CREATING A CLASSROOM WHERE STRUGGLING … · 2018-02-19 · Scaffolding Strategies Tips/Cautions Tools. STRUGGLING STUDENTS ... Scaffolding is an instructional technique whereby the

CREATING A CLASSROOM WHERE STRUGGLING READERS SUCCEED: K-6

KATHI RHODUS

HTTP://BIT.LY/2G6D00E

ISBE ELA CONTENT SPECIALIST

ESSA CONFERENCE

Today’s Goals

1. Foundational Skills – Ample Practice for Struggling Students

2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach

a. Read Alouds

b. Shared Reading

c. Guided Reading

d. Independent Reading

3. Building Stamina

4. Scaffolding Strategies Tips/Cautions Tools

STRUGGLING STUDENTS

A struggling learner is a

student who has difficulty

keeping up with classmates

of the same age in a

developmentally

appropriate learning

environment.

STRUGGLING READERS…

• KNOW they struggle with reading

• Do anything they can to distance

themselves from the place and the people

who will remind them that they can’t

read.

STRUGGLING READERS…

Prefer to get into trouble for not doing their

work rather than be embarrassed in front of

their peers for doing it wrong.

DO WE KNOW WHY THEY STRUGGLE?

SCAFFOLDS TO INDEPENDENCE

1. Foundational Skills – Ample Practice for Struggling Students

2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach

a. Read Alouds

b. Shared Reading

c. Guided Reading

d. Independent Reading

3. Building Stamina

4. Scaffolding Strategies Tips/Cautions Tools

FOUNDATIONS OF READING: FOUNDATIONAL SKILLS

Students who do not reach proficiency

levels on the first exposures to the

foundations of reading will need MORE

exposures and experiences.

Otherwise, they risk becoming the

students who are reading five (or

more) years below grade level in high

school – the ones who rarely graduate.

(Hernandez, 2001)

QUICK ALIGNMENT CHECKLISTS FOR FOUNDATIONAL SKILLS (K-5)

STUDENT ACHIEVEMENT PARTNER RESOURCES: WWW.ACHIEVETHECORE.ORG

• Professional Development, etc..

https://achievethecore.org/category/1

206/ela-literacy-foundational-skills

• Effective Enhancements for

Foundational Skills Instruction

(handout)

ILLINOIS LITERACY IN ACTION RESOURCESWWW.ILLINOISLITERACYINACTION.ORG

1.Choose a grade

level

2. Click Foundational

Skills

1. Foundational Skills – Ample Practice for Struggling Students

2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach

a. Read Alouds

b. Shared Reading

c. Guided Reading

d. Independent Reading

3. Building Stamina

4. Scaffolding Strategies Tips/Cautions Tools

SCAFFOLDING

Scaffolding is an instructional technique whereby the

teacher models the desired learning strategy or task, then

gradually shifts the responsibility to the students.

• Wood, Bruner & Ross (1976)

• Shaped by Vygotsky’s “Zone of Proximal Development” (1978)

SCAFFOLDING

• Scaffolds should be

removed purposefully in

order for students to

complete a task

independently,

SCAFFOLDING CHALLENGES

SCAFFOLDS NOT GRADUALLY REMOVED

SCAFFOLDS NOT REMOVED

Gradual Release of Responsibility

Teac

her

Read Aloud Shared

Reading

Guided

Reading

Independent

Reading

Student

Handout

READ ALOUDS

• Reading aloud is the foundation for literacy development.

• It is the single most important activity for reading success

(Bredekamp, Copple, & Neuman, 2000).

• It provides children with a demonstration of phrased, fluent

reading (Fountas & Pinnell, 1996).

• It reveals the rewards of reading, and develops the listener's

interest in books and desire to be a reader (Mooney, 1990).

READ ALOUD RESOURCES

Lessons for read aloud books,

grades K–2

• https://achievethecore.org/category/411/

ela-literacy-

lessons?filter_cat=788&sort=name

Suggested Read Aloud Titles –

Grades K-8 Interactive Read Aloud

With Accountable Talk

• http://readingandwritingproject.com/publ

ic/resources/booklists/archived/reading/i

nteractive_read_aloud.pdf

STUDENT ACHIEVEMENT

PARTNERS READ ALOUD

PROJECT

TEACHER’S COLLEGE

READING AND WRITING

PROJECT

Gradual Release of Responsibility

Teac

her

Read Aloud Shared

Reading

Guided

Reading

Independent

Reading

Student

SHARED READING

• Interactive reading experience

• Guided and supported by a teacher

• Teacher explicitly models skills

• Materials are oversized for all to see

(or individual copies are provided)

Gradual Release of Responsibility

Teac

her

Read Aloud Shared

Reading

Guided

Reading

Independent

Reading

Student

GUIDED READING

https://www.teachingchannel.org/videos/guided-reading-introduction

Supports

Gradual Release of Responsibility

Teac

her

Read Aloud Shared

Reading

Guided

Reading

Independent

Reading

Student

Final

step of

gradual

release!

INDEPENDENT READING

Unfortunately, in many

schools the poorest

readers read the least,

often as much as three

times less than their peers

(Allington, 2006).

