When we take the quizzes on what each lesson structure is, I get a good grade . . . no sweat. But when I go into detail about how I actually use the different methods in my classrooms, the “alterations” that are necessary to meet the needs of my kids either cause huge confusion or deviate from the structure so much that, really, I’m just teaching reading my own way. But what else can I do? My students have needs that require changes to be made.
For example, for Shared Reading Instruction and Guided Reading, I need to do everything digitally. I have to make PowerPoint/KeyNote presentations in order to help my students focus on the front of the room and be able read the text. For some of my students, text that is too close requires more movement to scan, which requires more muscle control, which takes away from focus and comprehension of the text altogether. Also, our “Word Wall” is done the same way so I can also put it on my students’ computers and make frequent changes.
Oh, and their books? Those are on their computers as well. I take pictures of the illustrations and type the text into a program called Clicker 5 so the students can read the text, have the text read to them while they follow along, and turn the pages by clicking the “next” button.
Despite all this, assessment forms such as a Reading Record don’t even come close to truly illustrating my students’ comprehension and reading capabilities. This is because there is also a communication component involved in my class, and my students aren’t always able to express what they have read or what they don’t understand because they are simultaneously progressing in their ability to use their communication devices and switches.
And one more thing: I always need to consider that motivation factor that is so integral to helping students realize and reach their potential. Some of my students are in 6th and 7th grade. They honestly don’t want to read about Sam and Ann looking for apples. Yes, they need the “short /a/” lesson, and it may be written at an appropriate level. But reading takes time and if it is boring then they are reluctant to participate, making assessment very difficult.
. . . So I write new books. Is that so wrong? I write about things they might actually like, including themselves—little biographies (that include the short /a/ sound) that encourage them to read because they are the main characters and quite frankly they want to see what’s going to happen to them next. I consider these “teacher-made tests” for most purposes, but I could never use them for a Reading Record in my class because it is not part of a regular curriculum. The problem is that my students just don’t perform the same way on assessments that bring them back to Sam and Ann and their great apple-picking escapade.
I test my students based on their comprehension answers to texts. I test my students based on their correct identification of sight words, even if it is out of a field of three. I test my kids based on what I know they will be able to participate in. I completely support my district in its need to present progress data to the state, but this state never really tested my ability to handle this teaching situation. I had a sink-or-swim lesson in special education literacy instruction.
“OK, what’s your point, Jen?” All teachers take the same Reading Instruction Competency Assessment (RICA), but I have yet to see a case study that includes a child with special needs. Every student deserves effective reading instruction, and every teacher deserves to be prepared to reach any child. A physical impairment does not necessarily mean there is also a cognitive impairment, and if a student has a communication impairment that hinders reading assessment it should not be assumed that he or she cannot retain reading instruction.
Teachers who are ready to accept those capable students and work with them so their education is adequate are so needed right now, both in special education and in general education. I do see the incredible value of structured literacy lessons . . . but I think it is important that up-and-coming teachers (particularly in special education) realize how many accommodations may be necessary in order to make reading truly accessible to all students and feel comfortable taking that initiative to deviate a little from what they’ve been taught. It’s great to have a variety of approaches to teaching in your back pocket, but it is also great to know that you can be flexible. Yes, there is an “order” to how lessons are designed to be taught, but the bottom line is that the students’ needs must be met.
By the way, if you have seen a RICA case study that includes a child with special needs, please let me know. I am learning and trying to grow as much as possible, and I appreciate all the insight I can get from other professionals in this field.
Despite all this, assessment forms such as a Reading Record don’t even come close to truly illustrating my students’ comprehension and reading capabilities. This is because there is also a communication component involved in my class, and my students aren’t always able to express what they have read or what they don’t understand because they are simultaneously progressing in their ability to use their communication devices and switches.
And one more thing: I always need to consider that motivation factor that is so integral to helping students realize and reach their potential. Some of my students are in 6th and 7th grade. They honestly don’t want to read about Sam and Ann looking for apples. Yes, they need the “short /a/” lesson, and it may be written at an appropriate level. But reading takes time and if it is boring then they are reluctant to participate, making assessment very difficult.
. . . So I write new books. Is that so wrong? I write about things they might actually like, including themselves—little biographies (that include the short /a/ sound) that encourage them to read because they are the main characters and quite frankly they want to see what’s going to happen to them next. I consider these “teacher-made tests” for most purposes, but I could never use them for a Reading Record in my class because it is not part of a regular curriculum. The problem is that my students just don’t perform the same way on assessments that bring them back to Sam and Ann and their great apple-picking escapade.
I test my students based on their comprehension answers to texts. I test my students based on their correct identification of sight words, even if it is out of a field of three. I test my kids based on what I know they will be able to participate in. I completely support my district in its need to present progress data to the state, but this state never really tested my ability to handle this teaching situation. I had a sink-or-swim lesson in special education literacy instruction.
