published in the Publication Manual of the American Psychological Association. 8. HONOR SYSTEM: All courses in the School of Education, Health, and Human Performance are conducted under the College of Charleston Honor Code found in the Student Handbook at Students are responsible for reading, understanding, and adhering to the Code of Conduct. Ignorance is no excuse. Both students and faculty are responsible for reporting violations to Student Affairs. Conviction of an Honor Code violation results in a grade of XF for the course in which the violation occurred. For help clarifying paraphrasing vs. plagiarism, see the following websites: and 9. ADA ACCOMMODATIONS: In compliance with the Americans with Disabilities Act (ADA), all qualified students are entitled to reasonable accommodations. The instructor must be notified during the first week of class of any accommodations needed. 10. MISSION: The mission of the School of Education, Health, and Human Performance at the College of Charleston is the development of educators and health professionals to lead a diverse community of learners toward an understanding of and active participation in a highly complex world. Our mission is to be a community of diverse teacher leaders who ensure exemplary learning and wellness opportunities for all individuals. Professionals who can make the Teaching- Learning Connection through attaining the three Elements of Teacher Competency (ETC) create these opportunities for learners. The ETCs organize the EHHP standards for effective teaching. Students are expected to understand the Elements of Teacher Competency and the EHHP standards as they relate to their preparation to become a teacher leader.

9 EDFS 425, Fall ETC1: Understanding and valuing the learner Standard 1: Evidence theoretical and practical understanding of the ways learners develop ETC2: Knowing what and how to teach and assess and how to create an environment in which learning occurs Standard II: Demonstrate understanding and application of the critical attributes and pedagogy of the major content areas Standard III: Evidence a variety of strategies that optimize student learning Standard IV: Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning ETC3: Understanding ourselves as professionals Standard V: Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession Standard VI: Communicate effectively with students, parents, colleagues, and the community Standard VII: Show an understanding of the culture and organization of schools and school systems and their connection to the larger society

10 EDFS 425, Fall EDFS 425 Fall 2012 Critical Analysis of the Literature Rubric (25 points) Review of Research-Based Interventions in a Reading/Language Arts Area 1 article Name: Topic: Total Points: /25 Points Components Unsatisfactory Satisfactory Exemplary /20 Literature Review researchbased teaching methods in a reading and/or language arts area; article must describe and provide data-based results for one method of instruction for identified target population and meet the requirements listed below the rubric /3 Mechanics (writing, grammar, organization, clarity) Literature review explores a teaching method in a reading/ language arts area of interest to the student. The review briefly summarizes the intervention. The research may not be current and/or relevant for targeting population or meet the requirements of the paper listed below the rubric. (0-16) Overall writing lacks organization or lacks clarity, many errors in grammar and mechanics (0-1) /2 APA style Paper is written in APA style with multiple errors (0) Literature review explores a teaching method in a reading/ language arts area of interest to the student. The review summarizes the intervention. The research is current and/or relevant for targeting population and meets the requirements of the paper listed below the rubric. (17-18) Overall writing conveys concepts in logical and clear manner, but style not at expected level or errors of mechanics (2) Paper is written in APA style with minimal errors (1) Literature review explores teaching method in a reading/ language arts area of interest to the student. The review comprehensively summarizes the intervention. The research is current and/or relevant for targeted population and meets the requirements of the paper listed below the rubric. (19-20) Overall writing is clear and professional in style, no notable errors of grammar or mechanics (3) Paper is written in APA style with no errors (2) Requirements: The paper should be at least one page long, excluding the cover page and references page (no more or less than 12 point font, double spaced, with one-inch margins). The student should summarize one current (no more than 5 years old) research-based article as a source of information. The student should provide a one-paragraph summary of his/her general impression of the intervention and then a one-paragraph summary of how they may apply knowledge of this information in his/her future classroom. The paper should address the instructional needs of students with mild to moderate disabilities. The paper is submitted by the due date with a hard copy of the original research-based article. The rubric is submitted with the hard copy of the paper for grading.

