| Working Group 14:
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| How can teachers
provide extra support for struggling readers in a Four Blocks classroom? |
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Guided
Reading |
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Model, model, model |
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Teacher shares with struggling reader
during 3-Ring Circus |
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Use lower-level content books |
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Partner reading – higher level student reads
and struggling reader flags |
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Echo, choral, shared reading |
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Pick a page – can combine with choral reading,
give chance to practice |
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Pre-reading – picture walk, prior knowledge |
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Think-alouds – build prior knowledge, make connections |
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Connect text to world, text to self |
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Book club groups |
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Use graphic organizers |
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Mix fiction/non-fiction, narrative/exposition |
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Self-Selected Reading |
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Model, model, model |
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Read-aloud text at level of struggling
reader |
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Mix fiction/non-fiction, narrative/exposition |
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Personal books – signing and struggling reader
evaluates |
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Struggling reader should practice reading books that
are too easy to build confidence |
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Group conferencing |
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Writing |
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Model, model, model |
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Mix fiction/non-fiction, narrative/exposition
for mini-lessons |
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“Dear Teacher” journal |
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Touch base often with struggling reader
– “writers become readers” |
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Working with Words |
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Model, model, model |
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Quick preview during Making Words |
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Peer-coaching during Making Words |
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Take-home Word Wall |
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Other
Ideas |
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ESL or special teacher spend extra time with struggling
reader |
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“Baggy books” – take home books |
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After-Lunch Bunch/Early Success |
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30 minutes of open center time – teacher meets
with struggling reader |
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Train a tutor |
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Coordinate with Remedial Reading etc. |
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Train an older struggling reader to tutor a younger
struggling reader |
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