Praxis 5203
Examples of Formal Assessments
standardized tests reading readiness tests diagnostic tests tests that are part of a reading program
Word Identification Strategy:Decoding by Analogy
students use their knowledge of phonograms to deduce the pronunciation of spelling of an unfamiliar word
Word Identification Strategy: Morphemic Analysis
students use their knowledge of root words and affixes to read or write an unfamiliar word
Onomatopoeia
students use words that imitate sounds
Piaget believed that children construct their own
understanding of reality and do not reproduce what they see and hear.
Alphabetic principle is the
understanding that letters represent sounds in words
Levels of Word Knowledge
unknown words, initial recognition, partial word knowledge, and full word knowledge
Flexible
use a variety of instructional procedures, use a variety of grouping techniques
Analyzing word parts
use knowledge of prefixes, suffixes to break word apart
The best approach for assessing the difficulty level of materials is to
use objective and subjective methods such as formulas, leveling scores, and observations, and professional judgment.
Text Features
use of literacy devices, headings, etc
Inferential Comprehension
uses clues to determine implied meaning
What is an appropriate practice for a teacher that is determining the placement of students into flexible groups for reading instruction
using informal and formal measures to inform instruction that targets students changing needs
What is a solution for composition lacks focus
-after writing a draft, have the student highlight sentences that pertain to the focus, cut the other parts, and elaborate the highlighted ideas. -give the student a very focused assignment -share samples of unfocused writing for the student to revise
Norm-referenced tests: Item Characteristics
- less than four items usually test each skill -items vary in difficulty -items are selected that discriminate between high and low achievers
Criterion-referenced test content
- measures specific skills which make up a designated curriculum - teachers curriculum experts identify these skills -each skill is expressed as an instructional objective
Instructional Procedures for Activating Background Knowledge
- students complete an anticipation guide -students develop a K-W-L chart -students do an exclusion brainstorming activity
Instructional Procedures for Setting a Purpose
-students identify their purpose in a discussion before beginning to read -students write about their purpose in a reading log entry before beginning to read
What two sources should you use to begin teaching letters of the alphabet?
1. Their names 2. Environmental print
How could you use the MODELED level of scaffolding in writing?
Teacher demonstrates how to write a composition or students, creating the text, doing the writing, and thinking aloud about their use of strategies and skills
Shared reading strengths
Teacher teaches concepts about print, teacher models fluent reading and reading strategies, and students become a community of readers
Guided reading strengths
Teacher teaches reading strategies and skills, teacher provides scaffolding, and teacher monitors student reading
How could you use the SHARED level of scaffolding in writing?
Teachers and students create the text together - then the teacher does the actual writing. Students may assist by spelling familiar or high frequency words
How could you use the SHARED level of scaffolding in reading?
Teachers and students read book together, with students following as the teacher reads and then repeating familiar refrains
How could you use the INTERACTIVE level of scaffolding in reading?
Teachers and students read instructional-level texts together and take turns doing the reading. Teachers help students read fluently and with expression
How could you use the GUIDED level of scaffolding in writing?
Teachers plan and teach lessons on a writing strategy, skill or procedure, and students participate in supervised practice activites
How could you use the GUIDED level of scaffolding in reading?
Teachers plan and teach reading lessons to small, homogeneous groups using instructional-level books. The focus is on supporting and observing students use of strategies
How could you use the MODELED level of scaffolding in reading?
Teachers read aloud, modeling how good readers read fluently using books that are too difficult for students to read themselves
Explicit instruction
an instructional strategy that is skill based, but students are active participants in the learning process.
According to Bloom's revised taxonomy, which of the following levels involves finding supporting evidence for the author's purpose?
analyze
Guided reading lessons should not contain
any new words or unfamiliar concepts
Text to Text
connect what you are reading to another story you have read
Text to World
connect what you are reading to something from the world
Text to Self
connect what you are reading to something from your life
A LATE Emergent student correctly
consistent directionality, use of letters, some letter-sound matches
Rime
consists of the vowel and any final consonants
During the Derivational Relations Spelling children learn
consonant alternations, vowel alternations, latin affixes and root words, greek affixes and root words, and etymologies
In the word Shut, the sh is an example of what?
consonant digraph
The sh in shut is a consonant digraphs because
consonant digraphs are combinations of two or three combinations of consonants that work together to make a single sound.
Reading is the process in which we
construct meaning from print.
Reciprocal teaching introduces
group discussion techniques created to improve understanding and retention of the main points of a selection.
Directed Reading- Thinking activity (DRTA)
has been designed to help students begin to take responsibility for their own learning
Ms. Sarah utilizes a variety of assessments in his 3rd grade classroom. Which informal assessment would Ms. Sarah use to help his students and their parents see progress in various subjects over the course of the school year using student work samples?
profollio
In behaviorism, responses that are reinforced __________ in frequency.
increase
Guided reading is also known as the
directed reading activity (DRA)
Teachers can use Norm-Referenced test to
discriminate between high and low achievers
Phonological awareness is the general appreciation of how language can be
divided into its components
Word Identification Strategy: Syllabic Analysis examples
drag-on fa-mous mul-ti-ply vol-ca-no
What strategy is used when the reader uses background knowledge and clues in the text to "read between the lines"
drawing inferences
Bottom-up procedures are intended to
make learning to read easier by breaking complex tasks into their component skills.
Example of closed syllable
make, cap
Evaluation should end with
making changes to improve the program or the students' progress.
An EARLY emergent student correctly
marks on the page and holds the writing implement
In guided reading, selections are provided that
match the students level of development
One to one correspondence is the ability to
match written letters to word to a spoke word when reading
When do formative assessments take place?
during learning
How is genres a factor in comprehension
genres have unique characteristics, and students knowledge of them provides scaffold for comprehension
During the Within-Word Pattern Spelling children learn
long vowel spelling patterns, r-controlled vowels, more complex consonant patterns, and diphthongs and other less common vowel patterns
One of the most valuable repair strategies is
look back
Using context clues means you
look for clues within the text
Are formative assessments generally low or high stakes?
low stakes
Literal Comprehension determines
main ideas and sequencing
Formative assessments is also known as
ongoing assessments
Interactionists provide plenty of
opportunities for students to experience the holistic nature of reading and writing by having them read whole books and write for real purposes.
Preparational strategies consist of
previewing, activating prior knowledge about a topic before reading, setting goals and predicting
Schema-based inferences depend on
prior knowledge.
Repair strategies include
slowing reading rate, pausing, reading aloud, jumping over, looking back, rereading, paraphrasing, using text aids, using references, reading an easier version
Phoneme is the _______________ unit of sound.
smallest
Morpheme
smallest meaningful unit of language
Reciprocal teaching is a form of
social constructivist learning and cognitive apprenticeship in which students gradually learn key comprehension strategies by imitating and working along with the teacher
Homophones
sound alike but spelled differently
Phonological Systems
sound sytem of english language comprised of 44 sounds (phonemes) and more than 500 words to spell them.
Vocabulary words: TIER 3
specialized terms
Phonology
speech sounds known as phonemes
Phonetic spellers have limited sight word vocabulary and irregular words are often
spelled incorrectly
Homographs
spelled the same, look the same but different pronunciations
What is part of the alphabetic code knowledge?
spelling orthography, phonics, and phonemic awareness
Ways to differentiate instruction
rigorous, relevant, flexible, and complex
Looking back is
checking back to locate a forgotten or misunderstood piece of information
Phonics
children learn to convert letters into sounds and blend then to recognize words
Phonemic Awareness
children learn to notice and manipulate sounds in oral language
Most children first learn how to develop a schema for stories through
listening to stories
Evaluation begins with
listing goals and objectives or standards.
