Strategic Literacy Support: Differentiated Instruction for Beginning Readers, Struggling Readers and Special Learners Swartz, Pitchford,

Swartz & Swartz

Differentiated Instruction Three cycles of instruction have been developed and tested that implement a gradual release or responsibility to support student learning in reading and writing. These cycles modify methods used in whole group instruction for use in small group or individualized instruction.

Comparing Whole Group Instruction to Small Group Instruction in Reading Interactive Read Aloud Whole Group Students are not always able to see the text. Book selection is based on whole group need. Emphasis is on story. Access to difficult text.

Small Group Students can see the text. Book selection is based on group members needs. Students connect what they hear to what they see in print.

Shared Reading Whole Group Limited availability of enlarged text. Some children are not participating. Book selection based on whole group need.

Small Group Any size of text can be used. Book selection is based on group members needs.

Teacher can monitor participation more closely.

Reading Behaviors Good readers demonstrate some very important reading behaviors that they use to decode and understand what they are reading. Beginning readers need to be taught these behaviors and struggling readers frequently need to be taught these behaviors to replace some ineffective behaviors that they have previously acquired. These behaviors include, monitoring, comparing sources of information, fluency, and correction. Monitoring Good readers pay attention to the meaning of the text they are reading. They follow the story in a passage and continue only if the comprehend what is written. Comparing Sources of Information At point of confusion, good readers compare whether or not the word looks like the one they are saying and also whether or not the word makes sense in the passage. Fluency Students who read very slowly and struggle to decode words in the text, run the risk of losing track of the meaning of the passage. On the other hand, fluency brings with it the caution that some readers have learned to decode words that are not in their vocabulary and when this happens the meaning of the passage might also be lost. Correction Students need to learn that one of their jobs as a reader is to solve any problems they encounter in text, whether it is a word they are having trouble decoding or if the meaning of the word is unknown to them. They need to be taught to use their various skills to correct their errors. The Strategic Literacy Support Cycle in Reading The SLS Cycle in Reading is designed to support beginning and struggling readers who continue to have difficulties using phonics as a source of information. The SLS Cycle in Reading may also accelerate more proficient readers into more difficult text. Content Specific Instruction is a method that will be more appropriate for those students who are able to decode words but have difficulty with comprehension. Strategic teaching requires information specific to what a student tries to do during reading and what confusions they have. We teach directly to improve reading behaviors and to help students learn to solve their confusions. The focus is on teaching behaviors needed during reading rather than on isolated skills. The Strategic Literacy Support Cycle in Reading uses a four step approach, including, 1) Interactive Read Aloud, 2) Shared Reading, 3) Guided Reading, and 4) Independent Reading. This cycle uses the same text in each step. Interactive Read Aloud is Step 1 when the teacher reads to the students. The students listen, participate in a discussion of the text and are attentive to the print. The Interactive

Read Aloud in this cycle differs from the traditional read aloud used in the classroom in that the student can see the words as the teacher reads and points to the text with her finger. This approach supports the transference of phonemic awareness (sounds the child hears) to phonics (the letters and combinations of letters that represent sounds). The teacher begins this step by introducing the book with careful attention to the meaning of the text, unknown words, unique phrases, and irregular spellings. This step has the additional purpose of increasing academic vocabulary and oral comprehension. Step 2 in the cycle is Shared Reading. Shared Reading is where the teacher and the students read the text together. The lesson begins with a book introduction but at a lower level of support than the one provided in Step 1, Interactive Read Aloud. The use of the same book is designed to provide the child with a reduced level of teacher support in that the task of reading is shared. In Shared Reading the teacher and the students read the text in unison while the teacher points to the text with her finger and the students follow along. The students have no copy of the book and only have access to the text the teacher is using. The teacher always remains the guiding voice during this step of the reading. In Steps 1 and 2, the teacher maintains control of the book. In Step 3, Guided Reading, the students handle the book. In Guided Reading, the students read and the teacher observes and prompts the students to use independent strategies to problem solve. Students are encouraged to use what they have learned during the Read Aloud and Shared Reading steps of the cycle. The critical role for the teacher in this step is to prompt students to use what they know rather than giving them the information. It is a frequent error to give students information too soon rather than helping them use what they know to problem solve on their own. Guided Reading Prompts Reminder A prompt encourages students to use their own knowledge or information to problem solve. Prompts to Use Sources of Information Phonics Does what you read look that way? Do you see any part of this word that you know? Comprehension Does the word you read make sense?

Prompts to Use Reading Behaviors Monitoring Does what you read match the text?

Can you read that again and listen to how it sounds? Comparing Sources of Information Does the word you read look like this word? Does the word make sense in the sentence? Fluency Can you read this the same way you speak? Correction What do you know that can help you solve this problem?

Independent Reading is Step 4 and is the teacher opportunity to assess the impact of the instructional cycle and design next steps for teaching. The student reads the book independently and the teacher takes a Record of Oral Reading to see if the book was brought to the students independent level. The teacher records the errors and corrections that the students makes as they read through the passage. This information is used to determine the necessary next steps for instruction. The steps in the cycle should be scheduled over different days to determine retention and comprehension rather than short-term memory.

