Domain 1: Planning, Organizing, Managing

Question 1

What are some factors to consider in planning reading instruction?

Answer 1

Data, analysis, and findings
Instructional plan, including assessment data, standards, components of literacy, grouping, time/pacing, instructional strategies/possible interventions, student activities, individual student needs, text, and materials
Resources, technology, and other curriculum variables
Instruction, including direct instruction and other instructional strategies
Strategies to meet the needs a special populations, such as struggling readers, students with special needs, English learners, and advanced learners
Meaningful practice
Assessment

Question 2

What factors may be used in long-term and weekly/daily lesson plans?

Answer 2

Long term planning: California state standards, district standards, text guidelines, grade level expectations, district pacing guide
Weekly/daily planing: results of the ongoing assessment, developmental level of students, individual student needs, text guidelines, site timeline/pacing

Question 3

What are some factors to consider when setting up your classroom to manage, organize, and differentiate instruction in reading?

Answer 3

State and district standards
Instructional materials, technology, and other resources available
Groupings, such as flexible, individualized, skill specific, and whole groups
Planning and implementing time interventions
Learning environment, print rich to support literacy, areas noted for specific literacy activities, centers, hands– on activities, and small– group collaboration
Providing differentiated or individualized instruction

Question 4

How can a teacher motivate students to engage in purposeful independent reading?

Answer 4

Provide a print-rich room environment by labeling areas of the room, displaying word charts, and setting out a variety of reading materials for students to view
Provided a wide variety of books at a range of reading levels in the classroom library
Planned book clubs, book talks, and book-sharing opportunities
Organize a system where in students take home books to read nightly

Question 5

What are some of the test to use for ongoing assessment to plan reading instruction?

Answer 5

Phonemic awareness survey, such as the Yopp-Singer or the Rosner phonemic awareness survey
Alphabet recognition test, Letter identification, alphabetic principle
Phonics survey, such as Shefelbine’s beginning phonics skills test our BPST
Concepts of print survey, such as Marie Clay’s concepts of print survey
Site/high frequency words, such as the Dolch list or First grade 100 words
Reading comprehension, such as text comprehension, retellings, or cloze test
Running records
Spelling tests, such as Donald Bears qualitative spelling inventory
Vocabulary test

There are many more assessments to choose from; the California language arts framework is another source of assessment ideas

Question 6

What criteria are used to select the test or assessment to use?

Answer 6

• state and district language arts standards
• Developmental levels of students
• skill level of students; Identified skill needs
• District guidelines/assessments
• grade– level expectations

Question 7

How do you use the data from test?

Answer 7

Some uses might include:
* Target instruction to meet individual needs
Communicate; Grade level peers, parents, students, and administrators
* determine student reading level; independent, instructional, and frustration
* form flexible skill groups
* plan instruction, including intervention, to meet student needs
* List materials, resources needed

Question 8

What are some ways you would use test results in relation to the reading/language arts standards?

Answer 8

Your answers might include:
–Record individual student progress toward mastery standards
–Plan reading groups to meet identified needs
–communicate with parents
– Plan intervention for students who need additional help
– Communicate specific performance information based on standards to students, parents, and school personnel

Question 9

What is the difference between phonological awareness and phonemic awareness?

Answer 9

–phonological awareness is the awareness that oral language is composed of smaller units, such as spoken words and syllables.
–Sony make awareness is a specific type of phonological awareness involving the ability to distinguish the separate phonemes and a spoken word.

Question 10

What part does phonemic awareness play and learning to read?

Answer 10

Answers to that question should address some of the following:
–phonemic awareness is the awareness of the sounds (phonemes) that make up spoken words.
–Phonemic awareness is the ability to hear, identify, and manipulate individual sounds.
–phonemic awareness is more highly related to learning to read Dan general intelligence, reading readiness, or listening comprehension.
–phonemic awareness can be directly top so that a beginning of our port reader can learn that words are composed of phonemes or speech sounds.
–students must be able to perceive and produce the specific sounds of the English language and understand how the system works.
–phonemic awareness can improve students’ word reading and reading comprehension.
– phonemic awareness help students learn to spell.

Question 11

What do you teachers need to know concerning phonemic awareness?

