Orange-Ulster BOCES Susan Ruckdeschel, Network Team Consultant

Building Reading Muscle of Struggling ELLs Grades K-5

Icebreaker:

�  Write down 3 things you’d like to ask someone about him or herself.

�  Circulate the room, ask the questions, jot down answers.

�  Each person introduces him or herself. �  Others call out one thing they know about that

person.

Workshop Outcomes/Learning Targets

�  Define what reading muscle is, and what its attributes are, specific to ELLs.

�  Apply same strategy across all content areas to leverage ELL students’ reading success with.

�  Design and/or embed strategies for ELLs that aid in successful literacy effort that seeks to build reading muscle.

�  Collaborate effectively among multiple disciplines to develop action plans for struggling readers.

Welcome to Blended Learning!

Go to: http://ouboces.literacysolutions.net �  Username and Password: “ou-student1” through 25 �  May change login to access in follow-up to this

workshop 1.  Log in 2.  Go to “My Courses” on the left-hand side 3.  Click into the course “Building Reading Muscle for

ELLs, K-5”

Set your own learning targets

�  Take a moment to set two or three of your own learning targets.

�  Read your learning targets to a partner. �  Share.

Muscle

�  How do we build muscle? �  What is reading muscle? �  How do we build reading muscle? �  What are the attributes of reading muscle?

How Do We Build Muscle?

What is Reading Muscle?

How Do We Build Reading Muscle?

Attributes of Reading Muscle

Essential Question(s)

Essential Question(s): Why do readers struggle, and how can they be helped?

Why Struggling Readers Struggle?

�  Discuss and share.

Why Struggling ELL Readers Struggle?

�  Discuss and share.

Start Kindergarten on Day One

“The one-third of entering kindergartners who don't know all their letter names are likely to become the one-third of 4th graders reading below the basic level. Therefore, schools should begin by ensuring that these kindergartners participate in additional high-quality reading lessons. These could be provided by reading specialists or other more expert reading professionals (Scanlon et al., 2010) or by classroom teachers who have received substantive professional development in teaching young students to read (McGill-Franzen, Payne, & Dennis, 2010). We must structure our schools so that what we know on the first day of school no longer predicts the NAEP scores that students will earn five years later.”

Opening up the Dialogue

�  37% of students in grade 4, and 26% of students in grade 8 can’t read at a basic level.

�  The greatest achievement gaps are among minority groups, with 75% of white students reading at or above basic, compared to 44% of Hispanic and 40% of African American students.

�  Similar results exist for students eligible for free or reduced lunches, or students from poverty. (National Assessment of Educational Progress - NAEP)

Struggling readers should…

�  Read and write every day, more than their achieving readers.

�  Have intervention delivered by teachers with expertise in reading intervention.

�  Spend 2/3 of every lesson engaged in the actual reading of texts.

�  Read all texts with at least 98% accuracy in word recognition, and 90% accuracy in comprehension.

�  Leave school every day with at least one book they can read, and one that they want to read.

Allington, R. (2013). What really matters when working with struggling readers. The Reading Teacher. V66(7)

High Success Reading

Engage Students in High-Success Reading �  Struggling readers need precisely what good readers

receive—lots of high-success reading experiences (Allington, 2009). These experiences provide evidence of the self-teaching hypothesis (Share & Stanovich, 1995), which proposes that children develop a variety of reading skills—such as phonemic segmentation, decoding, and vocabulary building—when they engage in high-success reading.

“What Really Matters When Working with Struggling Readers” by Richard Allington in The Reading Teacher, April 2013 (Vol. 66, #7, p. 520-530).

ELL and Struggling Learner “Musts” 1.  Students need daily opportunities to read at their independent

(easy) and instructional reading levels to become more fluent readers.  Classrooms should have libraries that reflect this need.

