Instruction Flashcards
Aspects to consider for differentiation
Skill-related background knowledge
pacing
complexity
scaffolding
Flexible grouping
grouping students based on their learning needs or interests
Reader’s Workshop
instructional model that balances direct whole-class instruction with independent practice time, small-group meetings, and individual teacher and student meetings
3 Main learning styles
Auditory
Visual
Tactile/kinesthetic
Strategies for Motivating Student Readers & Writers
Reserve class time for the practice of reading and writing
Set individualized goals and monitor progress
Provide exposure to all genres
Provide opportunities for students to select their own reading material
Provide journals for students to record their thoughts about self-selected topics
Incorporate collaborative opportunities
Write and read for varying purposes
Write for varying, interesting, and (when possible) real audiences
Connect the reading experience with the writing experience by using mentor texts
Approach reading as a process by incorporating pre-reading, during-reading, and post-reading strategies, including the importance and uses of rereading sections of a text
Approach writing as a process by incorporating pre-writing, revision strategies, and collaborative elements
Strategies for promoting reading:
Make books accessible to students
Provide opportunities for student choice
Share your love of books
Allow students opportunities to share their love of books
Prioritize reading time
Model independent reading
Stages of Word Recognition
- Pre-Alphabetic
- Partial Alphabetic
- Full Alphabetic
- Consolidated Alphabetic
- Automatic
Pre-Alphabetic Stage
No working knowledge of the alphabetic system. When these students read words, their reading is based solely on recognition and memorization
Partial-Alphabetic Stage
Some working knowledge of the alphabetic system. They combine their limited alphabetic knowledge with context clues when attempting to read
Full Alphabetic Stage
Full working knowledge of the alphabetic system. They are able to use their understanding of letter-sound correspondence to decode unfamiliar words letter-by-letter
Consolidated Alphabetic Stage
Read by using memorized letter chunks, affixes, and syllables to read words.
Automatic Stage
No longer consciously breaking down or decoding most words. Their ability to read whole words has increased, but when faced with unfamiliar words, they are able to fall back on their various decoding strategies and context clues to decipher the word’s pronunciation and/or meaning
Running records
Used to document student behaviors and errors while reading a text
Types of miscues:
Pause
Insertion
Self-correction
Substitution
Omission
Repetition
Independent Reading Strategies
Browsing Time
Book talks
In class reading time
At home reading expectations
Book presentations
Book reports
