Thematic Course on Supporting Students with Special Education Needs

1. Thematic Course on Supporting Students with Special Education Needs Guided Reading and Adaptations for Students with SEN Dr. J. Robertson Hong Kong, July 21, 2014

2. Structure of Reading • oral language • phonemes • phonics • decoding • vocabulary • comprehension

3. Interactive Theory • based on the balance of 3 skill areas: decoding, vocabulary and comprehension • comprehension levels: main idea, supporting details, inference, drawing on background knowledge

4. There is no such thing as a generic reader or a generic literacy work; there are in reality only the potential millions of individual readers of individual literacy works….The reading of any work of literature is, of necessity, an individual and unique occurrence involving the mind and emotions of some particular reader. (L.M. Rosenblatt)

5. Comprehensive Instruction • use small group instruction • provide generous time to read in class • provide direct instruction in decoding and comprehension strategies • balance the use of guided instruction and independent instruction • use a variety of assessment measures to inform instruction/intervention

6. Guiding Principles Children need to: • understand the purposes of literacy • hear the written language in order to understand its structure • become aware of the sounds of language • opportunities to work/play with symbols so they can use these to read and write • exposure and exploration with new words • learn the conventions of print • develop flexibility and fluency

7. Guiding Principles • knowledge of developmental sequence of reading skill acquisition is important • foundational and conceptual skills need to be taught concurrently • instruction must be varied and balanced so that all students can actively participate • instruction needs to be systematic, explicit and with sufficient duration and intensity • ongoing reading assessment is critical for improving instruction

8. Auditory Factors • recognition of sounds, letters, patterns, letters groups • sequencing of sounds • sound discrimination • discrimination within a word

9. Linguistic Factors • oral language does not always make breaks between words clear • retaining the sounds in memory • articulating sounds • recognizing the sounds in written form

10. Visual Factors • recognizing word patterns • recognizing visual cues of letters and words • recognizing letter and word shape • familiarity with left and right orientation

11. Conceptual Factors • acquiring vocabulary knowledge • acquiring general knowledge • using context to aid in word recognition, comprehension and skills to analyze

12. Purpose Of Reading

13. Purpose of Reading • to receive information • to relax • to be entertained • to be informed • to problem solve • to learn

14. 2 Types of Communication • Listening • Reading • Speaking • Writing Receptive Communication Expressive Communication

15. http://tvoparents.tvo.org/video/167644/how-do-kids-learn-readhttp://tvoparents.tvo.org/video/167644/how-do-kids-learn-read http://tvoparents.tvo.org/video/178140/making-reading-fun-struggling-readers http://www.netrover.com/~kingskid/dolch/dolch.htm http://www.youtube.com/watch?annotation_id=annotation_356701&feature=iv&src_vid=HhWKD2SW994&v=2j1zlMrculA http://www.youtube.com/watch?v=txC-Qo_8GiU http://www.youtube.com/watch?v=JdiScrcP2Nk http://www.sedl.org/pubs/sedl-letter/v14n03/2.html

16. Centrality of Oral Language • A human designed system used to communicate with others orally or through the use of symbols • Foundational to the development and growth of all literacy skills and understanding

17. Giving following directions Explain Inference Grammar Oral Language Problems Solutions Question Sequencing Description Vocabulary Oral retell

18. Dialogic Reading • Dialogic reading is simply children and adults having a conversation about books.

19. Dialogic Reading • open-ended questions • expand upon what child says • encourage children to talk more and give descriptions of what they see. • is most effective when a child has at least 50 words of expressive vocabulary.

20. P. E. E. R. P romptsthe child to say something about the book. E valuates the child's response. E xpandsthe child's response by rephrasing and adding information to it. R epeatthe prompt to help ensure the child has learned from the expansion.

21. C. R. O. W. D. • Completion prompts • Recall prompts • Open-ended prompts • Wh- prompts • D istancingprompts

22. C. R. O. W. D. Completion • leave a blank at the end of a sentence have child fill it in • books with rhyme or repetitive phases Recall • questions about what happened in a book a child has already read. Open Ended • prompts focus on the pictures in books. "Tell me what's happening in this picture." Wh • prompts beginning with what, where, when, why, and how questions Distancing • these prompts help children form a bridge between books and the real world • help with verbal fluency, conversational abilities, and narrative skills.