2.  Students need regular opportunities to use academic vocabulary in daily conversations to assimilate and master them.

3.  Students take greater responsibility for their own learning, and consequently learn more, when they can create their own questions, ask them and answer them.

4.  Students need regular opportunities to process information at higher levels in order to deepen understanding.

5.  Students need to be guided in reading and writing strategy, particularly in note-taking, development of new ideas, and integrating visual (or digital) and narrative content.

“Musts” Descriptions

�  Select one of the ELL/struggling learner “Musts” and describe what it would look like in the classroom, or what it has looked like in your own classroom.

�  Share with a partner, and jigsaw to the next sharing the same, noting down what you’d like to keep (and share later).

�  Share aloud 1 person’s Must Description.

Provide 45-60 minutes of class time a day with the following: �  Frequent opportunities for formative assessment.   �  ELA/Literacy instruction that includes sharing the

responsibility of students' literacy in the entire school building, across all content areas with a volume of reading across subjects and domains. 

�  Grade-level meetings of teachers of all subject areas to discuss data and differentiation strategies.

“Musts” Descriptions – Round 2

�  Select one of the ELL/struggling learner “Musts” and describe what it would look like in the classroom, or what it has looked like in your own classroom.

�  Share with a partner, and jigsaw to the next sharing the same, noting down what you’d like to keep (and share later).

�  Share aloud 1 person’s Must Description.

National Reading Research Center Research

According to the National Reading Research Center's study, "Primary-grades literacy instruction should contain: �  A literate and print-rich classroom environment, rife with word walls, reading of

various genres, learning centers, classroom libraries, reflection posters and more. �  Explicit teaching models that demonstrate effective reading and writing skill,

literacy strategy and attitudes, consistent and regular practice of reading and writing with limited use of ability grouping and round-robin; constant progress monitoring of students with mini-lessons as needed.

�  Literacy instruction integrated with content area learning. �  Teaching of reading and vocabulary, both in context and in isolation; concepts of

print; letter recognition; alphabetic principle; letter-sound associations, punctuation; decoding strategies; phonics; vocabulary; invented spelling encouraged; conventional spelling taught to include spelling tests, reading as meaning-making; text elements, comprehension strategies.

�  Read-alongs, shared and guided reading, echo and choral reading, peer-to-peer reading, parent-to-child reading, daily sustained silent reading, repeated reading of familiar text and stories.

National Reading Research Center Research

�  Reading of multiple genre, to include award-winning children's literature, poetry, big books, chart poems and stories, predictable books; (limited) basels, non-fiction chapter books, author studies, expository text, more reading of instructional-level than either easy or difficult text.

�  Teaching of the writing process: planning, drafting, editing and revising, publishing.

�  Pre, during and post-reading to include developing reader schema (background knowledge), scaffolded guided reading, and guided reflection.

�  Student engagement and motivation through risk-free and cognition-friendly learning environments, immersion in literature activities, constant and positive peer-to-peer and teacher-to-student feedback; building of student competence and confidence as readers and writers.

�  Frequent progress monitoring, conferencing and assessment.

Other Research

�  “What Really Matters When Working with Struggling Readers” by Richard Allington in The Reading Teacher, April 2013 (Vol. 66, #7, p. 520-530), 

�  Compton-Lilly, C. F. (2009). What Can New Literacy Studies Offer to the Teaching of Struggling Readers?. Reading Teacher, 63(1), 88-90.

�  Proctor, C., Dalton, B., & Grisham, D. L. (2007). Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment With Embedded Strategy Instruction and Vocabulary Support. Journal Of Literacy Research, 39(1), 71-93. doi:10.1080/10862960701326530

Research:

�  Ogle, D., & Correa-Kovtun, A. (2010). Supporting English-

Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine. Reading Teacher, 63(7), 532-542.

�  Palumbo, A., & Sanacore, J. (2009). Helping Struggling Middle School Literacy Learners Achieve Success. Clearing House, 82(6), 275-280.

