Instructional Strategies for
Teaching Literacy to Struggling
Readers in Content Areas
Darylene Williams M.A., M.S. M.Ed.
National Assessment of
Educational Progress
• Numbers show no significant difference for 4th
grade from 1992 when 19% of CA students
were proficient to 24 % in 2009 and 25% in
2011.
• Numbers show no significant difference for
8th grade from 1998 when 21% of CA students
were proficient to 22 % in 2009 and 24% in
2011.
NAEP Scores
Year Grade Below Basic Proficient Advance
Basic
Average
Score
1998
8th CA
1998
8th *
2011
8th CA
35%
42%
21%
3%
255
2011
8th *
25%
43%
29%
3%
264
1998
4th CA
52%
28%
16%
4%
202
36%
43%
21%
1%
253
261
1998 4th *
213
2011
4th CA
44%
32%
19%
6%
211
2011
4th *
34%
34%
25%
7%
220
Research
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Teach to standards
Common Core Standards “when”
Standards establish the “what”
Teachers determine the “how”
Intentional instruction
Research shows that “Students are more likely to grasp a lesson
objective that builds on their prior
experience.”
Literacy Instructional Design
• Development of reading comprehension
instruction in context, K-12.
• Use of more expository text and development
of reading comprehension starting in the
primary grades.
• Informational texts and read aloud books
starting in Kindergarten.
• Content area instruction making connections
to places and culture in social studies.
Narrative Text
• Narrative text compare characters and
situations
• Narrative text compare/contrast with readers’
experiences
• Narrative text from earlier historical periods
are often complex
• Narrative text structure unfamiliar word
choices and phrasing
Expository Text
• Expository text use of informational, digital
and content curriculum formats.
• Comprehension developed through
connections to prior experiences.
• Students may have out-of-school knowledge
and life experiences.
• Teachers may need to build background
knowledge and demonstrate the connections.
Text Structure Supports
• Vocabulary-visual example, simple definition, sentence
• Comparisons – personal knowledge, life experiences
• Graphic Organizers
• Power point or worksheets - fill-in the blank
• Conclusions – What have you observed? How does
this make a difference?
Teaching Strategies
• Check and build background knowledge,
demonstrations, modeling, visuals
• Students learn with texts in different ways
(reading, writing, listening, communicating,
conversation)
• Base instruction with texts within students’
experiences
• Make instructional activities structured and
predictable
• Ask questions that require extended responses
(as opposed to brief yes-no responses.
Student Groupings
• Build investigations of text content (use of the
internet)
• Groupings – pair-share, small group, large
group, whole class.
• Groupings provide for a variety of
communication opportunities.
• Grouping Activities (handout)
Developing Specific Strategies
• Locating information and comprehending
• Understanding and using book parts (ie. tables
of contents, indexes, glossaries, etc)
• Using the library (Dewey Decimal System, etc.)
and other references (newspapers, internet)
• Reading graphs, charts, maps, globes, & other
pictorial information
Develop Study Skills
• Reading and writing are an integral part of the learning
process and should be connected.
• Study skills are used by the learner in the course of
acquiring knowledge.
• Note taking
• Outlining
• Summarizing
• Report Writing
Main Idea/Detail Study Method
1. Students skim read the selection. Effective
way is to read lead sentences. Identify aids
such as maps, diagrams, charts, pictures, &
tables.
2. Students used guide and record ideas with
details.
3. Review notes prior to a test.
Main Idea/Detail Study Method
Sequoia, Indian Scholar
Main Ideas
Details (Names, Dates, Places, Events, New Terms, Vocabulary)
Sequoia (S) wants to
develop a written
language.
(S) Born about 1770….Tennessee, ….Cherokee [C] Indian, …..
Realized books needed for his people…..No written language
(S) work is
misunderstood
Wife burned work .... Lived in woods….Suspected of
witchcraft….Indians burned cabin….
Handout [page 181]: Silver, James F. Real-Life Reading Activities for Grades 6-12
ISBN 0-87628-920-0 Center for Applied Research , http://www.phdirect.com
Visualization
12 Structure Words used for Retelling Orally and in Writing
Use the structure words to help you picture what you are reading
and to help you add details to your writing.
What
Color
Size
Number
Shape
Where
Background
Perspective
Movement
Mood
When
Sound
Bell, Nanci. Visualizing and Verbalizing Gander Publishing, P.O. Box 780
Avila Beach, CA 93424. 1-800-554-1819
Writing
Object
Characteristic
Action
geese
honking
fly in v-formation
Honking geese in flying v-formation
foxes
sly, devious
Search for prey
Sly foxes stalk their prey.
• Creating descriptions with words that identify
characteristics and actions are important to
writing development.
• Words help students write descriptively
enabling the student to visualize and
remember.
• Oral communication builds the picture.
Teamwork
• Studying with another person can be very
productive.
• Working with a partner provides engagement
for both individuals.
• Responding to questions, recall of content
materials is key to learning and retaining
information.
• Comparison of notes, because other person
may have notes that are different.
Handout -
Composing Questions for Retelling
1. Read information carefully (about 1 page or
4-6 paragraphs).
2. Student writes brief questions about the
information in each paragraph.
3. Student writes answers to questions, so that
information is available for review.
4. Student may be able to highlight some
answers and based on text vs. printed article.
5. Recall is greater with use of study skills.
6. Handout
Principles and Guidelines for Teaching
Students with Special Needs
• Understand the importance of active learning
that is meaning-based and of high interest to
low achieving students.
• Create and instructional environment that
uses rich context and authentic learning
activities relevant to students’ lives.
Principles and Guidelines for Teaching
Students with Special Needs
• Encourage risk-taking in learning and create a
psychologically safe environment that supports
the understanding that people can learn from
their mistakes.
• Try new ideas, support student seeing their
success.
• Adapt the instructional strategies that you have
found successful for various groupings and
individual learning situations.
INCLUDE Strategy
1. Identify classroom environmental, curricular,
and instructional demands.
2. Note student learning strengths and needs.
3. Check for potential areas of student success.
4. Look for potential problem areas.
5. Use information gathered to brainstorm
adaptations.
6. Decide which adaptations to implement.
7. Evaluate student progress.
*Ruddell, Robert. How to Teach Reading to Elem. & Mid.
School Students. Pearson Publishing (p. 335)