STR 240

phoneme blending

is a child's ability to string together phonemes to create words.

denotative meaning

the literal or dictionary meaning of a word or phrase

words per minute

the number of words a student reads CORRECTLY in a 60 second time span

Connoative Meaning

the personal and subjective meaning of a word

does word recognition develop in a predictable order?

yes

meaning based assessment strategies

- oral retellings - written responses - text-based questioning

Beginning Listening (PLDs)

- struggle to understand simple conversations even with familiar topics and linguistic supports - struggle to identify words and phrases that have not been modified for ELLs - frequently remain silent, watching others for cues

grade 2 TEKS

-Decodes words with silent letters, short and long vowels, multisyllabic words, compound words, etc. -Fixes mistakes while reading -Uses context to determine the meaning of a word -Reads grade-level text independently with fluency and comprehension -Identifies plot, main idea, and characters -Synthesizes information to create new understanding -Recognizes characteristics and structures of informational and persuasive texts, narratives, and simple poetry -Understands the use of descriptive, literal, and figurative language

grade 4 teks

-Decodes words with specific rules -Understands homophones -Follows written directions -Uses references and prior knowledge to learn new words -Paraphrases -Analyzes more advanced plot elements (e.g. rising and falling action) -Identifies author's purpose and style choices -Understands literary techniques including metaphor and personification -Recognizes characteristics of multimodal and digital texts

kindergarten TEKS

-Identifies and produces rhyming words -Identifies upper-case and lower-case letters -Identifies and matches the common sounds that letters represent -Recognizes that new words are created when letters are changed, added, or deleted -Identifies, spells, and reads at least 25 high-frequency words -Understands print directionality -2Demonstrates basic comprehension skills of texts read aloud (e.g. Identifies main characters, makes predictions and inferences, synthesizes information, evaluates details, etc.)

grade 1 teks

-Sounds out new words -Identifies, spells, and reads at least 100 high-frequency words -Demonstrates basic comprehension skills (e.g. makes connections, establishes purpose for reading, etc.) -Recognizes organizational pattern/structure of texts (e.g. chronological order)

grade 3 TEKS

-Understands roots, suffixes, and prefixes -Decodes multiple-syllabic words with multiple sound-spelling patterns -Predicts what will happen next -Uses context within and beyond a sentence to determine the meaning of a word -Analyzes basic plot elements, infers more advanced themes, compares and contrasts stories, explains relationships among characters, and understands the influence of setting on plot -Recognizes characteristics of argumentative texts -Understands literary techniques including similes, onomatopoeia, and hyperboles

evaluative comprehension

-analyzing character development -evaluating word choice -detecting faulty reasoning -explaining point of view

over generalize

-applying grammatical rules too much -adding "-ed" to words we've never heard before

Advanced High Listening ELLs support

-ask comprehension questions -use grade appropriate material

advanced level speaking ELL supports

-assign oral presentations to practice content base terms/common abstract vocab -allow extra processing time/sentence stems for complex grammar

advanced ELL's reading

-can read and understand w SLA support but struggle w low frequency words -starting to understand beyond literal meaning and multiple meanings of common words -starting to get comprehension but still need support

inferential comprehension

-drawing conclusions -inferring cause and effect relationships -determining morals, lessons, themes -making predictions

advanced high speaking ELL supports

-employ self corrective techniques -offer opportunities for social and academic discussions

intermediate ELL speaking support

-give sentence frames, use synonyms and circumlocution strategies -use scaffolds like think pair share and sentence stems

beginning level speaking ELL support

-give ways to communicate without speaking... charts/drawings/demonstrations -respect students silent period

beginning reading ELL

-have little or no ability to read/understand english in academic and social contexts

ways to assess a students code based skills....

