Instructional Strategies for Teaching Literacy to Struggling

Readers in Content Areas

Darylene Williams M.A., M.S. M.Ed.

National Assessment of Educational Progress

• Numbers show no significant difference for 4th grade from 1992 when 19% of CA students were proficient to 24 % in 2009 and 25% in 2011.

• Numbers show no significant difference for 8th grade from 1998 when 21% of CA students were proficient to 22 % in 2009 and 24% in 2011.

NAEP Scores

Year Grade Below Basic

Basic Proficient Advance AverageScore

1998 8th CA 36% 43% 21% 1% 2531998 8th * 2612011 8th CA 35% 42% 21% 3% 2552011 8th * 25% 43% 29% 3% 2641998 4th CA 52% 28% 16% 4% 2021998 4th * 2132011 4th CA 44% 32% 19% 6% 2112011 4th * 34% 34% 25% 7% 220

Research

• Teach to standards • Common Core Standards “when”• Standards establish the “what”• Teachers determine the “how”• Intentional instruction • Research shows that - “Students are more likely to grasp a lesson

objective that builds on their prior experience.”

Literacy Instructional Design

• Development of reading comprehension instruction in context, K-12.

• Use of more expository text and development of reading comprehension starting in the primary grades.

• Informational texts and read aloud books starting in Kindergarten.

• Content area instruction making connections to places and culture in social studies.

Narrative Text• Narrative text compare characters and

situations• Narrative text compare/contrast with readers’

experiences• Narrative text from earlier historical periods

are often complex• Narrative text structure unfamiliar word

choices and phrasing

Expository Text

• Expository text use of informational, digital and content curriculum formats.

• Comprehension developed through connections to prior experiences.

• Students may have out-of-school knowledge and life experiences.

• Teachers may need to build background knowledge and demonstrate the connections.

Text Structure Supports

• Vocabulary-visual example, simple definition, sentence

• Comparisons – personal knowledge, life experiences

• Graphic Organizers

• Power point or worksheets - fill-in the blank

• Conclusions – What have you observed? How does this make a difference?

Teaching Strategies• Check and build background knowledge,

demonstrations, modeling, visuals• Students learn with texts in different ways

(reading, writing, listening, communicating, conversation)

• Base instruction with texts within students’ experiences

• Make instructional activities structured and predictable

• Ask questions that require extended responses (as opposed to brief yes-no responses.

Student Groupings• Build investigations of text content (use of the

internet)

• Groupings – pair-share, small group, large group, whole class.

• Groupings provide for a variety of communication opportunities.

• Grouping Activities (handout)

Developing Specific Strategies• Locating information and comprehending

• Understanding and using book parts (ie. tables of contents, indexes, glossaries, etc)

• Using the library (Dewey Decimal System, etc.) and other references (newspapers, internet)

• Reading graphs, charts, maps, globes, & other pictorial information

Develop Study Skills• Reading and writing are an integral part of the learning

process and should be connected.

• Study skills are used by the learner in the course of acquiring knowledge.

• Note taking

• Outlining

• Summarizing

• Report Writing

Main Idea/Detail Study Method1. Students skim read the selection. Effective

way is to read lead sentences. Identify aids such as maps, diagrams, charts, pictures, & tables.

2. Students used guide and record ideas with details.

3. Review notes prior to a test.

Main Idea/Detail Study MethodSequoia, Indian Scholar

Main Ideas Details (Names, Dates, Places, Events, New Terms, Vocabulary)

Sequoia (S) wants to develop a written language.

(S) Born about 1770….Tennessee, ….Cherokee [C] Indian, ….. Realized books needed for his people…..No written language

(S) work is misunderstood

Wife burned work .... Lived in woods….Suspected of witchcraft….Indians burned cabin….

Handout [page 181]: Silver, James F. Real-Life Reading Activities for Grades 6-12 ISBN 0-87628-920-0 Center for Applied Research , http://www.phdirect.com

Visualization12 Structure Words used for Retelling Orally and in Writing

Use the structure words to help you picture what you are reading and to help you add details to your writing.

What Color

Size Number

Shape Where

Background Perspective

Movement Mood

When Sound

Bell, Nanci. Visualizing and Verbalizing Gander Publishing, P.O. Box 780Avila Beach, CA 93424. 1-800-554-1819

Writing

• Creating descriptions with words that identify characteristics and actions are important to writing development.

• Words help students write descriptively enabling the student to visualize and remember.

• Oral communication builds the picture.

Object Characteristic Action

geese honking fly in v-formation

Honking geese in flying v-formation

foxes sly, devious Search for prey

Sly foxes stalk their prey.

Teamwork• Studying with another person can be very

productive.• Working with a partner provides engagement

for both individuals.• Responding to questions, recall of content

materials is key to learning and retaining information.

• Comparison of notes, because other person may have notes that are different.

Handout -

Composing Questions for Retelling1. Read information carefully (about 1 page or

4-6 paragraphs).2. Student writes brief questions about the

information in each paragraph.3. Student writes answers to questions, so that

information is available for review. 4. Student may be able to highlight some

answers and based on text vs. printed article.5. Recall is greater with use of study skills.6. Handout

Principles and Guidelines for Teaching Students with Special Needs

• Understand the importance of active learning that is meaning-based and of high interest to low achieving students.

• Create and instructional environment that uses rich context and authentic learning activities relevant to students’ lives.

Principles and Guidelines for Teaching Students with Special Needs

• Encourage risk-taking in learning and create a psychologically safe environment that supports the understanding that people can learn from their mistakes.

• Try new ideas, support student seeing their success.

• Adapt the instructional strategies that you have found successful for various groupings and individual learning situations.

INCLUDE Strategy1. Identify classroom environmental, curricular,

and instructional demands.2. Note student learning strengths and needs.3. Check for potential areas of student success.4. Look for potential problem areas.5. Use information gathered to brainstorm

adaptations.6. Decide which adaptations to implement.7. Evaluate student progress.*Ruddell, Robert. How to Teach Reading to Elem. & Mid.

School Students. Pearson Publishing (p. 335)