Student B is an 11-year-old, 5th grade boy who shows interest in reading when working one-on-one with his teacher. Assessments show he has low self-efficacy as a reader but reads with 97% accuracy, struggles with inference but uses context clues well. As a writer, he is in the early transitional stage, writing for various purposes but lacking editing skills. To improve, the teacher will focus on building motivation, teaching organization and elaboration, and supporting the writing process.
This document provides strategies for teaching early literacy skills to pre-K through 3rd grade students. It discusses assessing students' backgrounds, learning styles, and literacy skills. Strategies are presented for developing oral language, concepts of print, alphabetic principles, phonics, fluency, vocabulary, comprehension, and writing. Similarities and differences between strategies for emergent and beginning readers are also outlined. The document emphasizes the importance of providing students with specific, clear, and timely feedback.
Comprehension strategies and instructional strategiessmythboys3
This document discusses various comprehension strategies and instructional strategies to support students' reading comprehension. It describes strategies like graphic organizers, fix-up strategies, and elaborate interrogation that students can use to understand texts. Instructional strategies discussed for teachers include think-pair-share, START, and scaffolding approaches. The document also distinguishes between comprehension strategies, which are tools for students, and instructional strategies, which teachers use to support comprehension.
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Developing engaged second language readers (1) majerlonaiemeh
the current PPT presentation is all about helping learners to get through the difficulties they may face reading English and helping them to be more engaged readers.
Fluency is key to the transition between decoding words and comprehending text. It has three components: accuracy, rate, and prosody. Accurate and automatic word recognition allows readers to focus on comprehension. Factors that influence fluency include comprehension, automatic word recognition, decoding speed and accuracy, metacognition, vocabulary, and motivation.
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
This document provides strategies for teaching early literacy skills to pre-K through 3rd grade students. It discusses assessing students' backgrounds, learning styles, and literacy skills. Strategies are presented for developing oral language, concepts of print, alphabetic principles, phonics, fluency, vocabulary, comprehension, and writing. Similarities and differences between strategies for emergent and beginning readers are also outlined. The document emphasizes the importance of providing students with specific, clear, and timely feedback.
Comprehension strategies and instructional strategiessmythboys3
This document discusses various comprehension strategies and instructional strategies to support students' reading comprehension. It describes strategies like graphic organizers, fix-up strategies, and elaborate interrogation that students can use to understand texts. Instructional strategies discussed for teachers include think-pair-share, START, and scaffolding approaches. The document also distinguishes between comprehension strategies, which are tools for students, and instructional strategies, which teachers use to support comprehension.
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Developing engaged second language readers (1) majerlonaiemeh
the current PPT presentation is all about helping learners to get through the difficulties they may face reading English and helping them to be more engaged readers.
Fluency is key to the transition between decoding words and comprehending text. It has three components: accuracy, rate, and prosody. Accurate and automatic word recognition allows readers to focus on comprehension. Factors that influence fluency include comprehension, automatic word recognition, decoding speed and accuracy, metacognition, vocabulary, and motivation.
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
Eight approaches to language teaching-LET Reviewh4976
The document summarizes eight approaches to language teaching: Grammar-Translation Method, Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language Learning, Total Physical Response Method, and Communicative Approach. For each approach, it outlines the goals, roles of the teacher and students, and aspects of language emphasized.
This document discusses various methods and approaches that have been used in teaching English as a foreign language over time. It begins by noting that language teaching methods are not permanent and change with developments in concepts and human understanding. It then defines key terms related to language teaching methodology, including approaches, methods, techniques and procedures. The document goes on to describe several popular historical methods like Grammar Translation, Direct Method, Situational Language Teaching, and Audio-Lingualism. It also outlines more modern communicative approaches such as Communicative Language Teaching, Natural Approach, Cooperative Language Learning and Competency-Based Language Teaching. The document concludes by listing some references used in the discussion.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
This document presents several reading comprehension strategies that can be used before, during, and after reading. Some strategies mentioned include KWL charts, think-pair-share, story maps, double-entry journals, and SQ3R (survey, question, read, recite, review). Many resources are provided that explain different strategies and how to implement them, such as websites with lesson plans and activities related to building reading skills. The document encourages reading aloud to students to help improve reading ability and comprehension.
