New York: The Guilford Press.
“Think-Alouds: Classroom Strategy.” Reading Rockets, 3 Jan. 2020, www.readingrockets.org/strategies/think_alouds.
Sunday, April 26, 2020
Saturday, April 25, 2020
Teacher/Parent Connection
Teachers can connect with parents/caregivers to support their students in a variety of ways:
Method 1: Communication emails or a running Google Doc with one thing the student is excelling in and one thing the student needs to be focusing a bit more on. This can be more elaborate depending on how many students the teacher has. To be sent home once a week, or as is reasonable for the teacher.
Method 2: Google Form/questionnaire for parents to informally assess how students are performing at home. This is for teacher use only to gain insight, not to create a grade.
For instance the teacher may create a simple questionnaire for the parent to tell how the student has been reading at home: Where does the student read? What time does the student like to read? What type of books is the student reading independently? Does the student read alone or with the help of a family member?
Creating a Google Form
Method 3: Parent resource section of the teacher webpage. Keep a running list of tips and resources here for parents to refer to as they navigate learning online with their student.
Tips for parents during remote learning:
Tips for parents during remote learning:
Additional Resources
Everywhere Book Fest: https://everywherebookfest.com/festival-info/schedule/
May 1st - 2nd, a online book festival to celebrate books, authors, and readers!
Storyline Online: https://www.storylineonline.net/
This site has read alouds for a wide variety of children's books featuring celebrities as the readers. It's a great way to get some more reading time in, especially for busy parents!
ReadWriteThink: http://www.readwritethink.org/parent-afterschool-resources/
Resources from NCTE for engaging students in reading and writing at home.
Everywhere Book Fest: https://everywherebookfest.com/festival-info/schedule/
May 1st - 2nd, a online book festival to celebrate books, authors, and readers!
Storyline Online: https://www.storylineonline.net/
This site has read alouds for a wide variety of children's books featuring celebrities as the readers. It's a great way to get some more reading time in, especially for busy parents!
ReadWriteThink: http://www.readwritethink.org/parent-afterschool-resources/
Resources from NCTE for engaging students in reading and writing at home.
Instructional Strategy #5
Assessment
The fifth strategy focuses on assessing reading levels, including checking for understanding of a text. Many teachers are still trying to figure out the best methods for assessing their students remotely in a way that is accurate. Formative assessments can be very beneficially at this time, guiding teachers as they check-in on their students' progress. It is known that "Reading assessment is most useful when it provides teachers with detailed and up-to-date information about their students' reading development" (Morrow & Gambrell, 2019, p. 313). Frequent formative assessments can help teachers do just that, even without the ability to casually observe their students in the physical classroom.
When checking on students' reading remotely, "Assessment here is "online" or in real time, and we get information about students' reading processes as they actually read" (Morrow & Gambrell, 2019, p. 315). This can be accomplished either over a live video meeting with individual students or with recorded student reading on platforms like Raz Kids or Flip Grid. Hearing and seeing a student read allows for oral reading data, and "With oral reading data, we may observe that a student is not consistently monitoring comprehension, as the student continues to read even when he or she is making meaning-changing miscues. We are able to pinpoint the problem, and we may be able to provide instruction to address a detailed, precise need based on our process-oriented reading assessment information" (Morrow & Gambrell, 2019, p. 315).
If it is possible for the teacher to check in with the student virtually over a live video or recorded reading, "We can use the results of our assessment in a formative manner, to immediately shape our understanding of the developing reader and subsequent instruction" (Morrow & Gambrell, 2019, p. 311).
Link to Raz Kids:
https://www.raz-kids.com/
Using Raz Kids as a formative assessment tool:
Link to Flip Grid:
https://info.flipgrid.com/
Using FlipGrid as a formative assessment tool:
The fifth strategy focuses on assessing reading levels, including checking for understanding of a text. Many teachers are still trying to figure out the best methods for assessing their students remotely in a way that is accurate. Formative assessments can be very beneficially at this time, guiding teachers as they check-in on their students' progress. It is known that "Reading assessment is most useful when it provides teachers with detailed and up-to-date information about their students' reading development" (Morrow & Gambrell, 2019, p. 313). Frequent formative assessments can help teachers do just that, even without the ability to casually observe their students in the physical classroom.
