framework for reading adapted from national reading panel, 2000 put reading first, ciera, 2001
DESCRIPTION
Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001. Decoding. Comprehension. Phonemic Awareness. Phonics. Fluency. Vocabulary. Comprehension. Working with Words in Isolation. Principle #1. - PowerPoint PPT PresentationTRANSCRIPT
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Framework for ReadingAdapted from National Reading Panel, 2000
Put Reading First, CIERA, 2001
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Decoding Comprehension
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Comprehensive Word Study
Working with words within the context
of authentic reading
Working with words within the context of
authentic writing
Working with Words in Isolation
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Principle #1Builds on a child’s rich concepts of how
print function
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Creating an Awareness of Letters and Sounds How do we create an awareness of print? How do we create an understanding that print is
made up of words and those words stand for something?
How do we create an understanding that words are made up of letters?
How do we create an understanding that letters have names?
How do we create an understanding that letters and sounds are related?
How do we create an understanding of specific sound symbol relationships?
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Principle #2 Builds on a foundation of phonemic
awareness
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Framework for ReadingAdapted from National Reading Panel, 2000
Put Reading First, CIERA, 2001
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Decoding Comprehension
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Principle #3Needs to be clear and direct
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Principle #4Is integrated into a total program
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Comprehensive Literacy Program
Global KnowledgeAffective Knowledge
Local Knowledge
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Comprehensive Literacy Program
Global KnowledgeAffective Knowledge
Local Knowledge
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Principle #5Focus on teaching words not rules
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Principle #6May include onsets and rimes
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Sound Patterns
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Making Words
The word I know is ____________________
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Making Words
mug hug
tug rug
The word I know is __bug__________________
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Principle #7May include inventive spelling
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Principle #8Develop independent word recognition strategies
focusing on the internal structure of the words
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TALK-TO-YOURSELF CHART
Talk to yourself… Word #1 Word #2 Word #3
I hear __________________ sounds.
I see ___________________ letters.
The spelling pattern is____________.
The vowel is ___________________.
Word wall partner is _____________.
What else I know about the word
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Principle #9Become automatic so we can devote time
to comprehension
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Framework for ReadingAdapted from National Reading Panel, 2000
Put Reading First, CIERA, 2001
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Decoding Comprehension
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Visual clues = sight vocabulary
Phonics better placed as a part of Word Study
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High Frequency Sight Words
10 = 25% of all words in printthe inof thatand itto isa was
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Making Words
in that mug a hug
tug of war It is on the rug.
The word I know is __bug__________________
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Visual clues = sight vocabulary Morphemic clues = structural analysis
(like prefixes, suffixes, roots, compounds, contractions, etc.)
Phonics better placed as a part of Word Study
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Inflected endings
(70% of all words with endings have one or more of these five endings) -s-es-ed-ing-ly
How do I write syntactically correct sentences without inflected endings?
Meanings of 60% of multisyllabic words can be inferred by analyzing word parts.
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Making Words (Structure)
bugs bugged
buggy debug
The word I know is __bug__________________
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Visual clues = sight vocabulary Morphemic clues = structural analysis (like
prefixes, suffixes, roots, compounds, contractions, etc.)
Context clues = looking at surrounding words to figure out unknown words
Phonics better placed as a part of Word Study
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Typographical = phonemes (the smallest unit of sounds)
Structural = phonemes, which are the smallest units of sound,
Direct Definition = A phoneme is the smallest unit of sound
Antonyms and Synonyms= A phoneme, not a grapheme, is the sound
Similes and Metaphors = a phoneme is like a small piece of the word pie
Context Clues
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Tone and Mood He was so frustrated trying to figure out the phonemes, he suddenly stopped working on the tough word in the book.
Graphic = Here are the phonemes of dog /d/ /o/ /g/Inferences = While the child wrote the word, she saw
him write a letter for each phoneme.Background Knowledge = I can use what I know to help
me explain phonemes.
Context Clues
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Making Words (Meaning)
insect surveillance device
annoy virus
The word I know is __bug__________________
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Intensifying Weekly Messagefor Word Identification
How often?Effective daily routine that evolves throughout the year
How long?15-20 minutes in large group leave available for small group workleave available for independent center
REMEMBERStay focusedon the students’ needson the critical skills and strategies
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Intensifying Weekly Messagefor Word Identification
Monday:Interactively Write MessageShared and Assisted Rereadings of Message
Tuesday:Review Message with a focus on specific graphophonic cues (phonograms, individual sounds, patterns)
Wednesday:Review message with a focus on high frequency words
Thursday:Review message with a focus on structural elements (chunks, affixes)
Friday:Review message with a focus on context-based activities (semantic and syntactic cues)
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Weekly MessageIt’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!
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Weekly Message: SoundIt’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!
Phonograms (or, ill, at, ake) Patterns (cvvc, cvc, cvce) S/S (w and /w/)
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Weekly Message: Sight Words
It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!
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Weekly Message: Structure
It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!
Suffixes, prefixes, roots, compounds, contractions
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Weekly Message: ContextIt’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!
