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
Differentiating ContentLiteracy Instruction for All Learners Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com
Not all students are alike. --Tracey Hall, Nicole Strangman, Anne Meyer National Center On Accessible Instructional Materials
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?
“…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
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.
Step 1 Phonemic Awareness and Phonics• Review sounds• Introduce new sounds• Sound/symbol relationships• Blending/segmenting• Spelling• Word sorts• Oral language practice 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
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
English Content-Area NonfictionTESOL-aligned texts for beginning reading/language acquisitionlevels 16
Step 5 Ongoing Unit AssessmentAssessment tools for• Spelling• Word study• Phonics• Vocabulary• Comprehension• Independent writing 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
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
Remember, Good teaching doesn’t come in a box. But good tools do. Thank You Keith Pruitt