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24 Cards in this Set
- Front
- Back
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Basal reader- before |
Motivated students and get background knowledge Pretending stage Build interest in reading, set purposes, introduce new concepts Where think alouds and predictions come in |
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Basal reading- During |
Guides through text usually in small groups Selection may be read in sections or in entirety based on grade level Guided reading phase of lesson focuses on comprehension development May ask students questions based on the passage Includes strategic reading and vocabulary skill instruction |
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Basal reader- after |
Determines whether students understand main concepts Clarify, reinforce, and extend concepts. Teacher may ask students to confirm predictions or have discussion questions Could use activities provided in basal reader packet to reinforce concepts in areas such as word analysis and recognition, vocabulary, comprehension, and study skills |
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Core Books |
Teachers will organize instruction. Set of core books forms nucleus of reading program. A committee is often assigned to pick core books at each grade level. Taught within the framework of whole class study across disciplines. Students have little to no choice in the manner |
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Literature Units |
Also known as thematic instruction, and integrated instruction, have a unifying element such as the study of a genre, an author, or a conceptual theme. A teacher will usually choose a theme or negotiate one with students. The students have options on what text to review. Selection for literature units need to include a variety of both narrative and informational text |
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Literature Circles |
Involves developing language skills. Want to provide students with time and opportunities to use language to express ideas, practice speaking/listening skills and explain their thinking to each other which extends the students thinking. This way involves linguistically and culturally diverse learners and learners with special needs Also known as literature study groups or book clubs |
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Words Correct Per Minute |
Involves children reading aloud for one minute. Teacher crosses out any word read incorrectly onto a copy of the text. To calculate the score the teacher counts number of correctly read words, records, and graphs the score in order to track changes in rates and accuracy over time. Teacher can also determine the appropriateness of a text. |
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Running Record |
Assessment system for determining students development of oral reading fluency and word identification skills and strategies. Running records are used by teachers to guide a students approach to learning when needed at frequent intervals but not daily. The teacher calculated the percentage of words read correctly and the analyzes the miscues for instructional purposes. Used to evaluate material difficulty, group students, monitor individual progress of students and observe the particular difficulties of struggling readers |
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Anecdotal notes Ways to assess reading |
Short notes that capture the gist of an incident that reveals something the teacher considers significant to understanding a child's literacy learning. Can be recorded in a journal, on charts, or on index cards Can use sticky notes for on the spot observations Can become field notes aid in classifying information, inferring behavior, and making predictions about individual students or instructional strategies and procedures |
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Value added assessment |
Also known as value added modeling and is a method of teacher evaluation that measures the teachers contributions in a given year by comparing test scores from one year to the next |
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Basal Reader |
About 74% of American children are taught with a basal reader They serve as the base for every reading program Knowing and understanding how to use a basal reader is key for teachers in planning lessons |
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RTI |
Means Response to Intervention Combination of informal assessments is normally used Is a systematic approach to provide intensive support and intervention for struggling readers Differentiated and intensified language and literacy assessment and instruction are key to the RTI framework especially for academically and linguistically diverse students |
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Small group ( guided reading) Four areas of balanced literacy |
Structured practical way of matching reading instruction to the diverse individual readers in the classroom Respects the belief that every child is capable of learning to read at varying levels of development Teacher is able in a small group setting to tailor instruction specific to a students needs Engages students in word work, extension activities, or other literacy tasks Goal of small group reading is to get students to become a more independent reader |
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Whole group (shared reading) Four areas of balanced literacy |
Whole group instruction allows students to read together as a class. This is beneficial for concepts like big books, readers theatre, and reading chorally |
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Teacher read alouds Four areas of balanced literacy |
Allows the teacher the chance to read to the class This is beneficial for asking questions, analyzing text, making predictions, and allowing the students to listen to the words It also let's the teacher go over different concepts like parts of the story, characters, the title, setting, etc |
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Independent Reading Four areas of balanced literacy |
Allows the child to read to themselves silently or independently aloud to the teacher Goal is to get the student to become a more fluent reader |
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Four Non-fiction text structures |
Problem/Solution Compare/Contrast Description/List Sequence or Timeline |
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Organizers Strategy for content reading |
These help link a students previous knowledge to what they will learn Provides a frame of reference for comprehending text precisely for this reason- to help readers make connections between their prior knowledge and new material These may develop as written previews or verbal presentations Should highlight key concepts and the links between prior knowledge |
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Anticipation Guides Strategy for content reading |
Series of oral or written statements for individual students to respond to before they read the assignment Must rely on prior knowledge to make educated guesses which involves predictions Students analyze the material to be read and determining the major ideas, implicit and explicit, with which the students will interact |
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Brainstorming Strategy for content reading |
Prereading activity Identify a broad concept that reflects the main topic to be studied in the assigned reading Have students work in small groups to generate a list of words related to the broad concept within a specified length of time |
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Readability |
Measures the level of text How it's measured is the Fry Readability Chart which involves Counting 100 words Counting the syllables in those words Counting the sentences up to that 100 words Graphing the numbers on the chart to figure out the level the text is at |
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Instructional conversations |
Way to adapt to a culturally diverse student Teachers facilitate students prior knowledge and experience about a topic, build on the students backgrounds, engage in extensive discussion, and guide understanding |
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Response protocol Way to adapt to a diverse student population |
Teachers often try to engage English learners in talking by asking questions sometimes the responses are one word, simple phrases or just body language responses such as nodding the head Designed to help teachers better their understanding of students language development and broaden their repertoire for meeting the needs of this special population |
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Guided Reading Lesson Format |
Introduction (schema or general knowledge) Reading the text( where to question or clarify) Revisiting the text ( discussion, questioning about the text) Processing skills ( teaching a skill) Extension Activity (extending into another content area) Word Work (phonics or vocabulary work) |
