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1
Q

what are the five essential elements of literacy?

A
  1. phonological awareness
  2. phonics
  3. fluency
  4. vocabulary
  5. comprehension
2
Q

five essential elements of literacy

what and why:
PHONOLOGICAL AWARENESS

A

WHAT
the understanding of SOUND structure of sentences
the ability to..
-notice the sound structure of spoken words
-identify, isolate, and manipulate language at the individual sound level

WHY
-PA difficulties represent the most common source of word-level reading difficulties

  • Is essential for skilled reading and efficient sight-word learning
  • Early, explicit, and systematic instruction in phonics, along with direct instruction in phonological awareness, can prevent and also remediate reading difficulties
  • The combination of explicit phonics and phonological training for all students in kindergarten and first grade provides far greater results in word-level reading skills than any other teaching practice that has been studied
3
Q

five essential elements of literacy

what and why:
PHONICS

A

WHAT
-A system for approaching reading that focuses on the relationship between letters and sounds

WHY
-By the end of 1st grade, students taught by code-based approach perform, 7-8 points higher on tests
of reading comprehension then students taught by a meaning-based approach

-Guessing words from context is not as efficient as phonetic decoding

4
Q

five essential elements of literacy

what and why:
FLUENCY

A

WHAT

  • The ability to read a text quickly, accurately, and with proper expression
  • Determined by the size of your sight vocabulary

WHY
-Students who are fluent readers are better able to devote their attention to comprehending the text

  • Fluency is a bridge between decoding words and understanding what has been read
  • fluent readers are able to interact with text on a higher level
5
Q

five essential elements of literacy

what and why:
VOCABULARY

A

WHAT

  • The knowledge of words and word meanings
  • Connecting meaning to spelling patterns of words can be critical to expanding a students vocabulary

WHY
-Childrens’ vocabulary skills are linked to their economic backgrounds

-Vocabulary is the glue that holds stories, ideas, and content together making reading comprehension possible for children

6
Q

five essential elements of literacy

what and why:
COMPREHENSION

A
  • Phonological awareness, phonics, fluency, and vocabulary all lead to this
  • Reading aloud to children builds the foundation of literacy learning. Listening comprehension comes before reading comprehension

HOW
To meet the goal of helping our students make the maximum possible academic gains in the 5 essential elements of effective reading instruction..

students need instruction that is both systematic and explicit

as well as direct, engaging, and success oriented

Systematic means that the reader has a specific scope and sequence for introducing each skill.

Explicit means that the teacher provides clear and precise instruction

7
Q

what are the stages of literacy development?

A

emergent

beginning

fluent

8
Q

EMERGENT stage of literacy development

reading and writing

A

READING

  • Notice environmental print
  • Show interest in books
  • Pretend to read
  • Use picture cues and predictable patterns in books to retell the story
  • Reread family books with predictable patterns
  • Identify some letter names
  • Recognize up to 20 high-frequency words

WRITING

  • Distinguish between writing and drawing
  • Write letters and letter-like forms or scribble randomly on the page
  • Develop an understanding of directionality
  • Show interest in writing
  • Write their first and last names
  • Write up to 20 high-frequency words
  • Use sentence frames to write a sentence
9
Q

BEGINNING state of literacy development

reading and writing

A

READING

  • Identify letter names and sounds
  • Match spoken words to written words
  • Recognize 20-100 high-frequency words
  • Use beginning, middle, and ending sounds to decode words
  • Apply knowledge of cueing systems to monitor reading
  • Self-correct when reading
  • Make reasonable predictions

WRITING

  • Write from left to right
  • Print the upper and lowercase letters
  • Write one or more sentences
  • Add a title
  • Spell many words phonetically
  • Spell 20-75 high frequency words correctly
  • Write single-draft compositions
  • Use capital letters to begin sentences
  • Use periods, question marks, and exclamation points to mark the end of sentences
  • Can reread their writing
10
Q

FLUENT state of literacy development

reading and writing

A

(by third grade)

READING

  • Identify most words automatically
  • Read with expression
  • Read at a rate of 100 words per minute or more
  • Prefer to read silently
  • Identify unfamiliar words using the cueing systems
  • Recognize at least 100 high-frequency words
  • Use a variety of strategies effectively
  • Often read independently
  • Use knowledge of word structure and genre to support comprehension
  • Make inferences

