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101 Cards in this Set
- Front
- Back
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How does a teacher instruct reading and writing?
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direct, explicit, and systematic of reading skills and strategies
** teacher should directly teach students the skills and strategies they need to be good readers *** students should also spend a great deal of time reading and writing |
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difference between phonemic awareness and phonics?
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awareness that words are made up of individual speech sounds.
PA - the individual speech sounds - can be taught without print phonics - sounds to letter correspondence -must be taught with print |
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phonemic awareness
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awareness that words are made up of individual speech sounds.
the sounds of language words = separate phonemes: distinguish between initial, medial, final phonemes, know how to blend, segment, delete, substitute phonemes * child can identify the 3 sounds duck has, (/d/, /u/, /k/) ***can be taught without print **** is a goal in Kindergarten |
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phonics
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letter/sound correspondence
*leters ph make the /f/ sound *** must be taught with print |
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phonograph
(aka?) |
aka word family
are rimes that have the same spelling rime or phonograph: at * cat, bat, sat |
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blends
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combined sounds of two or three sounds.
ex. - pl in play - spr in spring - bl in blend |
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digraphs
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are combinations of letters that make a unique sounds unlike when they are by themselves
**two consonants next to each other |
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diphthongs
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are glided sounds made by such vowel combos as oi in oil
** two vowels next to each other |
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alphabetic principle
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speech sounds are represented by letters. the sounds are called phonemes
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phoneme
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a speech sound that signals a difference in meaning.
***smallest unit of speech!!! |
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Two ways to represent phonemes
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phonetic alphabet: each phoneme is always represented by the same phonemic symbol
grapheme: the English letter or letters that represent phonemes |
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vowels
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sounds made by the air leaving your lungs.
a, e, i, o, u and sometimes y and w |
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R-controlled vowels
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neither long nor short.
a makes in car e makes in her i makes in girl u makes in hurt o makes in for |
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consonant
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speech sound that is made when airflow is obstructed
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onsets and rimes
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occur in a single syllable
onset: is the initial consonant sound or consonant blend rime: is the vowel and any consonants that follow |
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how to assess phonemic awareness?
2 ways |
1) Yopp-Singer test: 22 words (dog, keep, fine, no)
The student must provide each sound of the word in order, dog = /d/ /o/ /g/ 2) measure child's proficiency in each of the tasks: sound matching, isolation, substitution, blending, deletion, segmentation |
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how to teach Phonemic Awareness
- explicit (direct) teaching |
sound matching, isolation, blending,substitution, deletion, segmentation
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how to teach Phonemic Awareness
- implicit (indirect) teaching |
books with wordplay
rhyming games alliteration and tongue twisters songs and chants |
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Etymology
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the study of origins of words
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fluency
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to read expressively, meaningfully, in appropriate syntactic units, at appropriate rates, and without word recognition difficulty
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orthography
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symbols or letters in writing system.
**spelling is a part |
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symantics
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the study of mearning in a language. can help readers decode unknown words
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syllable
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a group of letters that are produced as a unit and contain only one vowel sound.
CVC CV CVVC |
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syntax
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the pattern of word order in sentences, clauses, and phrases and its effect on meaning.
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Assessment...
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informs instruction
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Instruction should be?
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systematic
direct explicit |
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Planning guides...