The reading process consist of
pre-reading, reading, responding, exploring, and applying
Reciprocal teaching includes the following:
predicting, questioning, clarifying, summarizing.
How do you PLAN for assessing learning
- determine students reading levels using running records and informal reading inventory - choose appropriate books for students -match students reading levels to instructional procedures and approaches
What is a solution for a student who complains about now knowing what to write
- have the student brainstorm a list of ideas and pick the most promising one -invite the student to talk with classmates to get ideas (think-pair-share)
What is a solution for a student who cant name letters or match upper and lowercase letters
- identify letters in the students name and in environmental print -teach the student to use the ABC song to identify specific letters -have student sort upper and lowercase letters -teach the student to use an alphabet chart to identify matching letters
What is a solution for a student who cant retell or answer questions after reading
-build the students background knowledge before reading -ensure that the book is appropriate for the student -read the book aloud instead of having the student read it -set a purpose for reading by having the student read a brief text to find the answer to one literal level question -have students sequence story boards and use them to retell story
Prosody
-chunk words into phrases -read smoothly with few pauses -read with expression -reading pace approximates speech
What is a solution for a student who doesn't reread or revise composition or doesn't make constructive revisions
-compare the quality of sample unrevised and revised compositions -include revision as a requirement in the assessment rubric -use revising groups -conference with the student to examine the revisions during the revising stage
What is a solution for a student who does the bare minimum or even refuses to write
-conference with the student to determine why he/she is hesitant -brainstorm with the student during prewriting -model how to expand a sentence into a paragraph or a brief composition into a better developed one -try language experience approach and interactive writing -have the student write a collaborative composition with a small group or partner -keep first writing assignments very short to ensure success
What is a solution for a student who doesn't understand the meaning of words
-create a K-W-L Chart or do an anticipation guide before reading -teach key vocabulary before reading -have the student sort words from featured book or thematic unit -have students make posters or diagrams about key words -read books aloud every day to build the students vocabulary -teach idioms, synonyms and antonyms and word learning strategies
What is a solution for a student who cant take notes
-demonstrate how to take notes using a graphic organizer or small self stick note -make a copy of text and have the student mark the big ideas with a highlighter pen -have the student identify big ideas and create a graphic organizer to represent them -have the student work with a partner to take notes on a small self stick notes
Writing Characteristics of children in the EMERGENT stage
-distinguish between writing and drawing -write letters and letter like forms or scribble randomly on page -develop understanding of direction -show interest in writing -write first and last name -write up to 20 high frequency words -use sentence frames to write a sentence
Examples of formative assessments include asking students to
-draw a concept map in class to represent their understanding of topic -submit one or two sentences identifying the main point of a lecture -turn in a research proposal for early feedback
Criterion-referenced tests: Score Interpretation
-each individual is compared with a preset standard for acceptable achievement -the performance of other examinees is irrelevant -a students score is usually expressed as a percentage -student achievement is reported for individual skills
Norm-referenced tests: Score Interpretation
-each individual is compared with other examinees and assigned a score usually expressed as a percentile, a grade equivalent score or a stanine -student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills
Criterion-referenced tests: Item Characteristics
-each skill is tested by at least four items in order to obtain an adequate sample of student performance and to minimize the effect of guessing -items which test any given skill are parallel in difficulty
Reading Instructional Recommendations for students in the FLUENT stage
-have children participate in literature circles -have children participate in reading workshop -teach about genres and literacy features -involve children in author studies -have children respond to literature through talk and writing
What is a solution for a composition that has weak sentence structure
-have editing partners address sentence structure during editing stage -teach sentence combining and then have the student practice it
What is a solution for a student who is too dependent on teacher approval
-have student check with a classmate before coming to the teacher -ask the student to sign up conferences with the teacher -make sure the student understands expectations and procedures
What is a solution for fixing a composition that is divided into paragraphs but some sentences don't belong
-have student reread each paragraph, checking that each sentence belongs -encourage student to work with a partner to check sentences in each paragraph -have the student examine the leads in stories and informational books
What is a solution for a composition that lacks an exciting lead
-have student try several leads with an experience, a question, a quotation, or a comparison -encourage the student to get feedback about the effectiveness of the lead in a revising group -have the student examine the leads in stories and informational books
What is a solution for a composition is difficult to read because of poor handwriting or messiness
-have student use word processing -encourage student to use manuscript rather than cursive handwriting -take students dictation if necessary
How do you REFLECT learning
-have students write self reflections about their work habits and achievements -have students place work that highlights their accomplishments in portfolios -reflect on your teaching effectiveness by examining the results at student evaluations
What is a solution for composition lacks interesting details and vocabulary
-have the student brainstorm words related to each of the five senses and then add some of the words to the composition -have student refer to word walls posted in the classroom for vocabulary -teach vivid verbs and adjectives -demonstrate the visualization strategy
What is a solution for a student who reads word by word without expression
-have the student practice rereading easier texts to develop fluency -ask the student to do echo read, imitating the teachers expression -have the student do repeated reading -do choral reading in small group -break the text into phrases for the student to read aloud
What is a solution for a composition that is difficult to read because of misspelling and mechanical and grammar errors
-have the student refer to high-frequency and content area word walls when writing -arrange for the student to edit with a partner -conference with the student to correct remaining errors in the editing stage -teach the student to proofread -have student examine and correct errors in sample composition
What is a solution for a student who cant identify consonant and vowel sounds
-have the student sort objects or picture cards according to sound -play phonics games, including those online with student -have student substitute initial consonants to create a list of words using a phonogram -do interactive writing
What is a solution for a poorly organized composition
-help student decide on paragraph organization before beginning to write -teach the concept of big idea using many types of texts and then help the student identify the big idea for each paragraph before beginning to write -teach sequence words such as first, next, last and finally -have the student create a graphic organizer before beginning to write
Writing Instructional Recommendations for students in the FLUENT stage
-hold a writing workshop -teach students to use writing process -teach students to revise and edit their writing -teach synonyms -teach homophones -teach spelling rules -teach paragraphing skills -teach root words and affixes -teach children to use a dictionary
Reading Characteristics of children in the BEGINNING stage
-identify letter names and sounds -match spoken words to written words -recognize at least 20 high frequency words -use beginning, middle, and ending sounds to decode words -apply knowledge of the cueing systems to monitor reading -self-correct while reading -read slowly, word by word -read orally -point to words when reading -make reasonable predictions
Reading Characteristics of children in the FLUENT stage
-identify most words automatically -read with expression -read at a rate of 100 WPM or more -prefer to read silently -identify unfamiliar words using the cueing systems -recognize at least 100 frequency words -use a variety of strategies effectively -often read independently -use knowledge of text structure and genre to support comprehension
What is a solution for a student who cant decode one-syllable words
-involve the student in making word activities -have student spell words using magnetic letters -teach the student about vowel patterns -have the student sort word cards according to vowel patterns -teach the student to decode by analogy -have the student read and write lists of words created from one phonogram
Obstacles to fluency
-lack of automaticity -unfamiliarity of word identification strategies -slow reading speed -slow writing speed -lack of prosody -voiceless writing