WRITING

  • Use the writing process to write drafts and final copies
  • Write compositions with one or more paragraphs
  • Indent paragraphs
  • Spell at least 75 of the 100 high-frequency words
  • Use sophisticated and technical vocabulary
  • Apply vowel patterns to spell words
  • Add inflectional endings on words
  • Apply capitalization rules
  • Use commas, quotation marks, and other punctuation marks
11
Q

types of literacy assessments

A

6

diagnostic

outcome-based

monitoring

norm-referenced

screening

standards-based

12
Q

types of literacy assessments

DIAGNOSTIC

A
  • is more informative than screening assessments.
  • tell you what students’ need more specifically.
  • based on a diagnostic, students may have a different kind of instruction
  • teachers use commercial diagnostic tests to inform their instruction.
    - determine students’ reading levels (identify strengths and weaknesses
    - differentiate instruction
    - make accurate placement decisions
    - create classroom interventions

EXAMPLES
DRA2 (developmental reading assessment 2)
-a purchased kit

DIBELS
-most popular around NWA (on-line subscription)

BeBop
-a purchased kit

Fountas and Pinnell Benchmark Assessment
-a purchased kit

13
Q

types of literacy assessments

SCREENING

A
  • effective teachers plan for assessment in the same way that they plan for instruction
  • effective teachers give assessments before they begin teaching
  • otherwise teaching and learning turns out to be haphazard
14
Q

types of literacy assessments

OUTCOME-BASED

A
  • effective teachers analyze students’ achievement.
  • you are not effective if students aren’t learning.
  • effective teachers reflect on their own instruction to improve their teaching effectiveness.
  • effective teachers also allow students to reflect on their own learning
15
Q

types of literacy assessments

MONITORING

A
  • effective teachers use observation, and other informal (formative assessments) to monitor students’ progress.
  • BUT they also use formalized assessments given on a schedule to track students’ progress.
16
Q

define assessment

A
  • process of inquiry
  • requires gathering information where students, teachers, families, and other stakeholders can examine teaching learning—individually and collaboratively—to find ways to improve student achievement and teacher practice
  • usually a tool (test measurement object, data collection instrument) used to measure progress.
  • is ongoing, positive, individualized, is valuable, and provides feedback
  • requires criteria
  • uses measures
  • is evidence-driven

TOOLS

  • Grading rubric
  • Student portfolio
  • Performance on screening and diagnostic exams
  • Results from state testing
17
Q

define evaluation

A
  • a judgment or leads to a judgment you make learners based on their performance on an assessment(s).
  • provides closure
  • is judgemental, shows shortfalls
  • is applied against standards
  • requires critera
  • uses measures
  • is evidence-driven

TOOLS

  • Report card grades, semester grades, and assignment grades
  • Promotion to the next level
  • Referral for gifted and talented
  • Referral for special education
18
Q

define formative assessment

A

designed for progress checking during a lesson, during a unit, during a school year

19
Q

define summative assessment

A

leads to an evaluation that indicates what has been learned, usually at the end of a lesson, at the end of a unit, or end of the school year

20
Q

explain RTI intervention

A

It’s a model, NOT a program.

  • is designed to help ALL students
  • Districts/schools have autonomy to organize it in different ways.

Consists of 3 components:

  • Universal screening (Which students are at risk?)
  • 3 tiers of student support
  • Continuous progress monitoring

Assessment is a MAJOR part of the model.

  • High-stakes and IQ testing is NOT involved.
  • It does utilize screening, diagnostics, formative/benchmark progress monitoring, and outcome assessments.
21
Q

explain RTI Tier 1

A

(bottom of pyramid)

  • Consists of all students
  • Is usually led by a properly trained teacher in a regular classroom setting

Classroom teacher provides high-quality instructional and behavioral supports for all students in the general education classroom. Multiple sources of data are monitored by the classroom teacher and universal screening data

22
Q

explain RTI Tier 2

A

(middle of the pyramid)

  • consists of the group of students who have not made adequate process with intervention through the approach used in Tier 1
  • focuses on advancing reading growth and allowing students to catch up
  • usually takes place through tutoring in a small-group session

the campus RTI team develops a plan for Tier 2 small group, high-quality interventions that include targeted skill, type of intervention, frequency of intervention, and documentation of student response of the intervention.

