Midterm Flashcards
what are the five essential elements of literacy?
- phonological awareness
- phonics
- fluency
- vocabulary
- comprehension
five essential elements of literacy
what and why:
PHONOLOGICAL AWARENESS
WHAT
the understanding of SOUND structure of sentences
the ability to..
-notice the sound structure of spoken words
-identify, isolate, and manipulate language at the individual sound level
WHY
-PA difficulties represent the most common source of word-level reading difficulties
- Is essential for skilled reading and efficient sight-word learning
- Early, explicit, and systematic instruction in phonics, along with direct instruction in phonological awareness, can prevent and also remediate reading difficulties
- The combination of explicit phonics and phonological training for all students in kindergarten and first grade provides far greater results in word-level reading skills than any other teaching practice that has been studied
five essential elements of literacy
what and why:
PHONICS
WHAT
-A system for approaching reading that focuses on the relationship between letters and sounds
WHY
-By the end of 1st grade, students taught by code-based approach perform, 7-8 points higher on tests
of reading comprehension then students taught by a meaning-based approach
-Guessing words from context is not as efficient as phonetic decoding
five essential elements of literacy
what and why:
FLUENCY
WHAT
- The ability to read a text quickly, accurately, and with proper expression
- Determined by the size of your sight vocabulary
WHY
-Students who are fluent readers are better able to devote their attention to comprehending the text
- Fluency is a bridge between decoding words and understanding what has been read
- fluent readers are able to interact with text on a higher level
five essential elements of literacy
what and why:
VOCABULARY
WHAT
- The knowledge of words and word meanings
- Connecting meaning to spelling patterns of words can be critical to expanding a students vocabulary
WHY
-Childrens’ vocabulary skills are linked to their economic backgrounds
-Vocabulary is the glue that holds stories, ideas, and content together making reading comprehension possible for children
five essential elements of literacy
what and why:
COMPREHENSION
- Phonological awareness, phonics, fluency, and vocabulary all lead to this
- Reading aloud to children builds the foundation of literacy learning. Listening comprehension comes before reading comprehension
HOW
To meet the goal of helping our students make the maximum possible academic gains in the 5 essential elements of effective reading instruction..
students need instruction that is both systematic and explicit
as well as direct, engaging, and success oriented
Systematic means that the reader has a specific scope and sequence for introducing each skill.
Explicit means that the teacher provides clear and precise instruction
what are the stages of literacy development?
emergent
beginning
fluent
EMERGENT stage of literacy development
reading and writing
READING
- Notice environmental print
- Show interest in books
- Pretend to read
- Use picture cues and predictable patterns in books to retell the story
- Reread family books with predictable patterns
- Identify some letter names
- Recognize up to 20 high-frequency words
WRITING
- Distinguish between writing and drawing
- Write letters and letter-like forms or scribble randomly on the page
- Develop an understanding of directionality
- Show interest in writing
- Write their first and last names
- Write up to 20 high-frequency words
- Use sentence frames to write a sentence
BEGINNING state of literacy development
reading and writing
READING
- Identify letter names and sounds
- Match spoken words to written words
- Recognize 20-100 high-frequency words
- Use beginning, middle, and ending sounds to decode words
- Apply knowledge of cueing systems to monitor reading
- Self-correct when reading
- Make reasonable predictions
WRITING
- Write from left to right
- Print the upper and lowercase letters
- Write one or more sentences
- Add a title
- Spell many words phonetically
- Spell 20-75 high frequency words correctly
- Write single-draft compositions
- Use capital letters to begin sentences
- Use periods, question marks, and exclamation points to mark the end of sentences
- Can reread their writing
FLUENT state of literacy development
reading and writing
(by third grade)
READING
- Identify most words automatically
- Read with expression
- Read at a rate of 100 words per minute or more
- Prefer to read silently
- Identify unfamiliar words using the cueing systems
- Recognize at least 100 high-frequency words
- Use a variety of strategies effectively
- Often read independently
- Use knowledge of word structure and genre to support comprehension
- Make inferences
WRITING
- Use the writing process to write drafts and final copies
- Write compositions with one or more paragraphs
- Indent paragraphs
- Spell at least 75 of the 100 high-frequency words
- Use sophisticated and technical vocabulary
- Apply vowel patterns to spell words
- Add inflectional endings on words
- Apply capitalization rules
- Use commas, quotation marks, and other punctuation marks
types of literacy assessments
6
diagnostic
outcome-based
monitoring
norm-referenced
screening
standards-based
types of literacy assessments
DIAGNOSTIC
- is more informative than screening assessments.
- tell you what students’ need more specifically.
- based on a diagnostic, students may have a different kind of instruction
- teachers use commercial diagnostic tests to inform their instruction.
- determine students’ reading levels (identify strengths and weaknesses
- differentiate instruction
- make accurate placement decisions
- create classroom interventions
EXAMPLES
DRA2 (developmental reading assessment 2)
-a purchased kit
DIBELS
-most popular around NWA (on-line subscription)
BeBop
-a purchased kit
Fountas and Pinnell Benchmark Assessment
-a purchased kit
types of literacy assessments
SCREENING
- effective teachers plan for assessment in the same way that they plan for instruction
- effective teachers give assessments before they begin teaching
- otherwise teaching and learning turns out to be haphazard
types of literacy assessments
OUTCOME-BASED
- effective teachers analyze students’ achievement.