What is a solution for a student who cant identify high-frequency words
-make personal word wall with words the student recognizes -use a routine to teach and practice high-frequency words -ask the student to look for high frequency words in familiar books -have student write words using magnetic letters or on a whiteboard
What is a solution for a student who plagiarizes
-make the student accountable for clusters, graphic organizers, or note cards -have the student use the writing process and do the research and writing in class not at home -teach the student how to take notes and develop composition
Reading Characteristics of children in the EMERGENT stage
-notice environmental print -show interest in books -pretend to read -use picture cues and predictable patterns in books to retell the story -reread familiar books with predictable patterns -identify some letter names -recognize up to 20 high frequency words
How do you MONITOR learning
-observe students as they read and write -conduct conferences with students -make anecdotal notes -have students make checklists and rubrics to track progress
Examples of homographs
-present (gift) vs. present (attendance) -record
Speed
-read at least 100 words per minute -vary speed depending on text complexity and purpose (for reading)
Reading Instructional Recommendations for students in the BEGINNING stage
-read charts of poems and songs using choral reading -read leveled books using guided reading -provide daily opportunities to read and reread books independently -teach elements of story structure (beginning, middle, end) -teach the 100 high frequency words -teach phonics concepts and rules
What is a solution for a student who cant draw inferences or do higher level thinking
-read the book aloud instead of having the student read it -do think-alouds to model drawing inferences and higher level thinking -teach comprehension strategies -teach the student about text structure -involve the student in hot seat, grand conversations, and other participatory activites
What is a solution for a student who cant manipulate speech sounds
-sing songs, read poems, and have the student identify rhyming words -ask the student to match rhyming picture cards -pronounce individual sounds in a word and have the student orally blend them into words
Automaticity
-student recognizes many high fluency words -apply phonics knowledge to decode -decode words by analogies -break longer words into syllables
Instructional Procedures for Connecting
-students add text to self, text to world, and text to text connections to a class chart -students become a character and participate in a hot seat activity
Instructional Procedures for Questioning
-students brainstorm a list of questions before reading -student ask questions during grand conversations and other discussions
Instructional Procedures for Determining Importance
-students create graphic organizers -students make posters highlighting the big ideas
Instructional Procedures for Visualizing
-students create open-minded portraits of characters -students draw pictures of episodes from a book they're reading -students role play episodes from a book they're reading
Instructional Procedures for Predicting
-students make and share predictions during read-alouds -students write a double entry journal with predictions in one column and summaries in another -students make predictions during guided reading lessons
Instructional Procedures for Repairing
-students make personal charts of the ways they solve comprehension problems -students think aloud to demonstrate how they use the repairing strategy -students write about their repairs on small self-stick notes and place them in a book they are reading
Instructional Procedures for Monitoring
-students think aloud to demonstrate how they monitor their reading -students write about their strategy use on small self stick notes and in reading logs
Instructional Procedures for Drawing Inferences
-students use small self stick notes to mark clues in the text -students quick write about an inference they've made
Instructional Procedures for Summarizing
-students write a summary using interactive writing -students create visual summaries on charts using words, diagrams, and pictures
Instructional Procedures for Evaluating
-students write reflections and evaluations in reading logs -students conference with the teacher about a book they've read
What is a solution for a student who omits, substitutes, or repeats words when reading
-teach high frequency words that the student doesn't know - ensure that the level of reading materials is appropriate for the student -have the student read the text quietly before reading it aloud -have the student reread familiar texts, including big books or classroom charts -use choral reading in small groups
What is a solution for a student who cant identify multisyllabic words
-teach the procedure for decoding multisyllabic words -have the student remove prefixes and suffixes to identify the root word -brainstorm lists of words from a single root word -have the student write words with affixes on a whiteboard
What is a solution for a student who cant locate information in reference materials
-teach the student to use an index to location information -have the student practice locating information in almanacs and print and online reference materials -teach the student to skim and scan to find info in a text -teach the student to navigate the web to locate info online
How do you EVALUATE learning
-use checklist and rubrics to evaluate and grade (assess) student work -examine collections of students work and determine grades -create tests when necessary to evaluate student learning
Writing Instructional Recommendations for students in the EMERGENT stage
-use crayons for drawing and pencils for writing -encourage scribble writing or write random letters if they cant do more conventional writing -teach handwriting skills -have students write name on sign in sheet everyday -have children write their own names and names of classmates -have children write the classroom by making lists of familiar words in the classroom
Reading Instructional Recommendations for students in the EMERGENT stage
-use environmental print -include literacy materials in play centers -read aloud to children -read big books and poems on charts using shared reading -introduce the title and author of books before reading -teaching directionality and letter and word concepts using big books -encourage children to make predictions and text to self connection -have children retell and dramatize stories -have students respond to literature through talk and drawing -post words on word wall -teach 20-24 high frequency word s -use alphabet-learning routines
Writing Instructional Recommendations for students in the BEGINNING stage
-use interactive writing to teach concepts about print and spelling rules -provide daily opportunities to write a variety of purposes and using different genres -introduce the writing process -teach children to spell the 100 high frequency list -teach capitalization and punctuation skills -teach contractions
What is a solution for a student who doesn't understand print concepts
-use language experience approach to record the students language and demonstrate print concepts -use shared reading and have the student point out examples of print concepts in big books -have student dictate and write messages
Writing Characteristics of children in the FLUENT stage
-use the writing process to write drafts and final copies -write compositions with one or more paragraphs -indent paragraphs -spell at least 75 of the 100 high frequency words -use sophisticated and technical vocabulary -apply vowel patterns to spell words -add inflectional endings on words -apply capitalization rules -use commas, quotation marks, and other punctuation marks
Writing Characteristics of children in the BEGINNING stage
-write from left to right -print the upper and lowercase letters -write one or more sentences -add a title -spell many words phonetically -spell at least 20 high frequency words correctly -write single draft composition -use capital letters to begin sentences -use punctuation -can reread their writing
Writing Genres
1. Descriptive writing 2. Expository writing 3. Journals and Letters 4. Narrative writing 5. Persuasive writing 6. Poetry writing
Activities for poetry writing
Acrostic poems, color poems, free verse, haiku,
READING PROCESS: Pre-reading
Activate or build background knowledge Think about the genre Set purpose Introduce key vocab Make predictions Preview text
Play + ed =
1 free (play) + 1 bound (ed)
Comprehension Strategies
1. Activating Background Knowledge 2. Connecting 3. Determining importance 4. Drawing Inferences 5. Evaluating 6. Monitoring 7. Predicting 8. Questioning 9. Repairing 10. Setting a purpose 11. Summarizing 12. Visualizing
Basic principles of teaching reading
1. Children learn to read by reading 2. Reading should be at the appropriate level of challenge. 3. Instruction should be functional and contextual. 4. Teachers should make connections 5. Teachers should promote independence 6. Teachers should believe that all children can learn to read and write 7. Literacy programs should be goal oriented and systematic 8. Teachers should build students motivation and sense of competence 9. Teachers should build students language proficiency 10. Teachers need ot know how students are progressing so that they ca give them extra help or change the program if necessary.
5 Stages of Spelling Development
1. Emergent spelling 2. Letter name alphabetic spelling 3. Within word pattern spelling 4. Syllables and Affixes spelling 5. Derivational relations spelling
Types of text structures
1. Enumeration- description 2. Time sequence 3. Explanation-process 4. Comparison- contrast 5. Problem- solution 6. Cause - effect
A guided reading lesson consists of five steps:
1. Introducing the text 2. reading the text 3. discussing the text 4. rereading or revisiting the text 5. extending the text.
