EngEd 275 – Week 13, Chapter 11 – Nicole Kavajecz
Teachers address learning issues on a minute-to-minute basis within their classrooms. Identifying and addressing struggling readers and writers is an ongoing process (Tompkins, Smith, Campbell, & Green, 2019, p 370). It is suggested that spending at minimum 30 min daily reading and writing independently greatly advances students who are struggling in their skills. However, teachers need to assist as much as necessary to make sure this practice is effective and correct, not working on the same mistakes and committing them to habit. Through differentiating their instruction, teachers aim to meet the needs of every individual learner they work with. Differentiating the content means to adjust the what of teaching, meaning the literacy, strategies, and skills students are expected to comprehend and use. Differentiating the process refers to the how of teaching, such as the materials they provide and the activities the students are involved in. Differentiating the product implies the methods of assessing student knowledge through something they create. Classroom applications include using computer technology and print books, figurative descriptions and manipulative tools, as well as grouping students in varied ways.
Grouping for instruction can include whole groups, small groups, or individuals (Tompkins, Smith, Campbell, & Green, 2019, p 373). All three groupings should be utilized daily to increase student flexibility and practice. “Whole-class activities typically include interactive read-alouds and word walls. Revising groups and shared reading are small group activities. Other activities, including language experience approach and reading logs, are often done individually” (Tompkins, Smith, Campbell, & Green, 2019, p 373).
Literacy centers provide a variety of benefits for students of all ability and comprehension levels (Tompkins, Smith, Campbell, & Green, 2019, p 374). They contain meaningful and purposeful tasks and activities which propel students’ learning. A few examples are alphabet, dramatic play, listening, and poetry. A teacher can choose the format they wish for their classroom, some being a free-flowing choice for students to move about from center to center and others being a specified time at each according to the teacher system. No matter the way, when a teacher encourages students to learn by doing they will likely see greater progress and knowledge retention than rote memorization.
It is important to use running records to identify students who are struggling with reading and/or writing as early as possible to implement interventions (Tompkins, Smith, Campbell, & Green, 2019, p 384). Struggling readers demonstrate difficulty developing concepts about written language, they are slower to respond than classmates when identifying words, and their behavior often is not meeting expectations. Family history and discouragement also plays an important role in reading abilities. Struggling writers are more common than most teachers anticipate when they enter the profession. To build their skills and encourage confidence, teachers can provide varied modes of writing practice and consistent time to do so in each day. This should be done in a combination of direct instruction and authentic practice. Early intervention is key to prevent further practice of mistakes, engage families in the process, and accelerate literacy development. For interventions in older students, teachers need to provide high-quality instruction, appropriate level reading and writing activities, and more time for reading.
Resources
Tompkins, G. E., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (Seventh ed.). Melbourne, VIC: Pearson Australia.
