Running head: SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

Special Education, Resource Room: Reading Curriculum

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

For my curricular unit that I plan to teach will target middle school, special education
students. The special education students are in grades 6th-8th. They are in a resource room setting
for their reading curriculum. The classroom consists of multi-grade levels. I have 6th, 7th, and 8th
grade students combined together for the allotted class periods. Majority of my students are
receiving special education services under the category of Specific Learning Disabilities. The
rest of the students are receiving special education services under Autism and/or Other Health
Impairment. All students are reading below grade level by several years. My students need a
modified curriculum that will help them succeed in reading. This includes a slower pace reading
curriculum, and opportunities for modeling, reteaching, or one on one support. These students
also need accommodations in their general education classes to help them meet grade level
material and the criteria from their teachers. Depending on their IEP, some students receive
special education services in their general education classes by having a general education
teacher and a special education teacher in the specified content.
Majority of my students are Latino Americans; they live in a Spanish speaking home.
Many of my students are first generation to speak English. My students are annually tested to
score their English proficiency in listening, speaking, reading and writing. These results are
compared to their English speaking peers. These students are performing at a developing level
that ELL learners can process, understand and use general and specific language orally and in
writing. Not only are most of my students from a Spanish speaking home, but also receive free
or reduce lunch. Another demographic characteristic in my classroom is majority of my students
are males. The boys outnumber the girls in all of my reading classes.

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

The school I teach at is a Title 1 school. It was enlisted as a turnaround school two
years ago. The Nevada School Performance Framework (NSPF) reports Mike OCallaghan
Middle School, as whole school demographics, 68.7% are Latino/Hispanic, 75.2% receive free
or reduce lunch and 11.4% have an individualized education plans (2014). The NSPF also
reports for the 2013-2014 school year for performance indicator, Status Measure of
Achievement, 15 points were earned from the eligible 30. This data represents the points earned
by the school from students who met or exceeded standards on state assessments for
reading/ELA and math based on a single administration of the State assessment (2014).
OCallaghan values the cultural perspective of the school by ensuring documents, papers, and
any important information is given in English and Spanish. The school has posters throughout
the hallways in both languages to support the student body. OCallaghan offers a class for those
students who speak minimal English. This class is predominately spoken in Spanish to help
them become more comfortable with English. The school offers several professional
developments and resources to help teachers support and include their English Language
Learners.
By being aware of my schools demographics as well as my classrooms demographics, it
has allowed me to plan my lessons accordingly. I know that I need to have lessons that will best
enhance my students learning. My lessons need to be explicit and systematic. As a teacher, I
have to decide what strategies my students need the most in order to succeed. I have to
determine key knowledge that will help them in their general education classes, on state-wide
testing, and in society. My ultimate goal as a teacher is to ensure my students become productive
citizens to society. I need to teach the skills and key knowledge to sustain and reinforce this
goal. I need to reinforce to my students that reading is everywhere and will be used in their

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

everyday life, whether its a restaurant menu to reading an application for a particular job. It is
my role to teach the necessary readings skills and strategies so that they can become successful
after school.
After I determine the target skills, I need to implement these skills in an engaging,
meaningful lesson. My students need concrete examples in order to fully understand a concept
taught. I will select a reading passage that is readable to most students reading levels. I will
teach a lesson by activating prior knowledge, modeling, guided practice, and independent
practice. When teaching my group of students, I need to make certain that I am explicit with
each step in the lesson. I may need to use reading passages that my readers can connect, relate
and interests their needs.

