differentiating reading, writing, and spelling instruction contemporary issues involving diversity...
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Differentiating Reading, Writing, Differentiating Reading, Writing, and Spelling Instructionand Spelling Instruction
Differentiating Reading, Writing, Differentiating Reading, Writing, and Spelling Instructionand Spelling Instruction
Contemporary Issues Involving Diversity in the Contemporary Issues Involving Diversity in the ClassroomClassroom
Professor: Dr. Ruby M. JonesProfessor: Dr. Ruby M. JonesStudent: Valeria ScherfStudent: Valeria Scherf
Montreat CollegeMontreat College20102010
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Offer Early Identification and Intervention
Students who experience reading difficulties have problems
with: reading fluency (the speed, accuracy, and prosody), phonemic awareness, vocabulary development, memory, decoding, word recognition, reading comprehension and using reading clues (Coyne et al, 2006; Therrien et al, 2006).
(Salend, 2008)
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Principles of Effective Early Reading Interventions
1. Recognize that reading is a developmental process.
2. Use an instructional sequence that gradually moves from easy to more difficult tasks.
3. Promote students’ phonetic awareness, print awareness, oral language, alphabetic understanding and decoding.
4. Provide instructional supports in the initial stages of reading instruction and gradually remove them.
5. Offer direct and explicit instruction to help students develop accurate and fluent word analysis skills.
6. Emphasize use of language and teach vocabulary in a systematic and integrative way.
(Salend, 2008)
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Principles of Effective Early Reading Interventions
7. Structure learning activities so that students have numerous opportunities to respond, practice and receive feedback.
8. Activate students’ prior knowledge.
9. Incorporate students’ experiences, ideas, and referents into instructional activities.
10. Provide students with meaningful interaction with text.
11. Begin to develop students’ comprehension skills by exposing them to a variety of texts.
12. Assess students progress on a regular basis. (Salend, 2008)
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Promote Phonological Awareness Motivate students to read• Modeling the enjoyment of reading and demonstrating
that reading can be fun.
• Using reading materials that are well written, easy to comprehend, challenging and interesting to students and related to their lives.
• Giving students a range of reading choices including stories and information books.
• Creating a relaxed learning and reading environment. • Allowing students to read with other students.• Playing records of selections and students’ favorite stories
and songs. (Salend, 2008)
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Promote Phonological Awareness Motivate students to read• Using the Internet.
• Giving students a variety of ways to express their reactions to material they have read.
• Acknowledging students’ attempts to read as their progress (Ferrara, 2005; Friedland & Truesdell, 2006; Sanacore, 2005; Tatum, 2006; Vacca, 2006).
Reading aloud to students
Picture books
Involve families (Salend, 2008)
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Promote Reading Fluency
Fluency-enhancing reading strategies
• Using root words and affixes to decode unknown words.
• Pausing appropriately based on the punctuation.
• Using semantic and syntactic cues to read with expression.
• Self-correcting errors.
• Limiting omissions by using a finger to trace the print. (Salend, 2008)
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Promote Reading Fluency Foster word identification
• Rhyming: Students read unfamiliar words by comparing them with rhymes of familiar or keywords that they already know (e.g., using the keyword time as a rhyme to read crime).
• Vowel alert: Students read unfamiliar words by identifying the vowel sound after examining the letters that precede and follow the vowels.
• Seek the part you know: Students read unfamiliar words by identifying parts of the familiar words they know (e.g. dividing rainbow into rain and bow).
• Peeling off: Students read unfamiliar words by using affixes at the beginnings and endings of words and then focusing on the root vowel (e.g., peeling off the affixes un and ing to facilitate reading unlocking).
Environmental print
Using prompting and cuing strategies
(Salend, 2008)
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Promote Reading Fluency
Language prompts (e.g., use definition, rhyming, word association, analogies, antonyms, and binary choices).
Visual prompts (e.g., use color cues, size cues, or graphic cues). They are especially useful in correcting reversals ( b and d) or to students who reverse words (saw as was).
Physical prompts (e.g., use miming, finger spellings. or pointing).
Configuration cues (e.g., notice differences in the shape and length of words).