AT-RISK READERS NEED TIME TO READ

Isolated skills instruction has become the primary

focus of the struggling student, but they do very

little reading.

“If they don’t read much, how they every gonna

get good?”

(Allington, 2009)

1. Foundational Skills – Ample Practice for Struggling Students

2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach

a. Read Alouds

b. Shared Reading

c. Guided Reading

d. Independent Reading

3. Building Stamina

4. Scaffolding Strategies Tips/Cautions Tools

GOAL: BUILDING STAMINA

When students deeply engage with text for sustained periods of time, they enter the

“reading zone.” (Atwell, 2007)

Help students build muscle memory around managing space, materials, and attention. (Boushey & Moser, 2014)

Tips

• Stop independent reading while it is still engaging.

• Continue to do this regularly, incrementally increasing the amount of time before interruption.

• Goal for Primary – 15-30 minutes

• Goal for Intermediate – 30-45 minutes

DO NOT SACRIFICE INDEPENDENT READING TIME DURING THE SCHOOL DAY!

What do the teachers do during independent reading?

• Observe

• Interact

• Collect formative assessment data

• Independent reading can be homework but it is not to take the place of

independent reading during the school day. Gathering formative assessment

date during independent reading is essential for future planning.

THE 10,000 HOUR RULE (GLADWELL, 2008)

• Practice can make perfect, but better practice leads to more progress.

• Be on the lookout for students who practice “fake reading”.

BUILD LISTENING COMPREHENSION STAMINA

1. Foundational Skills – Ample Practice for Struggling Students

2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach

a. Read Alouds

b. Shared Reading

c. Guided Reading

d. Independent Reading

3. Building Stamina

4. Scaffolding Strategies Tips/Cautions Tools

SCAFFOLDING STRATEGIES, TIPS/CAUTIONS & TOOLS

SCAFFOLD CAUTIONS

Background knowledge needed to read a section about

the Revolutionary War

Do students know how to locate their own background

knowledge if needed?

• Stop: Identify the confusion.

• Google it

• Ask someone

• Look at another source.

SCAFFOLD CAUTIONS:

A new text contains the words flax, awl, fiber and trousers in

one passage. The teachers begin the lesson by writing

these words on the board and providing students with an

example and definition of each.

Do students know how figure the meaning of words (in

context and out)

• Stop: Identify the confusion.

• Student Friendly Dictionary (print or online)

• Ask someone

STUDENT DICTIONARY

A collection of vocabulary graphic organizers to refer to when reading.

Do students know how to create their own if needed?

ONLINE STUDENT DICTIONARIES

www.wordcentral.com https://www.wordsmyth.net/

SCAFFOLD CAUTIONS:

The first chapter of a story introduces and adds many

characters which can be confusing to a reader.

CHARACTER CARDS

Continually add to the card:

• Facial features, clothing, hair, key words, symbols

(possible page #’s)

• On back; page numbers, notes,

• Attach a newly created new card if major changes occur

SCAFFOLD CAUTIONS:

How can students keep track of multiple

characters?

• Stop: Identify the confusion.

• Character Cards

• Graphic Organizer

NONFICTION

KEEPING TRACK OF IT ALL

Teachers may provide a purpose for reading which will help

direct their thinking.

Facts about

giraffes and

crocodiles.

Past and

present day

foods, homes,

tools and

cultures.

NONFICTION

KEEPING TRACK OF IT ALL

• When they are reading/listening on their own, how can they

determine the purpose/organization of the text and keep track of

all of the facts.

• Ample practice in creating their own graphic organizer is

imperative.

• Table of contents?

• Headings

• Key words that indicate the text structure: “cause/effect”,

“description”, “problem/solution”, “compare/contrast”, etc..

STRATEGIES TIPS & TOOLS

READ & WRITE FOR GOOGLE

• https://www.youtube.com/watch?v=jhUXXBrXWOc

Before

https://www.texthelp.com/en-us/products/read-write/read-

write-for-google/

REWORDIFY

https://rewordify.com/

https://www.youtube.com/watch?v=WLYUnw3Avm4

Simplify difficult English Effectively teach words

HINT CARDS

• https://www.teachingchannel.org/videos/hint-cards

During

SPEAKING & LISTENING SUPPORTS: SENTENCE STEMS

http://www.illinoisliteracyinaction.org/speaking-and-listening.html

After

https://www.teachingchannel.org/videos/speaking-

respectfully-nea

SCAFFOLDING IN ACTION

https://www.teachingchannel.org/videos/bu

ilding-analysis-skills-special-ed-gettyhttps://www.teachingchannel.org/videos/teac

hing-text-features-nea

NEXT STEP

What new tool/resource/tip will

you implement in the future?

THANK YOU

Kathi Rhodus

ISBE ELA Content Specialist

krhodus@isbe.net

REFERENCES

• Allington, R.L. (2009), If they don’t read much….30 years later. In E.H. Hiebert (Ed.),

Reading more, reading better (pp. 30-54). New York: Guilford Publishers.

• Allington, R.L. (2011), What At-Risk Readers Need. Educational Leadership, March 2011,

Volume 68, Pages 40-45.

• Burkins, Jan Miller, and Kim Yaris. Who’s doing the work?: how to say less so readers can do

more. Stenhouse Publishers, 2016.