Foundation Of Reading Mtel

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Structural Analysis Techniques

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Chunking words, clapping syllables, counting syllables, “collect” compoun words as a class

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strategies for unknown vocab

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semantic cues (context/meaning)
syntactic cues (grammar, word order)
word maps (definition, synonyms, use in a sentence)
dictionary

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categorization

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important to teach to develop vocab and schema. Helps the students sort new schema/info.

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whole language

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invented spelling, journaling, constructivist

kids will learn on their own through authentic and meaningful experiences

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explicit teaching

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direct teaching of skills, bottom up, part to whole, behaviorist. Teaching phonics, the "rules". ELL needs direct teaching

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implicit teaching

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top down, whole to part, constructivist, meaningful interactions with literacy. The children will figure it out for themselves. (ex. encouraging students to look for words and word parts in environmental print)

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predictable book

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Useful for confidence, fluency, motivation. You can make sentence strips and work on sequence.

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predictable chart

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model writing, show how writing is speech written down, use the chart to talk about concepts of print, letters, punctuation, capital and lowercase, words, spelling etc. You can make the chart into a class book.

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concepts of print

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directionality (left to right, top to bottom), you read the text not the pictures, book handling (how to hold, how to turn pages), punctuation, understanding words vs. letter vs. sentences

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evaluative comprehension

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helping children evaluate literature, think about the author's choices, analyze the illustrations, mood. Talk about setting, suspension of disbelief. Develop schema. Make connections.

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print awareness/ environmental print

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labels, books, posters, make the classroom environment rich with print, point out environmental print to show them how print carries meaning

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phonics

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"the rules" how sounds and symbols interact
CVC- short vowel
CVCC- short vowel
CVVC- 1st vowel is long
CVCe- long vowel, silent e

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schwa

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"uh" the unaccented vowel

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phonograms

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instructional word families, words with the same end chunks, helps to develop phonological awareness (cat, sat, bat, rat, splat)

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constructivist

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Children construct their own literacy through meaningful and authentic experiences (grocery lists, letters, environmental print- all reinforce the communicative powers and the usefulness of print) Children are immersed in environment where literacy is enjoyed and valued.

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behaviorist

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Direct teaching of skills, use of decodable books, teaching of phonics rules. "teacher is the teapot and students are cups" (vs. constructivist "we all have tea, let's have teach together")

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invented spelling

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development of phonics kownledge will be reinforced as they experiment with their own phonetic spelling. Enhances their understanding of the alphabetic principle and letter/sound relationships. Shows their level of phonological awareness as they "spell what they hear". Also shows how writing is about communicating.

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homonym/homograph

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words that are spelled the same but pronounced differently (tear/tear)

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homophone

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words that sound the same but are spelled differently (pear/pair/pare)

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Collaborative Strategic Reading (CSR)

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cooperative learning and reading comprehension

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fluency

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rate, accuracy, prosody
speed, accuracy, expression
automacy and accuracy
ways to develop fluency: model expressive reading, choral or echo reading, singing, re-reading books, reading predictable books, providing opportunities for children to read easy books, or books of their choice

*lack of fluency will hinder comprehension

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analogizing

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using known words or word parts as an aid for identifying unknown words (recognizing letters or groups of letters that are shared in different words)

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prosody

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rhythm, stress, intonation of speech

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morphology

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meaningful units of words (roots, endings, prefixes)

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structural analysis

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chunking words to sound out longer words

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concepts of print ideas

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who's in the news? (children interview each other, you write it up)
making predictable charts
talk about concepts of print when looking at these shared writing pieces

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phonemic actives

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games and riddles with blending and segmenting (I live in the water. I am a f-i-sh)
sound boxes and counters to count the sounds in a word

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phonological awareness activities

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shared reading and writing experiences
counting words and syllables
rhyming games

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ELL techniques

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predictable books
repeated sentence patterns
print rich classroom
pictures with all words to help with comprehension
model writing
music
explicitly teach rules and phonemes that they may not have in their language
be aware of cultural load (things that they may not have in their culture that will get in the way of comprehension)

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ELL and Comprehension

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teach metacognitive reading techniques (self monitoring to connect what they know in their 1st language to what they are reading in English)

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formal assessment

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Standardizes tests. Holds teachers and students accountable

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levels of reading

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independent- 98%
instructional- 90%
frustration- below 75%

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DRA

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developmental reading assessment
-have them retell or answer questions- move to a more difficult text if too easy, move to an easier text if too hard

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expository text structures

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problem and solution
compare and contrast
sequence
thesis and evidence
cause and effect