-high frequency sight word lists, word pattern surveys, pseudoword assessments, phonics inventories, writing samples, spelling inventories, syllabication surveys

according to the TEKS, by kindergarten... students should be able to (print concepts)

-identify front, back and title page -hold book correctly, turn pages, understand print directionality -recognize sentences are made by words separated by spaces -identify ALL upper and lowercase letters

grade 1 fluency teks

-improve reading speed and fluency -read connected text -use context clues to sound out and understand unfamiliar words

advanced listening ELL supports

-increase wait time for students to process info... -preteach complex vocab

Early Production Stage (second language acquisition)

-learner is listening and absorbing new information and collecting new words

speech emergence (second language acquisition)

-learner speaks more frequently, using longer words and sentences - still relies heavily on context clues and familiar topics

Kindergarten fluency TEKS

-name letters quickly and accurately -start matching words they hear to words they see on the page -sound out simple words -recognize some words by sight

ELL oral language tips

-partner/small group discussion -sentence stems -help take notes to prepare for oral presentation -record themselves -role play -drilling when learning unfamiliar vocab for the first time

grade 2 fluency teks

-read aloud with proper emphasis, expression and prosody -read connected text at an increased rate

beginning ELL reading support

-read in chunks -use decodable/ simple text that are familiar -visual linguistic supports -environmental print -read aloud for prosody modeling

how to help students in pre-alphabetic stage (word recognition)

-require direct instruction on letter/sound relationships -need practice with foundational reading skills -use predictable, repetitive texts -use books with familiar nursery rhymes

grade 1 oral teks

-restate and give oral directions -share info/ideas clearly at an appropriate pace -develop social communication -use appropriate fluency when reading grade level teks

ways to help oral language

-sentence stems, word bank or picture dictionary, have daily/weekly conferences with students about their writing, have students read their writing to others

texas pre-k guidelines for phonological awareness....

-separate sentences into words -combine words to form compound words -delete a word from compound words -blend and segment syllables -blend onset and rime -recognize and blend spoken phonemes into one-syllable words with pictoral support

kindergarten oral TEKS

-share info using language conventions -restate oral directions -blend spoken onset and rimes -blend spoken phonemes to form one-syllable words -retell texts In a way that maintain meaning -respond using newly acquired vocab

intermediate reading ELLs

-struggle to read and understand grade appropriate english used in academic and social contexts -reads slow in short phrases

advanced fluency (second language acquisition)

-the learner has reached a level of near-native proficiency -the learner refines accuracy and continues to develop an academic vocabulary

pre-production/silent period (second language acquisition)

-the learner takes in new language, but doesn't speak it -the learner is silent

Intermediate Listening PLDs

-understand simple, short discussions on familiar topics... unfamiliar topics require extensive linguistic support -identify keywords/phrases needed for general meaning -can ask speaker to repeat, slow down or rephrase

early/beginning reader (stage of reading development)

-understand that reading from the printed page needs to make sense - both from the pictures and from the print -identify most letters and some sounds -decode words and recognize several sight words -write some words or their beginning sounds -read their own writing

Advanced High Listening PLDs

-understands longer, detailed discussions with occasional need for process time and little linguistic support except when complex language is used -understands at a level comparable to peers -rarely asks for clarification

Advanced Listening PLDs

-understands more/longer detailed discussions on familiar and some unfamiliar topics -understand most main points/important details/some implied information -sometimes asks for clarification

partial alphabetic stage (how to help)

-use predictable repetitive texts with slight variation (ex: brown bear brown bear)

intermediate ELL reading support

-use predictable storylines -visual and linguistic supports -read independently -pre-reading strategies

intermediate ELL listening supports

-use visual and verbal cues and gestures to reinforce spoken words -preteach vocab before discussion

Beginning Listening ELLS supports

-use visual supports -use gestures -speak slowly with familiar words and phrases.

