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Multi-sensory Intervention Assessment:   Driving Differentiated Literacy Instruction

Multi-sensory Intervention Assessment:   Driving Differentiated Literacy Instruction. Marlise Witham Newell-Fonda Schools, Newell, IA. Objectives. Participants will learn to use multi-sensory, hands-on approaches to assess student reading proficiency.

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Multi-sensory Intervention Assessment:   Driving Differentiated Literacy Instruction

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  1. Multi-sensory Intervention Assessment:  Driving Differentiated Literacy Instruction • Marlise Witham • Newell-Fonda Schools, Newell, IA

  2. 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.

  3. 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

  4. Why? • Targeted assessment allows instructors to target interventions. • Saves time, minimizes frustration, utilizes student strengths, increased independence, and maximizes efficiency

  5. Barriers • Individualization • Teacher training/comfort level • Classroom management • It’s new!

  6. Literacy Assessment & Intervention Handbook

  7. Literacy Assessment & Intervention Handbook • Developed around the 5 Essential Components of Literacy • Assessment, Score Sheet, & Intervention • Multi-Sensory • School/Home Connection Letters

  8. Handbook Explanation • http://www.youtube.com/watch?v=ONyvOW6llNA

  9. Literacy Assessment & Intervention Handbook • Formative Assessment • Pre-assessment Data Collection • Specific Interventions • Data Collection • Post Assessment

  10. Differentiation • Organization - 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?

  11. Spelling Contracts • Give choices weekly • Build and Break • Write Words with Rubber Stamps • Create a Word Search • Record Self Spelling Words • Rainbow Write Words

  12. Sorts • Letters, Sounds, Words, Pictures • Pocket Charts • Word Magnets • Graphic Organizers

  13. Manipulatives/Hands-on • Individual dry-erase boards and markers • Alphabet manipulatives • Wiki Stix (circle, underline, create parenthesis; great for geography)

  14. Organization Students file their journal pages.

  15. Students return their journals to the color-coded shelf.

  16. 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

  17. 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)

  18. Why Begin With Writing? • Writinginvolves using higher-level thinking skills • Writingincorporates a student’s prior experiences • Writingis meaningful to children • Writingintegrates all literacy skills • Writingis a vehicle for differentiated instruction

  19. Author-of-the-Day • 1. Choose an author of the day. • 2. Write the date • 3. 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 pointer • 9. 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

  20. Author-of-the-Day • http://www.youtube.com/watch?v=G3r_Dmo-ObY

  21. Class Books • This 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: • Begin by reading a predictable piece of literature (big books are preferable if available). • Dictate Sentences on chart paper (teacher may model) • Day Two: • Re-read the book (use highlighting tape to mark key words or letters) • Touch-read the sentences • Day 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: • Re-visit the book • Create a class book • Type words for children and cut them apart in the beginning. Gradually type fewer and fewer words for them. • 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 book • Compare and contrast • Make the class book available in the reading center

  22. Scaffolding

  23. Journals

  24. Precommunicative • Precommunicative Stage: Uses symbols from the alphabet but shows no knowledge of letter-sound correspondences

  25. Semiphonetic Stage: the child begins to understand letter-sound correspondence--that sounds are assigned to letters

  26. Phonetic Stage: Children use a letter or group of letters to represent every speech sound that they hear in a word

  27. 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

  28. Technology

  29. Individual Word Rings • Write words during guided reading • Place on ring • Pair practice, homework, quick review • Working With Words Center • Bell Work

  30. The Book Nook • Interest & Ability Differentiation • “Just Right” books • Book Buddies • Class Books • Categorize books (Fiction/Non-fiction)

  31. Homework • CD & Audio Recordings • Contributing to Wiki • DVDs • iTouch/iPhone Applications

  32. Wiki • http://mustangacademy.wikispaces.com/

  33. For More . . . • Marlise Witham, Newell-Fonda Schools • marlisewitham@yahoo.com • Twitter: Marlise6 • Tokbox: Marlise Witham • YouTube: Marlise's Education Videos • Wiki: http://mustangacademy.wikispaces.com/ • IRA Multisensory Intervention

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