1. Making Instructional Adaptations for Struggling Readers MiBLSi State Conference 2008 Presented by: Betty Arnold

2. 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

3. Phonemic Awareness PhonicsFluencyVocabularyComprehension (See Note Below) Phoneme Matching - students practice matching initial, medial and final sounds in words. Letter-sound Correspondence- students practice matching phonemes and digraphs to letters, blending word parts and segmenting sounds in words. Letter-sound Correspondence- students use timed practice to recognize letters and sounds. Word Knowledge- Students practice identifying contractions, synonyms, antonyms, abbreviations, homophones and homographs. Narrative Text Structure- students practice identifying story elements (character, setting, event sequence, problems, solutions, plot and theme. Phoneme Isolation- Students practice isolating initial, medial and final sounds in words. High Frequency Words- students practice high frequency words to meet state benchmarks. Word Parts- students use timed practice to identify word parts. Morpheme Elements- students practice identifying the meaning of affixes. Expository Text Structure- students practice identifying details, main idea, and important information. Phoneme Blending- Students practice blending sounds in words. Syllable Patterns- Students practice blending, segmenting and identifying syllables in words. Words- students use timed practice to recognize real words. Word Meaning- Students practice identifying and producing the meaning of words. Text Analysis- students practice organizing text. Monitoring for Understanding- Student practice comprehension strategies to understand text. Phoneme Segmenting- students practice segmenting sounds in words. Variant Correspondences- Students practice variant correspondences in words: form or spelling that differs from the standard. Phrases- students use timed practice to practice phrases with prosody. Word Analysis- students practice identifying similarities and differences between meanings..

4. 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 

5. Effective Instruction for Elementary Struggling Readers: Focus on learning needs Two major components… 1. Critical features of effective reading instruction and decoding instruction. 2. Framework for making instructional adaptations so that students can access the general education curriculum.

6. School-Wide Support Systems for Student Success Reading Behavior Universal Intervention Core Instruction, all students Preventive Targeted Intervention Supplemental, some students, reduce risk Intensive Intervention Individualized, functional assessment, highly specific 80% 7-15% 1-5% framework

8. SERP 2003 HO

9. Reflection & Sharing SERP 2003 Handout p Partner #1-p.2,3 Partner #2 p.4,5, and 6

10. Miller, Debbie 2002 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?

11. Miller, Debbie 2007 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?

12. Miller, Debbie 2007 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

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

14. Handout p. 16, 17 Alphabet Arc

15. Handout p. 12-15

16. Decoding Lesson Alphabet Arc p. 16 Adapted p. 17, 18 Fill in p. 27

18. Adaptations Framework Worksheet Task: HO p. 18-21 ICIA DIM/AT C,D Reduce amount of letters Small group Review More explicit D Alphabet Search D. Card reader machine Sentence Strips

20. 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

21. SERP 2003 HO p. 9-11

22. p. 21-26

23. Adaptations Framework Worksheet Task: Fill in adaptation areas from p. 23-26 on page 27 ICIA DIM/AT You Do It!

24. Making Instructional Adaptations for Struggling Readers-Part I MiBLSi 2008 State Conference Presented by: Betty Arnold Educational Consultant

25. 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.

26. Reflect… How does this information fit with what you are already doing? How does this information help you? Drawing…. Thank you….