Teaching Reading

what are some traits to balanced literacy?

-- integrates reading, writing, and oral language -- includes the 5 reading panel components -- writing process -- reading and writing to learn content areas

what are some instructional shifts in common core?

-centered around building knowledge through rich non-fiction, reading, writing, and speaking GROUNDED IN EVIDENCE from the text -regualar practice with complex texts and academic vocab

what are the three components of fluency?

1. Accuracy 2. Speed 3. Prosody

WHEN CHOOSING VOCABULARY FOR YOUR CLASSROOM: keep these three things in mind:

1. how generally useful is the word? 2. how does it relate to other words and ideas that students have been learning? 3. how does the word contribute to a text or situation?

what are some supports for each?

1. language function-- scaffolding, modeling, anchor charts, graphic organizers 2. vocab support-- word wall/bank, concept bank 3. syntax and discourse-- sent. frames , accountable sentence starters and talks, model and give examples

What are the 3 levels of academic language?

1. language function: what are you asking them to do? 2. vocabulary: what specific words do they need to know? what academic general words do they need? 3. syntax OR discourse: symbols words or phrases OR extending writing and discussion

What are the steps in the writing process? (list 5 and describe)

1. pre-writing: brainstorming, developing, and organizing ideas 2. drafting: getting ideas down on paper, focusing 3. revising: changing, removing, and adding to text to improve it 4. editing: correcting spelling and grammar 5. publishing: sharing w an audience

what are the 5 steps to pre-teaching vocabulary?

1. say the word and have students repeat it 3 times 2. dictionary def 3. explain the meaning of everyday language 4. highlight characteristics of the word 5. engage students in activities to develop word and concept knowledge

what RL is 3.7

3rd grade, 7th month

what is the vocabulary of the average high school graduate?

50,000

what is the vocabulary of the average 6 year old?

8,000 words and learns 3,000 to 5,000 more per year

what is tier 1?

80 to 85% of students ALL STUDENTS

what percent of students are phonemically aware by the mid-first grade?

80%

comprehension depends on knowing what percent of vocabulary?

90 to 95%

literacy development environment ?

??

standard english

???

What is a scaffolding a reading skill lesson (I do, We do, you do) and how? *****

????

What are the main reading programs? (most and least student centered???)

Basal Reading Program--- text book based!!! easy to implement and plan with literature focus unit--novel unit, WHOLE CLASS literature circle--student does book talk, students rank top choices, students learn how to discuss and direct reading workshoP-- teacher starts w mini lesson, students practice, teacher holds conferences

Academic Vocabulary

Constantly build vocabulary from complex texts across content areas

what is explicit instruction?

FIRST set a purpose for learning THEN telling students what to do THEN showing them how to do it THEN hands on application of the new learning begins with large amount of teacher input and moves towards less teacher input and greater student responsibility

what are the steps of systematic, explicit phonics instruction?

FIRST students learn sound and letter THEN blend sounds together VS. learning the word and then picking apart the sounds

what is balanced literacy and what are some ways to use it

INTEGRATES READING WRITING AND ORAL LANG SAME AS BALANCED APPROACH MAKING THE RIGHT DECISION FOR EACH INDIVIDUAL STUDENT, TEACHER AND STUDENT FOCUSED NATIONAL READING PANEL ADVOCATED FOR THIS METHOD def--- uses both whole language and phonics components-- read aloud, guided reading, shared reading, interactive writing, shared writing, Reading Workshop, Writing Workshop and Word study. ways to incorporate--- interactive read aloud, shared writing, readers workshop

what is the difference between phonemic awareness and phonics?

Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words.

What are the steps in the reading process? (strategies to support each)

Pre-Reading: set purpose, predictions, Qs, background knowledge (strategies: picture books, anticipation guide, KWL chart) During Reading: visualize, making connections, changing predictions, infer and monitor (strategies: graphic organizers, think aloud and sticky notes) After Reading: writing activities, opportunities to re-read, discussions, draw conclusions (strategies: small groups)

what is the number one way to increase comprehension??

READ IT AGAIN EEP

Tape-Assisted Reading

Reading aloud simultaneously or as an echo with an audio-taped model

what is RTI2?

Response the Instruction and Intervention

SHOULDS AND SHOULDN'TS OF PHONICS INSTRUCTION

SHOULD BE: focus on onsets and rimes be taught with reading tasks focus on reading print be multi sensory SHOULDN'T BE: focus on learning rules make up more that 25% of reading time use jargon

classroom community

SUPPORTIVE: Students feel valued, safe, and respected—like "family" COOPERATIVE: everyone works together Environment offers opportunities and time for authentic reading and writing for real audiences Classroom procedures are consistent & familiar Students share their thoughts and their work

after general support.........