5 areas of reading instructon
1. Phonemic Awareness 2. Phonics 3. Vocabulary 4. Comprehension 5. Fluency
Word Identification Strategies
1. Phonics analysis 2. Decoding by Analogy 3. Syllabic analysis 4. Morphemic Analysis
Components of language include
1. Phonology 2. Morpholohy 3. Syntax 4. Semantics 5. Prosody 6. Pragmatics
Strategy instruction has 6 key steps
1. introduce the strategy 2. demonstrating and modeling the strategy 3. guided practice (collaborative use) 4. guided practice 5. independent practice and application 6. assessment and reteaching 8. ongoing reinforcement and implementation
Steps in directed reading thinking activity
1. introduce the text 2. reading the text 3. discussion 4. revisiting the text 5. extending the text 6. evaluation and review
Categories of Comprehension Strategies
1. preparational 2. organizational 3. elaboration 4. metacognitive
Derivational Relations Spelling is typical for what age?
11 to 14 years old
Book/case =
2 free morphemes because they can stand alone as a word
Emergent spelling is typical of what ages?
3 to 5 years old
English language has ______ phonemes (sounds represented by _______ graphemes (letters)
44, 26
Letter name -alphabetic spelling is typical of what ages?
5 to 7 years old
By the end of grade 2, the average student knows approximately ________ root words, though the range for students from the lowest to the highest quartile at this stage can be from ________ to ________ root words.
6,000; 4,000 to 8,000
Within-Word Pattern Spelling is typical for what ages?
7 to 9 year olds
Syllables and Affixes Spelling is typical for what age?
9 to 11 year olds
Instructional reading level accuracy rate is
90-94%
Independent reading level accuracy rate is
95-100%
Activities for expository writing
Alphabet books, autobiographies, directions, essays, reports, summaries, and posters
Free Morpheme
A morpheme that can stand alone as a word
Bound Morpheme
A morpheme that must be attached to a free morpheme
Activities for Persuasive writing
Advertisements, book and movie reviews, letter to the editor, persuasive essays, persuasive letters
How could you use the INTERACTIVE level of scaffolding in writing?
Teacher and student create the text and share the pen to do the writing. They spell words correctly and add conventions of writing
Research indicates that a relationship exists between reading and writing. Which of the following statements supports the finding? A. reading is a constructive process and writing is a recursive one B. Reading and writing share similar processes and require using the same kinds of knowledge C. Reading requires passive stance and writing emphasizes an active stance
B Reading and writing share similar processes and require using the same kinds of knowledge
A student spells eagle as EGL. This student is performing at which stage of spelling? A. Conventional B. Phonetic C. Semi-phonetic D. Transitional
B. Phonetic Phonetic spellers will spell a word as it sounds
Which of the following is the best way for a teacher to assess students phonemic awareness A. Ask students to identify the letter at the beginning of the word "desk" B. Say the word "lamp" and ask students to break it into individual sounds C. Distribute the letter cards "b" "a" and "t" and ask students to order the letters to create a word D. Display the written word "cat" and ask students to sound it out as they tap each letter
B. Say the word "lamp" and ask students to break it into individual sounds **Why** A student who possesses phonemic awareness can segment sounds in spoken words and blend strings of isolated sounds together to form recognizable words
What area of study involves mechanics, usage and sentence formation? A. Word analysis B. Spelling conventions C. Morphemes D. Phonics
B. Spelling Conventions
21st Century Literacy Learning Theories
Behaviorism, Constructivism, Social Linguistics and Information Processing
Shared reading limitations
Big books or a class set of books are needed and text may not be appropriate for all students
Activities for Journals and Letters
Buisness and courtesy letters, email messages, learning logs
Examples of Spoonerism
Butterfly- flutterby Save the whales - wave the sails
Which of the following techniques can best be used to teach students how to read phonetically irregular words? A. Having students highlight common spelling patterns B. Modeling the use of letter-sound relationships during reading C. Maintaining a word wall of high frequency sight words D. Exposing students to a large quantity of decodable texts
C. Maintaining a word wall of high frequency sight words
Spelling Orthography
Children learn to segment spoken words into sounds and convert sounds into letters to spell words
Stage 1: Emergent Spelling
Children string scribbles, letters, and letterlike forms together but they dont associate the marks they make with any specific phonemes.
READING PROCESS: Applying
Construct projects Read related books Use information in thematic units Reflect on the reading experience
What theories are student centered?
Constructivism Information processing Social Lingustics
How can you differentiate?
Content (materials) Process (instruction) Product (demonstration of knowledge)
Social Lingustics theory incorpates what kind of teaching?
Culturally responsive teaching
Which of the following pair of words demonstrate that different letter combinations can represent the same speech sounds? A. Church .... Chorus B. Bow .... Bow C. Hot ..... Cold D. Phone ...... Laugh
D. Phone ...... Laugh ** why ** "ph" and "gh" fall into the category of consonant irregularities with consonant combinations that have a unique sound. both the ph and gh represent the sound of /f/
When students identify the phonemes in spoken words, they are practicing which of the following? A. Sound blending B. Substitution C. Rhyming D. Segmentation
D. Segmentation
Print awareness includes all EXCEPT which of the following concepts? A. The differentiation of uppercase and lowercase letters B. The identification of word boundaries C. The proper tracking of words D. The spelling of sight words
D. The spelling of sight words. Print awareness includes all except the spelling of sight words
Characteristics condusive to learning
Safety, Respect, High Expectations, Risk Taking, Collaboration, Choice, Responsibility, Family and Community Involvement
Example of open and closed syllables together
Divide Di --> open vide --> closed
What strategy is used when the reader evaluates both the text itself and their reading experience
Evaluating
First, they learn the names and shapes of the letters of the alphabet. Next, they learn consonant sounds. Third, they tack;e simple and then more complex vowel correspondences.
Example of bottom-up approach
Standard English
Form of english used in textbooks Ex: academia, television
Characteristics of a Classroom Community
Safety, Respect, High Expectations, Risk Taking, Collaboration, Choice, Responsibility, Family and Community Involvement
Text Comprehension Factors
Genres, text structures, and text features
Text Factors
Genres, text structures, text features
Types of reading
Independent, partner, guided, shared, and reading aloud to students
Phonics
Instruction about phoneme - grapheme correspondences and spelling rules.
Examples of Informal Assessments
Interest inventories checklists, reading portfolios reading interviews anecdotal notes
Example of Alliteration
Sally sells seashells
Example of Oxymoron
Jumbo shrimp, pretty ugly
Social Linguistics theory emphasizes on _________ and _________.
Language and Social Interaction
Concept about the alphabet
Letter knowledge -name of letters -upper or lower case -direction of letter (d,b) -sound of letter -use this knowledge to decode words
Levels of Comprehension
Literal, Inferential, Critical, and Evaluative
Information processing compares what two things?
Mind to Computer
There are 5 steps in the GRR model. Which step comes after, 'Explain - Ensure students understand why a strategy is useful by giving focused instruction of how the strategy should be used'?
Model - Provide a demonstration by not only modeling the strategy, but also modeling how to execute said strategy.
Examples of palindromes
Mom, civic
What strategy is used when readers supervise their reading experience, checking that they're understanding the text
Monitoring
What does behaviorism stress?
