RICA - Flashcard | StudyHippo.com

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Chapter One

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Chapter One

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every student meeting content standards of California Board of Education.

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Plan instruction with goal of...

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What a child should know and be able to do at each grade level.

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Standard

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balanced and comprehensive

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Instructional program in reading and language arts should be...

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strategic selection of what skills should be taught given a child's level of reading development.

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Balanced instructional program

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all grade level standards can be covered. Does not overemphasize one area of reading development.

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Comprehensive reading program

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teacher works on helping students achieve all grade level standards. Many opportunities for students to read and write.

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Comprehensive instructional program

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a.) word analysis, fluency, and systematic vocab development, b.) reading comprehension, c.) literary response and analysis, d.) writing strategies and writing applications, e.) speaking applications, f.) listening and speaking strategies, and g.) speaking applications.

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Parts of reading instructin

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teacher-directed and have clearly stated objectives, which is to teach a student a specific reading skill or strategy. Students should ahve chance to use skills/strategies in variety of way

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Direct, explicit instruction

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something a reader does automatically or with automaticity

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Skill

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something a reader consciously chooses to implement

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Strategy

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1.) teacher knows precisely what skills/strategies each student should master and 2.) results of assessment drive instructional planning (struggling students get additional lessons)

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Two dimensions of systematic teaching

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to prevent reading difficulties in lower/younger grades. Prevention of remediation.

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Goals of systematic teaching

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focus on youngest readers who are having difficulties at the earliest possible opportunity.

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Early intervention programs

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meet individual differences. struggling students, ELLs, and advanced students. Small group lessons. Different strategies for different groups of students. Different resources and materials for different groups of students.

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Differentiated Instruction

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For school year. Organized for each month. Teacher plans time to cover all standards. Goal achieved through several lessons with small number of learning objectives.

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Long-term Goals

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Brief period. Week or two. Ex: have students compare and contrast elements of two or more stories. Teachers must use evidence to prove learning objectives met. Paper/Pen and observations acceptable evidence.

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Short-tern goals

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consider: students' knowledge and skills, prerequisite knowledge and skills, pacing of instruction, complexity of skills/content to be presented, and scaffolds.

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Key factors in differentiated reading instruction

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groups formed to teach one skill and then disbanded once particular goal is met.

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Flexible grouping

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Children in group have same ability

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Homogeneous grouping

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CA state board of education (SBE) reading, ELA program. Feature teacher's manual, student text (basal reader), student workbooks, supplemental books, CDs with additional resources, and assessment resources. Must have programs for struggling readers, advanced readers, and ELLs.

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Basal reading programs

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benchmark = small difficulty; strategic = 1 or 2 years behind. special lessons required for students; intensive groups = more than two years behind. special resources. highest level of differentiation. slower paced lessons. more manageable chunks of instruction.

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Benchmark, strategic, and intensive groups

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orientation, presentation, structured and guided practices, and independent practice and application.

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Components of effective instructional delivery

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small, formal groups of students assigned by teacher who read same book. Students meet while reading and immediately after reading. Teacher helps starts discussion, but students should do most of it. Can give roles to students (moderator, vocab, etc.)

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Book clubs

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small group discussion. Students select what they read and all read same book.

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Literature circles

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teacher assigns group of students to read books or works by author of children's literature. Read more than one work by author. Students present talks on author and works as a group.

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Author studies

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Should be self selected and self monitored/paced. Tell children to pick books at their reading level (not too easy or too hard - Goldilocks) 5 words too hard on a page, too difficult.

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Promoting and monitoring independent reading

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Students more likely to read if they have texts they like. Used to determine students interests and how much the child enjoys reading. Interpret results to suggest books to students.

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Interest inventories

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independent reading level + personal interest = best chance of success

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I + I Strategy

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SSR (sustained silent reading); Readers' Workshop, at home reading (hold students and parents accountable)

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Independent reading opportunities in class

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student-maintained reading logs, books reports, formal and informal oral presentations, individual conferences.

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Methods for monitoring student independent reading

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reading coaches/literary coaches, grade-level meetings, professional development

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Promoting skillful teaching of reading

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Chapter Two

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Chapter Two

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entry-level, monitoring of progress, and summative assessments

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Primary purposes of reading assessments

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implemented prior to instruction to determine students' prerequisite skills and knowledge.

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Entry-level assessments

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take place during instruction unit. tell teacher what students are making adequate, advanced, or slow progress.

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Progress-monitoring assessments

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determine if students have met standard. Can be given to measure achievement of single or a group of standards.

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Summative Assessments

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Give students more time, divide assessment into smaller units, change the mode of delivery, provide practice assessments, prove simpler version of the assessment.

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Alternative Assessments for IEPs/504s

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has established, consistent testing procedure. Have manual/script for test administrator. Strict instructions and time limits.

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Standardized test

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test has this is results yield consistent scores across administrations.

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Reliability

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test is this if it measures what it claims to measure.

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Validity

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allow for a comparisons between the students taking the tests and a national average.

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Norm-Referenced scores

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Norm-referenced. Changes students raw score into number 1-99. Compares students score to group of students who have taken same test. (90 = student has done better than 90% of students who took test.)

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Percentile-scores

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Norm-referenced. Raw score converted to a school grade level. (ex: 6.3 means sixth grader in third month of school)

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Grade Equivalent Scores

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Norm-referenced. Standard nine scores. Nine point scale. 5 is average, 9 is the highest, 1 is the bottom.

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Stanine Scores

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must provide data that will allow a teacher to determine whether or not each child has met each standard.

