Efficient Lesson planning should:
start with assessment----->conclusions---->objectives/activity
Objectives should follow and be built on your conclusions from assessment. Make your teaching purposeful.
Wednesday, October 29, 2008
Assessing "Just Right Reading Level"
Three Finger Rule
To check the readability of a book have a student read a page. If they make an error/struggle to read a word they put one finger up, if they make three errors (and have three fingers up) the book is not at their "Just Right Level" and they should keep it in mind for later when their reading skills are a bit better.
To check the readability of a book have a student read a page. If they make an error/struggle to read a word they put one finger up, if they make three errors (and have three fingers up) the book is not at their "Just Right Level" and they should keep it in mind for later when their reading skills are a bit better.
Wednesday, October 15, 2008
Contextual Factors
Settings
p. 126 No other single factor impacts instruction in your classroom more than your teacher's beliefs and knowledge.
Outside contexts matter too! we only get 6 hours (minus lunch and recess)
Instructional Practices
Instructional Resources
p. 126 No other single factor impacts instruction in your classroom more than your teacher's beliefs and knowledge.
Outside contexts matter too! we only get 6 hours (minus lunch and recess)
Instructional Practices
Instructional Resources
Wednesday, October 1, 2008
Midterm 1
Will be 90percent application.
Phonics/Notes/Answer questions from 6 chapters.
elements of skilled performance
Decoding (word calling)
Vocabulary (meaning)
vocabulary knowledge and comprehension--needs to know each word to know the meaning of all of it, can figure out meaning of an unknown word using the comprehension clues.
Phonics/Notes/Answer questions from 6 chapters.
elements of skilled performance
Decoding (word calling)
Vocabulary (meaning)
vocabulary knowledge and comprehension--needs to know each word to know the meaning of all of it, can figure out meaning of an unknown word using the comprehension clues.
Early Reading Assessments
Observation Survey of Early Literacy Achievement (OSELA)
- Meant to be formative
- beginning readers and writers (K-1)
- 68-78 minutes for each child to administer
- administrator need to be trained
- Assesses
- Phonemic awareness
- knowledge of letter names and sounds
- word attack strategies
- reading fluency
- reading comprehension
- vocabulary knowledge
- Subtests
- running records
- letter id
- concepts about print
- word test
- writing vocab
- hear/record sounds in words
- Purpose is to regularly monitor development of pre-reading and early reading skills
- one minute administration per test, 3 times per year
- no specialized knowledge needed for administration
- individually administered
- Dibels assesses
- phonemic awareness
- knowledge of letter names and sounds
- word attack strategies
- reading fluency
- Dibels subtests
- initial sounds fluency onset recognition fluency
- phoneme segmentation fluency
- nonsense word fluency
- letter naming fluency
- oral reading fluency
- retell fluency
Emergent Reading
Emergent Literacy:
Development is acquired int the process of learning
Read to them, they learn! Don't withhold instruction, keep it appropriate but start reading early and modeling.
Components of Emergent Literacy
Development of oral language:
read alouds, talk, write, use the language children hear
Development of concepts of print
do they know how to hold the book, where the cover is, that the black marks hold meaning.
Development of alphabet knowledge
strong predictor of reading achievement but not causal [if kids don't know the names of the letters they can still learn to read!]
Discrete skill related to book experiences
Development of phonological and phonemic awarness
predictive of and casual for reading and writing achievement
can be explicitly taught
many kids enter school with this already.
Phonological awareness: the awareness of sounds in language. (language is made of sounds).
Phonemic awareness: the understanding that words can be divided in phonemes
Phonics: the matching of graphemes to phonemes. (actual letter sound)
Test Question:
Based on what you know about reading in general and the needs of emergent readers. Create a graphic about the dibbles vs. osela.
include four components of comprehension
reading info.
Development is acquired int the process of learning
Read to them, they learn! Don't withhold instruction, keep it appropriate but start reading early and modeling.
Components of Emergent Literacy
Development of oral language:
read alouds, talk, write, use the language children hear
Development of concepts of print
do they know how to hold the book, where the cover is, that the black marks hold meaning.
Development of alphabet knowledge
strong predictor of reading achievement but not causal [if kids don't know the names of the letters they can still learn to read!]
Discrete skill related to book experiences
Development of phonological and phonemic awarness
predictive of and casual for reading and writing achievement
can be explicitly taught
many kids enter school with this already.
Phonological awareness: the awareness of sounds in language. (language is made of sounds).
Phonemic awareness: the understanding that words can be divided in phonemes
Phonics: the matching of graphemes to phonemes. (actual letter sound)
Test Question:
Based on what you know about reading in general and the needs of emergent readers. Create a graphic about the dibbles vs. osela.
include four components of comprehension
reading info.
Tutoring Components
BEFORE:
1. New Book
Teach Sight words with VM procedures
Introduce New Vocab Words
Introduce book
title
author/illustrator
picture walk
2. Instruction--Explicit teaching of a strategy to be applied in the book.
phonic element
word sort
making words
Comprehension strategy
predicting
highlights
Student watches and participates
DURING:
1. Teacher Reads if student is emergent, i read then they read, student reads book.
Miscue analysis for each session!
Student practices skill/strategy while reading
AFTER:
1. Teacher discusses the text with student
2. Review VM Words
3. Student response to text
retell
story map
graphic organizers
discussion
4. Student reads VM words (does not write them)
Written up as tutor session notes.
1. New Book
Teach Sight words with VM procedures
Introduce New Vocab Words
Introduce book
title
author/illustrator
picture walk
2. Instruction--Explicit teaching of a strategy to be applied in the book.
phonic element
word sort
making words
Comprehension strategy
predicting
highlights
Student watches and participates
DURING:
1. Teacher Reads if student is emergent, i read then they read, student reads book.
Miscue analysis for each session!
Student practices skill/strategy while reading
AFTER:
1. Teacher discusses the text with student
2. Review VM Words
3. Student response to text
retell
story map
graphic organizers
discussion
4. Student reads VM words (does not write them)
Written up as tutor session notes.
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