TARGET INDIVIDUAL GROUPS ELL struggling readers, or gifted specific students/ dig deeper

mini lesson

a short lesson with a narrow focus that provides instruction in a skill that students will then relate to a larger lesson that will follow (typically comes before a reading or writing workshop)

academic language

academic language--papers and professional setting standard english-- everyday language, how we talk to the students

content knowledge correlates with what?

academic success

automaticity

accurate, speedy word recognition that comes with continued reading practice

what are some multiple strategies to increase comprehension?

activate prior knowledge examine text organization make predictions make connections make inferences monitor understanding visualize!!! notice symbols and literary devices

what is fry readability?

calculate average number of syllables per 100 words

what is especially important for ELL students?

cognate awareness (words in 2 languages that share a similar meaning)

what is Mattie T?

court case against school district for identifying kids with special needs that didn't actually have them

Fluency (def, assessments, interventions, strategies for weakness)

def-- the ability to read quickly, accurately and with expression strategies--TTW model fluent reading, provide oral support, repeated readings, reader's theater!!! buddy reading!! assessments-- running records, WCPM weakness-- tone, voice, can't fluctate sentences

Comprehension (Def, assessments, interventions, strategies for weakness)

def-- the reason we read, complex invisible mental process strategies--open up our minds and tell students what our brains are doing, plan out in advance and model good reading behaviors (predictions, mental picture, verbalizing obstacles) tell them to read it again assessments-- pre reading, during, and after reading, KWL chart weakness-- poor recall skills, difficulty following directions

Phonics (def, assessments, interventions, strategies for weakness)

def-- understanding that there is a predictable relationship between sounds and the letters on a page strategies-- learn sounds with letter, picture and hand motion, letter tiles, magnets for making words assessments-- decoding weakness--slowww, may guess a word without looking at the letters, poor spelling

Phonemic Awareness (Def, assessments, interventions, strategies for weakness)

def: understanding that a word is made up of a series of sounds, separating sounds out in words NOT sounding out a word printed on a page strategies/ interventions- using arm/fingers to "tap it out", elkonin boxes assessments- say a word and ask where they hear a specific letter sound, identifying sounds in word weakness-- trouble recognizing and producing rhyming words, can't blend sounds together

what is a closed syllable?

ends in a consonant (ex: fan, left, am)

How do you make vocabulary student friendly?

explain rather than define!! capture the characteristic meaning and make it short and sweet

what is discourse and support for it

extended writing or discussion PARAGRAPH supports-- sent frames, sent starters, and talks/models and after general support, individualized

what is tier 3?

extra intervention, 3 times a week, FEW STUDENTS

what are progress monitoring probes?

for 2 or 3 tiers, given at least monthly, data charted on a graph

what is a universal screening?

given to all students, establishes baselines

blends

group of consonants that represent two or three sounds (bl, cr, scr, str,) most are composed of l, r or s

What is an activity that could help with students' grasping word relationships?

have students turn and talk and discuss how two words could be related?

word walls

high frequency words, add words gradually (5-6 per week), for "confused word" have it in different colors (ex: hear and here) word walls are an intervention for vocabulary

We shouldn't just be asking, what does it say? but what else?

how does it say what it says? or what does it matter??

Repeated Readings

individualized procedure to to help students increase their reading fluency

what are the key balanced literacy instructional practices? (6) (primary)

interactive read aloud shared reading guided reading readers workshop interactive/ shared writing writers workshop

shared reading

interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression.

Reading and Writing Workshop (key traits, weaknesses and strengths)

key traits- teach writing mini lesson, hold individual writing conferences, student centered, students can write at their own pace!!!! strengths- encourages writing, teachers can monitor progress individually, gives freedom, builds classroom community weaknesses- shouldn't always be the most important, schedule must have large blocks of time, hard to organize and keep up

when a syllable has 2 vowels together, the first vowel is usually _______ and the second is _________.

long, silent (pain, eat, boat, say, grow)

comprehension skill lessons

main idea summarizing sequencing cause and effect

what are informal assessments?

observations, notes, checklists, and conferences

what is scanning

rapidly covering a large amount of text in order to locate a specific fact (name, date, statistic etc.) or piece of info

choral reading

reading aloud in unison with a whole class or group of students. Choral reading helps build students' fluency, self-confidence, and motivation.

vocabulary correlates with what?

reading comprehension

you must have ______________ if you're going to have ________.

relevance, rigor

what is Lexiles?

