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Chapter 10 Summary: Differentiating Reading, Writing, and Spelling…

- - - - Identify student's independent, instructional and frustration levels
      - Use student development, prior knowledge, interests, and motivation
  - - - Always use cultural connections and visual supports
        
        Use cognates, bilingual dictionaries/thesauruses
      - Students can read multicultural and bilingual materials to share cultural stories
      - Use primary languages and cultural backgrounds to support learning
    - - Provide ongoing practice, prompting, feedback, and data-based individualization
      - Model-lead-test: modeling and orally presenting the material to be learned - helping students understand it through prompts and practice, and testing students' mastery
      - Time delay: foster student learning by delivering prompts that limit the likelihood that students make errors and gradually increase the time between presentation of a word and corresponding prompt
      - System of least prompts: giving students opportunities to respond, provide assistance by modeling, and physically guiding students in making a correct response
  - - - Learn to blend sounds into words, segment or break words into sounds, and manipulate or delete sounds
    - - Also helps promote phonological awareness, vocab development, comprehension, and strengthen background knowledge
      - Picture and patterned books are helpful for students with reading difficulties and ELL students to learn decoding, predicting, and utilize context, semantics, and syntactical cues
- - - - Students create writing goals and a plan (using graphic organizer or other planning tool)
        
        Utilize prewriting activities
        
        Idea generation can come from various avenues but should be student choice and can be linked to reading
        
        Story starters/enders can help students see a plan for their writing
        
        Outlines and semantic maps help students group ideas together to create main topics and supporting details
      - Sequence their ideas into sentences and paragraphs
        
        Teach students how to write and other writing skills during the drafting stage independently or in small groups
        
        Allow students to self-evaluate their work to help grow their ideas, organization, voice, word choice, sentence fluency, and conventions
        
        Always provide teacher feedback/teacher conferences during drafting to support and praise writing
      - Proofreading for accurate organization and mechanics
        
        Mainly focus on mechanical editing
        
        Model how to proofread work and provide supportive feedback
        
        Provide checklists, rubrics, and other editing tools to help students self-evaluate
      - Offer feedback to classmates
        
        Reviewing should focus on content, organization, and word choices in positive and corrective way
        
        Collaborative writing groups create a positive environment for writing
        
        Writers workshop can help students write and receive feedback from peers and teachers (status of class, minilessons, workshop proper, and sharing)
      - Share writing with others
  - - - Students make/use cue cards on when to independently use writing strategies
  - - - Has built in accommodations like text-to-speech/speech-to-text, enlarged print, etc.
        
        Make sure to model and teach students how to use these tools
      - Has Spell-checkers, word cuing and prediction, dictionaries, glossaries, and thesauruses.
- - - - Linguistic spelling approach - focuses on rules of spelling and patterns related to whole words
        
        Phonetic spelling approach - learning to apply phoneme-grapheme correspondence within parts of words
    - - Test-study-test procedure - pretest on fixed list of words, study words, take posttest to assess mastery (modify word list as needed)
        
        Corrected-test method - guide students in correcting their spelling errors by spelling words orally while students correct them
        
        Word study technique - verbalizing the word, writing/saying word, comparing word with a model, tracing word, writing word from memory, checking spelling, and repeating as necessary
        
        Can use word sorts to help group similar words
    - - Explain importance of spelling to students by seeing spelling, reading, and writing connection
        
        Take notes about students' progress in spelling errors to individualize spelling instruction
        
        Modify spelling words to be personalized and relevant to students
        
        Provide enough time and space to practice spelling and word analysis before assessment
        
        Teach students to use spelling strategies and techniques
        
        Use engaging instructional strategies, like technology and spelling games to get students to foster their spelling fluency and provide feedback
- - - - Word walls and word cards are critical to learning new vocabulary
      - Use visuals, kinesthetic and sensory experiences, manipulatives, memorable events, role playing and videos to help understand vocabulary
      - Vocabulary developmental strategies may include repetition, modeling, games, drama, and cloze strategy
      - Semantic feature analysis: creating a visual that guides students in comparing vocabulary words to determine comparisons
  - - - Either synthetic (develops phonetic skills by teaching symbol to sound rules) or analytic (analysis of words and reading)
    - - Usually uses themed units to increase language and reading skills