Reading is an issue for many special education students.Choose one of the forms mentioned in this chapter and implement it with a student.Report your results in one or twoparagraphs.
As a former Title One teacher, this chapter was familiar territory for me. Readers must have a "tool-kit" ready and accessible to use when decoding and reading for comprehension. In this "tool-kit" they must have decoding strategies such as phonics and Dolch sight words, vocabulary strategies such as prefixes and suffixes and comprehension strategies such as summarizing, story organizers and background knowledege. A common activity that I have used in the past is Form 34 using basic Dolch sight words. There are also free apps for the iPad such as "Play Sight Words Gr. 1 & 2 and "Sight Words List - Learn to Read Flash Cards & Games". If you simply search "sight words" you will find many free or $.99 choices.
I have been using SpellRead with some of my kids, and I think that gives them some pretty good tools. I refer to it alot, even in small ways like reminding them that it is a sound on a pink card. It seems to help.
I just started doing a word a day vocabulary activity with my students last week. To be honest, I did not use form 40, which is for charting new vocabulary, but we started a word wall instead. The word wall is based on parts of speech. So far we have words under adjective, noun, and verb. We use the words orally in complete sentences give examples, etc. I won't do vocab this week because 2 of the students have reading state assessments but I will start the week after. I like the way the chart uses antonyms and synonyms.
I used a form for learning new vocabulary – Form 40. However, instead of finding antonyms, I had them draw a picture in order to have a visual aid to help them remember the new vocabulary words. The form is a lot like a Frayer Model that we use at Kepley all of the time in all classes. I used the vocabulary form with two students; both are in ESL and SpEd. They struggle with reading and also re-call. The students were asked to define 5 new vocabulary words from their Social Studies chapter. They had to write each word, look up the definition and write it, use the word in a sentence, and draw a picture of the word. Some of the words were hard to come up with a picture, so I brought them to the computer together, and we came up with images using Google. We printed the pictures off and glued them to the form. Using the word in a sentence and using a picture was a big help to their memories. After the Chapter test, both students told me that the sentences they made up and the pictures they found were very helpful for them when it came to the vocab section of the test. This form and Frayer models are great to use for any subject, especially core subjects with specialized vocabulary, because many students have never heard the word before, let alone heard it used in context. Reading the chapters becomes much easier when the students have heard and learned the words in the text.
I like the way you used the form for their social studies words, especially using the computer for pictures. I have a student who needs science accommodations - I will try this with him.
The great thing about this book are the forms at the back. They give immediate ideas to teach the everyday things that we have to teach. I really like the idea of combining visuals with the words. This will really expand the kids background knowledge which in turn will aid in their learning. Good job April!
Several of my students don't have the background knowledge to support vocabulary. Form 40 would be good, especially with pictures, to help reinforce the new terms. Great idea!
I used form 24, compare and contrast. My 6th hour reading class just finished the book "James and the Giant Peach". After we read and did all of the activities during the reading and took the AR quiz we watched the movie. The movie, by the way, is not as good as the book, I suggest you read the books first before having students watch the movie, the movie is always different from the book and this way the students learn the authors true intent! After the movie we made a compare and contrast chart. We compared the book to the movie. In this unit the book and movie were very different. In fact my students liked the book better, I do not often hear that! This is a great visual for them and really gets them thinking about both in comparison to each other. Our next book is "Percy Jackson and the Lightning Thief". We will again make a compare and contrast chart to the book and movie at the end of the unit. There will not be as many differences with these two as with "James and the Giant Peach". It will be interesting to see if my students pick up on that. Some movies are not much different than the book. I do this in hopes of instilling a love of books in my students and not taking the easy way out by watching the movie!
I like the idea of reading the book, then watching the movie. I especially love it when they like the book better! My daughter's class did the same thing in 7th grade and really liked the book much better.
At my level we are on such short stories, it is difficult to find a good movie to show. I like the idea and have used it with former third graders on Sarah Plain and Tall and Little House books. Does put visual into their mind.
I have had good luck with lower kids and Because of Winn Dixie. It's a great book and pretty cute movie. There are some great comparisons that will fit on form 24. Most of the kids picture the dog differently than the one in the movie. Also, the AR level for Winn Dixie is 3.5!
