Principles for Teaching

Economically

isadvantaged

Children

1. Build Background

Limited income generally

mean limited travel and lack

of opportunity for vacations,

and other expensive activities.

2. Create an Atmosphere of

Success

Teachers sometimes

emphasize problems, not

success

Teachers must maintain

visions of success for

students

3. Make Instruction Explicit

Disadvantaged students must

have better teaching

4. Provide a Balanced

Program

They need basic skills and

strategies

These skills should be taught in

context with plenty of opportunity

to apply them to high-quality

reading materials and real life

Assessment

Miscues – an oral response that

differs from the expected

(correct) response

Miscues: mispronunciations,

omissions, insertions, and word

supplied by the examiner

Causes of Poor Comprehension

Inadequate background

knowledge

Difficulty with vocabulary

Difficulty with syntax

Overuse of background

knowledge

Failure to link ideas in a passage

Failure to make inferences

Causes of Poor Comprehension

CURRICULUM-BASED

MEASURES Frequently recommended for

screening and progress

monitoring

It measures overall indicators of

proficiency

Measures students’ ability to

name letters of the alphabet, give

the sounds represented by letters

of the alphabet, identify the first

sound of a spoken word, read

high-frequency (sight) words

Emergent and Early

Reading CBMs

Letter Name Fluency

Students name as many letters

as they can within 1 minute.

Students are asked to point to

the letter as they say its name.

Automaticity of the students’

response is being assessed.

First Sound Fluency

The assessor says a word, and

the student is asked to say the

first sound for the word:

“What sound does man begin

with?”

Phoneme Segmentation Fluency

Given a spoken word, students

are asked to say all the sounds

for the word.

Example: The tester pronounces

the word stop, and the student is

expected to say “/s/,/t/,/o/,/p/”

Letter Sound Fluency Assess students’ ability to provide

the sounds typically represented by

letters shown in isolation.

Limits students to 1 minute to

indicate their automaticity or fluency,

and speed

Short vowels, consonants, digraphs

ch and sh

Word Reading Fluency

Students are given a list of 50 to

100 high-frequency words and

are asked to read as many words

as they can in 1 minute

Maze Passage

If you want to see one kind of kangaroo,

you have to look up. One kind of

kangaroo lives in (foods, trees, even).

The tree kangaroo is small, but

(it,that,from) has an extra-long tail. It

(and,also,in) has long curved claws. The

long (tail, fruit, move) and sharp claws

help it to (climb, eat, to) trees.

Maze Passage

The tree kangaroo is a good (person,

jumper, up). It can leap 30 feet from

(good, one, is) tree branch to another or

(even, faster, and) from one tree to

another. It (look, can, small) also jump as

much as 60 (claws, as, feet) to the

ground. But on (kind, another, ground)

the tree kangaroo hops slowly.

Maze Passage

It (only, quickly, long) hops about as

fast as a (person, bird, main) walks.

Trees are good places for (see,

which, the) tree kangaroo. They can

move much (faster, smaller, it) in

trees. Besides, their main food

(is,want,also) tree leaves. But they

also eat (branch,fruit,sharp) and

Maze Passage

sometimes will even eat small

(places, birds, to). In addition, being

in a tree helps (keep, jump, but) tree

kangaroos safe from enemies.

Essential Skills and Understanding for

Emergent Literacy

Children need to construct basic concepts

of print:

What we say and what others say can be

written down and read.

Words, not pictures, are read

Sentences are made up of words, and

words are made up of letters

Essential Skills and Understanding for

Emergent Literacy

Children need to construct basic concepts

of print:

In English, reading goes from left to right

and from top to bottom

A book is read from front to back in

English

What we say is divided into words.

Essential Skills and Understanding for

Emergent Literacy

Children need to construct basic concepts

of print:

Space separates written words

Sentences begin with capital letters

Sentences end with periods, question

marks, or exclamation marks

A book has a title, an author, and

sometimes illustrator

Essential Skills and Understanding for

Emergent Literacy

Children need to construct basic concepts

of print:

Students must also develop phonological

awareness and arrive at an understanding of

the alphabetic principle (being able to detect

separate words in a sentence, to separate

syllables in a word, to segment words into their

separate sounds, and to perceive beginning,

ending and medial sounds.

Making Reading and Writing a Part of

Classroom Activities

Dramatic Play Center is

recommended to be supplied

with pens, pencils, note pads,

diaries, cookbooks, telephone

books, picture books, magazines,

catalogs, and newspapers.

Making Reading and Writing a Part of

Classroom ActivitiesDramatic Play Opportunities:

1. Grocery store – creating signs, writing checks or

food lists

2. Bank – writing deposits and withdrawal slips, and

checks

3. Doctor’s office – writing prescriptions, making

appointments, making bills

4. Restaurant – writing and reading menus, taking food

orders, creating signs

5. Post office – writing letters, addressing letters,

mailing packages, selling stamps, delivering mail

Making Reading and Writing a Part of

Classroom Activities

At least 20 minutes a day should

be set aside for reading aloud,

and this period should be held at

a regularly scheduled time

(book/ebook)