Multi-sensory Intervention Assessment: Driving Differentiated Literacy Instruction Marlise Witham...
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Transcript of Multi-sensory Intervention Assessment: Driving Differentiated Literacy Instruction Marlise Witham...
Multi-sensory Intervention Assessment: Driving Differentiated Literacy
InstructionMarlise Witham
Newell-Fonda Schools, Newell, IA
Objectives
Participants will learn to use multi-sensory, hands-on approaches to assess student reading proficiency.
Participants will develop differentiated reading interventions based on accurate, formative assessment.
Research
2000, National Reading Panel, Teaching Children to Read: phonemic awareness, phonics, fluency, vocabulary, and text comprehension.
Tyler & Bloom Foundation - Every child can learn & Every teacher is responsible for this learning
Gardner & Armstrong - We learn differently
Tomlinson - “responsive teaching rather than one-size-fits-all teaching.”
Pink - A Whole New Mind
Why?
• Targeted assessment allows instructors to target interventions.
• Saves time, minimizes frustration, utilizes student strengths, increased independence, and maximizes efficiency
Literacy Assessment &
Intervention Handbook
Developed around the 5 Essential Components of Literacy
Assessment, Score Sheet, & Intervention
Multi-Sensory
School/Home Connection Letters
Handbook Explanation
• http://www.youtube.com/watch?v=ONyvOW6llNA
Literacy Assessment & Intervention Handbook
• Formative Assessment
• Pre-assessment Data Collection
• Specific Interventions
• Data Collection
• Post Assessment
DifferentiationOrganization - Know how you will record data BEFORE you begin
• Color Coding - color is the brain’s best friend
• Files - Have a place for everything
• Checklists
Graphics/Pictures/Illustrations
• Pictures are a close-second to color
Contracts - Give choices
Conferencing - Can the student present the information orally?
Rubrics - What do you expect? Is there more than one way to represent understanding?
Spelling Contracts
• Give choices weekly
• Build and Break
• Write Words with Rubber Stamps
• Create a Word Search
• Record Self Spelling Words
• Rainbow Write Words
Manipulatives/Hands-on
Individual dry-erase boards and markers
Alphabet manipulatives
Wiki Stix (circle, underline, create parenthesis; great for geography)
Organization
Student Managed (YOU do not have time. THEY need these skills.)
Color-code
Use pictures to give an example
Label
Teach independence
Leave journals open before conferencing
Auditory
Accurately assesses comprehension and vocabulary in students who struggle with fluency and/or decoding
Example: Tumblebooks
Text-to-speech software (Modern Macs are equipped)
Why Begin With Writing?
Writing involves using higher-level thinking skills Writing incorporates a student’s prior experiences Writing is meaningful to children Writing integrates all literacy skills Writing is a vehicle for differentiated instruction
Author-of-the-Day
1. Choose an author of the day.2. Write the date3. Written by . . . 4. Student dictates sentence.5. Class repeats the sentence.6. Teacher writes the sentence while sounding out the words, asking the students questions, and noting key concepts.7. Repeat until the chart paper is filled (the smaller the children, the larger the print!)8. Teacher reads the story using the pointer9. The class reads the story.10. The class is allowed to ask the author three questions about the story.11. “Magic Words” or other key concepts
Author-of-the-Day
• http://www.youtube.com/watch?v=G3r_Dmo-ObY
Class BooksThis process is written in The Teacher’s Guide to Building Blocks, by Dorthy P. Hall and Elaine Williams (2000, Carson-Dellosa Publishing Company, Inc.). I have modified the format to suit the needs of my students.
Day One:1.Begin by reading a predictable piece of literature (big books are preferable if available).2.Dictate Sentences on chart paper (teacher may model)Day Two:1.Re-read the book (use highlighting tape to mark key words or letters)2.Touch-read the sentencesDay Three:•Re-read the book (students should be reading along with you)•Select three sentences from the students’ writing for sentence building activities.Day Four:1.Re-visit the book•Create a class book
1. Type words for children and cut them apart in the beginning. Gradually type fewer and fewer words for them.
2. I prefer to use pastel typing paper so that the children can see the words on the paper better.
Day Five:•Re-read the piece of literature•Read your class book1.Compare and contrastMake the class book available in the reading center
• Precommunicative Stage: Uses symbols from the alphabet but shows no knowledge of letter-sound correspondences
Semiphonetic Stage: the child begins to understand letter-sound correspondence--that sounds are assigned to letters
Phonetic Stage: Children use a letter or group of letters to represent every speech sound that they hear in a word
Transitional Stage: the speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words
Individual Word Rings
Write words during guided reading
Place on ring
Pair practice, homework, quick review
Working With Words Center
Bell Work
The Book Nook
Interest & Ability Differentiation
- “Just Right” books- Book Buddies - Class Books- Categorize books (Fiction/Non-fiction)
For More . . . Marlise Witham, Newell-Fonda Schools
Twitter: Marlise6
Tokbox: Marlise Witham
YouTube: Marlise's Education Videos
Wiki: http://mustangacademy.wikispaces.com/
• IRA Multisensory Intervention