23
Q

explain RTI Tier 3

A

(top of the pyramid)

  • consists of the group of students who did not make sufficient progress in Tier 2 and now need intensive intervention services
  • this is usually provided through special education resources
  • longer individualized or small group settings are used here
  • may include one-on-one sessions
  • typically there is a significantly less amount of students in Tier 3 than Tier 2 and Tier 1

current interventions are continued with greater fluency and in smaller, more individualized setting. The campus RTI team develops a plan for tier 3 intervention that includes the targeted skill, type of intervention, frequency of the intervention, and documentation of the student response to the intervention

24
Q

what are the three cueing systems?

A

semantic

syntactic

graphophonic

25
Q

cueing systems

semantic

A

MEANING- what makes sense? Error fits the context of the text.

Does the reader’s error show what they are thinking about the meaning of the story (or pictures)?

-For example, the child reads “happy” instead of “glad”

26
Q

cueing systems

syntactic

A

SOUND- what sounds right? Error uses acceptable English.

Does the reader’s error follow the rules of grammar and the structure of sentences in the English language?

-For example, the child reads “jumps” instead of “jumped”. In this case, the error often sounds right.

27
Q

cueing systems

graphophonic

A

VISUAL- what looks right? Error looks similar to the word in the text.

Is the reader’s error visually similar to the word on the page?

-For example, he reader reads “even” instead of “every”

28
Q

Why is it important for teachers to analyze miscues in oral reading?
What can miscues tell teachers?

A

Miscue analysis is an assessment that helps a teacher identify the cueing systems used by a reader — the strategies a reader uses to make sense of a text.

Instead of focusing on errors, miscue analysis focuses on what the student is doing RIGHT, so that he or she can learn to build on existing reading strategies.

29
Q

what are the three reading levels?

A

independent

instructional

frustration

30
Q

explain the independent reading level

A

97-100% accuracy

Can read on their own (read fluently and comprehend)

31
Q

explain the instructional reading level

A

90-96% accuracy

Can read with support

32
Q

explain the frustration reading level

A

<90% support

Too difficult for students to read successfully

33
Q

define phonological awareness

A

Understanding of the SOUND structure of language; language is made up of:

  • Words
  • Syllables
  • Rhymes
  • Alliteration
  • Individual Sounds (phonemes)

Children do NOT have to know letters to demonstrate phonological awareness

34
Q

define phonemic awareness

A
  • The ability to hear and manipulate the individual sounds (phonemes) in a word
  • A component of phonological awareness
  • Individual sounds in words
  • Knowledge of words at the level of individual sounds
    - Segment sounds
    - Blend sounds
    - Delete sounds
    - Substitute sounds
35
Q

what is the difference between phonological awareness and phonemic awareness?

A

phonemic awareness is part of phonological awareness

PHONEMIC:
-The ability to hear and manipulate the individual sounds (phonemes) in a word

  • A component of phonological awareness
  • Individual sounds in words
  • Knowledge of words at the level of individual sounds
    - Segment sounds
    - Blend sounds
    - Delete sounds
    - Substitute sounds

PHONOLOGICAL:
-The ability to notice the sound structure of spoken words

-The ability to identify, isolate, and manipulate language at the individual sound level

36
Q

what are the different levels/order of phonemic awareness?

A

UPSIDE DOWN PYRAMID- large end up

  1. blending (bottom of pyramid, large end up)
  2. segmenting
  3. manipulating
  4. substituting, adding, deleting (top of pyramid, small end down)
37
Q

what are the different levels/order of the phonological awareness?

A

REGULAR PYRAMID

  1. Hears individual phonemes in words
  2. Hears onset and rime
  3. Hears syllables in a spoken word
  4. Hears oral rhymes and alliteration
  5. Segments words in a spoken sentence (bottom of pyramid)
38
Q

Why is phonemic awareness an important part of literacy instruction?
How does a child’s level of phonemic awareness inform later reading achievement?

A

Phonemic Awareness..
-is one of the strongest indicators of future success in learning to read

  • is a prerequisite for learning to read
  • has been shown to be the most powerful predictor of later reading achievement
39
Q

what is the difference between phonological awareness, phonemic awareness, and phonics?

A
PHONOLOGICAL AWARENESS
Understanding of the SOUND structure of language; language is made up of:
-Words
-Syllables
-Rhymes
-Alliteration
-Individual Sounds (phonemes)

~Phonemic Awareness is part of phonological awareness~

PHONEMIC AWARENESS
-The ability to hear and manipulate the individual sounds (phonemes) in a word

~Phonics is part of phonemic awareness~

PHONICS:
-an umbrella term for explicit, implicit, and systematic ways to teach children how the print-to-speech and print-to-speech system works

40
Q

what is phonics?

