WGU C910 Reading Methods Latest Update Graded A

WGU C910 Reading Methods Latest Update Graded A :Oral language components: Phonological involves the rules for combining sounds. Speakers of English, for example, know that an English word can end, but not begin, with an -ng sound. We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast number of rules. Oral language components: Semantic is made up of morphemes, the smallest units of meaning that may be combined with each other to make up words(for example, paper + s are the two morphemes that make up papers), and sentences (Brown, 1973). A dictionary contains the semantic component of a language, but also what words (and meanings) are important to the speakers of the language. Oral language components: Syntactic consists of the rules that enable us to combine morphemes into sentences. As soon as a child uses two morphemes together, as in "more cracker," she is using a syntactic rule about how morphemes are combined to convey meaning. Oral language components: Pragmatic which deals with rules of language use in social situations reciprocal teaching A strategy in which students take on an instructional role in a small group where they take on role such as questioning, clarifying, predicting, or summarizing Think-pair-share Comprehension strategy in which students collaborate with a partner to discuss a topic, answer a question, or share ideas. graphic organizer A tool that allows a reader to focus on the relationship between concepts in a text. Anticipation guided A pre-reading activity in which students respond to a series of statements about a topic about which they will soon read. It builds curiosity about a topic and helps to establish a purpose for reading. Important factor included in Gradual Release of responsibility: scaffolding Prosody inotation, stress and phrasing included in fluency Repeated oral readings are most effective when text is slightly challenging teacher generated questions are NOT a mature comprehension strategy, TRUE OR FALSE true they are not good for mature readers Reading Workshops During reading workshop students are involved in a variety of authentic reading activities. The workshop might include whole group strategy demonstration, conferring with the teacher individually or in a small group, and reading teacher-selected and self-selected texts at an appropriate level. These opportunities provide time for students to practice applying a reading skill or strategy the teacher has demonstrated. Teacher sharing time, mini-lessons, self-selected reading and response, and students sharing time are four main components of... reading workshop Running records are 'records of oral reading' so the teacher sits next to the child and documents the child's reading behaviors. Book talk when a teacher presents a book to students with the purpose of persuading them to choose that book to read ex: A 4th grade teacher is setting up literature circles and chooses five books the students may choose to read. She enthusiastically provides information on each book which includes the type of genre, a brief overview of the book, and reading of a favorite section. This activity is referred to as.. Tier 1 instruction of RTI (general education) relates to the high-quality instruction all student much participate in with their regular classroom teachers All children start in Tier 1, which consists of a research-based core curriculum Tier 2 instruction of RTI (early intervening services) consists of increasing time and intensity of instruction in specific elements of the core curriculum for children who do not appear to be responding appropriately to Tier 1 instruction Tier 2 consists of increasing the time and intensity of the child's exposure to the core curriculum for children who do not appear to be responding appropriately to Tier 1 instruction Tier 3 instruction of RTI (intensive intervention) Tier 3 is intensive intervention for students who have not responded to Tier 1 or Tier 2 instruction students are given long-term intensive literacy support that targets their skill deficits Tier 3 includes long-term support for students. Some of the students may be eligible for special education and related services, and other will not. DIBELS includes ALL of the following assessments which allow teachers to examine students' abilities in: 1. recognizing initial sounds (phonemic awareness) 2. segmenting words into phonemes (phonemic awareness) 3. naming the letters of the alphabet (alphabetic principle) 4. reading nonsense words (alphabetic principle) 5. orally reading of a passage (accuracy and fluency) 6. retelling (comprehension) DIBELS Dynamic Indicators of Basic Early Literacy Skills classroom climate The teacher creates an environment in which students have time to read, opportunities to share about their reading, and are encouraged to demonstrate support and respect for others' perspectives and their own. Print-rich environment The teacher builds a classroom environment that includes a variety of books with varying levels, topics, cultural backgrounds, and genres. This also includes student-created writing and charts that are co-created by the teacher and students. choice The teacher provides a writing center with a variety of options the students can use to respond to literature they've read. modeling The teacher sits and reads his own book during the students' independent reading time. Regardless of reading level, during all small group instruction students should... read from a leveled reader: reading from a leveled reader is a crucial aspect for all students in small group instruction Reading intervention for English Language Learners... should have a strong emphasis on vocabulary One way to reduce isolation of weaker readers is to... have all students reading texts on a common theme Below grade level readers need more time working on DECODING skills so that fluency and comprehension skills increase Cognates Cognates are words in different languages that are derived from the same original word or root. Why are cognates beneficial in teaching English Language Learners new vocabulary words? They help ELLs use words in their primary language as a tool for understanding new vocabulary words in a second language. All of the following are important vocabulary strategies for English Language Learners EXCEPT... giving students an opportunity to read aloud Literature circle A response to literature where students gather in small groups to discuss a text, summarize what they have read, clarify difficult vocabulary, make inferences, and predict what will happen next. In a literature circle, children are placed into groups based on the selection of a text the students are interested in reading. The students are assigned various roles to explore and critically analyze the text Reader-response theory reading is a transaction between the reader and the writer. The meaning one gains from text is the result of a transaction between the reader and the text. Copying down children's dictation and then having them read their own words has been termed the language-experience approach Reciprocal teaching developed by Annemarie Palincsar and Ann Brown (1984), is a procedure in which students and a teacher work together to improve students' understanding of complex informational texts and at the same time improve students' general ability to monitor their comprehension and learn from such texts A third grade teacher would like to motivate her students to read more books. Which of the following strategies would help her accomplish this goal? book talks A book talk is an informal oral recommendation about a book. The book talk gives a student just enough information to get excited about reading the book Genre writing is where students explore a wide variety of genres to learn about the structure and produce their own writing 5 writing to learn strategies -note taking -brainstorming & quickwriting -semantic mapping -venn diagram -journals A second grade teacher wants to teach her students how to identify the common elements (characters, setting, plot, problem, and solution) of a well-developed narrative story. Which of the following strategies would she use to help students understand the story elements? story grammar Story Grammar To identify the common elements that make up a well-developed story, several variations of story grammar have been developed. This grammar includes a setting with a character who has a problem to solve or a goal to achieve, the character's attempts to solve the problem or achieve the goal, the results of these attempts, and a conclusion KWL Chart (Know, Want to know, Learned) A pre-reading or during reading activity to support understanding in which adult and child develop a chart organized in three columns: 1) things the child already Knows about a specific topic, 2) what the child Wants to know about the same topic, and 3) what the child Learns about the topic after reading about it. K-W-L is a teacher-led routine designed primarily for expository or non-fiction texts Frayer Model An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word. It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not. semantic mapping (also called clustering or webbing), words generated in brainstorming are linked to a nucleus word, which reflects a main idea Drawback of technology in the classroom creates more distractions A first grade teacher wants to integrate a read aloud strategy using technology for emergent readers to improve fluency and comprehension. What strategy would be the most effective and developmentally appropriate? The teacher allows students to individually read along with interactive picture and audio E-books at their reading levels. Allowing students to read along with audio/video E-books is the best answer for improving fluency and comprehension. Programmed reading instruction is self-paced, assesses smaller chunks of information and helps in setting goals. The most appropriate response is that it provides coaching and immediate feedback with technology. A third grade teacher would like to preteach students unknown words with technology to improve comprehension. What would be the best way to do this? Allowing students to create a semantic map using software that shows the meaning of unknown words and related words. Semantic mapping with the use of technology enables students to focus on the content of their maps and see the relationship among related words. pre alphabetic phase students 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 words by sigh full alphabetic phase readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory consolidated alphabetic phase students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words