“OK, what’s your point, Jen?” All teachers take the same Reading Instruction Competency Assessment (RICA), but I have yet to see a case study that includes a child with special needs. Every student deserves effective reading instruction, and every teacher deserves to be prepared to reach any child. A physical impairment does not necessarily mean there is also a cognitive impairment, and if a student has a communication impairment that hinders reading assessment it should not be assumed that he or she cannot retain reading instruction.
Teachers who are ready to accept those capable students and work with them so their education is adequate are so needed right now, both in special education and in general education. I do see the incredible value of structured literacy lessons . . . but I think it is important that up-and-coming teachers (particularly in special education) realize how many accommodations may be necessary in order to make reading truly accessible to all students and feel comfortable taking that initiative to deviate a little from what they’ve been taught. It’s great to have a variety of approaches to teaching in your back pocket, but it is also great to know that you can be flexible. Yes, there is an “order” to how lessons are designed to be taught, but the bottom line is that the students’ needs must be met.
By the way, if you have seen a RICA case study that includes a child with special needs, please let me know. I am learning and trying to grow as much as possible, and I appreciate all the insight I can get from other professionals in this field.
Jen,
Your blog is very inspiring. I am currently teaching reading to high school students who are reading below grade level. Some of my students are reading at a second and third grade level as freshmen. I am using the Scholastic Read180 program; it completely individualizes a program for each student. As high school students they find some of the activities elementary and complain quite a bit. It is also hard for me to motivate them to want to read. Due to limited time and their reading level, together we work on strategies to understand content area reading assignments. How can I better assist these high school students to understand the importance of improving the reading, and motivate them to want to read?
Posted by: Shannon | December 09, 2009 at 06:23 PM
Hey Everyone,
Thanks again for your comments! To answer your question Jodi, this is my third year as a classroom teacher. Before that, I was a social skills assistant, worked as an aide to a speech and language pathologist (special education), and spent some time tutoring and volunteering in special education settings (like Ability First).
I have been working on blank templates that can be used with any student, the only problem is that if I were to market something like that, I would also have to essentially create my own program since what I have is for the Clicker5 program. What I would like to do, though, is have a blog resource where special educators can come and share their ideas/templates for any program since there are so many out there, and so many companies only have 'share space' for ideas made with their own products. I'm sure there is already one that I just haven't found yet :)
Someday I would love to do a professional development workshop. I really don't know how to go about that, though. Who knows...maybe one day I'll get a chance to present ideas at a CEC conference?
Posted by: Jennifer | December 09, 2009 at 01:44 AM
Jen,
I have to commend you on your effort to make your students more at ease with their reading and actually feel their correct age when reading short vowel sound stories. It is incredible that you create your own books! Have you ever thought about publishing these books or doing a professional development workshop based on your ideas? I think they are fantastic and really show how much you understand and have gotten to know your students. Also, how many years have you been teaching?
Posted by: Jodi K. | December 06, 2009 at 11:36 AM
wow I am truly impressed with the amount of thoughtful differentiation you did for your students. I especially like the fact that you use the computer program "Clicker"
Posted by: Kathy | December 06, 2009 at 11:10 AM
Thank you so much for your question!
To tie in writing, we also have adapted keyboards on their computer screens that they can access through a scanner using their switches. For instance, they click to initiate the scanner which moves down the screen first, then they click when they are ready to scan to the right, then they click on the letter or number they wish to type. There are a variety of programs that can be used to help with this, such as Clicker 5, and WriteOnline. Also, Boardmaker Speaking Dynamically Pro is a great one because it has word predict so the student doesn't have to spell everything out. This is a bit of a longer process, but you'd be amazed at the speed with which some of my students can type!
As you can imagine, it is difficult to learn certain grammatical and spelling rules if you are typing by word predict, so I really only ask students to type words when we are focusing on tasks such as spelling.
To answer your second question, I am still not entirely sure this is the best way to reach my students, but I have been getting very promising results so I am continuing to use these methods. I am always looking for, and testing, other methods of reading instruction because I would hate to have overlooked something that could be even more effective.
The structured lessons do provide a good foundation to work from, and I've been making my own assessments modeled after a mix between a reading record, the Brigance reading/comprehension sections, and self-made tests that I administer at various dates and then note progress within the same test. I am always up for suggestions though, so if you have any, please by all means send them on over and I'd be happy to give them a shot!
Thanks again for reading!
Posted by: Jennifer | November 29, 2009 at 07:48 PM
You sound like you put a lot of efforts into getting your students to achieve in reading!
I am curious about a couple things.First, how do you tie in writing to your reading instrustion, if your students are so technology based? Secondly, how did you discover that this was the best way to reach your students?
Posted by: Bridget Tocchio | November 29, 2009 at 07:30 PM