The document discusses the evolution of models of the reading process from 1879 to 1980. It outlines several influential models from this period, including models proposed by Emile Java, John Carroll, Ruddell, Goodman and Smith, Hockberg Levind and Kaplan, Gough, and Rumelhart. It also discusses problems with evaluating models and characteristics of good models, noting that models should synthesize past information to generate better understanding and be testable. The document concludes that interactive models provide a better account of reading by integrating concepts from various sources and accommodating the interactions and accuracies known to occur during the reading process.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
RBL - Teaching Language Skills 'Speaking' and 'Writing' - 5th Group RBLmadev Class 2018
This document discusses speaking and writing skills. For speaking skills, it outlines reasons for speaking, characteristics of spoken language, teaching pronunciation, conversation analysis, and activity types to promote speaking in the classroom. For writing skills, it discusses reasons for writing, writing materials, the written product, the writing process, and correcting written work. It provides details on each topic, such as suggesting bottom-up or top-down approaches to teaching pronunciation, distinguishing between motor-receptive and social-interactional speaking skills, and emphasizing feedback, organization, and error correction in writing.
as part of our assignment in Resource Based Learning Material Development Study, English Education Program, Graduate School, Yogyakarta State University
This document provides guidance for teaching reading skills in career and technical education (CTE) courses. It discusses the importance of reading skills for career success and recommends experiences to improve student reading scores. Teachers are advised to assess student reading levels, adapt materials appropriately, and incorporate reading instruction into lessons. Specific pre, during, and post-reading strategies are outlined, such as anticipation guides, SQ3R technique, and graphic organizers. The document also provides tips for teaching vocabulary, introducing assignments, and individualizing reading help for students.
Suggestopedia is a language teaching method that involves 12 students sitting in a circle facing each other with an instructor providing musical background. It focuses on developing language skills like speaking, listening, reading and writing through activities like listening and memorization, rather than just vocabulary. While it aims to accelerate learning and provide relaxation, it is best for small groups and has limitations for intermediate/advanced levels and material inputs may be questionable.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. The bottom-up model views reading as a linear process of decoding letters into sounds and combining them into words. The top-down model sees reading as a psycholinguistic process where the reader uses context and schema to predict and confirm meanings. The interactive model integrates aspects of bottom-up and top-down models, recognizing the flexible use of graphophonic, syntactic, and semantic cues. Emerging models emphasize the roles of schema, inference, prior knowledge, and the reader's goals in the meaning-making process.
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
This document discusses various approaches to developing reading skills and materials for second language learners. It covers:
1) Characteristics of fluent vs less fluent L2 readers in terms of language knowledge, cognitive ability, and strategies.
2) Four components of L2 reading fluency: automaticity, accuracy, reading rate, and prosodic structuring.
3) Different approaches to teaching reading including comprehension-based, language-based, skill/strategy-based, and schema-based.
4) Criticisms of some traditional approaches and recommendations for developing engaging materials that decrease linguistic demands and help learners experience the text through multidimensional representation.
This document discusses testing writing ability. It outlines five general components of writing: content, form, grammar, style, and mechanics. It compares composition tests and objective tests, noting advantages and criticisms of each. The current moderate position is that well-constructed objective tests correlate highly with writing ability, and composition tests can also be made reliable. Specific writing elements like grammar, style, and organization can be objectively tested through items like error recognition and sentence completion. The mechanics of writing can also be objectively tested. Improving composition tests involves taking multiple samples, clear prompts, anonymous scoring, and establishing standards before marking papers.
The document summarizes Kim Thomas's presentation on analyzing a literacy environment. It discusses using comprehension questions and retellings to assess students' understanding of texts. It also discusses selecting linguistic and informational texts that are word-oriented and factual to build students' knowledge. The presentation covered using picture walks before reading to activate background knowledge and set purposes. It also discussed incorporating metacognition to help students critically analyze texts and express themselves. Feedback from a parent and colleague found the information insightful and thought strategies discussed could benefit students' literacy development.
