ppt课件-instructionalstrategiesforteachingliteracytostruggling.pptVIP

Instructional Strategies for Teaching Literacy to Struggling Readers in Content Areas Darylene Williams M.A., M.S. M.Ed. National Assessment of Educational Progress Numbers show no significant difference for 4th grade from 1992 when 19% of CA students were proficient to 24 % in 2009 and 25% in 2011. Numbers show no significant difference for 8th grade from 1998 when 21% of CA students were proficient to 22 % in 2009 and 24% in 2011. NAEP Scores Year Grade Below Basic Basic Proficient Advance AverageScore 1998 8th CA 36% 43% 21% 1% 253 1998 8th * 261 2011 8th CA 35% 42% 21% 3% 255 2011 8th * 25% 43% 29% 3% 264 1998 4th CA 52% 28% 16% 4% 202 1998 4th * 213 2011 4th CA 44% 32% 19% 6% 211 2011 4th * 34% 34% 25% 7% 220 Research Teach to standards Common Core Standards “when” Standards establish the “what” Teachers determine the “how” Intentional instruction Research shows that - “Students are more likely to grasp a lesson objective that builds on their prior experience.” Literacy Instructional Design Development of reading comprehension instruction in context, K-12. Use of more expository text and development of reading comprehension starting in the primary grades. Informational texts and read aloud books starting in Kindergarten. Content area instruction making connections to places and culture in social studies. Narrative Text Narrative text compare characters and situations Narrative text compare/contrast with readers’ experiences Narrative text from earlier historical periods are often complex Narrative text structure unfamiliar word choices and phrasing Expository Text Expository text use of informational, digital and content curriculum formats. Comprehension developed through connections to prior experiences. Students may have out-of-school knowledge and life experiences. Teachers may need to build background knowledge and demonstrate the connections. Text Structure Supports Vocabulary-visual example, simple definition, sentence Comparison