Chapter 8- Literacy Strategies Flashcards
Literacy Strategies
The systematic approaches good readers use to extract meaning from text
Reading leadership teams
This team works with the principal to ensure effective implementation of the K-12 comprehensive reading plan
Comprehensive Core reading program (CCRP)
A research based reading program featuring developmentally appropriate sequenced instruction, materials, activities, and assignments
Guides teachers through developmentally appropriate, systematic explicit Instruction and assessment directed toward student competency in oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Florida’s Formula for Success, 6+4+ii+iii
6 components of reading: Oral language, phonological awareness, phonics, Fluency, vocabulary, and comprehension
4 assessment types: screening, diagnostic, progress monitoring, and outcome measures
Initial instruction (ii): print rich, explicit, systematic, scaffolded, and differentiated and includes considerations for background knowledge and motivation and the reading/writing connection
Immediate intensive intervention (iii) : targeted, systematic, and explicit and includes extended time, smaller group size, and more frequent progress monitoring
Just Read, Florida!
Statewide reading initiative
Florida Center for reading research (FCRR)
Conduct basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to scientific knowledge of reading and benefit students in Florida throughout the nation
Disseminate information
Technical assistance
Florida assessment for instruction in reading (FAIR)
A state wide reading assessment system that provides statewide K – 12 screening, diagnostic, and progress monitoring data. Given three times a year and his offered free of charge to Florida school districts.
Progress monitoring and reporting network (PMRN)
A web based data management system that records and report student data from FAIR. Demographic and assessment data are easily assessable to Florida educators with the system Period
Reading/literacy coaches
Reading experts hired by districts and assign to schools, based on greatest need, with the goal of improving reading achievement in the assigned school.
Emergent literacy
Describes the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing.
Oral language, concepts of print and letter knowledge, and phonological sensitivity
Oral language
The ability to speak and listen.
Classroom discussions, songs, poems, Chance, vocabulary building games, and listening activity should be a central component of early reading instruction
Concepts of print
Knowing the difference between the covers and the pages of a book and the difference between pictures and print on a page; knowing that print carries a message, that print in the book is red left to right and top to bottom and that print progresses from front to back across pages; and knowing the uses of upper and lower case letters and punctuation, including spaces between words
Letter knowledge
The ability to recognize the name upper and lower case letters.
Phonological sensitivity
The ability to detect and manipulate rhymes, syllables, or phonemes.
Usually begins with larger units of speech sounds (words) and progresses to smaller units of sound (syllables) and even smaller (phonemes)
Activities involve rhyming, moving blocks, clapping to count syllables, Identifying CVC words etc.
Alphabetic principle
The concept that letters and letter patterns represent the sounds of spoken language.
Fluency
The ability to read a text accurately, quickly, and expressively
Includes rate, automaticity (fluent processing of information), prosody (tone)
Instructional approaches:
Repeated and monitored oral reading
Independent silent reading
Student-adult reading
The student reads one on one with an adult. The adult reads first as a model. Student reads with the assistance and support of the adult Period student rereads until they achieve fluency.
Choral reading
Students read aloud as a group with the teacher or another fluent adult reader.
Tape assisted reading
A student reads along with a fluent reader reading a book on a audio tape
Partner reading
Students take turns reading aloud to each other. The stronger reader gives help with word recognition and encourages the less fluent reader.
Readers’ theater
Students develop a script and dramatize a reading selection or book
Students make the story more interesting by using voice inflection, gestures, facial expressions etc.
Vocabulary
Context word mapping
The words that one knows and understands.
A vocabulary development activity where my students enhance their understanding of keywords by graphically mapping them.
Word learning strategies
Teachers use modeling, think aloud‘s, and guided practice to assist students in learning the strategies.
- searching for context clues
- Looking at word parts
- Using reference materials
Searching for context clues
- Mood and tone
- Definitions
- Signal Words
- Explanations
- Similar Words (synonyms)
- Opposites (antonyms)
- Picture clues
Morpheme
Smallest unit of meaning in the language.
Base words, roots, affixes
Question answering
Asking and answering questions about the text selection. The best way to introduce question answering is with a visual aid showing the question into relationships.
Taxonomy: 1-Right there 2-Think and search 3-The author and you 4-on your own
Reciprocal teaching
Using a teaching strategy in which students are involved in the cognitive strategies of summarizing, questioning, clarifying, and predicting as they read text improve students comprehension
Indenting text structure
Teachers use story maps, story grammar, and storyboarding to help students interpret the structure of children’s literature. These include calls/effect, compare/contrast, problem/solution, persuasion/argument, question/answer, definition/explanation, description, and sequence.
Multiple strategy instruction
Assisting students in applying and practicing multiple strategies while reading is significant to students self monitoring systems.
ISF
Initial sound fluency
LNF
Letter naming fluency
NWF
Nonsense word fluency
ORF
Oral reading fluency
PSF
Phoneme segmentation Fluency
RTF
Retell Fluency