Advanced level speaking ELL's

-uses a variety of tenses and some abstract vocab

Beginning level Speaking ELLs

-uses single words, short memorized phrases, incomprehensible speech

advanced ELL reading support

-visuals, teacher/peer assistance to clarify meaning -read aloud/think aloud -preteach vocab -give oral reading opportunities

order of literacy development

1. emergent 2. beginning 3. proficient

Independent Word-Learning Strategies

1. morphemic analysis 2. contextual analysis 3. using the dictionary

steps of literary analysis

1.center on the area to analyze 2. collect and analyze textual evidence 3. write a summary or conclusion about what was discovered

process of teaching alphabetic principle

1.direct instruction of letter and sound 2. opportunities for practice to reinforce 3. exposure to newly learned in books/decodable text

A second-grade class recently welcomed a new student whose native language is Spanish. The teacher conducts a series of assessments to determine the best sequence of reading instruction for this student. After collecting data from several sources, the teacher determines the English Language Learner is in the partial alphabetic stage of reading development. Which of the following text types should the teacher use to help the new student develop basic reading skills? A easily decodable texts featuring letter sounds the teacher has introduced B fiction texts with a simple plot structure and few main characters C parallel texts featuring a story written in both English and Spanish D non-fiction texts with photographs and captions for the student to reference

A

A third-grade teacher incorporates fluency practice throughout the school year. Just before the end of the first semester, he uses the district-provided fluency assessment to assess each student's reading fluency and compares the results to the fluency assessment scores from the beginning of the school year. This assessment is an example of: A ongoing curriculum-based assessment. B entry-level assessment. C summative assessment. D informal assessment.

A

Lisa is struggling to comprehend grade-level texts during independent reading and her oral reading is jerky and irregular. Mr. Harris wants to improve Lisa's reading comprehension. Which of the following instructional strategies should Mr. Harris focus on? A sight-word automaticity B alphabetic awareness C vocabulary development D phonemic awareness

A

Mr. Robins collects a short free-writing paragraph from students. While skimming a student's paper, Mr. Robins notices that there is a consistent misspelling of words that contain a long e. Instruction with which cueing system would benefit this student the most? A graphophonic B syntactic C semantic D pragmatic

A

The following sentence was written by a kindergarten student. I am betr at soker than mi frend. Which of the following best describes this student's stage of spelling development? A phonetic spelling B precommunicative spelling C transitional stage D semiphonetic spelling

A

Which of the following skills is NOT assessed using a reading assessment focused solely on oral fluency? A comprehension B intonation C decoding D speed

A

second-grade teacher wants to assess her class's understanding of a short story they read as a class. The teacher has a number of written comprehension questions to ask, and she would like to have the students record their answers on paper. The class also has a small number of ELL students who are in the beginning stages of language proficiency. Which accommodation would be most appropriate for these students? A Allow the students to answer the questions verbally. B Only ask these students comprehension questions that test literal comprehension. C Provide the students with a graphic organizer to complete while reading as their assessment. D Allow the students to demonstrate comprehension by answering multiple-choice questions instead of constructed responses.

A

informal reading inventory

A multi-step reading assessment used to gauge a student's oral and silent reading abilities

running record

A reading assessment administered as a student reads aloud and a teacher listens determines next steps of instruction including whether or not a student should move up a text level for guided reading

shared reading

A reading strategy that allows a teacher to model strong reading skills, such as fluency or decoding, while students have a clear view of the text

readers theatre

A strategy in which a teacher directs students in a dramatic enactment of a play or book

timed reading

A strategy in which a teacher listens to a student read a passage from a grade level novel for a set period of time

inflectional endings

A suffix added to a word that changes its grammatical function, but does not change its meaning -ed, -er, -est, -ing, -s

authors craft*

A technique, language, and storytelling of an author to craft/create a piece of writing.

r controlled vowels

A vowel followed by the letter r when the r dictates how the vowel is pronounced; the vowel will not make its normal short or long sound ex: car, tiger, fork, stir, burn

silent e

A vowel is followed by a consonant and then a silent e at the end of the word that makes the vowel have its long sound a_e, e_e, i_e

Advanced High (TELPAS PLD)

Ability to engage in grade-appropriate academic instruction with minimal SLA support

