Hi Group!
I am teaching a 10 week ABE reading course to prepare students for entrance into CTE programs that have specific TABE achievement scores. I am not a certified reading specialist, per se, but rather self taught over the years of Level 0 and 1 ELA instruction and more recently ABE. There is a lot I know about the components of sound reading instruction, but am struggling with time and resources (as a part time instructor) to best focus my time and efforts on implementing interventions that will have the quickest impact. I desire a community of practice to work through this with.
My teaching context (perhaps many of you are in similar situations):
Evening classes of 5 to 10 multi-national students, not all of whom have come up through ELA instruction. Many require a TABE D GLE 9 score to enter Health Sciences courses but who are making slow progress around the M or D GLE 5 - 7 level. (We meet for 3 hours, 2 times a week). We use TABE focused readers, workbooks, and test practice book/materials all focused on the D level. I supplement in each lesson with a high interest reading text from NEWSELA https://newsela.com/ At my school I have access to shelves and shelves of ELA materials, but I am out of touch with titles and tried and true publications at this point.
Comprehension Strategies - I feel solid on this front, and as a result have created a course that is clearly too heavy in this category.
In the interest of time, I need to collaborate on cheap, reliable and valid assessment (and the necessary data management ) and instructional strategies for uncovering comprehension barriers related to:
phonemic awareness, fluency, and vocabulary development
Let me start with vocabulary development - am I safe to simply start with daily vocab lessons that target the Tier 2 vocabulary? I found 30+ lessons online here https://abspd.appstate.edu/vocabulary-lessons?page=1 Is this a safe bet? What issues so you see with jumping in with these lessons?
Fluency - I understand and could, with some work, establish Curriculum Based Materials to assess (long term, but we only have 10 weeks) fluency. Am I barking up the wrong trww on how to know more about fluency barriers to comprehension?
Phonemic Awareness - Ideas please - it seems such a big thing to tackle and, with such different learners and so little time, I feel overwhelmed with this category and fear wasting time for little information.
Thank you all so much - for the work you do, for any consideration of my request to collaborate, and for simply reading this far. I hope to hear from you.
Comments
Hi, Ann and All. As an added tip for this discussion, please explore the outstanding suggestions and fantastic resources shared in another of our active Reading and Writing threads, Free, Leveled Online Libraries: How are teachers using them with students? . I encourage everyone to dip into that thread as well. So exciting! Leecy
I always recommend Susan McShane's excellent book
Applying research in reading for adults: First steps for teachers.
http://lincs.ed.gov/publications/pdf/applyingresearch.pdf
Hi Ann, Thanks for posting these great questions. I hope you will give us a status update on how things are going for you with this class.
Cheers, Susan Finn Miller
Moderator, English Language Acquisition & Teaching & Learning CoPs