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narrative vs expository

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narrative- pictures, plot, meaningful vocab

expository- non-fiction, outlines, maps, flowcharts, graphs, information, dense text, technical vocab

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semantic map

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graphic organizer to organize information visually- sort and categorize

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assessments- portfolios and scoring rubrics

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promote student participation
students select and self assess and guide their work

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outlines and semantic maps

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well suited for passages with sections and categories- help organize and sort information

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venn diagram

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visually compare and contrast

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timeline

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graphic organizer for a sequence of events

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reading guide

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to help encourage students to interact with text and enhance their comprehension.

ex: questions to answer, chart to complete, comprehension aides for challenging vocab

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oral vocab and comprehension

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must know 90% of the words in a text or comprehension breaks down

-can be good at decoding but vocab is needed for comprehension

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bound morpheme

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s, tion, ness, ed

"cat" is not bound, add an s: "cats" changes the meaning

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consonant digraph, vowel digraph

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consonant- 2 consonants blend into one phoneme (sh, ch, th)

vowel- 2 vowels go walking the first one does the talking (first vowel is long) - ea, ai, ee

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morphemic structure

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breaking down the word into meaningful parts to figure out the meaning of the word

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phoneme

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sound

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grapheme

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letter

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morpheme

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smallest unit of meaning

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dipthong

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vowel blend, makes your mouth slide- "ow" "oy" "oi" "ou"

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phonemic awareness

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Language is made up of sounds. Phonemic awareness is the ability to recognize and manipulate those sounds. It is a sub-part of phonological awareness.

easiest to hardest: isolation, segmenting and blending, deletion, substitution

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phonological awareness

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-Words and syllables
-Our language consists of chunks
-Make them aware of where the spaces are
- Includes rhyming and identifying similar chunks
- Recognizing that language has patterns

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inferencing

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Info that is not directly stated.
Includes using picture cues and accessing schema.
Teach can model inferencing by thinking out loud and scaffolding how to make an inference.

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metacogntion

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Thinking about the way we think as we read and interact with text (before, during and after reading- to help with comprehension)

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comprehension techniques

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-I understand/I don't understand chart
-mind pictures (to access their own schemas)
-turn and talk
-text to self connections
-helping students access the schema they already know to prepare them to connect to the book and help them sort and build new schema

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5 aspects of the reading process

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comprehension (meaning)
word recognition (decoding)
vocab
motivation
fluency

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1,000 hours

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emergent literacy- children from literate homes have over 1000 hours of informal reading and writing at home before they come to school. They have an advantage over children from non-literate homes or children of poverty who have less experience with literacy before coming to school.

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sight words and high frequency words

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Many sight words are irregular, not decodable words and must be memorized and recognized by sight.

Techniques- word wall with sight words, add to it every week, practice chanting them, write them in sentences, to activities and games with them, rhyme with them, WORDO- bingo with them

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onset/rime

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onset- the initial consonant sound of a word
rime- the vowel and the rest of the word

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letter knowledge

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ex. skill in recognizing upper and lowercase letters

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systematic, non-contextual vocabulary strategies

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ex. grouping words based on conceptual categories of associative meanings

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contextual vocabulary strategies

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ex. paraphrasing

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strategies for promoting oral language development and listening comprehension

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read alouds, word explanation strategies

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idioms

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common sayings "raining cats an dogs"
must be taught explicitly to ELL students

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levels of reading comprehension

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1: literal- relevant info explicitly stated in the reading
2: inferential- reading between the lines, not directly stated but implied
3: evaluative- analyzing and making judgments about what they read

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Literal comprehension

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Readers can recall relevant information explicitly stated in the reading selection by

A. identifying the order of events or a specific event from a sequence of events.
B. identifying a statement or sentence that best indicates the main idea of the selection.
C. identifying directly-stated facts (e.g., actions or events; names of characters, places or things in the selection; special circumstances relevant to the story).
D. identifying details such as key words, phrases or sentences that explicitly state important characteristics, circumstances, or similarities and differences in characters, times or places.
E. identifying directly-stated opinions.

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Inferential comprehension

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Using information explicitly stated in the passage to determine what is not stated. Readers derive meaning by

A. identifying implicit relationships (relationships not directly stated) such as cause and effect, sequence-time relationships, comparisons, classifications and generalizations.
B. predicting probable future outcomes or actions.
C. inferring an author’s unstated meaning by drawing conclusions based on specific facts, events, images, patterns or symbols found in selected readings.
D. inferring the main idea of a selection when it is not
explicitly stated.
E. identifying unstated reasons for actions or beliefs based on explicitly stated information.

