Praxis II Teaching Reading

1. Tell Rhymes 2. ABCs & read alphabet books 3. Alliteration 4. Give the ability to sound and blend their letters (slap, trap)

1. Literal 2. Interpretive 3. Applied

1. Pre-Reading 2. Reading 3. Responding 4. Exploring 5. Applying

1. Sound- Phonology 2. Meaning -Semantics (vocabulary) 3. Word Order - Syntax 4. Grammar - Morphology 5. Social Uses -Pragmatics

1. Connect 2. Organize 3. Image 4. Predict 5. Self monitor 6.Generalize

1. Children who have had many print experiences know why we read & write. 2. Greater knowledge to make sense of the info they read. 3. Understand the conventions & jargon of print. 4. Have higher levels of phonemic awareness. 5. Can read some important-to-them words. 6. Know some letter names and sounds. 7. Are eager and confident in their reading and writing

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read smoothly and quickly.

use of a concrete experience or object pretesting discussions anticipation guides

subordinate additions to rood words with grammar-like functions. They can either be added to the beginning (prefixes) or the end (suffixes)

Producing groups of words that begin with the same initial sound; alliteration and rhyming are at the beginning of the phonological awareness continuum.

an indirect reference to a person, place, thing, or event considered to be known to the reader

Children learn to use parts of word families they know to identify words that have similar parts.(root words, suffixes, prefixes)

Learn to understand letters-sound relationships in previously learned words. They do not pronounce words in isolation.

using information to express opinions and form new ideas.

1. Student Profile 2. Auditory Discrimination and Phoneme Awareness 3. Emerging Literacy assessment 4. Sight Word Assessment 5. Formal Reading Assessment

repetition of a vowel sound

Assessment activities which reflect the actual workplace, family, community and school curriculum. Involves using tasks that are typical of the kinds of reading or writing that students perform in school and out.

understanding that the squiggly lines on a page represent spoken language. They understand that when adults read a book, what they say is linked to the words on the page, rather than to the pictures.

1.Literacy is viewed as involving reading & writing 2.Lit is the heart of the program 3. Skills & strategies are taught both directly & indirectly. 4. Reading involves learning word recognition, fluency, vocabulary & comprehension. 5.Writing involves learning to express meaningful ideas & use conventional spelling, grammar & punctuation. 6.Reading & writing for learning in the content areas. 7.Goal is to develop lifelong readers and writers.

Reading to children, reading with children,& reading by children

Commercially produced reading programs. May include guided reading, workbooks, practice books, manuals, tests

meaningful linguistic units that can stand alone and contain no smaller meaningful parts (free morphemes)

Skinner- Students learn a series of discrete skills. Stimulus, teacher/response, teacher centered, set up standards, teach to the standards. How we use it: worksheets, basal readers

progressing from the parts of language (letters) to the whole word (meaning) (letters, Words, Sentences, Paragraphs, Texts, Meaning)

1.Reading-engagement of the written word 2.Oral Language-connection between oral & written 3.Writing-allow students to practice 4.Spelling- correlates w ability to identify words

Assessment, Explanation, Awareness, Modeling and Demonstration, Guided practice application

Words that most children can recognize by cite. (Their name, Mom, Dad)

Two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together.

A group or sequence of consonants that appear together in a syllable without a vowel between them.

Two consecutive consonants that represent one new speech sound. In the word "digraph" the "ph" sounds like /f/. This is a digraph.

A pair of consonants that makes a single sound that is different from each individual letter sound.

Students construct own frames of thought. Modify cognitive structures/schemata. Non-authorization. Student centered. Indirect instruction.

Language is a means for social action. Teach grammar, standard English. Value dialects. Read & discuss books that involve social issues. Write letters to the editor.

Semantic- Syntactic- Picture- Graphophonic- Syllable Division

the process of translating written language into verbal speech sounds.

Indirect: students learn word when they hear or see words used. Best learning takes place after being exposed to many different types of contexts. Directly: explicitly taught, words and word strategies.