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Assessment Results/Summative Assessment Results

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Performing below expected level of performance (have not yet met the standard); Performing at expected level of performance (met the standard); and performing above expected level of performance(exceeded the standard)

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Three different categories of students based on assessments

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Charts of how each student is doing in regards to the standards (below, at, exceeded). Chart of entire class progress. Also use assessment results for instructional planning.

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Individual profiles

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complete for entire class for each standard. Used to adjust/modify instruction for entire group.

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Class profiles

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collection of reading assessments administered individually. Depend of student's reading level. Typically ID students' frustration, instruction, and independent reading levels; areas of strength and need; and interesting in reading/preferences.

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Informal Reading Inventories (IRI)

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graded word lists. List for each reading level (about 10 words per list). 2 lists of K - preprimer and primer. for grades K-8th. Child read aloud words for assessments. Measure: estimate of child's reading level; info on child's sight vocab; and info on child's ability to use sound-symbol relationships (phonics) to decode words.

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Word Recognition lists

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most important part of IRI. K-8th grade. students read aloud and measure miscue analysis, graphophonemic errors, semantic errors, syntactic errors.

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Graded reading passages

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examining a record of student's oral reading to ID and classify errors. Errors will reveal how student goes about decoding print.

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Miscue analysis

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error related to sound-symbol relationship. Errors result of: reading word by word and using decoding too much; reading passage this is too difficult. "reading feather for father".

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Graphophonemic Errors

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meaning-related error. understands what is being read, but needs phonics skills to not make errors. "reading dad for father"

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Semantic errors

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error where student substitutes a word that is the same part of speech as the target word. (through for into). Understanding of meaning but not of phonics.

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Syntactic error

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books and stories at this level can be read and understood by the child without assistance by the teacher. Highest grade level passage for which the student reads aloud 95% or more words correct and answers 90% or more of the comp. questions correctly.

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Independent reading level

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material at this level can be read and understood by the student with help from the teacher. 90% or more accuracy with 60% comp. questions correctly.

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Instructional reading level

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material at this level cannot be reading or understood by the child, even with help. Student can listen to material and this level and understand it. Cannot read over 90% correctly or answer comp. questions with over 60% accuracy.

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Frustration reading level

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make communication specific. avoid global comments. based on standards.

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Communicating assessment results to students

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give feedback informally on daily basis. Students should know if they are doing well or struggling.

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Communication about daily progress

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individual with students. Once every three weeks for about fifteen minutes. Narrow focus on single standard. Review child's progress and provide corrective feedback.

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Individual conferences

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summaries on several standards. Monthly or quarterly. In form child can understand. What standards have or have not been met.

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Written summaries of progress

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Focused on standards. Daily/weekly progress in form of assignments sent home that are graded. Clearly graded so obvious if standard is met or not. Parent/guardian conferences - meet earlier and more often than district or state require. Emails and phone calls home. Written summaries of student achievement of the standards.

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Communicating assessment results to parents

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Formal methods for reporting data on progress to these people. Kept in cumulative file at district per student. Meet with grade level team as well as principles formally.

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Communicating assessment results to school and district personnel

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Chapter 3

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Chapter 3

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knowledge that oral English is composed of smaller units. Can manipulate sounds in many different levels of language - individual sounds and sounds in larger units of language - words and syllables.

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Phonological awareness

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ability to distinguish the separate phonemes (sounds) in a spoken word. Prerequisite to learning to read.

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Phonemic awareness

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knowledge of letter-sound correspondences

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Phonics

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states speech sounds are represented by letters.

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Alphabetic principle

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English letter or letters that represent phonemes.

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Graphemes

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speech sounds made when air leaving your lungs is vibrated in your voice box, and there is a clear passage from the voice box to mouth.

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Vowels

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speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips.

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Consonants

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Initial consonant sound or blend

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onsets

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vowel sound and any consonants that follow

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Rimes

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rimes that have the same spelling. word families. (cat, bat, sat)

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Phonograms

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goal to help children become aware sentences are made up of words. Requires students to detect and ID word boundaries (I like ice cream = 4 words).

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Word awareness

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teacher has several cards with one word written on each card. Teacher builds two word sentences, reads then as a whole, then each word is read separately, teacher tapping each word as it is read. Third word is added to the sentence with teaching tapping word card. Teacher reads two, three, or four word sentences then asking student how many are in each sentence.

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Word awareness lessons

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Students clap hands as they say each syllable in a word. Easier if pronunciation of the syllables is distorted and said slowly/distinctly.

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Syllable awareness

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taking words and combine into other words. Pictures can be used. cow + boy = cowboy

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Word blending

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blend two syllables into a word. Sis + ter = sister

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Syllable bledning

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teacher said onset (/b/) and rime (ank) and student will put them together and say "bank"

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Onset and rime blending

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phonological awareness should be taught before. focus on one or two phonemic awareness tasks at a time. plan some phonemic awareness activities that involves the use of letters of the alphabet (relationship between phonemic awareness and reading), and instruction should not exceed 20 more minutes for one lesson.

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Teaching phonemic awareness

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children given a word and asked to tell which sound occurs at the beginning, middle, and end of the word. Teachers model the sound at each stage (in leap, L occurs at the beginning).

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Sound isolation

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words that share the same beginning, middle, and end sound but no other shared sounds. (Light, Leap, Let, all have L at the start)

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Sound identity

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teacher says sounds with only brief pauses in between each sound and students guess the word.