Eight approaches to language teaching-LET Reviewh4976
The document summarizes eight approaches to language teaching: Grammar-Translation Method, Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language Learning, Total Physical Response Method, and Communicative Approach. For each approach, it outlines the goals, roles of the teacher and students, and aspects of language emphasized.
This document discusses various methods and approaches that have been used in teaching English as a foreign language over time. It begins by noting that language teaching methods are not permanent and change with developments in concepts and human understanding. It then defines key terms related to language teaching methodology, including approaches, methods, techniques and procedures. The document goes on to describe several popular historical methods like Grammar Translation, Direct Method, Situational Language Teaching, and Audio-Lingualism. It also outlines more modern communicative approaches such as Communicative Language Teaching, Natural Approach, Cooperative Language Learning and Competency-Based Language Teaching. The document concludes by listing some references used in the discussion.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
This document presents several reading comprehension strategies that can be used before, during, and after reading. Some strategies mentioned include KWL charts, think-pair-share, story maps, double-entry journals, and SQ3R (survey, question, read, recite, review). Many resources are provided that explain different strategies and how to implement them, such as websites with lesson plans and activities related to building reading skills. The document encourages reading aloud to students to help improve reading ability and comprehension.
The document discusses the evolution of models of the reading process from 1879 to 1980. It outlines several influential models from this period, including models proposed by Emile Java, John Carroll, Ruddell, Goodman and Smith, Hockberg Levind and Kaplan, Gough, and Rumelhart. It also discusses problems with evaluating models and characteristics of good models, noting that models should synthesize past information to generate better understanding and be testable. The document concludes that interactive models provide a better account of reading by integrating concepts from various sources and accommodating the interactions and accuracies known to occur during the reading process.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
RBL - Teaching Language Skills 'Speaking' and 'Writing' - 5th Group RBLmadev Class 2018
This document discusses speaking and writing skills. For speaking skills, it outlines reasons for speaking, characteristics of spoken language, teaching pronunciation, conversation analysis, and activity types to promote speaking in the classroom. For writing skills, it discusses reasons for writing, writing materials, the written product, the writing process, and correcting written work. It provides details on each topic, such as suggesting bottom-up or top-down approaches to teaching pronunciation, distinguishing between motor-receptive and social-interactional speaking skills, and emphasizing feedback, organization, and error correction in writing.
as part of our assignment in Resource Based Learning Material Development Study, English Education Program, Graduate School, Yogyakarta State University
This document provides guidance for teaching reading skills in career and technical education (CTE) courses. It discusses the importance of reading skills for career success and recommends experiences to improve student reading scores. Teachers are advised to assess student reading levels, adapt materials appropriately, and incorporate reading instruction into lessons. Specific pre, during, and post-reading strategies are outlined, such as anticipation guides, SQ3R technique, and graphic organizers. The document also provides tips for teaching vocabulary, introducing assignments, and individualizing reading help for students.
Suggestopedia is a language teaching method that involves 12 students sitting in a circle facing each other with an instructor providing musical background. It focuses on developing language skills like speaking, listening, reading and writing through activities like listening and memorization, rather than just vocabulary. While it aims to accelerate learning and provide relaxation, it is best for small groups and has limitations for intermediate/advanced levels and material inputs may be questionable.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. The bottom-up model views reading as a linear process of decoding letters into sounds and combining them into words. The top-down model sees reading as a psycholinguistic process where the reader uses context and schema to predict and confirm meanings. The interactive model integrates aspects of bottom-up and top-down models, recognizing the flexible use of graphophonic, syntactic, and semantic cues. Emerging models emphasize the roles of schema, inference, prior knowledge, and the reader's goals in the meaning-making process.
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
This document discusses various approaches to developing reading skills and materials for second language learners. It covers:
1) Characteristics of fluent vs less fluent L2 readers in terms of language knowledge, cognitive ability, and strategies.
