Richie

Posted on 6/15/09

I found a good article on how to differentiate fluency instruction,
using Read Naturally or other materials at
http://penningtonpublishing.com/blog/reading/how-and-why-to-teach-
fluency/. I find that having kids keep the timing charts is very
motivational and that don't mind the repeated readings. On 6/14/09,
TucsonTeacher wrote:
> Thanks, Carolyn. That sounds good, but I don't have access to the
> program materials. I will keep it in mind if I ever get the
> chance to purchase stuff though.I have heard other people like it
> too. I use Reader's theater to practice fluency. Don't they ever
> complain about having to reread the same thing? Or does the fact
> that they have the goal of competing against their last best time
> take care of that objection?
>
> On 6/13/09, Carolyn wrote:
>> 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

Share This Post | Report This Post

Next Post >>

Posts on this thread, including this one