WGU C909 Elementary Reading Methods and Interventions- Latest Update 100% Pass

WGU C909 Elementary Reading Methods and Interventions- Latest Update 100% Pass focal skills retelling and describing characters. Personal assets specific background information that students bring to the learning environment. Students bring interests, knowledge, everyday experiences, and family backgrounds that a teacher can use to support learning. Cultural assets cultural backgrounds and practices that students bring to the learning environment, such as, traditions, languages, world views, literature, and art that a teacher can use to support learning. Community assets common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events, and practices that a teacher can use to support learning. metacognition "Thinking about thinking" or the ability to evaluate a cognitive task to determine how best to accomplish it, and then to monitor and adjust one's performance on that task. constructivism A philosophy of learning based on the premise that people construct their own understanding of the world they live in through reflection on experiences. 3 Phases of Construction-Integration Process construction, integration, and metacognition. construction phase lower-level processes such as: activating prior knowledge, retrieving word meanings, etc. integration phase ideas from text are connected with what we already know, our prior knowledge, and new concepts that do not fit with the meaning of the text are deleted from our network knowledge. metacognition phase a reader's awareness of how well he or she is understanding the reading and a reader's ability to control his or her own thinking. constructivist theory Piaget's theoretical perspective that children construct an understanding of their world based on observations of the effects of their behaviors. Examples: reciprocal teaching/learning, problem-based learning. cognitive constructivist view of reading Reading is a process in which the reader actively searches for meaning in what they read. sociocultural theory the approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture. Example: knowing people around you and their family backgrounds. reader response theory an approach to understanding literature that focuses on the role of the reader in interpreting a story rather than just relying upon the author's version. experiential learning Learning from experiences. Cognitivism A theory of learning. The idea is that learning is a conscious, rational process. People learn by making models, maps and frameworks in their mind. ~ is the opposite of behaviorism. Oral Language Development the system through which we use spoken words to express knowledge, ideas, and feelings. Stages of writing development drawing, scribbling, letter like symbols, strings in letter, beginning sounds emerge, consonants represent words, initial, middle and final sounds, transitional, and standard spelling. conventional stage of writing development children spell most words correctly, with reliance on phonics knowledge to spell longer words. Stages of Reading Development 1. Awareness and Exploration (prek) 2. Emergent (prek/K) 3. Early (K/1) 4. Transitional (1/2) 5. Fluent (3+) Emergent stage of reading development children learn about directionality, left to right, top to bottom direction used for reading. They do not finger point or track words yet. stages of alphabetic phase pre-alphabetic, partial alphabetic, full alphabetic, consolidated alphabetic, and automatic. Pre-alphabetic phase read words by memorizing their visual features or guessing words from their context. Partial Alphabetic Phase students recognize some letters of the alphabet and can use them together with context to remember sight words. consolidated alphabetic phase groups common patterns of letters and sounds as units. They decode many words by sight. Automatic alphabetic phase mature phase of reading development. Reader recognizes most words in text automatically by sight. Reader also routinely uses a variety of strategies and cue systems to decode unknown words. Gradual Release of Responsibility I do (focus lesson), we do (guided instruction), you do (collaborative), and you do (independent). language functions The content and language focus of the learning task, represented by the active verbs within the learning outcomes. Examples: compare, explain, describe, interpret, justify, evaluate. vocabulary all the language and words either used or understood by a person or group of people. Example: all the words that a toddler understands or language used by doctors. discourse verbal expression or exchange; conversation. syntax The arrangement of words and phrases to create well-formed sentences in a language. Planned Language Supports scaffolds, representations, and instructional strategies that teachers intentionally provide to help learners understand and use the language they need to learn with disciplines. Ex: word walls, manipulatives, labels, building on background knowledge. Balanced Literacy Framework gives equal attention to reading and writing instruction. Five components: The read aloud, guided reading, shared reading, independent reading, and word study. 5 main reading skills in balanced literacy framework? the read aloud, guided reading, shared reading, independent reading, and word study. Modeled reading (read aloud) read texts aloud to children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye contact, questions, and comments to produce a fluent and enjoyable delivery. Shared reading a modeling strategy in which the teacher reads a story and the children join in. Guided reading teacher explains the purpose for reading a particular text as well as the structure for how to respond to what is read. Independent reading reading students are able to do on their own with little or no support. phonological awareness the ability to hear the distinctive sounds of letters. Phonics the sounds that letters make and the letters that are used to represent sounds. Reading fluency The ability to read accurately, quickly, with good prosody, and effective comprehension. Vocabulary a language user's knowledge of words. Reading comprehension understanding what you have read. Top 6 reading comprehension strategies Making connections, predicting, questioning, monitoring, visualizing, and summarizing. Print awareness activities tell a story, make a sign, read the mail, teach the alphabet. Phonemic awareness activities - Word family charts - Rhyming word pairs (Do these sound the same or different "nose/rose?") - Rhyming word pair concentration (Name the pictures out loud and find two that rhyme) - Odd word out (Which one doesn't belong "bead, seed, pill, weed?") Phonics activities erase the sound, spin and rhyme, letter sound race, alphabet ball. Fluency activities - At home reading - Choral reading - Repeated reading Vocabulary activities charades, Pictionary use familiar vocabulary (synonyms, antonyms, definition),Visual props Comprehension activities - Listen to a read-aloud story, Play "I spy", play "20 questions" formative assessment Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching. summative assessment testing that follows instruction and assesses achievement. running record Narrative records of a child's activities during a single period of time. How is a running record used? sit beside a child as he or she reads a selected portion of a text aloud in a natural