Framework for Diagnostic Teaching

Framework

• The framework for diagnostic teaching places a premium on tailoring programs that specifically fit all readers.

• Teachers can use the structure for lesson planning to identify instructional alternatives and monitor their effectiveness.

Framework

• The framework is composed of the following four elements:

• (a) familiar text time, • (b) supported reading and writing, • (c) continuous assessment, • (d) strategy and skill instruction,

Framework

• Each element performs a distinct function and combines with the others to form an entire diagnostic teaching session that can be completed in an hour and a half.

• However, the session may be spread out over several days.

Framework

• Familiar text time (FTT) is a time for students to reread easy and familiar material.

• Familiar text time provides a balance between easy reading of books and poems and challenging tasks that follow in other elements.

• At the beginning of each session, teachers ask students to choose children's literature and poems that are familiar.

Framework• Often students choose easy, predictable books

that can be read repeatedly because of the rhyme, rhythm, and repetition.

• Like singing a favorite song over and over again, this procedure engages the readers in active reading and sets a supportive tone for the entire session.

• In this part of the diagnostic teaching session, teachers invite the reader to choose among four or five familiar texts.

• Allowing readers to choose what they will

Framework

• Allowing readers to choose what they will read increases engagement.

• By choosing, readers establish reasons for reading the selected material.

• Familiar text also increases the amount of easy reading that the student accomplishes during the diagnostic teaching session.

Framework

• During FTT, students use their developing strategies and skills within the context of already-known material.

• They try out and refine their new strategies and skills while immersed in familiar and easy text.

Framework

• The interactions among the teacher and students while discussing the text provide a safety net for making and correcting mistakes, in turn increasing the active engagement of readers.

• Students enjoy the risk-free activity that begins the session.

Framework

• Supported reading and writing focuses on meaningful interpretations of reading material as students read and respond through discussion and writing.

• Each diagnostic teaching session includes time for students to create meaning as they read entire stories or informational passages.

• They then respond through discussion and writing.

Framework

• The element of supported reading and writing is a flexible format so that teachers can use guided reading, literature discussions, or thematic units for the central part of the framework.

• For example in a literature discussion, teachers support reading and writing by having multiple titles of several books, and they give book talks before the selection of texts.

Framework

• The primary focus of supported reading and writing element is on having students construct meaning with text and respond in writing.

• Writing in response to reading advances students' reading comprehension.

• Teachers spend 60% of their instructional time with this element of the session; therefore, students are reading contextual material for the majority of the time.

Framework

• Together, teachers and students select reading material where all students in an instruction group can comprehend the story line or develop concepts.

• For the struggling reader, however, the text needs to be short enough to provide a sense of closure.

Framework

• During this element, teachers often use small-group instruction so that they can differentiate instruction according to the strengths and reading levels of the students.

• The material used is engaging and chosen to maximize student performance.

Framework

• Teachers think about the kind of instruction needed before, during, and after the student reads the selected story, book, or informational chapter.

• They consider the support needed before they begin to reading so they can support students as they construct meaning with text.

• Teachers reflect by asking themselves, "Is there a way to provide support before reading to help students anticipate the meaning?"

Framework

• In the first step, teachers draw students' attention to key concepts and relate them to the students' own experiences.

• Together, teachers and students discuss the specific content or the story theme, thus increasing the students' active reading.

• Teachers use open-ended questions and scaffolds that will engage students in active reading through the entire length of the text.

Framework• During this brief discussion, the teacher anticipates

problem vocabulary words• and, if needed, provides instruction in either word

identification or word meaning.• This instruction needs to be directly related to what is

being read, predictions that• have been made, and the key concepts or story theme.

Time is of the essence in• teaching. Consequently, only the important words,

meanings, and concepts need to• be stressed.

Framework

• During this brief discussion, the teacher anticipates problem vocabulary words and, if needed, provides instruction in either word identification or word meaning.

• This instruction needs to be directly related to what is being read, predictions that have been made, and the key concepts or story theme.

• Time is of the essence in teaching. • Consequently, only the important words,

meanings, and concepts need to be stressed.

Framework

• The second step of supported reading and writing occurs while the students are reading and includes silent reading to construct meaning.

• During reading, they encourage students to read actively by focusing their attention on constructing meaning with text.

• They probe with leading questions: "What did the author mean?

Framework

• Does that [the answer] make sense in relation to the other ideas the author presented?"

• Further, teachers think about what kind of support, if any, is needed as students read the story, chapter, or informational passages.

• While discussing reading passages, teachers need to elicit responses from students that focus on the main theme.

Framework

• Rather than focusing on responses and questions that are text-based, literal, and unrelated to the theme, teachers use questions and lead discussions that focus students on understanding the main concepts and themes.

Framework

• The third step occurs after the text is read as students respond to the passage by writing a response or summary.

• Students analyze stories in terms of the characters' motivations, the author's purpose for writing the story, and other stories and personal experiences with similar themes.

Framework

• Likewise, they analyze informational pas- sages in terms of how they affect their community, the world, and themselves.

• After reading, students relate similar personal experiences to what was read.

• Experiences may include other stories, information sources, movies, and songs.

Framework

• These three steps form the structure for supported reading and writing (SRW),the major component of the diagnostic teaching session.

• Basic to the development of SRW is an instructional sequence that uses the students' strengths.

• Techniques are selected so that readers can construct meaning.

Framework

• In other words, teachers can reflect by• asking, "What can I do to make text more

understandable for the students? • Do I need specific reading techniques to

ensure active reading? • At what point in the instructional sequence do

students need instruction adjusted?"

Framework

• For example, students who have a limited ability to deal with oral language, would profit from vocabulary work and direct experiences with the prerequisite concepts before reading.

• For these students, teachers need to increase the amount of instruction before these students read.

Framework

• Semantic maps, which ask students and teachers to construct a visual diagram relating the students' background knowledge to unfamiliar words, can be used.

• This facilitates students' conceptual understanding and increases their ability to construct meaning.

Framework

• When students understand the content and meaning of vocabulary used, but have difficulty reading the words, the instructional adjustments are different.

• For students who show extreme difficulty with recognizing the words, teachers spend more time on word identification and less time on developing word meanings.

Framework

• Teachers can use specific techniques both before and after students read the text.

• The adjustments facilitate their ability to construct meaning with text.

• During SRW, teachers differentiate instruction.

Framework

• The ultimate goal is to focus on reading connected text and responding in writing so that students can integrate their prior knowledge with the text and develop personal interpretations.