A group of second-grade students has recently mastered identifying and decoding words containing VC patterns, such as -ow and -ar. The teacher would like to provide enrichment in the next area of phonics instruction while other students in the class continue working on VC patterns. Which of the following skills would come next on the continuum of word-reading skills described in the second grade Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)? A use known word patterns to increase their reading rate B identify and decode words containing VCe patterns C identify and decode words containing the CVC pattern D begin instruction in high-frequency words with 4 letters or more

B

A kindergarten teacher is redesigning her during-reading comprehension questions to be sure she has questions available that align with all students' oral language proficiency levels. Which question would be appropriate to ask of an ELL student in the early production stage of second language acquisition? A What could the boy have done instead of throwing the ball? B Is the mother feeling sad or happy? C Can you point to the blue ball? D Why did the boy throw the ball?

B

Research has analyzed many predictors of students' success in learning to read in early grades. This research has found that which of the following abilities are the best predictors of good readers? A knowledge of common phonics patterns B knowledge of letters and phonemic awareness skills C ability to produce words following a pattern of alliteration D ability to infer information from a written text

B

Which accommodation or activity below would be appropriate for an ELL student in the advanced listening stage, according to the TELPAS Proficiency Level Descriptors? A Use grade-level content-specific vocabulary words in conversations with the student. B Provide definitions and examples of complex vocabulary before reading. C Speak slowly and use basic, familiar vocabulary. D Provide illustrations or pictures when possible to reinforce academic material.

B

frustration reading level

Below 90% accuracy

mentor texts

Books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction

A teacher notices that while she is presenting new information, a handful of students are not actively listening. In order to encourage active listening in all students, a teacher should set all of the following expectations except which? A Students can expect to be called on to repeat or rephrase information shared by the teacher. B Students can expect breaks in the presentation to ask clarifying questions. C Students can doodle or play with a fidget toy during presentations as needed to remain quiet and focused. D Students can be expected to take notes during the presentation.

C

How can illustrations support predictability in a text for early readers? A Illustrations allow the story to be understood even when the words are read incorrectly. B Illustrations will provide details and specifics not covered by the text. C Illustrations can signal changes in the established predictable text patterns of the story.

C

Which of the following best represents a direct benefit of learning common spelling patterns? A decreased word decoding B builds student use of context clues in reading C improved accuracy when reading D increased comfort with irregular words

C

A child reads the following sentence out loud: I like to spend time with my cat. The student fluently reads all of the words except "spend." When he arrives at that word, he sounds out "s-p-e-n-d." As the student continues to read aloud, the teacher observes that he recognizes many of the sight words he encounters, but stops to sound out many unfamiliar words. What stage of word recognition best describes the current skills of this student? A consolidated alphabetic stage B pre-alphabetic stage C partial alphabetic stage D full alphabetic stage

D

A new science unit is being introduced and has many unfamiliar words. During introductory activities, the teacher reads a passage and pauses to have students repeat vocabulary words. They practice pronunciation and discuss the meaning before moving on. This method is referred to as: A oral reading. B cloze reading. C independent reading. D interactive reading.

D

A prekindergarten teacher is evaluating her unit plans for the remainder of the school year. While planning, the teacher refers to the lists of skills that prekindergarten students are expected to be able to demonstrate prior to kindergarten. Which of the following skills would NOT be on the teacher's list? A blending onset and rime to form familiar one-syllable words B separating sentences into words C recognizing rhymes D identifying and blending phonemes

D

A prekindergarten teacher reads aloud to her class each day. While reading, she will point at the text as she reads to reinforce the alphabetic principle, and she asks questions both during and after reading to improve comprehension skills. What other type of activity should this teacher regularly include to support her students' prekindergarten comprehension skills? A facilitating ways for students to monitor their own comprehension during readings B requiring students refer to specific evidence in a text to support inferences C posing questions requiring students to evaluate which details are most important D providing time for student questions and comments about the stories read aloud

D

If a teacher is using assessment to guide class instruction, which of the following assessments would NOT be useful? A an entry-level assessment B an ongoing curriculum-based assessment C an informal assessment D a summative assessment

D

Which of the following activities would best help a teacher assess a student's understanding of the alphabetic principle? A Listen while the student reads a new text aloud. B Ask students to clap for each new word in a sentence that the teacher reads aloud. C Listen while the student sings the alphabet song aloud. D Point to different objects around the room and ask the student to identify the first letter in the name.

