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CREATING A CLASSROOM WHERE STRUGGLING READERS SUCCEED: K-6
KATHI RHODUS
HTTP://BIT.LY/2G6D00E
ISBE ELA CONTENT SPECIALIST
ESSA CONFERENCE
Today’s Goals
1. Foundational Skills – Ample Practice for Struggling Students
2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach
a. Read Alouds
b. Shared Reading
c. Guided Reading
d. Independent Reading
3. Building Stamina
4. Scaffolding Strategies Tips/Cautions Tools
STRUGGLING STUDENTS
A struggling learner is a
student who has difficulty
keeping up with classmates
of the same age in a
developmentally
appropriate learning
environment.
STRUGGLING READERS…
• KNOW they struggle with reading
• Do anything they can to distance
themselves from the place and the people
who will remind them that they can’t
read.
STRUGGLING READERS…
Prefer to get into trouble for not doing their
work rather than be embarrassed in front of
their peers for doing it wrong.
DO WE KNOW WHY THEY STRUGGLE?
SCAFFOLDS TO INDEPENDENCE
1. Foundational Skills – Ample Practice for Struggling Students
2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach
a. Read Alouds
b. Shared Reading
c. Guided Reading
d. Independent Reading
3. Building Stamina
4. Scaffolding Strategies Tips/Cautions Tools
FOUNDATIONS OF READING: FOUNDATIONAL SKILLS
Students who do not reach proficiency
levels on the first exposures to the
foundations of reading will need MORE
exposures and experiences.
Otherwise, they risk becoming the
students who are reading five (or
more) years below grade level in high
school – the ones who rarely graduate.
(Hernandez, 2001)
QUICK ALIGNMENT CHECKLISTS FOR FOUNDATIONAL SKILLS (K-5)
STUDENT ACHIEVEMENT PARTNER RESOURCES: WWW.ACHIEVETHECORE.ORG
• Professional Development, etc..
https://achievethecore.org/category/1
206/ela-literacy-foundational-skills
• Effective Enhancements for
Foundational Skills Instruction
(handout)
ILLINOIS LITERACY IN ACTION RESOURCESWWW.ILLINOISLITERACYINACTION.ORG
1.Choose a grade
level
2. Click Foundational
Skills
1. Foundational Skills – Ample Practice for Struggling Students
2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach
a. Read Alouds
b. Shared Reading
c. Guided Reading
d. Independent Reading
3. Building Stamina
4. Scaffolding Strategies Tips/Cautions Tools
SCAFFOLDING
Scaffolding is an instructional technique whereby the
teacher models the desired learning strategy or task, then
gradually shifts the responsibility to the students.
• Wood, Bruner & Ross (1976)
• Shaped by Vygotsky’s “Zone of Proximal Development” (1978)
SCAFFOLDING
• Scaffolds should be
removed purposefully in
order for students to
complete a task
independently,
SCAFFOLDING CHALLENGES
SCAFFOLDS NOT GRADUALLY REMOVED
SCAFFOLDS NOT REMOVED
Gradual Release of Responsibility
Teac
her
Read Aloud Shared
Reading
Guided
Reading
Independent
Reading
Student
Handout
READ ALOUDS
• Reading aloud is the foundation for literacy development.
• It is the single most important activity for reading success
(Bredekamp, Copple, & Neuman, 2000).
• It provides children with a demonstration of phrased, fluent
reading (Fountas & Pinnell, 1996).
• It reveals the rewards of reading, and develops the listener's
interest in books and desire to be a reader (Mooney, 1990).
READ ALOUD RESOURCES
Lessons for read aloud books,
grades K–2
• https://achievethecore.org/category/411/
ela-literacy-
lessons?filter_cat=788&sort=name
Suggested Read Aloud Titles –
Grades K-8 Interactive Read Aloud
With Accountable Talk
• http://readingandwritingproject.com/publ
ic/resources/booklists/archived/reading/i
nteractive_read_aloud.pdf
STUDENT ACHIEVEMENT
PARTNERS READ ALOUD
PROJECT
TEACHER’S COLLEGE
READING AND WRITING
PROJECT
Gradual Release of Responsibility
Teac
her
Read Aloud Shared
Reading
Guided
Reading
Independent
Reading
Student
SHARED READING
• Interactive reading experience
• Guided and supported by a teacher
• Teacher explicitly models skills
• Materials are oversized for all to see
(or individual copies are provided)
Gradual Release of Responsibility
Teac
her
Read Aloud Shared
Reading
Guided
Reading
Independent
Reading
Student
GUIDED READING
https://www.teachingchannel.org/videos/guided-reading-introduction
Supports
Gradual Release of Responsibility
Teac
her
Read Aloud Shared
Reading
Guided
Reading
Independent
Reading
Student
Final
step of
gradual
release!
INDEPENDENT READING
Unfortunately, in many
schools the poorest
readers read the least,
often as much as three
times less than their peers
(Allington, 2006).
AT-RISK READERS NEED TIME TO READ
Isolated skills instruction has become the primary
focus of the struggling student, but they do very
little reading.
