Teach toward two broad goals
- the mechanics (sound-symbol relationships)
- Content (ideas, messages, etc.)
40 Matching Annotations
- Nov 2015
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Writing
Purposes of this is to increase print awareness, phonics skills, and writing skills and strategies.
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Use direct, explicit, and systematic instructional methods.
Make sure you are covering phonological and phonemic awareness, phonics and the alphabetic principle, and word and structural analysis.
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ecdotal notes and running records, or formal ones, like the Developmental Reading Assessment (DRA) or Qualitative Reading Inventory (QRI).
Ways to assess the reader while he/she is independently reading.
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Independent Reading
When students are reading independently it's extremely important that they have 95% accuracy (which determines if they are on their independent reading level.)
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en creating literacy centers and assigning students to them, you should be guided by three questions
Ask yourself these three questions when creating a literacy circle.
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Considering reading and developmental levels.
Early emergent readers will need more guidance compared to fluent readers who will be able to read the books (for the most part) by themselves.
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Guided Reading
Children will use decoding and comprehension skills while sitting with the teacher in small groups.
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prosody
Smooth, rhythmic expression.
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Choral reading,
Used most frequently in choral reading. It allows those who are more fluent in reading to help those who are not.
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Shared Reading
There is a teacher-student role in shared reading. The purposes serve the same as they would in a read aloud.
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Read Aloud
This is when the teacher reads to the students which serves 4 purposes for them: book and print awareness, phonological and phonemic awareness, reading accuracy and fluency, and listening and reading comprehension skills.
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- Oct 2015
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Choral Reading
Think of a chorus,where everyone is reading and performing the lines together and the more you repeat the better it sounds and the more fluent it becomes.
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choral reading, echo reading, buddy reading,and tape recorded reading.
remember these four ways to support students in repeated readings.
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And this makes sense—the more time a student spends reading one text, the better his or her reading of that text will be. But there is a more compelling finding that leads us to advocate repeated reading as the practice method of choice. Researchers have found that when students repeatedly read a text, not only is their reading of that particular text improved, but their first readings of new, unseen passages are significantly improved as well.
Think of when you've read something over and over and the more you read it the more you see things you could have missed the first couple of times which in the end would help understand the text more.
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the Phrased Text Lesson
Using cues to chunk the text into meaningful groups of words.
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repeated reading of high-frequency phrases.
One example of how to help demonstrate how to read with appropriate phrasing.
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By pointing to each word as you are reading, you can show students where and how you are pausing and how the text shows you when to raise and lower your voice.
Great tactic to model fluency while reading.
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Consider how a fluent reader raises his voice slightly when reading a question, while the less fluent reader reads each word with the same tone and emphasis, seeming to ignore the question mark at the end of a sentence.
This is something to really think about. The expression has a huge affect on how we perceive what were reading.
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fluency is the ability to read a text quickly, accurately, and with expression
This is important to remember.
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, the two most critical tasks are segmenting and blending,
Segmenting is critical to spelling and Blending is critical for reading.
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Syllable Types:
This table is perfect for coming up with an acronym to help remember this. Think of C.L.O.V.E.R.
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Vowel-Consonant-E (Silent e):
Silent e can be found in CVCe words like "make". In these words the silent e forces the vowel to become a long vowel sound.
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Although their patterns are not identical to the vowel friends, the phonemes /aw/, /oi/, and /ow/ have a spelling convention that reflects their location in a word
This would be representing vowel diphthongs.
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when two vowels go walking, the first one does the talking.”
This is representing a vowel digraph.
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Long and Short Vowels:
Short vowels can be represented with a breve and long vowels can be represented by a macron. We know that short vowels can be associated with CVC words and long vowels with CVCe words.
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phonological awareness is the understanding that spoken language is composed of units of speech, such as words, syllables, rhymes (found and pound), onsets (the part of the syllable before the vowel, such as swin swim) and rimes (the part of the syllable including the vowel and everything that follows, such as the imin swim)
Words, syllables, rhymes, onset, rimes are all important to becoming a good reader.
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Throughout Kindergarten and first grade, teachers constantly review the elements of books and the concepts of print.
This involves going over the front and back of the book, reading the title,reading the author, using your finger to show words while reading, asking about where to start and stop. All of this is extremely important to teaching concepts of print.
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The vowels are harder to learn than most of the consonants because they are harder to define in terms of the movement of the tongue, lips, and teeth
Using these three body parts is a great way to showing and really emphasizing words/letters and their sounds.
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- Sep 2015
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Want to be convinced that the air is coming through your nose? Try saying “mmm...” and plugging your nose at the same time.
I never would have thought that we use our nose while saying what sounds letters make. This was really interesting.
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Stop Pair Linguistic Name Description of Production Simple Name23 Example Words /p/ and /b/ bilabial stop The lips are popped open with a puff of air. (Since this requires both lips, it’s bilabial.) lip popper pin, bin /t/ and /d/ alveolar stop The tongue is tapped against the alveolar ridge. tongue tapper tock, dock /k/ and /g/ velar stop The tongue is pushed against the velum (soft palate) and released. tongue scraper cold, gold
I really like this table. If you try it out you really get an understanding of what those areas in your mouth are doing when pronouncing. I think this is something that could be used as well for students to get a better feel for how to pronounce a sound.
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You may wish to watch your mouth in a mirror as you pronounce sounds
A great visual to get the children to understand how the words are pronounced
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A running record is a record of errors, or miscues, that readers make as they are reading a text.
This is a great system to use when tracking students progress.
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Those might include, for example, staying focused, note-taking skills, skimming skills, etc.
Keeping track of these skills will give you an idea on where the child is with processing and what is going on when he/she is reading.
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Having this diagnostic information will also serve as a valuable baseline to which you can compare your students’ progress later in the year.
Keeping track of your students progress is so important and rewarding as a student and teacher.
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Further, these students should become comfortable summarizing and identifying the main idea of texts that they have read.
Asking students to talk about what they read is a great way to check if they are understanding what they are reading.
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Knowing what they have learned in previous grades and what they are expected to learn in the future makes your job more meaningful and helps you to understand how crucial it is that your students master all of your grade level standards.
Not only does it help you understand how crucial your students master all of the grade level standards, but it really gives you an idea on where your students are at the beginning of the year and from there you can accommodate and figure out what to do in order to reach the grade level standards.
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Finally, research has shown that students benefit tremendously from explicit instruction in reading comprehension strategies (such as predicting, making connections, and asking questions)
These comprehension strategies will allow students to above and beyond with thinking about the stories they are reading.
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Having students sing songs that make them sound or spell out words can really make the learning process speed up. They are enjoying what is going on and also, they are learning words and sounds. If you think about it they are also learning how to categorize animals and their sounds or what objects do.
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When teaching children how to read, understanding where we start and stop it so important. It is great to ask open-ended questions about which way to read (left to right, top to bottom, etc). It tests their knowledge and memory and soon enough, over time it will become a habit for them and they will fluently read from left to right/top to bottom without second guessing it.
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