Context cues
Syntactic cues
Semantic cues
Pictorial cues (Salend, 2008)
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Enhance Students’ Text Comprehension
Develop students’ vocabulary• Visually display the word, pronounce it, and ask students to say it.
• Discuss the word’s meaning, display pictures illustrating the word, and give students multiple examples of the word’s usage in context.
• Link the word and its meaning to student’s prior knowledge and prompt students to describe their experiences with the word.
• Provide students with multiple opportunities to use the word in context and offer specific feedback.
• Promote generalization by teaching multiple examples of the word, helping students understand slight differences in words that have similar meanings.
(Salend, 2008)
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Enhance Students’ Text Comprehension Story grammar and frames (a reading selection main
character, story lines, conflicts and ending).
Storytelling and drama
Use peer based instruction• Peer Reading Programs and Peer-Assisted learning strategies
Literature circles and literature response journals: Students have specific roles: discussion leader, passage reader, connector, definer, summarizer, and illustrator.
• Literature response journals
Shared book reading
Guided reading (Salend, 2008)
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Use a Balanced Approach Phonetic-based approachesThe synthetic approach teaches the specific symbol-
grapheme to teach the sound and symbol rules, then to to blend the sounds in a word.
The analytic approach teaches that sounds within words sound alike and are written the same way.
A linguistic approach teaches word families that have the same phonetic patterns (e.g., the at family: bat, cat, fat, hat, rat, and sat).
Whole word approaches
Language experience approach
Whole language approach (Salend, 2008)
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Use Remedial Reading Programs, Strategies, and Materials
• Multisensory strategies
• Fernald Method
• Orton-Gillingham-Stillman Strategy
• Program Reading Materials
(Salend, 2008)
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How Can I Help Students Learn to Write? Make writing meaningful and an integral part of the
curriculum
Incorporate writing into content area instruction and assessment by using these techniques:
• Sentence synthesis: Use key words in meaningful sentences.• Question all-write: Students respond teacher’s questions• Outcome sentences: Students respond teacher-directed prompts (“I
learned that….”)• Frames: Students complete skeletal paragraphs.• Short statements: To describe people, places, things, and how they
solved a problem.
Use journals (Salend, 2008)
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Use a Process-Oriented Approach to Writing Instruction
Planning/Prewriting Idea generation Story starters/endings Outline and semantic maps Models and prompts Drafting: Give attention to the rules of grammar, punctuation and spelling,
rubrics, individualized word banks, and self-evaluation questions. Editing and revising: Focus on content, organization and word choice. Proofreading: Check for misspelled words, sentence fragments, errors in
punctuation, capitalization and grammar. Models Collaborative writing groups Writers’ workshop: Four parts: status of the class, mini-lessons, workshop
proper and sharing. Publishing
(Salend, 2008)
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How Can I Help Students Learn to Write?
Provide feedback
Teach students to use learning strategies
Use computer-supported writing applications• Word Processing.• Spell checkers.• Word cueing and prediction programs.• Text organization, usage, grammar and
punctuation assistance programs. (Salend, 2008)
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How Can I Help Students Learn to Spell?
Use a combination of approaches Rule governed spelling approaches:1. The language of origin and history of use of specific words can
explain their spelling.2. The meaning and part of speech of specific words can determine
their spelling3. The specific sounds within words can affect their spelling.4. The spellings of certain sounds are based on established rules for
letter sequences and patterns.
Whole-word approaches• Test-study test procedures• Corrected-Test procedures• Word study techniques
(Salend, 2008)
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Adapt Spelling Instruction Explain the importance of spelling Analyze students’ spelling errors Choose relevant spelling words Provide time to review words previously learned Teach students to use cues and learning strategies Teach dictionary skills Teach students to proofread and to correct spelling errors Model appropriate spelling techniques Teach students to use the spell checker Teach useful prefixes, suffixes, and root words Use computer programs Use spelling games Provide feedback to students Have students record their progress
(Salend, 2008)
VocabularyVocabularyVocabularyVocabularyContemporary Issues Involving Diversity in the Contemporary Issues Involving Diversity in the
ClassroomClassroomProfessor: Dr. Ruby M. JonesProfessor: Dr. Ruby M. Jones
Student: Valeria ScherfStudent: Valeria ScherfMontreat CollegeMontreat College
20102010
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Vocabulary Instruction
Blachowicz & Fisher (2000) determined four main principles on vocabulary instruction:
• Students should be active in developing their understanding of words and ways to learn them (e.g., use of semantic mapping, word sorts, concept definition maps, and strategies for independent word learning).
