Facilitating Writing & Reading

Chapters 14 & 15

http://youtu.be/8VPch4HQ1Js

Effective Reading Instruction

A skilled and strategic process to learn to decode and read words accurately and rapidly.

Understanding and constructing meaning from text dependently with active engagement and interpretation

• Predicting, summarizing, questioning, clarifying

• Regularly monitoring comprehension for understanding

Reading is a socially mediated language-learning activity

Three key concepts:

Effective Reading Instruction for Struggling

ReadersUsing response to intervention to

screen struggling readers

Using screening, assessment, and

progress monitoringWhat Is: The purpose of the test?... The specific information needed?...The number of students being tested?... The examiner’s qualifications?

Provide Intensive Instruction

Fluency:

Reading aloud

Repeated Reading

Peer tutoring

Obtain early intervention: Response to Intervention

Word Identification:

Teach sight words (table 4.1, page 384) – Word Walls

Teach decoding strategies (figure 14.6 –

page 385) - DISSECT strategy

Improving Reading Comprehension

Activate background knowledge

Predict, generate, and answer questions

Clarify & summarize using text structure

Monitor comprehension Engage in

conversations about the reading

Features of Exemplary Writing Instruction

Literature focused roomDaily writing“I can” attitude- self-

selected titlesTeacher-student

conferences

Teacher examples and modeling

SharingSelf and teacher

assessmentFollow-up instruction

Set clear standard and expectations for writing

Utilize a writing rubric to specify

assignment expectations, or a writing portfolio to

provide evidence of the student’s

work. Give the students specific

due date for each of the writing steps.

Setting SE

Students up for

Success

Teach writing as a processTeach the students to break up the writing into the five basic steps; pre-writing/brainstorming,

draft, edit, proofread, publish. Teach the students how to use time wisely and set up a

timeline. Refer them to someone who can read their work and provide feedback. Allow time to discuss composing strategies with the student.

Teaching Writing to Construct Meaning

What teachers OFTEN do:

‘Over teach’ basic writing skills (technical skills)

Focus on the process of writing

What teachers SHOULD do:

Balance teaching basic writing skills and higher level thinking.

Help students consider the audience.

http://youtu.be/x1Wt05eh4BU

Learning DisabilityDefined:

http://www.youtube.com/watch?v=3eJwU7GpqXs