Answer 11

One. The English sound system, including the consonant and valve phonemes of English.
Two. How to assess student needs in auditory awareness, in discrimination of sounds and spoken language.
Three. How to plan systematic, explicit instruction
Four. How to choose materials and activities to assist in and the understanding of sounds.
Five. A system for comparing speech sounds and other languages with the speech sounds and English – thus, contrast can be made explicit for English learners when appropriate

Question 12

What is the role of phonemic awareness in learning to read?

Answer 12

A few possible answers are:
–it is a predictor of success in learning to read.
–phonemes, the smallest unit in spoken language are identified, practiced, and manipulated. This phonemic awareness instructional progression includes words, syllables, on sets and rhymes, and phonemes

Question 13

What instruction can be presented to assist in the development of phoneme awareness?

Answer 13

–awareness that words are made up of sounds
– Awareness of the English sound system, consonant and vowel phonemics in English
–auditory awareness and discrimination of sounds, identifying and categorizing phonemes
–Word awareness (recognizing word boundaries), syllable awareness
–instruction and practice in phoneme awareness (E. G., Rhymes, blending sounds, substituting sounds, segmenting sounds in a word, deleting sounds)
–selection of appropriate materials and activities for teaching phonemic awareness skills

Question 14

How can A teacher plan direct systematic, explicit, and implicit instruction in phonemic awareness?

Answer 14

–instruction should be structured and planned using assessment data student need in phonemic awareness developmental progression.
–plan should address assessment data, academic standards, individual student needs, grouping, time, technology, texts, materials and resources, district standards and pacing guide, and other curriculum variables.
–present direct, explicit instruction in phonemic awareness. Include a variety of lessons and phonemic awareness skills, such as sound manipulation and identification, comparison lending, substitution and segmentation, and onsets and rimes.
–focused instruction on only one or two types of phoneme manipulation at a time
–choose activities and materials to make the connections between oral language and print
–knowledge of instructional strategies for teaching phonemic awareness both before and during beginning reading
–provide meaningful practice and phonemic awareness skills.
– Plan ongoing assessment to demonstrate student progress toward mastery of state standards.

Question 15

Who could teacher address the full range of learners in the classroom with respect to their development of phonological awareness, including phonemic awareness?

Answer 15

– Review assessment data to determine in which skills the students is lacking awareness (segmenting, blending, running, etc.)
– Group students according to their awareness
– Modify pacing
– Modify complexity but ensure the content remains rigorous
– Including variety of oral language games and activities that manipulate beginning, Medial, and ending sounds

Question 16

What role do concepts of print and an understanding of how the letters, words, incidences are represented and written language played in students’ learning to read?

Answer 16

– An understanding that knowing concepts of print is an essential element in learning to read. It is a predictor of success in reading.
– The role of concepts about praying, such as left to right sequence and word identity, conveys the critical knowledge that print represents language.
– Print his oral language or talking put on paper.

Concepts about print must be explicitly taught to students who demonstrate a need. To do this, Teachers must perform some of the following:
– Assess student understanding the print and design instruction to meet any identified me. Several surveys and observation tools are available to assess understanding in clean appropriate instruction.
– Plan instruction and select appropriate materials and activities in alignment with the instructional progression of concepts about print, such as letter, word, state standards, sentence repetition, directionality, tracking of print, and understanding that print carries meaning.
Plan instruction and select appropriate materials in recognition of letters in print, accompanied by practice field in and out of context. Recognition should include uppercase and lowercase letters, shapes, and litter names.
–select and design engaging materials And activities, including multi sensory techniques (visual, auditory, kinesthetic, and tactile)
– Provide meaningful practice in concepts of print skills. Use multi sensory techniques– For example, visual, auditory, kinesthetic, and tactile.
– Use ongoing assessment to demonstrate progress toward mastery standards.

Question 17

What are systematic, explicit phonics and other word– identification strategies?

Answer 17

One. Assess phonics and other word identification strategies. Select and use formal and informal tools, such ST coding tests, fluency tests, insight cortex, to collect data and analyze to plan instruction.
Two. Plan instruction that is systematic, explicit, and sequenced according to the increasing complexity of linguistic units, including sounds, phonemes, onsets rimes, letters, letter combinations, syllables, and morphemes.
Three. Select or design resource materials and strategies for assessment and instruction. Resources include materials for teaching decoding, word– identification strategies, and site word mastery in multiple and varied reading and writing experiences.
Four. Explicitly teach and model phonics, decoding, and other word identification strategies and reading for meeting. Positive explicit feedback for word identification errors is an essential strategy in this process.
Five. Provide fluency practice in a variety of ways