MD7Assgn+Robinson+J.docx - 1 Developing Literacy Lessons for Academically Diverse Learners Jaleesa Robinson Walden University Dr Althea Jordan Literacy

MD7Assgn+Robinson+J.docx - 1 Developing Literacy Lessons...

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1 Developing Literacy Lessons for Academically Diverse Learners Jaleesa Robinson Walden University Dr. Althea Jordan Literacy in Academically Diverse Classrooms – READ 6609j June 21, 2020
2 Developing Literacy Lessons for Academically Diverse Learners When developing lessons for all academic subjects, I look for activities that promote the reading and writing skills of students, that also provide fun experiences. This week’s literacy lessons were based on our current science unit. Cross curricular teaching maximizes my instructional time. The implementation of cross curricular activities and integrated subjects have allowed my learners to learn to read as well as develop a love for reading by keeping the students engaged in academic content. To reinforce and reteach specific skills and concepts, students were placed in small groups. In these groups, students focused on the same content; however, their instructional activities and resources differed. The use of flexible grouping combined with tailored literacy instruction increases student’s achievement. We recently began studying Earth’s patterns, with emphasis on day and night. The activity began with students sitting in their assigned mixed groups. These groups are heterogenous and were formed by the students. While in their groups, the students listened to a story titled The Sound of Day, The Sound of Night , written by Mary O’Neil. The video contained the images from the book and used subtle background music to bring the words of the text to life. The students were instructed to listen for rhyming words as they listened to the story. Following the short video, each group was given a set of picture cards. The picture cards given to the students contained words with pictures to appeal to all reading levels. This was a collaborative activity that required the students to work together despite their mixed abilities. The students were asked to sort the objects on the cards in two piles, one for day and the other for night. Once sorted, each group shared their images with the group.
3 My reading block is shared with an ESOL teacher. Her push in support, in addition to support from my classroom para, allows students to receive teacher led small group instruction with a reduced student-teacher ratio. The ESOL teacher worked with the struggling readers. These readers have mastered majority of their letters but are struggling to develop letter sound knowledge. She conducted a read aloud of the text Why is there day and night?, written by Constant Kindergartener. After reading the story and answering comprehension questions, she conducted a remediated lesson on discriminating sounds. The lesson focused on discriminating the /d/ sound as in “day” and the /t/ sound as in “tonight”. The on-level students received small group instruction, led by the class para. These students read an eBook titled When Is Night-time, written by Cheryl Ryan. This guided reading lesson focused on students using their prior knowledge to make connections with new content and information learned. In addition to

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