D

English Language Proficiency Standards (ELPS)

ELL student expectations and proficiency level descriptors in the areas of reading, writing, listening, and speaking

conventional spelling stage

FINAL STAGE When children know and use most basic spelling rules and spell most words correctly. can recognize misspelling

pre-alphabetic stage (word recognition)

FIRST stage of word recognition -students have no working knowledge of the alphabetic system -"read" words based on memorizing what they look like.... -require direct instruction on letter/sound relationships -need practice with foundational reading skills ex: child says walmart when passing the stores sign

transitional spelling stage

FOURTH STAGE -students use some conventional spelling but still misspell many irregular words

consolidated alphabetic stage word recognition

FOURTH stage of word recognition -students read by using memorized letter chunks, affixes and syllables to read words. -continue to expand sight word knowledge, improving fluency -a student in this stage would not need to sound out each letter in a word like "reminder" but would decode it by breaking it into recognizable chunks "re-mind-er"

it is important that fluency is measured using....

GRADE LEVEL TEXT

flexible grouping

Grouping students according to shared instructional needs and abilities/interests and regrouping as their instructional needs change.

decoding

In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word's meaning

3 types of reading comprehension....

Literal, Inferential , Evaluative

print concepts...

Print carries meaning, directionality and tracking, letter/word/sentence representation, book orientation

Language Experience Approach (LEA)

Promotes reading and writing through the use of personal experiences and oral language; Materials are learner-generated.

Semiphonetic Spelling Stage

SECOND STAGE -Students have some letter awareness, but are unable to use all letters in the word. -single letters often used to represent whole words/syllables/ sounds ex: spells "play" p-a

Partial Alphabetic Stage (word recognition)

SECOND stage -students combine their limited alphabetic knowledge with context clues to read ex: a kid sees a picture of a truck and locates a word that starts with t on the same page and says "truck"

guided reading

Small group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency

precommunicative spelling stages of spelling

Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms random strings of letters

phonetic spelling stage

THIRD STAGE -students spell the words they way they hear the word... -spelling is not conventional but it can be understood spell "made" mad

full alphabetic stage word recognition

THIRD stage of word recognition -students use their full working knowledge of letter-sound correspondence to decode unfamiliar words letter-by-letter -increased sight word knowledge ex: comes across the word desk and sounds it out d-e-s-k

validity

The ability of a test to measure what it is intended to measure

phonemic awareness

The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. ex: a student can hear that /b/ is the first sound in the word blue

Semiphonetic Stage

The child begins to understand letter-sound correspondence--that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you).

phoneme-grapheme mapping*

The matching of phonemes (sounds) in words with the graphemes (letters) that represent them.

morphology

The study of forms of words, including affixes, roots, stems, and parts of speech.

homophones

These are words that are pronounced the same, but have different meanings.

Vowel Digraphs/Vowel Teams

Two or more vowels make one sound; ea, ai, oa, ie

Phonics / Graphophonemic Principle

Using the relationship between symbols (letters and words) and sounds of a language to read and write

word lists

a list of words taken out of context and written or printed consecutively specifically require students to read the words without the help of context... important for determining their stage of word recognition

Elkonin Boxes

a strategy for segmenting sounds in a word that involves drawing a box to represent each sound in a word. can be used for syllables or phoneme