Observable response to stimuli
What is the purpose of assessment?
gather information that will lead to improved instruction and learning (based on needs of students)
Guided reading limitations
Multiple copies of texts at the appropriate reading level are needed, and teacher controls the reading experience
Informal assessments are _____________ data driven.
NOT
Criterion referenced test vs Norm referenced test
Norm referenced tests may measure the acquisition of skills and knowledge from multiple sources such as notes, texts and syllabi. Criterion referenced tests measure performance on specific concepts and are often used in a pre-test / post-test format
What strategy is used when readers make thoughtful "guesses" about what will happen and then read to confirm their predictions
Predicting
Partner reading limitations
One student may simply read to the other and teacher has little involvement or control
Nonstandard English
Other forms of english Ex: Slang
Example of homonym
Pen (pen for writing) Pen (cage for animals)
Persuasive writing purpose
Persuasion is winning someone to your viewpoint or cause using appeals to logic, moral character, and emotion. students present their position clearly and support it with examples and evidence.
Ways to Assess Learning
Plan, monitor, evaluate and reflect
What type of program takes a behavioral approach?
Scripted programs
Reading process includes
Prereading, reading, responding, exploring, and applying
What is the teachers role in behaviorism theory?
Provide information and supervise practice
What technique is especially designed for students having difficulty with inferences
QAR
What strategy is used when the reader ask themselves literal and inferential questions abut the text
Questioning
READING PROCESS: Reading
Read independently or with a partner Use guided or shared reading Listen to teacher read aloud Apply reading strategies and skills Examine illustrations, charts and diagrams
Components of the Balanced Literacy Approach
Reading Phonemic Awareness and Phonics Literacy Strategies and Skills Vocabulary Comprehension Literature Context- Area Study Oral Language Writing Spelling
What is an example of a scripted program?
Reading Mastery
Information processing integrates _______ and ________.
Reading and Writing
What strategy is used when reader identifies a problem inferring with comprehension and then solves it
Repairing
READING PROCESS: Exploring
Reread all or part of text Learn new vocab Participate in minilessons Examine genre, text features Learn about author
The constructivism theory
Seeks to engage students Advocate collaboration Encourage curiousity in learners Incorporate background knowledge
What strategy is used the reader identifies broad focus to direct their reading through the text
Setting a purpose
A teacher wants to assess a students ability to decode words. What type of assessment should she use for this?
She should have Jacob read a leveled word list and keep track of his errors.
Example of portmanteau
Spork = fork and spoon Brunch = breakfast and lunch Smog = smoke and fog
What type of learning takes place in behaviorism theory?
Stimulus - response action
Mr. Austin is designing a comprehension lesson for his fourth-grade class using a reading strategy. The objective of his lesson is to have the students correctly sequence the main events of a story. Which reading strategy should he choose?
Story map
What drives behaviorism?
Student behavior
Social Linguistics is centered around _______.
Students
How does Social Linguistics theory challenge students?
Students are challenged to confront injustices
Reading aloud to students strengths
Students have access to books they can't read themselves, teacher models fluent reading and reading strategies, and students build background knowledge and vocab
Reading aloud to students limitations
Students have no opportunity to read and students may not be interested in the text
Independent reading limitations
Students may not choose text they can read alone, and teacher has little involvement or control
How could you use the INDEPENDENT level of scaffolding in writing?
Students use the writing process to develop reports, essays, poems, and other compositions. Teachers monitor student's progress.
Evaluative Comprehension
is the most sophisticated level of comprehension
Examples of Eponyms
Teddy bear, Ferris wheel, sandwich
Which of the following is the most effective checking-for-understanding practice?
Telling the class, "Hold up A if the word is an adjective, N if it is a noun, and V if it is a verb. I will say the word and use it in a sentence."
Function
The purpose for which a person uses language
Close reading is a technique in which student read
challenging texts multiple times, each time for a different purpose
How many morphemes are in the word rerecorded
Three **why** a morpheme is the smallest meaningful unit in the grammar of language. the word rerecorded contains three morphemes. the unit "re" is a prefix meaning back or again. "record" is the base that gives the word its meaning. The word part "ed" indicates past tense
What must happen for vocabulary study to have an impact upon comprehension
Unfamiliar words important to an understanding of the selection should be taught well and defined and used in context.
Word learning strategies
Using Context Clues Analyzing Word Parts Checking a Dictionary
Which of the following graphic organizers works best when two or three subjects are being compared, and similar traits are being identified?
Venn Diagram
What strategy is used when readers create mental images of what they're reading
Visualizing
Activities for descriptive writing
character sketches, comparisons, descriptive essays
Antonyms
Words that are opposites
READING PROCESS: Responding
Write in reading logs Participate in conversations
Example of Symbolism
a lion often symbolizes courage and a dove symbolizes peace
Dialogue is written conversation where
characters speak to each other
An example of sound segmentation would be
a student identifying each separate sound in the word tub /t/ , /u/, /b/
High-stakes test
a summative assessment for which an important decision will be based on the outcome.
Closed syllable
a syllable ending in a consonant sound
Open Syllable
a syllable that ends in a vowel sound
Phonemic awarness
ability to orally manipulate phonemes in words.
Fluency
ability to read and write effortlessly and efficently
Reading
ability to read quickly, accurately and with expression
Vocabulary words: TIER 2
academic vocabulary
In a behavioral approach, learning consists of the
acquisition of new behaviors
Cognitvism is based on the fact that students are
active participants in their learning rather than passive recipients.
In directed reading thinking activity, students are given a more
active role
Critical reading is an
affective and cognitive skill
When do summative assessments occur?
after learning has taken place
Literacy Centers
alphabet, author, collaborative books, pocket charts, vocabulary, proofreading
Teachers major role in close reading is to
ask text dependent questions that require students to interpret what they've read and provide evidence from the text to support understanding
Criterion-referenced test
assesses how well skills or knowledge in a specific domain have been learned.
Guided reading is the framework withing which the teacher supplies whatever
assistance or guidance students need to read a selection successfully.
Word Identification Strategy: Morphemic Analysis examples
astro-naut bi-cycle centi-pede trans-port
Content instruction
attempts to engage students in the process of attending to text ideas and building mental representation of the ideas, with no direction to consider specific mental processes
Factors affecting student motivation
attitude, community, instruction, rewards, expectations, collaboration, reading and writing competence, and choices
Example of diphthong
aw --> au straw slaw haul author
Reader Comprehension Factors
background knowledge, vocabulary, fluency, comprehension skills and strategies, and motivation
Morphemes include
base words, prefixes and word endings that are found within longer words
Cognitivism
based on the proposition that mental processes exist and can be stuidied.
Concepts about print
basic understanding of print direction
Vocabulary words: TIER 1
basic words
3 Tiers of Vocabulary Words
basic words, academic vocabulary, and specialized terms
Authors often use foreshadowing in the
beginning of the story
Coginitive-behavioral approach
believes that our behavior is affected by the set of rewards and punishments we have experienced in the past and by our beliefs, thoughts, and expectations
Word Identification Strategy: Phonic Analysis examples
blaze, chin, peach, spring
Some words contain open and closed syllabus, such as
bo - nus and pa - per
Foreshadowing is hinting at events to come later in the story to
build readers expectations
Cloze is a great device for
building comprehension
Which of the following signal words or phrases would most likely indicate a comparison-contrast text structure?
but; however
Stage 2: Letter Name-Alphabetic Spelling
children learn to represent phonemes in words with letters. at first their spellings are quite abbreviated but they learn to use consonant blends and digraphs and short-vowel patterns to spell many short vowel words
Bottom - up approach
children literally start at the bottom and work their way up.
