Thematic Course on Supporting Students with Special Education Needs

Guided Reading and Adaptations for Students with SENDr. J. Robertson

Hong Kong, July 21, 2014

Structure of Reading

oral language

phonemes

phonics

decoding

vocabulary

comprehension

based on the balance of 3 skill areas: decoding, vocabulary and comprehension

comprehension levels: main idea, supporting details, inference, drawing on background knowledge

Interactive Theory

There is no such thing as a generic reader or a generic literacy work; there are in reality only the potential millions of individual readers of individual literacy works….The reading of any work of literature is, of necessity, an individual and unique occurrence involving the mind and emotions of some particular reader.

(L.M. Rosenblatt)

use small group instruction

provide generous time to read in class

provide direct instruction in decoding and comprehension strategies

balance the use of guided instruction and independent instruction

use a variety of assessment measures to inform instruction/intervention

Comprehensive Instruction

Children need to: understand the purposes of literacy hear the written language in order to

understand its structure become aware of the sounds of language opportunities to work/play with symbols so

they can use these to read and write exposure and exploration with new words learn the conventions of print develop flexibility and fluency

Guiding Principles

knowledge of developmental sequence of reading skill acquisition is important

foundational and conceptual skills need to be taught concurrently

instruction must be varied and balanced so that all students can actively participate

instruction needs to be systematic, explicit and with sufficient duration and intensity

ongoing reading assessment is critical for improving instruction

Guiding Principles

recognition of sounds, letters, patterns, letters groups

sequencing of sounds sound discrimination discrimination within a word

Auditory Factors

oral language does not always make breaks between words clear

retaining the sounds in memory

articulating sounds

recognizing the sounds in written form

Linguistic Factors

recognizing word patterns

recognizing visual cues of letters and words

recognizing letter and word shape

familiarity with left and right orientation

Visual Factors

acquiring vocabulary knowledge

acquiring general knowledge

using context to aid in word

recognition, comprehension and skills to analyze

Conceptual Factors

Purpose Of Reading

to receive information

to relax

to be entertained

to be informed

to problem solve

to learn

Purpose of Reading

2 Types of Communication

Receptive Communication

Expressive Communication

Listening

Reading

Speaking

Writing

http://tvoparents.tvo.org/video/167644/how-do-kids-learn-read

http://tvoparents.tvo.org/video/178140/making-reading-fun-struggling-readers

http://www.netrover.com/~kingskid/dolch/dolch.htm

http://www.youtube.com/watch?annotation_id=annotation_356701&feature=iv&src_vid=HhWKD2SW994&v=2j1zlMrculA

http://www.youtube.com/watch?v=txC-Qo_8GiU

http://www.youtube.com/watch?v=JdiScrcP2Nk

http://www.sedl.org/pubs/sedl-letter/v14n03/2.html

Centrality of Oral Language

A human designed system used to communicate

with others orally or through the use of symbols

Foundational to the development and growth of all literacy skills and understanding

Oral Language

Givingfollowing directions

Description

Grammar

Oral retell

Explain Inference

Sequencing

Problems SolutionsQuestion

Vocabulary

Dialogic reading is simply children and adults having a conversation about books.

Dialogic Reading

Dialogic Reading

open-ended questions

expand upon what child says

encourage children to talk more and give descriptions of what they see.

is most effective when a child has at least 50 words of expressive vocabulary.

P rompts the child to say something about the book.

E valuates the child's response.

E xpands the child's response by rephrasing and

adding information to it.

R epeat the prompt to help ensure the child has

learned from the expansion.

P. E. E. R.

C. R. O. W. D.Completion prompts

Recall prompts

Open-ended prompts

Wh- prompts

D istancing prompts

Completion leave a blank at the end of a sentence have child fill it

in books with rhyme or repetitive phasesRecall questions about what happened in a book a child has

already read. Open Ended prompts focus on the pictures in books. "Tell me

what's happening in this picture." Wh prompts beginning with what, where, when, why, and

how questionsDistancing these prompts help children form a bridge between

books and the real world help with verbal fluency, conversational abilities, and

narrative skills.

C. R. O. W. D.

Guided Reading

Small homogenous groups or one-on-one Texts at the instructional level of the

students Appropriately challenging to put their

reading process system to work Students work at solving the words and

comprehending the text with support from the teacher

Catching Readers Before they Fall

Guided Reading

“…any learning context in which the teacher guides one or more students through some aspect of the reading process: choosing books, making sense of text, decoding and defining words, reading fluently, monitoring one’s comprehension, determining the author’s purpose, and so on.” …Regie Routman

Flexible groups Short texts Time to reinforce strategies

(30 min.)