�  Sanacore, J. (2002). Struggling Literacy Learners Benefit from Lifetime Literacy Efforts. Reading Psychology, 23(2), 67-86. doi:10.1080/027027102760351007

�  Tobin, R., & McInnes, A. (2008). Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms. Literacy, 42(1), 3-9. doi:10.1111/j.1467-9345.2008.00470.x

Reflect and Respond

�  Reflect on the information just presented �  Discuss your reflection with a partner or in your

group. Consider: ¡  The relevance to the ELLs you teach. ¡  The relevance to your workshop objectives. ¡  The relevance to your own pedagogy (how you

teach, how you design instruction). ¡  The relevance to ELLs in general.

Key Word Connections

�  DRTA – Directed Reading Thinking Activity �  QtA – Question the Author

�  New literacy �  New media

�  GRAIR �  Differentiation

�  APPARTS �  Student peer coaching

�  PRC2 – Partner Read, Content Too �  Twin Text strategy

�  Reading inventories �  Carousel Writing �  Concept Mapping

�  Learning style inventories �  Gallery Walk �  Word Sorts

Comprehension Basics

When designing instruction: �  Learning environment �  Student engagement �  Learning styles �  Learning preferences �  Text readability

New Literacy

Digital print and animation, streaming video, audio, music, sports and constant information feeds are powerful learning forces (Dyson, 2003; Pickering, 2005 In: Compton-Lilly, 2009). Technology has been, and continues to be, a proven method for closing achievement gaps among struggling readers.

Thoughts?

�  Share your own experiences with technology and “new literacy.”

New Literacy

New literacy strategies: �  Modeled writing using 21st century technologies. �  Student engagement through vocabulary and writing

topics using multimedia. �  Use of popular media �  Reciprocal teaching �  Pre-teaching of content-specific vocabulary �  Use of hyper text and digital reading �  Pre, during and post-reading activities using

multimedia Compton-Lilly, C. F. (2009). What Can New Literacy Studies Offer to the Teaching of Struggling Readers?. Reading Teacher, 63(1), 88-90.

New Media

New media might also be part of the solution. �  Digital print and animation, streaming video, audio,

music, sports and constant information feeds are powerful learning forces (Dyson, 2003; Pickering, 2005 In: Compton-Lilly, 2009).

�  Technology helps close achievement gaps among struggling readers.

Other Resources

�  Zooburst: digital storytelling tool with 3Dpop-up books

�  Readability: downloadble tool that cleans up ad clutter, making online print more readable for struggling readesr.

�  Readworks: reading comprehension resources. �  ReadWriteThink: The International Reading

Association's K-12 website that includes lesson plans, professional development, parent and afterschool resources.

�  Mr. P’s Magic Library: children’s stories �  Storybird: students create digital storytelling

presentations �  Story Jumper: students create digital stories in seven

steps �  Storyline online: professional actors read stories aloud. �  Visuwords: visual online dictionary and thesaurus �  Newsela.com: leveled news articles �  Wordle: create word clouds! �  Literacy Solutions blogs for struggling reader resources:

https://literacysolutionspd.wordpress.com/wp-admin/post.php?post=346&action=edit

Explore these resources in the course:

Response to Intervention: RtI

Read the book in Module 3 titled “What is Response to Intervention?” and the article that follows it:

Respond in the discussion forum:

�  What is RtI? �  How is it implemented in your district or school for

ELLs? �  What are the successes and challenges? �  How does it help build ELL students’ reading

muscle?

