SUBTEST 3 Flashcards
What are the principles of standard-based reading instruction?
- English-Language Arts Content Standards: All of a teacher’s instructional decisions, including the materials, how the students are grouped, activities, and pace of instruction should be planned with the goal of students achieving content standards.
- A Balanced, Comprehensive Program: A reading program should be strategic and appropriate for the student’s language and literary needs and include multiple grade-level standards, rather than overemphasizing one area of reading development.
- Instructional Decisions Based on Ongoing Assessment Results: Teachers should make instructional decisions on the basis of the results of ongoing assessments that utilize a variety of assessment tools.
- Systematic and Explicit Instruction (Preventing Reading Difficulties Before they Occur): The teacher should know exactly what skills and strategies each student must master as defined by grade-level standards and use assessment results to inform instructional planning.
- Mastery of Skills (Developing Issues and Foundational Skills): There is a developmental aspect to learning how to read; some skills that are easy to teach to children at one grade level would be difficult to teach at an earlier grade.
- Differentiated Instruction: When a teacher makes adjustments to meet the needs of individual students.
- Short- and Long-Term Goals and Learning Objectives: Long-term planning is for the school year, often organized for each month while short-term planning covers a briefer time span, such as a week or two and both must be informed by grade-level standards.
What is a standard?
A standard states what every child should know and be able to do at each grade level.
What is a balanced reading program?
A balanced reading program is appropriately based on a student’s language and literacy needs (I.e., you can only focus on certain skills depending on their level).
What is a comprehensive reading program?
A comprehensive reading program is one that covers multiple grade-level standards, rather than overemphasizing one area of reading development. It also should include multiple opportunities for students to read, write, and be challenged in creative ways.
What is an assessment?
An assessment is the process of gathering, interpreting, and using data.
What is an entry-level assessment?
An entry-level assessment is done prior to instruction to see what knowledge the students hold before teaching to determine appropriate planning for students to achieve the standards.
What is a progress-monitoring assessment?
A progress-monitoring assessment is done throughout instruction to determine who is at mastery and who needs additional support.
What is a summative assessment?
A summative assessment happens at the end of a unit, semester, or school year and determines which students have achieved the target standard(s).
What is the purpose of individual profiles and group profiles?
Two ways to organize assessment results.
1. Individual Profiles: A chart that shows how students are individually doing in regard to each standard (below, at, above) and can be used to plan interventions to help each student.
2. Group Profiles: A chart that shows how students are collectively performing to the standards and can be used to adjust instruction for the whole class and/or see which lessons were successful.
What is an Informal Reading Inventory (IRI)? Purpose?
A diagnostic tool that assesses a student’s reading comprehension and accuracy.
The IRI measures three reading levels: independent, instructional, and frustrational.
To determine instructional and independent reading levels, you must know the percentage of words the child read aloud correctly and the percentage of comprehension questions the child answered correctly.
Word Recognition/Graded Word Lists for IRI
A list of words, usually 10 in each list where students are asked to read aloud. This assessment gives teachers (a) an estimate of a child’s reading level to give an idea on where to start with the graded reading passages; (b) information on the child’s sight vocabulary, the words the child can correctly identify (c); information about the students ability to use sound-symbol relationships (phonics) to decode words.
Graded Reading Passages for IRI
Usually two or more passages.
The Miscue Analysis, the examination of a record of a student’s oral reading to identify and classify errors, is used to see how the student decodes print.
What is an graphophonemic error?
An error related to sound-symbol relationships for English (e.g., reading father and feather); they sound alike but would not make sense in a sentence of the opposite context.
A child making these errors is depending too much on phonics or reading a passage that is too difficult.
What is a semantic error?
A meaning-related error, such as reading dad for father.
A child that is making these errors understands what is being read, but needs to be taught to use phonics to be sure that every word makes graphophonemic sense (that the word is actually pronounced like so).
What is a syntactic error?
A syntactic error includes mistakes in using language that involves organizing words and phrases that do not make sense (e.g., reading into for through).
A child that is making these errors need to pay attention to phonics.
