SED Adv Org 8 by Taylor Higgins https://padlet.com/t_higgins97/82f5zf0i1q4b Assessing and Teaching Reading en-us 2017-03-10 23:56:58 UTC 2017-03-11 00:04:41 UTC hello@padlet.com Chapter 7 t_higgins97 https://padlet.com/t_higgins97/82f5zf0i1q4b/wish/159406447 -       Reading Instruction: reading is a skilled and strategic process in which learning to decode and read words accurately and rapidly is essential, reading entails understanding the text and depends on active engagement and interpretation by the reader
-       Determine tasks that are difficult for the students and then to focus instruction according to the students’ level of development and needs
-       Students use letter-sound correspondences to decode words, benefit from learning to blend and segment sounds so that they can decode and spell words
-       Parents/guardians very interested in having information that will allow them to provide the best support possible to their children as they acquire the important early skills related to reading.
-       Phonic analysis- identify and blend letter-sound correspondences into words
-       Onset-rime- use common spelling patterns to decode words by blending
-       Chunking (un-believe-able) make the word easier to decode, also tells us about the meaning 
-       Occur most frequently (the, of, and, a, to, in, is, you, that, and it)
-       Reading mastery and corrective reading are built on  principles of direct instruction 
]]> 2017-03-11 00:01:02 UTC https://padlet.com/t_higgins97/82f5zf0i1q4b/wish/159406447 Alphabetic principles PPT t_higgins97 https://padlet.com/t_higgins97/82f5zf0i1q4b/wish/159406480 -teacher most important variable, 5 outstanding teachers: literacy part of everything in classroom; integrated skill instruction with holistic activities; used classroom routines for instruction; independence encouraged through strategy instruction. Well-managed classrooms.
-High levels of student engagement, Academic focus & clear goals, Teacher directed, Sequenced and structured materials, Monitoring of student performance, immediate academically-oriented feedback, sufficient time, Structured but not authoritarian interactions
- Teaching word reconstruction- Phonics (alphabetic principle), Structural analysis, Syllabication, Context clues, Sight words (not phonics)
- Teach in logical order, Teach sounds of letters before teaching letter names practice new phoneme in isolation for 5 minutes, Teach continuous sounds before stop sounds; lowercase before uppercase, Teach connection to spelling
- Teaching new sounds: Direct Instruction- My turn/modeling, Your turn/guided practice, Individual student checkout
]]> 2017-03-11 00:02:17 UTC https://padlet.com/t_higgins97/82f5zf0i1q4b/wish/159406480 t_higgins97 https://padlet.com/t_higgins97/82f5zf0i1q4b/wish/159406529
  • 3 main things I’ve learned so far in the course: Great teaching strategy is direct instruction, not all information given for IEP is relevant, all students are different
  • 2 things I’m still not sure about: when is a good time to start the referral process, how often should special education students be in a general education 
  • If I could change anything about this course, it would be… more time for changes (by Tuesday) 

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