More: able to focus on making connections between ideas and the text. Less: most have their primary focus on decoding words. Leaves little time for comprehension. Reading is choppy and halting.

A pair of characters used to write one phoneme (distinct sound) or a sequence of phonemes that does not correspond to the normal values of the two characters combined.

A complex speech sound beginning with one vowel sound and moving to another within the same syllable. (boy-oy noise- oi).

1. Sample the Text 2. Make Predictions 3. Sample the Text to Confirm or Correct Predictions

After a text is read the teacher prompts the student, perhaps asking for funny or unusual words.

Phonological: includes phonemic awareness. Understanding & manipulating larger parts of speech, words, syllables, onsets & rimes as well as phonemes. Phonemic: identifying & manipulating individual sounds in words.

1. ID most high frequency words. 2. Use pics to confirm meaning . 3. Use Syntax & Phonics to figure out most simple words. 4. Use spelling patterns to figure out words. 5. They are gaining control of reading strategies. 6. Use their own experiences & background info to glean meaning.

Teachers borrow elements from two or more approaches to create their own approach.

Children learn letter sound relationships by reading. Not systematic or explicit.

understand that print contains a message, recognize some high frequency words using context, realize pics can be used to predict meaning.

to put words into print.

1. Accuracy and Fluency 2. Reading Level of Text 3. Word Recognition skills 4. Prior Knowledge or Experiences 5. Vocabulary 6. English Language Development

the ability to read a text accurately and quickly. It frees students to understand what they read.

ID most words, read chapter books with good comprehension, consistently monitor cross-check and self, correct reading. They can offer their own interpretations of text based on personal experience and prior reading.

1.Rhyming 2. Word Blending 3. Phonemic Segmentation 4. Sound addition and Subtraction 5. Sound Manipulation

1. Reading 2. Oral Language 3. Writing 4. Spelling

a level students shouldn't read (below 85%)

The unit of writing that represents a single phoneme. It can be a letter or a group of letters. The smallest part of WRITTEN language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b,d,f,p,s or several letters, such as ch, sh, th, -ck, ea, -igh.

Students do the reading w/ teacher guidance. Teachers meet w/ small homogenous groups using instructional level books to observe & support students use of strategies

Words that have identical spellings but sound different and have different meanings.

A word which is spelled & pronounced identically to another, but has a different meaning.(Swimming POOL- POOL table).

An informal instrument designed to help teachers determine a child's independent, instructional, frustration,& capacity levels.

Independent- reading is at 95% success. Instructional- reading is at 90% success. Frustration- reading is below 90% success, child becomes too focused on decoding, loses comprehension.

occurs after learning has taken place and summarizes students' progress at the end of a unit or a semester or at some other point in time

Takes place during learning and is used to plan or modify instruction

The process of using the results of tests, observations, work samples, and other devices to judge the effectiveness of a program. A program is evaluated in terms of its objectives. The ultimate purpose of evaluation is to improve the program.

Results are used to make an important decision such as passing students, graduating students, or rating a school.

The process of gathering data about an area of learning through tests, observations, work samples, and other means.

The degree to which a test yields consistent results. If students took a test again, the results would be the same.

The degree to which a test measures what it is supposed to measure

The tasks of an assessment device are representative of the subject or area being assessed.

The highest level of reading material that students can understand with 75 percent comprehension when it is read to them.

An oral reading response that differs from the expected (correct) response.

An assessment device in which a student's oral reading errors are noted and classified in order to determine whether the material is on the appropriate level of difficulty and to see which reading strategies the student is using.

Used when it is impractical to administer individual IRIs. Three tests: Degrees of Reading Power (DRP), The Scholastic Reading Inventory, and STAR

The student chooses from three or more words the one that is the correct replacement for a deleted word.

Students' performances are compared with a norm group, which is a representative sampling of students.

Student's performances are compared to a criterion, or standard.

