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Measurement of how challenging a particular text is to read.

Challenges:

Sophistication of the vocab

Length of sentences

Levels of meaning

Themes of subjects presented

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Progress monitoring, evaluating process and grouping.

-Is a record of errors or miscues that readers make as they read.

To evaluate text difficulty

To group students together with similar needs

To monitor progress of the reader

To allow different children to move through different books at different speeds and keep track of individual progress.

To observe particular difficulties in particular children

To guide classroom instruction

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Help monitor the effectiveness of instruction. If its reliable, it provides a dependable, consistent measurement of a particular trait or ability.

-Questions to consider:

What do I want to know?

Why do I want to know this?

How can I discover this information?

What do I do with what I discover?

-Types of Assessments:

Diagnostic - Based on grade level and time of the year. Provides a screening of knowledge and skills at the start of instruction or the instructional year. Identifies strengths and areas for growth.

Formative - Used to monitor students learning and adjust ongoing instruction. A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.

Interim - Measures students progress toward a specific set of skills at different points in the year. Helps identify needs or supports, and curriculum needs.

Summative - Measures mastery of standards at the end of a unit or grade level. Helps to identify needs or supports, and curriculum needs.

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The process of simultaneously extracting and constructing meaning through interaction and involvement with written language.

-Builds upon a reader's strengths and abilities in other skills so students can make meaning of the text.

-Good Readers:

Use word level skills

Have a strong vocabulary

Have and use a broad conceptual knowledge

Know how texts work

Can think and reason well

Are motivated to understand and work toward academic goals.

-Goals/Standards:

Require regular practice with complex texts and academic language.

Reading, writing, and speaking are grounded in evidence from text both literary and informational.

Build knowledge through content-rich non-fiction.

-Teaching Strategies:

Monitoring strategies

Connecting to world knowledge

Predicting

Recognizing text structure

Answering Questions

Asking Questions

Constructing mental images/Visualizing

Summarizing

Making Inferences

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Specific word instruction:

Word Instruction:

Teaching how words work in language.

Focus on vocabulary, spelling, and word meaning.

Why is it important?

Builds a strong vocabulary foundation

Supports reading comprehension and writing skills.

Word-learning strategies:

Key Focus:

Strategies for independent word learning.

Encouraging self-sufficiency in decoding and understanding words.

Effective Strategies:

Use of dictionaries and thesauruses.

Word maps and semantic mapping.

Word association and mnemonic devices.

Word consciousness:

Word Consciousness:

Awareness and appreciation of words and their meanings.

Motivating students to actively engage with words in reading and writing.

Build Word Consciousness:

Encourage curiousity about words.

Celebrate word play.

Expose students to rich language in literature.

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A graphic organizer that helps students understand the meaning of a word through multiple dimensions to encourage deeper thinking and connections.

4 Components:

-Definition

-Characteristics

-Examples

-Non-Examples

Uses:

-Identify vocab

-Define Vocab

-Develop meaning

-Determine Relationships

-Deeper Understanding

-Analyze the concept/word synthesize

-Provides visual representation

-Activates prior knowledge

-Builds connections

-Provides examples/non-examples

etc.

Steps to Teach:

1. Explain the model using a common word to demonstrate the components.

-Model the stratgegy and quality desired when giving examples.

-Think out loud as you provide examples, non examples.

2. Review a pre-selected list of key concept words before reading about the topic.

-Choose a key concept word from the topic read and have students help complete the model.

3. Provide blank

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Words that appear less frequently in a given text.

-Critical for understanding more complex topics.

-How to teach:

-Pre-teach before reading

-Use visuals and real-world examples

-Teach in context

-Use multiple exposures

-Encourage word consciousness

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Vocabulary is the knowledge of and memory for word meanings.

-Receptive Vocabulary: Meanings recognized in the context of oral or written language.

-Expressive Vocabulary: Meanings known well enough to use in speaking and writing.

