Transcript Focus on All Learners

Focus on All
Learners
Chapter 13
Cultural and Linguistic
Diversity
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Includes Native Americans, Mexican
American, Puerto Rican Asian and African
American
The students lack school related
experiences.
Early Reading Intervention: Language
Development should include pictures with
naming words, directions: Where are the
scissors? Learning letter names.
Recognizing rhyming words.
Early Reading
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Vocabulary instruction and word recognition
instruction should be taught in the second
language.
Visual discrimination skills build a sight word
vocabulary to read simple sentences.
Is Joe big? No Joe is not big. Is Joe little?
Yes, Joe is little.
Language Experience
Approach
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By using the reader’s own language, the
syntax and sentence structure are familiar.
The success with this approach is
motivational for reading basal text.
Have the child dictate a story to the teacher.
Group dictated stories are less effective if
not preceded by discussion.
Integrated language
instruction
Literature is used along with language
experience stories.
 Stories are student centered.
 Student interaction should be
encouraged.
 Context gives meaning in these
situations.
 Predictable text is necessary.
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Variety of materials are made
available.
 Spanish language books and poetry
are available.
 Telephone books, TV guides,
magazines, and cookbook provide real
text in first language.
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Literature Based
Reading Approach
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Multiethnic Literature-Culture heritage is
exchanged among cultures.
Characters have similarities to all cultures.
Students should learn that members of their
cultural group have contributed to the
success of all cultures.
Students learn the social values and
behaviors of other cultures.
Oral reading approach
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Came from New Zealand with Big Books.
Uses short stories which are predictable
with some control of vocabulary.
The teacher readers the book to the class.
Then the class reads the book chorally.
Next they discuss the story. Research
shows this is an effective method.
Choral reading creates a low anxiety rate,
provides repeated practice, is
understandable, and uses drama.
Start with poems
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These should include familiar topics.
The poem should have action and be easily
understood.
Read the poem aloud with expression,
movements, and sound effects.
Give each child a copy of the poem.
Read it again with the students following.
Read slowly, then quickly with solo parts.
Practice with assigned parts and recognize
hard work with praise.
Basal reading approach
Must study vocabulary first and add
background knowledge.
 Careful questioning about
comprehension.
 Use listening (read passages to them)
 Use shared reading with literature.
Individual oral reading is risky and
diverts attention with anxiety.
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Use basal with
literature (Morrow)
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Use literacy centers with a variety of books
and genres. Have comfortable seating with
manipulatives (puppets, taped stories, roll
stories).
DRTA with tellings using felt boards,etc.
Independent reading and writing with the
choice of working alone or with others.
Second language students were successful
because of teacher modeling with high
expectations. Literature pieces reflected
culture of second language students.
Dialect approach
Research doesn’t support this method
to be used with African Americans.
 Best results comes from using
conventional print and teacher’s
sensitive judgment of values and
background of students.
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Dual language
approach
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Use student’s first language to teach
beginning reading. Transfer to English later.
(Gunderson) Concepts in first language
must have been acquired.
Primary language materials, trade books,
help students read. Phonics is often used
also. Vocabulary study and comprehension
strategies add to smooth transition to
English.
Expanding on
Environmental Print
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Start with logos from ads. Students
know this print and can read it:
McDonalds, Sears. Make sentences
and use them for language experience
stories. Use choral reading to read
them aloud. Students can recognize
words in print when they have already
associated meaning to this print.
Special students
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Individuals with Disability Act (IDEA)
replaced 94-142.
– Physically disabled
– Emotionally disabled
– Learning disabled
– These need special accommodations for
learning in the classroom.
Mainstreaming
Teaching students in closest possible
proximity to the regular classroom.
Least restrictive environment.
 This includes: mentally retarded, hard
of hearing, deaf, speech impaired,
other health impaired, deaf-blind,
orthopedically impaired, visually
impaired, specific learning disability.
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Inclusion
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Students are taught in whole class
environment: class within a class, etc.
Teachers co-teach. Takes lots of planning
and contract with student prior to teaching.
Cooperative groups is a strategy.
Individual teachers ability to accommodate
all students determines the success or
failure of the program.
Individual Education
Plan (IEP)
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Tells achievement level with strengths and
weaknesses of the student.
Goal statement.
Long and short term objectives and
specifically how they will be met.
Classroom accommodations.
ID who will be responsible.
Anticipate how long it will take and when the
achievement will be assessed to determine
these goals and objectives.
Team must be multidisciplinary.
ADHD
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Have serious and persistent difficulties
with
– ATTENTION SPAN
– IMPULSE CONTROL
– HYPERACTIVITY
– Has been documented in medical
journals for over 100 years.
American Psychiatric
Association Guidelines
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Under age 7 has 8/14 characteristics for 6
months
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Fidgets & restlessness
Can stay in seat
Easily distracted
Can’t wait for turn
Blurts out answers
Can follow instruction
Can focus attention
Won’t finish work
can’t play quietly
talks too much
interrupts others
can’t listen
looses things
doesn’t see danger
How to treat ADHD
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Ritalin helps tremendously, but side effects
are weight loss, sleeplessness, grow at
slower rates.
Positive results far outweigh the negatives
with doctor’s supervision.
Environmental factors: Seat near teacher,
with good role models surrounding. Use
collaborative learning. Avoid distracting
stimuli. Have enforced quiet time in
classroom. Time out space which is quiet.
Encourage structure study space at home.
Teachers help ADHD:
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Maintain eye contact.
Directions are short and clear.
Avoid multiple commands.
Have the student repeat directions back to
you.
Repeat is a calm, quiet manner.
Teach the child to ask for help.
Use thinning for Behavior modification. May
take longer. Independence come gradually.
Require a daily homework assignment
notebook.
Qualities of a Gifted
Student
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High intellectual ability
Specific academic aptitude
Creativity
Leadership ability
Ability in visual or performing arts
Psychomotor ability
May demonstrate high ability in one or two
areas.
Gifted students and
reading
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Shaughnessy, Siegel, and Stanley (1994)
Rich vocabulary, early reading, advanced
listening, expression with complex sentence
construction.
Early writer with creative stories
Interest in library books on specific topics.
Critical thinking ability
Inquisitive nature
Comprehension abilities for inference, etc.
Reading well by the end of 1st grade.
How are they identified
WISC-R
 Creativity Tests
 Achievement Scores
 Informal tests and peer nomination
procedures
 Parent and teacher observation.
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Unique Needs
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Curriculum compacting (Dooley)
Teacher concentrates on undeveloped
skills.
Add enrichment activities.
Content modification: more complex
reading assignments, more difficult writing
assignments.
Use critical thinking questions for reading.
Classroom
management issues
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How to keep them engaged and on task
while other students are working on other
things.
Assign literature, advance pacing, critical
thinking, writing assignments, projects to
present to the class.
Allow students to refine, synthesize and
elaborate on topics that the class is working
on.