Guided Reading

Gradual Release Model

orScaffolding

I do … you watch

I do … you help

you do … I help you do … I watch

Giving powerful book introductions Choosing a focus for a guided reading

lesson Scheduling groups so struggling readers get

the attention they need Keeping the rest of the class engaged in

independent literacy activities

Let’s see an example: http://www.youtube.com/watch/?v=3AHxqg

gc-yI

Guided Reading – Factors to Consider

Include the title and talk with students about what it might mean

Give a short summary – the Big Idea “This book is about a giant who.…”

Tell students what the Learning Goal or Reading Strategy is for the lesson (e.g. making inferences)

Hook the students with a question or comment – connect to prior knowledge or interests

Allow the students time to think about/predict what the story might be about

Ensure that students have the vocabulary and ideas needed to understand and enjoy the text; teach key words before reading to ensure success

Powerful Introductions

Identify the specific focus (reading strategy) for instruction

Focus is determined by previous assessments

Communicate the learning focus to students at the beginning of the GR lesson

Focus is intended to allow students to practice a specific reading strategy

Teacher is the observer, watching how students are applying the strategy when reading.

Having a Focus (Learning Goal)

builds from decoding

builds from vocabulary

background / prior/general knowledge

higher order metacognitive processes

Passage Comprehension

Connect: What does this remind me of ?

Question: What am I wondering about as I read

this story ?

Visualize: What pictures do I make in my head

as I read ?

Model Meaningful Comprehension

Infer: What am I thinking about from this story that isn’t actually written ?

Transform: How has my thinking changed after reading this story ?

Model Meaningful Comprehension

essential, strategic skill to model for students

activates working memory creates a familiarity with the text provides student voice and vocabulary can set the stage for predictions, this increases “buy-in”

Activating Prior Knowledge

finding codes using sticky notes with question marks illustrations (verbal) rehearse story line (verbal) predicting (verbal)

Being A Detective(text analysis)

/ = I knew that

X = This contradicts my expectations

* = This is important

? = I have a question

?? = I am confused or puzzled

! = I learned something new (Harvey & Daniels 2009)

Leaving Tracks of Thinking

model, model, model technique to explicitly teach a strategy, way

of thinking, analyzing, considering essential in scaffolding essential for students who struggle supports executive functioning and working

memory use a thought bubble, hat, a verbal cue, a

directive

Talk Your Thinking

Struggling readers need many opportunities to read text at their own level and should meet in small groups with the teacher often

Give priority to the lowest achieving readers when scheduling guided reading sessions

Being fair does not mean equal time with the teacher for all students!

Scheduling Guided Reading

Richard Allington“The most successful first-grade teachers created classrooms where early in the year thestudents who had developed fewer literacy-related skills spent as much as 70 percent of their reading instructional time in teacher-guided small group lessons. Students with better early skills development spent only about 30 percent of their instructional time in such groups and the remaining time in student-directed reading.”

(Why Struggling Readers Continue to Struggle)

All students engaged in authentic reading Structured Literacy Centres Independent Reading Buddy Reading Listening Centres Big Books and Shared Reading

What are the Other Students Doing?

D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?").

R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.

T = THINKING. At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text. The teacher asks questions such as:◦ What do you think about your predictions now?◦ What did you find in the text to prove your predictions?◦ What did you we read in the text that made you change your predictions?

Directed Reading Thinking (DRT) Strategy

TOPIC:WHAT I KNOW:

WHAT I THINK I KNOW:

WHAT I THINK I WILL LEARN:

WHAT I LEARNED:

DRT –Belugas

Guided Reading Resources

Leveled Book Lists http://home.comcast.net/~ngiansante/

index.html

Assistive Technology

The only way to create fewer students with limited reading proficiency is to provide those students with more and better reading instruction than that provided to the other students.

(Richard Allington)

Adapting Book for Students with

Disabilities

Adaptations of materials are important for any child who exhibits a delay, even if they have not been diagnosed with any specific condition or disability

Adaptations of children’s books should be made based the behaviors you observe in children, not just by disability category.

How to Adapt

Adapting Books for Students with SEN: BORDER FRAMES

Adapting Books for Students with SEN: PICTURES, SIGNS, ICONS

Adapting Books for Students with SEN: PICTURES, SIGNS, ICONS

Enlarge the pages – create a BIG BOOK using the photocopier

Simplify the text Add texture Make puppets

OTHER ADAPTATION IDEAS

Angle the book using a book stand Add texture with glued objects, puffy paint Use Real Objects (dolls, animals, small

objects)

OTHER ADAPTATION IDEAS

Special Education Technology (SET) BC http://setbc.org/setbc/accessiblebooks/

default.html

Watch an overview on creating an accessible book - What Is An Accessible Book.

Making Books Accessible

“The more that you

read, the more

things you will know.

The more that you

learn, the more

places you'll go.”

…Dr. Suess

Prepare a Guided Reading lesson with a short text

Choose from the selection of Guided Reading books in class or find an appropriate text online

Think about the reading level and age of your students!

Use video as modelhttp://www.youtube.com/watch?v=7_jXuw_Knc0

Group Task