Chapter 10: Differentiating Reading, Writing, and Spelling Instruction
Resources:
2) http://www.pbs.org/teachers/earlychildhood/articles/emergentwriting.html
3) http://books.google.com/books?id=nr9wQx_bv2kC&pg=PA97&lpg=PA97&dq=spelling+strategies+for+early+childhood&source=bl&ots=P_3oAErKOs&sig=_CX-6kkoNvkvPYXDNt9V5VzHJXs&hl=en&ei=GJWbTf_hL8ndgQe7qsiRBw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CCkQ6AEwAg#v=onepage&q=spelling%20strategies%20for%20early%20childhood&f=false
Summary:
· Students who struggle to read struggle with reading fluency the speed and accuracy at which a person reads orally.
· Prosody- students abilty to read smoothly with proper levels of stress, pauses, volume, and intonation.
· Some of your ELLS may need more instruction because some of the phonemes or letters may be different in their native language.
· Model-lead- test use this instructional sequence by modeling and orally presenting information to be learned, helping students understand it through prompts and practice.
· Time delay- a procedure designed to foster student learning by delivering prompts that limit the likelihood that students will make mistakes .
· System of least prompts- a) give students the opportunity to respond without assistance. B) provide assistance if needed by modeling response and have students imitate it. C) Physically guiding students in making the correct response.
· Promoting phonemic awareness- also called phonological awareness, it’s the processing and manipulating of sounds that make up words and the understanding that spoken and written language are linked.
o Motivate students to read because this is how their phonemic awareness is developed, through reading regularly. Model reading and demonstrate that it can be fun, use appropriate reading materials that are well written and easy to comprehend. Give students a wide range of reading choices, create a relaxed and safe learning and reading environment. Allow students to read with others etc. p.377.
o Read aloud to students which can motivate them to read because they see it is enjoyable and fun. It allows you to model good reading orally, promote phono. Awareness, develop vocab and comprehension skills, offer background knowledge etc. Discuss the title and cover of book before you read it and ask students to make predictions about it.
o Use Picture and Patterned boks to motivate kids to read and write. Picture books are those that use pictures and illustrations to enhance the readers comprehension of the story. Patterned books use predictable and repeated linguistic and or story patterns.
o Involving families can also help to motivate students to read and promote phonological awareness. Fmaily memebers can serve as role models for their children to enjoy reading by reading lots of different books.
· Promote Reading Fluency
o Do this by: using choral or echo reading AKA duolog or paired reading which involves you and your students reading a variety of materials together; paired reading ins when it is just you and the student or the students and a classmate.
o Motivate studenst to read fluently by preteaching them some of the vocab that they will find in the selections you will read with them.
§ Repeated reading- studenst are given numerous opportuntities to read short appropriate, and relevant material at their insependent or instructional level until they can read them fluently. Repeated reading is most effective when students have a model so they can hear fluent reading. Use Previewing techniques to enhance effectiveness. Preview reading are methods that give students opportunities to read or listen to the text before they actually read it. Can have the student do oral previewing where they read the selection aloud by themselves before reading it in front of the class, or silent previewing where they read it to themselves before reading it with the whole group.
§ Promote reading fluency by encouraging student to read daily and giving them inetersting things to read. Have students set goals and reacor their progress. P378-379
o Promote fluency by fostering word identification teach students strategies for identifying unfamiliar words:
§ Rhyming Keywords- students compare unfamiliar words with rhymes of familiar words or keywords they already know.
§ 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- studenst identify the parts of unfamiliar words that they do know.
§ Peeling off- students read unfamiliar words by using affixes at the beginnings and ends of word and then focus on the root words.
· Environmental print
· Support older struggling readers p.380
· Enhance student’s text comprehension by teaching them more vocab.
o Could have a word of the day
o Focus on teaching vocab that students will see frequently in the activities they do
o Vocab cards
o Vocab self awareness charts p.384
o Vocab picture dictionaries
o Word maps that represent the vocab word with it’s meaning
o Vocabulary journals
o Create strong memories with the class that are tied to vocab words
o Present critical features of words via semantic word maps, concept wheels
o Semantic feature analysis- SFA creating a visual that guides students in comparing vocab words to determin ways in which they are similar or different.
o Story Grammars and Frames- outlines of the ways stories are organized. Often involves identifying and articulating a reading selections main characters, story lines, conflicts. Frames outline important components of stories and provides cues that help students understand the text in a varity of genres.
o Storytelling and Drama help construct meaning from text, promotes listening comprehension,vocab and writing skils
o Use peer based instruction
o Peer/Partner Reading Programs
o Peer-Assisted learning strategies PALS students work with partners in partner reading, paragraph shrinking,and prediction relay p.386-387
o Literature circles and literature response journals small groups that work together to discuss their reactions from a text.
o Shared book reading- read a familiar book w/ students and discuss aspects of the story as you read it
o Guided reading- working w/ students in small groups to explore books and ideas. Starts wth teacher introducing the story and sparking students interest in it. After reading the story you discuss it and make predictions about and personal connections to the story.
o Sustained silent reading
Use a balanced approach
· Phonetic-based reading approach- teaches students to recognize and understand the phonological features of language and of individual word and letters . These approaches focus on teaching students to master the connection b/t graphemes (letters) and their corresponding sounds (phonemens) and to use strtaegies for decoding, or sounding out new and unknown words.
· Whole word approaches- helps students make links between whole words and their unknown counterparts. Meaning is also emphasized
· Language experience approach
· Whole language approach
Remedial reading programs, strategies, and Materials
· Multisensory strategies- teach letters and words using combinations visual, auditory, kinesthetic, and tactile modalities. Ex. writing a word in chalk , spelling the word after saying it, tracing three-dimensional words with eyes shut, tracing letters on students backs.
· Fernald Method- 4 steps: tracing, writing without tracing, recognition in print, and word analysis
· Ornton –Gillingham –Stillman Strtaegy- p390
· Wilson Reading- p390
· Programmed reading materials-p.390
Helping students learn to write
· Sentence synthesis- students are asked to choose several words from a lesson and make sentences out of them related to the main points of a lesson
· Question all- write- students respond in writing to questions posed by their teachers
Outcome sentence- studenst respond to teacher directed propmts during the lesson
Frames
Short Statements
Use Journals to enhance writing
Technology based writing activities
Planning/Prewriting
Idea Generation
Story Starters and enders
More on pp394-398
SPELLING
Rule governed spelling approaches- pp406
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