Strategic Literacy Support in Reading SLS Cycle of Instruction in Reading Group Formation and Book Selection Step 1 Homogeneous groups of 2-4 the San Diego Quick test is a good initial method to form groups. Text is selected both for focus on skill development and student interest. Text should be at instructional level something that students are able read at 90-95% reading accuracy. Level determined by features of text for K-Grade 3 and readability for 4+ (see Guided Reading, pages 14-39).

Interactive Read Aloud Read aloud is interactive and allows student participation. Teacher has the only copy of the text High book introduction focusing on features of text, vocabulary, comprehension (see Guided Reading, pages 39-47). Teacher reads and points with finger to text as the students follow. Teaching points at the end of the reading as appropriate (see Guided Reading, page 54).

Step 2

Shared Reading Teacher convenes same group and uses the same text Book introduction is moderate (see Shared Reading, pages 9-12). Teacher and students read the text together as teacher points to the words with her finger. Teacher has the only copy of the text. Shared reading is interactive (see Shared Reading, pages 3-6). Teaching points at the end of the reading as appropriate (see Shared Reading, page 139).

Step 3

Guided Reading Guided reading step is separated by at least one day. Teacher convenes the same group and uses the same text. Book introduction is low. Students each have their own copy of the book. Students read out loud at their own pace. Teacher prompts at point of difficulty (see Guided Reading, pages 49-52). Teaching points at the end of the reading as appropriate (see Guided Reading, page 54).

Step 4

Independent Reading Teacher convenes the same group and uses the same text Students read independently Teacher assesses using the Record of Oral Reading (see Guided Reading, pages 137-138).

The steps of the cycle are repeated singly and in combination based on student need and demonstrated independence.

Comparing Whole Group Instruction to Small Group Instruction in Writing Interactive Writing and Interactive Editing Whole Group Heterogeneous group. Limited participation. General teaching points.

Small Group Homogeneous groups of 2-4 students. All students contribute.

Strategic teaching points.

The Strategic Literacy Support Cycle in Writing The Strategic Literacy Support Cycle in Writing, parallels the reading cycle, and includes 1) Modeled Writing, 2) Interactive Writing, 3) Guided Writing and 4) Independent Writing. This model is also one that focuses on a gradual release of responsibility from the teacher to the student. Unlike the SLS Cycle in Reading that has a limited focus, the SLS Cycle in Writing can support a broad range of writing abilities and writing confusions. During Step 1, Modeled Writing, the teacher demonstrates what a good writer does during the writing process and focuses on various writing conventions (sentence structure, capitalization/punctuation, encoding, development of ideas) and then discusses what they are thinking about as they write. This focus is determined by student need. The students observe during this step while the teacher writes. Modeled Writing is a particularly powerful way to support students writing because they have the opportunity to observe and listen to the thought process of a proficient writer. In Step 2, Interactive Writing, the teacher and the students share the pen to write. The text that they write together extends the writing completed by the teacher during Modeled Writing. The teacher and students negotiate what they are going to write and work together in the actual writing. In this step, the teacher acts as a facilitator and participant, releasing as much control as possible to the students. In Step 3, Guided Writing, the students write independent of the teacher. The teacher observes and prompts the student to independently problem solve and use their strategies at point of need. This gives students an opportunity to practice what they have learned so far, with support at the point of confusion or appeal to the teacher.

Guided Writing Prompts Reminder- A prompt encourages students to use their own knowledge or information to problem solve. If a student stops while writing Why did you stop? What are you thinking about?

If a student is having difficulty spelling a word What do you know about that word? Do you know how the word sounds?

Do you hear letters that you know in the word? If a child writes a word incorrectly: Either phonics or comprehension prompts might be appropriate. If the student misspells a word, you might ask him to look at the word, read it out loud, and ask if what he read looks like that word. If a student uses a word that doesnt make sense, you would prompt to re-read what was written and then ask the student to consider whether or not it makes sense. Phonics Does what you wrote sound that way? What do you know about this word? Do you hear a part you know? Comprehension Read what youve written so far and try to find a word that makes sense there. Does the word you wrote make sense in this text? In Step 4, Independent Writing, the student writes while the teacher observes and assesses. The teacher takes notes on what progress the student has made and behaviors the students exhibit while writing. This information is used to determine the necessary next steps for instruction. The steps in the cycle should be scheduled over different days to determine retention and comprehension rather than short-term memory.

Strategic Literacy Support in Writing SLS Cycle of Instruction in Writing Group Formation and Writing Focus Homogeneous groups of 2-4. These groups might be the same groups formed for the reading cycle. Writing should focus on a shared experience. Reading something together is a very effective shared experience. Same theme followed during all steps of the cycle.

Step 1 Modeled Writing Teacher uses think aloud procedures to model good writing.