Every lesson I teach is influence by my students needs, class

demographics and Common Core State Standards that follow the Clark County School District
Calendar.
Curriculum definition, unit goals, and unit core elements
In order to analyze the word curriculum, one has to begin with their teaching philosophy
and their approach to education. The approach that best reflects my philosophy is the behavioral
approach. This approach is usually based on a plan, sometimes called a blueprint or document.
Goals and objectives are specified, content and activities are sequenced to coincide with the
objectives, and learning outcomes are evaluated in relation to the goals and objectives,
(Ornstein & Hunkins, 2013, p. 2) Based on how I been taught at the University of Toledo, this
approach has been instilled in my views of education planning. As this is my approach, the
domain I follow defines curriculum as a plan for achieving goals, (p. 8). I believe in order to

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

teach any concept, an objective or target skill needs to be taught and you must have the end goal
in mind.
The unit I plan to teach is story elements of a short story. Students will consistently read
narratives throughout their school career in classes and statewide assessments. Students will also
read narratives during independent reading in school and out of school. The goal of the unit is for
students to meet the reading standard for literature 6.3: Describe how a particular storys or
dramas plot unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution. When students meet this goal, they will have a deeper
understanding and will be able to apply their knowledge to any fiction reading. When students
can identify the elements, it will help with their comprehension and increase higher level
thinking. Throughout the unit, students will have opportunities to learn target skills that facilitate
the end goal of meeting the Common Core State Standard of RL.6.3.
The essential and important knowledge of the unit is learning the elements and how it
applies to a given story. Students will need to know the meaning of each element and what it
may look and sound like in a story. Students will need explicit and systematic instruction of each
component. Students must have plenty of opportunities to practice identifying elements of a
story in a variety of texts. The teacher must model and guide students before independent
practice or an assessment is given. The challenge of this unit is when reading abilities interfere
with comprehension and identifying the elements. Students may have difficulty applying their
knowledge of story elements to new stories based on text difficulty. Students must also
understand story elements will look different based on the type of story. Each story will have a
different plot which can cause a student to struggle detecting the pieces of each element leading
to the resolution. Students will have to dig deep in their understanding to relate each part to the

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

story they are reading. Also, students must analyze characters in the story to recognize their role
in the plot. Students must master the target skill in order to meet the overall standard.
Lesson Day 1
The objective of the unit is, when given a plot diagram, students will name each story
element in order, with 80% accuracy. To start the unit, I will give students an anticipation guide
of examples that are fiction and non-fiction books. Students will either circle fiction or nonfiction based on their prior knowledge. This will be a diagnostic assessment of being able to tell
the difference between fiction and non-fiction reading. After the anticipation guide, I will have
students make a QHT (question, heard, teach) chart in their notebook. I will state one piece of the
story elements at a time and students will write the word under the category that fits for them.
Students will either write the element under the category of Q if they are questioning what the
word means, H if they heard of the element, and T if they know what the element means and
can teach it to someone else. This is an individual diagnostic assessment so students can self
reflect on their prior knowledge. Next, I will call on random students to come to the Smart
Board; they will drag one of the words (elements) to where they think the story element belongs
on the plot diagram. This will give me an overview of the class and students prior knowledge of
story elements and the order in which they belong. Then, students will correctly write the story
elements in order on their plot diagram and the definition of each element. Todays lesson was to
have a diagnostic assessment of students prior knowledge of story elements as well as students
being aware of their own prior knowledge of story elements.

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

Lesson Day 2
Now that students have been introduced to the vocabulary of story elements, students will
practice their knowledge by watching a short film clip of The Lion King and identify the
components. When given a plot diagram, students will name each story element in order, with
80% accuracy using the video clip from The Lion King. By showing a video clip, this engages
students to look for the elements using visual media. After the pre-selected clip, I will give each
student a picture from the clip and they will put the story in order. Students must work together
to determine the order of pictures based on the video. Afterwards, I will let students know that
they just put the video in sequence order, which is similar to a storys plot. A successful narrative
must have the story elements included in the plot. I will show the video clip again, this time
students will jot down what parts of the clip belongs to which element on a plot diagram. Next, I
will show the video clip from the beginning and model which scene is incorporated into the story
elements. Students will switch their diagrams with a partner and compare it to the correct one.
Students will turn their plot diagram at the end of the class period. I will use this as an informal
assessment to check their understanding of story elements.
Lesson Day 3
When given a reading passage, students will analyze the elements of plot and
characterization with 80% accuracy by orally stating text evidence to support their answer.
Before I read the story, I will review the story elements. Students will come to the board and
drag the element to the position they think it belongs on the diagram. This will start every lesson
of the unit, so students can review the order on a daily basis. Students will begin to see how each
component is incorporated into fiction stories. As I read the given passage the first time, students