The RtI Model:

The RtI model includes three levels of support to identified tiers, or academic levels of performance, among students: �  Universal (Tier 1) applies to all students through preventative and

proactive measures: ¡  Classroom instruction ¡  Regular screening and group interventions

�  Targeted group (Tier 2)  ¡  Rapid response interventions using evidence-based methods and strategies

to students who through pre-screening were deemed to be at-risk ¡  Interventions are provided in group settings through the general curriculum. ¡  Grades K-3 interventions focus on reading and math throughout a longer

duration of time. �  Individual (Tier 3) is applied to students who did not progress at Tier 2

or show any improvement in response to interventions. ¡  Uses data collected throughout Tiers 1 and 2 ¡  Involves a higher level of instructional intensity ¡  Interventions are intensified and focus on student skills deficits ¡  Students may be referred for special education services under the Individuals

with Disabilities Education Improvement Act of 2004 (IDEA 2004).

RtI Recommendations:

1.  Adjust the overall lesson pace so that it is slower and more deliberate.

2.  Review all skills regularly and provided multiple, extended opportunities for practice.

3.  Offer additional instruction in reading for struggling readers.

4.  Offer regular, high-quality feedback. 5.  Organize small, homogenous group instructional

sessions for reading instruction. 6.  Consult with the RtI school-based team for input about

students to provide effective scaffolds and opportunities for practice.

7.  Use visual prompts and graphic organizers. 8.  Do not move on to the next skill or strategy until

students demonstrate mastery.

Select an RtI Practice to Discuss

Select an RtI practice from the “What is Response to Intervention” book and expand on it with a partner – Module 3. �  What makes it an effective practice, or potentially an

effective practice, for ELL students? �  What would it look like, or could it look like, in your own

classroom? Describe any modifications or differentiation you’d need to make.

�  For example: “Do not move on to the next skill or strategy until students demonstrate mastery.” What would an intervention look like for a student doesn’t demonstrate mastery? What are the options for the student, for the instruction?

Let’s Talk Comprehension Strategies!

When comprehension breaks down…

�  How do you know when a student’s comprehension breaks down?

�  What are some of the issues specific to ELLs that could affect their comprehension?

Reading, Writing, Speaking, Listening

QAR Student Needs �  Average and above students: Benefit from Right

There, Think and Search, and Author and Me questions

Reciprocal Teaching

Drawing Meaning from Text and Self-Monitoring �  Summarizing �  Questioning �  Clarifying �  Predicting

Reciprocal Teaching

The Reciprocal Teaching Model

Reciprocal Teaching Model �  Students read a selected section of text. �  Student discussion leader asks questions about important information in

the text. �  Other class members respond to the question. �  Class members ask other questions. �  Student discussion leader leads other students in the correction of any

wrong assumptions and in making clarifications. �  The student leader summarizes the text. �  The student leader predicts what might happen next. �  The process continues through each strategy. Different students lead the

discussions. Average, above average, and lower achieving students benefit from reciprocal teaching. The activity can be done in whole groups or small groups (Rosenshien & Meister, 1994). To increase student learning outcomes, teachers must continually work to implement the activity (Palincsar, 1991).

Reciprocal Teaching

�  Resources: http://www.readingrockets.org/strategies/reciprocal_teaching

�  Video of Reciprocal Teaching (older students): https://vimeo.com/144766131

�  Video of Reciprocal Teaching (younger students): https://vimeo.com/98048993

Text Talk

Text Talk �  A read-aloud procedure �  Focuses on pre-reading discussions �  Allows open-ended questions during read-aloud �  Reliance on text for recall and understanding �  Supports vocabulary meaning development

Text Talk Routines

https://www.teachingchannel.org/videos/analyzing-text-as-a-group �  What routines does Ms. Brewer have in place to help

discussion run smoothly? �  What makes these questions rich? �  How does this large and small group discussion

benefit students in their writing effort?

�  Review the materials in Module 1, and the video:

�  Think about what they would look like, or how you would implement them in your own classroom in meeting the needs of your struggling ELLs.