Ongoing Curriculum Based Assessment

a type of assessment used to track student progress throughout instruction Ongoing curriculum-based assessments can be used to assess the effectiveness of an instructional plan

phrase-cued reading

adding slashes into a text to mark the ends of phrases or natural pauses

Tier Two Words*

~ words that occur frequently in academic texts but not content specific... ex: arrange observe predict

Advanced (TELPAS PLD)

ability to engage in grade appropriate academic instruction with SLA support

expressive language

ability to express meaning through language

reading fluency

ability to read with appropriate speed, accuracy and prosody

alphabetic knowledge

ability to recognize, name and write letters

instructional reading level

able to read with 90-94% accuracy

derivational morphemes*

affixes that can be added to a morpheme to change its meaning and may change its part of speech un, re, er, est

entry level assessment

an assessment that occurs at the beginning of instruction, which is used to determine students' current skill levels and allows the teacher to adjust instruction accordingly

Congruent Assessment

an assessment that tests the learning outcomes described in the learning objectives

Asset / Strength-Based Approach

an educational approach, which builds learning around a student's strengths and existing knowledge, rather than focusing on what they lack When using an asset-based approach, teachers need to get to know students well to identify each child's academic assets and build on those strengths.

miscue

an incorrect guess of a word when reading suzie reads "the snow was extra" instead of "the snow was exciting"

metalinguistic awareness*

an understanding of one's own use of language

how do you analyze authors craft?*

analyzing text structure, word choice, narration, and dialogue

"sharing the pen" with the teacher allows students the opportunity to.....*

apply newly taught phonics elements

decoding and encoding*

are reciprocal

ELL's benefit from...... when learning letter-sound relationships that are not in their home language*

articulatory feedback

advanced high speaking ELL's

as clear and detailed as native speakers

he following represents a writing sample from a first-grade student: The pezzu was cold and cuvrd with veges so I did not want to et it for dinr. My mom was mad and sed I cud go to bed with nuthing. This student would best fit into which of the following levels of spelling development? A semiphonetic spelling B phonetic spelling C conventional spelling D precommunicative spelling

b

schema

background knowledge being connected to new knowledge

word analysis

break words down into their smallest units of meaning (morphemes)

phoneme segmentation

breaking a word into separate sounds j/e/t

teachers should select words with initial sounds that the english language learner......*

can perceive and produce

Intermediate level Speaking Ell's

communicates a simple message with basic vocab and limited tenses

when students retell a story they are demonstrating....

comprehension

print elements

correctly point to letter, word, or sentence on page

students who read word-by-word in a choppy manner are good at.... but struggle with...*

decoding; comprehending what they read they need help with phrasing their reading.

circumlocution strategies

defining or describing a concept without saying the specific word

denotative

dictionary definition

clarity of language

does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms

language interference

effect of language learners' first language on their production of the language they are learning

phonemen grapheme mapping is a way of....*

encoding and decoding

double slashes represent

end of the sentence

Dyslexia instruction should focus on

explicit, structured, systematic teaching of: phonological/phonemic awareness, alphabetic principle, syllabication, orthography, morphology, syntax, reading comprehension strategies, reading fluency

phonological awareness skills need to be.... taught

explicitly

_______ and ______ are a good idea for ELL's at all levels.... but rarely needed for advanced high

extra processing time; linguistic support

intermediate ELL writing

feels choppy

advanced ELL writing

flows

4 things that influence reading comprehension

fluency, vocabulary, backgound knowledge, skills (literal, evaluative, influential)

print concept

general rules governing text

in kindergarten and 1st grade morphology....

have emerging morphological awareness... should focus on adding inflectional morphemes to words they already know.

articulatory feedback*

helps discover how to pronounce the sounds. Feeling the position of the tongue and lips when making sound.

Pre-K (Fluency TEKS)

identify letters and recognize sounds

morpheme

in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)

meaning based instruction

instructional model based on the belief that readers need context to decode words Frequent reading, teacher modeling, and group reading are strategies to use when incorporating meaning-based instruction in the classroom

code based instruction

instructional model based on the belief that students need to learn phonics and phonemic concepts in order to decode words Students with higher levels of word recognition rely less on context and more on phonemic knowledge to decode a word.

