https://padlet.com/valloncj/3ff8c6kzhi6npnut en-us 2022-10-10 01:11:40 UTC 2022-10-10 03:42:01 UTC hello@padlet.com valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332873807 2022-10-10 01:12:33 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332873807 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332874716 2022-10-10 01:14:16 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332874716 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875203 2022-10-10 01:15:07 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875203 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875378 2022-10-10 01:15:27 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875378 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875473 2022-10-10 01:15:36 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875473 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875590 2022-10-10 01:15:47 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332875590 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332901032 2022-10-10 01:57:37 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332901032 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332904112 Teachers can create outlines of the text for their students by including key details and features of the reading they are about to work on. By doing so teachers can ensure that students have the scaffolds and structure necessary to interact with the text on a meaningful level. Should be in line with students' reading levels.]]> 2022-10-10 02:02:16 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332904112 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332909481 Guided notes are a great resource for helping students to interact with reading material. Instead of just having students read the text or create their own notes the teacher creates a structured notes page that mirrors the reading. These pages then have words cut out or guided questions (more for higher reading levels) so that the students have to follow along in the reading and answer them as they go. This helps to encourage deeper comprehension as students have to actively read as opposed to just skimming.]]> 2022-10-10 02:10:30 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332909481 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332911539 Read and pause is a studying strategy that students may use when reading expository texts to ensure they understood what they read. This method involves reading a section of text, pausing, then going back and stating something from the reading that was just done. This helps students to realize when they are spacing out and can help keep them focused on the reading. ]]> 2022-10-10 02:13:51 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332911539 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332914310 2022-10-10 02:18:39 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332914310 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332916849 Story grammar is a strategy that teachers can use as a pre, post and during reading activity to help students engage with the plot and its elements. The pre-reading activity involves giving students and outline of the basic story elements as a look into what they are about to read. As a post reading activity teachers can present students with the chart above and have them fill it out with what they learned in the reading. For during reading, teachers may mix the two and give students a partially completed chart and have them fill out the rest while exploring the text to promote active reading.]]> 2022-10-10 02:23:31 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332916849 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332918694 Another important aspect of narrative text is promoting visualization in students to help promote emotional connection and comprehension by having them create mental images. One way to promote this in a classroom is to have students create mental images and either draw or write down what they see. These descriptions can then be sent around the classroom with each students trying to add an element to the image. This helps students to explore their own mind as well as view a scene from other perspectives they may not have considered.]]> 2022-10-10 02:26:37 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332918694 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332923382 A valuable resource teachers can use when reading narrative texts to further students' comprehension of story events is to have them create cause and effect graphs. These can either entirely be created by students or teachers can provide the first column and have students fill out the second column as they read. This strategy helps encourage students to be able to see how one plot point in a story can affect another.]]> 2022-10-10 02:32:39 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332923382 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332925954 2022-10-10 02:36:35 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332925954 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332927449 Cloze sentences are sentences that have an entire word removed or at least partially removed from the paper. These sentences are used to help students learn how to use context clues to be able to identify the word that best fits the example sentence. This can be adapted for lower reading levels by including more of the partial word in the sentence]]> 2022-10-10 02:38:56 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332927449 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332930847 In this strategy that promotes students' ability to create compound sentences and conjunctions. Students are given a number of small sentences; they must then combine the sentences while keep the meaning that the smaller sentences originally had. Ex.) The fire raced through the abandoned warehouse. The fire levelled it in an hour = The fire raced through the abandoned warehouse, levelling it in an hour.]]> 2022-10-10 02:44:21 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332930847 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332934394 Onset rime is a strategy of teaching word identification by presenting students with a worksheet or flashcards that have a word broken down into its onset (the first letter or letter blend in a word) and rime (a word family or phonogram following the onset). This method can be split into many different activities such as keeping the rime the same and changing the onset to explore phonogram variations. The same can be done by switching the rime and keeping the same onset. The most common way to assess with this method is to present the student with the onset and rime separately and having them put together the word correctly.]]> 2022-10-10 02:50:14 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332934394 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332935677 2022-10-10 02:52:26 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332935677 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332938521 Synthetic - This approach to phonics defines when teachers have students approach phonics by first determining the sounds present then using the sounds to create(synthesize) full words. It can also be referred to as the part-to-whole method.
Analytic - This approach teaches students to determine sound groups from words they already know then use those groups to create other words by identifying the common parts between the two. This can also be referred to as the whole to part method.]]> 2022-10-10 02:56:59 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332938521 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332939852 This strategy for teaching phonics involves providing a common letter sound to students then asking them to dive back into texts they have already read to find examples of the given sound. Students can record the words they find in a journal or dictionary of sorts to keep record of the relation among words and their sound groups.]]> 2022-10-10 02:59:05 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332939852 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332942213 Writing is described as an extremely valuable resource when it comes to strengthening students understanding of word sounds and how they interact in text. These programs make the individual letter sound as students type the words out then once they complete the given word it repeats it back to them. This way, students can see what sounds different groups of letters make and how they change when mixed with other groups or when forming words.]]> 2022-10-10 03:03:00 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332942213 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332943861 2022-10-10 03:05:53 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332943861 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332949711 Code First - Also called the reading readiness approach, this strategy a believes that students must receive a large amount of direct instruction in order to learn how to properly read. This method stresses focus on lecturing about different reading skills and how to use them by practicing them over and over again. While this method has some success it is largely considered to be weaker as it does not show any increase in oral reading, comprehension, spelling or word recognition.
Meaning First - Also known as the emergent literacy approach, stresses that literacy is a product of skills and tendencies that develop naturally in young readers as they develop and experience certain events. Meaning first classrooms are centered on these principles:
-They're immersed in actual, real life speaking experiences
-They're provided small bits of instruction in authentic contexts
-They're encouraged to talk about things that make sense and are of interest to them
-They use language for real-life purposes
-We respond to them instead of correcting them
-We encourage their early attempts and successful approximations
-Language is used in play and social interactions
-(Johnson 2016, P.88)]]> 2022-10-10 03:14:19 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332949711 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332952428 This strategy is used to engage students in meaningful literacy instruction and involving them in many different ways of doing so. The first whole part corresponds to immersing children in authentic reading and writing experiences. The part aspect then refers to providing students with some small instruction within the reading experience to bolster their knowledge. This can look like a fill in the blank section on a given topic in between sections of a reading. The next whole refers to once again promoting the students' ability to explore more authentic literacy activities such as having them write or draw about what they read or learned.]]> 2022-10-10 03:19:02 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332952428 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332954270 Phonemic segmentation is a strategy in which teachers can introduce their students to the different phonemes that make up a word and how you can break words down into parts. In these activities teachers provide students with full words then students must break them down into the correct phonemic segments. To do this effectively and develop an understanding of how word groups and phonemes come together to make words, have students say the full word, followed by each phoneme segment, then the full words again. ]]> 2022-10-10 03:21:50 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332954270 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332955343 2022-10-10 03:23:37 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332955343 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332958446 These are books that are written on a topic of high interest to students in grades 5-12 but are written at a lower reading level akin to that of a first or second grader. These books are usually centered on a singular concept and full of many pictures to help students formulate ideas about what is happening in the book without having to entirely derive it from the text. This is a useful scaffolding strategy as it plays on students' prior knowledge of the image and building neural pathways to understanding and comprehension by providing both visual and text-based context. This method is very effective in aiding struggling readers.]]> 2022-10-10 03:29:02 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332958446 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332959979 This strategy for fluency involves teachers reading out loud daily to their students. This can be from a textbook or story of interest for the students or any other content relevant reading. This strategy helps to demonstrate new and unfamiliar vocabulary while also showing them proper sentence structure within a reading. For primary grades, picture books should be used more often than not as they provide a visual element to help students form meaning outside of the words.]]> 2022-10-10 03:31:32 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332959979 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332966031 Reader's theater is a fluency strategy where teachers provide students with scripts of a reading by organizing the reading into parts either based on characters or number of sentences. Students are then put into an order so they know exactly what part they will be reading and when. This strategy is a popular alternative to popcorn reading as it removes the fear of not knowing when you are going to be called on and allows for deeper fluency concentration on the assigned part.]]> 2022-10-10 03:40:16 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332966031 valloncj https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332967095 Cassella, S. (2021, June 7). A 3-Step Strategy to Build Students’ Reading Fluency. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/article/3-step-strategy-build-students-reading-fluency