• Students should personalize word learning (Vocabulary Self-Collection Strategy, mnemonic strategies, and personal dictionaries).
(Echevarria, Vogt, & Short, 2008)
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Vocabulary Instruction
• Students should be immersed in words by rich language environments that focus on words and draw students’ attention to the learning of words word walls, personal word study notebooks and dictionaries, and comparing/contrasting words with their morphemic element (e.g., photograph, photosynthesis, photogenic).
• Students should build on multiple sources of information to learn words through repeated exposures.
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary Development and Word Study
Word Sorts: Students categorize words or phrases that have been previously introduced into groups predetermined by the teacher (Bear, Invernizzi, Templeton, & Johnston, 2004).
Example 1: Revolution, tension, frustration, taxation, representation, vision, plantation, mission, participation, solution, passion, transition, nation, and so on.
(Echevarria, Vogt, & Short, 2008)
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revolution tension representation
taxation passion plantation
frustration mission
participation vision
solution
transition
Nation
-tion -sion -tation
(Echevarria, Vogt, & Short, 2008)
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Example 2: Right to bear arms, muskets, George Washington, rifles, Thomas Jefferson, Thomas Paine, knives, taxation, King George, bayonets, freedom of religion, Paul Revere, self governance, cannons.
People Weapons IssuesGeorge muskets right to bear arms
Washington
Thomas rifles taxation
Jefferson
Thomas Paine knives freedom of religion
King George bayonets self-governance
Paul Revere cannons democracy
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary Development and Word Study
Contextualizing Key Vocabulary
Vocabulary Self-Collection Strategy: According to Ruddell (2005), students self-select several words that are essential to understanding content concepts. Ruddell has found that when students are shown how to identify key content vocabulary, they become adept at selecting and learning words they need to know.
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary Development and Word Study
Personal Dictionaries
Word Wall: Key vocabulary is reviewed with a word wall where relevant content vocabulary words are listed alphabetically, usually on a large poster (Cunningham, 2004).
Concept Definition Map: It is a great way to learn and remember content vocabulary and concepts (Buehl, 2001).
Cloze Sentences(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary Development and Word Study
List Group Label: It is a categorizing activity, where students brainstorm words related to the topic and then determine possible categories or labels for the words (Vacca & Vacca, 2004).
Word Study Book: It is a student-made personal notebook containing frequently used words and concepts organized by English language structure (-tion, -sion, tation) or by meaning.
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary Development and Word Study
Vocabulary Games: Use of Pictionary, Scrabble, crossword puzzles
Self-Assessment of Levels of Word Knowledge: (Diamond & Gutlohn, 2006). Dale (1965) described four levels of word knowledge that can be used to describe the extent of a person’s understanding of words:
1. I’ve never heard or seen the word before 2. I’ve seen or heard the word before, but I don’t know
what it means 3. I vaguely know the meaning of the word, and I can
associate it with a concept or contect 4. I know the word well.
(Echevarria, Vogt, & Short, 2008)
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A Variety of Techniques to Make Content Concepts Clear
• Use gestures, body language, pictures and objects to accompany speech.
• Provide a model of a process, task, or assignment.
• Preview material for optimal learning.
• Allow alternative forms for expressing their understanding of information and concepts.
• Use multimedia and other technologies in lessons.(Echevarria, Vogt, & Short, 2008)
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A Variety of Techniques to Make Content Concepts Clear
• Use sentence strips.• Provide repeated exposures to words, concepts,
and skills.• Instruction should be limited and straightforward.• Use graphic organizers effectively.• Audiotape texts for comprehension.
(Echevarria, Vogt, & Short, 2008)
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References
Echevarria, J., Vogt, M., & Short, D. J. (2008). Making
content comprehensible for English learners. The SIOP
model. Pearson: Boston.
Salend, S. J. (2008). Creating inclusive classrooms. Effective
and reflective practices (6th edition). Pearson: New
Jersey.