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Sound blending

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teacher asks students to sub one sound for another. "Cat, b for C = bat"

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Sound substitution

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avoid nonsense words. "take b away from block to get lock"

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Sound deletion

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children isolate and identity sounds in a spoken word. start with words with only two sounds at first. word to sound.

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Sound segementation

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students cannot learn phonics until they have phonemic awareness.

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phonemic awareness and phonics skills

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focus on key skills (blending and segmenting); reteaching skills that are lacking (changing pace of lesson, mode of delivery, add additional scaffolding, using different materials. add more practice, use variety of examples.

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Teaching struggling readers phonemic awareness

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hardest part is being able to hear and manipulate sounds that are not phonemes in their first language. Explicitly each phonemes that do not exist in their first language.

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Teaching ELLs phonemic awareness

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increase pace of instruction and building on and expanding current skills.

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Teaching advanced learners phonemic awareness

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teacher talks, the student listens, and then the says something. No print is involved.

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Assessing phonological awareness

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tests phonemic segmentation. This is a test of a student's ability to separately articulate the sounds of a spoken word in order. Given individually. K-2nd grade.

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Yopp-Singer Test

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This test evaluates a child's ability to identify separate sounds in a spoken word in order. It is different from the Yopp Singer test in how it is administered. The test is administered by asking a child to delete a sound in a word and to voice what is left after the deletion. The TAAS is typically given to four year olds through kindergartners.

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Rosner Test TAAS

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Chapter 4

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Chapter 4

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basic principles about how letters, words, and sentences are represented in the written language. Required to learn to read. Awareness that print carries meaning - relationship between spoken word and written language; letter word, and sentence representation; directionality of print; book handling-skills.

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Concepts About Print

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ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter. Auditory cue, child's response physical.

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Letter Recognition

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ability to say th name of a letter wen the teacher points to it.

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Letter Naming

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ability to write the lower and uppercase letters legibly. teaching names of letters, not sounds.

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Letter Formation

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printed word and spoken word are the same thing. Written word used to transmit messages. Students can know this concept and not be able to read.

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CAP - spoken and written language relationship

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knowledge of the differences between letters, words, and sentences. Where sentences start and end, and what end punctuation is.

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CAP - letter, word, and sentence representation

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English is read left to right and top to bottom. Tracking physical, observable proof of this. Understand they have to use return sweep from right to left and bottom when reading.

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CAP - directionality of print/tracking print

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how to hold a book when reading; front cover, page is, start of story, turning pages, back cover of the book.

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CAP - book handling skills

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read aloud to students; shared book experience.

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Teaching CAP

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Teachers read aloud to students to teach them reading is fun. Steps: 1.) teacher introduces book, looks at cover, authors name, ask prediction questions. 2.) teacher reads story with dramatic flare. can pause to encourage comments. 3.) discussion occurs before, during, or after reading. 4.) story is reread on subsequent days with whole group.

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Shared book experience

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Develop and support a child's reading and writing abilities. Children share an experience then dictate experience to adult who writes it down word for word. Read dictate text with child - saved and put in child's notebook. Teach most CAP. Track when reading - directionality of print.

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Language Experience Approach

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Printed messages people encounter in ordinary, daily living. Display in classroom. Students see that print carries meaning.

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Environmental Print

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Labels/Captions - desks, chairs, clock, etc. for children to see written names of common objects ; morning message - overview of activities, write in front of and read aloud to students; Mailboxes - send messages to friends/adults to see print carries meaning.

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Print-Rich Environmental

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Use any picture book for individual child/large book for groups of children. Teach only one aspects of CAP at a time.

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Explicit teaching of CAP

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essential in learning to read. Kinders should be able to identify letters. Teaching students to read requires letter recognition.

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Importance of letter recognition in reading development

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Multi-sensory experience. Associating names and things with letters (A for apple, B for boat...); Singing the alphabet; ABC books; Practice writing upper and lowercase letters and writing words; tactile lessons touching letters/kinesthetic tracing letters.

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Teaching letter recognition, naming, and formation

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teacher either all upper or all lowercase letters first. Visually similar letters (B/D) one after another. Auditorily similar letters (P/D) one after another. Helps students hear the differences.

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Visually and Auditorily Similar Letters

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Written product of children during the period when they have yet to master English language. Reflects developing sound-symbol relationships. (elfant for elephant)

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Phonetic Spelling

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One on one instruction with kinesthetic elements. Guide child's finger as he or she reads left to right.

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CAP for Struggling Readers

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Book-handling skills - some cultures hold books different. may need explicit instruction. Directionality and tracking may be different in other languages (other directions) that needs to be explicitly taught.

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CAP for ELLs

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Sand or Stones - some pages upside down, backwards, etc. to test if the child understands book handling. Informally assessed by teacher through observation.

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Assessing for CAP

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Recognition - name letter, child points to it. Naming - point to letter, child names it. Formation - call out letter, child writes it. real test is if child can write letters in context. One on One

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Assessment of Letter recognition, naming, and formation

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Accuracy and time criteria for success. Amount of time it takes shows if students is really struggling or just a bit. Can create class and individual profiles.

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Interpreting CAP assessment results

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Chapter 5

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Chapter 5

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Ability to read aloud, or decode, words correctly.

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Word Identification

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making a connection between the word being pronounced and its meaning

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Word Recognition

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words that children should be taught to identify as whole units without breaking them down. High-frequency words. Irregular spelling (dove, great). Words children wan to know. Words introduced in content areas.

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Sight Words

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Word formation. Used to ID words when they rely on root words, prefixes, and suffixes (structional analysis and syllabic analysis)

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Morphological Cues

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finding out the meaning of words by using the words around the unknown word.

