HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS
-
Upload
yoshio-austin -
Category
Documents
-
view
30 -
download
1
description
Transcript of HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS
![Page 1: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/1.jpg)
HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS
August 11-13, 9:00 to 11:00
Andy Johnson, Ph.D.Minnesota State University, Mankato
![Page 2: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/2.jpg)
Day 1
![Page 3: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/3.jpg)
Very General Schedule Day 1: brain-based learning, reading and the brain, eyes and vowels, struggling readers, 10 instructional elements Day 2: phonics, word identification, fluency, Day 3: comprehension (narrative and expository text), vocabulary, literature (voluntary reading), RTI
![Page 5: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/5.jpg)
St. Peter Discussion
![Page 6: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/6.jpg)
St. Peter Teachers
![Page 7: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/7.jpg)
Strategies you will learn today:
1. semantic impression
2. cloze
3. sentence mix-up
4. scaffolded writing
5. facilitated writing
6. language experience activities
7. scaffolded oral reading (ScORe)
8. traveling mini-lesson
![Page 8: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/8.jpg)
ACTIVITY Strategy #1 - Semantic Impression
1. Pre-reading and/or pre-lesson
2. Show key words, phrases
3. Students predict lesson/chapter content
4. Use words/phrases to create sentences
![Page 9: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/9.jpg)
• brain• eye movement• learning• reading• semantic• syntactic• phonological• vowels• essential instructional elements• reading instruction• transaction• struggling readers
Groups of 3
![Page 10: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/10.jpg)
ACTIVITY Circle Group
1. Where are you at today? What are you thinking about?
2. Share at least 2 goals that you have for this workshop
3. One person write them down so that I can collect them.
![Page 11: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/11.jpg)
Transition
![Page 12: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/12.jpg)
I. BRAIN-BASED LEARNINGBy Eric Jensen
1. Attending to social and emotional states enhances learning 2. Slow down - more pauses
![Page 13: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/13.jpg)
3. Brevity - cut the length of focused attention time
Grade level
Appropriate amount of direct instruction
k-2 5-8 minutes3-5 8-12 minutes6-8 12-15 minutes9-12 12-15 minutesadults 15-18 minutes
![Page 14: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/14.jpg)
4. Social interaction 5. Repetition 6. Error correction and messing about
![Page 15: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/15.jpg)
II. DEFINING READING
Question: How would you define reading?
I need a volunteer from our studio audience.
![Page 16: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/16.jpg)
Mea no mucius omittam lobortis, ex eam copiosae vivendum disputando. An est amet inciderint, ne tale etiam adolescens vel, idque postea neglegentur vix eu. Eius nemore ad vel, his veritus eleifend no.
How would you define reading now?
![Page 17: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/17.jpg)
1. Reading is creating meaning with print.
2. Brain uses 3 cuing systems to identify words as we read: a. semantic b. syntactical c. phonological
![Page 18: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/18.jpg)
3. Transaction, 2-way flow of information
input data - text
cortex – meaning - memory
thalamus
semanticssyntaxphono-logical
TransactiveView of Reading
![Page 19: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/19.jpg)
• Need a volunteer from the studio audience.
![Page 20: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/20.jpg)
On the next slide, look at the chart and say the color (not the word) as quickly as you can.
Need somebody to time our volunteer with his/her cell phone stopwatch.
![Page 21: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/21.jpg)
Look at the chart and say the color (not the word) as quickly as you can.
![Page 22: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/22.jpg)
• 1st – Semantic – meaning, context
The monkey ate a b _ _ _ _ _.
![Page 23: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/23.jpg)
2nd - Syntax - word order, grammar
![Page 24: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/24.jpg)
A Mardsan Giberter for FarfieUsing Syntax to Create meaning
Glis was very fraper. She had denarpen Farfie’s mardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just aparved the binky when he jibbled in the gorger. “Clorsty mardson!” she boffed. “That’s a crouistish mardsan bink,” boffed Farfie, “but my mardsan is on Stansan. Agsan is Kelsan.” “In that ruspen,” boffed Glis, “I won’t whank you your giberter until Stansan.”
![Page 25: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/25.jpg)
Comprehension Questions1. Why was Glis fraper?2. What did Glis plimp?3. Who jibbled in the gorer when Glis sparved the binky?4. What did Farfie bof about the mardsan binky?5. Why didn’t Glis whank Farfie his giberter?
![Page 26: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/26.jpg)
1. Why was Glis fraper? RE: Because she had denarpen Farfie’s mardsan.
2. What did Glis plimp? RE: A mardsan binky. 3. Who jibbled in the gorer when Glis sparved the binky? RE: Farfie.
4. What did Farfie bof about the mardsan binky? RE: “That’s a crouistish mardsan binky.”
5. Why didn’t Glis whank Farfie his giberter? RE: Because his mardsan was on Stansan.
![Page 27: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/27.jpg)
3rd – Phonological – putting letters to sounds
The least efficient cuing system!