The number of correct answer or points earned on a test.

The point on a scale of 1 to 99 that shows what percentage of students obtained an equal or lower score. A score of 75 means that 75 percent or of those who took the test received an equal or lower score.

indicated the score that the average student at that grade level achieved.

The ranking of a score on a scale of 1 through 99

A point on a 9-point scale, with 5 being average.

A written description of the traits or characteristics of standards used to judge a process or product

Procedures in which students are asked to describe the processes they are using as they engage in reading or another cognitive activity.

The recording of the description of a significant incident of student behavior

A process for sorting or ranking students' written pieces on the basis of an overall impression of each piece.

A process for scoring that uses a description of major features to be considered when assessing a written piece.

Determine your students' level of literacy development by using an informal reading inventory, running records, or other placement measures to find out their general reading level.

Create an environment that promotes active reading, writing, listening, and speaking. Examples: A student-run post office so that children can correspond with each other. E-mail (if computers are available). Modeling (allowing students to observe you as you write notes to parents, the principal, etc.). Encourage adults to write to the class and post their letters.

Sensorimotor stage (0-2 years), Preoperational Stage (2-7 years), Concrete Operational Stage (7-11 years), and Formal Operational Stage (11-15 years)

All the sounds in the syllable before the vowel

The vowel and everything that follows it

The smallest units comprising spoken language. Combine to form syllables and words. For example, the word 'mat' has three phonemes: /m/ /a/ /t/

The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words

Represented by symbols or letters

The principle that letters in written words represent sounds in spoken words.

A broad skill that includes identifying and manipulating units of oral language-parts such as words, syllables, and onsets and rimes.

Recognizing Rhyming words, Oddity Tasks (which one does not belong), Syllable and sound counting task, initial consonant sound test, same different word pair task, auditory sound blending task, segmenting sounds

Playing with rhymes and alliteration, grab the odd one out, picture box sound counting (Elkonin Boxes), beginning with children's names, add a sound/take a sound, sing it out, word rubber banding

Teaching practices that emphasize how spellings are related to speech sounds systematically. (Letter-sound relationships)

Traditional instruction where students change letters into speech sounds and blend them together (sounding out).

Less explicit, embedded into the text. Authentic reading for enjoyment.

A variation of onset and rime instruction, using prior knowledge of word families (ed. -eep, peep, sleep, weep).

Students study previously learned whole words to discover letter sounds relationships. (pl, play, plan, plot consonant blends).

Segmenting words into phonemes and writing letters that represent the sounds.

A word or part of a word that contains one vowel

Closed, open, vowel-consonant-silent e, vowel pair, R-controlled, and consonant-le.

A short vowel, followed by at least one consonant: much, vet, shell, insect, publish, sunset

End in a vowel that is usually long: Shy, go, me, silo, zero.

Vowels are long and the final e is silent. Lime, those, snake.

Vowels sounds are spelled with digraphs such as: plain, coat, cowboy

A vowel followed by an r. The r affects the sound the vowel makes, and both sounds are heard within the same syllable: or, ir, er, ar, ur

AKA final stable syllables. Bubble, maple, kettle, and fiddle.

Words that occur frequently in print and are usually best learned through memorization.

The ability to study words to identify their individual meanings.

Letter-sound cards, Phonics fish card game, spelling in parts, sound swirl, button sounds, stomping, clapping, tapping, and snapping sounds, tongue twisters, creating nonsense words, word boxes, etc.

Phonology, Morphology, Syntax, Semantics, Pragmatics, Orthography, Vocabulary

The basic sound units of language (phonemes)

Units of meaning within words; the way words are formed (morphemes)

Phrase and sentence structure

The way language conveys meaning

Appropriate word choice and use in context to communicate effectively

spelling patterns

Knowledge of the meaning and pronunciation of words (lexicon)

Word is in the student's listening and speaking vocabularies but is not yet recognized in print

Word is in the student's listening, speaking, and reading vocabularies but is not yet known well enough to be used when writing compositions.