- you are not effective if students aren’t learning.
- effective teachers reflect on their own instruction to improve their teaching effectiveness.
- effective teachers also allow students to reflect on their own learning
types of literacy assessments
MONITORING
- effective teachers use observation, and other informal (formative assessments) to monitor students’ progress.
- BUT they also use formalized assessments given on a schedule to track students’ progress.
define assessment
- process of inquiry
- requires gathering information where students, teachers, families, and other stakeholders can examine teaching learning—individually and collaboratively—to find ways to improve student achievement and teacher practice
- usually a tool (test measurement object, data collection instrument) used to measure progress.
- is ongoing, positive, individualized, is valuable, and provides feedback
- requires criteria
- uses measures
- is evidence-driven
TOOLS
- Grading rubric
- Student portfolio
- Performance on screening and diagnostic exams
- Results from state testing
define evaluation
- a judgment or leads to a judgment you make learners based on their performance on an assessment(s).
- provides closure
- is judgemental, shows shortfalls
- is applied against standards
- requires critera
- uses measures
- is evidence-driven
TOOLS
- Report card grades, semester grades, and assignment grades
- Promotion to the next level
- Referral for gifted and talented
- Referral for special education
define formative assessment
designed for progress checking during a lesson, during a unit, during a school year
define summative assessment
leads to an evaluation that indicates what has been learned, usually at the end of a lesson, at the end of a unit, or end of the school year
explain RTI intervention
It’s a model, NOT a program.
- is designed to help ALL students
- Districts/schools have autonomy to organize it in different ways.
Consists of 3 components:
- Universal screening (Which students are at risk?)
- 3 tiers of student support
- Continuous progress monitoring
Assessment is a MAJOR part of the model.
- High-stakes and IQ testing is NOT involved.
- It does utilize screening, diagnostics, formative/benchmark progress monitoring, and outcome assessments.
explain RTI Tier 1
(bottom of pyramid)
- Consists of all students
- Is usually led by a properly trained teacher in a regular classroom setting
Classroom teacher provides high-quality instructional and behavioral supports for all students in the general education classroom. Multiple sources of data are monitored by the classroom teacher and universal screening data
explain RTI Tier 2
(middle of the pyramid)
- consists of the group of students who have not made adequate process with intervention through the approach used in Tier 1
- focuses on advancing reading growth and allowing students to catch up
- usually takes place through tutoring in a small-group session
the campus RTI team develops a plan for Tier 2 small group, high-quality interventions that include targeted skill, type of intervention, frequency of intervention, and documentation of student response of the intervention.
explain RTI Tier 3
(top of the pyramid)
- consists of the group of students who did not make sufficient progress in Tier 2 and now need intensive intervention services
- this is usually provided through special education resources
- longer individualized or small group settings are used here
- may include one-on-one sessions
- typically there is a significantly less amount of students in Tier 3 than Tier 2 and Tier 1
current interventions are continued with greater fluency and in smaller, more individualized setting. The campus RTI team develops a plan for tier 3 intervention that includes the targeted skill, type of intervention, frequency of the intervention, and documentation of the student response to the intervention
what are the three cueing systems?
semantic
syntactic
graphophonic
cueing systems
semantic
MEANING- what makes sense? Error fits the context of the text.
Does the reader’s error show what they are thinking about the meaning of the story (or pictures)?
-For example, the child reads “happy” instead of “glad”
cueing systems
syntactic
SOUND- what sounds right? Error uses acceptable English.
Does the reader’s error follow the rules of grammar and the structure of sentences in the English language?
-For example, the child reads “jumps” instead of “jumped”. In this case, the error often sounds right.
cueing systems
graphophonic
VISUAL- what looks right? Error looks similar to the word in the text.
Is the reader’s error visually similar to the word on the page?
-For example, he reader reads “even” instead of “every”
Why is it important for teachers to analyze miscues in oral reading?
What can miscues tell teachers?
Miscue analysis is an assessment that helps a teacher identify the cueing systems used by a reader — the strategies a reader uses to make sense of a text.
Instead of focusing on errors, miscue analysis focuses on what the student is doing RIGHT, so that he or she can learn to build on existing reading strategies.
what are the three reading levels?
independent
instructional
frustration
explain the independent reading level
97-100% accuracy
Can read on their own (read fluently and comprehend)
explain the instructional reading level
90-96% accuracy
Can read with support
explain the frustration reading level
<90% support
Too difficult for students to read successfully
define phonological awareness
Understanding of the SOUND structure of language; language is made up of:
- Words
- Syllables
- Rhymes
- Alliteration
- Individual Sounds (phonemes)
Children do NOT have to know letters to demonstrate phonological awareness
define phonemic awareness
- The ability to hear and manipulate the individual sounds (phonemes) in a word
- A component of phonological awareness
- Individual sounds in words
- Knowledge of words at the level of individual sounds
- Segment sounds
- Blend sounds
- Delete sounds
- Substitute sounds
