5468 final

Self-correction ratio

(Number of errors + self corrects) / self corrects = 1:_

Comprehending narrative text

*making inferences *answering questions *generating questions *summarizing *recognizing story structure *using graphic and semantic organizers *accessing prior knowledge *using mental imagery(visualizing)

Comprehension Strategies

*making inferences *answering questions *generating questions *summarizing *recognizing story structure *using graphic and semantic organizers *accessing prior knowledge *using mental imagery(visualizing)

Readability formulas

-flecsh-kincaid -dale-chall -fry -lexile

Reading instruction for english learners

-learn like anyone else with gradual release responsibility, scaffolding, modeling, direct explanation, guided practice independent practice, zone of proximal development, etc. -however they need additional support like necessary background knowledge, visuals, hands-on activities, additional time, clear instructions, respect for home cultures, self worth attitude and motivation

Comprehending informational text

1. Determimimg importance 2. Summarizing

The "matthew effect" in reading is illustrated by which of the following sentences

The more you know, the easier it is for you to learn more

To build students vocabularies requires many different components and experiences because

Word learning is a product of direct and indirect instruction

Schema

a concept or framework that organizes and interprets information and uses to make sense of the world

Standardized tests

administered and scored according to specific and uniform procedures; used to determine a student's performance level relative to that of others of similar age and grade

uncommon, unreliable, and uncomfortable are words that share a(n)

affix

Reader response theory

an approach to understanding literature that focuses on the role of the reader in interpreting a story rather than just relying upon the author's version

Children are more motivated to read when they

are allowed to choose what they read as often as possible

The construction integration model of reading and schema theory

both emphasize the importance of prior knowledge

Dyslexia

impairment of the ability to read

Fluency includes prosody, which is

intonation, stress, and phrasing

Informational text is likely more difficult for elementary students because

it requires more prior knowledge and employs more text structures.

Phonemic awareness refers to

knowledge that spoken words are composed of somewhat separable sounds

The gradual release of responsibility moves from

modeling and explanation/INSTRUCTION to practice and application

The smallest unit of meaning is

morpheme

English learners english speaking peers

provide students with a model of proficient English

phonological awareness

the ability to reflect on and manipulate the sound structure of spoken language

Qualitative factors affecting text complexity

1. Goals of Instruction: teachers should select text by first considering their instructional goals. Remember, reading is not a subject matter it is a tool; 2. Prior Knowledge: every reader brings to a text a body of knowledge with which he makes sense of that text; 3. Vocabulary; 4. Figurative Language: Similes, metaphors, and idioms add interest and delight, causing the reader to savor the language in the text as well as the ideas. These writerly techniques, along with dialogue, dialects, and colloquial expressions also make a text more difficult to read.

Vocabulary Instruction

1. Vocab should be taught directly, even though most vocab is taught indirectly 2. Reading aloud to students 3. Repeated exposure to new vocabulary 4.New words are learned more effectively in rich context(books) 5.Restructuring vocab means to rewrite a definition and providing sample sentences 6. Active engagement with vocab improves learning not passive

Reading on the internet

1. set a purpose (easy to get distracted online) 2. search for information, engage in new learning, browse

Reading recovery

A program in which specially trained teachers provide one-to-one tutoring to first-graders who are not reading adequately.

Fluency

Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension. -accuracy -rate -expression(prosody)

Formative Assessment is

An aid to teachers in guiding instruction

All of the following are comprehension strategies used by mature readers except

Answering teacher generated questions

Cognitive constructivist view of reading

Emphasizes that reading is a process in which the reader actively searches for meaning in what she reads.

English learners whose first language is spanish are likely to have difficulty with phonics because

English has sounds that Spanish does not

Summative Assessment

Data from (usually) externally mandated tests to assess the outcomes of your instruction

Formative Assessment

Data you collect from daily work in the classroom to monitor learning and guide your instruction

The biggest obstacle when learning new information on the internet is

Establishing the trustworthiness of the information

Matthew effect

From the idea that the "rich get richer and the poor get poorer," the reading notion is based on the idea that children who come to school already with a deficit need intervention, and those that come with a "wealth" of experiences keep thriving.

Gradual Release of Responsibility

I do (focus lesson), we do (guided instruction), you do (collaborative), and you do (independent)

Motivation for reading

In order for substantive learning to occur, students must have positive attitudes about themselves as learners, about their ability to succeed in school, and about the instructional goals they, their teachers, and their schools set (p. 58).

Fluency Instruction

Monitored oral reading with teacher: model, practice, feedback

norm-referenced tests

Measure an individual's standing relative to others

Which factor is the strongest predictor of children's success in reading?

Phoneme segmentation ability

The cognitive constructivist view of reading support that

Reading is an active process

The recommended approach for students who are making good progress in fluency and whose rates are near or above the norm for their grade level is

Silent reading of a wide variety of materials

Social constructivist view of teaching and learning

Students learn from social interaction: -zone of proximal development -gradual release of responsibility -scaffolding

The following are all effective pre-reading activities except

Summarizing

Teaching for transfer

The use of knowledge or skills in one context and applied to another context

promoting phonological awareness

Using books with rhyme, songs, and nursery rhymes helps children develop, they also learn to recognize and predict sound patterns

Zone of Proximal Development (ZPD)

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher. Optimal learning

Comprehension instruction

direct explanation, modeling, guided practice, independent practice

To keep students motivated to read, a teacher must

ensure that students are successful

Modeling and encouraging adept diction and the use of word play such as rhymes and puns are ways of

fostering word consciousness

Reading intervention for english learners should

have a strong emphasis on vocabulary

Metacognition

refers to awareness of one's own knowledge—what one does and doesn't know—and one's ability to understand, control, and manipulate one's cognitive processes

Repeated oral readings are most effective when texts are

slightly challenging

Scaffolding

structure provided within ZPD by a guide that enables child; refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed

Construction integration process

the process begins with construction, in which the reader comprehends sentences and then links ideas from one sentence to another. Integration is the process of using prior knowledge to expand and interpret the meaning the author has put on the pages. Metacognition is the third phase that the reader confirms this makes sense

How does a teacher know if classroom assessment results are trustworthy?

the teacher gathers several data points from a variety of assessments

Accuracy rate

used to determine whether the text is easy enough or too frustrating for the reader

Text coherence is most important when the reader's prior knowledge of the topic is

weak compared to the demands of the text