The student does not comprehend the new word because of a lack of conceptual knowledge related to the word

Listening and Reading

Speaking and Writing

The new word is unknown to the student and is directly related to a content area

the student has trouble using context clues to figure out the meaning of an unknown word

Student lacks sufficient knowledge about word parts such as prefixes, suffixes, and root words (also known as structural analysis)

Teachers should preteach new words that are associated with the text they are about to read

Unknown- Don't recognize Initial recognition- have sen or heard word but does not know meaning Partial word knowledge- knows one meaning of word and use it in a sentence Full word knowledge- knows more than one meaning of word and can use it in several ways

Reading

encourages a wide variety of reading

Incidental word learning, independent reading, sustained silent reading, and being read aloud to

Words with the same meaning (cold, cool, chilly, frigid, frosty, freezing)

Words that mean the opposite (loud-quiet)

Words that sound or look the same but have different meanings (to-too-two) (right-write) (there-their-they're) (bear-bare) (wind-wind)

Useful in tying together new vocabulary with prior knowledge and related terms

The history of the English Language

Groups of words that have special meaning ("in hot water")

A freestanding root or base of any word that cannot be further divided and still have meaning. (Farmer, farm is the root word)

The part of the word that carries meaning only when attached to a free morpheme (the -er in farmer)

Prefixes- in, pre, mono suffixes- er, ous, ology inflectional endings - s, es, ing, ed, est

Observation, conferences, rubrics, tests, Peabody Picture Vocabulary Test, Expressive Vocabulary Test, Informal Reading Inventories

Reading books too difficult, Reading very little, Frequently asked to read aloud and then teachers interrupt and correct them

Teachers should model reading, Teacher should provide support while students are reading, teachers should have students do repeated readings of brief texts, and teachers should focus students' attention on chunking words into meaningful phrasing

Short (250 word) passages drawn from typical reading materials found in your instructional program. Student's asked to read passage and see if they can fill in the missing words based on what they believe makes sense using context clues.

Similar to cloze test with one exception: there are three choices for the students to choose from for each blank in the passage

One of the most traditional ways to do a quick assessment of a student's vocabulary knowledge

word reading must be accurate and automatic. Taught through mini lessons and words walls. Students need daily opportunities to practice the words they're learning in reading and writing

Best way to improve is through repeated readings. Practice reading at independent level, record progress monitoring data, have guided reading lessons, and listening centers

The ability to recognize familiar words automatically, without conscious thought

Refers to the rate at which students read. Readers should adjust their speed depending on the difficulty of what they're reading and their purpose

The ability to orally read sentences expressively, with appropriate phrasing and intonation

Accuracy, Identifying unfamiliar words quickly, To read fluently a student needs to read a piece of text that is independent level 95% accuracy, Reading Speed and Prosody

Teach students to phrase or chunk together parts of sentences. Practice expression and choral or unison reading

Students need many opportunities to practice reading and rereading books to develop fluency (choral reading, readers' theater)

Sustained silent reading Round Robin Reading no longer recommended

Background knowledge - need word and literature knowledge Vocabulary - important to comprehension Fluency- read quickly and efficiently; can devote time to comprehension

DIBELS Fluency Checks Informal Reading Inventories Running Records

The ultimate goal of reading The reason why people read Involves different levels of thinking

Anticipation guides exclusion brainstorming graphic organizers KWL charts Prereading plans

text-to-text text-to-word text-to-self

Compare/Contrast Cause/Effect Sequencing Paraphrasing

Students spend lots of time reading authentic texts independently Students need to discuss their reading with classmates and teachers Teachers need to read aloud to students

Cloze Procedures Story Retellings Running Records Think-Alouds

Listening Center, Drama Center, Writing Center, Publishing Center, Reading nook, play center, computer center

Small, homogeneous groups of children who reflect a similar range of competencies, experiences, and interest in book reading and word study.