Download Presentation on Vocabulary Contemporary Issues Involving

Differentiating Reading, Writing,
and Spelling Instruction
Contemporary Issues Involving Diversity in the Classroom
Professor: Dr. Ruby M. Jones
Student: Valeria Scherf
Montreat College
2010
Offer Early Identification and Intervention
Students who experience reading difficulties have problems
with:
 reading fluency (the speed, accuracy, and prosody),
 phonemic awareness,
 vocabulary development,
 memory,
 decoding,
 word recognition,
 reading comprehension and
 using reading clues (Coyne et al, 2006; Therrien et al, 2006).
(Salend, 2008)
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Principles of Effective Early Reading
Interventions
1. Recognize that reading is a developmental process.
2. Use an instructional sequence that gradually moves from
easy to more difficult tasks.
3. Promote students’ phonetic awareness, print awareness,
oral language, alphabetic understanding and decoding.
4. Provide instructional supports in the initial stages of
reading instruction and gradually remove them.
5. Offer direct and explicit instruction to help students
develop accurate and fluent word analysis skills.
6. Emphasize use of language and teach vocabulary in a
systematic and integrative way.
(Salend, 2008)
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Principles of Effective Early Reading
Interventions
7. Structure learning activities so that students have numerous
opportunities to respond, practice and receive feedback.
8. Activate students’ prior knowledge.
9. Incorporate students’ experiences, ideas, and referents into
instructional activities.
10. Provide students with meaningful interaction with text.
11. Begin to develop students’ comprehension skills by exposing them to
a variety of texts.
12. Assess students progress on a regular basis.
(Salend, 2008)
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Promote Phonological Awareness
 Motivate students to read
• Modeling the enjoyment of reading and demonstrating
that reading can be fun.
• Using reading materials that are well written, easy to
comprehend, challenging and interesting to students and
related to their lives.
• Giving students a range of reading choices including
stories and information books.
• Creating a relaxed learning and reading environment.
• Allowing students to read with other students.
• Playing records of selections and students’ favorite stories
and songs.
(Salend, 2008)
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Promote Phonological Awareness
 Motivate students to read
• Using the Internet.
• Giving students a variety of ways to express their reactions to material
they have read.
• Acknowledging students’ attempts to read as their progress (Ferrara,
2005; Friedland & Truesdell, 2006; Sanacore, 2005; Tatum, 2006;
Vacca, 2006).
 Reading aloud to students
 Picture books
 Involve families
(Salend, 2008)
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Promote Reading Fluency
Fluency-enhancing reading strategies
• Using root words and affixes to decode unknown words.
• Pausing appropriately based on the punctuation.
• Using semantic and syntactic cues to read with expression.
• Self-correcting errors.
• Limiting omissions by using a finger to trace the print.
(Salend, 2008)
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Promote Reading Fluency
 Foster word identification
• Rhyming: Students read unfamiliar words by comparing them with
rhymes of familiar or keywords that they already know (e.g., using the
keyword time as a rhyme to read crime).
• Vowel alert: Students read unfamiliar words by identifying the vowel
sound after examining the letters that precede and follow the vowels.
• Seek the part you know: Students read unfamiliar words by
identifying parts of the familiar words they know (e.g. dividing
rainbow into rain and bow).
• Peeling off: Students read unfamiliar words by using affixes at the
beginnings and endings of words and then focusing on the root vowel
(e.g., peeling off the affixes un and ing to facilitate reading
unlocking).
 Environmental print
 Using prompting and cuing strategies
(Salend, 2008)
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Promote Reading Fluency
 Language prompts (e.g., use definition, rhyming, word association,
analogies, antonyms, and binary choices).
 Visual prompts (e.g., use color cues, size cues, or graphic cues).
They are especially useful in correcting reversals ( b and d) or to
students who reverse words (saw as was).
 Physical prompts (e.g., use miming, finger spellings. or pointing).
 Configuration cues (e.g., notice differences in the shape and length
of words).
 Context cues
 Syntactic cues
 Semantic cues
 Pictorial cues
(Salend, 2008)
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Enhance Students’ Text Comprehension
 Develop students’ vocabulary
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Visually display the word, pronounce it, and ask students to say it.