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Context Clues

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facilitates swift and accurate word identification. eventually can reach automaticity.

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Phonics/Sight Words and word IDing

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Start with simplest linguistic units (consonant sounds) and progressing to more complex linguistic units (irregular words).

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Phonics/Sight Word Instruction

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two-letter combinations that make one sound

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Digraphs

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two or three letter combinations, said rapidly and each letter makes a sound.

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Blends

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two-vowel combinations that make a single sound

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Vowel Digraphs

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gilded sounds made by such vowel combinations as oi in oil and oy in boy.

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Diphthongs

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neither long nor short, a in car, e in her, i in girl.

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R-Controlled Vowels

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neither long nor short, a in chalk, e in help

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L-Controlled Vowels

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vowel is short. am, it, up

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VC

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short vowel in the middle

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CVC

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vowel is short. confuses children to use consonant digraph at the end.

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CVCC

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most start with a consonant blend. vowel is short.

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CCVC

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many, but not all, have vowel digraphs. bait, goat, team.

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CVVC

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long vowel sound. irregular exceptions - love, live.

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CVCE

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don't follow usual syllable patterns. the/was are examples.

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Phonetically Irregular Words

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No understanding that letters represent sounds. Children draw pictures or make squiggles.

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Precommunicative

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Attempt to use letters to represent sounds. Do not write at least one letter for each sound in a word.

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Semiphonetic

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Know letters present sounds and at least one letter represents each sound in a word. Encourage to write even if they make mistakes.

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Phonetic

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Knows most orthographic patterns of English. All sounds have letters and child chooses correct letter or letter combinations to represent sounds.

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Transitional

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Spells almost all words correctly. Mistakes with new words with irregular spellings.

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Conventional

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Better phonics instruction makes children better spellers. Pick common suffix or prefix to use in word list and define it (micro - microscopic, microscope)

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Relationship between phonics, spelling, and decoding

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writing shows what sound-symbol relationships students have mastered.

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Spelling and Vocab Development

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Chapter 6

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Chapter 6

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Instruction should be systematic (standards, grade level expectation, local order); and direct and explicit (lessons with clear goal and broken down into steps)

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Fundamentals of Teaching Phonics

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Whole-to-part phonics instruction. Start with sentences, then look at words, and then end up with the sound-symbol relationship that is the focus of the lesson. (all sentences/target words should have same element, ex: sh digraph)

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Analytic Phonics

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Part-to-whole phonics. Lessons being with the sound and then the children blend the sounds to build words. Write letter(s) on board, say sound it makes. Children say target sound when it is pointed to. Teacher adds letters to sound to make words.

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Synthetic Phonics

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Teaching children unfamiliar words by connecting them to known words, usually with onsets and rimes. (ex: -"ick", kick, and pick, and lick...)

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Analogy Phonics

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Incidental teaching of phonics. Not direct approach or goal of lesson.

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Embedded Phonics

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Students need opportunities to read the sounds in the context of words, phrases, sentences, and paragraphs. Create special sentences to let children use words they know (lower grades)

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Phonics Practice

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Sound out separate sounds in these words. Display each letter in word and have children sound out each letter aloud. After, teacher models blending of sounds to make word and children then blend.

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Teaching sounding out/blending of regular VC/CVC words

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Teach as sight words. Not sounding out.

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Teaching single-syllable, regular words, and high-frequency, irregular sight-words

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Stories made of single-syllable, regular words and a few high-frequency, irregular sight words. Beginning readers should read these often. Most preprimer, primer, and first-grade basal readers are made of these types of stories. Reinforces sound-symbol relationships children have learned.

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Decodable Texts

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Whole to part lessons or part to whole lessons work. Whole to part -- read sentences with words w/ target sound in them. underline target word, read it. children say key word aloud Xtimes. circle digraph/blend/sound and have students say sound. go to next sentence, repeat. Part to whole -- start with sound, add letters to make words, use in context/in sentence.

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CVCC, CCVC, and CVVC words containing common, regular letter combinations

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Whole to part or part to teach methods work. Focus on regular spellings (cave, make, cake, not love or dove)

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Teaching Regular CVCe Words

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Use whole-to-part approach. Select words words to be learned. Write words in sentences (in story if possible), read sentences aloud, children read story aloud with teacher, teacher writes target word on board, points to the word says it, has children say it. Children add words to their word bank/list of words.

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Explicit (direct) instruction of sight words

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most important sight words.Some do conform to regular phonics patterns, some do not. Irregular ones should have more direct explicit lessons. visual (use of color) - vowel digraphs/consonants in different colors. auditory - write words repeatedly while saying each sound/word tactile - use textured surface to write words w/ fingers

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Instruction of High-Frequency Words

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Focus on key phonics skills and high-frequency sight words. Reteach phonics skills and sight words that are lacking. Use a variety of concrete examples to explain concepts or tasks, provide additional practice.

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Phonics for struggling readers

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Capitalize on knowledge of phonics from native language. Explicitly teach sounds that do not transfer and the meanings of sight words if needed. Analyze patterns of error.

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Phonics for ELLs

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Increase pace of instruction and build on and extend current knowledge and skills of phonics. Skip pre-req lessons.

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Phonics for advanced learners

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Decode in isolation and in context. Individually ask students to read aloud from list (isolation) to assess decoding/phonics skills. Individually ask students to read aloud from story (in context) to assess decoding/phonics skills - teacher keeps track of errors made.

