DOCUMENT RESUME ED 479 377 CS 512 386 AUTHOR Pruitt, Tomika TITLE Suggested Classroom Practices To Help Students Who Are Reading Below Grade Level. PUB DATE 2003-02-00 NOTE 10p. PUB TYPE Opinion Papers (120) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS Classroom Environment; *Classroom Techniques; *Learning Activities; Literacy; Phonological Awareness; Primary Education; *Reading Diagnosis; *Reading Difficulties; *Reading Strategies ABSTRACT After asking what the best strategies are to teach a child to read, this booklet recommends, as a first step, finding out why the student is experiencing difficulty, and as the next step, elaborating a program for correcting the reading problem. The pamphlet discusses phonological awareness (the knowledge of letter sounds), and then suggests several before-reading activities, several during reading activities, and some after reading comprehension activities. Lists 21 resources, 3 Web site addresses, and 5 personal interviews. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
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DOCUMENT RESUME
ED 479 377 CS 512 386
AUTHOR Pruitt, Tomika
TITLE Suggested Classroom Practices To Help Students Who AreReading Below Grade Level.
PUB DATE 2003-02-00
NOTE 10p.
PUB TYPE Opinion Papers (120)EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage.
After asking what the best strategies are to teach a child toread, this booklet recommends, as a first step, finding out why the studentis experiencing difficulty, and as the next step, elaborating a program forcorrecting the reading problem. The pamphlet discusses phonological awareness(the knowledge of letter sounds), and then suggests several before-readingactivities, several during reading activities, and some after readingcomprehension activities. Lists 21 resources, 3 Web site addresses, and 5personal interviews. (NKA)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
11
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
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Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.
El M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
.
Poi
nts
of v
iew
or
opin
ions
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ted
in th
isdo
cum
ent d
o no
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essa
rily
repr
esen
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ficia
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i nnh
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Sugg
este
d C
lass
room
Prac
tices
to H
elp
Stud
ents
who
are
Rea
ding
Bel
owG
rade
Lev
el
r
The
who
le w
orld
®pe
nt. t
oon
e w
hen
I le
arne
d to
RE
AD
!M
.M. D
ethr
one
Prep
ared
by:
Tom
ika
Prui
tt
Febr
uary
200
3
CS
OD
79
C_S
TR
In to
day'
sso
ciet
y,m
any
of o
ur s
choo
l age
dst
uden
ts s
trug
gle
with
the
task
of r
eadi
ng.
Aed
ucat
ors
and
pare
nts,
it is
our
resp
onsi
bilit
yto
fos
ter
a lo
ve o
f re
adin
gin
our
chi
ldre
n.H
owev
er, t
hequ
estio
ns r
emai
nw
hat a
re th
ebe
st s
trat
egie
s,an
d ho
w d
ow
e te
ach
a ch
ildto
rea
d? T
hese
ques
tions
are
very
rea
l and
have
to b
ean
swer
edso
that
our
wor
ldis
not
engu
lfed
with
citi
zens
who
can
not r
ead.
The
refo
re, h
owdo
we
assi
stou
r st
rugg
ling
read
ers
tobe
com
e be
tter r
eade
rs?
aT
he f
irst
step
is to
fin
dou
t wha
t is
the
prob
lem
. Thi
spr
oces
s ca
n be
achi
eved
by
adm
inis
teri
nga
diag
nost
icte
st.
ofC
A)
14D
iagn
osis
a
Pag
e: 1
Ifa
stud
ent i
sex
peri
enci
ngdi
ffic
ultie
s in
read
ing
diag
nost
icas
sess
men
tis
nee
ded.
Tes
t whi
char
e us
eful
in th
edi
agno
sis
ofre
adin
gw
eakn
esse
sar
e lis
ted
belo
w.
asic
Lite
racy
Tes
t (B
LT
)-4
4?D
ete
d R
eadi
nir
ecG
o.O
'-op
oA
sses
smen
t (D
RA
)ig
byB
ench
mar
k an
dR
unni
ng R
ecor
dso
ry.
or.
