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51 Cards in this Set
- Front
- Back
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IRA |
Informal Reading Inventory |
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Running Record Errors |
Graphophonemic, Syntactic, Semantic |
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Reading Program Should Be |
S-ABCD Standards-driven Assessment based Balanced in instructional focus Comprehensive in scope Provide differentiated instruction to account for individual differences |
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Differentiated Instruction |
Teach children what they don't know Use flexible grouping patterns Timely intervention |
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Phonemic Awareness |
The conscious awareness that words are made up of individual speech sounds (phonemes) and it is strongly related to reading achievement |
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Phonemes |
Individual sounds in speech |
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The Alphabetic Principle |
The understanding that words are made up of letters and letters represent sounds |
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Phonograms |
Letter or combination of letters that represents a sound |
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Digraph |
A single sound, or phoneme, which is represented by two letters. ch/th/sh |
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Dipthong |
Sound made by combining two vowels |
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How to assess phonemic awareness |
Yopp-Singer Test, sound matching test, sound isolation test, sound substitution test |
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Instructional Activities |
Rhyming, books with wordplay, sound matching, sound blending |
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Direct, Explicit Teaching |
Assess which tasks a child can not do and teach it as your objective |
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Concepts about Print |
Refers to an understanding of how letters, words, and sentences are represented in written language. This is critical to reading as it is the basic foundation. |
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How to Assess Concepts About Print |
Informal test by teacher using picture books |
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How to Teach Concepts About Print |
Environmental print, read aloud to students, morning message, direct, explicit teaching |
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Teaching the Names of Letters |
Use children's names and favorite things, sing the alphabet, ABC books, tactile and kinesthetic, lots of practice writing both upper and lower case |
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Systematic |
Explicit, organized, directly taught |
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Analytic Phonics |
Whole to part |
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Synthetic Phonics |
Part to whole |
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How to Assess Phonics |
Encode, decode Isolation, context Match Nonsense words |
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Indirect Activities for Sound/Symbol Relationships |
Using what the children know as bases Using literature Using language play |
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Other Ways Readers Identify Words |
Site words, word banks, word walls, direct instruction, structural analysis, context |
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Spelling Instruction |
Spelling map sound to print, spelling knowledge and word identification skills are strongly related |
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How to Access Spelling |
Traditional tests, writing samples, spelling stages, pre-communicative semi-phonetic, phonetic, transitional, conventional |
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Systematic Spelling Instruction |
Words selected on the basis of orthographic patterns, common needs, high frequency, especially those that are non-conforming, content area study |
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Multisensory Techniques |
Write, say, hear, kinesthetic, tactile |
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Reading Comprehension |
Refers to reading with understanding |
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General Level of Reading Comprehension |
IRI - independent, instructional, frustration levels, standardized test |
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Levels of Reading Comprehension |
Limits of retellings Using Qar or Bloom's Taxonomy |
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How to Teach Reading Comprehension |
Format - guided reading, or teacher directed Prereading - activate background knowledge Vocabulary and text KWL Chart - compares two texts Picture Walk |
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Strategy Instruction |
Reciprocal teaching |
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QAR |
Question Answer Relationships |
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Story Structure |
Story mapping - a diagram Story grammar - an outline Story frame - fill in the blanks |
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Indirect |
Read more Read more types of books |
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Assessing Literary Response and Analysis |
Oral, written Free and focused participation checklist |
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How to Teach Literary Responses and Analysis |
Select literature from a range of eras, perspectives and cultures Provides students with frequent opportunities to listen and read high quality literature for different purposes Knows instructional approaches to help students apply comprehension strategies when reading literature |
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Literary Analysis |
Teach elements, literary analysis, and criticism Describing and analyzing story elements (character, setting, theme, plot, style, mood) |
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Assess Content Literacy |
CLOZE for a specific text Multiple levels of comprehension Specific tasks for skim and scan |
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Teaching Content Area Reading |
Linked to previous learning Preview essential info with graphic organizer Make content information explicit during and after student reading |
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Text Structures |
The patterns are- Cause and effect Problem and solution Comparison and contrast Sequence Description |
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Skimming |
Read fast to preview or review |
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Scanning |
Read fast to find precise information |
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Independent Reading |
Plays a critical role in promoting students' familiarity with language patterns, increasingly fluency, and vocabulary |
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How to Assess Independent Reading |
Reading logs, observations, interest inventories |
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Opportunities to Share what is Read |
Response logs or journals, literature circles, grand conversations, book clubs |
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How to Motivate Students to Read |
Read aloud, book talks, trips to the library, at home |
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Reading at Home |
Encourages kids to read |
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How to Assess Oral and Written Language |
Qualitative assessment, rubrics, holistic, analytic |
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Writing Development in Reading |
Journals Reader's Theater Interactive Writing |
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Oral Development in Reading |
Drama based on literature Group discussions of literature Answering higher-level questions |
