sped 6002 application gilbert

7/30/2019 Sped 6002 Application Gilbert

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B Y K I M B E R L E Y G I L B E R T

Helping students with the Five

Reading Components



Building the Foundation

How many contractors would build a house

without laying thefoundation first?Hopefully, no builders

would do that.



Reading: “The Foundation”

Reading is the foundation that everything else in lifeis built on. If teachers don’t make sure that thefundamentals of reading are taught and reinforced in

our classrooms, then every other content area lesson will not be stable in the minds of the students.



The Components of Reading

Reading is more than saying the written words. Itinvolves:

-phonological awareness

-word identification-vocabulary

-fluency

-reading comprehension



Reading Instruction

Although countless hours may be spent teaching all of the components of reading, some students may stillhave a reading deficiency.

In that case, teachers must find other engaging ways toteach students these components.



How can we help

our students who

struggle withreading?



Teaching Phonological Awareness

Choose words that follow a specific pattern. Use manipulatives and relevant objects. Teach letter-sound correspondence. Include blending and segmenting in instruction.

Modification:-During guided reading, focus word work on the specificneeds of the students.

-Pull small groups who are having some of the samephonemic issues.

(Byrant et al., 2008)



Phonological Awareness Activities

Making Words lesson Students are given letter tiles to create and categorize rhyming

words.

Modification: Use fewer letter tiles for students who are not

proficient.

Using Word you Know Students are given words that they know.

Certain phonemic parts are underlined. Students must write other words that rhyme with the words given.

Modification: Use words from the guided reading books.

(Gambrell et al., 2007)



Teaching Word Identification

Color-code parts of words that students struggle with.

Teach how to use prefixes, suffixes, and roots to performstructural analysis.

Modification: Use word parts that match the students’ability.

Teach sight words such as… Content-area words (based on grade level)

High-frequency words (Use grade level lists.) Irregular words




Word Identification Activities

Read, spell, and Write

Pronounce the word. The student reads and spells the word.Then, the teacher asks the student a question about the word.The student writes and reads the word.

Modification: Use individualized spelling lists.




Word Identification Activities

SPLIT

The teacher explains the six types of syllables.

SPLIT is introduced to the students on a poster. The studentsuse the steps for a list of words given to them.

S-See the syllable types

P-Place the line between the syllables

L-Look at each syllable

I-Identify the syllable sounds

T-Try to say the wordsModification: Choose words at the instructional level.




Teaching Vocabulary

Teach students to use context clues to solveunknown words.

Use prefixes, suffixes, and roots to figure out figure

out the meanings of words. Preteach vocabulary.

Use graphic organizers.




Vocabulary Activities

Use Drama

Dress in attire to match the vocabulary word and create a“memorable event.”

Introduce the vocabulary and demonstrate moves associated

with the words.

Have students pair up using individualized lists to practicesaying the words and performing the movements.

Modification: Assign specific words to teams and have them

produce a skit to show their words.(Alber & Foil, 2003)



Teaching Reading Fluency

Assess orals and silent reading beginning with thestudents current grade level.

Provide opportunities for repeated readings. When teaching, choose text at the student’s independent

reading level. Text may need to be short depending onthe child’s level. Teach word identification skills and sight words to help

with automaticity. Model phrasing.

Allow students to read with a partner. Have students listen to recorded books.(Byrant et al., 2008)



Reading Fluency Activities

Using Peer Partners

Pair a struggling reader with proficient reader.

The coach models how to read fluently using an appropriatelevel of text.

The struggling reader practices reading the text that is kept inhis/her folder.

(Marr & Dugan, 2007)



Teaching Reading Comprehension

Use read-alouds to teach reading comprehension.

Choose text based on themes and students’ interests.

Choose specific words from the text to discuss.

Use graphic organizers, such as KWL charts and retellingchart.

Ask higher level questions.

(Santoro et al., 2008)



Reading Comprehension Strategy

Collaborative Strategic Reading

The students preview so that they can predict.

Then, students “click and chunk” a short text by reading anddetermining the meaning of unknown words.

Students “get the gist” of the paragraph by determining themain idea.

Finally, students “wrap up” by asking questions andsummarizing.

Modification: Differentiate the text.(Bryant et al., 2008)



Bibliography

Alber, S. , & Foil, C. (2003). Drama activities that promote and extend your students' vocabulary proficiency. Intervention in School and Clinic, 39(1), Retrieved fromhttp://web.ebscohost.com.jproxy.lib.ecu.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=15&sid=983ac63f-e196-48c7-af0f-f1f951252c2a%40sessionmgr10

Bryant, D., Smith, D., & Bryant, B. (2008). Teaching students with special needs: in the inclusiveclassroom. Boston: Pearson.

Gambrell, L. B., Morrow, L., & Pressley, M. (2007). Best practices in literacy instruction. New York London: The Guilford Press.

Marr, M., & Dugan, K. (2007). Tips for teaching: using partners to build reading fluency. Preventing school failure, 51(2), Retrieved fromhttp://web.ebscohost.com.jproxy.lib.ecu.edu/ehost/pdfviewer/pdfviewer?vid=7&hid=15&sid=983ac63f-e196-48c7-af0f-f1f951252c2a%40sessionmgr10

Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the very most of classroom read-aloudsto promote comprehension and vocabulary. The Reading Teacher , 61(5), Retrieved fromhttp://web.ebscohost.com.jproxy.lib.ecu.edu/ehost/pdfviewer/pdfviewer?vid=6&hid=15&sid=983ac63f-e196-48c7-af0f-f1f951252c2a%40sessionmgr10 DOI: 10.1598/RT.61.5.4

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