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40 Cards in this Set
- Front
- Back
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Definition: RTI
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Response to Intervention: Typically 3 tiers. An assessment approach used to evaluate a student's ability to learn based on how well they respond to various degrees on intense instruction.
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What are the 3 tiers of RTI?
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Tier 1 Student is provided with high quality instruction (differentiated as needed) in the general education environment. Progress monitored approx. 3 times per year
Tier 2 - Lasts 30 minutes per day and is addition to class instruction, supports classroom instruction and lasts 8-12 weeks. If no progress student enters 3rd tier. Tier 3 - More intensive specialized instruction in a addition to regular class instruction. Tier 3 students may be assessed for possible placement in a special education program. Goal is to improve instruction of the general education program. RTI should result in more accurate placement of students, earlier assistance and greater involvement of classroom teachers. |
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Types of Informal Reading Inventories
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Informal Reading Inventory:
Examples: BRI (Basic Reading Inventory), BRII (Burns and Roe Informal Inventory), CRI (Classrom Reading Inventory) An informal |
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Definition: IRI
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is a series of graded selections beginning at the very easiest level - preprimer and extending up to eighth grade or beyond.
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What are the reading levels for IRI
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The Independent Level -
(99% word recognition and 90% comprehension) Called the free reading level is the point at which students can read on their own without teacher assistance The Instructional Level - (95% word recognition, 75% comprehension) The point at which students need assistance because the material contains too many unknown words or concepts. (This is the level used for teaching) The Frustration Level (Word recognition is 90% or below OR comprehension is 50% or below. *** Note: This means if either one of these previously mentioned factors are true then the student is at the FRUSTRATION LEVEL) Listening capacity is the level at which students understand 75% of the material that is read to them. |
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How to administer the IRI
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1. Teacher administers the word list test. Series of 20 words at each grade level. Student continue until they reach a level with half or more words wrong. (Can use with flash cards in diagnostic mode or student reads word list)
IRI is started at the level below the student's last perfect performance Establish a rapport. Explain to student that he/she will read some stories and answering questions about them. Allow the student a brief preparation phase and have the student make a prediction. Student reads selection orally, teacher notes misreadings using symbols. Misreadings counted as errors or miscues include mispronounciations, omissions, insertions, and words supplied by examiner BUT NOT self corrections. Hesitations, repetitions, and others may be noted but are also not counted as miscues or errors. Comprehension questions or retelling may be asked for. A silent section at the same level. Again allow the student a brief preparation phase and have the student make a prediction. Stop at the frustration level. After administering the inventory enter scores on summary sheet. Word recognition scores are the number of words correct divided by number of words in the selection. Comprehension is calculated by averaging the comprehension scores for the oral and silent selections at each level. |
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Examples of initial (consonant) clusters
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stuck (st), smell (sm), trick (tr), etc.
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What are the possible causes of poor comprehension. (Hint: there are seven)
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1- Inadequate background knowledge
2- Difficulty with the vocabulary 3- Difficulty with syntax (sentence formation) 4- Overuse of background knowledge 5- Failure to recall or comprehend directly stated information 6- Failure to link ideas in a passage 7- Failure to make inferences (the unstated facts) |
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Definition: phonology
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Study of speech sounds or phonemes
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Definition: morphology
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Study of word formation
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Definition: syntax
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Sentence formation
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Definition: semantics
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Word and sentence meaning
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Definition: prosody
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Intonation and rhythm of speech
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Definition: pragmatics
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effective use of language: knowing how to take turns in a conversation, using proper tone, using terms of politeness, etc.
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Definition: concepts of print
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Concepts of print is knowing words are made up of letters, sentences are made up of words, reading goes left to right and top to bottom, etc.