and relaxed environment. It allows you to document progress over time when a initial record is compared to a more recent one. Portfolio collections of student work representing a selection of performance. DIBELS Dynamic Indicators of Basic Early Literacy Skills: are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. Why is nonsense word fluency included in DIBELS? the measure of fluency based, students should receive a higher score if they are phonologically recoding the word, as they will be more efficiently producing the letter sounds, and receive a lower score if they are providing letter sounds in isolation. Concept of Print Assessment "can you show me the front cover of a book, back cover, title page, authors name." Phonological awareness assessment counting words in a sentence, rhyme recognition, single syllable, rhyme production. Phonemic awareness assessment phoneme matching, phoneme isolation (first sound, last sound). Phonics assessment testing initial sounds, rhyming, syllables. Oral reading fluency assessment timed reading passage. Word recognition assessment high frequency words, sight words. Vocabulary assessment Use word in a sentence/ multiple choice; choose a synonym; analogies Comprehension assessment "ORAL QUESTIONS, WRITTEN QUESTIONS, CLOZE TEST" RTI (Response to Intervention) A multi tiered approach to the early identification and support of students with learning and behavioral needs. 1st tier- Whole group instruction 2nd tier- Small group instruction 3rd tier- One-on-one instruction. Why is RTI needed? it provides teachers with better information about students in order to improve student learning and performance. Tier 1 Instruction high-quality classroom instruction, screening, and group interventions. Used to ensure that their difficulties are not due to inadequate instruction. Tier 2 Instruction Targeted interventions. Provided in small group settings in addition to instruction in the general education. Tier 3 Instruction Intensive intervention and comprehensive evaluation. Students receive individualized intensive interventions that target the students' skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the IDEA 2004. Literacy-rich Environment one that provides students having disabilities with stimulation to take part in activities involving language and literacy during their everyday life routines. Literacy-rich environment materials print materials (signs, labels, posters), reading materials (books, magazines, recipes), tools (pens, pencils, markers, paint). Differentiated Instruction Matching instruction to meet the different needs of learners in a given classroom. Small group instruction Type of instruction that helps students learn to generalize skills more quickly, allows for social interactions, permits more flexible involvement with the teacher, helps students learn from other peers. Small group instruction: Advantages allows students to develop problem solving, presentational and communication skills, all beneficial to life outside the classroom. Flexible Grouping Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups. Differentiated instruction for advanced readers encourages students to think beyond the story, encourage them to journal, explore books with them, learn new words. One-on-one instruction An instructional method in which the teacher delivers personally designed instruction to a learner. Decoding Strategies General terms "phonics" and "phonic decoding" relate to the reader's ability to use a knowledge of the relationships between letters in print and the speech sounds they represent in order to identify an unfamiliar word. Repetitive language comprehension of spoken language. cognates Words that look similar and have the same origin in two languages. sentence frame Depending on the language, a certain permissible structure of the sentence dictates if it is grammatical. author study Teacher reads a set of books by one author and invites the children to discuss and compare the books. genre writing class or category of writing: narrative, expository, informational, persuasive, etc. silent reading Silent reading contributes to fluency by allowing children to familiarize themselves with key vocabulary, so that oral reading of the same passage can be based on a higher proportion of sight words. sustained silent reading Reading involves a time during the school day when every child and adult in a classroom, stops what they are doing and reads books of their own choosing silently for a specified period of time. The perceived benefit of this is that the more a student reads the more fluent he or she will become at reading. When students read silently they will need to read books on their independent reading level. book talk A strategy for discussing books, either before they read or after students read to get them to think critically about what they have read. Book talks can be lead by the librarian, the students or the teacher. evidence-based literacy practices for teaching the components of reading, grounded research and professional wisdom. It supports students with struggles, challenges, and learning difficulties. morning message daily literacy routine that teachers use to teach literacy concepts, strategies and skills. Usually consists of a friendly letter to the class about what will happen during the day. dictation the action of saying words aloud to be typed, written down, or recorded on tape. reciprocal teaching Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates. four steps of reciprocal teaching predicting, questioning, clarifying, summarizing. semantic mapping visual strategy for organizing vocabulary around theme to expand and extend thought; concept mapping. literature circle Students read a piece of literature and meet as a group to discuss it. The discussions are open ended and focus on bringing the literature and reader together. The group can begin by discussing reactions to the book, sharing favorite parts and raising questions about parts they did not understand or that surprised them. writing to learn use this strategy at the beginning, middle and end of class for students to think about content, reflect on their knowledge and share their thoughts with the teacher. 5 stages of the writing process prewriting, drafting, revising, editing, publishing. programmed reading instruction teaches letters in a sequence leading to the maximum number of combinations to form words from the very beginning. multimedia Different types of media including text, video, sound, graphics and animations. redefinition Technology allows for the creation of new tasks, previously inconceivable. modification the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Common classroom tasks are being accomplished through the use of computer technology. augmentation computer technology offers an effective took to perform common tasks. Substitution computer technology is sued to perform the same task as was done before the use of computers. SAMR Model The four levels of this model represent how integrated technology is into a curriculum, from substituting non-technical tools with technical ones, augmenting existing tasks with technology, modifying existing tasks with technology, to redefining tasks using technology in ways that were previously inconceivable. Common Core State Standards (CCSS) A set of standards that describe knowledge and skills that students need for success in college and careers.