Reading, Lang. and phonics key ideas

Question 1

Systematic Instruction

Answer 1

Programs of systematic phonics instruction clearly identify a carefully selected and useful set of letter-sound relationships and then organize the introduction of these relationships into a logical instructional sequence. Children who learn to use these relationships to decode words that contain them. Systematic instruction is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading.

Question 2

Systematic Instruction

Answer 2

Effective programs offer phonics instruction that: 1/ helps teachers explicitly and systematically instruct students in how to relate letters and sounds, how to break spoken words into sounds, and how to blend sounds to form words.

Question 3

Systematic Instruction

Answer 3

2/ helps students udnerstand why they are learning the relatioships between letters and sounds. 3/ helps students apply their knowledge of phonics as they read words, sentences, and text. 4/ helps students apply what they learn about sounds and letters to their own writing.

Question 4

Systematic Instruction

Answer 4

5/can be adapted to the needs of individual students, based on assessment 6/ includes alphabetic knowledge, phonemic awareness, vocab. development and the reading of text, as well as systematic phonics instruction.

Question 5

NON-SYSTEMATIC INSTRUCTION

Answer 5

Programs of phonics that are not systematic do not teach consonant and vowel letter-sound relationships in a prescribed sequence. rather they encourage informal phonices instruction based on the teachers perceptions of what students need to learn and when they need to learn it. this often neglects vowels, even though knowing vowel letter sound relationships is a crucial part of knowing the alphabetic system. Non systematic programs do not provide practice materials that offer children the opportunity to apply what they are learning about letter-sound relatioships.

Question 6

NON SYSTEMATIC INSTRUCTION

Answer 6

These programs include: 1/ literature based programs that emphasize reading and writing activities. Phonics instruction is embedded in these activities, but letter-sound relationships are taught incidentally, usually based on key letters that appear in student reading materials. 2/ basal reading programs that focus on whole word or meaning based activities. these programs pay only limited attention to letter sound relationships and provide little or no instruction in how to blend letters to pronounce words. 3/ Sight word programs that begin by teaching children a sight word reading vocabulary of from 50 to 100 words. Only after they learn to read these words do children receive instruction in Alphabetic Principle.

Question 7

FLUENCY

Answer 7

Fluent readers read aloud effortlessly and with expression. their reading sounds natural as if they are speaking.

Question 8

Fluency

Answer 8

is the ability to read a text accuratly and quickly. When fluent readers read silently they recognize words automatically. they group words quickly to help them gain meaning from whay they read. yet readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding.

Question 9

Fluency

Answer 9

Fluency is important because it provides a bridge between word recognition and comprehension. b/c fluent readers do not have to concentrate on decoding the words they can focus their attention on what the text means. They can make connections among the ideas in the text and between the text and their background knowledge.

Question 10

fluency

Answer 10

fluent readers recognize wrods and comprehend at the same time and focues their attentions on making connections among the ideas and their background knowledge. Less fluent readers focus their attention on figuring out the words and tend to have little attention left for comprehending the text.

Question 11

FLUENCY

Answer 11

fluency develops gradually over considerable time and through substantial practic. At the earliest stage of reading development, students’ oral reading is slow and labored because students are just learning ot “break the code: to attach sounds to letters and to blend letter sounds into recognizable wrods. even very skilled readrs may read in a slow, labored manner when reading texts with many unfamiliar words or topics.

Question 12

Fluency

Answer 12

Even when students recognize many words automatically, their oral reading still may be expressionless, not fluent. To read with expression, readers must be albe to divide hte text into meaningful chunks. These chunks include phrases and clauses. Readers must know to pause appropriately within and at the ends of sentences and when to change emphasis and tone.

Question 13

Teaching fluency instruction in the classroom

Answer 13

1/ teachers are good models of fluent reading. By listening, students learn how a reader’s voice can help written text make sense. 2/ teacher should read aloud to students daily. 3/ teacher should help students practice orally rereading text that is reasonably easy for them - that is text containing mostly words that they know or can decode easily. IN other words, the texts should be at the students independent reading level and relatively short. probably 50-200 words depending upon the age.