Cushman, C. (2012, March 7). Instructional Strategies for Emergent Literacy. Paths to Literacy; Paths to Literacy. https://www.pathstoliteracy.org/instructional-strategies-emergent-literacy/

Denton, C., Reed, J., & Vaughn, D. (2017). Identifying Narrative Text Structures Adapted with permission from the Meadows Center for Preventing Educational Risk. In Identifying Narrative Text Structures. National Center on Intensive Intervention. https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/reading-endorsement/comp4/NCII%20Comprehension%20Lesson.pdf

Johnson, A. P. (2016). 10 Essential Instructional Elements For Students With Reading Difficulties : A Brain-Friendly Approach. Corwin.

Literacy For All Instruction. (2016). Word identification and decoding | Literacy Instruction for Students with Significant Disabilities. Literacyforallinstruction.ca. https://literacyforallinstruction.ca/working-with-words/

National Reading Panel. (2017, August 12). Phonics Instruction. Reading Rockets; WETA. https://www.readingrockets.org/article/phonics-instruction

Sejnost, R., & Thiese, S. (2012, August 16). Reading (and Scaffolding) Expository Texts. Reading Rockets; WETA. https://www.readingrockets.org/article/reading-and-scaffolding-expository-texts]]> 2022-10-10 03:41:52 UTC https://padlet.com/valloncj/3ff8c6kzhi6npnut/wish/2332967095