Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB50eiF20401; Sat, 4 Dec 2004 19:40:45 -0500 (EST) Date: Sat, 4 Dec 2004 19:40:45 -0500 (EST) Message-Id: <5.0.2.1.2.20041204161402.00a609d0@pop.ix.netcom.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Michele Craig (shellcraig@ix.netcom.com)" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1231] RE: Plateaus for beginning ABE X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.0.2 Status: O Content-Length: 4091 Lines: 66 In my experience I have found that why they are coasting at a fourth grade level varies really widely. First, I don't get them in my class unless they are at least at a fourth grade level -- if below they go to the library literacy program. But with the lower level readers, I have started doing running records with one of the standard K-8th Grade reading assessments ( QRI-II) to see exactly what is going on with their reading. I have the student read aloud a grade levelled passage carefully marking both errors they didn't correct and errors they corrected and how they corrected them. Then there is a retelling part where they tell me the main ideas of the passage giving as much detail that they can remember, and finally they orally answer questions that are inference or comprehension. From this, I come up with an idependent reading level (where they can read comfortably on their own), an instructional reading level (where I will target my work with them) and a frustrational reading level. We discuss choosing books to read using the "five finger rule." If you come across five words in the first page that you don't understand, the book is probably too hard for you. Choose something else (I learned this student teaching in 2nd grade). In each case it has been really different. One student was "reading the text" fine, but couldn't recall a single detail after he finished. Another, when she came to a word of more than one syllable, just made up the ending. Some need the phonological awareness, but I find this is pretty rare at the 4th grade reading level. More often, they need help learning to chunk words and sentences and how to read critically. I spend time with them individually (about 1 hour at first once a week) having them read aloud and hearing me read out loud. How many of us read to our adults? We talk about inflection. I have them mark the text with slash marks where the pauses in the sentences should be and practice reading the story aloud so they can read a paragraph the next week. They need to hear how the phrasing of a sentence matches the punctuation and how to make meaning out of dependent clauses and parenthetical phrases. They need strategies for what to do when they come to a word they don't know (even if they can sound it out). Some need explicit instruction in prefixes, suffixes, and word roots. They need immediate feedback when they are reading erroneously -- and it is hard to do this if they aren't reading out loud. Then we talk about the text. Why did the writer construct the sentence that way? What is the inferred meaning ? And finally, and I think most important, I don't give them text to read that is way above their instructional level (see www.lexile.com for many levelled texts). The lexile site has books on themes and by author and title. I took the CA State Department of Education recommended reading list and looked up the lexile levels to get an idea of levels. After a while, you get a feel for what level things are. Then I am really explicit with the students about what I am doing. I tell them about the research and about why approaching it this way will help them read better. Once they begin to learn it, many get jazzed at understanding better. They can progress to harder and harder text because they aren't frustrated by not being able to understand what they are reading once they develop some skills. Most of this I adapted from the book Literacy for the 21st Century by Gail Tompkins (and the word study parts from Words Their Way by Bear). The techniques are written for K-6 teachers, but they work for adults as well with a little adaptation. By targeting the instruction to the individual student needs, I have found that often their reading levels jump in a matter of 6 months or so from the 4th grade level to junior high level or from junior high to being able to read high school level text. Adults are capable of learning at a much higher rate than kids, if given the chance. Michele Craig Woodland Adult Education Woodland, CA
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