Sounds like a challenge! I would suggest planning for the following for remediation and for general instructional purposes: 1 - pull small groups of students at a time - defnitely no more than 6, 4 is better 2- develop a number of small teaching points to focus on within each of your major objectives. Then teach the necessary strategies using texts at the students' instructional level - likely lower than grade level 3 - have students practice the learned strategy independently or with a partner or small group (when they are ready) using an independent level text - lower level than guided reading text 4 - give students lots of opportunities to build and use vocab from classroom read alouds (e.g. grade-level texts they did not have to struggle thru themselves). Incentives for using words is helpful - tally chart, certificates for "wordsmiths", etc. 5- use charts and graphs for multiple reasons throughout the day to accustom children to seeing and interpreting them ... lunch orders, favorite subject, summary of predictions, etc as well as subject-related contexts. 6 - make sure there is a lot of environmental print in the room, with image scaffolds if possible. e.g. charts and graphs, story vocab with pictures and definitions; step-by-step think-aloud summaries of strategy use/character analysis, etc (first written by teacher, later by students) on chart paper; story maps of current and recent stories read, etc. 7 - refer to environmental print in teaching, and use it with student independent work as well (read around the room, find words that ..., explain a chart/graph to a friend then have friend write explanation, etc) 8 - incentivize reading both within and outside of class, and make sure students are choosing "just-right" books for this purpose. Might want to set goals for each student, so that a non-reader who reads 2 (non-chapter) books a week will still get a prize, an avid reader would have to read 5 chapters of a grade-level text to get a prize, and so on. More reading - with appropriate texts - will only help. Hope you find some of that helpful. Good luck! Carol McLoughlin Reading Specialist/ESL Teacher Long Island, NY
--- On Sat, 1/30/10, EDWARD JACKSON <[email protected]> wrote: From: EDWARD JACKSON <[email protected]> Subject: Re: [MOSAIC] help with remediation of reading objectives To: [email protected] Date: Saturday, January 30, 2010, 1:09 PM First thoughts--objective #2 seems broadly written to address multiple genres but all the points to follow revolved around fiction. That doesn't seem to be taking you where you what to go. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > To: [email protected] > Date: Sat, 30 Jan 2010 10:02:35 -0500 > From: [email protected] > Subject: [MOSAIC] help with remediation of reading objectives > > This may not be the best place to ask, but I thought I would try... > I teach fourth grade, this is my first year there, after moving up from > 3rd. I am also grade level chair and have just myself and two brand > new teachers on my grade level. > > I have been asked to participate in an intervention block for my grade > level.test scores aren't where we would like them to be and we need to > make AYP this year or we will have more sanctions. > > Here are the objectives that my students are low on...Any > advice/resources on how to reteach these would be greatly appreciated. > > > 1. Identify key words and discover their meanings and relationship > through a variety of strategies. (I take this to be context clues, > although the language of the objective is not clear, in my opinion). > > 2. Respond to fiction, nonfiction, poetry, and drama using > interpretive, critical and evaluative processes by: > a. Analyzing the impact of authors' word choice and context > b. Examining the reasons for characters' action > c. Identifying and examining characters' motives > d Considering a situation or problem from different characters' > point of view > e. Analyzing differences among genres > f. Making inferences and drawing conclusions about characters, > events, and themes > > 3. Analyze characters, events, and plots within and between selections > and cite supporting evidence. > > 4. Analyze and integrate information from one or more sources to > expand understanding of text including graphs, charts and/or maps. > > > I would greatly appreciate any help that could be provided. The powers > that be want the teachers to plan for this remediation themselves. > However...I am trying to understand how that is wise, since they > planned the first time and the students didn't master the skill. > > Rosie > > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
