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Description
Lecture notes used in class. Chapter 2 Author of the textbook is Gunning
Transcript
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
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