EDU 371: Phonics Based Reading & Decoding week 3 assignment
Components of Balanced Literacy Word Study Word Study is the study of our alphabetic symbol sy stem. This involves the areas of phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sigh t words. Word study involves both the decoding (reading) and encoding (phonics a nd spelling) of our symbol system so students can make meaning from an author’ s message and convey meaning by creating their own message. Interactive Read Aloud Interactive Read Aloud is a time when the teacher r eads a piece of quality writing aloud to the whole class and stops at planned points to ask questions that elicit student response. Students learn to think deeply about text, to listen to others, and to grow their own ideas.
Shared Reading Shared Reading is a type of focus lesson in which e ither enlarged print is utilized, or all students have the text to “share” the reading process with a group of students. The teacher uses this time, explicitly m odeling reading strategies and skills that the students need to learn. The respon sibility for reading is “shared” between the teacher and the students, although the teacher reads most of the text. Strategy Groups Strategy Groups are also known as a Guided Reading Groups. The teacher meets with a small group that needs to work on a specific strategy or that has a similar reading level. Each student has a copy of the text and reads it quietly. The teacher uses this time to explicitly teach and to have students practice the strategy they need to learn.
Independent Reading/ Reader’s Workshop Independent Reading is a time when students read te xt (either self-selected or teacher recommended) at their Independent Reading l evel to practice reading strategies, develop fluency and automaticity. The teacher confers with students one-on-one, prompts the use of the strategies, disc usses various aspects of the text, and learns about each student as a reader. Students may respond to the text in meaningful ways through writing, discussing, or sketching.
Independent Reading Conference An Independent Reading Conference is a time when th e teacher works one-on- one with a student to teach the student what s/he needs to learn about reading. The teacher uses the conference to assess (research ) what the student needs to learn, to decide what to teach the student and then to teach the student. Some people think of an Independent Reading conference a s a “private lesson. Two Hour Literacy Block Whole Class Lesson – Shared Reading 3-4 days per week lesson from the anthology/ Scien ce Social Studies text 1-2 days per week other text Appx. 20 minutes Independent Reading/Small Group Lessons Includes o Mini-Lesson (sometimes overlaps with phonics, shar ed reading or read aloud) o 1:1 conferring o Wrap-up 4-5 times per week 1-2 small groups meet each day Independent Reading: 30-45 minutes Guided reading groups: 15-20 minutes Independent Reading in Kindergarten is shorter (10- 15 minutes). In Kindergarten the teacher might pull small groups as children wor k in Literacy Centers.
Whole Class Lesson – Read Aloud 5 days per week Appx. 10-15 minutes Usually takes place outside of literacy block. Pos sible times include morning meeting, end of the day, before lunch, afte r lunch.
Whole Class Lesson – Phonics/Word Study/Spelling/Vo cabulary 5 days per week Appx. 15 minutes Writer’s Workshop/Literature Extensions Includes:
o Mini-Lesson (sometimes overlaps with shared readin g, phonics, read aloud, interactive writing, shared writing) o 1:1 conferring o Wrap-up Writer’s workshop: 4-5 times per week Literature Extension: 1-2 times per week Appx. 30-45 min.
Teachers might choose to work with small groups whi le students work on literature extensions. Time Management:
Organizing the Literacy Block Reader’s Workshop Reading Focus Lesson (whole class lesson) Guided Practice (small group lessons) Independent Practice (Ind. Reading and 1:1 conferring) Share ---------------------------- Time: 45-60 min. per day Word Study Word Strategies/Spelling (whole class lesson) Guided Practice (small group/ 1:1support) Does not happen every day Share ---------------------------- Time: 15 – 20 min. per day Writer’s Workshop Writing Focus Lesson (whole class lesson) Guided Practice (small group lessons) Independent Practice (Ind. Writing and 1:1 conferring) Share ---------------------------- Time: 45 – 60 min. per day Book Selection EASY * you can read the words fluently (smooth and with an interesting voice) *you know how to say all the words *you have background knowledge of the subject *sometimes the book has a larger print *you understand the story *your reading rate may be quicker *your thinking comes easy as you read the words CHALLENGING *many of the words are too hard to decode (failed a five finger test) *you don't know what the tricky words MEAN *your reading becomes choppy more than it is fluent *you don't have a ny background knowledge of the subject *often the print is small or overwhelming *you lose focus as you are reading *you are not enjoying the book because you have to do too much word work *your thinking is confused *your reading rate slows way down JUST RIGHT *you can read most of the words *you can understand what you are reading *you enjoy the book *you may have some background knowledge of the subject *you can read the book with smooth fluency but there are some choppy places *your reading rate is just right- not too slow and not too fast *you can figure out the tricky words and still get the meaning of the story Prompts to Support the Use of Strategies To support the control of early reading behaviors: Read it with your finger. Did you have enough (or too many) words?
Did it match?
Were there enough words? Did you run out of words? Try _______. Would that make sense?
Try _______. Would that sound right? To support the reader’s use of self monitoring or c hecking behavior:
Were you right? Where’s the tricky word? (after an error) What did you notice? (after hesitation or stop) What’s wrong? Why did you stop? What letter would you expect to see at the beginnin g, end?
What ________ fit there?
Would ________ make sense?
Do you think it looks like ________?
Could it be _________?
It could be _________, but look at ________.