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long and short term goals and daily evidence-based learning objectives
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Planning differentiated instruction (5)
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Assess knowledge and skills
Pre-requisite knowledge and skills ? Pacing of instruction Complexity of content and skills Scaffold to ensure success |
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Organizing and managing differentiated instruction (5)
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Flexible grouping
Individualized instruction Whole class instruction Using all components of core SBE adopted materials Intervention groupings (benchmark, strategic, intensive) |
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Instructional Practices (3)
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Orientation: (engagement, teacher demonstration)
Presentation: (explicit instruction, modeling, pacing) Structured/guided practice: reinforcement, questioning, feedback, corrections, peer-mediated instruction) |
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Strategies for Instruction
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Motivating
Appropriate materials Reading aloud Literacy rich environments |
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Purposes of reading assessment
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Entry-level
Monitoring of student progress Summative assessment Students with IEPs: alternative assessments |
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Know Quality indicators of standardized assessments:
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reliability, validity
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Interpreting results of reading assessment:
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below, at or above with respect to grade level content standards and benchmarks
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Phonological awareness
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oral language is composed of smaller units (spoken words and syllables)
Phonological awareness: detecting and identifying word boundaries, syllables, rhyming words, onset/rime) |
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Phonological & Phonemic Awareness
Struggling students/special needs |
Visual, auditory, kinesthetic, tactile
Re-teach necessary skills Use concrete examples Additional practice Use transferable skills from L1 Teach non-transferable phonemes and phoneme sequences Increase pace where needed Extend skills |
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Phonological & Phonemic Awareness
ELL's Advanced Learners |
Capitalize on transfer of relevant skills from primary language
Explicitly teach nontransferable phonemes and phoneme sequences Increase the pace of instruction Extend current skills |
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Phonological & Phonemic Awareness
Struggling students/special needs |
Visual, auditory, kinesthetic, tactile
Re-teach necessary skills Use concrete examples Additional practice Use transferable skills from L1 Teach non-transferable phonemes and phoneme sequences Increase pace where needed Extend skills |
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Phonological & Phonemic Awareness
Assessment |
Entry level
Monitoring of progress Summative assessment Analyze, interpret results Use results to plan effective instruction in phonemic awareness, adjust instruction and interventions to meet the identified needs of students and determine whether the standards have been met |
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Phonological & Phonemic Awareness
ELL's Advanced Learners |
Capitalize on transfer of relevant skills from primary language
Explicitly teach nontransferable phonemes and phoneme sequences Increase the pace of instruction Extend current skills |
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Concepts about print
Letter recognition Alphabetic principle are related to reading development: |
Print carries meaning
Recognize letter, word, sentence Directionality of print Ability to track print Book handling skills Accurate and rapid uppercase and lowercase letter recognition Explicit instruction in letter naming Explicit instruction in letter formation Systematically introduce visually/auditorally similar letters Practice writing letters and words Role of writing and phonetic spelling All languages are not alphabetic |
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Phonological & Phonemic Awareness
Assessment |
Entry level
Monitoring of progress Summative assessment Analyze, interpret results Use results to plan effective instruction in phonemic awareness, adjust instruction and interventions to meet the identified needs of students and determine whether the standards have been met |
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Terminology in Phonics Instruction (2)
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Role of automaticity (automatic processing of info)
Consonant sounds: continuous, stop or clipped |
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Concepts about print, letter recognition and alphabetic principle are related to reading development:
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Print carries meaning
Recognize letter, word, sentence Directionality of print Ability to track print Book handling skills Accurate and rapid uppercase and lowercase letter recognition Explicit instruction in letter naming Explicit instruction in letter formation Systematically introduce visually/auditorally similar letters Practice writing letters and words Role of writing and phonetic spelling All languages are not alphabetic |
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Terminology in Phonics Instruction (2)
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Role of automaticity (automatic processing of info)
Consonant sounds: continuous, stop or clipped |
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Continuous Sounds/ Stop (clipped)
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/f/ /b/
/l/ /d/ /m/ /g/ /n/ /j/ /r/ /k/ /s/ /p/ /v/ /t/ /w/ /y/ |
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Voiced / Unvoiced
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/b/ /p/
/d/ /t/ /g/ /k/ /v/ /f/ /z/ /s/ |
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Stages of spelling:
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Pre-communicative stage, semiphonetic, phonetic, transitional, conventional
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Phonics instruction
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Developing phonics knowledge and skills as well as recognition of sight words to promote accurate word analysis and automaticity.
Sounding out and blending regular VC and CVC words as well as spell VC and CVC words Whole word reading – single syllable and high frequency irregular sight words Use decodable texts Words containing kn, ph Words adding ed, er, est, ing, s to a base word Spell more complex words by adding common inflected ending (morphemes) to single syllable words Visually similar and dissimilar sight words |
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Differentiated instruction in phonics
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Visual
Kinesthetic (body) Tactile (hands) |
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Use assessment of phonics, sight words, single syllable, syllabic, structural analysis and orthography to develop instruction to support...