Support for all levels and types of writing can be provided (see Interactive Writing, pages 14-16). Teaching points range from letter formation (see Interactive Writing, pages 139143) to a wide variety of skills (and page 129).

Step 2 Interactive Writing Teacher and students share the pen during construction of text. Each student contributes to the writing. Strategic teaching at points of confusion (see Interactive Writing, pages 135). Errors are corrected at the point of error.

Note: both modeled and interactive writing use enlarged text and chart paper or overhead (in upper grades) and all students work on the same copy. Step 3 Guided Writing Students continue the same theme. Students work on their own individual paper. Teacher observes and prompts at point of error or confusion.

Step 4 Independent Writing Students write independently with minimal teacher support. Teacher observes and assesses (see Interactive Writing, page 132). Teacher does not correct student work during the writing.

The steps of the writing cycle can be repeated both singly and in combination based on student need and teacher assessment of independent writing.

Content Specific Instruction (CSI) using Interactive Writing and Interactive Editing
Content Specific Instruction - Students are taught to identify key content words in nonfiction text and then how to use these words in their own writing. CSI uses a combination of reading and writing procedures to support both reading comprehension and independent writing. Some students have learned to read using phonological information at a level that their decoding is accurate but they are still unable to comprehend the text. They decode words accurately but many of the words are not part of their vocabulary. Most of these students do not monitor their reading for the meaning of the text. Some of these same students have participated in instruction that emphasizes fluency. Rates of reading are set as goals and often come at the expense of understanding what is read.

One student was observed to skip words in the text and when asked by the teacher why he did that, he said, I need to reach my fluency goal, so I just skip the words I dont know? Content Specific Instruction is a method for teaching writing and the thinking processes involved in a variety of writing tasks. The goal is to extend students understanding and command of written language, giving them a structure for reading text and for writing about what they have read. CSI is also an effective way to teach content because it combines comprehension with composition in a connected and interactive manner. CSI helps students understand how reading supports writing and how writing can support reading comprehension. Content Specific Instruction using various teaching methods from both the reading and writing cycles: 1) Read Aloud, 2) Interactive Editing, 3) Modeled Writing, 4) Shared Reading, 5) Interactive Writing and 6) Independent Writing. A nonfiction text is selected and the teacher Reads Aloud and models the selection of key content words procedure of Interactive Editing in Step 1. This is a think aloud procedure where the teacher discusses why some words are more important than others to the meaning of the text. The words can be either circled or listed separately. All students should be able to see the text. In Step 2, the teacher uses Modeled Writing to write a sentence that summarizes the original text using the key content words. All conventions of print are observed and once again the teacher thinks aloud about what is needed to complete the writing. Students observe in both Steps 1 and 2 with minimal interaction. Step 3 uses more text from the same material and the teacher and students use Shared Reading to read the text and then use Interactive Editing procedures to jointly select the key content words. The discussion is teacher-lead but students are encouraged to share their ideas about the importance of various words. In Step 4, the procedures for Interactive Writing are used for the teacher and students to jointly construct a summary of the text selection. All students should contribute to the writing. Step 5 directs students to read the text on their own (Independent Reading) and select their own key content words and write a summary using the key content words (Independent Writing). The teacher observes these efforts and uses the list of key content words selected by each student and the writing artifact to determine next steps for instruction. Additional Steps can be added to this cycle based on student need and teacher observation of independent work. The teacher Read Aloud and Modeled Writing steps can be repeated to review the process of identifying key content words and writing that keeps the meaning of the original text. The Shared Reading and Interactive Writing steps can be repeated to provide additional practice. Group work can be added to these steps where students work together to

identify key content words with minimal interaction from the teacher. This allows the teacher to listen to their conversation and assess student understanding of the process. The Interactive Writing step might also be used with less teacher participation for the same assessment opportunity.

Content Specific Instruction Group Formation and Text Selection Step 1 Step 2 Homogenous groups of 2-4 initial groups might be based on writing samples or skill levels (see Interactive Writing, pages 137-131). Text selection should be instructional level. Read Aloud and Interactive Editing Teacher reads the text out loud. Students are able to see the text. Teacher models the selection of key content words (see Interactive Editing, pages 77-78). Student interaction is minimal Modeled Writing

Teacher thinks aloud how key content words are used to write a summary of the text (see Interactive Writing, page 87). All conventions of print are observed and writing is visible to all students. Student interaction is minimal.

Step 3

Shared Reading and Interactive Editing Teacher and students read together as the teacher points to the text with her finger. Shared Reading is interactive and students are encouraged to talk about what is read. Teachers and students work together to identify key content words.

Step 4

Interactive Writing Teacher and students negotiate writing using the key content words. Interactive Writing procedures are used (see Interactive Writing, pages 3-8).

 Step 5

Writing is displayed and visible to all students. Independent Reading and Independent Writing Students identify key content words independently. Students write a summary independently.

The same theme or topic is used for all CSI steps. Each step in the cycle can be repeated based on student need and teacher evaluation of independent writing.