Word Identification Strategy:Decoding by Analogy examples
claw from saw, flat from cat, stone from cone, think from pink
Technique that is best at getting students to use context and read for meaning on a sentence-by-sentence basis
cloze
Piaget's theories are examples of a ______________ approach
cognitive
Being aware of how text is structure will help readers build a
coherent representation of the text
TIER 1: BASIC WORDS
common words used socially, in informal conversation, at home and/or on the playground
Sound segmentation is the identification of all the
component phonemes in a word
Cloze works especially well with students who are
concentrating so hard on sounding out words that they fail to read for meaning
Struggling reader problems include
concepts about print, alphabet knowledge, phonemic awareness, decoding and fluency
What type of learning takes place in constructivism?
construction of knowledge
Comprehension is a ______________ process that builds on information in the text and the readers schemata
constructive
Elaboration is a generative activity in which the reader
constructs connections between information from the text and prior knowledge.
Realistic fiction is made up of
contemporary stories and historical stories
Informal assessments are driven by what?
content and performance driven.
It is estimated that the average young reader is able to use __________ successfully only 5 to 20 percent of the time, because even when the text's clues are fairly obvious, students fail to notice them.
contextual analysis
Readability is determined by
correlating semantic and syntactic features in a text
In classic cloze, the teacher
deletes words at random from a narrative or informational passage
The ability to see likeness and differences is a prerequisite skill for
deriving or constructing a main idea
Expository text structures
description, sequence, comparison, cause and effect, and problem and solution
Purpose of Criterion-Referenced tests
determines whether each student has achieved specific skills or concepts
What strategy is used when readers identify the big ideas in the text and notice the relationships amount them
determining importance
Responsive elaboration mainly attempts to
develop students' reasoning
Narrative Devices
dialogue, flashback, foreshadowing, imagery, suspense, symbolism, tone
For word recognition, what should be used as a last resort?
dictionary usage
Flexible grouping is a form of
differentiated instruction
Piaget believes that childrens thinking develops through
direct experience with their environment
If a student demonstrates difficulties in oral reading prosody they will benefit from
direct instruction and modeling fluent, prosodic reading.
Pragmatics
effective use of language: knowing how to take turns in a conversation, using proper tone, using terms of politeness, etc)
Making inferences is the most important
elaboration strategy
Literacy Development Stages
emergent, beginning, and fluent
Strategy instruction
encourages students to think about their mental processes and execute specific strategies to interact with text
Authors use symbolism to
enhance the theme of a story
What is the main goal of summative assessment?
evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark
There, their, they're
example of homophone
Comprehension instruction for young children should be
explicit and concrete
Literal meaning
explicit meaning
Specialized terms need to be _______________ taught.
explicitly
Folklore is made up of
fables, folktales, myths, and legends
Standard of Coherence, Role of Reasoning, and Role of Attention are all
factor in comprehension
Examples of personification
fear knocked on the door, raindrops danced on my umbrella
Tone is the overall
feeling or mood in a story
Anecdotal record
field note or description of a significant bit of student behavior
Teachers can use Criterion-Referenced tests to
find out how much students know before instruction begins and after it has finished
Narrative Genres include
folklore, fantasy, and realistic fiction
Formative vs. Summative Assessment
formative assessments tells how the student IS DOING and summative tells how the student HAS DONE
Authors use dialogue to move the story
forward while brining the characters to life
Which is most helpful in learning the meaning of a new word?
hearing the word explained in context.
Word identification strategies are explicitly taught to
help students decode unfamiliar words
Quantitatively complex texts provide experience with
high level vocabulary, sentence length and word structure that build a foundation for the continuum toward postsecondary and workforce preparedness (lexile)
Are summative assessments generally low or high stakes?
high stakes
What is a basic principle of behaviorism?
humans tend to repeat behaviors that are rewarding and avoid those that are not.
Phonological awareness is best assessed through
identification of rimes or onsets within words
Evaluative Comprehension judges the value of a text and
identifies biases
Phonemic Awareness Strategies
identifying, categorizing, substituting, blending, segmenting
Authors use metaphors and similes to create
images in peoples mind as they read
Reading Levels
independent, instructional, and frustration
During the Syllables and Affixes Spelling children learn
inflectional endings, rules for adding inflectional endings, syllabication, and homophones
Three broad categories of genres
informational (nonfiction) stories (fiction) poetry
Onset
initial consonant or constant blend
Onset
initial consonant sound of a syllable
Prosody
intonation and rhythm of speech
Alphabetic code knowledge
is the knowledge of individual letter names, sounds, and shapes. the alphabetic principle is the idea that letters and groups of letters represent the sounds of spoken language.
Literal Comprehension
is the most basic level of comprehension
Phonological Awareness
knowledge about the sound structure or words, at the phoneme, onset-rhyme and syllable levels.
Research has shown that readers and writers use the same kinds of
knowledge when constructing meaning
Blending strategy
learn to blend 2, 3 or 4 individual sounds to form a word
Segmenting
learn to break a word into its beginning, middle and ending sounds
Identifying strategy
learn to identify a word that begins or ends with a particular sound
Categorizing strategy
learn to recognize the odd word in a set of words
Substituting strategy
learn to remove a sound from a word and substitute a different sound
Norm referenced test can not measure the
learning achievement or progress of an entire group of students but only the relative performance of individuals within the group
Which word learning tasks would be the hardest
learning new words representing new concepts.
What is print direction?
left to right, top to bottom
Frustration reading level accuracy rate is
less than 90% accuracy
Phoneme is the sound a _______ makes.
letter
An EARLY emergent student lacks
letter and directionality
An EARLY Letter Name- Alphabetic student uses but confuses
letter name-sound matches, consonants based on manner and point of articulation concept of word is rudimentary gets off track on two-syllable words spaces between words
A MIDDLE Emergent student uses but confuses
letters and numbers, letter strings, and directionality
A MIDDLE Emergent student correctly uses
linear movement across page and has a clear distinction between writing and drawing
Example of an open syllable
me, tea
One of the most powerful word-attack skills is morphemic analysis, which is primarily concerned with
meaning
Semantics
meaning of words
Norm-referenced tests content
measures broad skills areas sampled from a variety of textbooks, syllabi, and the judgements of curriculum experts
Knowing when and where to use strategies and background knowledge is part of monitoring which is also known as
metacognition
Figurative meaning
metaphorical meaning
Authors use suspense in the
middle of the story
Examples of summative assessment include
midterm exam, final project, paper, senior recital
Levels of Scaffolding
modeled, shared, interactive, guided, independent
Fantasy is made up of
modern literacy tales, fantastic stories, science fiction and high fantasy
What is the goal of formative assessment?
monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching and by student to improve their learning
Structural analysis focuses on the meaning of
morphemes
Students often figure out a new word based on its more familiar root word, or encounter a word that is in their listening vocabulary but not in their reading vocabulary. They look for a part of the word they know, or try to think of a familiar word that is like the unknown word. What strategy does this involve?
morphemic analysis
How is motivation a factor in comprehension
motivated students are more engaged in reading, more confident and more likely to comprehend successfully
Behaviorism uses incentives & rewards to increase __________.