Pag
e: 2
Aft
era
tax
orou
gas
sess
men
t, a
rogr
am f
or c
orre
ctin
gth
e re
adin
g pr
oble
m is
deve
lope
d.
at is
t e
stud
ent's
area
of
wea
nes
s?:
Doe
s th
e st
uden
t nee
d he
lpw
ith:
1. p
honi
cs-le
tter
soun
dsan
d/or
rec
ogni
tion
2. s
ente
nce
stru
ctur
e- r
eadi
ngfr
om le
ft to
rig
ht3,
sig
ht w
ords
rec
ogni
tion-
know
s al
l 220
wor
ds4.
com
preh
ensi
on-
unde
rsta
ndha
t is
re d
Wha
t is
your
stu
dent
's a
rea
ofw
eakn
ess?
Page
: 3
ace
stu
t
isI°
stru
cti
vel.
Page
: 4
Phon
olog
ical
Aw
aren
ess:
is th
ekn
owle
dge
of le
tter
soun
ds
- kts,
Phon
ics
Inst
ruct
iois
the
tee
rela
tions
hip
betw
een
lette
rs a
ndC
°11
thei
r so
unds
lee
Rev
iew
the
soun
ds th
at le
tters
gw.w
mak
e an
d w
ords
or p
ictu
res
with
Iroo
sea
ch s
ound
r *D
iscu
ss b
lend
i g le
tters
and
rill
soun
ds to
geth
er to
sha
ke w
ords
gee
The
teac
her
will
rev
iew
the
soun
ds%
91)
tee
of th
e le
tters
c,a
,t
yie
The
teac
her
will
mod
el b
lend
ing
V. s
ound
s to
geth
er to
mak
e th
e w
ord
lee
cat:
/c/ /
a/ /t
/te
e O woe
-W
hile
mod
elin
g, th
e te
ache
rw
illri
p m
ove
his/
her
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cro
ss th
ew
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tters
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ft to
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ht to
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ds a
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Use
fla
sh c
ards
(in
ran
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ord
er)
toin
trod
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tter
and
its s
ound
.
*hol
d up
the
lette
r /a
/ on
a fl
ash
card
*say
the
lette
r an
d its
sou
nd*h
ave
stud
ents
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epea
t the
lette
r an
dits
sou
nd*d
raw
a p
ictu
re o
f an
obj
ect w
ith th
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will
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is is
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e /a
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ndlik
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the
wor
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ple
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or
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the
stud
ents
a p
ictu
re o
fan
app
le
Rep
eat t
his
activ
ity in
trod
ucin
g or
revi
ewin
g ot
her
lette
rs.
Page
: 5Pa
ge: 6
]C f
l In th
e cl
assr
oom
,st
uden
ts s
houl
d be
expo
sed
to a
var
iety
of
text
on
diff
eren
tre
adab
ility
leve
ls.
Som
e pr
int t
hat c
anbe
fou
nd in
acl
assr
oom
are
:*b
ooks
co CDrti
*mag
azin
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n ta
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ig b
ooks
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ge: 8
eie
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e a
shor
t boo
k of
inte
rest
toal
iost
uden
ts.
