Classrooms today have students with many special needs, and teachers are often directed to “modify as necessary.” The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students’ organizational skills.
Four strategies and practices are common to effective reading instruction programs: multi-tiered systems of support; universal screening, progress monitoring, and collaboration between special education and general education. This article provides links to tools that support implementation in each area.
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.
With careful and creative planning, literacy instruction can be adapted to meet the needs of every student in the classroom. Five ways teachers can provide a literacy education for all learners are offered here.
Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.
Read and discuss poetry with nature imagery with students. Take students on a poetry walk around the school, neighborhood, or community to observe and collect sensory images from direct experience with nature: the sights, sounds, smells, and textures of things outdoors. Students can take a poetry journal with them to write down words as they observe, listen, smell, and touch things outside the classroom.
When students practice observing in science, they use their senses to collect information about objects and events related to a question, topic, or problem to solve in science. Learn some strategies to help students organize and analyze their data through presentations, sharing, and discussion.
Students often have difficulty understanding abstract map symbols. Learn how to introduce map skills with literature that contextualizes mapping in a narrative, can be related to where in the world each student lives, and engages students by actively “doing geography.”
By reading and writing about the lives of real scientists, students can learn more about the nature and history of science and how important scientific discoveries were made. Students may also begin to see themselves as scientists by trying on scientists’ lives for size.
Music stories are compositions of a narrative or descriptive sort. Students can listen for the story in the music, and this type of music can be integrated with literature, literacy, social studies, science, mathematics, and the other arts.
Research has shown that fluent oral reading learned through performance reading leads boosts engagement and strengthens comprehension. Learn how to integrate performance reading activities into your classroom.
This article offers some ideas on how to introduce poetry to ELLs and integrate it with reading instruction, as well as some ideas for reading poetry aloud in a way that will encourage oral language development.
As we discover more about how students learn and how different minds learn differently, our schools have a golden opportunity to increase the percentage of their students who experience true academic success.
Progress monitoring can give you and your child’s teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.
Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.
From tailored learning experiences to flexible school structures, there are certain characteristics of instruction that is designed to meet the needs of individual students. Learn about these characteristics in this overview of what it means to teach every child.
Writing is a complex operation requiring knowledge of text structure, syntax, vocabulary, and topic, and sensitivity to audience needs; so it is not surprising that many teens find writing challenging. This article identifies the qualities of strong writing instruction, and offers advice to teachers for incorporating writing instruction into their practice, using tools like notebooks and journals, and sharing strategies that reinforce the importance of pre-writing and revision.
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.
Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know. Developing lesson plans this way helps all kids, but it may be especially helpful for kids with learning and attention issues.
Collaborative Strategic Reading (CSR) teaches students to use comprehension strategies while working cooperatively. Student strategies include previewing the text; giving ongoing feedback by deciding “click” (I get it) or “clunk” (I don’t get it) at the end of each paragraph; “getting the gist” of the most important parts of the text; and “wrapping up” key ideas. Find out how to help students of mixed achievement levels apply comprehension strategies while reading content area text in small groups.
When fiction and nonfiction books are integrated into the teaching of a content area such as science, graphic organizers are useful for organizing information and enabling students to classify observations and facts, comprehend the relationships among phenomenon, draw conclusions, develop explanations, and generalize scientific concepts.
A recent research study shows that using multimedia video in conjunction with traditional read aloud methods may improve the vocabulary growth of English language learners. An example of how to implement multimedia during classroom read-alouds is described.