2) Four components of L2 reading fluency: automaticity, accuracy, reading rate, and prosodic structuring.
3) Different approaches to teaching reading including comprehension-based, language-based, skill/strategy-based, and schema-based.
4) Criticisms of some traditional approaches and recommendations for developing engaging materials that decrease linguistic demands and help learners experience the text through multidimensional representation.
This document discusses testing writing ability. It outlines five general components of writing: content, form, grammar, style, and mechanics. It compares composition tests and objective tests, noting advantages and criticisms of each. The current moderate position is that well-constructed objective tests correlate highly with writing ability, and composition tests can also be made reliable. Specific writing elements like grammar, style, and organization can be objectively tested through items like error recognition and sentence completion. The mechanics of writing can also be objectively tested. Improving composition tests involves taking multiple samples, clear prompts, anonymous scoring, and establishing standards before marking papers.
The document summarizes Kim Thomas's presentation on analyzing a literacy environment. It discusses using comprehension questions and retellings to assess students' understanding of texts. It also discusses selecting linguistic and informational texts that are word-oriented and factual to build students' knowledge. The presentation covered using picture walks before reading to activate background knowledge and set purposes. It also discussed incorporating metacognition to help students critically analyze texts and express themselves. Feedback from a parent and colleague found the information insightful and thought strategies discussed could benefit students' literacy development.
This document discusses comprehension and instructional strategies for literacy learners in grades 4-6. It describes two comprehension strategies - the Reading Strategy Use Scale for assessing narrative texts and Becoming a Word Detective for developing vocabulary from informational texts. It also outlines two instructional strategies - Making Words to improve phonetic understanding and vocabulary, and Vocabulary Bingo for reviewing vocabulary. The document then discusses how these strategies support literacy learners at different stages and how cognitive and affective aspects inform comprehension. It provides an example of modeling a comprehension strategy through book discussion groups.
This document summarizes a session on teaching reading comprehension strategies. It discusses defining comprehension, assessing comprehension both qualitatively and quantitatively, teaching comprehension strategies like determining importance and making connections, and the four levels of metacognition that readers demonstrate. It also provides examples of teaching comprehension strategies, such as using concept maps in science and modeling the mapping process.
How Do I Teach Learners at the PreK-3 Level?caswellj
This document discusses strategies for teaching emergent and beginning literacy learners. It defines emergent learners as those building foundational skills like oral language and phonemic awareness, while beginning learners are working on skills like phonics, fluency, and comprehension. Both benefit from teacher modeling and print-rich environments. The document provides examples of instructional strategies for each group, such as using picture cards to teach phonemic awareness for emergent learners and repeated reading to build fluency for beginning learners. It emphasizes assessing students' skills and differentiating instruction based on their level.
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
The document discusses various assessments that can be used to evaluate the cognitive and non-cognitive aspects of reading in early readers, including assessments of reading levels, strategies, attitudes, interests, and motivation. It emphasizes that both cognitive skills and affective factors must be considered to fully understand a student's literacy development and inform instruction. Sample assessments are described to measure different components of reading ability and engagement.
Defining comprehension strategies and instructional strategiesValerie Robinson
This document discusses comprehension strategies and instructional strategies that are effective for grades 4-6 literacy learners. It defines comprehension as the process of constructing meaning through interactions between text and reader. Seven comprehension strategies are discussed: monitoring comprehension, asking questions, metacognition, graphic and semantic organizers, recognizing story structure, summarizing, and answering questions. Several instructional strategies are also outlined, including think-pair-share, picture walks, and scaffolding. The document concludes by explaining the differences between comprehension strategies, which are for students, and instructional strategies, which are for teachers.
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
This document provides an overview of lessons and strategies for teaching emergent and beginning literacy learners. It discusses assessing students' interests and abilities through cognitive and non-cognitive assessments. Sample assessments include reading attitude surveys, student autobiographies, and assessments of phonics, comprehension, and oral language skills. The document also covers selecting appropriate texts based on factors like readability and students' interests. Example lessons are described that use close reading strategies to develop emergent and beginning readers' comprehension and inference skills. The reflection emphasizes applying understanding of literacy development and student needs to instructional planning.
