Focus on All Learners

Chapter 13

Cultural and Linguistic Diversity

Includes Native Americans, Mexican American, Puerto Rican Asian and African American

The students lack school related experiences.

Early Reading Intervention: Language Development should include pictures with naming words, directions: Where are the scissors? Learning letter names. Recognizing rhyming words.

Early Reading Vocabulary instruction and word recognition

instruction should be taught in the second language.

Visual discrimination skills build a sight word vocabulary to read simple sentences.

Is Joe big? No Joe is not big. Is Joe little? Yes, Joe is little.

Language Experience Approach

By using the reader’s own language, the syntax and sentence structure are familiar.

The success with this approach is motivational for reading basal text.

Have the child dictate a story to the teacher. Group dictated stories are less effective if not preceded by discussion.

Integrated language instruction

Literature is used along with language experience stories.

Stories are student centered. Student interaction should be

encouraged. Context gives meaning in these

situations. Predictable text is necessary.

Variety of materials are made available.

Spanish language books and poetry are available.

Telephone books, TV guides, magazines, and cookbook provide real text in first language.

Literature Based Reading Approach

Multiethnic Literature-Culture heritage is exchanged among cultures.

Characters have similarities to all cultures. Students should learn that members of their

cultural group have contributed to the success of all cultures.

Students learn the social values and behaviors of other cultures.

Oral reading approach Came from New Zealand with Big Books. Uses short stories which are predictable

with some control of vocabulary. The teacher readers the book to the class.

Then the class reads the book chorally. Next they discuss the story. Research shows this is an effective method.

Choral reading creates a low anxiety rate, provides repeated practice, is understandable, and uses drama.

Start with poems These should include familiar topics. The poem should have action and be easily

understood. Read the poem aloud with expression,

movements, and sound effects. Give each child a copy of the poem. Read it again with the students following. Read slowly, then quickly with solo parts. Practice with assigned parts and recognize

hard work with praise.

Basal reading approach Must study vocabulary first and add

background knowledge. Careful questioning about

comprehension. Use listening (read passages to them) Use shared reading with literature.

Individual oral reading is risky and diverts attention with anxiety.

Use basal with literature (Morrow)

Use literacy centers with a variety of books and genres. Have comfortable seating with manipulatives (puppets, taped stories, roll stories).

DRTA with tellings using felt boards,etc. Independent reading and writing with the choice

of working alone or with others. Second language students were successful

because of teacher modeling with high expectations. Literature pieces reflected culture of second language students.

Dialect approach Research doesn’t support this method

to be used with African Americans. Best results comes from using

conventional print and teacher’s sensitive judgment of values and background of students.

Dual language approach Use student’s first language to teach

beginning reading. Transfer to English later. (Gunderson) Concepts in first language must have been acquired.

Primary language materials, trade books, help students read. Phonics is often used also. Vocabulary study and comprehension strategies add to smooth transition to English.

Expanding on Environmental Print

Start with logos from ads. Students know this print and can read it: McDonalds, Sears. Make sentences and use them for language experience stories. Use choral reading to read them aloud. Students can recognize words in print when they have already associated meaning to this print.

Special students Individuals with Disability Act (IDEA)

replaced 94-142. – Physically disabled– Emotionally disabled– Learning disabled

– These need special accommodations for learning in the classroom.

Mainstreaming Teaching students in closest possible

proximity to the regular classroom. Least restrictive environment.

This includes: mentally retarded, hard of hearing, deaf, speech impaired, other health impaired, deaf-blind, orthopedically impaired, visually impaired, specific learning disability.

Inclusion Students are taught in whole class

environment: class within a class, etc. Teachers co-teach. Takes lots of planning

and contract with student prior to teaching. Cooperative groups is a strategy. Individual teachers ability to accommodate

all students determines the success or failure of the program.

Individual Education Plan (IEP)

Tells achievement level with strengths and weaknesses of the student.

Goal statement. Long and short term objectives and specifically how

they will be met. Classroom accommodations. ID who will be responsible. Anticipate how long it will take and when the

achievement will be assessed to determine these goals and objectives.

Team must be multidisciplinary.

ADHD Have serious and persistent difficulties

with– ATTENTION SPAN– IMPULSE CONTROL– HYPERACTIVITY– Has been documented in medical

journals for over 100 years.

American Psychiatric Association Guidelines

Under age 7 has 8/14 characteristics for 6 months– Fidgets & restlessness can’t play quietly– Can stay in seat talks too much– Easily distracted interrupts others – Can’t wait for turn can’t listen– Blurts out answers looses things– Can follow instruction doesn’t see danger – Can focus attention– Won’t finish work

How to treat ADHD Ritalin helps tremendously, but side effects are

weight loss, sleeplessness, grow at slower rates.

Positive results far outweigh the negatives with doctor’s supervision.

Environmental factors: Seat near teacher, with good role models surrounding. Use collaborative learning. Avoid distracting stimuli. Have enforced quiet time in classroom. Time out space which is quiet. Encourage structure study space at home.

Teachers help ADHD: Maintain eye contact. Directions are short and clear. Avoid multiple commands. Have the student repeat directions back to you. Repeat is a calm, quiet manner. Teach the child to ask for help. Use thinning for Behavior modification. May

take longer. Independence come gradually. Require a daily homework assignment

notebook.

Qualities of a Gifted Student

High intellectual ability Specific academic aptitude Creativity Leadership ability Ability in visual or performing arts Psychomotor ability May demonstrate high ability in one or two

areas.

Gifted students and reading

Shaughnessy, Siegel, and Stanley (1994) Rich vocabulary, early reading, advanced

listening, expression with complex sentence construction.

Early writer with creative stories Interest in library books on specific topics. Critical thinking ability Inquisitive nature Comprehension abilities for inference, etc. Reading well by the end of 1st grade.

How are they identified WISC-R Creativity Tests Achievement Scores Informal tests and peer nomination

procedures Parent and teacher observation.

Unique Needs Curriculum compacting (Dooley) Teacher concentrates on undeveloped

skills. Add enrichment activities. Content modification: more complex

reading assignments, more difficult writing assignments.

Use critical thinking questions for reading.

Classroom management issues

How to keep them engaged and on task while other students are working on other things.

Assign literature, advance pacing, critical thinking, writing assignments, projects to present to the class.

Allow students to refine, synthesize and elaborate on topics that the class is working on.