Carolyn

Posted on 6/13/09

On 6/13/09, TucsonTeacher wrote:
> I am teaching remedial reading to middle school. I would
> like to see more progress this year. Class size is 15-22.
> Any ideas on best assessments to use and how I can
> differentiate for kids who have different reading needs?
> Thanks!

My favorite assessment is from the program "Read Naturally."
The only thing was that because our school did not have all
the materials, I adapted the program to suit the needs of my
classroom.

I understand about the different needs of the different
students but unfortunately the State tests do not care if our
students are reading at a 3rd grade level and they are in 6th
grade, the test is on their grade level so the first thing I
do is tell the students we are going to start with passages
at their grade level. I explain that it is going to be hard
and they may not read as many words as they usually do but in
the end it will help.

The next step is getting everyone to help each other. This is
where I differentiate my readers. I group pairs according to
who can help the other the most. I will put my lowest reader
with my highest because the highest will help the lowest to
succeed. I will tell you that in my classroom the students
know that if they make fun of each other they will have
consequences. You have to make sure they all understand that
they are in remedial reading because they all have something
that is blocking them from the enjoyment of reading and from
each other they will learn to overcome the obstacle.

The next part is their "cold read." They read to me for one
minute and I record their score. While I am testing, the
students are using various strategies to answer the questions
from the story WITHOUT reading the story. This helps them to
utilize context clues and look at the wording of the
questions.

On the second day (usually two days later...I like Monday and
Wednesday...Monday because they are coming off the weekend
and Wednesday because they are at their best)we listen to the
passage being read to them on CD. The students are told to
listen the first time and look at their words that they had
trouble with on their "cold read" (I usually highlight the
words they miss while they are doing their "cold read." The
second time they hear the story is for the content so that
they can answer the questions on the back (they put their
second answer next to the 1st or you can have them use 2
different color inks) and the third time I want them to
listen for enjoyment, to learn about the passage as it is
designed...to teach them something they did not know.

After they hear the story then they practice with their
partners (usually each will read to each partner three
times). This is the fun part for them because now they
actually read to each other and they give constructive
criticism to each other. I love wathcing them help each other
with the words and watching them get excited when they each
reach their goal. After that I start calling them up for
their "hot read." the "hot read" is the time when the student
reads for one minute and they have to get 20-30 words more
than they read on their "cold read." You may want to adjust
the number for your very low readers but to be honest they
may get discouraged if they think you are giving them leeway
(this happened to me and the student told me they wanted the
same as everyone else).

This whole process may take time at first to get it going but
in about 2-3 weeks the students will be excited for this
because it is them controlling the atmosphere. The kids are
in control of the outcome. Your part is only to have them
read to you. I did this for my observation and got high marks
and the kids were so proud of themselves.

I know this was long, but I hope it helps...Remember in
remdial classes you may not always get everything you need so
improvision is your best friend!!!!

GOOD LUCK!!! I love it and I hope you will too!
Carolyn

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