When checking on students' reading remotely, "Assessment here is "online" or in real time, and we get information about students' reading processes as they actually read" (Morrow & Gambrell, 2019, p. 315). This can be accomplished either over a live video meeting with individual students or with recorded student reading on platforms like Raz Kids or Flip Grid. Hearing and seeing a student read allows for oral reading data, and "With oral reading data, we may observe that a student is not consistently monitoring comprehension, as the student continues to read even when he or she is making meaning-changing miscues. We are able to pinpoint the problem, and we may be able to provide instruction to address a detailed, precise need based on our process-oriented reading assessment information" (Morrow & Gambrell, 2019, p. 315).
If it is possible for the teacher to check in with the student virtually over a live video or recorded reading, "We can use the results of our assessment in a formative manner, to immediately shape our understanding of the developing reader and subsequent instruction" (Morrow & Gambrell, 2019, p. 311).
Link to Raz Kids:
https://www.raz-kids.com/
Using Raz Kids as a formative assessment tool:
Link to Flip Grid:
https://info.flipgrid.com/
Using FlipGrid as a formative assessment tool:
Instructional Strategy #4
Main Idea and Comprehension
The fourth strategy focuses on guiding students to understanding and identifying the main idea of a story, along with working towards more effective reading comprehension. It has been stated that "comprehension is a more complex process in which readers actively construct mental representations of the text" (Morrow & Gambrell, 2019, p. 223). Being able to detail main idea and other text elements of a story is something that struggling readers should continue to practice as they also activate their literacy skills in other areas.
Some ways to manage this remotely are to use think-alouds, explicit instruction, and modeling. Another teacher once shared with me the idea of teaching in the sequence of "I do, we do, you do." This method is especially perfect when considering sharing think-aloud strategies with students. First the teacher models, then the teachers works with the students to practice, then the students practice on their own.
Think-Alouds during Remote Learning:
Think-alouds are effective because the method "helps students learn to monitor their thinking as they read and improves their comprehension" (Reading Rockets). The best way to get students to understand using this strategy is to model it for them first. For remote learning, this can be done during a live video hangout with the whole class, small groups, or individual students. It can also be done in a recorded video that is posted on YouTube or to another platform like FlipGrid (see Strategy #5 for more information on FlipGrid). Through modeling, teachers "Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the think aloud" (Reading Rockets).
Think-Aloud Resources via Reading Rockets:
https://www.readingrockets.org/content/pdfs/thinkaloud_checklist.pdf
The fourth strategy focuses on guiding students to understanding and identifying the main idea of a story, along with working towards more effective reading comprehension. It has been stated that "comprehension is a more complex process in which readers actively construct mental representations of the text" (Morrow & Gambrell, 2019, p. 223). Being able to detail main idea and other text elements of a story is something that struggling readers should continue to practice as they also activate their literacy skills in other areas.
Some ways to manage this remotely are to use think-alouds, explicit instruction, and modeling. Another teacher once shared with me the idea of teaching in the sequence of "I do, we do, you do." This method is especially perfect when considering sharing think-aloud strategies with students. First the teacher models, then the teachers works with the students to practice, then the students practice on their own.
Think-Alouds during Remote Learning:
Think-alouds are effective because the method "helps students learn to monitor their thinking as they read and improves their comprehension" (Reading Rockets). The best way to get students to understand using this strategy is to model it for them first. For remote learning, this can be done during a live video hangout with the whole class, small groups, or individual students. It can also be done in a recorded video that is posted on YouTube or to another platform like FlipGrid (see Strategy #5 for more information on FlipGrid). Through modeling, teachers "Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the think aloud" (Reading Rockets).
Think-Aloud Resources via Reading Rockets:
https://www.readingrockets.org/content/pdfs/thinkaloud_checklist.pdf
Instructional Strategy #3
Motivation and Engagement
The third strategy focuses on fostering student motivation and engagement in reading. It has been found that there are three key motivations: interest, dedication, and confidence (Morrow & Gambrell, 2019, p. 53). Motivation is more important than ever as students adjust to new ways of learning and completing school work at home. Without the daily interaction with their teachers, some students may begin to feel discouraged, or to lose steam in their literacy pursuits. Research has suggested that "Believing in yourself is more closely linked to achievement than any other motivation throughout school" (Morrow & Gambrell, 2019, p. 53). The confidence students have in their abilities to be successful readers can make all the difference in their actual success.
