Differentiating content literacy instruction for all students

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Workshop presented at TN TESOL 2012 on behalf of Benchmark Education using their Rigor program and talking about best practices.

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  • We have seen the roadblocks to comprehension. Read with participants or have a volunteer read it aloud. Now let’s look at the materials themselves to see how we help our students to have successful reading experience.
  • Differentiating content literacy instruction for all students

    1. 1. Differentiating ContentLiteracy Instruction for All Learners Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com
    2. 2. Not all students are alike. --Tracey Hall, Nicole Strangman, Anne Meyer National Center On Accessible Instructional Materials
    3. 3. If students are different inappearance, shape, size, color,likes and dislikes—doesn’t itmake sense that studentslearn in different ways and atdifferent paces?So why do we still try to makeONE SIZE FIT ALL?
    4. 4. From Tracey Hall’s work The Learning Cycle
    5. 5. What key challenges do your students face in acquiring academic English?6
    6. 6. Difficulties for Engagement• Unfamiliar • Lack of vocabulary background• Difficult knowledge concepts • Time Restraints• Complex • Testing sentence Difficulties structure • Lack of motivation
    7. 7. Building Success: 9 Promising Practices for Developing Literacy in Adolescent ELLs1. Integrate all four language skills into instruction from the start2. Teach the components & processes of reading & writing3. Teach reading comprehension strategies4. Focus on vocabulary development5. Build & activate background knowledge6. Teach language through content & themes7. Use native language strategically8. Pair technology with existing interventions9. Motivate English Language LearnersSource: Short & Fitzsimmons. Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. 2007. © 2010 8
    8. 8. “…the research has well demonstrated the need forstudents to have instructional texts that they can readaccurately, fluently, and with good comprehension if we hope to foster academic achievement.” Allington, What Really Matters for Struggling Readers
    9. 9. MARGARITA CALDERÓN, PH.D.The RIGOR intervention resources weredeveloped with MargaritaCalderón, Ph.D., based on her research aboutstudents acquisition of English language andliteracy. Dr. Calderón recently retired as aresearch scientist and professor at JohnsHopkins University School of Education, andshe continues to work closely with educatorsthroughout the United States.
    10. 10. Text Challenges for ELLs• Vocabulary • Possessives• Connecting to Prior • Contractions Knowledge • Passive voice• Sentence length• Verb tense • Abbreviations• Pronouns • Multiple meaning• Prepositional phrases words• Punctuation • Idioms 11
    11. 11. “Grab and Go” Weekly Skill Bags Level 1: 16 Skill Bags Level 2: 16 Skill Bags 12
    12. 12. Step 1 Phonemic Awareness and Phonics• Review sounds• Introduce new sounds• Sound/symbol relationships• Blending/segmenting• Spelling• Word sorts• Oral language practice 13
    13. 13. Step 2 Vocabulary Instruction and Practice• Everyday words (tier one)• Challenging words (tier two)• Discipline-specific academic words (tier three)• Word study/grammar connections• Oral language practice 14
    14. 14. Step 3 Content-Area Reading• Making connections/building background• Previewing the book• Comprehension strategies• Fluency• Phonics and vocabulary in context• Grammar and language connections• Oral language practice 15
    15. 15. English Content-Area NonfictionTESOL-aligned texts for beginning reading/language acquisitionlevels 16
    16. 16. Step 4 Scaffolded Writing• Shared writing (Days 1 & 2)• Interactive writing (Days 3 & 4)• Independent writing (Day 5)• Oral language practice 17
    17. 17. Step 5 Ongoing Unit AssessmentAssessment tools for• Spelling• Word study• Phonics• Vocabulary• Comprehension• Independent writing 18
    18. 18. Creative vs. Text-Dependent Reading Type of Reading Description Requires Answers to comprehension Inductive and Creative Reading questions are based on prior Deductive (“C” Reading) knowledge (not connected to Reasoning evidence in the passage), personal experiences, and creative thinking All answers to comprehension Deductive Text-Dependent questions are based on Reasoning Reading information (clues and evidence) (“T” Reading) in the text (text-dependent).Ask creative and text-dependent questions with the same reading text:literature in textbooks, novels, paperbacks, short stories, science and social studiestextbooks, newspaper and magazine articles, directions, menus, recipes, contestrules, advertisements, Web pages, etc. (Developed by Margaret Kilgo) 19
    19. 19. In This Presentation our purpose has been to show you how taking research based practices will look when placed into a program approach.Rigor provides for you an intervention to work with ELL students and struggling readers. 20
    20. 20. Remember, Good teaching doesn’t come in a box. But good tools do. Thank You Keith Pruitt

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