Check it. Does it look right and sound right to yo u?
You almost got that. See if you can find what is w rong.
Try that again.
Reading Strategies Levels A-B (1, 2,3) Using a pattern to predict Using picture clues Understanding left-to-right directionality Matching one-to-one speech to print Pointing under the words Locating known words on a page and using them as an chors Levels C-D (4,6) Understanding how patterns change Using picture cues to search for meaning Understanding left-to-right directionality when the re is more than one line of print Locating known words on a page and using them as an chors How to know when a book is “just right” Monitoring for meaning—checking to make sure it mak es sense Monitoring for language—does it sound right?
Attending to beginning letters in a word—predicting from first letter or letters Going back to reread when stuck Locating some high frequency words with automaticit y Levels E-F (8,10) Rereading Self-correcting Cross-checking one cue against another Monitoring for meaning “Just right” book selection Using word analogies to decode simple unknown words Using graphophonic knowledge to look across words Recognizing common “chunks” in words Using the pointing finger only at difficulty Locating many high frequency words automatically Words with common chunks Understanding the difference between fiction and no nfiction texts Levels G-H (12,14) Rereading Self-correcting Reading fluently “Just right” book selection Integrating cues from meaning, structure, and visua l cues Ongoing monitoring for meaning Using increasingly difficult chunks within words Independence in reading Learning how to read nonfiction texts by using the table of contents, headings and captions Levels I-J (16,18) All of the before mentioned strategies Skipping a word, going on, and coming back Using context clues to understand an unknown word Reading with intonation How to use punctuation cues to read with phrasing Retelling using names, important events, and genera l gist of story Inferring from illustrations Making text-to-self connections Using diagrams, captions, index, etc. to read nonfi ction texts Levels K-L (20, 24) Self-correcting regularly Reading with fluency, intonation and phrasing “Just right” book selection Using more challenging graphophonic strategies to p roblem-solve through text Solving unknown words with relative ease Learning how to carry a story line through chapters Inferring from pictures, character’s actions, autho r’s choice of words Retelling the gist of the story, including connecte d, personal thoughts Making text-to-text connections Understanding how series books are organized Skimming and scanning nonfiction texts for importan t information Levels M-P (28, 30, 34, 38) Using meanings of word parts ( prefixes, suffixes, root words) to decipher unknown words Inferring from multiple sources within text Determining importance of events/facts within text Making text-to-world connections (as well as previo usly stated connections) Building stamina for reading longer Understanding theme Characterization How characters change from beginning to end of a bo ok and why Using nonfiction for research purposes To support the reader’s use of all sources of information:
Check the picture.
Does that make sense?
Does that look right?
Does that sound right?
You said (…). Can we say it that way?
You said (…). Does that make sense? Try that again and think what would make sense. Try that again and think what would sound right.
Do you know a word like that?
Do you know a word that starts with those letters?
What could you try?
Do you know a word that ends with those letters?
What do you know that might help? What can you do to help yourself? To support the reader’s self-correction behavior: Something wasn’t quite right.
Try that again. I liked the way you worked that out. You made a mistake. Can you find it? To support phrased, fluent reading:
Can you read this quickly? Put your word together so it sounds like talking. Sample Reading Conference Notes Student_________________________________________________________________ DATE/ BOOK/ TITLE/ LEVEL WHAT DOES THE STUDENT KNOW? WHAT DOES THE STUDENT NEED TO LEARN? HOW CAN I TEACH THIS? 10/17 Dan the Flying Man level C how to look at the first letter and the picture. how to locate and use word parts- an, at use magnetic letters to make and break words find books with these word families for student to practice using word parts 10/22 Tracks level C reads for meaning Relies on first letter Used word parts when prompted more work on word parts sight words and, it, is practice with decodeable books so student can practice using word parts 10/24 At the Ball Park Level D used word parts independently make sure she is rereading and self questioning Guided Reading Group with graphic organizer and modeled reading from teacher Reading Conference Notes Student_________________________________________________________________ DATE/ BOOK/ TITLE/ LEVEL WHAT DOES THE STUDENT KNOW? WHAT DOES THE STUDENT NEED TO LEARN? HOW CAN I TEACH THIS? Independent Reading Notes Student Date Title/Level Strategies Used Next Steps Fluency Sample Guided Reading Notes Strategy: Using picture clues Text/Level: J Name: Alex Needs prompting Name:
Kristen Refer to picture for unknown words Name:
Tammy Refer to picture for unknown words Name:
Bob Refer to picture for unknown words Name:
Rick Needs prompting Strategy: Using picture clues Text/Level: J Name:
Alex Uses picture clues to read unknown words Name:
Kristen Uses picture clues to read unknown words Name:
Tammy Uses picture clues to read unknown words Name:
Bob Uses picture clues to read unknown words Name:
Rick Uses picture clues to read unknown words Strategy: Retelling Text/Level: K Name:
Alex Needs graphic organizer Name:
Kristen Omits relevant details Name:
Tammy Omits relevant details Name:
Bob Includes beginning, middle, end Name:
Rick Needs graphic organizer Strategy: Retelling Text/Level: K Name:
Alex Uses graphic organizer effectively Name:
Kristen Includes beginning, middle, and end Name:
Tammy Includes beginning, middle, and end Name:
Bob Includes details Name:
Rick Uses graphic organizer effectively Guided Reading Notes Month of: Students:
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