This is an overwhelming time for all involved in the education of children, including the children themselves. If teachers are able to do nothing else, consistently checking in with and encouraging students is one of the best things to be done. It is no surprise that "high-quality teacher-student relationships are characterized by a student's sense that the teacher understands and cares about him or her as a person" (Morrow & Gambrell, 2019, p. 394). Keep your students motivated by showing them you still care about them how they are doing, in whatever way you can!
Another way to get students who struggle motivated in reading is to continue to offer them a variety of texts and reading materials. While it is hard to not have access to classroom or school libraries, there are a number of online resources that are currently offering free access to books. Websites like Epic! offer students a wide range of books at various reading levels that give students plenty of options to become engaged in reading.
Links for using Epic! and tips for reading with students remotely:
https://www.getepic.com/learn/freeremotestudentaccess/
https://www.getepic.com/learn/reading-aloud-in-a-remote-world/
More on motivation in learning:
The third strategy focuses on fostering student motivation and engagement in reading. It has been found that there are three key motivations: interest, dedication, and confidence (Morrow & Gambrell, 2019, p. 53). Motivation is more important than ever as students adjust to new ways of learning and completing school work at home. Without the daily interaction with their teachers, some students may begin to feel discouraged, or to lose steam in their literacy pursuits. Research has suggested that "Believing in yourself is more closely linked to achievement than any other motivation throughout school" (Morrow & Gambrell, 2019, p. 53). The confidence students have in their abilities to be successful readers can make all the difference in their actual success.
This is an overwhelming time for all involved in the education of children, including the children themselves. If teachers are able to do nothing else, consistently checking in with and encouraging students is one of the best things to be done. It is no surprise that "high-quality teacher-student relationships are characterized by a student's sense that the teacher understands and cares about him or her as a person" (Morrow & Gambrell, 2019, p. 394). Keep your students motivated by showing them you still care about them how they are doing, in whatever way you can!
Another way to get students who struggle motivated in reading is to continue to offer them a variety of texts and reading materials. While it is hard to not have access to classroom or school libraries, there are a number of online resources that are currently offering free access to books. Websites like Epic! offer students a wide range of books at various reading levels that give students plenty of options to become engaged in reading.
Links for using Epic! and tips for reading with students remotely:
https://www.getepic.com/learn/freeremotestudentaccess/
https://www.getepic.com/learn/reading-aloud-in-a-remote-world/
More on motivation in learning:
Instructional Strategy #2
Fluency
The second strategy focuses on fluency practice. "Fluency is an integral component in reading development and text comprehension and, over the past two decades or so, it has become central to the literacy curriculum of many primary and elementary schools" (Morrow & Gambrell, 2019, p. 271). It has been found that, "appropriate fluency instruction offers a key to success in reading for many developing and struggling readers" (Morrow & Gambrell, 2019, p. 284).
Consistent practice is especially important for students at this time. "As a learner repeatedly encounters words, these words become more throughly embedded in the learner's memory and he or she requires less attention to decode them accurately" (Morrow & Gambrell, 2019, p. 273). On way to foster fluency is to "focus students' attention on reading meaningful phrases. As with modeling, a focus on phrasing helps students develop a deeper understanding of the importance of prosody while simultaneously helping them move beyond reading that is word by word or that uses phrasing in ways that fail to replicate oral language" (Morrow & Gambrell, 2019, p. 275).
Below is a list of phrases that students can practice. To practice these phrases during remote learning, there are a few options for teachers and students. One method is to make use of Zoom, Google Hangouts, or another video conferencing platform. Teachers can work with students as a whole class, in small groups, or one-on-one, and have the students write the phrases on a dry-erase board at home (or whatever the student has available), and students can repeat the phrases to the teacher.
Fluency Practice Sheet: 100 Word Phrases
More on fluency:
The second strategy focuses on fluency practice. "Fluency is an integral component in reading development and text comprehension and, over the past two decades or so, it has become central to the literacy curriculum of many primary and elementary schools" (Morrow & Gambrell, 2019, p. 271). It has been found that, "appropriate fluency instruction offers a key to success in reading for many developing and struggling readers" (Morrow & Gambrell, 2019, p. 284).