23. Guided Reading

24. Guided Reading • Small homogenous groups or one-on-one • Texts at the instructional level of the students • Appropriately challenging to put their reading process system to work • Students work at solving the words and comprehending the text with support from the teacher Catching Readers Before they Fall

25. “…any learning context in which the teacher guides one or more students through some aspect of the reading process: choosing books, making sense of text, decoding and defining words, reading fluently, monitoring one’s comprehension, determining the author’s purpose, and so on.”…RegieRoutman Guided Reading • Flexible groups • Short texts • Time to reinforce strategies (30 min.)

26. I do … you watch I do … you help you do … I help you do … I watch Gradual Release Model or Scaffolding

27. Guided Reading – Factors to Consider • Giving powerful book introductions • Choosing a focus for a guided reading lesson • Scheduling groups so struggling readers get the attention they need • Keeping the rest of the class engaged in independent literacy activities • Let’s see an example: • http://www.youtube.com/watch/?v=3AHxqggc-yI

28. Powerful Introductions • Include the title and talk with students about what it might mean • Give a short summary – the Big Idea “This book is about a giant who.…” • Tell students what the Learning Goal or Reading Strategy is for the lesson (e.g. making inferences) • Hook the students with a question or comment – connect to prior knowledge or interests • Allow the students time to think about/predict what the story might be about • Ensure that students have the vocabulary and ideas needed to understand and enjoy the text; teach key words before reading to ensure success

29. Having a Focus (Learning Goal) • Identify the specific focus (reading strategy) for instruction • Focus is determined by previous assessments • Communicate the learning focus to students at the beginning of the GR lesson • Focus is intended to allow students to practice a specific reading strategy • Teacher is the observer, watching how students are applying the strategy when reading.

31. Passage Comprehension • builds from decoding • builds from vocabulary • background / prior/general knowledge • higher order metacognitive processes

32. Model Meaningful Comprehension • Connect: What does this remind me of ? • Question: What am I wondering about as I read this story ? • Visualize: What pictures do I make in my head as I read ?

33. Model Meaningful Comprehension • Infer: What am I thinking about from this story that isn’t actually written ? • Transform: How has my thinking changed after reading this story ?

34. Activating Prior Knowledge • essential, strategic skill to model for students • activates working memory • creates a familiarity with the text • provides student voice and vocabulary • can set the stage for predictions, this increases “buy-in”

35. Being A Detective(text analysis) • finding codes • using sticky notes with question marks • illustrations (verbal) • rehearse story line (verbal) • predicting (verbal)

36. Leaving Tracks of Thinking / = I knew that X = This contradicts my expectations * = This is important ? = I have a question ?? = I am confused or puzzled ! = I learned something new (Harvey & Daniels 2009)

37. Talk Your Thinking • model, model, model • technique to explicitly teach a strategy, way of thinking, analyzing, considering • essential in scaffolding • essential for students who struggle • supports executive functioning and working memory • use a thought bubble, hat, a verbal cue, a directive

38. Scheduling Guided Reading • Struggling readers need many opportunities to read text at their own level and should meet in small groups with the teacher often • Give priority to the lowest achieving readers when scheduling guided reading sessions • Being fair does not mean equal time with the teacher for all students!

39. Richard Allington “The mostsuccessful first-grade teachers created classrooms where early in the year the students who had developed fewer literacy-related skills spent as much as 70 percent of their reading instructional time in teacher-guided small group lessons. Students with better early skills development spent only about 30 percent of their instructional time in such groups and the remaining time in student-directed reading.” (Why Struggling Readers Continue to Struggle)

40. What are the Other Students Doing? • All students engaged in authentic reading • Structured Literacy Centres • Independent Reading • Buddy Reading • Listening Centres • Big Books and Shared Reading

41. Directed Reading Thinking (DRT) Strategy • D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?"). • R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage. • T = THINKING. At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text. The teacher asks questions such as: • What do you think about your predictions now? • What did you find in the text to prove your predictions? • What did you we read in the text that made you change your predictions?

42. DRT –Belugas

43. Guided Reading Resources

44. Leveled Book Lists • http://home.comcast.net/~ngiansante/index.html

45. Assistive Technology

46. The only way to create fewer students with limited reading proficiency is to provide those students with more and better reading instruction than that provided to the other students. (Richard Allington)

47. Adapting Book for Students with Disabilities

48. How to Adapt • Adaptations of materials are important for any child who exhibits a delay, even if they have not been diagnosed with any specific condition or disability • Adaptations of children’s books should be madebased the behaviors you observe in children, not just by disability category.

49. Adapting Books for Students with SEN: BORDER FRAMES

50. Adapting Books for Students with SEN: PICTURES, SIGNS, ICONS