Universal Access Treasure Box
Have you ever wondered, “How can I prepare for a
UA/RTI time where my student groups can be organized enough to work
independently?” Get them the supplies necessary to lead group work without you!
“But, how do I do this?!” you might ask, it’s time for Reading Treasure Boxes
in your class!
Okay, so they are not really a treasure box, but if you
get kids to believe that the materials in the box will bring a wealth of
knowledge, they will be thrilled to get this daily treasure. There are
essential necessities to assist in reading growth…
According to the National Research Council, a group of
experts convened to examine reading research and explored components in
powerful instruction:
1.
Teach essential skills
and strategies.
◊ Effective reading teachers teach skills, strategies, and concepts.
◊ Effective reading teachers teach skills, strategies, and concepts.
*After teaching/reteaching the Sound Spelling
Cards, provide laminated copies in each box for students to begin their group
review of sound patterns learned.
*After
going over FRY’s words and testing your students, provide them a list (per
week) to continue to study. My students keep their list in an envelope in the
box to quiz each other as they wait for me or have finished their group work.
2.
Provide differentiated
instruction based on assessment results and adapt instruction to meet students'
needs.
◊ Effective teachers recognize that one size doesn't fit all and are ready to adapt instruction—both content and methods.
◊ Effective teachers recognize that one size doesn't fit all and are ready to adapt instruction—both content and methods.
While
your UA will be leveled instruction, remember that you still have different
reading levels within the group. Provide each group with the Wonders Leveled
Readers that are at their Lexile Level Range. I use the Leveled Readers to
provide guided reading instruction, but after we read together students keep
the books in the box to reread on their own/with a partner.
3.
Provide explicit and
systematic instruction with lots of practice—with and without teacher support
and feedback, including cumulative practice over time.
◊ Students should not have to infer what they are supposed to learn.
◊ Students should not have to infer what they are supposed to learn.
*Allow
teams come up with a team name for ownership and buy-in that teamwork makes the
Dream Work! Purchase pocket sleeves to hold a team name/picture on one side and
the other side will hold explicit directions of work for the day/week.
4.
Provide opportunities
to apply skills and strategies in reading and writing meaningful text with
teacher support.
◊ Students need to be taught what to do when they get to a "hard word."
◊ Students need to be taught what to do when they get to a "hard word."
*Provide Question
Cards/Sentence Frame Cards to guide their independent reading, after they have
read with the teacher. You can find a copy of the cards I use, linked to my
profile.
*Provide passages
(from Wonders) and sand timers for independent Fluency practice.
5.
Don't just
"cover" critical content; be sure students learn it—monitor student
progress regularly and reteach as necessary.
◊ Effective teachers adjust their teaching accordingly to try to accelerate student progress.
◊ Effective teachers adjust their teaching accordingly to try to accelerate student progress.
*Provide
feedback (scoring, if necessary) on the independent writing or fluency practice
for students to monitor progress.
You have read the experts’ suggestions and my
classroom suggestions (by the asterisk in bold print). Please take these
suggestions to make your reading instruction more powerful! Try something new,
add your own touch, your “umph” and your students will TRIUMPH!! J
Live, Love, Teach!
Hilda Sanchez
Hello Hilda. I found your post to be really informative. Regardless of what grade level we teach, we can always work to improve our students' reading and writing skills. =^..^=
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