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automaticity
Multisyllabic words by adding prefix/suffix to base word Multisyllabic words that follow syllable patterns Structural analysis patterns to spell multisyllabic words |
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Phonics instruction
Teach: |
Complex chunks – phonograms (ight)
Generalizations – changing y to ies for plural Homophones - words with same pronunciation, but different meaning |
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homphone -
homograph - |
same pronunciation, different meaning
same spelling, different meaning |
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Application to reading and writing:
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Frequent reading of texts with affixes
Frequent writing activities Differentiate reading and writing instruction Provide appropriate scaffolding or support for ELLs, gifted and talented students as well as students with active IEPs |
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Understand the role of fluency in reading development and factors that affect students’ development of fluency.
Indicators: (3) |
Accuracy – accurate decoding and word recognition
Rate Prosody – expression, stress, emphasis, pitch, intonation, pause, meaningful phrasing, knowledge of syntax and mechanics |
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Fluency means...
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I can decode automatically and comprehend at the same time
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disrupters of fluency
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Weak word analysis skills
Stopping to decode Lack of familiarity with content words Lack of background knowledge Text factors: a large number of one-use and multisyllabic content words Lack of familiarity with more complex syntactic structures |
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developing fluency
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Students acquiring basic phonics skills profit from the use of decodable text
As students progress in their word analysis skills, they should be transitioned to a broader range of appropriate texts Direct, systematic explicit instruction in phonics promotes fluency Students who are not fluent do not benefit from silent reading but need to read aloud to themselves Independent silent reading should be at students’ independent reading level w/comprehension |
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RATE:
ACCURACY: PROSODY: |
For non-automatic students: whisper reading (reading out loud to themselves)
For automatic decoders: silent reading with comprehension accountability Modeling and phrase-cued reading Teacher-directed instruction across subject matter to build content knowledge and academic language |
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Fluency
FULL RANGE OF LEARNERS (UNIVERSAL ACCESS): |
Use texts at ind. rdg. Level of struggling students, working on improved accuracy, addition wd. Analysis, improving rate as needed.
For special need, re-teach skills and sight words lacking, use above strategies, oral practice, appropriate level texts. ELLS: Teach English intonation patterns, phrasing, syntax, and punctuation. ADVANCED LEARNERS: Use more advanced texts to enhance and broaden fluency development. |
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Fluency Assessment
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Assess at: entry level, monitoring of progress, summative with respect to accuracy, rate and prosody.
Use informal and formal assessments for different purposes. Analyze and interpret results from these assessments. Use the results from the assessments to plan effective instruction and interventions in fluency with respect to accuracy, rate and prosody. Use results to adjust instruction and plan interventions to meet identified needs of students and determine whether standards have been met. |
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VOCABULARY Development:
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Vocabulary development is related to word recognition and fluency
Vocabulary knowledge is a key indicator and key predictor of comprehension |
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ACADEMIC LANGUAGE Development
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Knowledge of more academic grammatical structures supports comprehension of more advanced texts
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BACKGROUND KNOWLEDGE:
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Background knowledge of content is a key indicator of how well a student will learn new information related to that content.
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INTERRELATIONSHIPS AMONG VOCABULARY, ACADEMIC LANGUAGE, BACKGROUND KNOWLEDGE AND COMPREHENSION:
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A good reader constructs meaning and understanding of text through both knowledge of the meanings of explicit words in the text and meanings that the he infers from relevant background knowledge.
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Early vocabulary development plays a critical role (preK-Gr. 2) in...
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students’ later achievement in vocabulary and reading.
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Matthew Effect
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has been shown to have an impact on students’ growth in vocabulary, academic language and background knowledge.
Effective instruction and early intervention can reduce the Matthew Effect |
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Vocabulary acquisition involves
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concept learning and concept learning supports vocabulary development
Effective instruction contributes to growth of background knowledge. |
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Vocabulary learning is an incremental process:
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The more examples students learn in context the greater their depth of understanding.
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Vocabulary and background knowledge are open-ended, that is, when teachers use...
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instructional approaches where students explore words they find that they learn about a set of words much larger than the target words
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Students need to learn that text uses larger, more sophisticated vocabulary and complex language structures than speech.
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Text plays an important role in developing vocabulary, academic language and background knowledge
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Independent reading helps develop vocabulary, academic language and background knowledge
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How much one reads daily has a positive relation to academic achievement
It is important to encourage independent reading at appropriate levels to promote development of vocabulary, academic language and background know. |
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Students need to learn that text uses larger, more sophisticated vocabulary and complex language structures than speech.