-Foundational for reading comprehension

-Supports speaking, writing, thinking

-Crucial for ELL's and early readers

Effective Instruction:

-Teach specific words

-Encourage word-learning strategies

-Multiple exposures

-Active engagement

-Fostering word consciousness

1. Introduce the word

*Use student-friendly definitions

*Give meaningful examples

*Reinforce new vocabulary through multiple modalities.

2. Students use the word meaningfully

-Use a sentence frame

-Give students time to think of examples

-Share some of your own examples

-Students share with a partner

-Students share with the class

3. Check for Understanding

-Give examples that match and don't match the word

-Invite students to use the word on their own

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The ability to read with proper phrasing, intonation and stress that creates an expressive reading of text.

Suggests the reader knows the proper tone to match the text.

Intonation: Rise and fall of the voice - the music of language

Pacing

Stress: Emphasis given to certain syllables, words, or phrases.

Rhythmic Patterns of Language: Sense of movement in speech or writing.

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Is the process we use to permanently store words into long term memory.

Our brain uses letter sound relationships PLUS our knowledge of phonemes to segment and blend spoken sounds.

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Sight Word: ALL words we have come to know through sight, sound, and meaning, and have stored away in the visual word form area of the brain for quick retrieval.

High Frequency Word: Regular AND Irregular words that appear most often in printed text.

Regular Words: Words that can be decoded by sounding them out.

Irregular Words: Words that cannot be decoded by sounding them out.

High Leverage Instructional Routines:

Prioritize high-frequency words for instruction

Focus on phonology

Connect speech to print through orthographic mapping both in and out of context

Deepen lexical quality by connecting phonological, orthographic, meaning, and context knowledge

Repeated readings

Explicitly Teaching Sight Words and High Frequency Words:

Step 1: Introduce the word in context.

Step 2: Say and count the sounds in word.

Step 3: Spell the word (aligning the letters and sounds.)

Step 4: Practice writing and reading the word.

Step 5: Connect meaning and context.

Practicing and Reviewing Sight and High Frequency Words:

LOOK! SAY! COVER! WRITE!

Build a word

Going on a word hunt

Mystery word

CLOZE Activity

Word Rings

Sentence Building

Word scramble/games

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Fluent Reading Behaviors (automaticity, expression and volume, phrasing, smoothness, and pace.)

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Is the accurate reading of connected text at a conversational rate with appropriate prosody.

Develop Fluent Readers:

Read to

Read with

Listen to

Read alone

Create fluency cues for students.

Principles of Effective Fluency Instruction:

Scaffolding->Incorporation of Prosodic Elements->Modeling ->Extensive Opportunity for Practice->

Teaching/Practicing Fluency:

Echo Reading

Choral Reading

Paired Reading

Readers Theater

Audio Recordings

Repeated Recordings

Using a Fluency Phone

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Teaching ELL to read:

Milestones for oral language.

Listen carefully for the sounds students are able to produce.

Second Language Acquisition:

Pre-production

Early production

Speech Emergence

Intermediate Language Proficiency

Advanced Language Proficiency

MyLanguages.org to find cross connections.

Transparent language - a language, such as Spanish, where every sound is represented by one letter.

Cognate - is a word that is similar across languages in spelling or meaning.

Morphology and Comprehension - Many words can be broken down into smaller units of meaning, such as prefixes, roots, and suffixes.

Evidence Based Strategies for Reading Comprehension:

Comprehension monitoring

Cooperative learning

Graphic and semantic organizers

Story structure

Question answering

Question generation

Summarization

Multiple Strategy Use

3PV3RQ

3PV

Purpose

Prepare

Predict

Vocabulary

3RQ

Read

Review

Retell

Question

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Read to students every day. Look for reading material that contains…

Numerous illustrations that help clarify the text.

Story plots that are action-based.

Limited text on each page.

Text that contains repetitive, predictable phrases.

High-frequency vocabulary and useful words.

Text that employs simple sentence structures.

Support students' comprehension as much as possible.

Teach the alphabet when necessary.

Preliterate and literate newcomers who speak a language that does not use the Roman alphabet need direct instruction in letter recognition and formation.

Teach phonics in context.