�  Use the Notice and Wondering protocol and organizer to document thoughts and discuss in your group. ¡  Complete the Notice and Wondering organizer ¡  Discuss in groups

Vocabulary Discussion Starter Cards

Small cards containing sentence starters are provided for students to use when beginning an academic conversation, or seeking ways to extend a conversation.  For example: In my opinion …, I think …, another possibility is …, etc. (Thornburry, 2005)

Brick and Mortar Cards

Students are given five “brick” cards with academic vocabulary and are instructed to organize them however they think it makes sense to. Afterward, they have to link the cards together using language. They write the language they are using on “mortar” cards that they then use to tie the concepts together. Students may need lists of sentence terms and connecting words to facilitate the process. (Zwiers, 2008).

Carousel Writing

While Carousel Writing, students will rotate topics in a small group, for a designated amount of time.  With each topic, students will activate their prior knowledge of different topics or different aspects of a single topic through jotting down ideas, until eventually the original topic is back to the original owner, who will summarize the thinking into 1-2 sentences. Prior knowledge will be activated, providing scaffolding for new information to be learned in the proceeding lesson activity.

Choose the Words

Students select words from a word wall or word list to use in a conversation or in writing.

Gallery Walk

Students examine different postings around the room for a pre-determined purpose. They engage in discussions at each poster, then rotate to the next at a designated amount of time, usually two to three minutes.

Interview Grids

A grid used to get students to record other student’s responses to various questions. Students wander around the room and search for their partners who will respond to their questions. (Zwiers, 2008)

Nonlinguistic Representations

Nonverbal means of representing knowledge including illustrations, graphic organizers, physical models, and kinesthetic activities (Marzano, R., Pickering, D., & Pollock, J., 2001). Hill, J. and Flynn, K (2006) advocate integrating Total Physical Response (Asher, J., 1967) as a means of integrating nonlinguistic representations because of its unique way of engaging learners especially those in the early stages of language development.

Numbered Heads Together

A strategy for having all students in a group share with the whole class over time. Each student in a group is assigned a number (1, 2, 3 and 4). When asking a question, the teacher will ask all the ones to speak first, and then open up the discussion to the rest of the class. For the next question the teacher will ask the two’s to speak, then the threes, and finally the fours. The teacher can also randomize which number will speak in which order. When doing numbered heads together with English learners, teachers should provide sentence starters for the students. (Kagan, 1992)

Posted Phrases and Stems

Sentence frames posted in clearly visible locations in the classroom to enable students to have easy access to functional language during a task. For example, during a lab the teacher might post the stems: How do I record… Can you help me gather, mix, measure, identify, list… Can you explain what you mean by…? Frames should be posted in English but can be written in the native language as well.

Think Alouds

When reading aloud, you can stop from time to time and orally complete sentences like these: ·         So far, I've learned... ·         This made me think of... ·         That didn't make sense. ·         I think ___ will happen next. ·         I reread that part because... ·         I was confused by... ·         I think the most important part was... ·         That is interesting because... ·         I wonder why... ·         I just thought of... The teacher models the thought process. Then you can have students turn to each other and practice thinking aloud.

Sentence Stems

�  Incomplete sentences provided for students to help scaffold the development of specific language structures and to facilitate entry into conversation and writing. For example “In my opinion …” and “One characteristic of annelids is…”

Visual Dictionaries and Word Sorts

Students view, touch, analyze, and act out images projected.  As the teacher asks a series of inquiry questions, students discover key social studies concepts.  The key to a successful Visual Discovery activity is using a few powerful images that represent key concepts of the lesson.  The right image will stay in students’ minds for months or even years and will serve as a powerful visual referent to help them recall key social studies concepts. Characteristics of images that that will grab students’ attention: •      Images that clearly convey the key concepts you are trying to teach. •      Images that show emotion, drama, or human interaction. •      Images with abundant details that are connected to the reading. •      Variety of images. Word Sorts: Sorting words based on structure and spelling to improve orthography (Bear, D. & Invernizzi, M., 2004).

How do we build fluency and comprehension?

�  Discuss with a partner how you work to build fluency and comprehension in your early and/or grade-level readers.