11 EDFS 425, Fall EDFS 425 Fall 2012 Annotated Bibliography Rubric (75 points) Name: Total Points: /75 Points Components Unsatisfactory Satisfactory Exemplary /40 Annotations /25 Extension activities Annotations either do not summarize well or do not provide enough information for the teacher. (0-31) Extension activities do not engage the reader and may not provide multiple means for demonstrating competency with the material read. (0-19) /5 Overall writing Overall writing lacks organization or lacks clarity, many errors in grammar and mechanics. (0-3) /5 APA style Books are cited in APA style and have multiple errors. (0-3) Annotations are good summaries but may not provide the most important information for the teacher. (32-36) Extension activities are satisfactory, engage the reader, and provide multiple means for demonstrating competency with the material read. (20-22) Overall writing conveys concepts in logical and clear manner but style is not at expected level or there are many errors of grammar or mechanics. (4) Books are cited in APA style and have a few errors. (4) Annotations are excellent summaries of the books, emphasizing the most important information for the teacher. (37-40) Extension activities are creative, designed to engage the reader, and provide multiple means for demonstrating competency with the material read. (23-25) Overall writing is clear and professional in style, very few errors of grammar and mechanics. (5) Books are cited in APA style and free of errors. (5) Directions: You are expected to select and read a minimum of 15 quality books. These should include Caldecott Medal Award winners or nominees, Reading Rainbow selections, Newberry Award winners or nominees, Coretta Scott King Award winners, be on the ALA Booklist, be on the Horn Booklist, or be recommended by another quality source. Three of the books should be non-fiction. Books should range in interest level from kindergarten to high school. One book should be a graphic novel. After reading each selection, you are expected to summarize the book and develop a minimum of one extension activity for each. Requirements: The annotated bibliography paper must be written in APA style and cited appropriately. The student will either list each book individually in APA style or create a reference list and include it at the end of the paper. The annotations should summarize the book (more than one sentence and no more than three paragraphs); they should provide essential information for teachers. The extension activities must demonstrate a component of reading or writing. They should be varied (for example, discussion should not be the extension activity for all of the books). The activity should have an academic purpose related to reading or writing; the activity should not be chosen because it is fun. The student should read three elementary, three middle, three high, 3 non-fiction, and 3 choice books of interest that are recognized by a reputable source. The annotated bibliography is submitted by the due date with an electronic version posted on OAKS. The rubric is submitted with the hard copy of the paper for grading.

12 EDFS 425, Fall EDFS 425 Fall 2012 Informal Reading Inventory Rubric (90 points) Name: Total Points: /90 Points Components Unsatisfactory Satisfactory Exemplary /10 Identify sight word vocabulary in book and determine skills of student /10 Identify phonics skills necessary and determine skills of student /10 Identify phonemic awareness skills necessary and determine skills of student /25 Determine fluency of student at independent, instructional, and silent reading levels /10 Determine writing ability areas /10 Determine reading comprehension skills /15 Create long-term goal and short-term instructional objectives Sight word vocabulary of student is not thoroughly determined through reading selection and/or list of sight words (0-7) Phonics skills necessary for student are determined on error analysis from reading record of selection (some error present in analysis or missed) (0-7) Selected reading may not be adequately evaluated for necessary skills and/or skills of student may not be adequately determined (0-7) Student s fluency level is not determined at all levels (0-19) An assessment of writing is conducted in most areas (see directions), but may not be adequate (0-7) Reading comprehension is not assessed thoroughly (0-7) The long-term goal is stated but is missing more than one component or does not reflect a need indicated by the IRI; the shortterm objectives do not match the goal or do not flow logically from the long-term goal (0-11) Sight word vocabulary of student is determined through reading selection and/or list of sight words (8-9) Phonics skills necessary for student are determined on error analysis from reading record of selection (8-9) Selected reading is evaluated for necessary skills and skills of student are determined (a few errors may be present) (8-9) Student s fluency level is determined at all levels (a few errors may be present) (20-23) An assessment of writing is conducted in all areas (see directions) (8-9) An assessment of reading comprehension is conducted (8-9) The long-term goal is stated with no more than one missing component and reflects a need indicated by the IRI; the short-term objectives are logical and flow from the long-term goal (12-14) Sight word vocabulary of student is determined through reading selection and list of sight words (10) Phonics skills necessary for student are determined on error analysis from reading record of selection (10) Selected reading is evaluated for necessary skills and skills of student are determined (10) Student s fluency level is determined at all levels (24-25) A comprehensive assessment of writing is conducted in all areas (see directions) (10) A comprehensive assessment of reading comprehension is conducted (10) The long-term goal will be stated correctly and reflects a need indicated by the IRI; the shortterm objectives are logically derived and flow from the long-term goal (15)

