Creating Literacy Instruction for All Students, Enhanced 9th Edition

Creating Literacy Instruction for All Students, Ninth Edition Chapter 2 Teaching All Students Developed by: Thomas G. Gunning, Professor Emeritus Southern Connecticut State University Increased Focus on Proficiency in Literacy for All Students Preparing All Students to Be College and Career Ready (Federal Goal) Individuals with Disabilities Education Improvement Act of 2004 Response to Intervention Common Core State Standards Meeting Literacy Needs of All Students Economically Disadvantaged Students Students with Learning Disabilities Students with Attention Deficit/Hyperactivity Disorder Students with Intellectual Disabilities Students with Language and Speech Disorders Students Who Are Gifted and Talented English Language Learners Economically Disadvantaged Students Build background Create an atmosphere of success Make instruction explicit Provide a balanced program Provide access to books and magazines Counteract the fourth-grade slump Students with Learning Disabilities Almost 5% of U.S. students aged 3-21 identified as learning disabled. 80% of students classified as learning disabled have a reading difficulty Students with Attention Deficit Disorder Estimated 5 to 11 percent of the school population Meaningful and interesting tasks Choices of materials and tasks Mobility in the classroom Work in groups Minimize formal tests Directions must be understood Homework assignments must be understood Students keep a schedule/calendar Use visual aids Multiple, brief periods of practice Work with parents Minimize distractions Clear classroom procedures Highlight important information Use peer tutoring Use computers & other electronic devices Students with Intellectual Disabilities About 1.2 to 1.6 percent of the population IQ below 70 or 2 standard deviations below mean Make explicit the processes of reading and writing by using modeling and other techniques Develop functional literacy skills Reading traffic and warning signs, labels, cooking directions, common forms, and newspapers Slow Learners About 14 percent of the population-IQ- 70-85 Function on a higher level than students with intellectual disabilities but on a lower level than average students. “More so” students: Need same instruction that regular students need, but more guidance, practice, time, etc. In one study, needed 1.5 years to make a year’s gain. Students with Language and Speech Disorders Specific Language Impairment Slow growth in language development May have difficulty with lexical retrieval Articulation Disorders Do not generally impact reading or writing May have social impact Students Who Are Gifted and Talented (About 2 percent of the population) Should help them Learn to select appropriate books Learn to investigate areas of interest Learn to use research tools Learn study skills, if necessary Participate in reading and writing workshops Participate in Junior Great Books, Schoolwide Enrichment Model-Reading Framework (SEM-R), or other program that emphasizes higher level literacy English Language Learners 21 % of children ages 5 to 17 speak a language other than English at home 9.1% in programs of language assistance Diverse population Helping Provide a Secure Environment Build Language Provide Comprehensible Input Build Academic Language Stages of Second-Language Acquisition 5 Stages of Second Language Acquisition Teaching Questions Preproduction What, who, where, yes/no Early Production What, who, where, either/or Speech Emergence What, who, where, when Intermediate What, who, where, when, why Advanced Continue to provide support Inclusion Teaching students who have disabilities or special needs within the general education classroom Modifications Altering curriculum or other school policy to aid students with disabilities Accommodations Changes in the way students are taught The Role of RTI Response to Intervention (RTI) Ability to learn evaluated by noting how well students respond to instruction of varying degrees of intensity. Means to improve instruction for whole school Universal Screening Tier I (Primary): Improving the General Program Students provided with the best possible general literacy program, instruction is differentiated, progress is monitored at least 3 times a year. Tiers II (Secondary) and III (Tertiary): Intervention Includes 20% of students 15% need only Tier II, 5% need Tier III also Impact of RTI on Classroom Teachers High level of collaboration Primary responsibility for implementing Tier I Closely monitoring students who struggle Might provide some Tier II instruction Implications of Diversity for Instruction Need to differentiate instruction Apply principles of RTI Prepare all students to be college and career ready Take a long-term view of literacy Involve parents and use community resources