The document discusses different views of the nature of reading: as a skill, a process, comprehension, development, and use of strategies. It describes each view in 1-2 sentences. Reading is seen as a dynamic process where the reader interacts with text to construct meaning, drawing on prior knowledge and strategies. Comprehension depends on factors like the reader's knowledge and the text's structure. Reading develops through relationships between experiences, oral language, and interpreting written symbols. Strategies are flexible plans applied to texts to actively construct meaning. The document asks how learners should be taught to read considering these views and why some students remain frustrated readers.
Defining Comprehension Strategies and Instructional Strategiesakbanks426
The document discusses comprehension strategies and instructional strategies to support intermediate literacy learners. It defines comprehension strategies as sets of steps good readers use to understand text, such as monitoring comprehension, metacognition, using graphic organizers, answering questions, and summarizing. Instructional strategies are teaching methods that engage students, such as think-aloud and think-pair-share strategies. The document also summarizes a ReadWriteThink lesson that uses metacognition and character trading cards to teach the book Bridge to Terabithia.
The document discusses comprehension strategies and instructional strategies to support intermediate literacy learners. It defines comprehension strategies as sets of steps good readers use to understand text, such as monitoring comprehension, metacognition, using graphic organizers, answering questions, and summarizing. Instructional strategies are teaching methods that engage students, such as think-aloud and think-pair-share strategies. The document also summarizes a ReadWriteThink lesson that uses metacognition and character trading cards to teach the book Bridge to Terabithia.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
The document discusses strategies for effective reading instruction and intervention. It identifies qualities of effective reading teachers, including having a passion for reading, respecting students, and creating an inclusive classroom. It also outlines what effective teachers know, such as child development and reading processes, and what they do, like plan lessons and use a variety of instructional approaches. Specific comprehension strategies are presented, such as activating prior knowledge and using graphic organizers during and after reading. The document emphasizes that reading is a complex process and teachers must use different strategies to help students make meaning from text.
The document discusses several key points about teaching reading strategies to language learners. It emphasizes that reading materials should be authentic, the reading purpose should be authentic, and the reading approach should mimic real-world reading. Effective strategies include previewing, predicting, skimming and scanning, guessing from context, and paraphrasing. The instructor's role is to model strategies, provide time for students to practice them, and check comprehension. When students use strategies appropriately, they gain more control over the reading experience and confidence in their reading ability.
Creating a Literate Environment Analysis PresentationSCastiglia1121
This document provides an analysis of creating a literate environment for early readers from Pre-K to 3rd grade. It discusses emergent literacy, assessing literacy learners through cognitive and non-cognitive methods, selecting appropriate texts using the Literacy Matrix tool, teaching literacy through interactive and critical/response perspectives, and the importance of feedback to enhance instruction. The document contains references and examples to support literacy development for young learners.
The document discusses teaching literacy to pre-K through 3rd grade students. It emphasizes the importance of understanding students' literacy development stages and needs, selecting age-appropriate texts, and creating a literacy-rich learning environment. Effective instruction includes systematic and explicit teaching, differentiation, and incorporating students' cultural backgrounds.
This document provides guidance on effective teaching strategies to support literacy development for students in pre-kindergarten through 3rd grade. It emphasizes creating a literacy-rich learning environment, developing students' foundational literacy skills using evidence-based practices, and selecting age-appropriate texts to engage students. Specific strategies discussed include using the literacy framework, assessing student needs through reading inventories, differentiating instruction, and monitoring student progress over time. The document also includes examples of lesson plans targeting emergent and beginning readers that incorporate reading, writing, and comprehension activities.
Similar to Getting to Know the Literacy Learner (20)
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Meet Student B: The Reader
Student B is an eleven year old, male, fifth grade student. He is an intermediate
literacy student as evidenced by the way he interacts with texts. I chose to work
with student B because despite a lack Developmental Reading and Writing Stages Continuum
of focus and motivation, he demonstrates
an interest in learning from reading when
working one-on-one with the teacher and
shares that he would like to improve his reading
ability.
