English & Literacy : KS1 & KS2 » The Renewed Literacy Framework » Reading » Guided Reading Assessment of Pupils’ Reading Assessment of Pupils’ Reading Strengths and Areas for Development When assessing reading, care should be taken to create opportunities for pupils to show both word recognition and language comprehension skills c.f. the axes of the Simple View of Reading. Ideas for assessing language comprehension without testing can be found in “Assessing Reading – Materials to Support the Teaching, Learning and Assessment of Reading” published by Herts for Learning. top Grouping Pupils for Guided Reading Sessions Use the Simple View of Reading grid to sort pupils. Group pupils that have similar development needs – this will allow for focussed direct teaching of the required skills. In classes with a wide range of ability it may be necessary to organise sub-groups within groups. Independent Activities The independent activities that go on during the Guided Reading slot depend largely on the maturity and independence of the children. Resources & Activities
Working With Dyslexia | Dyslexia Teaching Help Dyslexia is a life-long condition. With proper help people with dyslexia can learn to read and/or write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Schools can implement academic modifications to help dyslexic students succeed. What Kind of Instruction Does a Child with Dyslexia Need? Dyslexia and other related learning disorders cannot be cured. Explicit—directly teaches skills for reading, spelling, and writingSystematic and Cumulative—has a definite, logical sequence of concept introductionStructured—has step-by-step procedures for introducing, reviewing, and practicing conceptsMultisensory—engages the visual, auditory, and kinesthetic channels simultaneously or in rapid succession. Multisensory teaching is simultaneously visual, auditory, and kinesthetic-tactile to enhance memory and learning. Children with dyslexia often exhibit weaknesses in auditory and/or visual processing. What Parents Can Do
Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science | BooksOnTheMove Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science Authors Virginia Berninger Ph.D., Beverly Wolf M.Ed. Availablity Usually ships in 24 hours Publisher : Brookes Publishing How can teachers provide effective literacy instruction for students with learning differences—while meeting the needs of all students in the class? Finally, a single accessible textbook answers that question for every KGÇô12 educator. Ginger Berninger, a seasoned researcher and former teacher, partners with 40-year teacher and teacher trainer veteran Beverly Wolf for a one-of-a-kind text that gives readers the best of both worlds: critical insights from scientific studies and lessons learned from actual teaching experience. Throughout the book, relevant research findings from diverse fields—including genetics, neuroscience, cognitive science, linguistics, and education—show teachers the why behind the how.
difficulty_level_Sept2011 From One Teacher to Another by Liz Ball Dyslexics are lifelong learners. We often share an insatiable curiosity and commitment to figuring out the world around us that is unique in its intensity. We are not only compassionate about learning—we are driven to analyze and critique the world around us—to turn arguments inside out, then right-side back again. I can still remember the name of every single teacher I ever had starting in nursery school all the way through 12th grade. Meanwhile, my entire childhood seemed to be spent deciphering this mysterious code—attempting to master the skill called reading that seemed to come so easily and automatically to my classmates. The fact that I remember the name and face of every teacher I ever had is a testament to the incredible school I attended—where every student was treated with respect, and a love of learning was kindled and nurtured with enthusiasm. This prevents us from seeing and understanding things automatically.
Strategies for Teaching Reading Comprehension Upon completion of this section, you will: Understand the components of reading comprehension Receive ideas for making the text personally relevant Learn how to teach active engagement with the text Obtain extension activities for all learning styles Traditionally, reading comprehension was narrowly thought to encompass answering multiple-choice questions after reading a story or passage. Comprehension of Fiction video by The Jerry L. Paula, an eighth grade student with dyslexia, cannot manage to answer multiple choice questions unless they are read aloud to her. We have written this so that you can share the information directly with your students. Before You Read Pick a book To become a reader, you have to be able to pick a book. What are my interests? Preview Imagine that someone hands you an already open book and asks you to read it and do what it says (demonstrating comprehension) and it looks like Greek to you. Previous knowledge Predict Put on your reading schema While You Read Follow Up
Year 2 Spelling It’s the Easter holidays… …so we have no set homework or spellings, in line with our Homework Policy. That doesn’t mean we expect your child not to be developing their skills in reading, writing and maths! Your child should be reading daily – this could be fiction, factual books, a comic or newspaper, and could include being read to at bedtime, too. It would be good to practise basic skills in writing by writing a letter or email to a relative, perhaps recounting a day-trip or reviewing a film your child watched. We’re finding quite a few children are ‘squashing their sentences’ such as I went to Leeds City Museum it was really interesting which is wrong. I went to Leeds City Museum. Finally, to improve calculation skills, please keep practising mental number facts which your child must know: Learn more about current expectations for reading, writing and maths. Posted by Mr Roundtree on 4 April 2014 28 March 2014 Here are this week’s spellings. Posted by Mrs Weekes on 29 March 2014
What Is Dyslexia? | Dyslexia As with other learning disabilities, dyslexia is a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness. Dyslexia occurs among people of all economic and ethnic backgrounds. Much of what happens in a classroom is based on reading and writing. What Are the Effects of Dyslexia? Dyslexia can affect people differently. Dyslexia can also make it difficult for people to express themselves clearly. All of these effects can have a big impact on a person's self-image. What Are the Warning Signs of Dyslexia? The following are common signs of dyslexia in people of different ages. Dyslexia: Warning Signs By Age How Is Dyslexia Identified? Trained professionals can identify dyslexia using a formal evaluation. How Is Dyslexia Treated? It helps to identify dyslexia as early in life as possible. Reading and writing are key skills for daily living.
