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Copy of Reading Curriculum based on Hilda Taba's Grass Roots Model

Eled 503 * Becky Saltsman

perawati lambon

on 10 January 2014

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Transcript of Copy of Reading Curriculum based on Hilda Taba's Grass Roots Model

Designing a Reading Curriculum
Based on Hilda Taba's Grassroots Model

Step 1...
Diagnosis of needs...
Teachers will identify the needs of the students for whom the curriculum is being planned.
Step 2...
Formulation of objectives…
Teachers will specify objectives by relating the needs to KY's Common Core Assessment.
Step 3...
Selection of content.
The objectives suggest the curriculum's content. The objectives and content should match. The content's validity and significance also are determined.
Step 4...
Organization of content. The teacher organizes the content into a sequence, taking into consideration learners' maturity, academic achievement, and interests.
Step 5...
Selection of learning experiences. Teachers will select instructional methods that will engage the students with the content.
Our needs assessment is questions about beliefs, practices, programs, resources, and students. We used a broad array of factors, not just test results, to define needs and that collaboration and planning will yield the best results. Today we will review the results to identify gaps.
“Reflect on the school’s vision, educational plans, standards, and provisions for meeting all students’ literacy needs” (2007, p. 65). Use teacher interviews, surveys, self-assessments, observation, materials checklists, and conversations to ascertain what is happening in the regular classroom, especially in relation to literacy instruction.
Develop a

direct instruction, discovery/inquiry, cooperative learning, programmed instruction.
Examples of Learning Experiences
Step 6...
Organization of learning activities.
Teachers will organize the learning activities into a sequence, often determined by the content. Keeping in mind the particular students who will be taught.
Step 7...
Evaluation and means of evaluation.
Teachers will develop means of evaluation. They will determine which objectives have been accomplished.

Vogt, M., & Shearer, B. (2007). Reading specialists and literacy coaches in the real world. (3 ed.). Boston: Pearson-Allyan & Bacon.
Becky Saltsman
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