3. Part 1: Using Assessment to Inform Instruction
Both cognitive and noncognitive assessments provide valuable information about
literacy learners (Henk & Melnick, 1995).
Noncognitive Assessment : The Reader Self-Perception Scale
* Measures intermediate-level readers’ attitudes toward reading
*Can be administered to whole class or individuals
Rational for using this assessment:
*Was designed specifically for intermediate-level readers
*Provides valuable information which allows the teacher to tailor
reading instruction and environment to the needs of the student
*Is quick to administer – 15 minutes
4. Cognitive reading assessments focus on reading behaviors such as
comprehension, fluency and vocabulary (Laureate Education, 2014).
Cognitive Assessment : Running record with miscue analysis
* Student reads a text orally to teacher
*Allows teacher to assess decoding ability by examining errors
Rationale for using this assessment:
*Shows what a student can do so teacher can determine
what instruction should come next (Reutzel & Cooter, 2016)
*Miscue analysis informs teacher about strategies student uses
*Is easily adapted to include comprehension assessment
*Is easily adapted to include a vocabulary assessment
5. Summary of Assessment Data
Assessment informs and maximizes instruction (Reutzel & Cooter, 2016).
Assessment Type Assessment What it Tells About Student B
Noncognitive Reader Self-Perception
Scale (RSPS)
*Overall self-efficacy as a reader is
low
*Perceived progress is low
*Perceived comparison to other
readers is low
*Perceived social feedback about
student’s reading is
low
*Physiological state in relation to
reading is low
Cognitive Running Record *97% accuracy on grade level texts
*Errors occur when relying solely
on visual cues
*Self-corrects with meaning cues
and background knowledge
*Extensive sight word vocabulary
Cognitive Comprehension *Earned 4/10 comprehension
points
*Strength – literal comprehension
*Challenge –understanding
implied messages
Cognitive Vocabulary *Effectively uses context clues to
determine meaning of unknown
and content specific vocabulary
6. What do the assessments tell us ?
The noncognitive reading assessment indicates that Student B perceives himself as making progress is reading skills but
still lagging behind his classmates. He feels that others in his life do not think he is a good reader. Results also indicate that
he is neutral about how he feels about reading in general but has poor self-efficacy in regards to reading out loud. In
general, Student B is ready and willing to receive information via reading but in a one-on-one setting as opposed to a
whole class or small group setting.
The running record indicates that Student B reads with reasonable accuracy (97%). Most errors occur when he relies solely
on visual cues (phonics). He is able to use meaning cues in conjunction with existing background knowledge to decode
unknown words with success. His receptive reading vocabulary is extensive as he does not have to stop often to figure out
unfamiliar words.
The comprehension assessment tells us that Student B has satisfactory understanding of literal meaning in grade level
texts. He struggles to understand implicit messages and think “beyond” the text.
Information gained from the vocabulary assessment supports that Student B effectively uses context clues and schema
theory (Reutzel & Cooter, 2016) in determining the meaning of unfamiliar and content specific vocabulary words and is a
relative strength.
Assessments tell us what children know and can do (Reutzel & Cooter, 2016).
7. How Do These Assessments Inform Instruction for Student B?
The noncognitive assessment - Reader Self-Perception Scale (RSPS) - provides
information about ways Student B needs to be supported affectively. The RSPS
informs how I structure the reading environment for Student B – the number of
times I confer with him, if I see him individually or in a group, what data I share
with him about his reading progress. This assessment helps me ensure reading
success and confidence.
Cognitive assessments inform the content of instruction – what strategies Student
B learns and practices. The running record tells me what accuracy strategies
Student B does and does not use effectively. The comprehension assessment
provides evidence of literal and inferential comprehension strategy use and
dictates which type of comprehension is most needed for Student B. The
vocabulary assessment affords knowledge regarding Student B’s use of context
clues to determine the meaning of unfamiliar words as well as which words are in
his receptive vocabulary. Through this assessment I can decide if Student B needs
to practice using context clues or exposure to a wider range of vocabulary.
