reutzel & cooter teaching children to read, fourth edition copyright © 2004 pearson education,...

Reutzel & CooterTeaching Children to Read, Fourth Edition

Copyright © 2004 Pearson Education, Inc.All rights reserved.

Chapter 1

Seven Principles for SupportingLiteracy Development

Principle 1: Begin with the teacher's knowledge of studentreading processes.

Principle 2: Rely on process and product student assessmentsthat link directly to the knowledge base of reading.

Principle 3: Involve families in support of the readingdevelopment process.

Principle 4: Support reading to, with and by students.

Principle 5: Integrate the development of reading with writinginstruction and composition.

Principle 6: Develop reading and writing skills via "whole-to-parts-to-whole" instruction.

Principle 7: Address the needs of all children.



Chapter 2

Piaget's Stages of Cognitive Development Developmental

Stages Ages Characteristics of

Language Development

Stage 1 Sensorimotor Birth- 2 Children begin to speak. Children

may overgeneralize. (cars refer to all

vehicles) or undergeneralize

(cat refers only to this child's pet and

no other cats.)

Stage 2 Pre-Operational

2-7 Children use socialized speech.

Stage 3 Concrete Operational

7-11 Children develop the ability to solve problems and think

deductively. Stage 4 Formal

Operational 11- Adult Children become

increasingly sophisticated and

able to think abstractly and logically using

language to discuss distant concepts,

events, and experiences.



Chapter 2



Chapter 4

Evidenced-Based Reading Skills and Practices"Alphabetics" (Using Direct Instruction [D I] methods)

-Phonemic Awareness- Alphabetic Principle- Phonics

Concepts of Print (Grades EC-1: Direct Instruction [D I} methods)

Oral Reading Fluency (DI methods)

Independent Reading Practice (Structured "Buddy Reading")

Exposure to a variety of reading materials/genre

Comprehension Strategies (DI methods)

Vocabulary (DI methods)

Oral Language Development (DI methods)

Spelling and Word Study (DI methods)

Interactive Read Aloud (Structured)

Technology-assisted reading instruction

Integrated reading, writing, and language instruction

Adequate time for daily reading/writing instruction andpractice



Seven Phonics Generalizations

1) The C RuleBecause the letter c has no phoneme of its own, it assumes two other phonemes found in different words, k and s.

2) The G RuleG is irregular in that it has a hard and a soft sound.

3) The CVC GeneralizationWhen a vowel sound comes between two consonants, it usually has the short vowel sound.

4) Vowel DigraphsWhen two vowels come together in a word, the first vowel is usually long and the second one is silent, especially with the oa, ee, and ay combinations.

5) The VCE (Final E) GeneralizationWhen two vowels appear in a word and one is an e at the end of the word, the first vowel is generally long and the final e is silent.

6) The CV GeneralizationWhen a consonant is followed by a vowel, the vowel usually produces a long sound.

7) R-Controlled VowelsVowels that appear before the letter r are usually neither long nor short but tend to be overpowered or “swallowed” by the r sound.

Chapter 4



Chapter 4



Chapter 5

Semantic Map

Snake

reptile slithers

long tail scary



Chapter 5

Individual Interest SheetMrs. Brady's Fifth Grade Class

Aston School

Name: Ryan Catania

Things I am interested in knowing more about or topics that I like:

Topics

SoccerFootballDogsSurvival Stories

Books to consider from our library

Soccer Shock (Donna Jo Napoli)Crash (Jerry Spinelli)Stone Fox (John Reynolds Gardiner)Stones in Water (Donna Jo Napoli)



Principles forEffective Vocabulary Instruction

1. Vocabulary is learned best through direct, hands-on experience.

2. Teachers should offer definitions as well as content during vocabulary instruction.

3. Effective vocabulary instruction must include a depth of learning component as well as a breadth of word knowledge.

4. Students need to have multiple exposures to new reading vocabulary words.

Chapter 5



Chapter 6

Cohesive Ties

Connecting Ideas Among Sentences

Categories Examples Reference Includes many

pronoun types, location words, and time words

Austin went to the park. He climbed the slide. "Mom, look at that car! Can we go over there?"

Substitution Replacing a word or phrase with another

"My dress is old. I need a new one." "Do you know him?" "No, do you?"

Ellipsis Omitting a word or phrase resulting in an implied repetition

"Were you laughing?" "No, I wasn't." "Dylan wears expensive sneakers. His look nicer."

Conjunction Connects phrases and sentences using additive, adversative, causal, and temporal ties

"Denver ate ice cream after dinner. He didn't eat fish because he dislikes them."

Lexical Using synonymous or category terms to establish ties in text

The bear went fishing. This large mammal likes to eat fish.



Chapter 6

K-W-L Chart Use this strategy to activate students' background knowledge in preparation for reading. (Ogle 1986, 1989)

K What I Know W What I Want to Know L What I Learned What I Know What I Want to

Know What I Learned



Nonnegotiable Skills for Reading Comprehension

1. Recalling word meanings (vocabulary).

2. Drawing inferences about the meaning of a word from context.

3. Finding answers to questions answered explicitly or in paraphrase.

4. Weaving together ideas in the content.

5. Drawing inferences from the context.

6. Recognizing a writer’s purpose, attitude, tone, and mood.

7. Identifying a writer’s literary techniques.

8. Following the structure of a passage.

Chapter 6



Chapter 6



Chapter 7

A Model of Fluent Reading

Decoding

Comprehending

Attention



Chapter 7

Less Fluent Readers Focus Mostly on Decoding

Chapter 6

Decoding

Attention

Comprehending



Chapter 7



Principles of Classroom Assessment

1. Assessment should inform and improve teaching.

2. Assessment procedures should help teachers discover what children can do, not what they cannot do.

3. Every assessment procedure should have a specific purpose.

4. Classroom assessment should provide insight into the process of reading.

5. Assessment procedures should help identify zones of proximal development.

6. Assessment strategies should not supplant instruction.

7. The only true value and competent assessment is individual assessment.

Chapter 9



Chapter 9



Chapter 10



Chapter 11



Chapter 12



SQ3R

A study system for use with expository text

SURVEY the chapter

QUESTION the survey and make predictions about the content

READ the chapter

RECITE answers and self-assess

REVIEW the information learned

Chapter 13



Chapter 13

reutzel & cooter teaching children to read, fourth edition copyright © 2004 pearson education,...

Documents