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Discuss the word’s meaning, display pictures illustrating the word, and give
students multiple examples of the word’s usage in context.
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Link the word and its meaning to student’s prior knowledge and prompt
students to describe their experiences with the word.
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Provide students with multiple opportunities to use the word in context and
offer specific feedback.
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Promote generalization by teaching multiple examples of the word, helping
students understand slight differences in words that have similar meanings.
(Salend, 2008)
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Enhance Students’ Text Comprehension
 Story grammar and frames (a reading selection main
character, story lines, conflicts and ending).
 Storytelling and drama
 Use peer based instruction
• Peer Reading Programs and Peer-Assisted learning strategies
 Literature circles and literature response journals:
Students have specific roles: discussion leader, passage reader,
connector, definer, summarizer, and illustrator.
• Literature response journals
 Shared book reading
 Guided reading
(Salend, 2008)
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Use a Balanced Approach
 Phonetic-based approaches
The synthetic approach teaches the specific symbolgrapheme to teach the sound and symbol rules, then to to
blend the sounds in a word.
The analytic approach teaches that sounds within words
sound alike and are written the same way.
A linguistic approach teaches word families that have the
same phonetic patterns (e.g., the at family: bat, cat, fat,
hat, rat, and sat).
 Whole word approaches
 Language experience approach
 Whole language approach
(Salend, 2008)
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Use Remedial Reading Programs,
Strategies, and Materials
• Multisensory strategies
• Fernald Method
• Orton-Gillingham-Stillman Strategy
• Program Reading Materials
(Salend, 2008)
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How Can I Help Students Learn to Write?
 Make writing meaningful and an integral part of the
curriculum
Incorporate writing into content area instruction and
assessment by using these techniques:
• Sentence synthesis: Use key words in meaningful sentences.
• Question all-write: Students respond teacher’s questions
• Outcome sentences: Students respond teacher-directed prompts (“I
learned that….”)
• Frames: Students complete skeletal paragraphs.
• Short statements: To describe people, places, things, and how they
solved a problem.
 Use journals
(Salend, 2008)
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Use a Process-Oriented Approach to
Writing Instruction
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Planning/Prewriting
Idea generation
Story starters/endings
Outline and semantic maps
Models and prompts
Drafting: Give attention to the rules of grammar, punctuation and spelling,
rubrics, individualized word banks, and self-evaluation questions.
Editing and revising: Focus on content, organization and word choice.
Proofreading: Check for misspelled words, sentence fragments, errors in
punctuation, capitalization and grammar.
Models
Collaborative writing groups
Writers’ workshop: Four parts: status of the class, mini-lessons, workshop
proper and sharing.
Publishing
(Salend, 2008)
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How Can I Help Students Learn to Write?
 Provide feedback
 Teach students to use learning strategies
 Use computer-supported writing applications
• Word Processing.
• Spell checkers.
• Word cueing and prediction programs.
• Text organization, usage, grammar and
punctuation assistance programs.
(Salend, 2008)
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How Can I Help Students Learn to Spell?
Use a combination of approaches
 Rule governed spelling approaches:
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The language of origin and history of use of specific words can
explain their spelling.
The meaning and part of speech of specific words can determine
their spelling
The specific sounds within words can affect their spelling.
The spellings of certain sounds are based on established rules for
letter sequences and patterns.
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Whole-word approaches
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Test-study test procedures
Corrected-Test procedures
Word study techniques
(Salend, 2008)
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Adapt Spelling Instruction
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Explain the importance of spelling
Analyze students’ spelling errors
Choose relevant spelling words
Provide time to review words previously learned
Teach students to use cues and learning strategies
Teach dictionary skills
Teach students to proofread and to correct spelling errors
Model appropriate spelling techniques
Teach students to use the spell checker
Teach useful prefixes, suffixes, and root words
Use computer programs
Use spelling games
Provide feedback to students
Have students record their progress
(Salend, 2008)
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Vocabulary
Contemporary Issues Involving Diversity in the
Classroom
Professor: Dr. Ruby M. Jones
Student: Valeria Scherf
Montreat College
2010
Vocabulary Instruction
Blachowicz & Fisher (2000) determined four main principles
on vocabulary instruction:
• Students should be active in developing their
understanding of words and ways to learn them (e.g., use
of semantic mapping, word sorts, concept definition maps,
and strategies for independent word learning).