1. G
ive
a th
orou
gh b
ook
intr
oduc
tion:
*dis
cuss
the
auth
or, t
itle,
set
ting,
mai
n th
eme,
Ile
.an
d ke
y vo
cabu
lary
wor
dse)
*pic
ture
wal
k-di
scus
s th
e pi
ctur
es th
at w
ill b
erie
impo
rtan
t to
the
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n th
eme
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ory
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ut th
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dent
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t the
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hey
Wan
t to
kno
wha
t the
y L
earn
ed
Page
: 10
Act
iviti
es to
do
whi
le s
tude
nts
are
read
ing:
1. M
onito
r st
uden
ts:
*allo
w s
tude
nts
to r
ead
the
book
all
the
way
thro
ugh
the
firs
t tim
e
2. R
erea
d st
ory:
*allo
w s
tude
nts
to r
erea
d th
est
ory
*sto
p th
e st
uden
ts to
ask
que
stio
ns th
roug
hout
the
book
:i.e
. who
, wha
t, w
hen,
whe
re, a
nd h
ow*
stop
stu
dent
s to
mak
e co
nnec
tions
abo
utte
xt:
i.e. h
ave
you
ever
see
n, is
the
info
rmat
ion
sim
ilar
toso
met
hing
in th
e ne
ighb
orho
odor
ano
ther
boo
k
3. G
ive
stud
ents
cue
s w
hen
they
get
stu
ckon
a w
ord,
ask
them
:*d
oes
the
wor
d us
ed s
ound
rig
ht*d
oes
the
wor
d us
ed m
ake
sens
e*d
oes
the
wor
d us
ed lo
ok r
ight
have
stu
dent
s to
chu
nk th
e w
ord
(fin
d sm
alle
rsi
mila
rw
ords
or
patte
rns)
i.e. s
crea
m /
s cr
/ - /e
arn/
4. D
iscu
ss v
ocab
ular
y w
ords
*poi
nt o
ut u
nfam
iliar
wor
ds u
sed
ith
e co
ntex
t of
the
stor
y
rn03*h
ave
stud
ents
to r
ead
the
sent
ence
slo
wly
and
pred
ict
Uy
the
mea
ning
of
the
wor
ds u
sing
the
wor
ds a
roun
dit
i.e th
e vo
cabu
lary
wor
d is
fri
ghte
ned
0 0T
he d
og's
bar
king
fri
ghte
ned
the
boy
so b
adly
that
he
0ra
n ho
me
cryi
ng.
-fri
ghte
ned
mus
t be
som
ethi
ng b
ad b
ecau
se th
e bo
yra
n)"
.ho
me
cryi
ng
03*R
emem
ber
flue
ncy
com
es w
ith p
ract
ice
r rn
Page
: 11
Page
: 12
Som
e co
mpr
ehen
sion
Act
iviti
es f
or a
fter
Rill
1. A
BC
sum
mar
y:*t
he s
tude
nts
will
use
each
lette
r of
the
alph
abet
to d
iscu
ssso
met
hing
in th
est
ory
that
beg
ins
with
each
lette
r
2. A
lpha
bet s
oup:
*the
stu
dent
s w
illpu
ll a
lette
r of
the
alph
abet
and
wri
tea
sent
ence
abo
ut th
eto
pic
whi
ch b
egin
s w
ithth
eir
chos
en le
tter
3. D
raw
ing:
*the
stu
dent
sca
n ill
ustr
ate
thei
r fa
vori
tepa
rt o
f th
e st
ory
and
wri
teab
out t
heir
pict
ure
4. Q
uest
ioni
ng:
*the
stu
dent
sca
n an
swer
que
stio
ns a
bout
thei
r re
adin
g-w
ho, w
hat,
whe
n, w
here
, how
, why
, and
wha
t if
*Wri
ting
rein
forc
es r
eadi
ngan
d R
eadi
ngre
info
rces
wri
ting
Page
: 13
crw
el° e.
Add
ition
al W
ebsi
tes
and
Res
ourc
es
Alli
ngto
n, R
.L. (
2001
). "
Wha
t rea
lly m
atte
rs f
or s
trug
glin
gre
ader
s: D
esig
ning
rese
arch
-bas
ed p
rogr
ams.
" N
ew Y
ork:
Add
ison
-Wes
ley
Lon
gman
.
Arm
brus
ter,
B.B
., L
ehr,
F.,
& J
ean
Osb
orn.
(20
01).
Put R
eadi
ng F
irst
The
Res
earc
h B
uild
ing
Blo
cks
for
Tea
chin
g C
hild
ren
to R
ead.
Jes
sup,
MD
: ED
Pubs
.