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Evaluative comprehension

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In evaluative comprehension readers analyze and make judgments about what they read. At this level, readers use evidence from the text to reach conclusions and make generalizations about the text and its wider implications by
A. drawing conclusions about the author’s motivation or purpose for writing a passage or story based on evidence in the selection.
B. drawing a conclusion that is validated by the
evidence in the selection.
C. determining whether the information used by the author to support a conclusion is accurate and/or credible.
D. differentiating between conclusions that are based on fact and those that are based on opinions.
E. drawing parallels between the selection and issues and situations relevant to the text.
F. drawing conclusions about the characteristics, values, and habits of human beings.

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strategies to promote 3 levels of comprehension

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-literal- sequencing, making a story map
-inferential- model inferencing, scaffold inferencing in before, during and post activities
-evaluative- have them write opinion pieces, talk about the author's purpose, draw conclusions together as a class

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literary response skills

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ex. connecting elements of a text to prior knowledge and other sources, using evidence to support responses

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literary analysis skills

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identifying features of different literary genres, analyzing story elements, analyzing character development, interpreting figurative language, identifying literary allusions, analyzing the author's point of view

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figurative language

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description of one thing in terms usually used for something else

ex. metaphor

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literary allusion

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an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference to something else

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comprehension strategies for before, during and after reading

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predicting, visualizing, reviewing, self-monitoring and other metacognitive strategies

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self-monitoring

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The reader realizes that the text should make sense, focusing not only on decoding but also on comprehension. Self-monitoring is when they realize something doesn't make sense and they go back and correct it

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oral language to promote comprehension

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retelling and discussing

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writing activities that promote literary response analysis

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story maps and graphic organizers

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KWL chart

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know, want to know, have learned

These are effective prereading activities because the first helps activate students' prior text-related knowledge, which activates relevant schema to support comprehension, and the second encourages
students to set a purpose for their reading, which promotes engagement with the text and enhances comprehension. The third column in a KWL chart prompts students to reflect on what they have learned from the text. In this way, completing the chart facilitates students' ability to make connections between their current background knowledge and new information from the text

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text structures

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chronological, compare/contrast, cause/effect

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text features

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index, glossary, table of contents

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graphic features

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charts, maps

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writing activities to promote comprehension

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student-generated questions, note taking, outlining, summarizing, semantic maps, KWL charts

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IRI- Informal Reading Inventory

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Used to provide greater insight into a student's
reading level. It provides the classroom teacher greater understanding of a child's abilities, which in turn may lead to more accurate instruction.

to establish a student's independent,
instructional, and frustration reading
levels

to guide students in their
selection of materials for independent reading

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Miscue Analysis

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refers to a process of diagnosing a child's reading by looking closely at the types of errors the child makes when reading outloud

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6 types of miscues

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correction, insertion, omission, repetition, reversal, substitution

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word identification

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decoding

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formal assessments

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standardized or norm-referenced (comparing one test-taker to his or her peers)
criterion-referenced (score reflects what they know about specific material)
DRA- developmental reading analysis- formal reading test

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informal assessments

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IRI (informal reading inventory- to test reading level- for instructional purposes)
miscue analysis- to test areas that need work- for instructional purposes

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authentic assessments

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portfolio assessments, checklists, rubrics, running records, retellings, conferences. These are teacher made assessments used to find out what the student knows and doesn't know

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Skimming

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a quick, superficial reading of a text to get an overall impression of the material

This would be an appropriate and effective strategy for previewing a textbook chapter

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a tests content validity

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measuring what it is supposed to
measure

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a test's predictive validity

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predictive value relative to
students' classroom performance

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Standardized tests

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are not for instructional intervention

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a test's reliability

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will not give fluctuating scores in different
administrations

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retelling

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A retelling is open-ended and requires the student to construct a description of the passage more independently of the examiner.

Having a young student provide a "retelling" (or having an older student construct a summary) of a text removes clues or scaffolds from the assessment that teacher questions often provide and ensures that a student's responses are based solely on his or her reading of the text. Some disadvantages of retellings include that the results are not easy to quantify

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ELL and comprehension

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(if an ELL student can decode well but lacks comprehension) Determine whether the student has adequate vocabulary and background knowledge to support comprehension of the textbooks

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Electronic reading books

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scaffolds learning by providing a high level of interactivity

Electronic books can offer many scaffolds to beginning or struggling readers, including providing the opportunity to hear the pronunciation or the definition of an unfamiliar word in the text or to listen to the whole text read aloud by a proficient reader.