"mouse sleep on cat.. cat sleep on dog" is a typical response for a student at which level of English language proficiency?

intermediate

inflectional endings/morphemes*

is the study of the process of adding ed, er, set, ing and s to endings of words. DOES NOT CHANGE MEANING OF THE WORD

How does instruction regarding word families support spelling instruction?

it demonstrates that in words containing the same sounds made by a group of letters, the sounds will often be represented with the same spelling

word awareness

knowing that individual words make up a sentence there are __ words in the sentence

what kind of instruction to children with dyslexia need?*

language-based, multimodal approach to instruction that is systematic and explicit. integrates spelling and writing instruction with reading instruction.

students benefit from practicing spelling the same words that they are.....*

learning to read

if you are assessing alphabetic knowledge, provide the....

letter

Intermediate (TELPAS PLD)

limited ability, simple language structures, high frequency vocab, routine context

Beginning (TELPAS PLD)

little or no english ability

morphemes are units of...*

meaning

morphemes are the smallest units of ______ in a word. phonemes are the smallest units of ______ in a word

meaning; sound

Word Consciousness

method of vocabulary instruction that encourages student interest in new and unfamiliar words

to assist students with fluency teachers should utilize

model fluent reading, choral reading, supervised oral reading, rereading familiar text, independent reading, audio/video-assisted reading, readers theatre

strategies for fluency for ELL students

modeling fluent reading, shared reading, re-read text, providing meaningful phrases where students can practice target words, providing background knowledge and vocab support before and during reading, focus on vocab development (with additional activities that are not tied to the text)

students can benefit from..... when reading informational texts that have heavy tier three words*

morphemic analysis

return sweep

moving from far right of one line to the far left of the next one.

beginning ELL writing

no flow

are color overlays and materials specially designed for children with dyslexia good instructional techniques?*

no, this is based on the false premise that dyslexia is a visual condition and do not prove to be ineffective

literary analysis

not just a summary of what was read, its why or how an author wrote what they did

dipthongs

one vowel sound made by the combination of two vowel sounds;require a glide between the two sounds ex: fault, fawn, boy, point, south, wow

phonological skills include the ability to....... *

perceive and manipulate many types of linguistic units.... word, rhyme, syllable, onset/rime.

_______ and ________ are prerequisites to fluency

phoneme awareness and decoding accuracy

children can recognize and manipulate syllables before _____

phonemes

spelling simple CVC words is an example of.....*

phonemic awareness

identifying words that rhyme is practicing

phonological awareness

single slashes represent

phrase break

spelling development is....

predictable but gradual... can show many different stages in one writing sample

reliability

produce the same scores when given the same conditions

PLD

proficiency level descriptor for ELLs

orthography

proper spelling of words

interest survey

questions that ask students the types of books they enjoy reading

Focused Re-Reading

re-reading text with a purpose in mind

full alphabetic stage how to help

read books with simple, recognizable syllable patterns

grade 3+ fluency teks

read increasingly complex connected text

prosody

readers ability to convey expression including emphasis, punctuation, and tone when reading aloud

Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words -read with accuracy and expression -working on using correct punctuation and spelling

when students are able to read fluently, they have greater....

reading comprehension

independent reading level

reads with at least 95% accuracy

Alphabetic knowledge

recognize, name, and write letters

segmentation

recognizing the boundaries between words, syllables, or phonemes in spoken language

When choosing targeted vocabulary words for instruction and in order to present the most learning opportunities, the words should:

represent words that students will encounter and use frequently across subject areas

phonological awareness skills

rhyme/alliteration, syllable awareness, word awareness, onset rime

syntax

rules that govern construction of words in order to make phrases, clauses and sentences

students in the full alphabetic stage need practice with.... *

simple closed syllable words. they can begin to recognize words they have previously decoded

if you are testing alphabetic principle provide the ....

sound

graphophonic

sound-symbol relationship

phonological awareness is all about _____ not letters or correct spelling

sounds

Encoding

spelling

intermediate fluency (second language acquisition)

stage of second language acquisition in which the learner begins to communicate in more complex sentences The learner starts to think in the second language.

