Term
| Assessing concepts of print |
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Definition
1.) Place a book in front of the child in a non-traditional way, ask child to show you the front of the book.
2.) Ask child to open book to a pic & at least 2 lines of print, ask child where you would begin reading
3.) Open book to a page with 1 line of print & place 2 index cards at either end of the line. Have child push cards together to show you 1 word, then 1 letter |
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Term
| Emergent storybook reading |
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Definition
Can be formal or informal
7 Stages
1.) Labeling & commenting-child looks at each pic & provides a name-"doggie",no attempts to link pic to story
2.) Following the action-child comments on the action as if were happening in the moment-"He is gonna get the monkey."
3.)Dialogue storytelling- Transitional stage from labeling to more mature storytelling, dialogue between parent & child
4.)Monologue storytelling-child is telling the story & use storytelling info. that takes the form of an extended monologue
5.) Print awareness- child inserts parts that sound like written lang into parts that sound like oral lang, reading shows a clear sense of audience & a concern with coherence
6.) Aspectual reading-uses patterns of the original story or those in similar books, focus on particular words that he or she knows
7.) Text-governed reading-child is trying to create a verbatim rendering of the text, without using the pictures and using finger pointing |
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Term
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Definition
| Awareness that words are made up of different parts and that language can be broke up into smaller units |
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Term
| Phonological awareness activities |
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Definition
1.) nursery rhymes
2.) picture sorting-sort images by beginning & ending sounds
3.) oddity tasks-find the odd man out from a set of words
4.)stretch sounding |
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Term
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Definition
~any word that can be pronounced automaticity without conscious decoding
~any word that can be pronounced in one sec or less
~High frequency words are not the same as sight words, bc someone's last name could be a sight word but is a low frequency word |
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Term
| How to assess sight words |
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Definition
use a targeted list- Dolch or Fry
can be used in an individual or group setting |
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Term
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Definition
~phonics assessment
~assess a child's ability to make analogies to known words based on familiar rimes
~presents 37 most familiar rimes
~child must add the onset "z" to each rime to create a nonsense word
~no scoring criteria |
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Term
| Emergent spelling stage(3-5 years) |
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Definition
~scribbles represent writing
~writing may include letters, but doesn't always represent the sounds of the letters
~spelling may include the beginning and ending consonants -BR |
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Term
| Letter name alphabetic(5-7 years) |
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Definition
~understanding of alphabetic principle
~begin to include vowels in their spelling-BAR for bear |
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Term
| Within word patters (7-9 yrs) |
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Definition
~use short vowels correctly
~distinguish between long and short vowels
~recognize patterns within words
~use endings -ed and -ing correctly |
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Term
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Definition
~direction instruction of individual-letter sound correspondences
~students practice letters & sounds in texts
~hallmark-students are taught to blend sounds together to make words |
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Term
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Definition
| ~students are taught to compare new words to previously known words or to use analogies |
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Term
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Definition
~spelling based decoding activity
~students manipulate letters in a spelling task
Steps:
1.) Use letters in letter strip to complete sentence
2.)From words in step 1, find a pattern -related words and words that rhyme
3.)transfer step-look at patterns from step 2 and use knowledge to come up with new words |
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Term
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Definition
3 components-
1.) automaticity-reading words automatically, assessed using reading rate
2.)prosody-reading words with inflection
3.)Accuracy-reading words correctly, assessed using an IRI |
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Term
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Definition
~fluency approach
~teacher reads text aloud, while students follow along silently, then they repeat the section back to the teacher |
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Term
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Definition
| students work in pairs and take turning reading a text, one student reads and the other student monitors & helps if needed |
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Term
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Definition
~simultaneous reading of a passage
~can be done individually or in groups |
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Term
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Definition
~struggling reader works with an adult
~choose a book that child is interested in
~adult reading & child signals when they want to read
~child reads until they make an error, adult provides the word, child says word & procedure begins again |
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Term
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Definition
~struggling reader reads to a younger child
~older student practices book until they feel comfortable
~choose a book at an appropriate level |
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Term
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Definition
~recall specific facts that are stated in the text
~"reading the lines" |
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Term
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Definition
~"reading between the lines"
~infer & make connection
~use facts that are stated to reach a conclusion about a fact that is not stated |
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Term
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Definition
~"reading beyond the lines"
~value & judgement statements |
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Term
| Fry Graph Readability Formula |
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Definition
~quantitative readability formula
~used to find grade level
Steps :
1.) Find 3 samples of 100 word passages from same text
2.) count number of sentences, estimating the fraction of the last sentence to the nearest 1/10th
3.)count number of syllables in all 3 passages
4.)make a graph with the average sentence length and number of syllables. plot the dot where the 2 lines intersect. area where dot is plotted signifies approximate grade level of text |
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Term
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Definition
~comprehension strategy
~students work in small groups, each get assigned summarizing, predicting, clarifying, and questioning
one student predicts what text will be about based on text features
one student clarifies -focuses one words and concepts that may require further explanation
one student asks comprehension questions about the text
one student summarizes the texts and predicts what the next section might be about |
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Term
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Definition
~comprehension strategy
~students read section & turn book over
~write whatever they can recall from the text
~return to book to locate more info
~rearrange info into categories
~write a topic sentence &detail sentences about each category
~revist summary to make it more coherant |
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