<p>Name: ______Date: ______</p><p>Interventions Office An Introduction to Dyslexia</p><p>Participant Packet</p><p>Staff will:</p><p> Understand what dyslexia is and is not  Better understand the brain role in dyslexia  Evaluate their current practice in recognition, teaching, and supporting dyslexic students Do Now</p><p>Directions: Take a minute and thing of some students that you have had, either already diagnosed with dyslexia or that you suspect might have had dyslexia. </p><p>- What are some of the things that you can remember about those students? - What are some of the things that you remember about their attempts to read?</p><p>Note box:</p><p>Objectives and Agenda</p><p>Objectives Agenda - Understand what dyslexia is and is not Do Now - Better understand the brain role in dyslexia What is dyslexia? Day to day issues - Evaluate their current practice in recognition, Neurology teaching, and supporting dyslexic students Do Now Review What does a dyslexic look like in the classroom? Evidence collection What I wish teachers knew about dyslexia Final Personal Reflection What is dyslexia?</p><p>Directions: In your own words, discuss and then write a definition for dyslexia in the box below. Use the following questions to guide your thinking:</p><p>- Does dyslexia only effect reading? - What reading issues do you see with dyslexia? - What other ways would you see dyslexia in the classroom?”</p><p>Note box:</p><p> Work together with those at your table to come up with a definition for your group. We will take a few moments to share all definitions. We will create our own definition before we look at those from the state and national dyslexia leaders. Day to day Issues Directions: You will watch two videos of students, family members, and others around them dealing with a variety of problems they face. As you watch consider fill out the form below.</p><p>Problem Individual Family members Others</p><p>Personal reflection Take a moment and reflect on what you have just seen.</p><p>Takeaways</p><p>Neurology Notes while watching video.</p><p>Think about the following questions: How do dyslexic brains function differently? How does this difference effect their ability to read?</p><p>Do Now Review Reflect on the following questions: Have your thoughts changed? Is there something you would add? In what ways have your ideas or feelings about dyslexia changed or expanded?</p><p>What does a dyslexic look like in the classroom?</p><p>Notes for videos:</p><p>Takeaways</p><p>Evidence Collection</p><p>What evidence do I need to collect if I suspect dyslexia in a student? What I wish teachers knew about dyslexia</p><p>Notes on video</p><p>Suggestion I could use in my classroom.</p><p>Wrapping up</p><p>Directions: Get in grade level groups and discuss the following questions and compare notes.</p><p>What might I see in a dyslexic student? What do I want to be very careful NOT to do with a dyslexic student?</p><p>Share one big takeaway from today.</p><p>Final Personal Reflection</p><p>Directions: As an individual, complete the 3-2-1 reflection questions below and be prepared to share with your table group. </p><p>List 3 key ideas discussed today that will help you in your classroom this year. 1. 2. 3.</p><p>List 2 key ideas discussed today that might be a personal challenge for you as an individual. 1.</p><p>2.</p><p>List 1 question you still have about dyslexia. 1.</p><p>Final Thought</p><p>If you’re trying to achieve, there will be roadblocks. I’ve had them; everybody has had them. But obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it. - Michael Jordan</p>