English learners benefit from .... words that contain ........ sounds*

stimulus;familiar

fable

story with a moral

supervised oral reading

student reads aloud to a teacher

early decodable texts are designed so that.....*

students have opportunity to learn and apply one short vowel at a time... eith additional ones successively and systematically

other words for syllabication

syllable awareness, syllable segmentation

explicit instruction

systematic, direct, engaging, success oriented instruction that builds from simple to complex.

interactive reading

teachers and children reading books together, collaborating to construct meaning and enjoy stories

differentiated instruction

teaching that gives multiple options for learning the material based on different student needs and learning styles

syllabication

the ability to hear individual parts/syllables of words ex: education has four syllables

automacity

the ability to read words effortlessly

receptive language

the ability to understand meaning from language

overgeneralization

the application of a grammatical rule in cases where it doesn't apply ex: student adds s to tooth "I brushed my tooths this morning"

lexicon

the collective vocabulary of a person or language ex: your own vocabulary or a dictionary

automatic stage (word recognition)

the final stage of word recognition -decodes fluently and knows many strategies to identify new words students in this stage read with greater comprehension/fluency because the focus is shifted to meaning of the text as opposed to indiv. words

pragmatics

the practical use of language that includes the ability to adjust language communication according to audience and context... the appropriate use of language

phonetics

the sounds of human speech

semantics

the study of word or symbol meaning "love" which has many different meanings in english literal v figurative meaning of "raining cats and dogs"

phonological awareness

the understanding and ability to hear individual words, syllables, and sounds in SPOKEN language apart from print

alphabetic principle

the understanding that letters represent sounds which form words

story structure

the way the character, setting and plot are organized

folktales are good for ELL's because....*

they convey universal themes common to most cultures... like virtues.. also, different versions of folktales exist across cultures. so they may have the necessary schema to comprehend stories

starting at grade level..... students may be asked to write about the book to demonstrate comprehension

three

Linguistic Supports

tools and strategies used to aid in language acquisition

consonant digraphs

two consonants that make a single consonant sound when together in a word ex: sh, ch, th, wh, kn, ph

consonant blends

two or more consonants that blend together when decoded but retain their own sound ex: bl, sp, st, gr, ft

a fair assessment is... (four things)

valid, clear, free of bias, reliable

ELL's benefit from...

visual supports. illustrations make fluency development strategies even stronger

Word Sorts

vocabulary development through categorization activities with groups of words

Tier Three Words*

vocabulary words that are specific to a discipline or subject matter ex: fossil, soil, custom, shelter, community

dipthongs are only ______ while digraphs can be both _____ and _____

vowels, consonants and vowels

Emergent Reader (Stage of Reading Development)

when children understand that written language has meaning and gives messages.

miscue- insertion

when the reader adds a word or group of words to the text

Miscue - Self-Correction

when the reader recognizes and corrects an error

Miscue - Repetition

when the reader repeats a word or group of words in the text When reading, a student stumbles on his words and goes back to the beginning to restart the sentence.

Miscue - Substitution

when the reader replaces the word in the text with a different word ex "she completed the from" instead of "she completed the form"

miscue- omission

when the reader skips over a word or group of words in the text

miscue-pause

when the reader stops briefly either before or in the middle of a word

reading assessment will cover these skills

word analysis, fluency, comprehension, vocab, background knowledge/schema, academic language

what can teachers use to determine students stage of word recognition?

word lists

Tier One Words*

words are the words of everyday speech usually learned in the early grades. ex: clock, book, floor

children can recognize and manipulate _____ before ______

words; syllables

does literacy develop in a predictable order?

yes