Teaching Strategies for learners in poverty
This blog was created to provide teachers with appropriate teaching strategies they can use in their classrooms, these activities are based on evidence and research. These literacy strategies can help learners in poverty gain extra practice in skills necessary for becoming fluent readers. Many learners in poverty deal with situations that are out of their control and it is our job as educators to figure out what these students need in order to fill the gaps they have missed. Figuring out how to support learners from different backgrounds and populations takes time and should be carefully planned out. The article written by Rasinski (2017) stated that since the year 2000,with the publication of the report of the National Reading Panel (NRP), phonemic awareness, phonics or word decoding, reading fluency (automaticity in word recognition and expressive reading), and text and word comprehension have been repeatedly cited as essential to student success in learning to read. (p.519) There are also several other factors that go into reading like motivation and vocabulary/language practice but these skills in particular are a great place to start. Parents and teachers can work together to understand the value of their students gaining practice in these skills to improve overall reading skills. These activities can also be modified easily for teachers and parents to use. Some activities may need to be modified to personalize the skills students need to be working on. The resources provided are all free with directions and examples provided through direct links. Teacher strategies are important to reflect on when working with SES populations every learner is different and should be given the proper tools and strategies in order to succeed.
Title of Strategy: Describe It!
Targeted component of literacy: Vocabulary
Goal/objective/purpose of the activity/strategy: Students will use action words to describe a noun.
Step by step directions to implement the strategy with one or a small Group of learner(s):
Children will describe the object using the picture and location cards as a guide.
Set Picture Cards face down on a flat surface. (Picture cards are provided but any picture cards can be used for his activity)
Child one chooses a card from the stack and finds the basket the card goes with. (e.g., The monkey goes with the jungle.)
Child then uses their imagination (and Location Card as a guide) to describe actions of the object in the Picture Card. (e.g., The monkey swings in the trees.)
Child one then puts the card in the basket corresponding to the picture (e.g., Jungle).
Continue the game until all picture cards have been described.
How learning will be assessed: Peer evaluation and anecdotal notes. Write down how students are responding to the activity and how well the child is doing throughout the activity. What skills need to be addressed for extra practice or need to be retaught?
Materials needed:
• Picture Cards (Activity Master) – Copy on cardstock, cut apart, and laminate.
• Location Cards (Activity Master) – Copy on cardstock, cut apart, laminate and attach each to a basket.
• Four baskets
Expected outcome: Students will gain practice with language and vocabulary skills.
Bibliography: Joanne F. Carlisle, Ben Kelcey, & Dan Berebitsky. (2013). Teachers' Support of Students' Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools. American Educational Research Journal, 50(6), 1360-1391.
2. Title of Strategy: Oral and Auditory English Primary Phonemic Awareness lesson plan
Targeted component of literacy: Phonemic Awareness
Goal/objective/purpose of the activity/strategy:
Lessons can be used for intervention support for students in 2nd grade and above who struggle to decode. When lessons are taught consistently each day with explicit teacher modeling and scaffolded support, teachers see improvement in students’ reading, spelling, and writing, as the students learn to hear the sounds in words.
Step by step directions to implement the strategy with one or a small Group of learner(s):
Rhyme Recognition: Teacher says the word pairs. Students repeat the word pairs and show thumbs up if the words rhyme, thumbs down if they don't rhyme.
Onset Fluency: Teacher says the word. Students robin zipper ribbon
repeat the word and isolate the
onset (beginning sound).
Blending Words: Teacher says the two words with a pause between them. Students repeat the two words with a pause, and then say the compound word.
Isolating Final Sounds: Teacher says the word. Students repeat the word and isolate the final sound.
Segmenting Words: Teacher says the compound word. Students repeat the word and segment it into two words.
Adding Words: Teacher says the word. Students repeat the word. Teacher says, "Add /*/ at the end and the word is?"
Deleting Words: Teacher says the word. Students repeat the word. Teacher says, "Without /*/, what's left is?"
Substituting Words: Teacher says the word. Students repeat the word. Teacher says, "Change /*/ to /*/ and the word is?"
Letter naming:Teacher holds up flashcards one at a time in random order. Students and teacher say each letter's name and sound(s). Provide multiple sounds for vowels and letters C, G, S & Y.
Language Awareness: Teacher says the sentence with expression. Students repeat the sentence with the same expression. Students count & say the number of words in each sentence.
How learning will be assessed: Students can be assessed one on one when needed (1x week) to determine if they have improved in mastering each skill. Teachers can take anecdotal notes while teaching skills whole group with a clipboard or checklist with each student's name listed with designated areas to take notes. This website also provides a baseline assessment that can be used to see where your students are at.
Materials needed: Heggery Sample Lesson sheets
Expected outcome: Improvement in students’ reading, spelling, and writing, as students learn to hear the sounds in words.
Bibliography: Colleen MacDonald, & Lauren Figueredo. (2010). Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools. The Reading Teacher, 63(5), 404-419.
Cite: https://heggerty.org/downloads/english-primary-sample-lessons/
3. Title of Strategy: Word Work
Targeted component of literacy: Decoding and Encoding
Goal/objective/purpose of the activity/strategy: The activities included are designed to help children apply their phoneme-grapheme knowledge to decoding and/or encoding. Students will be able to use digital resources to engage in their word work activity/lesson.
