Case Study

Question 1

Strategic Reading Components

Answer 1

1. Visualizing
2. Paraphrasing
3. Clarifying
4. Predicting
5. Generating Questions
6. Summarizing
7. Adjusting reading rate

Question 2

Comprehension: Narrative/Literary Text (CONAR)

Answer 2

*Assessments:
Analysis of discussion and writing relating Text-to-Text, Text-to-Self, Text-to-World
*Strategies:
Story Elements - Inferential Comp - Story Maps
*Struggling Readers: Focus on key elements of story grammar (Character, Plot, Setting, Mood, Theme, Style)
*English Learners: Clarify cultural context of story

Question 3

Comprehension: Expository information Texts (COEXP)

Answer 3

• Strategies:
  1. Using Text Structures - Pre-reading: Graphic Organizers for background knowledge
  2. Using text structures - during and after reading: Study Guides (graphic organizer using questions or fill-in-the-blanks)
• Struggling Readers: increase scaffolding on written assignments
• English Learners: build background knowledge with primary language resources

Question 4

Informal Reading Inventory

Answer 4

The use of a graded series of passages of increasing difficulty to determine student’s strengths, weaknesses, and strategies in word identification and comprehension

Question 5

Semantic feature analysis

Answer 5

Strategy to develop vocabulary knowledge by establishing shared meaning relationships between words.

Ex: represented in a graphic organizer or matrix that can be completed to show, for example, how words are alike or different.

Question 6

Systematic Instruction

Answer 6

An organized, sequenced approach to reading instruction that supports students to learn the linguistic elements of English.

Question 7

Emergent Literacy

Answer 7

Development of the association of print with meaning that begins in a child’s life and continues until stage of conventional reading and writing.

Question 8

syntax

Answer 8

The study of how sentences are formed and of the the grammatical rules that govern their formation.
The pattern or structures of a word or order in sentences, clauses, and phrases.

The direct teaching of syntactic patterns is critical for comprehension of higher level texts as well as for good writing.

Question 9

Pre-phonetic spelling

Answer 9

writing letters with no particular relationship of letters to sounds

Question 10

Semi phonetic spelling

Answer 10

writing words with some relationship of letters to sounds

Question 11

Elkonin Boxes

Answer 11

Used for phonemic awareness activities and spelling activities; illustrate sound/letter correspondence and irregular spelling patterns. The teacher draws a series of boxes corresponding to the number of sounds in the words. The teacher and the student say the word as child points to each box. Then the student writes the letter of letters representing each sound

Question 12

Strategies to promote fluency

Answer 12

Use guided oral reading such as Choral Reading, Echo Reading (teacher reads a selection aloud and students chorally re-read the selection)

Provide independent practice through reading aloud to an adult, reading along with a recording, ‘whisper reading’ , or Reader’s Theatre

Use Partner Reading: Students read text aloud with another student

Question 13

QAR techniques

Answer 13

A questioning technique in which students explore the relationship of three levels of questioning: “Right there” questions in which the answers are found directly in the text; “Think and search” questions in which students can infer answers from the written text; and “In my head” questions which students develop from their own knowledge

Question 14

Independent Reading (INDRD)

Answer 14

• Assessments: Interest Inventories, Reading Attitude Surveys, Book Reports, Formal and Informal Oral Presentations, Individual Conferences
• Strategies:
  1. “I+I” - Interesting books at students independent reading level.
  2. Reader’s Workshop
  3. Sustained Silent Reading (SSR) in class

Question 15

Determine Reading Levels

Answer 15

• Assessments: Graded Reading Passages assessed for fluency and comprehension, Running Records, Graded Word List (San Diego Quick Assessment)
• Definitions and Strategies:
  1. Independent Reading Level: the highest passage a student reads with 95% or more accuracy and scores 90% or more on comprehension. Student can read and understand at this level on their own.
  2. Instructional Reading Level: 90-95% accuracy and 60-90% Comprehension - Material can be read and understood by student with help from teacher (textbook).
  3. Frustration Reading Level: less than 90% accuracy, less than 60% comprehension. Material should be read orally to student.