scores range from 100-1300 based on word familiarity and sentence structure/ complexity

when a syllable ends in a consonant and has only ONE vowel, the vowel is ________.

short (fish, bed, fat, spot)

guided reading

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

phoneme

smallest unit of sound

digraph

sound spelled with two letters; letters represent one sound (ch, sh, th)

what is tier 2?

special help every week SOME STUDENTS

what is syntactic and how do you know a student is using it

structural nature of language, grammar, sent patterns, verb tense or word order (may be harder for ELL) does it sound right???

why should you avoid giving the dictionary definition and asking students to use it in a sentence when introducing a new word?

students are homed in on one or two words and tend to equate that to the word's meaning their sentences will be odd or unacceptable

importance of free choice reading

students don't limit themselves, helps them learn to love to read if they can choose the book

what is the instructional reading level?

students need support to find answer

round robin reading

students take turns reading parts of a text aloud that they have not read before

what is syntax and support for it

symbols, words, phrases SENTENCE supports-- sent frames, sent starters, and talks/models and after general support, individualized

what are the reading cues?

syntactic, semantic, and graphonphenomic

what are leveled books?

system based on 10 variables, A-Z

running record and what are the levels and what do they measure??

teachers observe students as they read aloud and make notes to assess their reading fluency MEASURES FLUENCY AND WORD IDENTIFICATION SKILLS DETERMINE ACCURACY AND READING LEVEL teachers look for: mispronunciations substitutions or unknown words repeated words are NOT considered a miscue levels: independent (95% and above, does not need support from teacher) instructional (90-94%) SOME support (guided reading) frustration (anything less than 90%) can't read without help

ways to differentiate instruction

technology group work + discussion (jigsaw) centers offer more choices design lessons based on student's learning styles!!

what is semantic and how do you know a student is using it (and Q)

the "meaning system" looking at context of sentence does it make sense???/

graphemes

the letters of the alphabet, the smallest units of written language

onset

the part of a spoke syllable that comes before the vowel; a consonant or consonant cluster, if any, that precede the rime (ex in the word BAT, B is the ONSET and "at" is the rime) or split-- word spl----onset it------rime

what is graphonphenomic and how do you know a student is using it (and Q)

the print itself, symbols on the page represent speech sounds looking at picture!!!! 44 speech sounds relationship between sound and letter does it look right?????

morpheme

the smallest unit of meaning, could be a word (read), affix (PREread) or ending (readER or readS)

what is structural analysis?

the use of prefixes, suffixes and root words to understand the meaning of an unknown word

rime

the vowel and any consonants that follow the onset in a spoken syllable pie--word p----onset ie----RIME

Vocabulary (def, assessments, strategies and weakness)

the words we must understand to communicate effectively 4 types: listening, speaking, reading and writing comprehension depends on knowing 90-95% percent of the words in a text strategies-- provide visualizations, student friendly definition, synonyms and antonyms students weak in-- unable to make connections between words in various texts, questions word meanings, often can't find the right word to describe something, misuses common words

what is close reading? what are some tips for better close reading?

thoughtful, critical analysis of a text that focuses on significant details to develop understanding of a text. and directs the reader's attention to the text itself!! key requirement of the Common Core State Standards!!! tips---using short texts, high quality worth reading and re-reading, text dependent questions 1. code breaker 2. meaning maker 3. text user 4. text critic

first grade students from higher SES groups know about ______ as many words as children from lower SES groups

twice

buddy reading

two students work together to read an assigned text (of equal reading level)

vowel team?

two vowels next to each other

what do good readers do?

visualize, infer, connect, question, and self monitor!!!

dipthong

vowels that blend together to create a single sound (oi, oy, aw, oo)

what is a open syllable?

when a vowel is at the end of the syllable, resulting in a long vowel sound (ex: e/ven, o/pen, go and we)

what prompting questions can you use with a target word?

when might you ________? how might you __________? why might you __________?

What is invented spelling? why/why not is it ok

when students are learning to write, signals student's awareness of sound/print, dont mark in red, ideas over correction when grading!! shows where they're at

independent reading

where students are involved in choosing and reading material for their independent consumption and enjoyment

what is the best way to teach reading?

whole language vs. phonics whole lang-- observe the parts from the whole, rich learning (80s) phonics-- part to whole, skill and drill, focus on skill (90s) WE SHOULD USE A COMBO OF THESE

WCPM

words correct per minute

what are some changes the CCSS have required out of teachers?

writing from sources-- using evidence from text to support your ideas or arguments!! building knowledge-- teaching reading, writing, and vocabulary inside all other subjects