Consistent practice is especially important for students at this time. "As a learner repeatedly encounters words, these words become more throughly embedded in the learner's memory and he or she requires less attention to decode them accurately" (Morrow & Gambrell, 2019, p. 273). On way to foster fluency is to "focus students' attention on reading meaningful phrases. As with modeling, a focus on phrasing helps students develop a deeper understanding of the importance of prosody while simultaneously helping them move beyond reading that is word by word or that uses phrasing in ways that fail to replicate oral language" (Morrow & Gambrell, 2019, p. 275).
Below is a list of phrases that students can practice. To practice these phrases during remote learning, there are a few options for teachers and students. One method is to make use of Zoom, Google Hangouts, or another video conferencing platform. Teachers can work with students as a whole class, in small groups, or one-on-one, and have the students write the phrases on a dry-erase board at home (or whatever the student has available), and students can repeat the phrases to the teacher.
Fluency Practice Sheet: 100 Word Phrases
More on fluency:
Instructional Strategy #1
Phonics and Word Study
The first instructional strategy focuses on phonics practice and word study methods. "Word study is an approach to teaching students developmentally and explicitly the underlying properties of how words are spelled and what they mean" (Morrow & Gambrell, 2019, p. 175). This is a foundational skill that many young students struggle with at the start of their literacy education. It has been found that "When it comes to word recognition, skilled readers recognize the vast majority of words both accurately and effortlessly" (Morrow & Gambrell, 2019, p. 272). Struggling readers often find this accurate and effortless word recognition to be difficult, and they need extra practice and attention to help them reach their future reading goals.
For the majority of students, "Reading and writing proficiency depend upon the accurate and rapid recognition and understanding of words in context, and the accurate and easy production of words in writing" (Morrow & Gambrell, 2019, p. 176). This is not surprising, and most teachers do an excellent job of supporting their young struggling readers in the physical classroom. How do we then continue this level of support for our students during this time of remote learning?
The main answer is, whatever we can do. Whatever you are doing to help your students is wonderful, and knowing that their teachers care about their success is essential to students' learning. We will address this idea more in Strategy #4. When specifically considering phonics and word study skills, teachers can, for the most part, adapt their existing lessons to the virtual world. There are also a few other tools available to assist students and teachers, like Lalilo (see below).
One way to adapt existing methods of phonics instruction, is to hold video meetings with students as a whole class, in small groups, or one-on-one. In these groups the teacher can review the lesson in question, for example ending blends (see worksheet below). The teacher can instruct the students keep a dry erase board or paper and marker next to them to use for the lesson. Then, the teacher can read the ending blends and walk the students through spelling/sounding out the words. Teachers also can have the students "write" the words out on their arms using their fingers to trace the letters, rather than writing the words on a board or paper.
Lessons involving the practice of blends can be very beneficial to struggling readers. It has been noted that "Part of decoding involves learning to identify pairs of consonants, in isolation and as they appear in words, and knowing the unique sounds that these consonant blends make" (Morrow & Gambrell, 2019, p. 311). Research has shown that "successful, developing readers must decode printed text, often relying on phonics early in their reading careers" (Morrow & Gambrell, 2019, p. 311). This highlights the necessity of phonics practice as a skill that is essential for struggling readers as they continue to move towards higher achievement in literacy.
Ending Blends Practice Worksheet
Links for using Lalilo for remote phonics assessment and practice:
https://lalilo.com/?language=en
https://resources.lalilo.com/resources/What+does+a+student+Lalilo+session+look+like+_.pdf
The first instructional strategy focuses on phonics practice and word study methods. "Word study is an approach to teaching students developmentally and explicitly the underlying properties of how words are spelled and what they mean" (Morrow & Gambrell, 2019, p. 175). This is a foundational skill that many young students struggle with at the start of their literacy education. It has been found that "When it comes to word recognition, skilled readers recognize the vast majority of words both accurately and effortlessly" (Morrow & Gambrell, 2019, p. 272). Struggling readers often find this accurate and effortless word recognition to be difficult, and they need extra practice and attention to help them reach their future reading goals.
For the majority of students, "Reading and writing proficiency depend upon the accurate and rapid recognition and understanding of words in context, and the accurate and easy production of words in writing" (Morrow & Gambrell, 2019, p. 176). This is not surprising, and most teachers do an excellent job of supporting their young struggling readers in the physical classroom. How do we then continue this level of support for our students during this time of remote learning?
The main answer is, whatever we can do. Whatever you are doing to help your students is wonderful, and knowing that their teachers care about their success is essential to students' learning. We will address this idea more in Strategy #4. When specifically considering phonics and word study skills, teachers can, for the most part, adapt their existing lessons to the virtual world. There are also a few other tools available to assist students and teachers, like Lalilo (see below).