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Assessing Phonics

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Chapter 7

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Chapter 7

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process of decoding a multisyllabic word with an affix added to a base word. Upper grades combine pronunciation of these words with their definitions

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Structural/Morphemic analysis

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process of decoding a multisyllabic word by examining the words syllables. Students recognize the word by putting together their knowledge of the word's syllables.

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Syllabic analysis

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what a person knows about how to spell words.

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Orthographic Knowledge

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most elemental unit of meaning in a language. Two types: some words and all affixes. Not all are syllables, and some words have more than one.

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Morpheme

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prefix or suffix. morpheme that appears before or after a word.

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Affix

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cannot be uttered alone with meaning and needs a root word.

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bound morpheme

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can be uttered alone with meaning.

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free morpheme

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pronounced with a single, uninterrupted sounding of the voice. can be single vowel. all must have at least one vowel.

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syllable

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syllable that ends with a vowel.

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open syllable

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syllable that ends with a consonant

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closed syllable

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create automaticity.

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Phonics, sight words, structural analysis, syllabic analysis, and orthographic knowledge together

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whole-to-part -- display sentences, each with a word that contains and target affix or root word. read again, underline target word/element. work with students to find meaning of affix or root. provide students with common element, and see if they can find the meaning (micro, microscope, microscopic...) part-to-whole -- start with affix or root, and the meaning. show how root or affix can be used to make many words. put the words in context.

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Direct instruction for structional anaysis

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focus on common greek and latin roots. target word/affix, underline word, define single word/affix.

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Direct instruction for root words

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compound words - divide between words (in-side; foot-ball) single-syllable prefix - divide between prefix and root (un-kind; pre-test) never divide consonant digraph divide between two consonants in middle or word that are not digraphs single consonant in the middle of word between two vowels, divide after the consonant. single consonant in the middle of word between two vowels.

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Direct instruction for syllabic anaysis

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Selecting spelling words - (10-20 words) - common orthographic patterns, rimes, blends, digraphs, etc. high frequency words, common-need words, content area words, words that relate (synonyms/antonyms/homophones) Self study - say word/each letter to sel, close eyes spell word to self, write word, check spelling, repeate.

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Teaching Spelling

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Visual - write word multiple times. Use colors for different letters/digraphs in words. Auditory - say word each time they write it. say each letter as they write it. Kinesthetic - writing words in air with motions. Tactile - younger students. write letters or words in sand, shaving cream, sandpaper (trace), etc. Mental imagery - close eyes and imagine someone else spelling the word.

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Multi-sensory techniques to teach spelling

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Focus on key skills - most common affixes/roots (less not les, ion not shun). orthographic patterns having to do with adding suffixes (dropping final e in bake to baking and doubling a final consonant in bat to batting)

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Syllabic/structural/ analysis and orthographic knowledge for struggling readers.

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Teach common English roots and affixes. Use previous knowledge of roots and affixes from native language.

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Syllabic/structural/ analysis and orthographic knowledge for ELLs.

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Assess all in isolation and context. Structural analysis (affixes/roots). Syllabic analysis (isolation and in context). Spelling (traditional tests is isolation. in context in their writing is the most important.)

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Assessments of structural/syllabic analysis and orthographic knowledge

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Chapter 8

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Chapter 8

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accuracy + rate + prosody. Automaticity - swift and accurate reading.

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Fluency

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pronouncing words correcting when reading orally. application of phonics skills, sight word knowledge, structural analysis skills, syllabic analysis skills, and orthographic knowledge.

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Accuracy

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fluency is not reading too fast or too slow. fast enough to show decoding/reading ability, slow enough to understand.

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Rate

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read with appropriate expression. emphasis on certain words, pitch, and pausing.

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Prosody

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weak word analysis (#1, child has to stop at all unrecognized words, slows reading and hinders comprehension). Lack of familiarity with content vocab (words must be explicitly taught). Lack of background knowledge (lead to lack of comprehension). Lack of familiarity with more complex syntactic structures.

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Factors that can disrupt fluency

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No way to show that student is reading fluently on their word. Only correct practice is good practice.

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Independent silent reading for fluecy

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Provide books at appropriate reading levels and hold students accountable for comprehension (book reports, oral presentations, partner readers, etc.)

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Increasing effectiveness of silent reading

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Chapter 9

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Chapter 9

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One on one or small group of students to increase fluency. Short, independent reading level passages. Teacher Model - listen to models of fluent, efficient reading; Student practice - reading the exact same passage aloud; Teacher feedback - correct student's mistakes and model correct reading.

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Monitored oral reading with the teacher

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Increase fluency. Reading the same text multiple time. Read alone after student has heard adult read; Timed readings to determine accuracy ratings; Media-Assisted Reading to have student read along with fluently read text; Paired Reading with a Partner. All children should receive fluency lessons in every stage of reading development.

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Repeated Reading

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Additional instruction in word IDing skills - build automatic word IDing. Systematic direct instruction in phonemic awareness, phonics, and sight words.

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Strategies for Building Accuracy

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Whisper reading - students read aloud quietly to themselves and teacher monitors each student. Students who have good accuracy but bad rate can use Independent reading to improve rate.

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Strategies for Building Reading Rate

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Phase-Cued Reading - teacher has marked up a piece of text to cue students to read the text differently. Students in small group of same independent reading level. The students have a passage where one slash (/) is used for commas and two slashes (//) are used for periods. Teacher models correct pauses. Everyone reads aloud. Just students read aloud.