• Students should personalize word learning (Vocabulary
Self-Collection Strategy, mnemonic strategies, and
personal dictionaries).
(Echevarria, Vogt, & Short, 2008)
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Vocabulary Instruction
• Students should be immersed in words by rich language
environments that focus on words and draw students’
attention to the learning of words  word walls, personal
word study notebooks and dictionaries, and
comparing/contrasting words with their morphemic
element (e.g., photograph, photosynthesis, photogenic).
• Students should build on multiple sources of information
to learn words through repeated exposures.
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary
Development and Word Study
 Word Sorts: Students categorize words or
phrases that have been previously introduced into
groups predetermined by the teacher (Bear,
Invernizzi, Templeton, & Johnston, 2004).
Example 1: Revolution, tension, frustration,
taxation, representation, vision, plantation,
mission, participation, solution, passion,
transition, nation, and so on.
(Echevarria, Vogt, & Short, 2008)
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-tion
revolution
taxation
frustration
participation
solution
transition
Nation
-sion
tension
passion
mission
vision
-tation
representation
plantation
(Echevarria, Vogt, & Short, 2008)
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Example 2: Right to bear arms, muskets, George
Washington, rifles, Thomas Jefferson, Thomas Paine,
knives, taxation, King George, bayonets, freedom of
religion, Paul Revere, self governance, cannons.
People
George
Washington
Thomas
Jefferson
Thomas Paine
King George
Paul Revere
Weapons
Issues
muskets
right to bear arms
rifles
taxation
knives
bayonets
cannons
freedom of religion
self-governance
democracy
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary
Development and Word Study
 Contextualizing Key Vocabulary
 Vocabulary Self-Collection Strategy: According
to Ruddell (2005), students self-select several
words that are essential to understanding content
concepts. Ruddell has found that when students
are shown how to identify key content
vocabulary, they become adept at selecting and
learning words they need to know.
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary
Development and Word Study
 Personal Dictionaries
 Word Wall: Key vocabulary is reviewed with a word
wall where relevant content vocabulary words are listed
alphabetically, usually on a large poster (Cunningham,
2004).
 Concept Definition Map: It is a great way to learn and
remember content vocabulary and concepts (Buehl, 2001).
 Cloze Sentences
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary
Development and Word Study
 List Group Label: It is a categorizing activity,
where students brainstorm words related to the
topic and then determine possible categories or
labels for the words (Vacca & Vacca, 2004).
 Word Study Book: It is a student-made personal
notebook containing frequently used words and
concepts organized by English language structure
(-tion, -sion, tation) or by meaning.
(Echevarria, Vogt, & Short, 2008)
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Approaches to Vocabulary
Development and Word Study
 Vocabulary Games: Use of Pictionary, Scrabble,
crossword puzzles
 Self-Assessment of Levels of Word Knowledge:
(Diamond & Gutlohn, 2006). Dale (1965) described four
levels of word knowledge that can be used to describe
the extent of a person’s understanding of words:
1. I’ve never heard or seen the word before
2. I’ve seen or heard the word before, but I don’t know
what it means
3. I vaguely know the meaning of the word, and I can
associate it with a concept or contect
4. I know the word well.
(Echevarria, Vogt, & Short, 2008)
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A Variety of Techniques to Make
Content Concepts Clear
• Use gestures, body language, pictures and objects
to accompany speech.
• Provide a model of a process, task, or assignment.
• Preview material for optimal learning.
• Allow alternative forms for expressing their
understanding of information and concepts.
• Use multimedia and other technologies in lessons.
(Echevarria, Vogt, & Short, 2008)
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A Variety of Techniques to Make
Content Concepts Clear
• Use sentence strips.
• Provide repeated exposures to words, concepts,
and skills.
• Instruction should be limited and straightforward.
• Use graphic organizers effectively.
• Audiotape texts for comprehension.
(Echevarria, Vogt, & Short, 2008)
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References
Echevarria, J., Vogt, M., & Short, D. J. (2008). Making
content comprehensible for English learners. The SIOP
model. Pearson: Boston.
Salend, S. J. (2008). Creating inclusive classrooms. Effective
and reflective practices (6th edition). Pearson: New
Jersey.
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