Multi-sensory Intervention Assessment: Driving Differentiated Literacy Instruction Marlise Witham Newell-Fonda Schools, Newell, IA

Objectives Participants will learn to use multi-sensory, hands-on approaches to assess student reading proficiency. Participants will develop differentiated reading interventions based on accurate, formative assessment.

Research 2000, National Reading Panel, Teaching Children to Read: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Tyler & Bloom Foundation - Every child can learn & Every teacher is responsible for this learning Gardner & Armstrong - We learn differently Tomlinson - “responsive teaching rather than one-size-fits-all teaching.” Pink - A Whole New Mind

Why? Targeted assessment allows instructors to target interventions. Saves time, minimizes frustration, utilizes student strengths, increased independence, and maximizes efficiency

Barriers Individualization Teacher training/comfort level Classroom management It’s new!

Literacy Assessment & Intervention Handbook

Developed around the 5 Essential Components of Literacy Assessment, Score Sheet, & Intervention Multi-Sensory School/Home Connection Letters

Handbook Explanation

Literacy Assessment & Intervention Handbook Formative Assessment Pre-assessment Data Collection Specific Interventions Data Collection Post Assessment

Differentiation Organization - Know how you will record data BEFORE you begin Color Coding - color is the brain’s best friend Files - Have a place for everything Checklists Graphics/Pictures/Illustrations Pictures are a close-second to color Contracts - Give choices Conferencing - Can the student present the information orally? Rubrics - What do you expect? Is there more than one way to represent understanding?

Spelling Contracts Give choices weekly Build and Break Write Words with Rubber Stamps Create a Word Search Record Self Spelling Words Rainbow Write Words

Sorts Letters, Sounds, Words, Pictures Pocket Charts Word Magnets Graphic Organizers

Manipulatives/Hands-on Individual dry-erase boards and markers Alphabet manipulatives Wiki Stix (circle, underline, create parenthesis; great for geography)

Organization Students file their journal pages.

Students return their journals to the color-coded shelf.

Organization Student Managed (YOU do not have time. THEY need these skills.) Color-code Use pictures to give an example Label Teach independence Leave journals open before conferencing

Auditory Accurately assesses comprehension and vocabulary in students who struggle with fluency and/or decoding Example: Tumblebooks Text-to-speech software (Modern Macs are equipped)

Why Begin With Writing?  Writing involves using higher-level thinking skills  Writing incorporates a student’s prior experiences  Writing is meaningful to children  Writing integrates all literacy skills  Writing is a vehicle for differentiated instruction

Author-of-the-Day 1. Choose an author of the day. 2. Write the date 3. Written by Student dictates sentence. 5. Class repeats the sentence. 6. Teacher writes the sentence while sounding out the words, asking the students questions, and noting key concepts. 7. Repeat until the chart paper is filled (the smaller the children, the larger the print!) 8. Teacher reads the story using the pointer 9. The class reads the story. 10. The class is allowed to ask the author three questions about the story. 11. “Magic Words” or other key concepts

Author-of-the-Day ObY ObY

Class Books This process is written in The Teacher’s Guide to Building Blocks, by Dorthy P. Hall and Elaine Williams (2000, Carson-Dellosa Publishing Company, Inc.). I have modified the format to suit the needs of my students. Day One: 1. Begin by reading a predictable piece of literature (big books are preferable if available). 2. Dictate Sentences on chart paper (teacher may model) Day Two: 1. Re-read the book (use highlighting tape to mark key words or letters) 2. Touch-read the sentences Day Three: 1. Re-read the book (students should be reading along with you) 2. Select three sentences from the students’ writing for sentence building activities. Day Four: 1. Re-visit the book 2. Create a class book  Type words for children and cut them apart in the beginning. Gradually type fewer and fewer words for them.  I prefer to use pastel typing paper so that the children can see the words on the paper better. Day Five: 1. Re-read the piece of literature 2. Read your class book 3. Compare and contrast Make the class book available in the reading center

Scaffolding

Journals

Precommunicative Precommunicative Stage: Uses symbols from the alphabet but shows no knowledge of letter-sound correspondences

Semiphonetic Stage: the child begins to understand letter-sound correspondence--that sounds are assigned to letters

Phonetic Stage: Children use a letter or group of letters to represent every speech sound that they hear in a word

Transitional Stage: the speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words

Technology

Individual Word Rings Write words during guided reading Place on ring Pair practice, homework, quick review Working With Words Center Bell Work

The Book Nook  Interest & Ability Differentiation - “Just Right” books - Book Buddies - Class Books - Categorize books (Fiction/Non- fiction)

Homework CD & Audio Recordings Contributing to Wiki DVDs iTouch/iPhone Applications

Wiki

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