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Strategy to help student develop "concepts of print"
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The Shared Book Experience (or shared reading)
Materials: An enlarged book (e.g. 15x19), projector, writing selection in large print on board or multiple copies of the reading. Open: - Introduce selection - discuss title, cover, - predict story, - set purpose for reading (if a rereading purpose is to clarify details or ideas, deeper character involvement, etc.) Body: - Read story, point to words to give sense of going left to right, that printed words have spoke equivalent - Discuss key happenings, clarify confusing elements - Have students revise or make new predictions - Don't interrupt the flow of the reading, the goal is enjoyment Close: After you have shared book discuss it with the class. Examples of follow up activies: Listening to a taped version while reading a regular sized book. Small group may read book again with one playing the teacher's role. Dialogic Reading - using questioning and prompts in small groups for deeper understanding |
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Definition: phonological awareness
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The ability to detect rhyme and beginning sounds and to hear separate sounds in words.
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Building phonological awareness
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Sound Word Discrimination:
* (Tells whether words or sounds are the same or different) cat/cat= same cat/car= different * (Identifies which word is different) sun, fun, sun = fun is different * (Tells difference between single phonemes) Which one is different? /s/ /s/ /k/ ? bullet Blending: * (orally blends onset-rimes) What word is this? m-ilk * (orally blends syllables) What word is this? mon-key * (orally blends 2 or 3 phonemes into one word) What word am I trying to say? /m/ /o/ /p/? bullet Segmentation: * (initial sound isolation): What is the first sound in mop? * (final sound isolation): What is the last sound in mop? bullet Segmentation: Claps syllables in 1, 2, and 3 syllable words bullet Rhyming: * (Identifying rhyming words) Do "cat" and "mat" rhyme? * (Produces a rhyming word) Tell me what word rhymes with nose? |
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Definition: onset
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A syllable can normally be divided into two parts: the onset, which consists of the initial consonant or consonant blend, and the rime which consists of the vowel and any final consonants.
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Definition: rime
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A syllable can normally be divided into two parts: the onset, which consists of the initial consonant or consonant blend, and the rime which consissts of the vowel and any final consonants.
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Definition: continuants
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consonant sounds that are articulated with constant stream of breath /s/ /f/ /h/ /w/ /m/ /r/ /l/ /sh/ /th/ /v/ /zh/ /n/
* easier to say and detect than stops such as /d/ or /t/ when segmenting words. |
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Strategy: Sorting Activity
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Useful in deepening students understanding about phonics elements. Students should only sort words or elements that they know.
Ex. Begining consonant sounds, consonant clusters |
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Sorting Lesson
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a. open sort - students decide basis for sorting cards. eg. Visually: all -at words w/o thought about sound. (Solution: blind sort say word but dont show students and ask them to categorize it.
b. close sort teacher provides basis for sorting cards. example: Beginning Consonant Sounds 1-Set up the sort 2- Explain the sorting 3- Model the Sorting Procedure 4- Children Sort the Cards: can do multiple time to solidify knowledge 5- Application: Have students FIND pictures or object beginning with sound, move to other consonants |
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Language Experience Stories
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Can foster emergent literacy. Introduces the visual aspects of reading.
Based on real life experience (e.g. class trip) Draw pictures to illustrate trip (creates focus) Discuss each picture and teacher or aid dictates a story about it. Teacher writes story and confirms if this is what the student wanted to say. Teacher invites student to make any changes or add to story Teacher and student read story together. After shared reading, student invited to read story to teacher. Aided by drawing and familiarity of experience. Children are able to read their story *** Great for ESL student - variation: Language Experience Approach |
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Language Experience Approach
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Invite student to dictate stories or ideas as a class
As they dictate words the teacher writes them down on chart paper Invite the students to read the words as you point them out. Note: Models functional reading and writing, illustrates the relationship of print to speech, helps to develop sight vocabulary, and illustrates sound/symbol correspondence |
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Semantic Map
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a graphic organizer uses lines and circles to organize information into categories. Also called a "web"
Note: great for building vocabulary |
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Semantic feature analysis
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A graphic organizer using a grid to compare a series of words or other items on a number of characteristics.
[BOATS] On water Above water Paddles + Canoe + + Rowboat Motorboat Sailboat Submarine Note: great for building vocabulary |
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Venn diagram
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Graphic organizer using overlapping circles to she relationships between words or other items
Note: great for building vocabulary |
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Direct, Systematic Instruction
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Struggling readers and writers need direct systematic instruction geared to their strengths. High quality instructional techniques such as word building, guided reading, including text walk, shared reading, language experience, including shared writing and interactive writings and use of graphic organizers, ReQuest, reciprocal teaching and Questioning the Author.