motivation
Qualitatively complex texts present interactions with
multiple levels of meaning, irregular text structures, unconventional language, and other stylistic features that provide a context for close reading and critical thinking
Example of Hyperbole
my feet are killing me im so hungry i could eat a horse
The major problem with high-stakes tests is they often
narrow the curriculum to what is tested,
Diphthongs
new sound produced represented by 2 vowels within the same syllable
Four Types of Vocabulary
oral, print, receptive, and productive
Text Structures
organization of text, sequence, compare/contrast, cause and effect
A schema is the
organized knowledge that one has about people, places, things, or events
The main idea of a text provides a framework for
organizing, understanding and remembering the essential details
Activites for narrative writing
original short stories, personal narratives, retellings of stories, sequels of stories, story scripts
Suspense is an excited uncertainty about the
outcome of conflict in a story
Cloze helps students who
over use phonics and neglect context
Which repair technique would be best to use when a passage is difficult to understand because it is written in technical language
paraphrasing
An EARLY Letter Name- Alphabetic student correctly uses
partial phonological awareness, represents prominent sounds, usually beginning consonants, directionality, uses most letters of the alphabet, partial spelling of consonant blends and digraphs, and spells some known sight words correctly: the, is
Nursery rhymes are used in kindergarten to develop what
phoneme recognition
When a word is broken down into its smallest part, individual sounds (phonemes) the term _________________ is used.
phonemic awareness
A MIDDLE Emergent student lacks
phonemic awareness and sound-symbol correspondences
Focusing on connecting spoken sounds to written letters are
phonics skills
Imagery is descriptive words and phrases used to create a
picture in the readers minds
Homonyms
pronounced or spelled the same, but have different meanings
Rigorous
provide challenging instruction and encourage students to be active and engaged.
A 4th grade student reads an unfamiliar passage aloud for one minute. He read at an average rate but with poor expression. He accurately decoded 98% of the words in the passage. Based on the results of the assessment, what should the teacher do to improve the students reading ability?
provide the student with explicit instruction and modeling of prosodic reading of text
In DR-TA the teacher leads the student to establish their own
purposes for reading, decide when these purposes have been fulfilled and to attack unfamiliar words independently
Text complexity encompasses three interdependent measures
qualitative complexity, quantitative complexity, and reader and task demands
QAR stands for
question- answer relationship
What method focuses on content rather than strategy, occurs during reading rather than after reading, and uses a series of queries and moves
questioning the author
Which questions are best for helping students activate schema and read with a purpose in mind?
questions asked before a selection is read
How does determining importance improve comprehension
reader focuses on big ideas so they don't become over whelmed with details
How do you make connections while reading?
reader make text to self, text to world and text to text links
How does making connections while reading improve comprehension?
reader personalizes their reading by relating what they're reading to their background knowledge
The most important factor in comprehension is
reader's background knowledge about the topic of the selection.
How does evaluating improve comprehension
readers assume responsibility for their own strategy use
How does predicting improve comprehension
readers become more engaged in the reading experience and want to continue reading
How does monitoring improve comprehension
readers expect the text to make sense, and they recognize when it doesn't so they can take action
How does setting a purpose improve comprehension
readers focus their attention as they read according to he purpose they've set
How does summarizing improve comprehension
readers have a better recall of the big ideas when they summarize
How does drawing inferences improve comprehension
readers move beyond literal thinking to grasp meaning that isn't explicitly stated in text
How does repairing improve comprehension
readers solve problems to regain comprehension and continue reading
How do readers activate background knowledge while reading?
readers think about what they already know about the topic
How does questioning improve comprehension
readers use questions to direct their reading, confusions, and make inferences
How does visualizing improve comprehension
readers use the mental images to make the text more memorable
How does activating background knowledge while reading improve comprehension?
readers use their background knowledge to fill the gaps in the text and enhance their comprehension
What is the largest contributor to the development of students written vocabulary
reading
New Criticism a theory of
reading literature that was popular in 1920s- 1960s
Critical Comprehension
recognize symbolic meaning, distinguishing fault from opinion
Bloom's revised taxonomy
remember, understand, apply, analyze, evaluate, and create
Rereading, slow reading, and pausing during a confusing paragraph are examples of
repairing
Alliteration
repetition of beginning consonant or vowel sound in words within a phrase or sentence
What is the most common type of expository writing?
reports
Symbolism a person, place or thing used to
represent something else
Close reading requires a careful analysis of the text and typically requires
rereading
Students engaged in close reading should be given the
responsibility to interpret the meaning of the text
Examples of informal assessments
running records and reading inventories
Macrostructure is a
running summary of the text
Guided reading is used with individuals or with groups of students who are on approximetly the
same level of reading development
An EARLY emergent student use but confuse
scribbling and drawing for writing
What takes place during reading
self monitoring
Syntax
sentence formation
Phonics rule
set of relationships between phonology(sounds in speech) and orthology (spelling) patterns
What takes place before reading
setting a purpose for reading is a before reading strategy
High frequency words such as be, the and or are taught during the instruction of what?
sight word recognition
An EARLY Letter Name- Alphabetic student lacks
silent letters and preconsonantal nasals
Top-Down approach
starts at the top and works downard.
Two approaches to teaching comprehension
strategy and content instruction
Two main approaches to teaching comprehension are
strategy and content instruction
Syntax
structure or grammar of a sentence
Syntactic System
structure system of english that governs how words are combined into sentences
Formative assessments can help identify
struggling students and target area of need
Literature circles are
student centered
Literature focus units are
student centered
Reading and writing workshops are
student centered
Formal Assessments have been used before and have statistics which support if a
student is reading below average for his/her age?
Constructivism is centered around ________.
students
Infromation processing is centered around ________.
students
How is background knowledge a factor in comprehension
students activate their world and literacy knowledge to link what they know to what they're reading
How is comprehension strategies a factor in comprehension
students actively direct their reading, monitor their understanding and troubleshoot problems when they occur.
Word Identification Strategy: Phonic Analysis
students apply their knowledge of sound symbol correspondences, phonics rules and spelling patterns to read or write a word, sounding words out.
How is text features a factor in comprehension
students apply their knowledge of the conventions and literacy devices used in texts to deepen their understanding
Stage 4: Syllables and Affixes Spelling
students apply what they've learned about one syllable words to spell longer words and they learn to break words into syllables. they also learn to add inflectional endings(s, es, ed, ing) and to differentiate between homophones such as your-you're.
Norm-referenced test
students are compared with a representative sample of others who are the same age or in the same grade.
How is comprehension skills a factor in comprehension
students automatically note details that support main ideas, sequence ideas, and use other skills
Word Identification Strategy: Syllabic Analysis
students break a multisyllabic word into syllables and then apply their knowledge of phonics to decode the word, syllable by syllable.
During guided reading, selections should present some challenge so that
students can apply strategies
Partner reading strengths
students collaborate and assist each other, students become more fluent readers, and students talk to develop comprehension
When preparing to do a close reading of a complex text with students, it is important for
students to read the text multiple times and focus on a different outcome during each reading
Expository writing purpose
students collect and synthesize information. this type of writing is objective. students use expository writing to give directions, sequence steps,compare one thing to another, explain cause and effect, or describe problems and solutions
Oxymoron
students combine two normally contradictory words to create a paradoxical image
Portmanteau
students commonly use words that are created by fusing two words to combine the meaning of both words
Hyperbole
students create exaggerated sentences
In the applying stage
students create projects to deepen their understanding of the text they've read and reflect on their reading experience
Poetry writing purpose
students create word pictures and play with rhyme and other stylistic devices as they create poems. through their wordplay, students learn that poetic language is vivid and powerful but concise and that poems can be arranged in different ways on a page
Independent reading strengths
students develop responsibility, students learn to select text, and the experience is authentic
Unknown words
students do not recognize the word
Personification
students endow inanimate objects with human traits or abilities
Stage 5: Derivational Relations Spelling
students explore the relationship between spelling and meaning and learn that words with related meanings are often related in spelling despite changes in sound (wise-wisdom, sign-signal, nation, national). they also learn about latin and greek root words and derivational affixes (amphi, pre, able, tion
How is fluency a factor in comprehension
students have adequate cognitive resources available to understand what they're reading when they read fluently.