Using literature and content material, you can introduce and reinforce letter recognition, beginning and ending sounds, blends, rhyming words, silent letters, homonyms, etc.

Check comprehension frequently.

Teach newcomers to reflect on what they have decoded and to monitor what they do or do not understand.

Use audiobooks.

CD, playaways, or podcasts allow ELL's the opportunity to listen to a story and read along.

Support native language literacy.

Allow newcomers time to develop some aural familiarity with English and build a vocabulary base before beginning reading instruction.

Encourage reading outside of the classroom.

Stock classroom library and encourage parents to join the public library and check out picture books, books with read-along tapes, and home-language books.

Establish an English Language Learner Center.

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Info teachers learn about students from the PAST assessments.

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Info teachers learn about students from the PAST assessments.

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Syllable levels of accuracy and automatic in levels of syllable work.

Syllable deletion and automatic/accurate.

Onset/Rhyme levels automatic/accurate.

Phoneme Level accurate/automatic.

Advanced phoneme level.

(2 seconds to be automatic)

Allows teachers to analyze students' ability to recognize and manipulate individual sounds in spoken words accurately and/or automatic.

Including segmenting, blending, and manipulating phonemes for students to show their understanding of sounds and how different letters together can create different sounds with the same beginning or ending sound.

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Is a phonological awareness screener that covers a variety of phonological awareness skills, ranging from early, to basic, to more complex tasks and incorporates both accuracy and automaticity of children's responses.

-Help to identify which letters and letter sounds students know automatically.

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The process of translating a word from print to speech.

-Decoding Involves:

Phoneme, Knowledge, Grapheme, Knowledge, Orthographic Knowledge, Morphological Knowledge, and Syntax Knowledge.

What is decodable text?

Uses phonics pattern words.

Represent sound-symbol correspondences that have already been taught.

Few non-phonetic high-frequency words.

Requires students to apply their knowledge and skills to decode words.

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The idea that letters on a page represent speech sounds.

-As students learn the alphabet they need to…

Recognize that each letter has a name and a sound.

Recognize the visual features of different letters in words.

Notice that each letter has two forms (uppercase and lowercase).

Become aware that some letters may be associated with more than one sound.

Recognize that words are made up of a series of letters.

-Activities to Support Alphabet Knowledge:

Singing the alphabet song.

Matching and Naming letters.

Letter and Sound Sorts using pictures.

Reading and Reviewing Alphabet books.

Name building activities.

Letter poems, chants, and songs.

Practicing letter formation.

Letter games.

-52 letters

-Upper and lower case

-16 upper- different from lowercase

-150 spellings

-44 sounds

-Punctuation

-Directionality

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3 Useful Principles for Teaching Syllables:

Dividing Words by Syllable

Two consonants between two vowels (VC-CV) When vowels have two adjacent consonants between them, divide between the consonants. The first syllable will be closed (with a short vowel).

One consonant between two vowels (V-CV and VC-V) a. First, try dividing before the consonant. This makes the first syllable open and the vowel long. This strategy will work 75% of the time with VCV syllable division. B. If the word is not recognizable, try dividing after the consonant. This makes the first syllable closed and the vowel sound short. This strategy will work the remaining 25% of the time with (VCV) syllable division.

Consonant blends and diagraphs stick together. Don't separate them when using the first two principles for dividing words by syllables.

Tips for Teaching Syllables:

Look for any compound words.

Look any prefix or suffix and divide between the and the root word.

Look for the vowels and any consonants in between them and split the word.

Attempt to read the word trying the vowel sounds that matches the syllable pattern (open = Long vowel sound / closed = short vowel sound).

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-Syllables: A unit of speech organized around a vowel sound.

-Every syllable must have a sound.

-Awareness of syllables helps students to:

Break words into manageable parts or chunks.

Helps students understand how a vowel sound should be pronounced.

Spell words by thinking of the different word parts they hear.

-Closed syllables ends in one or more consonants and has a short vowel sound.

-VCE Syllables (Vowel-Consonant-e) have long vowel sounds and ends in a silent e.