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Questioning the Author
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What Is Questioning the Author?
Questioning the Author is a protocol of inquiries that students can make about the content they are reading. This strategy is designed to encourage students to think beyond the words on the page and to consider the author's intent for the selection and his or her success at communicating it. The idea of "questioning" the author is a way to evaluate how well a selection of text stands on its own, not simply an invitation to "challenge" a writer. Students are looking at the author's intent, his craft, his clarity, his organization...in short, if the author has done well, students can say so, and they can identify why they say so. Likewise, if students are struggling over a selection of text, it may be because it hasn't been written very clearly. Students can see this, and say so, but then they are invited to improve on it. How Does It Work? The standard format involves five questions. Students read a selection of text (one or more paragraphs, but generally not as much as a whole page), and then answer these questions: 1. What is the author trying to tell you? 2. Why is the author telling you that? 3. Does the author say it clearly? 4. How could the author have said things more clearly? 5. What would you say instead? |
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Reciprocal Teaching
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Reciprocal Teaching is in some ways a compilation of four comprehension strategies:
* summarizing * questioning * clarifying * predicting Please understand that some think the choice of "reciprocal" in the name of this strategy is slightly misleading. the reciprocal strategy is seeking to promote comprehension by tackling the ideas in a text on several fronts. How Does It Work? The order in which the four stages occur is not crucial; you'll want to try out different versions of the strategy to see if a particular protocol suits your teaching style, and your students' learning styles, better. You will also want to choose text selections carefully to be certain that they lend themselves to all four stages of reciprocal teaching. How Might I Implement Reciprocal Teaching in my Classroom? Before you can expect reciprocal teaching to be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching. Doesn't it make sense that they should already have learned and become comfortable with summarizing before attempting to use it in a reciprocal teaching situation? Or questioning? Or predicting? Or clarifying? One approach to teaching reciprocal teaching might be to have students work from a four-column chart, with each column headed by the different comprehension activity involved. Here's one way to use reciprocal teaching: 1. Put students in groups of four. 2. Distribute one notecard to each member of the group identifying each person's unique role. 1. summarizer 2. questioner 3. clarifier 4. predictor 3. Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. 4. At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading. 5. The Questioner will then pose questions about the selection: * unclear parts * puzzling information * connections to other concepts already learned * motivations of the agents or actors or characters * etc. 6. The Clarifier will address confusing parts and attempt to answer the questions that were just posed. 7. The Predictor can offer guesses about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be. 8. The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read. |
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ReQuest
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REQUEST STRATEGY
1. Both students and the teacher will silently read a section of the article. 2. The teacher closes his or her book and the students question the teacher. The teacher answers the questions. As appropriate, the teacher reinforces students’ questioning skills by seeking clarification of unclear questions and/or extending questions. 3. Roles are reversed. Students close their books and the teacher asks questions, modeling an array of question types. Students can request clarification if they don’t understand a question. They are expected to give evidence for their ideas. 4. The teacher leads students to predict areas of information the author will provide. 5. If students’ predictions are reasonable, they will be directed to silently read the remainder of the article and complete a response activity. If predictions are not appropriate, repeat steps 1–4 with the next segment of the article before having students read independently. 6. Students discuss the article, sharing their completed response activity. |
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guided reading
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The steps for a guided reading lesson are:
Before reading: Set the purpose for reading, introduce vocabulary, make predictions, talk about the strategies good readers use. During reading: Guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins." After reading: Strengthen comprehension skills and provide praise for strategies used by students during the reading. Note: The steps of a guided reading lesson will vary according to the needs of the students in the flexible group. As teachers become more comfortable planning and leading guided reading lessons, they will also become more skilled in structuring the lesson to best meet those students' needs. Flexible groupings are based on student abilities and needs. There are various ways to determine a child's ability level, such as running records, print tests, and teacher observations. Since students progress at different levels, the teacher will need to have a plan for ongoing observation and assessment to track student growth, select appropriate texts, and to regroup students as their needs change. Again, teacher observations and running records can provide valuable information. A wide variety of books at different ability levels, sometimes called "leveled texts," are necessary so that the teacher can fit the book to the group. Teachers should choose books that are easy enough for independent reading, meet the instructional goals for the group, and are interesting and motivating to students. As students become more skilled at using a range of reading strategies, the ability level of the texts used in guided reading lessons can be increased. Previously read texts should always be available so that students can reread them independently, with a partner, or at home as they become fluent, confident, and self-motivated readers. |
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Strategy: Assessing Writing
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Create a Rubric
1. ID key characteristics or traits desired 2. Write definition of each trait e.g. What are "interesting content", "correct format", etc. 3. Develop a scale Top performance, middle, poor. (easier if define best and worst first) 4. evaluate your rubric for effectiveness: does it measure the traits of student performance, show differences in levels clearly, specify what students need to do, can it be used as a learning guide, can it be used as an instructional guide by teacher? |
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Strategy: Word building Approach (Hint: onsets and rimes)
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Using patterns, students presented with rime and add onsets to create a word. After introducing rimes as a whole students are taught its individual souds. e.gl /e/ /t/ = "et" Next students provided with onsets to add to the rimes.
lesson read a story or rhyme with the rime pattern After write rime on board Sound out and point to each sound Say entire rime eg. "et", have class repeat it. Model adding onset such as /p/ Say entire word enunciating each sound. Say word with blended sounds, do anther example. Ask students words are different, same Have volunteers to read word. |
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Strategy: What important parts of a Lesson?
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OPEN:
develop student interest A. Personal experienc B. Fun Activity, etc BODY: A. Explain lesson B. modeling lesson C. guided application D. Practice - student application of concept, prompting if necessary CLOSE: A. Check for understanding or assessment (Monitor and reteach to clarify any misunderstandings) B. Extension: Follow up activities, independent application, class discussion |
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Strategy: Fluency
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Requires accuracy or recognizing the word correctly. Automaticity - recognizing the word rapidly.
Strategies: Choral reading - unison reading or alternating groups, alternating groups with alternating lines, paragraphs Modeled Techniques Reading with audio recordings, Paired Reading - reading with a more proficient reader. A. Student choses book at instructional level. B. Discuss title, cover, illustrations, predict. C. Read together. D. Student reads until need help (raises hand, or other signal) E. Helper provides assistance only when needed). Variation teacher and student take turns until student is reading most of story independently. Important to model phrasing and expression Strategy: Increasing the Amount of Reading |
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Strategy: Corrective Feedback Hierarchy for Building Vocabulary
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Strategy 1: Seek out pronounceable part of word.
a. pronouceable - Is their any part you can say? b. analogy - Is this like any word you know? c. check if word in context make sense. Strategy 2 If first strategy doesn't work: a. look for parts of word whose meaning he or she knows to construct the word (morphemic analysis) b. If still unknown use glossary or dictionary. |
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Building Vocabulary - Examples of Prompts
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- Pronounceable word part: Is there any part of the word you can say?
- Analogy: Is the word like any you know? - Context: What would make sense here? - Syllabic Analysis: How would you say 1st syllable, 2nd, etc. What does the word seem to be. - Morphemic Analysis: Is there any part of the word you know - Dictionary or glossary usage - Affirmation: I like the way you used e.g. context to figure out that word. - Probing: What could you do to figure out that word? |
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Strategy: Think Alouds
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Purpose:
To model for students the thought processes that take place when difficult material is read. When using think alouds, teachers verbalize their thoughts while they are reading orally. Students will understand comprehension strategies better because they can see how the mind can respond to thinking through trouble spots and constructing meaning from text. Procedure: 1. Use passages that contain unknown words, unclear sections, or contradictions. 2. The teacher reads aloud, stopping to verbalize the thinking that takes place when difficult or confusing material is encountered. The students follow along silently and listen as the teacher thinks through the trouble spots. 3. Students can work with partners or teacher to practice think-alouds by taking turns reading passages and sharing thoughts. |
