| As a new teacher, you'll see various gaps in your | | | | If they are not up to par with early reading |
| students' learning. These gaps become evident | | | | comprehension then work on decoding and |
| especially after you've marked a test. It becomes | | | | vocabulary building. But remember: vocabulary |
| very clear to you then, that what you've | | | | building is an important part of reading instruction. |
| previously taught, now needs to be refined. This is | | | | 2.Use the first ten to fifteen minutes to provide |
| known as the process of adapting instruction. By | | | | main input for the entire class, then set aside time |
| continually adapting and refining instruction, you | | | | to provide additional examples (visual examples |
| have a much higher chance of engaging students | | | | can be most effective) for your lower performing |
| ALL the time. | | | | students that highlight the main skill builder. For |
| New teachers usually learn by "hitting" or "missing." | | | | example, if you are teaching an important reading |
| Part of that hitting and missing is building a | | | | comprehension skill like scanning, demonstrate |
| relationship with the class and part with matching | | | | using a highlighter, smart board or colored chalk |
| the curriculum to meet the needs of the students. | | | | examples of scanning. |
| In assessment however, it's crucial to refine | | | | 3. Incorporate the principles of the three R's in |
| instruction based on what students can actually | | | | your lessons: review, repeat, recycle. All students |
| do. Think of the curriculum of standards as a road | | | | need repeated opportunities to review a skill. It is |
| map that will guide you at every point of the | | | | not enough to assumed they've acquired it after |
| journey and see if you are on track. | | | | the first few lessons. Find different and new ways |
| Initially, the test results should show you the | | | | to make vocabulary learning interesting especially |
| areas of weaknesses of your class. Then refine | | | | for the lower performing students. |
| areas of instruction based on what students CAN | | | | Make sure your next test incorporates ONLY the |
| do not what you THINK they can do. This is an | | | | skills you have taught. Do NOT assess a skill |
| important realization. If student X is only at the | | | | students have not mastered. Assessing what you |
| decoding stages of reading, you'll need to adapt | | | | have taught is test validity and is an important |
| instruction so that s/he can finally decode and | | | | criteria for adapting instruction. |
| read with greater fluency. | | | | If you have been adapting instruction in this |
| So, how can you effectively implement the | | | | general fashion, eventually, you should be able to |
| process of adapting instruction? Here are a few | | | | pull all students up. |
| new teacher tips to help get you started: | | | | Pat yourself on the back for coming this far. |
| 1. Match areas of instruction to the curriculum that | | | | Remember, you CAN take control in the |
| truly are necessary for what the students need | | | | classroom! |
| right NOW. | | | | |