-
What is the instructional level?
90 -94%
-
What is the frustration level
below 89%
-
what are the two best predictors of early reading success?
- phonemic awareness
- alphabetic knowledge
-
What is phonemic awareness?
the awareness of the speech sounds in a spoken word
-
What is isolation?
recognizing individual sounds in words
-
What is identity?
hearing same sounds in different words (cat and mad)
-
What is categorization?
recognizing a word having a different sound in a group of words (bad, dad, sad)
-
what is blending?
blending sounds to make words
-
What is segmentation?
breaking a spoken word into phonemes (dog)
-
What is deletion?
removing a sound and recognize what remains (sit, bat, meat, when)
-
What is addition?
adding a phenome to create a new word
-
What is substitution?
replacing a phenome with anohter to create a new word (feet, meet)
-
Teaching stratigies (4)
- Word stretching
- Segment and blend compound words
- Syllibication
- Segment and blend onset and rime
-
-
-
-
-
-
-
short i
telephone, refer, refuse
-
-
-
Alphabet teaching routines
- teach 1 or 2 letters per week: letter name, identification, writing the upper and lower cases
- use alphabet chart
-
what is phonics?
the systematic and predictable relationships between spelling patterns and speech sounds
-
The C rule
soft c or /s/ followed by e, i, or y
hard c or /k/ followed by a, o, or u
-
The G rule
soft g or /j/ followed by e, i, or y
hard g or /g/ followed by a, o, or u
-
Vowel Digraphs
when two vowels go walking the first one does the talking (meat, beat, boat)
-
VC final e pattern
the vowel is long while the e is silent (make, lake, bike)
-
Bossy R
the r controls the vowel (her, author, fur)
-
L-controlled vowel
call, cold, help, fall
-
CV pattern
the vowel is long (so, go, be, me, no)
-
CVC pattern
the vowel sound is short (bat, mom, leg, cod, pit)
-
Assessment in phonological awareness, phonics and word identification (5)
- letter id
- initial sound identification
- sound isolation
- nonsense word identification
- running record
-
Arkansas standards for fluency rate
- K = 40 letters
- 1st = 40 words
- 2nd = 90 words
- 3rd = 110 words
- 4th = 118 words
- 8th = 171 words
-
what does it mean to be fluent?
- reading orally with speed, accuracy, and proper expression
- automaticity, expression, rate, phrasing
-
what causes non-fluency (4)
- limited vocabulary
- poor decoding skills
- poor comprehension
- limited reading experience
-
Benchmarks of fluency development
K = Reads familiar texts emergently
1st = reads aloud with accuracy any text that is appropriately designed for first semester
2nd = accurately decodes regular multi-syllable words; accurately reads many irregularly spelled words
3rd = reads aloud wiht fluency any text that is at grade level
-
Assessing fluency
Oral reading fluency or running record
teacher counts the # of words read in one minute
counts the # of errors
reports # of correctly read words
Retell fluency comprehension
-
What skills are needed in order to read fluently?
- automatic decoding
- proper pause and expression
- fast
-
What are some popular approaches to fluency instruction
- familiar reading
- buddy reading
- oral repeated reading
- echo reading
- choral reading
- reader's theatere
- evening newscast
- DEAR and extensive home reading
-
How to do repeated oral reading?
- unison
- echo
- buddy reading: read to each other with the fluent reader reading first
- tape-assisted reading
- independent familiar reading
-
What is the fluency instruction- fluency pyramid for K-2
- poetry/songs
- nonfiction
- stories/predictable books
|
|
