Reflection: Students with Disabilities Source #3 Analyzing Main Ideas and Supporting Details - Section 2: Source #3 Reading for Comprehension and Vocabulary


Rereading is a big part of my routine, but even more so with my co-taught classes. If Honors students need to reread complex texts multiple times, then what about students with learning disabilities and students who are reading two, three, four grades lower than grade level?  They need to reread, reread, reread, reread and then reread some more.  That means it takes longer.  The lesson that my Honors students could complete in one day takes my co-taught students two days, possibly three days.  But what's more important--the speed?  staying on the same page as other classes? Or extracting meaning from the text by discussing and analyzing the author's words?

Common core is all about giving ALL students access to grade level readings and curriculum.  The differences is in the scaffolds that you build in to help students get there.  Honors students don't need so many scaffolds.  Your average seventh grader needs some scaffolds.  Students who are reading below grade level need more scaffolds.  Students with disabilities, depending on the level of severity of the disability, need even more scaffolds.

One basic scaffold, or accommodation, I make is rereading and reading aloud. Close reading establishes the need for the teacher to read aloud to model prosody as well as thinking aloud.  However, that's not enough for some students.  The students who know the words when they're said, but don't know them when they read them?  If the teacher reads aloud while the student follows along, they're more likely to make those connections.  The more times a student reads a text, and hears a text, the more text predictability builds. 

Bottom line?  Rereading for ALL THE STUDENTS!

  Repeated Readings
  Students with Disabilities: Repeated Readings
Loading resource...

Source #3 Analyzing Main Ideas and Supporting Details

Unit 9: What Happened to Emmett Till?: Analyzing Multiple Sources to Discover History
Lesson 5 of 10

Objective: Students will be able to analyze a nonfiction article for main ideas, organization, and effectiveness of supporting details.

Big Idea: We examine a third author's main ideas to discover what happened to Emmett Till.

  Print Lesson
42 teachers like this lesson
Similar Lessons
Gathering Evidence for a Future Job Using Print Resources
7th Grade ELA » Research Essay
Big Idea: “Research is formalized curiosity. It is poking and prying with a purpose. ” -Zora Neale Hurston
Seattle, WA
Environment: Urban
Gina Wickstead
Blackout Imagery Project Part 2 -One Step Ahead of Hitler
7th Grade ELA » Informational Text - Persevering through the Adversity of our World Part 2
Big Idea: What images do you see in the book?
Corbin, KY
Environment: Rural
Kristal Doolin
From Ramps to Riches
7th Grade ELA » Persuasion
Big Idea: Think, Read, Think, Write
Mesa, AZ
Environment: Suburban
Mary Lynch
Something went wrong. See details for more info
Nothing to upload