Midterm review


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What you should know about reading by now.

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Midterm review

  1. 1. What you should know about reading by now.<br />
  2. 2. Reading growth is always happening<br />As long as readers read<br />And can understand most of what they read<br />
  3. 3. Good readers get better;<br />Struggling readers have a harder and harder time<br />The Matthew Effect<br />
  4. 4. Lack of exposure and practice on the part of less-skilled readers<br />Delays the development of the speed and automaticity that are needed to<br />Efficiently read the complex texts at secondary levels.<br />
  5. 5. The bulk of vocabulary growth occurs indirectly<br />Through language exposure, rather than direct teaching.<br />And reading volume, more than oral language,<br />Is the main contributor to vocabulary growth.<br />
  6. 6. Most oral speech,<br />Even that of college graduates,<br />Has about the same level of vocabulary as a children’s book.<br />
  7. 7. TV is at a lower vocab level than speech;<br />Even popular magazines are at a much higher level than either TV or speech.<br />
  8. 8. How much you read matters<br />For fluency, automaticity, vocabulary growth…<br />And, general knowledge.<br />
  9. 9. Provide students with as many reading experiences as possible.<br />
  10. 10. Reading is an active phenomenon.<br />
  11. 11. Young children develop complex ideas<br />About reading and writing<br />Before they are able to do either.<br />
  12. 12. The National Reading Panel recommends<br />Balanced Approach<br />To reading instruction<br />
  13. 13. Balanced Approach<br />Means teaching the essentials:<br />Phonemic awareness, phonics, fluency, vocab and comprehension.<br />Phonemic awareness, phonics, fluency, vocaband comprehension.<br />
  14. 14. What is this the definition of?<br />The dispositions and habits of mind that enable students to enter the ongoing conversations appropriate to college thinking, reading, writing, and speaking are inter-related and multi-tiered.<br />Students should be aware of the various logical, emotional, and personal appeals used in argument; <br />additionally, they need skills enabling them to define, summarize, detail, explain, evaluate, compare/contrast, and analyze.<br />Students should also have a fundamental understanding of audience, tone, language usage, and rhetorical strategies to navigate appropriately in various disciplines.<br />
  15. 15. Generally, grades K-3 are considered the Learning to Read years,<br />grades K4-8 are the Reading to Learn years,<br />And adolescence and adulthood are the <br />Using Reading and Writing to Think years.<br />
  16. 16. We can find the reading level of a text<br />By using an algorithm thatevaluates<br />The complexity of a text<br />By counting<br />Syllables,<br />Words,<br />And<br />Sentences.<br />
  17. 17. We can increase interest<br />And comprehension<br />Of difficult texts<br />By building “Text Sets”<br />That include simpler versions of the target text,<br />Comic books related to the topic,<br />Maps,<br />Photos,<br />Videos, <br />Etc.<br />
  18. 18. Different Assessments<br />Are appropriate<br />For various purposes.<br />
  19. 19. The information provided by various large scale tests,<br />SAT, CST, CAHSEE, AP, &c.<br />Is of limited use to the classroom teacher.<br />
  20. 20. Teacher-selected<br />And <br />Teacher-designed<br />Assessments<br />Provide the most<br />And the most useful information<br />For<br />Purposes of <br />Instructional design<br />