One way to adapt existing methods of phonics instruction, is to hold video meetings with students as a whole class, in small groups, or one-on-one. In these groups the teacher can review the lesson in question, for example ending blends (see worksheet below). The teacher can instruct the students keep a dry erase board or paper and marker next to them to use for the lesson. Then, the teacher can read the ending blends and walk the students through spelling/sounding out the words. Teachers also can have the students "write" the words out on their arms using their fingers to trace the letters, rather than writing the words on a board or paper.
Lessons involving the practice of blends can be very beneficial to struggling readers. It has been noted that "Part of decoding involves learning to identify pairs of consonants, in isolation and as they appear in words, and knowing the unique sounds that these consonant blends make" (Morrow & Gambrell, 2019, p. 311). Research has shown that "successful, developing readers must decode printed text, often relying on phonics early in their reading careers" (Morrow & Gambrell, 2019, p. 311). This highlights the necessity of phonics practice as a skill that is essential for struggling readers as they continue to move towards higher achievement in literacy.
Ending Blends Practice Worksheet
Links for using Lalilo for remote phonics assessment and practice:
https://lalilo.com/?language=en
https://resources.lalilo.com/resources/What+does+a+student+Lalilo+session+look+like+_.pdf
Introduction
A place for teachers working remotely to gain tools to better support elementary school students who struggle with literacy skills
It is more important than ever for educators to support struggling readers. It has been noted that "struggling readers have a long history of being held in place with limited trajectories in achievement gains" (Morrow & Gambrell, 2019, p. 113). Teachers are the frontline for students, as they ensure that all of their students have access to the resources they need. "Classroom teachers have control over the process (e.g., how we plan for an instruct students, how we establish the learning environment) and the products (i.e., assessments of learning) (Morrow & Gambrell, 2019, p. 115). Given the differences between learning in a physical classroom and learning online, teachers are faced with the task of adjusting instruction.
So, what's a teacher who is dedicated to helping struggling readers to do? Some things remain the same. For one, "Specific instruction for struggling readers should implement instruction and planning carefully with the reading/literacy specialists" (Morrow & Gambrell, 2019, p. 115). Teachers can and should use all of the outside support that is available to them: reading specialists, paraprofessionals, special education teachers, and other special services staff.
Secondly, it is important that students have ample "Time during the day (i.e., at school and home) to engage in multiple literacy activities during and across the year, including summers, is fundamental to the depth and breadth of reading growth and development" (Morrow & Gambrell, 2019, p. 112). This can still be done when students are "working from home", teachers just need to rethink their methods and consider how to engage their students from afar.
Furthermore, teachers can pivot their small group and one-to-one lessons to online learning. "Additional instruction provided for small groups and individuals is significantly more effective than instruction for large groups; and when compared, individual instruction is associated with greater acceleration than instruction for small groups" (Morrow & Gambrell, 2019, p. 114). Remote learning actually gives teachers even more ability to work with students in small groups and one on one, via Google Hangouts, Zoom, etc.
There are a number of strategies that teachers can employ to ensure that their struggling readers are receiving the guidance and tools they need to be successful. The following posts will review five strategies that can be used relating to phonics, fluency, motivation and engagement, main idea and recalling key elements of a story, and assessment.
Secondly, it is important that students have ample "Time during the day (i.e., at school and home) to engage in multiple literacy activities during and across the year, including summers, is fundamental to the depth and breadth of reading growth and development" (Morrow & Gambrell, 2019, p. 112). This can still be done when students are "working from home", teachers just need to rethink their methods and consider how to engage their students from afar.
Furthermore, teachers can pivot their small group and one-to-one lessons to online learning. "Additional instruction provided for small groups and individuals is significantly more effective than instruction for large groups; and when compared, individual instruction is associated with greater acceleration than instruction for small groups" (Morrow & Gambrell, 2019, p. 114). Remote learning actually gives teachers even more ability to work with students in small groups and one on one, via Google Hangouts, Zoom, etc.
There are a number of strategies that teachers can employ to ensure that their struggling readers are receiving the guidance and tools they need to be successful. The following posts will review five strategies that can be used relating to phonics, fluency, motivation and engagement, main idea and recalling key elements of a story, and assessment.
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