13 EDFS 425, Fall Directions for IRI assignment: In this assignment, you may select one of the books that you read from your annotated bibliography and develop an informal reading inventory (IRI). While making your book selection, you should consider the needs of the student that you have targeted for assessment. This student should be eligible for special education and receive services in the LD, ED, IDD, or language impairment program. The student should be receiving services in a K-12 setting. After selecting the book you will use to develop the IRI, you will need to complete the following steps: 1. Identify sight word vocabulary: a. Identify sight word vocabulary included in the book (if a long story, more than 500 words, just select a passage 500 words in length) b. Determine sight word vocabulary of student by reading Dolch list or Frye Word list c. Determine sight word vocabulary of student by reading passage 2. Identify phonics skills necessary for successful decoding of instructional level passage; determine phonics skills of student by analyzing error patterns from reading running record 3. Identify phonemic awareness skills that the student should possess to successfully read and comprehend the book; determine phonemic awareness skills of student by analyzing error patterns from reading running record 4. Determine independent and instructional reading levels of student 5. Determine fluency of student at the independent, instructional, and silent reading levels (you will need at least two passages to do this, one at independent and one at instructional) 6. Determine writing ability of student: letter formation, spelling, sentence formation, word order, punctuation, capitalization, etc. You will analyze writing ability by looking at written responses to reading comprehension questions. 7. Determine reading comprehension of student: ability to answer fill-in-the-blank questions, ability to answer short response questions, and ability to answer extended response questions 8. Summarize the results of your IRI; develop one long-term goal and two short-term instructional objectives Requirements: A copy of the passage or word list used to determine sight word vocabulary must be submitted with your analysis of sight word vocabulary. Data must be supplied to the instructor to validate your analysis. A copy of the running record must be submitted with your analysis of phonics and phonemic awareness skills. Instructional and independent reading levels must be determined. o Independent = % o Instructional = 90-94% o Frustration = 89% and below Fluency rates at instructional, independent, and silent reading (instructional and/or independent indicate level of text read for determination of silent reading rate) must be determined. Fluency is recorded as words per minute read. If a student reads 100 words in one minute and has 25 decoding errors, he/she reads 75 words per minute. Analysis of writing samples must be determined in all areas with hard copies of samples.

14 EDFS 425, Fall Reading comprehension skills must be determined across question types (see above); questions and answer key must be submitted. You must summarize the results of your IRI, develop a measureable goal and two short-term objectives. Each section of IRI must be completed by due date listed on syllabus and the total assignment by the due date. The IRI must be posted on OAKS by the due date.

15 EDFS 425, Fall EDFS 425 Fall 2012 Lesson Sequence Rubric (75 points) Name: Total Points: /75 Points Components Unsatisfactory Satisfactory Exemplary /20 Narrative overview and rationale for targeted area of instruction using method described in lesson sequence /50 Lesson plans in a sequence for instruction (worth 10 points each) /5 EEDA 5, 7 Mechanics (writing, grammar, organization, clarity) Narrative overview and rationale provides the reader with an unclear picture of the method of instruction selected and/or the reason for its use. The method selected may not be supported by the research literature. (0-15) Lessons plans are not complete and are written in such a way that someone other than the writer could not implement them without assistance; criteria may not be included for student performance; the plan for maintenance and generalization is inappropriate (0-39) Overall writing lacks organization or lacks clarity, many errors in grammar and mechanics (0-3) Narrative overview and rationale provides the reader with a picture of the method of instruction selected and the reason for its use. The method selected is supported by the research literature. (16-18) Lesson plans are complete and written in such a way that someone other than the writer could implement them with minimal assistance; criteria are included for student performance; a plan for maintenance and generalization is provided but may be weak (40-47) Overall writing conveys concepts in logical and clear manner, but style not at expected level or errors of mechanics (4) Narrative overview and rationale provides the reader with a clear picture of the method of instruction selected and the reason for its use. The method of instruction is grounded in the research literature. (19-20) Lesson plans are complete and written in such a way that someone other than the writer could implement them independently; criteria are included for student performance; a plan for maintenance and generalization is provided (48-50) Overall writing is clear and professional in style, no notable errors in grammar or mechanics (5)

16 EDFS 425, Fall EDFS 425 Fall 2012 Presentation of Annotated Bibliography, IRI, and Lesson Sequence Rubric (25 points) Name: Total Points: /25 Points Component Unsatisfactory Satisfactory Exemplary /25 Presentation Directions: Presentation may not demonstrate proficiency with technology, engage audience, and/or adhere to time guidelines (0-16) Presentation demonstrates use of technology, is engaging, and adheres to time guidelines (17-23) Presentation demonstrates proficiency with technology, is engaging, and adheres to time guidelines (24-25) Each student will present, share, and electronically distribute a copy of his/her annotated bibliography, IRI, and lesson sequence by the due date. During the presentation, student will briefly highlight five books from the annotated bibliography assignment, discuss the strengths and weaknesses of the student assessed through the IRI, state the long-term goal and short-term objectives targeted for instruction in the lesson sequence, and briefly describe the sequence developed. Students should demonstrate proficiency with technology during the presentation. Presentations should be 5 to 7 minutes in length.