![Page 28: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/28.jpg)
Strategy #2 - Cloze1. Sentence with a word missing
![Page 29: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/29.jpg)
Phonogram Cloze
AY
![Page 30: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/30.jpg)
Wh_ _ did you say? What did you say?
May I pl_ _ _ _ go outside?May I please go outside?
![Page 31: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/31.jpg)
Let’s go fi_ _ _ _ _ _ in the bay. Let’s go fishing in the bay.
I will st_ _ home today.I will stay home today.
![Page 32: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/32.jpg)
Go l_ _ down.Go lay down.
What d_ _ is it today? What day is it today?
![Page 33: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/33.jpg)
Concept ClozeHay
![Page 34: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/34.jpg)
What are two things that you know about Hay?
1. __________________________________________________________________________
2. __________________________________________________________________________
![Page 35: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/35.jpg)
Horses e_ _ hay.Horses eat_ hay.
C_ _ _ eat hay.Cows eat hay.
![Page 36: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/36.jpg)
Farmers gr_ _ hay for their cows.Farmers grow hay for their cows.
They use a tr_ _ _ _ _ to cut the hay.They use a tractor to cut the hay.
![Page 37: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/37.jpg)
The h_ _ is put in bales.The hay is put in bales.
The bales are li_ _ _ _ by a tractor.The bales are lifted by a tractor.
![Page 38: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/38.jpg)
The hay is carried by a tr_ _ _ _ _.The hay is carried by a tractor.
![Page 39: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/39.jpg)
It is stored for w_ _ _ _ _.It is stored for winter.
![Page 40: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/40.jpg)
What is one interesting or important idea you learned about Hay?
1. __________________________________________________________________________
![Page 41: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/41.jpg)
![Page 42: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/42.jpg)
![Page 43: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/43.jpg)
Strategy #3 - Sentence Mix-up
1. Sentences. Words out of order.
2. Students create meaning, put sentences in order.
![Page 44: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/44.jpg)
Level #1: Student can see the sentence.
![Page 45: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/45.jpg)
I got a puppy for my birthday.
birthday. I puppy got my a for
![Page 46: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/46.jpg)
Level #2: Student is shown the target sentence initially.
![Page 47: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/47.jpg)
I got a puppy for my birthday.
![Page 48: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/48.jpg)
birthday. I puppy got my a for
![Page 49: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/49.jpg)
Level #3: Student is shown only the mixed-up sentence.
![Page 50: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/50.jpg)
birthday. I puppy got my a for
![Page 51: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/51.jpg)
Transition
![Page 52: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/52.jpg)
Strategy #4 - Scaffolded Writing
1. One sentence at a time
2. Student says the sentence
3. Student writes the sentence (without worrying about spelling)
4. Ask student to identify words that don’t look right
5. You write correct spelling on top. Student writes correct
spelling underneath (or use spell check)
6. Write two or three sentences
7. Student re-reads until fluent
* Can do with a buddy.
![Page 53: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/53.jpg)
Strategy #5 - Facilitated Writing
1. Sentence or paragraph
2. Ask students what they want to write about
3. Write down the “big” words on the board or computer
4. Students use the words to write sentence/paragraph
5. Provides scaffolding that enables them to succeed.
* Demo
![Page 54: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/54.jpg)
In just a minute you will have a chance to win $20!
![Page 55: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/55.jpg)
III. BRAIN, EYES, AND VOWELS1. Short term memory a. 7 bits of information for about 15 seconds
![Page 56: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/56.jpg)
2. Window of perception is very small: a. foveal – about 3 to 6 letters, clear and precise b. parafoveal – 24 to 30 letters, not very clear c. peripheral - everything else, gross shapes
![Page 57: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/57.jpg)
3. Eye movement - saccades and fixations
When we read text our eyes do not move in
a straight line across the page. They make
skips from word to word call saccades. They
also skip words, repeat words, and fixate on
words.
![Page 58: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/58.jpg)
4. Brain uses as few letter clues as possible to identify words
![Page 59: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/59.jpg)
Transition
![Page 60: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/60.jpg)
Vowels are so very, very important …. NOT.
All vowels removed except for initial vowels.
Onc upn a tm thr ws a hndsm prnc. H lvd in a cstle. On dy an evl wzrd cm and trnd h int a frg. Th princ crd ot, ‘hlp m!”A btfl prncss cm t th cstl. Sh kssd hm on th lps. H trnd bck int a prnc. Thy lvd hppl vr aftr.
![Page 61: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/61.jpg)
I will give $20 to anybody who can read the following sentence in which all the consonants are removed?
E eea ae ae e e ooa ea i e . e ae a ea uaea.
Th Grnby Pckrs r th bst ftbll tm n th NFL. Thy hv a grt qrtrbck.