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Text plays an important role in developing vocabulary, academic language and background knowledge
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Factors that Affect V/AL/BK
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Not all words should receive equal emphasis
There are different tiers of general academic vocabulary Specialized vocabulary (justify, analyze) is necessary for performing comprehension tasks Teachers need to promote student enthusiasm and interest in words Develop listening vocab. to support v/al/bk Reinforce v/al/bk through speaking, reading, writing Learning vocabulary from context is powerful (wide reading by and to students) |
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Independent reading helps develop vocabulary, academic language and background knowledge
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How much one reads daily has a positive relation to academic achievement
It is important to encourage independent reading at appropriate levels to promote development of vocabulary, academic language and background know. |
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Components of an Effective, Explicit Vocab. Program
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DIRECT TEACHING:
Combine word meaning instruction with concept development (definitional and contextual approaches) WORD LEARNING STRATEGIES: Transferable strategies Develop morphological knowledge Teach generalizable strategies Develop contextual strategies WORD CONSCIOUSNESS An awareness of words and interest in their meanings WIDE READING/MEANINGFUL EXPOSURE: Multiple exposure to new vocabulary, academic language and background knowledge Opportunities to USE vocabulary, academic language and background knowledge in a variety of topical contexts and in multiple subject areas |
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Factors that Affect V/AL/BK
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Not all words should receive equal emphasis
There are different tiers of general academic vocabulary Specialized vocabulary (justify, analyze) is necessary for performing comprehension tasks Teachers need to promote student enthusiasm and interest in words Develop listening vocab. to support v/al/bk Reinforce v/al/bk through speaking, reading, writing Learning vocabulary from context is powerful (wide reading by and to students) |
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Components of an Effective, Explicit Vocab. Program
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DIRECT TEACHING:
Combine word meaning instruction with concept development (definitional and contextual approaches) WORD LEARNING STRATEGIES: Transferable strategies Develop morphological knowledge Teach generalizable strategies Develop contextual strategies WORD CONSCIOUSNESS An awareness of words and interest in their meanings WIDE READING/MEANINGFUL EXPOSURE: Multiple exposure to new vocabulary, academic language and background knowledge Opportunities to USE vocabulary, academic language and background knowledge in a variety of topical contexts and in multiple subject areas |
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Promoting Development of V/AL/BK
DIRECT INSTRUCTION (EXPLICIT/SYSTEMATIC): |
Student friendly definitions
Meaningful contextualized examples |
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Promoting Development of V/AL/BK
ORAL AND WRITTEN INTEGRATION OF WORD KNOWLEDGE: |
Guided discussion of content and concepts
Guided discussion of new words/meanings/synonyms/antonyms Discuss word origins/roots/affixes Create semantic maps |
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Development of V/AL/BK
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Create morphological maps: parts or morphemes in a word
Create word banks/word logs Compare/classify words orally and in writing Generate metaphors and analogies orally and in writing Incorporate new vocab. in subject matter discussions and written assignments Use more precise words in speaking and writing |
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Independent Strategies for V/AL/BK
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CONTEXTUAL STRATEGIES:
Semantic and syntactic cues Apposition to verify meaning or resolve ambiguity MORPHOLOGICAL STRATEGIES: Developing knowledge of common roots and affixes Developing knowledge of the processes of word formation Applying structural analysis skills USE OF REFERENCE MATERIALS Dictionary, thesaurus, text-based and technology-based reference tools. |
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Development of V/AL/BK
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DEVELOPING WORD CONSCIOUSNESS:
Word games Discussing etymology and morphology of words Student investigations of etymology and morphology Draw attention to use of figurative language in speech and print Students share interesting words in speech and print LISTENING STRATEGIES Word explanations Read aloud literary and informational text Guide discussions of text content and vocabulary |
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DEVELOPING LANGUAGE STRUCTURES:
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Model how syntax, grammar and the elements that develop cohesion and coherence in oral written discourse work to support student comprehension at the word, sentence, paragraph and text levels.