Bak
er, L
., &
A. w
igfi
eld
(199
9). "
Dim
ensi
ons
of C
hild
ren'
sM
otiv
atio
n fo
rR
eadi
ng a
nd T
heir
rel
atio
nshi
ps to
Rea
ding
Act
ivity
and
Rea
ding
Ach
ieve
men
t." R
eadi
ng R
esea
rch
Qua
rter
ly 3
4 (4
0: 5
2-47
7.
Bau
man
n, J
.F.,H
offi
nan,
J.V
.,Duf
fy-H
este
r, A
M, &
Ro,
J.M
. (20
00).
"T
heFi
rst R
yes
terd
ay &
toda
y: U
.S. e
lem
enta
ry r
eadi
ng p
ract
ices
repo
ted
byte
ache
rs &
adm
inis
trat
ors.
" R
eadi
ng R
esea
rch
Qua
rter
ly, 3
5, 3
38-3
37.
Cal
kins
, L.M
. (20
01)
"The
art
of
teac
hing
rea
ding
". N
ewY
ork:
Add
ison
-Wes
ley
Lon
gman
.
Cun
ning
ham
, P.M
. (20
00).
Pho
nics
The
y U
se: W
ords
for
Rea
ding
and
Wri
ting.
3d
ed. N
ew Y
ork:
Har
perC
ollin
s C
olle
ge P
ublis
hers
.
Cun
ning
ham
, P. &
Alli
ngto
n, R
. (19
99).
"C
lass
room
s th
atw
ork;
The
y ca
n al
lre
ad a
nd w
rite
." N
ew Y
ork:
Lon
gman
.
Duf
fy-H
este
r, A
.M. (
1999
). "
Tea
chin
g st
rugg
ling
read
ers
in e
lem
enta
ry s
choo
lcl
assr
oom
s: A
rev
iew
of
clas
sroo
m r
eadi
ngpr
ogra
ms
& p
rinc
iple
s of
inst
ruct
ion.
" T
he R
eadi
ng T
each
er, 5
2, 4
80-4
95.
Gan
ske,
K.,
Mon
roe,
J.K
., &
Dor
othy
S. S
tric
klan
d.(2
002)
Sup
port
ing_
Stru
gglin
g R
eade
rs a
nd W
rite
rs S
trat
egie
s fo
r C
lass
room
Inte
rven
tion
3-6.
Port
land
, ME
: Ste
nhou
se P
ublis
hers
.
Har
ey, S
. & G
oudv
is, A
. (20
00).
Str
ateg
ies
that
wor
k:T
each
ing
com
preh
ensi
on to
enh
ance
und
erst
andi
ng. P
ortla
nd, M
A,:S
tenh
ouse
.
Prim
eaux
, J. (
2000
) "S
hift
ing
pers
pect
ives
on s
trug
glin
g re
ader
s."
Lan
guag
eA
rts,
77,
537
-542
.
Page
:
,,
j. es
c)-
vitir
oces
c-I-
s-ra
tilie
(11
.Sn
ow, C
.E.,
Bur
ns, M
. S.,
& P
eg G
riff
in. P
reve
ntin
g R
eadi
ng D
iffi
culti
es in
You
nC
hild
ren.
[O
nlin
e] A
vaila
ble
<ht
tp://
still
s.na
p.ed
u/ht
m/o
prdy
chef
s.ht
ml>
,Ja
nuar
y 26
, 200
3.St
rick
land
, D.D
., G
ansk
e, K
. & M
onro
e, J
. (20
02).
" S
uppo
rtin
g st
rugg
ling
read
ean
d w
rite
rs: S
trat
egie
s fo
r cl
assr
oom
inte
rven
tion
3-6.
" N
ewar
k, D
.E.:
Inte
rnat
iona
l Rea
ding
Ass
ocia
tion.
Wor
thy,
J.,
M. M
oorm
an, &
M. T
urne
r. (
1999
). :W
hat J
ohnn
y L
ikes
to R
ead
IsH
ard
to F
ind
in S
choo
l." R
eadi
ng R
esea
rch
Qua
rter
ly 3
4 (1
): 1
2-27
.--
Bal
ance
d L
itera
cy B
est P
ract
ices
in R
eadi
ng [
Onl
ine]
Ava
ilabl
eht
tp://
ww
w.n
ewto
n.k1
2.ks
.us/
dist
/cur
r/bp
/lit/b
bra
ct r
ead.
htm
, Jan
uary
24, 2
003.
