EDU.5636 Multisensory Structured Literacy Practicum: Associate Level Intensive Part 1
Prior to beginning this 100-hour Associate Level practicum, the Orton Gillingham (OG) trainee must have approval from the instructor to ensure that they can complete the required hours of instruction with one child who has a diagnosis of dyslexia or extensive assessments that indicate a probable diagnosis. The OG trainee will need to write a profile of the child based on their pre- and post-assessments of the child's phonemic awareness, spelling and reading skills at the end of the second semester of the practicum. As OG trainees progress through the two-semester practicum, they will be expected to teach the concepts learned in class to one student using direct and explicit language, a multi-sensory approach, and being diagnostic and prescriptive with their student. In this course, the first semester of the practicum, the OG trainee needs to record themselves teaching four 40-60 minute lessons, including all parts of the Orton-Gillingham lesson. They will need to submit student work from those lessons and formal lesson plans including the words and sentences students read and spelled. OG trainees should also write a reflection at the end of each lesson of what they have learned and where future instruction should go based upon the student's successes and failures within the lesson. The instructor will review the first lesson plan and video and then meet with the OG trainee to review any areas of concern, answer questions and determine which skills should be focused upon for the next lesson. The OG trainee should use this feedback to inform the planning and teaching of the next lesson. The instructor will provide feedback after each submitted lesson that should be addressed for the next lesson. OG trainees will also keep a weekly log of total OG lessons taught on Google Drive which will be shared with the instructor. In this first semester of this 100-hour Associate level practicum, OG trainees need to log at least fifty 40-60 minute lessons with their focal student. They should write the date of each lesson, the concept introduced or reviewed, and any comments, questions, or concerns they may have. The instructor will review periodically throughout the semester and write responses. This course addresses Knowledge and Practice Standards for Teachers of Reading set forth by the International Dyslexia Association.