The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
|
|
- Vivien Tyler
- 6 years ago
- Views:
Transcription
1 The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word cat is made up of three phonemes (or three sounds): /c/ /a/ and /t/. The word fish is also made up of three phonemes (or three sounds) even though fish has four letters: /f/ /i/ /sh/. Test your phoneme knowledge: How many phonemes are in the word school? How many phonemes are in the word family? What is phonemic awareness? Phonemic awareness is the knowledge that words are made up of a combination of individual sounds. For example, the word cat is made up of three sounds (phonemes) /c/ /a/ and /t/. When these three sounds are combined fluidly, they make up the word cat. If a child knows that cat, car, and caboose all have the same sound at the beginning of the word, she has phonemic awareness. In other words, she is aware that the /c/ sound (phoneme) begins each of those three words. Phonemic awareness is more than recognizing sounds. It also includes the ability to hold on to those sounds, blend them successfully into words, and take them apart again. For example, in addition to the knowledge that the word cat has three separate sounds, phonemic awareness is the ability to blend these three sounds together to form the word cat and, when asked, to identify and separate the sounds within the word. Do all children need instruction in phonemic awareness? Some children have a good sense of phonemic awareness, but to differing degrees. It is important to determine the child s level before beginning instruction. While all reading programs should devote some time to phonemic instruction, phonemic awareness is usually acquired naturally through exposure to print. The NRP found that during the kindergarten year, 18 hours total of phonemic awareness instruction just 30 minutes a week, six minutes a day provided maximum advantage. Phonics What is phonics? Phonics is the relationship between a specific letter and its sound, only as it relates to the written word. Phonics is used, for example, when a reader comes across an unknown word. With knowledge of phonics, he can try to read the word by focusing on the specific sound of each letter or combination of letters. For example, if a child does not recognize the word chant, he might break the word apart into pieces, such as /ch/ /a/ /n/ /t/ (or /ch/ /a/ /nt/, or /ch/ /ant/), assigning an appropriate sound to each separate letter or combination of letters. Then, the child combines those sounds to create the word chant. LEARNS Page 1
2 Phonics is also used in writing, or encoding text. For instance, if a child is trying to spell smart, she might begin with the /s/ sound and write s. Then, she goes to the next sound /m/ and writes m, and so on. An early phonics learner often achieves a close approximation of correct spelling rather than complete accuracy. For example, she may attempt to spell the word smart using the method above but end up with smrt, simply because she only heard the dominant /r/ sound in the /ar/ sound-letter combination. What is phonological awareness? Phonological awareness is the knowledge that there are patterns within words that can aid in both reading and writing. For example, those who have good phonological awareness can use rhyme, beginning and ending sounds, specific phonemes, etc. to read and write words. Does learning phonics inhibit reading comprehension? No. If a child learns to identify the relationship between the sounds of our language and letters, he will have an easier time identifying words, leading to improved reading comprehension. Failure to master phonics is the number one reason that children have difficulty learning to read. However, phonics instruction does have limitations, especially since English does not have a pure phonetic base. The most obvious example of this is sounding out the words cough, though, tough, and through. A successful reading program should include both explicit phonics instruction and comprehension instruction. One without the other can delay or impede success in learning how to read. How important is phonics instruction? According to the NRP, systematic phonics instruction is only one component of the reading process a means to an end. Children need to be able to blend sounds together to decode words, and they need to break spoken words into their basic sounds in order to write them. However, phonics should never become the overriding component in any reading program. Fluency What is fluency? Fluency is the ability to read text accurately and smoothly. When fluent readers read aloud, their expression, intonation, and pacing sound natural much like speaking. This does not mean that fluent readers never make mistakes. Fluency develops from reading practice. The same reader may read a familiar text fluently and a new, more challenging text less fluently. LEARNS Page 2
3 Why is fluency important? Since fluency depends on higher word recognition skills, it helps children move from decoding words to sight-reading. This means that less energy is spent on deciphering each word and more is spent on comprehending what is read. If children are struggling to decode individual words, they cannot concentrate on other strategies that support their overall understanding of what they read. How does fluency increase? Practice, practice, practice. Repeated oral reading is the best way for children to improve their fluency. This can include re-reading a familiar text several times, listening to models of fluent reading, or engaging in choral, or unison reading with a big book. Choose books that children can read with a high degree of success. If the book is too difficult, children will be bogged down with vocabulary and comprehension questions and their fluency will be hindered. Vocabulary What role does vocabulary play in learning to read? When