Literacy 3

Find tier _____ words before the lesson, then define the words in an easy way to where the student can understand.

2

Students must learn _____ words per year by third grade. Only ____ words a year are directly taught by teachers. ______ cannot make up the difference.

3000 400 conversation

____% for reading accuracy is stinky. Shoot for ____% and up.

90 96

When choosing text make sure it is _____%+. Scan for difficult _____.

90 words

What is considered an instructional level?

90-96%

What is considered an independent level?

97-100%

What is considered a frustration level?

<90%

Why is fluency important?

Becuase the reader can understand what they are reading if they read the words right and at a resonable rate. They can concnetrate on the message.

What are some high frequency phrases?

By the dog For the day On the bed Over the top

What are the 9 steps to building fluency?

Develop orthographic/phonological foundations (phonemic awareness, letter knowledge, phonics) Increase vocabulary and oral language skills Effectively teach high-frequency vocabulary and provide adequate practice Teach common word-parts and spelling patterns Effectively teach decoding skills and provide adequate practice Provide students with appropriate texts to assist in building fluent reading Use guided oral repeated reading strategies for struggling readers Support, guide and encourage wide-reading Implement appropriate screening and progress monitoring assessments

T/F If you know how to read, you'll understand what you read.

False

"______ refers to efficient, effective word recognition skills that permit a reader to construct the meaning of a text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension."

Reading Fluency

How are words acquired directly?

Specific word instruction Word learning strategies Intensive work Repetitions Active engagement Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, sproduces robust vocabulary learning Dependence on a single vocabulary instructional method will not result in optimal learning Repetition and multiple exposures to vocabulary items are important

What are some tests for reading comprehension?

Test of Reading Comprehension Woodcock-Johnson IV Test of Achievement Gray Oral Reading Test - 5 Gray Silent Reading Test Peabody Wechsler Individual Achievement Test - II

What are resources for reading fluency?

The Source for Reading Fluency The Fluent Reader Read Naturally One-Minute Reader

Why do students with special needs or students at risk often not learn words indirectly?

They don't engage in conversation as often They don't alert to new or interesting words They usually don't read on their own

What do we know about the effectiveness of most special education interventions for children with reading difficulties in third grade and later?

We know that it tends to stablize the relative deficit in reading skill rather than remediate it.

calculated by determining number of words read correctly divided by the total number of words in the passage.

accuracy

reading words correctly

accuracy

There is not a set group of words - you will consider your client's ____, ____, and _____ skills when choosing words.

age grade langauge

against

anti

fast, effortless word recognition that comes with practice

automatic

To evaluate _____ calculate correct words per minute while student reads text aloud

automaticity

A prepared clinician will choose words ____ the session.

before

With partner reading you can have students _____ their rate and accuracy.

chart

give students copies of instructional level text. Model the task by reading the first part of the text out loud. Read the same part of the text again and have students read along with you.

choral reading

What are types of repeated reading?

choral reading tape-assisted reading partner reading echo reading

Help students _____ text into syntactic or meaning units until they are proficient themselves

chunk

the fluent reader's mental effort is concentrated on ____ rather than decoding.

comprehension

When introducing a new vocabulary teach ____ features, other ____ features, some ____ features, ____ examples, _____ concepts, and ____ examples.

critical true false best connected possible

down, from

de

The bad cat The bad cat sat The mad cat sat The mad cat sat on the hat The mad cat's hat The mad cat's black hat The mad cat's sad dad is an example of ______

decodable text

A proficient _____ has moved beyond conscious and accurate to automatic and accurate

decoder

_______ definition is complicated, often incomplete, or vague. It is often misused or misinterpreted when used in a sentence.

dictionary

apart/opposite

dis

Give students copies of instructional-level texts. Explain that procedure. Read 1-4 sentences. Then pause for them to read the same passage, then read 1-4 more sentences.

echo reading

put into or on

en em

How are words acquired indirectly?

engaging in rich oral langauge environments at home and school listenting ot books read aloud to them reading books

Students can increase their vocabulary if they have: wide ranging ______, sufficient number of ____, active _____, _____ direct instruction, useful word learning _____.

