Literacy Strategies for the Multi-Ability Classroom: Part I

I recently presented a workshop for teachers from the New York State Office of Children and Family Services. The goal was to share strategies for working with struggling readers in multi-ability classrooms in juvenile detention facilities around the state. I used reader profiles to guide teachers through identification of struggling readers and appropriate learning strategies. Here are tri-folds of three types of struggling reader. Non-Reader, Word Caller and Turned Off. (each a 200kb pdf) Print them out back to back. Developed with Pat Martin. Reference: Differentiated Instructional Strategies for Reading in the Content Area, Carolyn Chapman and Rita King

I was joined by Suzanne Suor, a learning specialist who focuses on motivating struggling readers through the use of student publication projects. This spring we will be working with OCFS teachers from across the state in staff development training. We plan to collect samples of student work to review the impact of our literacy strategies in the classroom. We’ll combine strategies, student work and teacher reflection in publications to share with the students and their families. 

This dedicated group of teachers has a commitment to helping their students build motivation, positive self image and academic skills. They already have many great project ideas for student publications – example teen fathers writing and publishing their own books for their children. For more on professional development with a product see PowerPoint overview. (400kb pdf)

For more strategies see: Literacy Strategies for the Multi-Ability Classroom: Part II

5 Replies to “Literacy Strategies for the Multi-Ability Classroom: Part I”

  1. Wow! Thank You! I have just excepted a secondment as a literacy support teacher at my junior high school. I have been teaching for the past 11 yrs. in many areas with my background being in Lang arts. I have been involved with our board’s reading and writing initiatives for the past few yrs.I am researching for resources to assist me in my new position. Your website has been most helpful!

  2. Dear Peter,

    I just retired after teaching in the Brookline Public Schools at the elementary level for over 33 years. I have just taken the time to browse through your work; everything I have read rings true! Congratulations on taking the time to put in words and teach what you believe. Education would be a better place if your words were heard by administrators all the way to the top! I, too, have advocated for Stephanie Harvey’s and Ellin Oliver Keene’s reading comprehension strategies as I have designed and implemented integrated social studies/literacy/technology curriculum that engages all students. I am particularly interested in creating global literature book groups that support what students are learning in their social studies/history classes, in elementary and middle schools. Have you read Ellin Keene’s new book called Understanding? It pushes learners farther than any other books I have read so far. I would be interested in taking her “new” learning strategies and applying them to global literature and informative texts. Let me know if you are interested in working with me. I adore your work and applaud you, Peter!

    1. Hi Marcy,
      Thanks for your comments. I’m always on the lookout for interesting collaborations. So let’s stay in touch.
      ~ Keene’s book sounds interesting – will need to check it out.

  3. Hi,

    I love the resources you put together!! I’m curious if you have published anything regarding word attack skills and identifying the types of errors young children make when learning to read. I work mainly with struggling K-2 readers and I’m always looking for resources!

    1. Hi Pam, Glad you like the resources. No I have not published anything on word attack skills. But if you find anything good out there, stop back and post a link. ~ Peter

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