�  Discuss what you do to accommodate, or differentiate for, ELLs.

�  Complete the Compare Contrast Chart to distinguish the two: Teaching Fluency to ELLs, and Teaching Comprehension to ELLs.

�  Read the content in Module 2 and add to the chart.

Building Fluency Muscle

Fluency building includes ample opportunities to read and reread a variety of stories and informational texts. Students can read on their own at their independent reading level, read with a buddy, or choral read in classroom shared reading sessions.

Fluency Building Tips �  Introduce new or difficult words and build in practice

in using them in context before allowing them to read on their own.

�  Include opportunities to hear text and stories read with fluency: expression, enthusiasm, passion, and intonation. Read expressively to them!  

�  Build home-school connections and involve families in literacy activities. Parents are partners in literacy and in building children's fluency.

�  Time the oral reading of students and record their rate and accuracy. Don't do this every time they read, but do it often enough to know whether or not they are moving toward fluency, and how quickly or slowly.

�  Model fluent reading and point this fluency out to students. Help them develop a sense for what fluency is, and recognize it in others and in themselves. 

�  Choral reading �  Tape assisted reading �  Readers Theater

Readers’ Theater

Readers Theater is readers reading a script adapted from literature, and the audience picturing the action from hearing the script being read aloud. It requires no sets, costumes, props, or memorized lines.  Instead of acting out literature as in a play, the performer’s goal is to read a script aloud effectively, enabling the audience to visualize the action.  Performers bring the text alive by using voice, facial expressions, and some gestures

Readers Theater

Tips for Implementing Readers Theater

�  Model expressive reading often. �  Introduce Readers Theater using pre-prepared scripts.  Students need to

grasp the concept of Readers Theater and become familiar with the format of a script before writing their own.

�  Teach the basic steps of performance: how to use highlighters to mark the parts, how to interpret the part and read expressively, how to hold the script, and when to assume various stage positions.

�  Give the students lots of time to prepare. Emphasize practice.  Readers should practice their roles in different ways: individually and in small groups, privately and in front of others. 

�  Keep a copy of the marked script at school and send one home for parents to read and practice with their children.

�  Rehearse with the readers, providing needed direction and support regarding their interpretation, pacing, expression, volume, positions, and motions.

�  Begin with short presentations. �  Perform for an audience as often as possible. �  Use props sparingly.

Readers Theatre Recommendations:

�  After reading aloud, groups select roles, make propos and label characters in order to read their “scripts” as characters with fluency and expression.

�  Read Authentic Texts through authentic reading and engagement activities over a wide selection of text and genres to expose students to wider vocabulary and comprehension application opportunities.

�  30 to 40 minutes a day of reading and sharing about their reading per day for each core subject area.

�  Acting out the parts of characters in stories and/or poems, Readers Theater, panel discussions, response journals

�  Model and teach students how to respond to literature. �  Provide extracurricular and/or enrichment for students who

are struggling through reading and writing cubs, math clubs, and homework clubs.

Compare and Contrast: fluency and comprehension strategies

Comprehension Through Speaking, Listening, and Writing

Go to Module 5: �  Read the content �  Respond to the discussion question

Close Reading

Go to Module 6: �  Read the content �  Respond to the discussion question

Vocabulary and Critical Literacy

Go to Module 7: �  Read the content �  Respond to the discussion question

Let’s Talk More Strategies!

Students reading below grade level: Recommendations for Students Reading 2 or More Grades Below Level �  Guided Reading and Accountable Independent Reading: GRAIR �  Include elements of personal choice and comfort in student reading.   �  Include up to 30 minutes a day, either during the school day or

assigned as homework with regular check-ins for accountability. �  Integrated skills/comprehension strategy instruction with Grade-level

complex texts that include target skills in the Reading/ Reading: Foundational Skills, Writing and Language standards.