Teach the Seven Strategies of Highly Effective Readers By: Elaine K. McEwan To improve students' reading comprehension, teachers should introduce the seven cognitive strategies of effective readers: activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing. This article includes definitions of the seven strategies and a lesson-plan template for teaching each one. To assume that one can simply have students memorize and routinely execute a set of strategies is to misconceive the nature of strategic processing or executive control. If the struggling readers in your content classroom routinely miss the point when "reading" content text, consider teaching them one or more of the seven cognitive strategies of highly effective readers. Struggling students often mistakenly believe they are reading when they are actually engaged in what researchers call mindless reading (Schooler, Reichle, & Halpern, 2004), zoning out while staring at the printed page. Instructional aids References
A Balanced Classroom Library I had a former student make his way to my classroom Friday afternoon. He quietly said, "Mrs. Bunyi, how are you? I am going to the Grand Canyon soon, and I was wondering if you had a book I could borrow before I go." I knew exactly where to go and sent him on his way within a matter of seconds. The Tools of Our Trade A few years back I was conducting a literacy meeting at one of my schools. Here are four things to consider when building or supporting your classroom library this year: 1. One of the first things I decided when creating my classroom library was to not organize my books by level. I discovered that students not only find books easier with this approach, but they also know their genres very well. 2. Teaching in the upper grades we all feel the pressure to teach the content areas well. 3. I use a paid software program called Intelliscanner for my classroom. 4. The bins I use are expensive. Regarding labels, I adapted Beth Newingham's labels (among many things!) A: Good points!
Accessible Campus » Teaching Students with Physical Disabilities There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as there is no single way to teach, people learn in a variety of ways; using different instructional methods will help meet the needs of the greatest number of learners[ii]. Under the Accessibility for Ontarians with Disabilities Act, you have a responsibility to learn about accessibility for persons with disabilities and how it relates to the development and delivery of accessible programs and courses. The following are some practical tips for teaching students with physical disabilities. What does it mean if someone has a physical disability? Suggested tips on teaching a person who has a physical disability When the course begins:
Teaching Strategies for Reading: Professional Development Resource Highlights SummerSummer is here! While most of your students will be on break from school for a few months, you can still engage their minds this summer. June Calendar of Events June is full of events that you can incorporate into your standard curriculum. Videos Interested in using different types of media in your classroom? Coding & Computer Science Introduce your students to basic coding and computer science! Successful Strategies for Teaching Students with Learning Disabilities Research continues to confirm that we can teach students with learning disabilities to “learn how to learn.” We can put them into a position to compete and hold their own. Some intervention practices that produce large outcomes are: direct instruction;learning strategy instruction; andusing a sequential, simultaneous structured multi-sensory approach. Teachers who apply those kinds of intervention: break learning into small steps;administer probes;supply regular, quality feedback;use diagrams, graphics and pictures to augment what they say in words;provide ample independent, well-designed intensive practice;model instructional practices that they want students to follow;provide prompts of strategies to use; andengage students in process type questions like “How is the strategy working? Scaffolding is also something that seems to make a real difference.
The Problem | Dyslexia International Dyslexia impacts the individual, society and the economy at large. Dyslexia is neurologically based and often hereditary. It causes difficulties in reading, writing, spelling and organization. Dyslexia makes fluent reading difficult, which affects not only academic success but also self-esteem and social-emotional development. Dyslexia and the individual Dyslexia, also known as specific reading difficulties, is the most common form of learning difficulty with a prevalence of 10 percent or more of any given population, depending on the orthographic system, type and degree of dyslexia, reading age assessed and sampling methods used With a world population of more than 7 billion, this learning difference clearly impacts a huge number of children and adults, with far-reaching, life-long consequences. But with interventions early on by teachers trained in dyslexia and its management across the curriculum, students with dyslexia can avoid falling into depression and a spiral of failure.