Direct definition, pairing synonym or antonyms
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Comprehensive Word Study
Working with words within the context of
authentic reading
Working with words within the context of
authentic writing
Working with Words in Isolation
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Using your knowledge of word identification strategies (e.g., use of phonics, analysis of word structure, use of context clues, identification of sight words), write a response in which you:
• identify one of Daniel's strengths in using word identification strategies; and
• identify one of Daniel's weaknesses in using word identification strategies.
Be sure to cite specific evidence from the information shown above to support your response.
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“The clown got on and the lady got on and the boy got on and the girl got on and the bear got on and the bicycle got squashed.”
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Text Student One
Student Two
“The clown got on and the lady got on and the boy got on and the girl got on and the bear got on and the bicycle got squashed.”
“The clown got on and the lake got on and the box got on and the girl got on and the bear got on and the bil got square.”
“The clown got on and the girl got on and the man got on and the girl got on and the bear got on and the bike got flat.”
Measures of Differences that are Critical
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Was the reading correct? Was the reading corrected? Was the reading comprehended? Was the reading attempted? Did the reading stall?
Five Patterns Observed During Oral Reading
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The BicycleStudent One Student Two
Accuracy 89% 89%
Errors lady bicycleboy squashed
lady bicycleboy squashed
Miscues lake bilbox square
girl bikeMan flat
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The BicycleStudent One
Student Two
Assessment
Accuracy 89% 89% Fails to recognize critical differences
Errors lady bicycleboy squashed
lady bicycleboy squashed
Fails to recognize critical differences
Miscues lake bilbox square
girl bikeMan flat
Identifiescritical differences
Rate 58 wpm 62 wpm Identifies differences that are not critical
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Differentiating Response to Readers
Reader Performance
What pattern would teachers observe?
What is working
What needs to be worked on?
What else should be considered?
Correct Accurate The reader is reading with confidence, comfort and competence.
Consider adjusting the expectations for the reader.
Is the material being read an appropriate match?
What are your instructional goals for the reader?
Corrected. Accurate but with self-corrections
The reader is monitoring meaning and adjusting when errors are made
Look closely at self-corrections to see what cueing strategies might need to be strengthened.
What does the reader need to be more accurate as they make meaning?
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Differentiating Response to Readers
Reader Performance
What pattern would teachers observe?
What is working
What needs to be worked on?
What else should be considered?
Comprehended Meaning-based miscues
The reader is making sense as s/he reads..
The reader may need to focus more closely on using graphophonemic and visual cues.
Does the reader need to slow down, be more accurate with decoding and/or more balanced in his/her strategy use??
Attempted Non-meaning based miscues
The reader is taking risks with reading.
The reader may need to focus closely on using semantic and syntactic cues.
Is the reader overrelying on decoding to the detriment of fluency & comprehension?
Does the reader need to be more accurate as they make meaning?
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Wait!Ask the reader to tell what s/he is trying to do
Ask the reader to show you the part s/he is working on
Focus the reader’s attention…On the sentence
On the wordOn the word part
On the letterThen rebuild
If the Reading is Stalled
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TOLDS are given to support meaning and fluency. One error is given per TOLDHowever, a TOLD is given ONLY when:
1. The reader makes no attempt at an unknown word or appeals to the teacher.
Teacher Prompt:Wait 5 seconds Say “You try it.” Notate attempts, if any If still unsuccessful, give a TOLD
OR 2. A child makes several unsuccessful attempts at an unknown word and does not continue reading.
Teacher Prompt:Notate all (multiple) attempts Student stops or appeals Give a TOLD
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TOLDS affect the student’s number of miscues, his/her fluency, comprehension, and problem solving. Therefore, teachers should not give the “TOLD” until the procedures above are followed. If TOLDS are given quickly and without following the proper procedures, it can affect the outcome of the running record. If a student stops and does not attempt a word, teachers need to tell the child “You try it.” This encourages the student to apply all the reading strategies they know, discourages the use of too many “TOLDS” which means more errors, and allows the teacher to notate and analyze the use or non-use of the strategies for further teaching purposes.
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RETROSPECTIVE MISCUE ANALYSIS
QUESTION ANSWER HOW DO YOU KNOW? WHY DO YOU THINK SO?
What was the word on the page?What word did you say?
Did the word you say make sense?Did the word you say sound right?Did the word you say look like the word on the page?Did you correct the word?Did you need to correct the word?
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Oral Reading Sample Accuracy of Word Identification Strategies for Word Identification Reading Level Self-correction rates Summary of Observed Reader behaviors Comprehension check through retelling
or responding to questions Fluency check through rate measure Fluency check through rubric scale
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92/96 = 96%
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Miscue AnalysisWord nee
dneed
pat drop
soon soon you’ll tall bla/blee
Total
Miscue no know
put dirt sun son will time
bloom
Meaning? No Yes Yes Yes No No No Yes No 4/9
Syntax? No Yes Yes Yes No No No Yes No 4/9
Visual? Yes No Yes Yes Yes Yes Yes Yes Yes 8/9
Beginning?
Yes No Yes Yes Yes Yes No Yes Yes 7/9
Middle? No No No No No Yes No No No 1/9End No No Yes No Yes Yes Yes No No 3/9
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Making Words
bud bum
bun bus
The word I know is __bug__________________
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Making Words
bag beg
big bog
The word I know is __bug__________________