--B
est P
ract
ices
for
the
"Str
uggl
ing
Rea
der"
[O
nlin
e] A
vaila
ble
http
://w
ww
.cdp
rodu
ctio
nson
line.
com
/pag
el2h
tml,
Janu
ary
17, 2
003.
-- L
earn
ing
Firs
t Alli
ance
. (20
00).
Eve
ry c
hild
rea
ding
: A p
rofe
ssio
nal
deve
lopm
ent g
uide
. Was
hing
ton,
DC
: Ass
ocia
tion
for
Supe
rvis
ion
and
---C
urri
culu
m D
evel
opm
ent.
Ava
ilabl
eht
tp://
ww
w.le
amin
gfir
st.o
rg/r
eadi
nggu
ide.
pdf,
Jan
uary
17,
200
3--
Mee
ting
Indi
vidu
al N
eeds
. [O
nlin
e] A
vaila
ble
http
://w
ww
.rea
ding
rock
es.o
rg/I
p.ph
p?C
ID=
31, J
anua
ry 1
6, 2
003.
- --
Und
erst
and
the
No
Chi
ld L
eft B
ehin
d A
ct o
f 20
01: A
Qui
ck K
ey to
Rea
ding
Impr
ovin
g St
uden
t's R
eadi
ng in
Gra
des
k-3
thro
ugh
NC
LB
[O
nlin
e]A
vaila
ble
http
://go
al.n
crel
.org
/litw
eb//n
clb/
k-3.
htm
, Jan
uary
17,
200
3W
hat a
re s
ome
"Bes
t Pra
ctic
es S
trat
egie
s" [
Onl
ine]
. Ava
ilabl
e
http
://w
ww
,sar
asot
a.k1
2.fl
.us/
sara
sota
/sta
tistic
s, J
anua
ry 1
6, 2
003.
Web
site
s:R
eadi
ng R
esou
rces
: ww
w.e
d.go
v/of
fice
s/O
ESE
/rea
ding
res
ourc
es.h
tml
http
://w
ww
.ed.
gov/
offi
ces/
OE
SE/r
eadi
ng r
esou
rces
.htm
lR
eadi
ng F
irst
: ww
w.e
d.go
v/of
fice
s ht
tp://
ww
w.e
d.go
v/of
fice
s O
ESE
/rea
ding
firs
t/E
arly
Rea
ding
Fir
st: w
ww
.ed.
gov/
offi
es/O
ESE
/ear
lyre
adin
g/in
dex.
hlan
l
http
://w
ww
.ed.
gov/
offi
es/O
ESE
/ear
lyre
adin
g/in
dex.
htm
l>
Pers
onal
inte
rvie
ws:
Atk
ins,
Jan
ice.
DeK
alb
Cou
nty
Scho
ol S
yste
m. S
napf
inge
r E
lem
enta
ry, J
anua
ry24
, 200
3.B
locu
s, S
herl
y. D
eKal
b C
ount
y Sc
hool
Sys
tem
. Sna
pfm
ger
Ele
men
tary
, Jan
uary
6,
2003
.B
row
n, L
acia
nda.
DeK
alb
Cou
nty
Scho
ol S
yste
m. D
eKal
b T
rans
ition
al A
cade
my,
Febr
uary
6, 2
003.
Cre
nsha
w, T
oni.
DeK
alb
Cou
nty
Scho
ol S
yste
m. S
napf
mge
r E
lem
enta
ry, J
anua
ry20
03.
Loc
kett,
R.M
arie
. DeK
alb
Cou
nty
Scho
ol S
yste
m. S
napf
inge
r E
lem
enta
ry,
Febr
uary
7, 2
003.
Page
: 15
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