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Making Instructional Adaptations for Struggling Readers. MiBLSi State Conference 2008 Presented by: Betty Arnold. Main Contributors…. Special Education Reading Project (SERP) 2003, Teacher Reading Academy 2002 www.texasreading.org Florida Center for Reading Research

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making instructional adaptations for struggling readers
Making Instructional Adaptations for Struggling Readers

MiBLSi State Conference 2008

Presented by: Betty Arnold

main contributors
Main Contributors….

Special Education Reading Project (SERP) 2003, Teacher Reading Academy 2002

www.texasreading.org

Florida Center for Reading Research

Student Center Activities

http://www.fcrr.org

other contributors
Other Contributors…
  • Best Practices in Literacy Instruction, Morrow, Lesley 2003
  • Making the Most of Small Groups,Diller, Debbie2007
  • Ladders to Literacy, O’Connor 2005
  • Learning Disabilities, Fletcher et al, 2007
  • Making Sense of Phonics, Beck, 2006
  • Reading with Meaning, Miller, Debbie 2002
  • Understanding Dyslexia, Shaywitz, Sally
  • The Struggling Reader, Cooper, J.David, 2006
  • Word Matters, Fountas&Pinnell, 1998
effective instruction for elementary struggling readers focus on learning needs
Effective Instruction for Elementary Struggling Readers: Focus on learning needs

Two major components…

  • Critical features of effective reading instruction and decoding instruction.
  • Framework for making instructional adaptations so that students can access the general education curriculum.
school wide support systems for student success

Intensive Intervention

Individualized, functional

assessment, highly specific

Targeted Intervention

Supplemental, some

students, reduce risk

Universal Intervention

Core Instruction,

all students

Preventive

Reading

School-Wide Support Systems for Student Success

1-5%

7-15%

80%

Behavior

framework

slide9

Handout p

Partner #1-p.2,3

Partner #2 p.4,5, and 6

Reflection & Sharing

SERP 2003

planning for scaffolding
Planning for Scaffolding
  • First, think big picture, then..
  • What do I think is key for kids to know? Simplify. What is the focus?
  • How does this skill help a reader?
  • How will I teach it? What books will I use to model the strategy?
  • What materials should I use?

Miller, Debbie 2002

guided practice
Guided Practice
  • How will I know if they are getting it?
  • How will I gradually release responsibility to my students?
  • What might I say to move them forward and help them figure it out?

Miller, Debbie 2007

reflection and sharing
Reflection and Sharing

Summary of lesson isn’t enough…

  • ‘What did you learn?’
  • ‘What is the lesson?’
  • ‘How will this help you?’
  • Language of learning is so important. ‘What did you do to figure it out?, What are you thinking?’ Handout p. 7,8

Miller, Debbie 2007

scaffolding
Scaffolding

Partner Work

Talk about scaffolding and the language of learning as we model, design guided practice and reflect on learning with our students.

slide14

Handout p. 16, 17

Alphabet Arc

slide16

Decoding Lesson

Alphabet Arc p. 16

Adapted p. 17, 18

Fill in p. 27

adaptations framework worksheet
Adaptations Framework Worksheet

IC

IA

Task: HO p. 18-21

C,D Reduce amount

of letters

D Alphabet Search

Small group

Review

More explicit

DI

M/AT

D. Card reader machine

Sentence Strips

word study
Word Study

“Research shows that the primary academic skill deficits that lead to identification of dyslexia involve problems with the accuracy and fluency of decoding skills, and spelling”

Learning Disabilities

Fletcher, Lyon, Fuchs, Barnes

2007

slide21

SERP 2003

HO p. 9-11

adaptations framework worksheet23
Adaptations Framework Worksheet

IC

IA

Task: Fill in adaptation

areas from p. 23-26 on

page 27

DI

M/AT

You Do It!

making instructional adaptations for struggling readers part i

Making Instructional Adaptations for Struggling Readers-Part I

MiBLSi 2008 State Conference

Presented by: Betty Arnold

Educational Consultant

adapt a lesson
Adapt A Lesson
  • Use decoding lesson from FCRR p.29-32
  • Use Adaptation Framework (p.28) to write changes you might make for those students who struggled with the whole group lesson.
reflect
Reflect…

How does this information fit with what you are already doing?

How does this information help you?

Drawing….

Thank you….