![Page 62: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/62.jpg)
13 vs. 0
Does anybody know the significance of this?
![Page 63: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/63.jpg)
What does that say about the importance of the scope and sequence chart?
Vowel Digraph Syllables_____ ee (feet)_____ ea (each)_____ oo (boot)_____ ai (bait)_____ ay (stay)_____ oa (boat)_____ ou (out)_____ ow (cow)_____ aw (saw)_____ au (taught)_____ oy (boy)_____ oi (oil)
More Long Vowels_____ ie (chief)_____ ei (seize)_____ ey (key)_____ y (fly)_____ ie (pie)_____ igh (sigh)_____ oe (toe)_____ ou (soul)_____ old (gold)
![Page 64: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/64.jpg)
Transition
The funny game.
Which group can come up with the funniest (silliest) caption?
![Page 65: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/65.jpg)
Which group can come up with the funniest (silliest) caption?
![Page 66: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/66.jpg)
IV. STRUGGLING READERS
Question: What is important to know about struggling readers?
![Page 67: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/67.jpg)
1. We think and feel with the same brain 2. Positive emotional experiences enhance learning, negative disrupts learning 3. Picture a time when you were frustrated - couldn’t do something
![Page 68: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/68.jpg)
4. Three deficit areas in reading: a. fluency, b. comprehension c. word identification
![Page 69: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/69.jpg)
Six Recommendation 1. Reading practice - independent level or below a. high/low books b. high/low-low books – (or concept-driven books)
2. Record duration of reading time 3. Proximal instruction
![Page 70: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/70.jpg)
4. Do NOT frustrate readers 5. Provide choice a. books to read b. where to read c. when to read d. writing topics e. post-reading activities
6. Scaffolding a. provide supports to enable them to engage in authentic reading and writing activities
![Page 71: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/71.jpg)
Cannons of WWIExample of a high/low-low books
Concept-Driven
![Page 72: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/72.jpg)
This German cannon was hit by shellfire
![Page 73: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/73.jpg)
This is a British railroad gun. It was moved by a train.
![Page 74: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/74.jpg)
This is another picture of the British railroad gun.
![Page 75: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/75.jpg)
These British solders are pulling the cannon to a new position.
![Page 76: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/76.jpg)
This huge British cannon used a tractor to move it around.
![Page 77: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/77.jpg)
This American tank was moved by railroad.
![Page 78: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/78.jpg)
Cannons were heavy. British solders are using pontoon floats to move this cannon.
![Page 80: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/80.jpg)
![Page 81: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/81.jpg)
![Page 82: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/82.jpg)
Strategies #5 - Language Experience Activities
1. Individual or small group
2. Students tell you about an experience
3. You write.
4. Read and repeat until fluent
5. Use for quick phonics mini-lessons
Demo
![Page 83: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/83.jpg)
Strategies #6 – Scaffolded Oral Reading (ScORe)
Variation of Neurological Impress Method
1. Oral reading
2. Provide support (scaffolding) as student is reading
3. Millisecond ahead of student
4. Keep pace moving
Need a volunteer.
![Page 84: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/84.jpg)
O magnum mysterium,et admirabile sacramentum,ut animalia viderent Dominum natum,jacentem in praesepio!Beata Virgo, cujus viscerameruerunt portareDominum Christum. Alleluia.
![Page 85: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/85.jpg)
TransitionGames!
Fabulous prizes!!
![Page 86: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/86.jpg)
The Best Method Game
Game #1: Identify the best method for teaching reading.
Answer: There is no single best method
![Page 87: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/87.jpg)
The 10 Essential Instructional Elements Game
GAME #2: There are 10 essential elements for reading instruction that should be included in any reading curriculum (2 of them are for emergent level readers only).
Hint: One element is phonics.
The group that is able to guess the most will win fabulous prizes.
![Page 88: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/88.jpg)
1. Concepts of print 2. Phonemic awareness * Instruction related to concepts of print as well as phonemic awareness activities should be discontinued once students are reading comfortably at the first grade level.
3. Emotion and Motivation.4. Phonics putting sounds to letters 5. Word Identification strategies/skills * Instruction related to phonics and word identification should be discontinued as word identification strategies when students are reading at reading comfortably at the 3rd grade level; however, word identification strategies should be continued as part of vocabulary development.
6. Fluency 7. Vocabulary 8. Comprehension 9. Writing 10. Literature
![Page 89: HELPING STRUGGLING READERS IN GENERAL EDUCATION AND RESOURCE ROOM SETTINGS](https://reader036.fdocuments.net/reader036/viewer/2022062407/56812bb1550346895d8feaf0/html5/thumbnails/89.jpg)
Strategy #7: Traveling Mini-Lesson
1. Find one idea from today’s session to create a 30-second mini-
lesson
2. You’ve got 3 minutes to prepare
3. Group A travel and teach
4. Group B, travel and teach