experiences exposures engagement consistent strategies

understanding the "big picture" vocabulary summarize

expository

What are some other instruction strategies?

fact/opinion signal words analogies comprehending sentences

when introducing new vocabulary, you have to teach what it is not

false features

How do you calculate CWPM?

find a grade-level passage check readability level and number of words ask student to read selection aloud

the ability to read orally with speed, accuracy, and expression

fluency

before

fore

reader finds material too challenging to read, even with assistance

frustration level

When assessing accuracy at the word level look at _____ ____ words and _____ words.

high frequency nonsense

in, into, not

in

able to read text without assistance

independent level

What is considered poor reading comprehension?

inefficient decoding poor reading fluency limited verbal language skills and world knowlege

able to read text with assistance, usually teacher or parent

instructional level

between

inter

use of prosody means the reader is actively _____ the meaning from the passage

interpreting

select passage at the instructional level of ______ proficient reader

less

Comprehension is not _____, it is understanding.

memory

middle

mid

wrong

mis

_____ the phrasing for all students

model

pair readers should be ______ proficient readers with _____ proficient readers

more less

characters, setting problem how the problem is solved

narrative

What are some understanding text instruction strategies?

narrative expository

Why is the standard type of reading comprehension activity problematic for our students?

no interaction with text draws heavily on short term auditory memory does not help student learn strategies perpetuates the notion that comprehension requires memorization of facts

not

non in im

What is needed for reading comprehension?

oral langauge base background knowledge ability to visualize inner dialog

above, too much

over

When modeling the choral reading task set the pace and read with proper ____, _____, and _____.

pacing phrasing expression

Prepare copies of short texts. Model and explain reading procedures. Assign roles and have students take turns reading.

partner reading

When teaching words, think about _____ of speech, classification and _____, compare and _____, analogies, and multiple ______.

parts categories contrast meanings

Report accuracy as a _____

percentage

Prepare passage by placing slash marks between _____.

phrases

What are other reasons for poor reading comprehension?

poor memory lack of attention poor monitoring

before

pre

Before reading, ____ your students.

prepare

Use of appropriate volume, tone, emphasis, and phrasing

prosody

rubrics often used to evaluate, describe, and improve _____

prosody

back or again

re

students take turn ______ the chunked passages aloud

reading

What are practice intervention strategies?

repeated reading Fry's phrases choral reading paired reading

What is practice for oral reading fluency?

review teach new concept practice close

When calculating CWPM note number of _____ to read the selection and number of _____ while reading while the child is reading.

seconds errors

List words and attributes on a grid. Discuss what + and - mean Next, show students grids with the words and attributes filled in but without the pluses and minuses. Students will insert them during group discussions. Next, show partially completed grids. Students add to both the list of related words and the list of attributes. Add pluses and minuses Finally, students suggest sets of related words to analyze

semantic feature analysis

Select word and display on the board or overhead Students work in groups brainstorming as many words related to the vocabulary word as they can Display students' words grouped in broad categories Have students name the categories and perhaps suggest additional ones Discuss with students the central concept, the other words, the categories, and their interrelationships

semantic mapping

half

semi

What are the steps of repeated reading?

student reads strategy final read

below, too little

sub

What are some instruction strategies for getting the gestalt?

summarize predict draw comclusions

above

super

noun phrases verb phrases prepositional phrases

syntactic

During echo reading you can ______ the 1-4 sentence sections or have a _______ serve as the model reader.

tape student

common everyday words that should be known

tier I words

must know because they are frequent in print, in reading vocabulary, but not typically in the speaking vocabulary.

tier II words

scientific words or word subject specific

tier III words

across

trans

not/opposite

un

too little, below

under

What are examples of limited langauge skills and world knowledge?

verbal reasoning langauge delays/deficits in: content, form, use

What are some instruction strategies?

vocabulary instruction understanding text getting the gestalt

What are the components of vocabulary instruction?

which words to choose and practice repeat exposures in different contexts

What are the three areas of fluency assessment?

word decoding automaticity prosody

How do you assess accuracy?

word level sentence level paragraph level