Okay I am late. We had spring break and couldn't do assignment until this week Tried Form 38 Story Organizer with student that has severe trouble with catagorizing information. Thought this might help. first read questions. then read quietly story. then reread questions. then reread outloud story and have highlighter to find each question's response. . Got the title, then main character and 2nd character. put squirrel and snake. Please don't ask where that came from. They are animals you know. Then where does story take place, long long ago. Events were discriptions. Then it only went down hill from there. so second day. Review go over what it is asking and review and reread, I do it orally this time. Then still takes place, long long ago. becuase that it what it says in the first sentence. IT took three days reviewing and reexplaining and regoing over and finally got it. Next week we are doing another story and again trying this form . Must decide if it is the form, my explaination or still not getting the catagories. Will try and use specific colors for title, blue, characters, red, setting, green, events, yellow. Think this might help triggers. IT was an adventure.
Sounds like fun! I'm curious to find out how the color coding works. I've also seen symbols for each story element. There was something on speakingofspeech.com - can't remember exactly what it was. Have you ever used that site?
The color coding has been a tool for aiding student reading skills for a long time. I attended an Infinitec workshop where they talked about a program for the computer called "MyStudyBar" which helps overcome problems that students commonly experience with studying, reading and writing. MyStudyBar is designed to support learners with literacy-related difficulties such as dyslexia, the toolbar can offer potential benefits to all learners. This might help you out Dot. It was pretty cool:)
I implemented form 34, instant sight words. My sutdent isn't ready to decode yet. Developmentally they are not there and visually, they can not track, however, they can recognize sight words. We worked for a week with some new words from the Fry Words list and did activity 150. Before, we were doing incremental rehersal, which is great, but this works well also. I liked that the student was visually selecting the word from a group of words. In books they see several words at a time, not just one word on a flash card. We gained three words per session with only slight regression the next day. After review with the same activity, the words were there again. Results....... 12 new words that week we can read on index cards and in books!
As a former Title One teacher, this chapter was familiar territory for me. Readers must have a "tool-kit" ready and accessible to use when decoding and reading for comprehension. In this "tool-kit" they must have decoding strategies such as phonics and Dolch sight words, vocabulary strategies such as prefixes and suffixes and comprehension strategies such as summarizing, story organizers and background knowledege. A common activity that I have used in the past is Form 34 using basic Dolch sight words. There are also free apps for the iPad such as "Play Sight Words Gr. 1 & 2 and "Sight Words List - Learn to Read Flash Cards & Games". If you simply search "sight words" you will find many free or $.99 choices.
ReplyDeleteI have been using SpellRead with some of my kids, and I think that gives them some pretty good tools. I refer to it alot, even in small ways like reminding them that it is a sound on a pink card. It seems to help.
DeleteI just started doing a word a day vocabulary activity with my students last week. To be honest, I did not use form 40, which is for charting new vocabulary, but we started a word wall instead. The word wall is based on parts of speech. So far we have words under adjective, noun, and verb. We use the words orally in complete sentences give examples, etc. I won't do vocab this week because 2 of the students have reading state assessments but I will start the week after. I like the way the chart uses antonyms and synonyms.
ReplyDeleteI used a form for learning new vocabulary – Form 40. However, instead of finding antonyms, I had them draw a picture in order to have a visual aid to help them remember the new vocabulary words. The form is a lot like a Frayer Model that we use at Kepley all of the time in all classes. I used the vocabulary form with two students; both are in ESL and SpEd. They struggle with reading and also re-call.
ReplyDeleteThe students were asked to define 5 new vocabulary words from their Social Studies chapter. They had to write each word, look up the definition and write it, use the word in a sentence, and draw a picture of the word. Some of the words were hard to come up with a picture, so I brought them to the computer together, and we came up with images using Google. We printed the pictures off and glued them to the form. Using the word in a sentence and using a picture was a big help to their memories. After the Chapter test, both students told me that the sentences they made up and the pictures they found were very helpful for them when it came to the vocab section of the test. This form and Frayer models are great to use for any subject, especially core subjects with specialized vocabulary, because many students have never heard the word before, let alone heard it used in context. Reading the chapters becomes much easier when the students have heard and learned the words in the text.
