Facilitating Writing & Reading Chapters 14 & 15

Effective Reading Instruction A skilled and strategic process to learn to decode and read words accurately and rapidly. Understanding and constructing meaning from text dependently with active engagement and interpretation Predicting, summarizing, questioning, clarifying Regularly monitoring comprehension for understanding Reading is a socially mediated language-learning activity Three key concepts:

Effective Reading Instruction for Struggling Readers Using response to intervention to screen struggling readers

Using screening, assessment, and progress monitoring What Is: The purpose of the test?... The specific information needed?... The number of students being tested?... The examiner’s qualifications?

Provide Intensive Instruction Fluency: Reading aloud Repeated Reading Peer tutoring Obtain early intervention: Response to Intervention Word Identification: Teach sight words (table 4.1, page 384) – Word Walls Teach decoding strategies (figure 14.6 – page 385) - DISSECT strategy

Improving Reading Comprehension Activate background knowledge Predict, generate, and answer questions Clarify & summarize using text structure Monitor comprehension Engage in conversations about the reading

Features of Exemplary Writing Instruction Literature focused room Daily writing “I can” attitude- self-selected titles Teacher-student conferences Teacher examples and modeling Sharing Self and teacher assessment Follow-up instruction

Set clear standard and expectations for writing Utilize a writing rubric to specify assignment expectations, or a writing portfolio to provide evidence of the student’s work. Give the students specific due date for each of the writing steps. Setting SE Students up for Success

Teach writing as a process Teach the students to break up the writing into the five basic steps; pre-writing/brainstorming, draft, edit, proofread, publish. Teach the students how to use time wisely and set up a timeline. Refer them to someone who can read their work and provide feedback. Allow time to discuss composing strategies with the student.

Teaching Writing to Construct Meaning What teachers OFTEN do:  ‘Over teach’ basic writing skills (technical skills)  Focus on the process of writing What teachers SHOULD do: Balance teaching basic writing skills and higher level thinking. Help students consider the audience.

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