Question 16

Phonological awareness and phonemic awareness

Answer 16

• Assessments: Yopp-Singer Test of Phonemic Segmentation
• Strategies
  1. Phonological: Word Awareness (word boundaries), Syllable Awareness, Word Blending (cow + boy = cowboy), Syllable Blending (sis + ter = sister), Onset & Rime Blending (/b/ + and = bank).
  2. Phonemic Awareness: Sound Isolation, Sound Identity, Sound Substitution, Sound Deletion, Sound Segmentation
• English Learners: teach English phonemes that are not in EL’s native language

Question 17

Concepts about print (CAP)

Answer 17

• Assessments: Clay’s “Concepts About Print” test, Informal Assessment by Teacher
• Strategies:
  1. Read Aloud
  2. Shared Book Experience - oversized book read to whole class.
  3. Language Experience Approach (LEA) - Children dictate text relating to personal experience
  4. Environmental Print
  5. Print-Rich Environment
  6. Direct Teaching
• English Learners: Directionality and tracking of print may differ from native language

Question 18

Letter Recognition (LET)

Answer 18

• Assessments: Letter Recognition, Letter Naming, Letter Formation
• Strategies: Direct Instruction
  1. Associate names and things with letters
  2. Singing the Alphabet
  3. ABC Books
  4. Practice writing upper and lower case letters
  5. Tactile and kinesthetic (modeling letters out of clay, tracing fingers over letters cut out of sandpaper)

Question 19

Phonics and Sight words

Answer 19

• Assessments:
  1. Phonics - Decode in Isolation (read aloud words from a target list - Elementary or Upper Level Spelling Inventory), Decode in Context (analyze results of oral reading)
• Strategies: Direct Instruction
  1. Phonics - Whole-to-Part (students given text with underlined words, isolate words with target sounds, identify target sounds, identify symbols)
  2. Sight Words - Whole-to-Part, Word Banks/Walls, Visual (use different colors for different letters), Auditory (pronounce letters while writing word), Tactile (write words on desktop with fingers)
• English Learners:
  1. Capitalize on transfer of relevant knowledge and skills from primary language
  2. Explicitly teach sounds that do not transfer
  3. Explicitly teach meanings of sight words

Question 20

Syllabic and Structural Analysis (SYST)

Answer 20

• Assessments:
  1. Isolation - read aloud nonsense words
  2. Context - oral reading of specially written paragraph with many words with prefixes and suffixes
• Strategies:
  1. Structural Analysis: Whole-to-Part lesson
  2. Syllabic Analysis: teach common syllable patterns
• English Learners: Key skills

Question 21

Orthographic Knowledge/SPelling (SPL)

Answer 21

• Assessments: Spelling Tests (Isolation), Analyze Writing Samples (Context)
• Strategies:
  1. Spelling lists (spelling patterns, high-frequency words, common-need words, content-area words, related words - synonyms, antonyms, etc.
  2. Multi-sensory Techniques: Visual (use color to identify spelling patterns), Auditory (say/hear each letter as they spell word), Kinesthetic (write word in air), Tactile (sandpaper, window screens), Mental Imagery
• English Learners: Key Skills (common English roots and affixes, spelling patterns)

Question 22

fluency

Answer 22

• Assessments:
  1. Accuracy - Oral reading recording errors (Running Records)
  2. Rate - Timed oral reading to calculate words correct per minute
  3. Prosody - Oral reading, assess for correct pitch, response to punctuation, characterization
• Strategies: PRACTICE
  1. Monitored Oral Reading with Teacher (Model, Practice, Feedback)
  2. Choral Reading
  3. Paired Reading with a Partner
• English Learners: Modeling, Phrase-cued reading, echo reading

Question 23

vocabulary, academic language and background knowledge

Answer 23

• Assessments:
  1. Accuracy - Oral reading recording errors (Running Records)
  2. Rate - Timed oral reading to calculate words correct per minute
  3. Prosody - Oral reading, assess for correct pitch, response to punctuation, characterization
• Strategies: PRACTICE
  1. Monitored Oral Reading with Teacher (Model, Practice, Feedback)
  2. Choral Reading
  3. Paired Reading with a Partner
• English Learners: Modeling, Phrase-cued reading, echo reading

Question 24

Comprehension: Any Text (COANY)

Answer 24

Assessments:

1. Determine Reading Levels (reading passages in an IRI)
2. Assess literal, inferential, evaluative comprehension using taxonomy like Question Answer Relationships
3. Assess Retellings
   * Strategies:
   1a. Pre - Reading: Activate Background Knowledge
4. Literal comprehension - Story Maps
5. Inferential and evaluative comprehension - Question Answer Relationships (QAR)
6. Strategic Reading - Gradual Release of Responsibility, Reciprocal Teaching
7. Visual/Graphic Representations of what they read
   * English Learners: Reteaching reading strategies