A

an umbrella term for explicit, implicit, and systematic ways to teach children how the print-to-speech and print-to-speech system works

a system of instruction that focuses on the alphabetic principle, but advances in complexity (from basicsound-letter correspondence to more sophisticated word study).

41
Q

what is word knowledge?

A

a broad term that includes phonics knowledge but also involves knowledge of other aspects of how written words work, such as..

  • the morphemes or meaningful word parts out of which they are constructed
  • ^their relations to other words
  • ^ their histories
42
Q

how are phonics and word knowledge related?

A

Two closely related terms

PHONICS
-The relationship between graphemes and phonemes

-The relationship between letters (groups of letters) and the sounds they represent

WORD KNOWLEDGE
-Broader than phonics (includes phonics)

-Knowledge of how written words work

43
Q

what are the five phases of word knowledge?

A

logographic

othographic

morphological

alphabetic

derivational

44
Q

five phases of word knowledge

LOGOGRAPHIC

A

words as wholes

characteristics:
-pre-K - K

  • notice words around them
  • “read” words as whole displays (not as individual letters)
45
Q

five phases of word knowledge

ALPHABETIC

A

letter-by-letter

characteristics:
-K-1st

  • recognizing the alphabetic principle
  • begin to read words by their letters, but at first not by very many letters (mid-K)
  • begin reading more and more of the letters in the words (1st grade)
46
Q

five phases of word knowledge

ORTHOGRAPHIC

A

chunking

characteristics:
-1st- middle of 2nd

  • children can read by analogy
  • can begin to recognize that some groups of letters have long vowel sound and some have a short vowel sound, depending on the ways the vowels are marked
47
Q

five phases of word knowledge

MORPHOLOGICAL

A

meaningful word parts

characteristics:
-late 1st-2nd

  • children begin to attend to morphemes in words
  • recognizing the “small words within the big words” (compound words)

•learning about inflectional and derivational morphemes, what they look like, and their purposes

48
Q

five phases of word knowledge

DERIVATIONAL

A

word families and histories

characteristics:
-4th and up

-children at this phase are “reading for word histories and families” or the derivational phase of word recognition

49
Q

what do the three aspects of word recognition that phonic assessments (like an IRI) examine?

A

Sight Vocabulary
-High Frequency Words

Decodable Words (simple)

  • Decoding ability
  • Words from context
50
Q

what is reading fluency?

A

The ability to have word recognition that is:

  • Effortless and efficient
  • quick, accurate, and read with expression

Recognize most words automatically and be able to identify unfamiliar words easily so that the text makes sense

51
Q

What are the components of fluency defined in the book?

A

accurate word recognition/”automacity”

rate of reading/”speed”

meaningful grouping and expressive reading/”prosody”

52
Q

What were the components of fluency discussed in class?

A

automacity

speed

prosody

53
Q

components of fluency- lecture

AUTOMACITY

A

“accurate word recognition”

Recognizing many high-frequency words quickly

Applying phonics rules to unfamiliar words quickly correctly

Word recognition may depend on text complexity (familiarity with the content, genre, or technical language)

54
Q

components of fluency- lecture

SPEED

A

“reasonable rate”

Reaching appropriate words read correctly per minute (WCPM)

Speed varies depending on purpose and text complexity

55
Q

components of fluency- lecture

PROSODY

A

“meaningful of words”
-Chunking words into phrases

-Attending to commas and phrasing that impact meaning

“expressive reading”
-Putting the correct emphasis or stress on words

-Adding expression so it “sounds like talk”

56
Q

what is the difference between sight words/high frequency words and decodable text?

A

SW/HFW: words that are not decoded but recognized instantly

DT: words that can be broken down?
-Decoding: using knowledge of phonics to read a word by sounding it out

57
Q

what are the important fluency practices?

A
  1. Model fluent reading
  2. Provide explicit instruction
  3. Offer opportunities to read
  4. Supply appropriate texts
  5. Guide students’ reading
  6. Monitor students’ reading
58
Q

what are the fluency four?

A

Pay attention to punctuation
Accuracy count- read each word correctly.
Read at the right rate- Not too slow or not too fast.
E Vary your voice- Read with expression.

59
Q

what are the different types of reading?