�  Tier II RTI and for 30 minutes a day. �  CCSS Aligned ELA/Literacy Curriculum, adapted as needed with

exposure to domain-specific content, academic vocabulary and complex texts.

GRAIR – Guided Reading Accountable Independent Reading

Before reading: �  Set the purposes and goals for reading; make them student-centered, and develop them in

collaboration with students. �  Introduce tier 1, 2 or 3 vocabulary and facilitate the making of predictions about them, brainstorming

connotations, meaning, and other uses of the words or terms �  Make predictions about reading content �  Discuss the strategies good readers use: highlighting, note-taking, asking questions, metacognition,

prediction, reflection. During reading: �  Guide students with graphic organizers, discussions pre and post, providing adequate wait-time �  Offer students prompts or clues to encourage their sticking with the reading, such as “Let’s try that one

again…” or, “Did that make sense? Why or why not?” and, “ "What else does this sound like?” After reading: �  Help students to strengthen their comprehension skills by bringing awareness to the strategies they

used to read successfully. �  Have whole class discussions about the reading strategies used for successful reading, and what good

readers do to read. �  Praise students for all of their reading effort. �  Reflect on their reading through writing and illustrating. �  Flexible grouping offers rife opportunities for pulling off successful before, during, and after reading

strategies. In flexible groups, teachers group students based on their abilities and needs, jigsawing or changing these groups with flexibility as these needs change. By observing, taking running records and notes on student academic behaviors, and assessing students regularly teachers can plan effectively for these groups.  

Guided Reading: Good First Teaching for All Children by Irene C. Fountas and Gay Su Pinnell. Heinemann Publishers, 1996.  

http://e2curriculumdomains.weebly.com/grair-sample-classroom-organziation.html

PRC2 – Partner Reading and Content, Too

�  Pre-reading: Students read the first page silently and question words they do not know by raising a hand, asking the teacher, using the glossary, or asking their peer.

�  Students preview the book together to answer a question focused on its organization, such as “How is this book organized?” in addition to chapters, headings, maps, diagrams, charts, graphs, pictures, captions, index, glossary, information about the author or any other special features.

�  During reading: Students are provided with sufficient time to read and reread, discuss the text with a partner, and reflect on the ideas.

�  During reading: Students engage in 20 to 30 minute discussions to answer key questions posed regarding the reading that include the following approaches:

PRC2

�  Post-reading:  Students record answers to the following questions in their vocabulary notebooks:

�  Are there words we want to remember? What are they?

�  What other questions might we have? �  Do we want to read another book on this same topic? �  What are some interesting facts or thougths we want

to share with the class? (p. 536).

PRC2: http://ouboces.literacysolutions.net/moodle/mod/folder/view.php?id=2965

ELL Strategies

�  Twin Texts: pairing fiction and non-fiction on same or similar topics.

�  Readers Theatre �  Role Playing �  PRC2 �  KWL and KWHL Charts �  Student engagement through popular media �  Vocabulary �  Teacher modeling of writing �  Visual approaches (picture dictionary, gallery

walks)

ELL Strategies

�  Choose the Words �  Concept Mapping �  Cornell Notes

Workshop Lesson Design

Go to Module 8 and download the Struggling Reader/Learner Reading Lesson Template and follow these instructions for assignment completion. All assignments will scaffold into a final course project, due in the last module.  �  Complete all sections of the Lesson Template.  �  Be specific on each descriptor as to how the standards chosen will

target student achievement, and how they align with your selected learning targets or lesson objectives.

�  Answer as many of the questions for that section as possible and as applicable.

�  Indicate text to be used and challenge vocabulary in those sections. �  Incorporate strategies from this workshop. You may also

differentiate other strategies by using and incorporating strategies from this workshop.

How Do We Build Muscle?

What is Reading Muscle?

How Do We Build Reading Muscle?

Attributes of Reading Muscle

Essential Question(s)

Essential Question(s): Why do readers struggle, and how can they be helped?