Demonstrate similarities and difference between spoken and written language to help students make connections between their existing oral vocabulary and new written vocabulary. Engage students in oral rehearsal for writing Model how punctuation affects the meaning of text |
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DEVELOPING LANGUAGE STRUCTURES:
Special needs ELL's Advanced |
STRUGGLING STUDENTS:
Focus on key vocab., language structures, bk. Knowledge Re-teach vocab., language, concepts (VAKT) Provide meaningful practice for new vocab.,/concepts SPECIAL NEEDS: Same as above Use concrete examples ELLs: Activate background knowledge Make connections b/current knowledge and new knowledge Capitalize on cognates Build on current language skills Reinforce students’ knowledge of basic functional grammar (BICS) to facilitate comprehension Emphasize reading instruction that promotes development of CALP Explicitly teach complex language structures and key vocabulary used in text Contextualize new vocabulary and concepts with visual aids, charts, pictures, word organizers, graphic organizers Use preteach-(teach)-reteach-practice-review Build on students’ morphological knowledge, including meanings of common word roots in academic language ADVANCED LEARNERS: Increase the pace of their learning Increase the complexity of the instruction or the task Build on and extend students’ current knowledge Extend the depth and breadth of the assignments |
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Assessment of V/AC/BK
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Vocabulary, academic language and background knowledge are indirectly assessed in reading comprehension assessments. Take this into consideration when interpreting test results.
Know how to assess each of these components at entry level, during progress monitoring, and as summative assessment. Use results to plan effective instruction and interventions in these specific areas, adjust instruction as needed, and determine if the standards have been met. |
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Factors that Affect Comprehension
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A reader’s knowledge and skills in word analysis, fluency, vocabulary, academic language and background knowledge affect comprehension.
Automaticity in word recognition facilitates comprehension and comprehension breaks down when relevant vocabulary or background knowledge is lacking. |
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Types of comprehension: (3)
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literal, inferential, evaluative
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Types of Comprehension
Literal: |
LITERAL: Explicitly stated
Main ideas Details Sequences Cause and effect Patterns Elements of story grammar |
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Types of Comprehension
Inferential: |
INFERENTIAL: Inferring
Main ideas Comparisons Cause and effect not explicit stated in the text Drawing conclusions or generalizations from the text Using textual evidence to predict outcomes Inferring themes |
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Types of Comprehension
Evaluative: |
EVALUATIVE: Recognizing
Instances of bias Unsupported assumptions Propaganda Faulty reasoning in texts Distinguishing facts and opinions in texts reacting to a text’s content Reacting to a text’s characters Reacting to a text’s use of language Analyzing themes |
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SYNTAX:
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Syntax can facilitate or impede reading comprehension
A reader’s understanding of grammatical structures must be promoted and supported |
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TEXT STRUCTURES:
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Text structures can facilitate or impede reading comprehension
A reader’s understanding of different text structures must be explicitly taught |
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ORAL LANGUAGE:
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There is a relationship between students’ oral language and their ability to comprehend at the word level, sentence, paragraph and text levels.
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LISTENING:
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Listening comprehension is the foundation for reading comprehension and oral language activities such as purposeful read alouds that promote comprehension skills.
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Factors that facilitate comprehension
TEXT-BASED DISCUSSIONS: |
Text-based discussions enhance comprehension and the structures should be taught to students:
Instructional conversations Questioning the author Think-pair-share Cooperative learning discussion strategies |
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Factors that facilitate comprehension
WRITING ACTIVITIES: INDEPENDENT READING |
WRITING ACTIVITIES
Writing activities enhance and support student understanding of text and help develop independent reading Summarizing/outlining/responding |
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Instruction that Facilitates Comprehension
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Good reading comprehension is explicit and it provides students instruction that prepares them for the reading task, scaffolds them through the reading process, and prepares them to respond to what they have read.
Teacher needs to model/preview/set a purpose for reading/question prior to reading Use textual evidence to predict outcomes Use graphic features Activate/discuss prior knowledge Develop background knowledge |
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Instruction to Help Monitor Comprehension
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Students need explicit instruction in how to monitor their comprehension while they read. Teachers can use:
Graphic features/visualizing Self-questioning Paraphrasing/clarifying Predicting/summarizing Rereading/adjusting reading rate based on text difficulty Note taking |
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Explicit instructional strategies that support students’ comprehension must occur after reading of the text:
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Discussing/summarizing
Retelling/sharing reactions Making text-to-self, text-to-text, and text-to-world connections Creating pictures/semantic maps Venn diagrams/other visual or graphic representations of text meanings |
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Students development of listening comprehension skills and helping them transfer comprehension strategies from oral language to written language can be accomplished through the use of:
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Teacher think-alouds
Teacher modeling Teacher guiding of the process with student input |