-Open Syllable ends with a long vowel sound, spelled with a single vowel letter.

-Vowel Team long or short vowel spellings that use two to four letters to spell the vowel. Dipthongs ou/ow and ol/oy are included.

-R-Controlled Syllables: A syllable with er, ir, or, ar, or ur, vowel pronunciation often changes before the /r/.

-Consonant -le Syllables are unaccented final syllables that contain a consonant before /l/, followed by a silent e.

-Leftovers/Odd and Schwa Syllables are usually final, unaccented syllables with odd spellings.

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7 Key Factors That Influence Reading Development

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7 Key Factors That Influence Reading Development

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-Development of phonemic awareness and of the alphabetic principle

-Ability to decode words

-Automaticity with enough words

-Acquisition of vocab along with the application of reading comprehension strategies

-Extensive reading of both narrative and expository texts

-Maintaining the motivation to learn

-Adequate teacher preparation and materials.

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-Term used to describe the difference between the target level of reading proficiency, which should be possible for students to achieve, and the actual level of reading proficiency.

-Successful approach that includes direct teaching of phonemic awareness and phonics as well as an abundance of rich and varied literature and writing practice. (balanced and comprehensive literacy programs - requires understanding which skills need to be developed at which points and shifting the curricular emphasis overtime, while using all literacy strategies.

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Factors That Put Students At Risk of Reading Failure

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Factors That Put Students At Risk of Reading Failure

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-Poverty

-Phonological processing difficulties

-Language barriers

-Parents’ low reading abilities

-Biological or psychological learning deficits.

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Place of Articulation:

Lips closed.

Upper front teeth on lower lip.

Tongue between teeth.

Tongue on ridge behind upper teeth.

Tongue against roof of mouth.

Tongue against soft palate in back of throat.

Throat open.

Manner of Articulation:

Stops - airflow is stopped completely for a short time.

Nasals - air is forced through the nasal cavity; mouth is closed.

Fricatives - air is forced through a narrow space, creating friction.

Affricates - a sequence of a stop and a fricative; airflow is stopped completely and then released.

Glides - glides immediately into the vowel that always follows; airflow is not obstructed.

Liquids - seem to float in the mouth; difficult to produce in isolation or to separate from the preceding vowel sound.

Voiced or Unvoiced:

Voiced - the vocal cords vibrates.

Unvoiced - the vocal cords do not vibrate.

Consonant Phonemes:

Continuous sounds - sounds that can be produced for several seconds without distortion.

Stop Sounds - sounds that can be produced for only an instant.

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-Vowel letters are a, e, I, o, and u that are used singly and in combination to represent different sounds. About 18 vowel phonemes including r-controlled vowels.

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-There are 25 consonant phonemes or sounds that are represented by a single letter or spelling /b/ and some with two /sh/.

-To produce a consonant sound, vocal airflow is either partially or completely obstructed as it moves through the mouth.

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Gives us insight into why students struggle in reading, what we can do about it, and what we need for assessments.

Need both word recognition and language comprehension to reach the full product of reading comprehension (you can't have reading comprehension one without the other).

Word Recognition (Decoding): The ability to rapidly and actively retrieve decoded words from memory.

Language Comprehension: The ability to follow oral stories, understand conversations that present information, and make sense of figurative language.

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Four Part Processing System for Word Recognition

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Four Part Processing System for Word Recognition

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Phonological: Identifies and remembers the sound within the word in the correct order. (Pronunciation and articulation of words).

Orthographic: Takes in the pattern of letters in a word and stores the letter patterns we see frequently in print and knows which patterns are permissible in English spelling. ("the brain's letter box," specializes in visually processing words).

Meaning: Mental dictionary of word meanings.

Context: Works with the meaning processor to help us understand a word within a particular context.

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The ability to process and understand the text and the meaning of the text.

In order for students to acquire information and knowledge from text they must learn vocabulary, use strategies to gain meaning from the text, and have appropriately trained teachers.

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-Must learn to link sounds to letters.

-It helps the students recognize new words and how to spell them.

-Smallest sound units in English language.