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

will listen and mark the text where they think each story element may take place. During the
second read, I will read and stop after 2-3 paragraphs at a time. I will discuss the plot and the
story element that is being identified. I will ask key questions that require students to describe
the details from the text that will fit the element by paraphrasing text evidence. An example
question would be, How do the details of setting and character set up the conflict of this story?
Students are using previous knowledge such as setting and character to help predict story
elements. As a class we will keep track of the characters from beginning, middle, and end to see
how they changed and/or develop over time throughout the story. As an exit slip, students will
write the exposition of the story, which is the setting and characters.
Lesson Day 4
When given a passage, students will analyze the elements of plot and characterization
with 80% accuracy by orally stating text evidence to support their answer. As we continue to
read the story, I will start with a review of story elements and ask students to use text evidence
for the elements we identified yesterday. Students should be able to state the exposition and the
conflict of the story. As the class begins to read the story again, students will identify the rising
action and the climax of the story. We will stop periodically to discuss the story. I have the story
on the Smart Board via Elmo, so I will have students come to the reading passage to mark where
they think the climax of the story is. Once we have identified the climax of the story, I will ask
students to identify events that lead to the incident; now that students know the climax, it is
easier to recall the events that progress to the turning point. Students will select text evidence by
underlining the sentences on the Smart Board. I will ask questions that require students to
analyze the text such as the conflict of the story is external, how can it also be described as
internal? This will make students examine the characters in the story in order to answer this

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

question. Students will cite text evidence to support their answer. As an exit slip, students will
write the definition of climax or cite the climax in the story. The exit slip is an informal
assessment to check on student understanding.
Lesson Day 5
When given a passage, students will identify the resolution by orally stating text evidence
with 80% accuracy. As we continue to finish the story, I will call on students to identify the
elements so far and ask them to provide evidence from the text. As we continue to read the
remainder of the story, students will begin to identify the falling action of the story. At the end of
the story comes the resolution. I will ask the question what happened to the character(s) in
order to resolve conflict? Students will provide text evidence to support their answer. Students
will highlight the falling action pieces of the story that leads to the resolution. Now that students
have read the story, students will complete a plot diagram. This will help students practice
identifying the story elements by paraphrasing what occurred in the plot. Without discussing the
theme of the story, as an exit slip, students will write the theme. The exit slip is an informal
assessment to check on student.
Assessment
Due to explicit instruction, students would have practiced the specific skill being taught
each day in small groups throughout the unit. For the assessment, students will demonstrate their
knowledge by identifying story elements on a plot diagram and will identify each story element
when given a passage. To differentiate instruction, some students will have a diagram with the
given definitions and a word bank of the elements; students will have to write the elements
correct location on the chart. Some students will have the words at the correct location and will

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have to define each element. Students will read a short story at their instruction reading level.
Students will be able to read and comprehend at their success level. Students will identify each
story element by marking the text. Students will put a box around the exposition of the story,
underline the text evidence of rising action, circle the climax, highlight the falling action, and
double underline the resolution. Students will then write a short summary about the reading
passage targeting each story element component. Students will also pick one character in the
story for a character analysis. Students will complete the graphic organizer by describing and
explaining what the character does (action), says, what other characters say or feel about this
character, how did the character change, and how they involved in the conflict by providing at
least two pieces of text evidence for each category.
Rubric
Plot Diagram Chart- 5 points
Label Elements in a Story- 10 points
Summary of Story- 10 points
Character Analysis- 20 points
Total:_____/45points
Students are being assessed in a variety of ways to demonstrate their knowledge of plot
and how it unfolds throughout a story, as well as demonstrating knowledge of a character
changing throughout the story. This assessment is not a typical comprehension test of who, what,
when, and where, but an assessment that explores students knowledge, application, analysis and
comprehension after reading a narrative. This requires students to be active readers when