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Strategies for Building Prosody

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Use texts written at student's independent reading level. Focus on improving accuracy through additional word identification instruction. Focus on recognition of key sight words. Focus on improving rate through additional practice using either oral or silent reading.

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Fluency for struggling readers

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Modeling and phased cued reading. They need to learn the tonal patterns and rhythms of English.

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Fluency for ELLs

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Assess through oral reading. Each component should be assessed. Running records and miscue analysis. WCMP for rate. Listen for pitch, response to punctuation, and appropriate characterization.

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Assessing for Fluency

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Results should be standards based. Use results to figure out why students are below expectations. Weak word analysis skills - student stops to decode words often. pauses often when reading. Lack of understanding content vocab - student only has trouble reading fluently with certain subjects. Lack of BG Knowledge - student has trouble reading fluently with certain subjects Lack of understanding of complex syntactic structures - students not fluent with any texts written at their grade level.

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Reading Assessment Results for Fluency

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Chapter 10

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Chapter 10

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set of words and phrases.

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Vocabulary

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words you understand when listening to others speak.

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Listening Vocabulary

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words you use when you talk. smaller than listening vocab.

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Speaking Vocabulary

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words you use when you write.

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Writing Vocabulary

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words you can recognize and correct pronounce.

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Sight (reading) Vocabulary

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words you understand when reading silently.

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Meaning (reading) Vocabulary

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language used in textbooks and tests. more complex vocab.

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Academic Language

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words related to a specific descipline

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Technical Academic Language

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academic words that run across disciplines.

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Nontechnical Academic Language

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refers to what you know about a topic. required in order for a student to comprehend academic language.

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Background Knowledge

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The more developed a child's vocab, Academic Language, and BG Knowledge and Reading Development, the better they will be at all aspects of reading. Knowing words helps in the swift accurate word recognition. Vocab is a key indicator of if a student understands what they are reading. Academic language and BG knowledge can affect fluency if the student does't have good academic language or BG knowledge.

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Vocab, Academic Language, and BG Knowledge and Reading Development

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Teachers should select words on the basis of three criteria: frequency, utility, level of knowledge.

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Developing Vocab, Academic Language, and BG Knowledge and Reading Development

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Decide to teach words based on the following criteria: frequency (how often word is used); utility (importance of word); and level of knowledge (less a student knows about a word, the more important it becomes to teach it).

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Factors in Developing vocab, Academic Language, and BG Knowledge and Reading Development

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Chapter 11

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Chapter 11

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A prefix or a suffix (not a root)

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affix

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a morpheme that appears before a root word

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prefix

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a morpheme that appears after a root word

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suffix

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Instruction must fit the age and ability of the students (definitions should be kid friendly). Lessons must provide examples o how target words are used in the context of sentences and paragraphs. To learn the meanings of words, child must have repeated exposure to the words. Four components of Vocab instruction: -Direct instruction of specific words -Teaching students independent word-learning strategies -Developing word consciousness -Encouraging wide reading

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Research-based principles of Vocabulary Instruction

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use of context surrounding the target word and cooperate learning. Small group - teacher shows word and students independently write definition. In groups, students write second definitions with partners. Discussion on word, third definition of the word. Teacher selects most accurate definition of the students'.

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Contextual redefinition

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Word maps. Diagrams. Activate prior knowledge to find meaning of target word. Target word in center, and satellite bubbles appear around word and students place characteristics or examples in the bubbles.

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Semantic Maps

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For words that share at least one common characteristic. Grid that IDs traits of the target words. vertical axes - target words. horizontal axis - characteristics. + for trait, - for no trait.

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Semantic Feature Analysis

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Independent word-learning strategy. Students look at word parts to find the definition of a word. Affixes and roots looked at. Teach common roots, affixes, bound and free morphemes, synonyms and antonyms.

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Morphemic Analysis

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Teaches children to use contextual clues to figure out the meaning of unknown words. Types: definition, synonym, antonym, example.

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Contextual Analysis

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Words can be looked up. Children need to be taught how to look up the words (guide words, parts of speech, etc.) Do not rely on this as dictionary definitions may confuse children more than help.

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Using the Dictionary

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Interest in words and their meanings. Synonyms and antonyms (use Para with words that have synonyms, and have students find their synonyms from a word bank); Homophones (sound same) and homographs (same spelling); idioms and puns (illustrate them); etymology (history and development of words).

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Developing Word Consciousness in Students

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students can learn words through independent reading. the more read, the more words a student encounters.

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Wide Reading

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Listening and speaking - teachers should read aloud nonfiction and fiction texts. (listening). Oral language allows students to hear how words can used. Knowledge of sentence structure, syntax, punctuation, and capitalization can increase students knowledge of vocab and reading.

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Instructional Activities for Vocabulary

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Focus on key vocab and nontechnical academic language, reteach what is not mastered, provide concrete examples, and use visual, kinesthetic, and tactile activities.

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Vocab for Struggling readers

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Teach cognates (words the same in both languages); provide concrete examples (illustrations, real things, charts, etc.); build knowledge of English morphemes (common roots/affixes)

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Vocab for ELLs

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Use a word in a sentence. Multiple choice to fill in blank. Words are not in isolation, in context; Choose a synonym, Analogies. Should always be tested in context for more accurate examples.

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Assessment of Vocab, Academic Language, and Background knowledge

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assess knowledge of prefixes, suffixes,root words, and compound words.

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Assessing Morphemic Analysis

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Chapter 12

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Chapter 12

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refers to a reader's understanding of what is being read.

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Comprehenstion

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literal, inferential, and evaluative. Comp. not one thing - need all three to be proficient.