Question 14

TEaching fluency instruction in the classroom

Answer 14

4/ teachers should assess to see if the text is at the student’s independent reading level. The student should be able to read with about 95 percent accuracy, or misread only about 1 out of every 20 words. if the text is more difficult, students will focus so much on word recognition that they will not have an opportunity to develop fluency.

Question 15

Teaching fluency instruction in the classroom

Answer 15

5/ teacher use a variety of reading materials, including stories, nonfiction, and poetry. Poetry is expecially well suited to fluency practice because poems for children are often short and they contain rhythm, rhyme, and meaning making practice easy, fun, and rewarding.

Question 16

REading difficulty assessment

Answer 16

Easy text: readers show that no more than 1 in 20 words are difficult = 95 percent success
Challenging text: readers show that no more than 1 in 10 words are difficult = 90 percent success
Difficult text: readers show that more than 1 in 10 words are difficult (less than 90 percent success)

Question 17

Instructional strategy : how to calculate Fluency

Answer 17

Total words read - errors= words correct per minute.

Question 18

How to calculate Fluency

Answer 18

1/ select 2 or 3 brief passages from appropriate grade-level material. 2/ have individual students read each passage aloud for exactly one minute. 3/ count the total number of words the student read for each passage. compute the avg. number of words read per minute. 4/ count the number of errors the student made on each passage. compute the average number of errors per minute. 5/ subtract the average number of errors read per minute from the average total number words read per minute. The result is the avg. number of words correct per minute (WCPM). 6/ repeat the procedure several times during the year. graphing students’ WCPM throughtout the year easily captures their reading growth. 7/ compare the results with published norms or standards to determine whether students are making suitable progress in their fluency.

Question 19

reading aloud exercises: STUDENT ADULT READING

Answer 19

-the student reads one on one with an adult. the adult can be you, a parent, an aide, or tutor. The adults reads the text first, providing the student with a model of fluent reading. Then the student reads the same passage to the adult with the adult providing assistance and encouragement. The student rereads the passage until the reading is quite fluent. this should take about 3 to 4 readings.

Question 20

reading aloud exercises: CHORAL READING

Answer 20

• choral or unison
• the students read along as a group with you. they might follow along as you read from a big book, or they might read from their own copy of the book you are reading. Predictable books are particularly useful for choral reading, because their repetitious style invites students to join in. Begin by reading the book aloud as you model fluent reading. Students whould read the book with you 3 to 5 times total but not in the same day. at this time the student should be able to read the text independently.

Question 21

reading aloud exercises: TAPE ASSISTED READING

Answer 21

-students read along in their books as they hear a fluent reader read the book on an audiotape. For tape assisted reading, you need a book at a student’s independent reading level and a tape recording of the book read by a fluent reader at about 80 to 100 WPM. The tape should now have sound effects or music. For the 1st reading, the student should follow along with the tape, pointing to each word in her or his book as the reader reads it. Next the student should try to read aloud along witht he tape. Reading along witht he tape should continue until the student is able to read the book independently, without the support of the tape.

Question 22

reading aloud exercises: PARTNER READING

Answer 22

-paired students take turns reading aloud to each other, more fluent readers can be paired with less fluent readers. the stronger reader reads a paragraph or page first, providing a model of fluent reading. Then the less fluent reader reads the same text aloud. the stronger students gives help with word recognition and provides feedback and encouragement to the less fluent partner . the less fluent partner rereads the passage until he or she can read it independently. partner reading need not be done with a more and less fluent reader, 2 readers of equal abilitiy can practice rereading after hearing the teacher read the passage.

Question 23

reading aloud exercises: READER’S THEATRE

Answer 23

-students rehearse and perform a play for peers or others. they read from scripts that have been derived from books that are rich in diablogue. student play characters who speak lines or a narrator who shares necessary backgroud info. this provides readers with a legitimate reason to reread text and to practice fluency. reader theatre also promotes cooperative interaction with peers and makes the reading task appealing.