I like the way you used the form for their social studies words, especially using the computer for pictures. I have a student who needs science accommodations - I will try this with him.
DeleteI like the picture thing. Keeps the confusion of words out of the game. I do like that one. Have tried in science too and liked it there too.
DeleteThe great thing about this book are the forms at the back. They give immediate ideas to teach the everyday things that we have to teach. I really like the idea of combining visuals with the words. This will really expand the kids background knowledge which in turn will aid in their learning. Good job April!
DeleteSeveral of my students don't have the background knowledge to support vocabulary. Form 40 would be good, especially with pictures, to help reinforce the new terms. Great idea!
DeleteI used form 24, compare and contrast. My 6th hour reading class just finished the book "James and the Giant Peach". After we read and did all of the activities during the reading and took the AR quiz we watched the movie. The movie, by the way, is not as good as the book, I suggest you read the books first before having students watch the movie, the movie is always different from the book and this way the students learn the authors true intent! After the movie we made a compare and contrast chart. We compared the book to the movie. In this unit the book and movie were very different. In fact my students liked the book better, I do not often hear that! This is a great visual for them and really gets them thinking about both in comparison to each other. Our next book is "Percy Jackson and the Lightning Thief". We will again make a compare and contrast chart to the book and movie at the end of the unit. There will not be as many differences with these two as with "James and the Giant Peach". It will be interesting to see if my students pick up on that. Some movies are not much different than the book. I do this in hopes of instilling a love of books in my students and not taking the easy way out by watching the movie!
ReplyDeleteI like the idea of reading the book, then watching the movie. I especially love it when they like the book better! My daughter's class did the same thing in 7th grade and really liked the book much better.
DeleteAt my level we are on such short stories, it is difficult to find a good movie to show. I like the idea and have used it with former third graders on Sarah Plain and Tall and Little House books. Does put visual into their mind.
DeleteI have had good luck with lower kids and Because of Winn Dixie. It's a great book and pretty cute movie. There are some great comparisons that will fit on form 24. Most of the kids picture the dog differently than the one in the movie. Also, the AR level for Winn Dixie is 3.5!
DeleteOkay I am late. We had spring break and couldn't do assignment until this week Tried Form 38 Story Organizer with student that has severe trouble with catagorizing information. Thought this might help. first read questions. then read quietly story. then reread questions. then reread outloud story and have highlighter to find each question's response. . Got the title, then main character and 2nd character. put squirrel and snake. Please don't ask where that came from. They are animals you know. Then where does story take place, long long ago. Events were discriptions. Then it only went down hill from there.
ReplyDeleteso second day. Review go over what it is asking and review and reread, I do it orally this time. Then still takes place, long long ago. becuase that it what it says in the first sentence.
IT took three days reviewing and reexplaining and regoing over and finally got it. Next week we are doing another story and again trying this form . Must decide if it is the form, my explaination or still not getting the catagories. Will try and use specific colors for title, blue, characters, red, setting, green, events, yellow. Think this might help triggers.
IT was an adventure.
Sounds like fun! I'm curious to find out how the color coding works. I've also seen symbols for each story element. There was something on speakingofspeech.com - can't remember exactly what it was. Have you ever used that site?
ReplyDeleteThe color coding has been a tool for aiding student reading skills for a long time. I attended an Infinitec workshop where they talked about a program for the computer called "MyStudyBar" which helps overcome problems that students commonly experience with studying, reading and writing. MyStudyBar is designed to support learners with literacy-related difficulties such as dyslexia, the toolbar can offer potential benefits to all learners. This might help you out Dot. It was pretty cool:)
ReplyDeleteI implemented form 34, instant sight words. My sutdent isn't ready to decode yet. Developmentally they are not there and visually, they can not track, however, they can recognize sight words. We worked for a week with some new words from the Fry Words list and did activity 150. Before, we were doing incremental rehersal, which is great, but this works well also. I liked that the student was visually selecting the word from a group of words. In books they see several words at a time, not just one word on a flash card. We gained three words per session with only slight regression the next day. After review with the same activity, the words were there again. Results....... 12 new words that week we can read on index cards and in books!
ReplyDelete