children learn to read, they begin to understand that the words on the page correspond to the words they encounter every day in spoken English. That s why it s much easier for children to make sense of written words that are already part of their oral language. While we don t have to know every word on the page to understand what we are reading, too many new or difficult words make comprehension impossible. As children s reading level improves, so does the number of words they need to know. How do children learn new words? Children increase their vocabulary through both direct and indirect instruction. Children continually learn new words indirectly through listening and speaking to the people around them, being read to by others, and reading on their own. Sometimes children need to be taught new words explicitly, especially when they are crucial to their understanding of a story or concept. Study in content areas, such as science and social studies, adds to a child s vocabulary development. Text Comprehension What is text comprehension? Text comprehension is the interaction that happens between reader and text. More than merely decoding words on a page, comprehension is the intentional thinking process that occurs as we read it s what reading is all about! What strategies support comprehension? Good readers are purposeful and active. They use a wide variety of strategies, often simultaneously, to create meaning from text. Some of the most important are: LEARNS Page 3
4 Monitoring comprehension: Successful readers know when they understand a passage and when they don t. When they don t understand, they know to pause and utilize strategies to improve their understanding. Using prior knowledge: Thinking about what is already known about the subject helps readers make connections between the story and their knowledge. Making predictions: Good readers often make predictions as they read through a story, using both the knowledge they bring to a text as well as what they can derive from the text. Questioning: When children ask questions about what they read and subsequently search for answers, they are interacting with the text to construct meaning. Good questions are based on a child s knowledge base and what further information she desires. Recognizing story structure: Children will understand a story better if they understand how it is organized (i.e., setting, plot, characters, and themes). Summarizing: When they summarize a story, readers determine the main idea and important information and use their own words to demonstrate a real understanding of the text. When does comprehension instruction begin? Since the ultimate goal of reading is to interact with the text, comprehension should be emphasized from the very beginning, not only after a child has mastered decoding skills. For example, reading aloud provides an opportunity for children to hear a story and respond to the content the characters, their feelings and motivations, and the setting, and to relate it to their own experiences. Children begin from an early point to understand that comprehension is the point of reading. Other Questions Is there a sequence to teaching the five components? No. Reading or learning how to read is a combination of all the skills mentioned in the report. The interconnectedness of each of the five components makes it impossible to teach them in isolation or in a particular order. It is more important to use the individual child s knowledge and stage of development as a starting point for instruction. However, since there is a constant give and take among the components, one will sometimes be emphasized over another. Is it still important for children to read and discuss excellent literature? Absolutely. The NRP report states that quality literature helps students to build a sense of story and to develop vocabulary and comprehension. Tutoring activities that focus on comprehension as their ultimate goal lead to increased student interest and motivation. Discussions based on excellent literature do two things: (1) allow for a more interesting/relevant discussion; and, (2) deepen a child s basic comprehension. By engaging in a discussion around a text, the reader is exposed to multiple views of interpretation and is forced to create a deeper personal connection with the text. LEARNS Page 4
5 What role does writing play in a literacy program? Writing is an important part of the literacy process. As children discover writing as a form of communication, they will begin to express themselves to the best of their ability. At first this may be scribbles, which then become letters, which eventually resemble more and more the accurate symbols for the sounds represented. This process allows children to explore the spelling system of our language. Reading and writing have a reciprocal relationship one is used to learn and enrich the other and vice versa. As a writer, the reader has a more intimate knowledge of the writing process, allowing her to have a greater connection to another author s text. Writing also supports reading comprehension and recall. When a student writes about something he has read, he must take time to reflect and organize his thoughts. The literature children read influences their writing. A child will use his writing as a place to try out styles, language, new words and even spellings he has come across in reading. To be literate requires proficiency in both reading and writing. Can reading sub-skills be taught in isolation and then transferred to authentic text to improve comprehension? In an ideal world, the answer would be yes. Unfortunately (or fortunately) that is not the case. Remember that each sub-skill really relies on other sub-skills. Reading is a combination of many sub-skills combined to achieve the common goal of comprehension. Teaching reading sub-skills in an authentic setting ensures that there is