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reading a passage and be engaged in their reading. Students will need to read and examine the
passage in order to grasp the meaning of the text. This assessment will show if students have
critical thinking skills to think on a higher level.
Educational Philosophy and Psychological Theories
My educational philosophy that solely impacts majority of my instruction is
progressivism. I agree and believe in the major philosophy of pragmatism which then stems to
the educational philosophy progressivism. The ideal teaching method is concerned not so much
with teaching the learner what to think as with teaching the learner to critically think. Questions
such as Why? How come? and What if? are much more important that What? Who? or When?
(p. 32). I believe as teachers, we need to challenge our students at an early age and continue to
facilitate those critical thinking skills throughout their school career.
The key point of progressivism is to teach students higher level and critical thinking
skills. In Chapter 2 it states "Progressivism emphasized how to think, not what to think," (p. 39).
I feel this is important to my teaching because I teach reading to special education students.
Reading is not only about basic comprehension questions such as who, what, when and where. I
encourage my students to analyze the text and understand how specific events and characters can
influence the shape of the story. When students are analyzing and examining the text they will
have a better understanding that supports their reading comprehension. This promotes students
to become active readers. In my unit, I made students begin with their own assessment of key
academic vocabulary words and assess their own prior knowledge through an anticipation guide.
This allowed students to analyze and interpret their own data and conclusions about story
elements and plot diagrams. I used a variety of activities in my unit that were activity centered

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based where students used media, sequencing strips, closed reading with partners and/or small
groups and exit slips. The final assessment focused on the learner by assessing them at their
instructional level and their interests of reading material verses a "one size fits all" reading
passage. Throughout the unit and my overall instruction, I encourage critically thinking skills so
my students can begin to think more abstract.
The psychological theory that I used to design my unit is the cognitive theory.
"Cognitive psychologists are interested in generating theories that give insight into the nature of
learning, specifically how individuals generate structures of knowledge and how they create or
learn reasoning and problem solving strategies," ( p. 99). The cognitive theory also focuses on
thinking and learning, multiple intelligences, learning styles and emotional intelligence.
"Complex cognitive skills should be taught as generic skills and principles, relevant for all
subject matter. The idea is to develop metacognitive strategies that students can transfer to many
curriculum areas and content material. We must develop strategies of reflective, critical, creative
intuitive, and discovery thinking that fit a wide variety of course and content situations," (p. 112).
Due to my content area and the population of students I teach, I need to assist my students to
gain critical thinking skills verses ordinary thinking. My students focus on reading material to
improve their fluency, accuracy, and comprehension but fail to use critical thinking skills when
reading a story. Their norm for reading is to read, get through it and take a quiz verses exploring
the text.
For my unit, I taught the elements of a story using closed reading of a specific story. We
read the story several times, each time looking for a different task. This allowed students to be
familiar with the text and have an understanding of the storyline. Students had several
opportunities to evaluate and analyze the story when focusing on a story element and how the