Step by step directions to implement the strategy with one or a small Group of learner(s):
The word card collections on the website are organized into categories based on common features. The cards can be used with many of the other activities. For example, you can select cards from the -ap and -at phonogram sets to copy and paste for the Word Sort activity. The word list collections are organized into categories based on the spellings of sounds. When you introduce a new way to spell a sound, it’s helpful to have multiple examples of words that use that spelling. The word lists are helpful to practice applying the new knowledge. When using the digital spelling boards teachers can begin with their word lists for the week, or can use the pre-made word lists provided for free. Teachers can begin their lesson by reminding students what they have been working on. “This week we have been learning about _____ who can tell me how to spell a word we learned from last week?” The teacher can have the student help build the word on the digital blending board. Once students recall this information you can introduce your new skill for the day or week. After the skill has been taught to students they can use their digital blending boards or digital work mat to work on word work at their tables or in small groups. These lessons work well either way, but students should gain practice with the tools before using them independently.
How learning will be assessed: Learning can be assessed with informal assessments. Observational/anecdotal notes can be written as students go through the word work lessons: Do they know their letters and letter formations? Do they know their letter sounds? Can they identify the word families etc.
Materials needed:
Digital Blending Board: https://education.ufl.edu/ufli/virtual-teaching/main/instructional-activities/decoding-and-encoding/word-work/
Digital Word work mat: https://education.ufl.edu/ufli/virtual-teaching/main/instructional-activities/decoding-and-encoding/word-work/
Word Cards (or you can use your own): https://education.ufl.edu/ufli/virtual-teaching/main/instructional-activities/decoding-and-encoding/word-cards/
Word Lists (or you can use your own):
Expected outcome: Once children learn some phoneme-grapheme correspondences, they can begin decoding (reading) and encoding (spelling) words by applying their phoneme-grapheme knowledge to decoding and/or encoding.
Bibliography: Neuman, S. (2008). Educating the other America : Top experts tackle poverty, literacy, and achievement in our schools / edited by Susan B. Neuman. Baltimore, Md.: Paul H. Brookes Pub.
Cite:https://education.ufl.edu/ufli/virtual-teaching/main/instructional-activities/decoding-and-encoding/
4.Title of Strategy: Monitoring for Understanding: Sum Summary!
Targeted component of literacy: Comprehension
Goal/objective/purpose of the activity/strategy: The student(s) will summarize text.
Step by step directions to implement the strategy with one or a small Group of learner(s):
Place text at the center. Provide the student with a student sheet.
Student reads text.
Reads questions on student sheet and writes answers in designated shape.
Uses recorded information to help write a complete summary statement.
Teacher evaluation
How learning will be assessed: Teacher will observe students and take notes.
Materials needed:
Expository or narrative text: Choose text within students’ instructional-independent reading level range.
Summary student sheets (Activity Master C.031.SS1a - C.031.SS1b)
Sheets are labeled for expository and narrative text. Select sheet corresponding to the selected text.
Pencil
Expected outcome: Students will summarize text using a graphic organizer.
Bibliography: James L. Collins, Jaekyung Lee, Jeffery D. Fox, & Timothy P. Madigan. (2017). Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low-Performing Urban Elementary Schools. Reading Research Quarterly, 52(3), 311-332.
5. Title of Strategy: Variant Correspondences: Sound Choice
Targeted component of literacy: Phonics
Goal/objective/purpose of the activity/strategy: The student will identify variant correspondences in words.
Step by step directions to implement the strategy with one or a small Group of learner(s):
Place the game board and game pieces on a flat surface. Place the word cards face down in a stack on the game board. Provide each student with a whiteboard and dry erase marker.
Taking turns, student one selects the top card from the stack (without revealing it). Reads word aloud to student two (e.g., “moisture”).
Student two writes the word on the whiteboard and underlines the diphthong (i.e., oi). Student one verifies the spelling.If correct, student two places game piece on the next space that has the same diphthong on the game board. If incorrect, game piece remains on original spot. Return card to the bottom of the stack.
Reverse roles and continue until both students reach the end.
How learning will be assessed: Teacher observation and peer evaluation.
Materials needed:
Word cards (Activity Master AP.003.AM1a - AP.003.AM1c)
Game board (Activity Master AP.003.AM2a - AP.003.AM2b)
Whiteboards
Game pieces (e.g., counters)
Vis-à-Vis or dry erase markers
Expected outcome: Students spell words and state diphthongs (i.e., ou, ow, oi, oy) by playing a board game.
Bibliography: Rasinski, T. (2017). Readers Who Struggle: Why Many Struggle and a Modest Proposal for Improving Their Reading. The Reading Teacher, 70(5), 519-524. Retrieved April 30, 2021, from http://www.jstor.org/stable/26632433
Citations:
Rasinski, T. (2017). Readers Who Struggle: Why Many Struggle and a Modest Proposal for Improving Their Reading. The Reading Teacher, 70(5), 519-524. Retrieved April 30, 2021, from http://www.jstor.org/stable/26632433
Comments
Post a Comment