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Level of Comprehension Skills

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skills that measure the ability of a reader to understand the surface meaning of a text. clearly verifiable answers in the text. Skills: ID explicitly stated main ideas ID details and sequences of events ID cause and effect relationships ID components of story grammar

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Literal Comprehension

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skills that measure the ability of a reader to interpret what they have read. Answers not in the text, must be speculated based on the surface meaning of the text. Skills: Inferring main ideas making comparisons IDing cause/effect not in text drawing conclusions making generalizations making predictions using evidence from the text

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Inferential Comprehension

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skills that measure the ability of the reader to make judgments about what he or she has read. Skills: recognizing instances of bias recognizing unsupported assumptions/faulty reasoning distinguishing facts and opinions judging a text - characters, use of language, morals analyzing themes

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Evaluative Comprehension

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reading requires the reader to perform two main tasks decode words, and underline the meaning of the text.

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Automaticity Theory

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How sentences are formed. Simple (independent clauses) sentences. Compound sentences (two independent clauses linked by linked by coordinators - for, and, nor, but, yet, and so). Complex sentences (one independent and one dependent clause).

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Sentence Structure

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Two are linked. Better oral language skills usually means better comprehension skills. Oral language skills enhance a child's vocabulary and therefore the child's comprehension.

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Oral langauge and comprehension

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Listening activities can help students learn how to have better comprehension when they read. Strategic read alouds can be used to increase this. Text is chosen and divided into sections (about 250 words each section), teacher previews section, teacher reads section, teacher asks comprehension questions after reading, text is reread, target words reviewed next day before rereading.

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Listening and reading comprehension

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can facilitate reading comprehension. Instructional conversations - students explain their answers on a text by elaborating answers. Questing author - what are they trying to tell you? why is the author telling you this? does the author say it clearly? could it be more clear? what would you say instead?

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Text-Based Discussions

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Chapter 13

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Chapter 13

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Comp. lessons should be for small groups (for discussions). Groups should have same instruction reading level. Group should have texts at instruction reading levels. Regroup students as necessary as year progresses.

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Context of Comprehension Lessons

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Background knowledge activity. "Know, Want to know, Learned". Can do before reading and after reading, what the students already know about a topic, what they want to know about a topic, and what they learned while reading.

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KWL

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The Prereading Plan. Three steps: Associations with the topic or key words. Reflections on the associations, why the student think what they did. Organizing associations, children tend to add more as more students volunteer their thoughts.

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PreP

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Teacher and students look at the illustrations that appear in the story before they read. Can be used to teach vocab if one of the target words is illustrated.

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Picture Walk

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Children challenged to first determine which type of question is being asked. Once an answered is offered, students should then be challenged to verify their answer and explain their answer.

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Question Classification/Answer Verification

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Good for grades 2 through 6. Four types: Right there; think and search (in text, but in more than one spot), author and you, on my own. Students then explain the basis of the answer. Cite a source or provide textual evidence for opinions/throughts.

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Question-Answer Relationship (QAR)

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Comprehension strategies. Visualizing, paraphrasing, clarifying, predicting, generating questions, summarizing, adjusting reading rate. All done on own.

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While children reading - strategic reading

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Implemented over a sequence of events. Teacher starts by doing most of the work, then students slowly do most/all of the work. Teacher models and leads discussion at first, then students slowly start to do this.

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Gradual release of resposbility

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Part of the gradual release of responsibility. Teaches strategies of predicting, generating questions, clarifying, and summarizing. Teacher describes strategy and how to do it, teacher models strategy, teacher and small group will practice the strategy together, students do strategy on their own with teacher supervision, and finally students do strategy on their own.

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Reciprocal Teaching

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Discussions, writing, or visual/graphic activities following the gradual release of responsibility model should be used.

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Instruction after Children Read

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Summarizing and retelling the text; sharing personal perspectives of the text; text-to-text, text-to-self, and text-to-world connections; visual/graphic representations of what was read.

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Postreading Tasks

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Improve comprehension by more comprehension instruction. Providing access to grade-level texts through oral presentation, lower the level so students can still engage in class discussions; Additional practice and concrete examples.

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Comprehension for struggling readers

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Determine reading levels to find text to use to test. Assess at literal, inferential, and evaluative levels. Use QARS, right there, think and search, author and you, on my own. Use retellings for literal.

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Assessment of Comprehension

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Think alouds, written assessments of reading comprehension strategies. Must assess on literal, inferential, and evaluative levels.

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Assessment of Reading Comp. Strategies

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Chapter 14

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Chapter 14

question

stories. written accounts of actual or fictional events. short stories or novels.

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Narrative Texts

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texts that provide information on a topic. textbooks, informative books, set of instructions.

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Expository Texts

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having to do with literature.

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Literary

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category, or type of literature. Children can learn to differentiate between these types.

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Genre

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stories with their origins in oral story telling and have survived through generations. also called traditional literature.

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Folktales

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stories that play with the laws of nature and have known authors. animal fantasy, with beats that can talk, stories with toys and dolls that act like people, and stories with tiny humans.

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Modern Fantasy

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story with a struggle between good and evil set in a fantastic world. Usually main character goes on a quest.

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High Fantasy

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story with futuristic technology. time machines, spaceships, and holographic worlds.

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Science Fiction

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takes place in the present day in the real world.

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Contemporary Realistic Fiction

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realistic stories that are set in the past. make past come alive.

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Historical Fiction

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informational books that tell the story of a real person's life, but are written by another person.

