EDSE607 Spring 2017

1. Stage 4
Multiple Perspectives
Grade 8 to adult
By Jane Kuchel and Katlynne Mark

2. REading
When Reading for Multiple Perspectives a students who has achieved the milestones for the
stage will:
● Respond to narrative and expository text
● Recognize and interpret author’s purpose
● Understand figurative language (Affective response)
● Master content-area vocabulary
● Interpret text and vocabulary with multiple meanings
● Employ appropriate pre-reading, reading and post-reading strategies
● Read critically
Best practices for this stage include Direct Instruction in decoding and fluency as well as
vocabulary knowledge. It also is beneficial to activate the prior knowledge the student has
in the topic at the onset.

3. Spelling
A student who has mastered this stage should:
● Understand open and closed syllables
● Understand that some words will be exceptions and have to be learned
● Understand meaning basis for spelling patterns
● Can sort words by syllable and understand stress and use this knowledge to spell
unfamiliar words
● Understand vowel alternation
● Uses a range of spelling and spelling resources
Best practices for spelling at this stage is to teach basic words, high frequency words and
words specific to the content area. The words chosen to use for spelling words should be
chosen because of frequency of use, because they will help in understanding the text and
select multi-meaning words which can be confusing to students.

4. Oral Language
In stage four, students have multiple vocabularies for various settings easily accessible depending on the
setting. They are able to use critical thinking and vocalize these ideas.
Students who is in this stage should be able to:
● Select language to use appropriate to their audience.
○ Example: Language appropriate at school vs. with their friends
● Use persuasive language and have opinions on controversial issues.
● Can independently express critical thinking.
● Can use concrete examples to explain thinking as well as explain abstract ideas to others.
Best Practices:
Students should practice using persuasive language such as debates, and linking it to persuasive research
writing.
http://teaching.monster.com/benefits/articles/9454-strategies-for-building-oral-language-skills?page=3
Word Walls - These can still be used in high school, and should be used to give students more opportunities
to use and be exposed to academic language as appropriate to what you are teaching.
http://massreading.org/wp-content/uploads/2015/08/vocabulary-paper-newletterhead.pdf

5. Written Language
Students at this level are becoming expert writers.
They should be able to:
● Differentiate writing by audience and purpose.
● Understands paragraph and sentences mechanics.
● Completes research to support ideas.
● Edit and evaluate their own writing.
Best Practices for this stage:
“Demonstrate the applicability of new reading and writing strategies to real-world literacy tasks.” The
article suggests allowing students to write authentic pieces where they will actually use their skills in the
real world. One suggestion was to have high schoolers work on a generic college admissions essay they can use
when they apply for school. http://www.phschool.com/eteach/language_arts/2001_12/essay.html#academic
“Effective instruction includes ample opportunities to discuss disciplinary content and explore how these
disciplines apply to the world outside the school walls.” https://www.theliteracybug.com/stages-of-literacy