“If they don’t read much, how they every gonna
get good?”
(Allington, 2009)
1. Foundational Skills – Ample Practice for Struggling Students
2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach
a. Read Alouds
b. Shared Reading
c. Guided Reading
d. Independent Reading
3. Building Stamina
4. Scaffolding Strategies Tips/Cautions Tools
GOAL: BUILDING STAMINA
When students deeply engage with text for sustained periods of time, they enter the
“reading zone.” (Atwell, 2007)
Help students build muscle memory around managing space, materials, and attention. (Boushey & Moser, 2014)
Tips
• Stop independent reading while it is still engaging.
• Continue to do this regularly, incrementally increasing the amount of time before interruption.
• Goal for Primary – 15-30 minutes
• Goal for Intermediate – 30-45 minutes
DO NOT SACRIFICE INDEPENDENT READING TIME DURING THE SCHOOL DAY!
What do the teachers do during independent reading?
• Observe
• Interact
• Collect formative assessment data
• Independent reading can be homework but it is not to take the place of
independent reading during the school day. Gathering formative assessment
date during independent reading is essential for future planning.
THE 10,000 HOUR RULE (GLADWELL, 2008)
• Practice can make perfect, but better practice leads to more progress.
• Be on the lookout for students who practice “fake reading”.
BUILD LISTENING COMPREHENSION STAMINA
1. Foundational Skills – Ample Practice for Struggling Students
2. Scaffolded Instruction Using the Gradual Release of Responsibility Approach
a. Read Alouds
b. Shared Reading
c. Guided Reading
d. Independent Reading
3. Building Stamina
4. Scaffolding Strategies Tips/Cautions Tools
SCAFFOLDING STRATEGIES, TIPS/CAUTIONS & TOOLS
SCAFFOLD CAUTIONS
Background knowledge needed to read a section about
the Revolutionary War
Do students know how to locate their own background
knowledge if needed?
• Stop: Identify the confusion.
• Google it
• Ask someone
• Look at another source.
SCAFFOLD CAUTIONS:
A new text contains the words flax, awl, fiber and trousers in
one passage. The teachers begin the lesson by writing
these words on the board and providing students with an
example and definition of each.
Do students know how figure the meaning of words (in
context and out)
• Stop: Identify the confusion.
• Student Friendly Dictionary (print or online)
• Ask someone
STUDENT DICTIONARY
A collection of vocabulary graphic organizers to refer to when reading.
Do students know how to create their own if needed?
ONLINE STUDENT DICTIONARIES
www.wordcentral.com https://www.wordsmyth.net/
SCAFFOLD CAUTIONS:
The first chapter of a story introduces and adds many
characters which can be confusing to a reader.
CHARACTER CARDS
Continually add to the card:
• Facial features, clothing, hair, key words, symbols
(possible page #’s)
• On back; page numbers, notes,
• Attach a newly created new card if major changes occur
SCAFFOLD CAUTIONS:
How can students keep track of multiple
characters?
• Stop: Identify the confusion.
• Character Cards
• Graphic Organizer
NONFICTION
KEEPING TRACK OF IT ALL
Teachers may provide a purpose for reading which will help
direct their thinking.
Facts about
giraffes and
crocodiles.
Past and
present day
foods, homes,
tools and
cultures.
NONFICTION
KEEPING TRACK OF IT ALL
• When they are reading/listening on their own, how can they
determine the purpose/organization of the text and keep track of
all of the facts.
• Ample practice in creating their own graphic organizer is
imperative.
• Table of contents?
• Headings
• Key words that indicate the text structure: “cause/effect”,
“description”, “problem/solution”, “compare/contrast”, etc..
STRATEGIES TIPS & TOOLS
READ & WRITE FOR GOOGLE
• https://www.youtube.com/watch?v=jhUXXBrXWOc
Before
https://www.texthelp.com/en-us/products/read-write/read-
write-for-google/
REWORDIFY
https://rewordify.com/
https://www.youtube.com/watch?v=WLYUnw3Avm4
Simplify difficult English Effectively teach words
HINT CARDS
• https://www.teachingchannel.org/videos/hint-cards
During
SPEAKING & LISTENING SUPPORTS: SENTENCE STEMS
http://www.illinoisliteracyinaction.org/speaking-and-listening.html
After
https://www.teachingchannel.org/videos/speaking-
respectfully-nea
SCAFFOLDING IN ACTION
https://www.teachingchannel.org/videos/bu
ilding-analysis-skills-special-ed-gettyhttps://www.teachingchannel.org/videos/teac
hing-text-features-nea
NEXT STEP
What new tool/resource/tip will
you implement in the future?
REFERENCES
• Allington, R.L. (2009), If they don’t read much….30 years later. In E.H. Hiebert (Ed.),
Reading more, reading better (pp. 30-54). New York: Guilford Publishers.
• Allington, R.L. (2011), What At-Risk Readers Need. Educational Leadership, March 2011,
Volume 68, Pages 40-45.
• Burkins, Jan Miller, and Kim Yaris. Who’s doing the work?: how to say less so readers can do
more. Stenhouse Publishers, 2016.