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Biography

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ballad (story set to music), lyric (personal feelings), couplet, epic, sonnet.

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Poetry

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Give students examples and characteristics of each genre. Go over the elements of a story that will help them determine genre. Those elements are characters, plot, setting, mood, and theme.

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Teaching Literary Genres

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two types: undiscovered hero, or an experienced wizard or magician.

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Characters

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in fantasy, struggle between good and evil. setbacks. what happens in a story. rise and fall of action.

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Plot

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where a story takes place. in fantasy, can be a fake place. five functions: basis of conflict for characters, as the antagonist, to amplify character, to establish mood, to serve as a symbol.

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Setting

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the feeling the author wants readers to have when reading a story. Feeling you have when reading.

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Mood

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the message of a text. can be explicitly stated, but is more often implied. Important message. Books with similar ones should be introduced to students.

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Theme

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how a story is written. how the author uses words, phrases, sentences, and paragraphs.

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Style

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visual representation of certain elements of the story. helps students think about the structure of a story and how the elements relate to each other. used to identify the structural elements of a plot.

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Story Maps

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challenges students to identity the specifics of each literary elements. contains all the elements, other focus on characters, setting, and plot.

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Story Grammar Outline

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also called reading logs. use a variety of prompts to stimulate writing. a kept record or books students have read and their experiences with the book.

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Literature Journals

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Literature journals, essays (length and writing based on grade level), writing can focus on features of the genres (fantasy on setting, historical fiction on characters, etc)

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Writing Activities with Literature

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Provide access to grade-level texts through oral presentations (less writing or pen to paper tasks), focus on key elements of story grammar, use story maps, reteaching skills and strategies with concrete examples.

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Comprehension of Literary Texts for Struggling Readers

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clarifying cultural context of text (may not have as much background knowledge), preteaching key vocabulary.

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Comprehension of Literary Texts for ELLs

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Students analyze books that have been read to them or they have read orally. Teachers should assess orally and with written texts, younger students should be assessed orally as their thoughts can be hard to express orally. Free response writing with open-ended prompts to have students express thoughts or focused prompts that use literary elements. Responses should incorporate literary elements, make connects (text to text, self, and world) and provide evidence from a text.

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Assessment of Comprehension of Literature

question

Chapter 15

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Chapter 15

question

The reading and writing of expository texts. k-5, would include reading and writing tasks in the areas of social studies, science, mathematics, health, and the study of the arts.

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Content-area literacy

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Encyclopedias, almanacs, thesauruses, atlases, and dictionaries. These texts now appear more frequently in computer-based versions than in hard copy.

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Reference Texts

question

cause and effect in science text books, compare and contrast texts can be explained with a venn diagram. can use to create graphic organizer to use before reading, study guide to use while/after reading, and to assess the content area-reading comprehension. can be used to become more efficient readers.

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Using Text Structures

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Teach students about table of contents, index, glossary, guide words, and typographical features in order to help them better learn how to engage with expository texts. use gradual release of responsibility when teaching.

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Using Text Features

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question classification.answer verification and strategic reading. Link what has been previously read to what will be read in textbooks. Review of KWL chart or a data retrieval chart. Selective rereading. Using graphic organizers and structured overviews before reading. Study guides, study guides with key questions.

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Instruction Strategies or Content Area Textbooks

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Documents prepared by a teacher that help students comprehend an expository text. Can be prepared in many formats - sample questions, chart based on a text structure.

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Study Guides

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Guide with questions at the literal, inferential, and evaluative level.

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Three-Level Study Guide

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Evaluating the text (how to texts, persuasive texts), similarities and differences between two texts on the same topics, summarizing and paraphrasing, creating graphic organizers or semantic maps/webs.

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Oral and Written Activities for Expository Texts

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A fast reading of a text, usually for the purposes of review or preview.

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Skimming

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Rapid reading of a text to find specific information. the reader examines the page looking for key words that will lead the reader to the information he or she wants to find.

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Scanning

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Type of reading behavior in which the reader slows down and rereads a portion of a text. The reader might engage in this because they are gathering evidence to support a perspective o because the text is written in a complex text. Also called close-reading.

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In-Depth Reading

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Teach lessons on the organization of an encyclopedia, lessons on how to use the index, guide words, and cross references, how to scan for specific information.

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Research Skills

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note taking, outlines, and note taking alternatives should be taught. How to scan for important information.

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Note taking, outlining, and alternatives

question

to help write research papers - identify research topics (find a topic they like, find researchable question about the topic), developing an academic arguments, using multiple sources (academic sources), use technology (internet, word processors) to organize and present information.

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Research Skills: Specific Process Skills

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Assisting with reading of textbooks - give then version of the chapter read, read aloud the chapter to them, give them additional instruction in key vocab. Focus on key content/reteach the content. More scaffolding on key processes. Vocab instruction with real objects, illustrations, diagrams.

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Comp. of textbooks/notes for struggling readers

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Explicit modeling of how to research and read textbooks. Building background knowledge with L1 resources so the students understand the content being taught. Vocab with real objects, illustrations, and diagrams to assist with reading.

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Comp. of textbooks/notes for ELLs

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Venn diagrams and skeleton paragraphs (fill in blank) to test text structures and content area texts. Multilevel questions to assess skills of inference and evaluation. Teacher observation and anecdotal records.

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Assessment of comprehension of expository texts/research skills

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a measure of the difficulty of a text. Used to determine is a student can read a text or not. Formulated by word length and the number of syllables in a passage, the number of words in sentence.

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Readability

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