never a moment when comprehension is not a factor. What is authentic text? Authentic texts are texts that one might encounter in a typical reading situation, such as a book, magazine article, or newspaper. In good reading instruction, authentic texts are used to teach specific skills. For example, one might use a picture book to practice vocabulary allowing the child to see and understand new vocabulary in its natural context. This way, the reader learns specific literacy skills in a meaningful and motivating context that demonstrates how such skills are actually applied. What constitutes an integrated reading program? The NRP states that a program that overemphasizes phonics instruction is less effective in teaching a child to read than a program that integrates a systematic phonics program with other reading instruction (e.g., phonemic awareness, fluency, text comprehension). This underscores the importance of using phonics instruction as a means to an end to advance oral reading and reading comprehension. LEARNS Page 5
There are many reasons why reading can be hard. This handout describes
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
Psychology of Learning to Read
Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important
WiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Phonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
Parent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
U.S. Department of Education Rod Paige Secretary. Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary
U.S. Department of Education Rod Paige Secretary Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary John McGrath Senior Director, Community Services and Partnerships
3. Principles for teaching reading
3. Principles for teaching reading 1. Exploit the reader s background knowledge. A reader s background knowledge can influence reading comprehension (Carrell, 1983, Carrell and Connor, 1991). Background
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Opportunity Document for STEP Literacy Assessment
Opportunity Document for STEP Literacy Assessment Introduction Children, particularly in urban settings, begin school with a variety of strengths and challenges that impact their learning. Some arrive
Put Reading First. The Research Building Blocks For Teaching Children to Read. Kindergarten Through Grade 3. Third Edition
Put Reading First Kindergarten Through Grade 3 The Research Building Blocks For Teaching Children to Read Third Edition The Research Building Blocks for Teaching Children to Read Put Reading First Kindergarten
NFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
Massachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
Language Reading Connection
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
COMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
OCPS Curriculum, Instruction, Assessment Alignment
OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of
Selecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
APPENDIX B CHECKLISTS
APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3
Kindergarten Common Core State Standards: English Language Arts
Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from
Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2
Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2 David Coleman Susan Pimentel INTRODUCTION Developed by two of the lead authors of the Common
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies
Balanced Literacy in Seattle Public Schools
Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient
Mendham Township School District Reading Curriculum Kindergarten
Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading
(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support
Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range
Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
ENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Reading K 12 Section 35
Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes
DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
What Content-Area Teachers Should Know About Adolescent Literacy
What Content-Area Teachers Should Know About Adolescent Literacy What Content-Area Teachers Should Know About Adolescent Literacy Developed by: 2007 This publication was produced under National Institute
Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
How to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks
Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;
Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1
Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class
Academic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
Choral Reading Type: Strategy Literacy Skill: Reading Domain:
Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension
Teaching Young Children How to Read: Phonics vs. Whole Language. Introduction and Background
Kelly Waldo Senior Capstone Paper Paoze Thao, PhD California State University Monterey Bay Teaching Young Children How to Read: Phonics vs. Whole Language Introduction and Background I am interested in
Reading Instruction and Reading Achievement Among ELL Students
Research Into Practice READING Reading Instruction and Reading Achievement Among ELL Students Principles of ELL Reading Instruction Some very straightforward principles, directly supported by research,
The Brain, Prosody, and Reading Fluency
(Published in the National Association of Special Education Teachers (NASET), The Practical Teacher, February 2011) INTRODUCTION The Brain, Prosody, and Reading Fluency Matthew J. Glavach, Ph.D. The good
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
How To Read With A Book
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
Using Direct Instruction Programs as Intervention Programs in Grades K 3
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years
Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.
Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
California. www.heinemann.com Phone: 800.225.5800
California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas
MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
What is oral reading fluency?
What is oral reading fluency? Oral reading fluency is the ability to read, speak, or write easily, smoothly, and expressively. A fluent reader is one who reads and understands what he or she is reading
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
Ohio Early Learning and Development Standards Domain: Language and Literacy Development
Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)
BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics
The University for World-Class Professionals BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics Faculty of Education mmu.ac.uk/education MMU 2015 Faculty
Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.
Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with
Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work
Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted
Guidelines for Examining Phonics & Word Recognition
Guidelines for Examining Phonics & Word Recognition Revised Edition 2002 Texas Education Agency. These materials are copyrighted and trademarked as the property of the Texas Education Agency and may not
Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
Primary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.
Learning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to
Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to
Tips for Teaching. Word Recognition
Word Recognition Background Before children can begin to read they need to understand the relationships between a symbol or a combination of symbols and the sound, or sounds, they represent. The ability
TEACHING ALL STUDENTS TO READ IN ELEMENTARY SCHOOL. A Guide for Principals
TEACHING ALL STUDENTS TO READ IN ELEMENTARY SCHOOL A Guide for Principals TEACHING ALL STUDENTS TO READ IN ELEMENTARY SCHOOL A Guide for Principals Joseph Torgesen, Debra Houston, Lila Rissman, Marcia
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha,
Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College December xx, 2013 Topics The importance
KINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Second Edition June 2003
Second Edition June 2003 K INDERGARTEN THROUGH G RADE 3 Put Reading First: The Research Building Blocks for Teaching Children to Read This publication was developed by the Center for the Improvement of
Students with Reading Problems Their Characteristics and Needs
Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University rhudson@fcrr.org We want all students to read grade level
A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis
A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.
Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
As Approved by State Board 4/2/09
Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table
Lesson Plan Template + ++ +++++
Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
A SUMMARY OF SCIENTIFICALLY BASED RESEARCH PRINCIPLES. Teaching. Adults. Alphabetics. Fluency. Vocabulary. Comprehension
A SUMMARY OF SCIENTIFICALLY BASED RESEARCH PRINCIPLES Teaching Adults Alphabetics Fluency to Vocabulary Comprehension 2005 A SUMMARY OF SCIENTIFICALLY BASED RESEARCH PRINCIPLES Teaching Adults to Authors
Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne
Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place
7. Classroom teaching strategies
7. Classroom teaching strategies Effective teaching is structured and focused on the learning needs of each student in the class. In some programs and designs that focus on early literacy, each lesson
Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
READING WITH. Reading with Pennsylvania Reading Specialist Certificate
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
Reading K 10 Grade Level Expectations: A New Level of Specificity
Reading K 10 Grade Level Expectations: A New Level of Specificity Washington State s Essential Academic Learning Requirements Introduction Contents Introduction................................... 1 Overview..................................
Using Leveled Text to Teach and Support Reading Strategies
Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Scientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
There are basically three options available for overcoming barriers to learning:
COGNITIVE SKILLS DEVELOPMENT Teacher Introduction Determining Your Students Weaknesses (Excerpts from article by Dr. Ken Gibson, Founder and CEO of LearningRx) Do you have students who struggle to understand
Understanding Types of Assessment Within an RTI Framework
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
Background to the new Staffordshire Grids
Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National
A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers
A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers 2004 1120 East Diehl Road, Suite 200 Naperville, IL 60563-1486
AUDIOBOOKS & LITERACY
AUDIOBOOKS & LITERACY An Educator s Guide to Utilizing Audiobooks in the Classroom By Dr. Frank Serafini Introduction The challenges facing individuals in today s society who are unable to read are well
Third Grade in California Public Schools. and the Common Core State Standards
A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT
Reading Street and English Language Learners
Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
Reading. Language and Literacy in the Foundation Stage
Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;
CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten
Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,
AR State PIRC/ Center for Effective Parenting
Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children