A

read aloud

shared reading

guided reading

repeated reading

partner reading

buddy reading

independent reading

60
Q

different types of reading

teacher and student roles and types of books

READ ALOUD

A

TEACHER
-Leading/reading book aloud

STUDENT

  • Listening to teacher read
  • Sitting in front of her

TYPE OF BOOK

  • Reading level? Possibly higher?
  • Small/thin?
61
Q

different types of reading

teacher and student roles and types of books

SHARED READING

A

TEACHER

  • Sitting in front of classroom
  • Leading discussion
  • Monitor student reading

STUDENT

  • Sitting on floor in front of teacher
  • One student reading aloud at front of group

TYPE OF BOOK

  • Large paper and text
  • Their reading level? Possibly higher?
62
Q

different types of reading

teacher and student roles and types of books

GUIDED READING

A

TEACHER

  • Monitoring students
  • Sitting in front of them
  • Reading to them

STUDENTS

  • Reading independently
  • Sitting in front of teachers in groups

TYPE OF BOOK

  • Thin
  • More than likely on their reading level
63
Q

different types of reading

teacher and student roles and types of books

PARTNER READING

A

TEACHER
-not present in pictures

STUDENTS
-Older students present; groups of two or three, reading one book together

TYPE OF BOOK

  • Younger students’ reading levels
  • Thin picture books most likely
64
Q

different types of reading

teacher and student roles and types of books

BUDDY READING

A

TEACHER
-not present in pictures

STUDENTS

  • reading books together
  • groups of two, reading one book
65
Q

different types of reading

teacher and student roles and types of books

INDEPENDENT READING

A

TEACHER
-Not present

STUDENT
-Reading independently

TYPE OF BOOK

  • Small/thin
  • Their own reading level
66
Q

readability measures

A
  • the levels of difficulty in reading
  • measures the levels of texts that children read, and must have differing levels of difficulty

The three main reading levels:
independent
instructional
frustration reading level

67
Q

text complexity

A

a measure of the challenge of a particular piece of text that includes…

  • measures of the text’s features
  • its conceptual density
  • the task to which a reader will be asked to put it
68
Q

deep orthography

A

a set of rules for spelling

a spelling system that may have a discernible structure, but not a simple relationship between letters and sounds

to say that the English language has a deep orthography means that its letter and sound relationships are more complex than some other languages

69
Q

alphabetic principle

A

the system of representing phonemes with graphemes

words can be broken up into smaller sounds (phonemes) and letters can be matched with those phonemes…in a consistent manner

70
Q

running records

A

an informal assessment done by scoring words read correctly in a moderately challenging text

71
Q

phonogram

A

rime written down

another term for rime

sound written down

72
Q

phonics

A

an umbrella term for explicit, implicit, and systematic ways to teach children how the print-to-speech and speech-to-print system works

73
Q

word knowledge

A

a broad term that includes phonics knowledge but also involves knowledge of other aspects of how written words work, such as..

  • the morphemes or meaningful word parts out of which they are constructed
  • their relations to other words,
  • their histories
74
Q

prosody

A

the sound contours of larger segments of spoken language

75
Q

standards-based assessment

A

measures that are designed to test performance or learning standards that are part of a statewide or local curriculum

76
Q

norm-referenced assessment

A

also called standardized tests

test with performance levels that have been established by collecting and averaging scores of large numbers of subjects

77
Q

WCPM

A

the number of words read correctly per minute

a measuring oral reading fluency

78
Q

know the corresponding graphemes and one key word for each sound:

consonant
/j/

A

edge

“ge”
“gi”
“_dge”

79
Q

know the corresponding graphemes and one key word for each sound:

consonant
/s/

A

seal

80
Q

know the corresponding graphemes and one key word for each sound:

consonant
/t/

A

tiger

81
Q

know the corresponding graphemes and one key word for each sound:

consonant
/d/

A

duck

82
Q

know the corresponding graphemes and one key word for each sound:

consonant
/k/

A

kangaroo

83
Q

know the corresponding graphemes and one key word for each sound:

long vowel
/a/

A

slay

“a_e”
“ai”
“ay”

84
Q

know the corresponding graphemes and one key word for each sound:

long vowel
/e/

A

caylie

"e_e"
"ee"
"ea"
"ay"
"ie"
85
Q

know the corresponding graphemes and one key word for each sound:

long vowel
/i/

A

ice cream

“i_e”
“ie”
“igh”
“_y”

86
Q

know the corresponding graphemes and one key word for each sound:

long vowel
/o/

A

ocean

"o"
"o_e"
"oa"
"ow"
"_oe"
87
Q

know the corresponding graphemes and one key word for each sound:

long vowel
/u/

A

unicorn

“u_e”
“_ue”
“ew”