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relationship progressed throughout the plot. Students were able to recognize how a storys plot
unfolds in a series of episodes as well as how the characters responds or change as the plot
moves towards a resolution. Without scaffolding this type of thinking, my students would have
never appreciated the concepts that authors put into their writing. My students still need a teacher
to facilitate their thinking which supports the cognitive theory focusing on the major theory of
critical thinking of psychologists Ennis, Lipman and Sternberg. This involves teaching students
how to think, including forming concepts, generalizations, cause-effect relationships, inferences,
consistencies and contradictions, assumptions, analogies, and the like, (p. 121). These are all
target skills that students need in order to be college and career ready. Due to the population of
students I teach, I need to give them plenty of opportunities to explore their own thinking at an
instructional level so their confidence can continue to build for real world situations.
Reflection
Throughout the process of developing my curriculum, the main focus of my lesson plans
has been on student outcomes. However, in order to achieve successful outcomes, I had to
consider student learning. With this in mind, I had the opportunity to explore how psychology
provides a basis for understanding the teaching and learning process. Both processes are essential
to curricularists because the curriculum has worth only when students learn and gain
knowledge, (p. 91). I learned many of the theories and practices that help teachers support their
students learning. As a special education teacher, I lean towards the cognitive perspective
because my students have learning disabilities; majority of my students have cognitive delay and
processing issues that affect their learning in school. I need to continue to work on remembering
learning styles. At times, it is easy to forget to not incorporate all three learning styles into your
lesson. As a reading teacher I struggle including kinesthetic activities. When I prepare lessons, I

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need to bear in mind how students learn differently and it is up to me to meet their needs. I also
need to remember to strengthen my students critical thinking and thinking skills because they
struggle in this area. My students are conditioned to only remember basic story questions. I want
to continue to challenge them and facilitate their thinking skills so they can develop and improve
their creative thinking.
Taking into account of content knowledge, I need to continue to familiarize myself with
the Common Core State Standards. As I am continuing to expand my knowledge with Common
Core, I will have better judgments on generating appropriate goals and objectives that will better
fit my students. During this phase, curriculum developers gather data that inform their decisions
regarding what content is necessary, appropriate sequencing of the content, appropriate
instructional strategies, and how the various curricular components should be tailored to
students, (p.190). I learned that selecting content is very important should be done strategically.
Content should be multicultural and should consider socio-economic statuses as well as political
factors. Also, when selecting content, the curriculum planner must take into account how well it
addresses students cognitive, social and psychological dimensions, (p. 199). I need to improve
my selection of content material that will meet the needs of my students. With reading there is a
variety of texts that may or may not interest all students, so I need to use a diverse selection of
reading materials that will be meaningful and consider all reading interests.
During this course I also had the opportunity to examine my funds of knowledge on
curriculum. I feel this was the area I lacked the most knowledge in. I was not aware of all of the
sources, components and dimensions of curriculum design. I, as a teacher feel, we are just given
the curriculum (objectives and content), are expected to teach it (learning experiences) and
ensure students meet state standards (evaluation) without fully understanding the research that

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goes into curriculums. Some curriculum design dimensions I implement in my lessons plans
without realizing they were part of the curriculums component such sequence and continuity.
Now that I have become aware of the components, it is easier for me to plan a lesson according
to the framework. Now that I know more about curriculum design, I would like to find more
information about the developments of curriculum and participating with a team and/or program.
I believe the more I know about curriculum, the more expertise I will have implementing a
curriculum.
During this process I was able to challenge my teaching philosophy and identity while
learning new material during this course. It gave me the chance to reflect on my own teaching
experiences and analyze my values and views as a teacher. I feel my teaching identity has not
changed but has fostered; I became clearer with my vision on how I want to grow as a teacher. I
identify with the humanistic approach; Curriculum specialist who believe in this approach tend
to put faith in cooperative learning, independent learning, small-group learning and social
activities, as opposed to competitive, teacher-dominated, large group learning, (p. 7). I practice
this routine in my classroom on a regular basis and was never aware this was the particular
approach I was practicing. As mentioned before, I am a special education teacher, and it is my
duty to ensure all students meet their highest success level and with this approach I feel it can be
fulfilled. However to be an exemplary teacher, I need to be open-minded to new approaches and
theories and acknowledge that there is not one set way.

SPECIAL EDUCATION, RESOURCE ROOM: READING CURRICULUM

References
Ornstein, A., & Hunkins, F. (2013). Curriculum: foundations, principles, and issues. Upper
Saddle River: Pearson Education Inc.
Nevada School Performance Framework. (2014, June). Retrieved from
http://nspf.doe.nv.gov/School/Overview/02/02322.2

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