Initial recognition
students have seen or heard the word but do not know the meaning
Full word knowledge
students know more than one meaning of the word and can use it in several ways
Partial Word Knowledge
students know one meaning of the word and can use it in a sentence
Stage 3: Within-Word Pattern Spelling
students learn long-vowel patterns and r-controlled vowels, but they may confuse spelling patterns and spell meet as mete and they reverse the order of letters such as form for from and gril for girl
Vocabulary
students learn the meaning of academic vocab through wide reading, listening to books read aloud, and content area study; they apply word-learning strategies to figure out the meaning of unfamilar words.
Phonemic Awarness and Phonics
students manipulate sounds in words and apply the alphabetic principle and phonics rules to decode words
Palindromes
students notice words and phrases that read the same forward and backward
Descriptive writing purpose
students observe carefully and choose precise language as they write description. they note sensory details and create comparisons to make writing more powerful
In the pre-reading stage
students prepare to read by setting purposes, thinking about the topic and genre of the text and planning for the reading experience
In the reading stage
students read the text silently or orally, thinking about it as they read, monitoring their understanding and solving problems as they arise.
Instructional time during closed reading should be focused primarily on
students reading and interacting with the text
Eponyms
students recognize that people's names can become words
How is text structures a factor in comprehension
students recognize the important ideas more easily when they understand the patterns that authors use to organize text
How is vocabulary a factor in comprehension
students recognize the meaning of familiar words and apply word learning strategies to understand what they're reading
In the exploring stage
students reread parts of the text, examine it more analytically, and study the genre and the writers craft
Narrative writing purpose
students retell familiar stories, develop sequels for stories they've read, write stories about events in their own lives and create original stories. includes a beginning, middle, and end in the narratives to develop the plot and characters
In the responding stage
students share their reactions, making tentative and exploratory comments, asking questions and clarifying confusions, by talking with classmates and the teacher and writing in reading logs
Spoonerism
students switch sounds in words, often with a humorous effect
Journals and Letters purpose
students write to themselves and to specific known audiences. writing is personal and often less formal. students share news, explore new ideas, and record notes. students learn the special formatting that letters, envelopes and online messages require
A LATE Emergent student uses but confuses
substitutions of letters that sound, feel and look alike: B/P AND D/B
How are summative assessments used?
summarizes students progress at the end of a unit or a semester or at some other point in time.
According to research, the most effective organizational strategy for comprehension is
summarizing
What strategy is used when the reader paraphrases the big ideas to create a concise statement
summarizing
What takes place after reading
summarizing
The main idea is a
summary statement that includes the other details in a paragraph or longer piece. it is what all the sentences are about
Scaffolding
support and guidance provided by an adult or capable peer
Formal Assessments will have data to
support the conclusions made from the test (standardized test)
Pragmatic System
system of english that offers language choices according to social and cultural uses
In flexible grouping, students are placed in small groups based on data and the teacher provides
systematic and explicit instruction in identified skill areas
Interactionists
teach skills directly and systematically
Basal reading program is
teacher centered- teacher led
Relevant
teachers address literacy standards to ensure students learn (knowledge, skills and strategies)
Complex
teachers engaged students in thinking deeply about books they are reading and writing concepts
How are formative assessments used?
teachers use formative assessments to plan or modify instruction
TIER 3: SPECIALIZED TERMS
technical terms content- specific and often are abstract
New Criticism Theory emphasizes focusing strictly on the
text and ignoring historial, social, and political influences as well as subjective reader responses.
Cause-effect
text structure that is presents the effect along with a single cause or a series of causes.
Comparison- contrast
text structure that presents differences and/or similarities.
Text Connections
text to self, text to text, and text to world
During the Letter name -alphabetic spelling stage children learn
the alphabetic principle, consonant sounds, short vowel sounds, consonant blends and digraphs
During the emergent spelling stage children learn
the distinction between drawing & writing, how to make a letter, direction of writing on a page, and some letter-sound matches
The contents of a portfolio should depend primarily upon
the goals and results of instruction.
For comprehension to improve,
the interaction among all three factors must be taken into consideration
Sematic systems
the meaning system of english that focuses on vocabulary
The major differences between a guided reading lesson and a directed reading-thinking activity (DR-TA) is in
the person deciding on the reading purpose
Comprehension process involves three factors
the reader, the text and the context in which the text is read.
Emergent literacy
the reading and writing behaviors that precede and develop into conventional literacy.
In Checking
the student is able to evaluate his or her performance
In Regulating
the student knowns what to read and how to read it and is able to put that knowledge to use
In Repairing
the student takes corrective action when comprehension falters
What is phonics?
the study of sound letter relationships
Behaviorism is centered around
the teacher
Why are summative assessments high stakes?
they have high point value
Why are formative assessments generally low stakes?
they have low or no point value
Why are running records and reading inventories examples of informal assessments?
they indicate how well a student performs on a particular task (or book)
The most effective way to assess student's comprehension processes is through a
think-aloud
Example of Onomatopoeia
tick-tock, sizzling
Authors use flashback in
time wrap stories where characters travel back in time to a particular historical period
How can students use structural analysis?
to find familiar word parts within an unfamiliar word in order to decode the word and determine the definition of a new word.
When is criterion referenced test used in place of norm?
to measure whole group performance
Purpose for Norm-Referenced tests are
to rank each student with respect to the achievement of others in broad areas of knowledge.
What is the main purpose of progress monitoring?
to see if students are currently making adequate improvement.
Flashback is an interruption, often taking readers back
to the beginning of the story
Directionality is the ability to
track words as they are being read
Explanation-process
type of structure that explanation tells how something works. sequence may be involved but steps in a process rather than time order are stressed
Problem-solution
type of structure that is a statement of a problem followed by a possible solution or series of solutions
Time sequence
type of structure that is similar to enumeration but time order is specified and use signal words
Enumeration- description
type of structure that lists details about a subject without giving any cause-effect or time relationship among them.
Differentiation
varying instructional arrangements, strategies and monitors student learning, make adjustments
_____________________ is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don't-knows
wait time
Scaffolding levles
ways to support students in reading and writing
TIER 2: ACADEMIC VOCABULARY
wide and application in school and used more frequently in written than oral language
The most effective approach for learning new words, one that requires little planning or effort, is through
wide reading
Semantics
word and sentence meaning
When teachers point to words during shared reading, what are they modeling?
word boundaries, directionality and one to one correspondence
Morphology
word formation
The study of roots, suffixes, and prefixes is called
word morphology
Authors create the tone through their choice of
words and use of other narrative devices
Concept about words
words carry meaning and we can make words with letters application
Synonyms
words that mean the same or nearly the same
Homonyms
words that sound alike but are spelled differently
Grapheme
written representation of a phoneme (using one or more letters)