8. Next Steps: Adjustment to Instruction Based on Assessment Data
Performance Goal Instructional Adjustment
To increase positive affect in regards to
reading:
*Develop a system to motivate to read each night at
home
* Confer individually and daily with student for
reading strategy work
*Share data with student about his reading progress
and in relation to the class
To increase reading accuracy: *Reinforce cross-checking strategies for accuracy:
Does it look right? Does it sound right? Does it make
sense in the sentence?
To increase comprehension: *Explicit instruction in context clues to understand
implied messages
*Direct strategy instruction to self-monitor for
comprehension
To continue vocabulary growth: Explicit instruction context clues to understand implied
messages
*Direct instruction to self-monitor for comprehension
9. Insights
I have always been aware of the immense importance of
cognitive assessments in informing reading instruction.
However, through the data collected here I have also come to
realize the impact affective elements have on literacy learning
and ways I can support positive self-efficacy in my students. By
structuring the reading environment in a way that provides each
student with the appropriate support, I am encouraging reading
engagement and motivation which in turn lead to increased literacy development (Henk & Melnick,,
1995).
By analyzing how this data informs instruction I have become aware of the advantages of making
changes to both the reading environment and instructional content for student learning. I now
understand the ease with which such assessments can be administered and how valuable the
information gleaned from them can be for teaching and learning.
10. Part 2: Identifying Developmental Stages of
Writing
Developing writers require support that comes from thoughtfully
constructed writing instruction focused on the acquisition of new
strategies and skills (NCTE, 2016).
The number of everyday experiences which require writing
have increased substantially in the last decade.
In order to ensure students’ are prepared for these
experiences teachers must be experts in instructing
multiple genres of writing as well as each child’s
developmental stage of writing in order to facilitate
optimal learning.
11. Meet Student B: The Writer
Stage of Writing Development: Early Transitional
Identifying Characteristics of Student B’s Writing:
*Writes for various purposes
*Writes in logical order
*Develops paragraphs
*Uses developmentally appropriate spelling
patterns
*Lacks consistently accurate writing
conventions
*Does not edit and revise
12. Student B’s Writing Sample
(composed in digital format)
Muffin And Wonder
In Muffin and Wonder they both have similarities and differences. Like they both have bullies in the
story like “Julian” made a game of the plug if you touch Auggie you Auggie that game him seemed
sad . summer did not want to do the game also she told muffin alice hearts Daisy and the old lady
helped daisy from getting in trouble from Alice. Daisy had a old lady wo had her back and auggie
had summer and Via on his back . They both have people on there side. Both stories have a
character with the same name which is daisy the dog and daisy the main character. They both have
dogs in the stories like when Auggie said”mom pushed daisy over”auggie came to sit by him and
when Daisy said” Muffin came rushing”. Muffin ran to help daisy .Those are the similarities of the
story.
Wonder and Muffin has differents too. Like they have different storyline. In Wonder Auggie sees his
dad but in Muffin, Daisies dad is at war so she can't see him that much. The main characters are
different in the books also and they don’t have the same problem
13. Student B’s Writing Needs
*Increased motivation to write, edit and revise
*Introduction to a variety of graphic organizers
*Methods to expand ideas or events to support reader comprehension
*Use of a familiar editing checklist
*Direct instruction in the editing process
*Practice using the writing process
14. Next Steps: Adjustment to Instruction Based on Assessment Data
Performance Goal Instructional Support
Increase motivation to write, edit and
revise
*Design assignments that allow content choice
*Use technology to compose digital text
*Allow purposeful use of media/graphics (w/ guidelines) (Coskie
& Hornof, 2013)
*Allow for authentic opportunities to share text (Tompkins,
2010)
Use a variety of graphic organizers *Model use of variety of graphic organizers with multiple genres
(Tompkins, 2010)
*Provide choice of graphic organizers
Expand/elaborate ideas *Confer individually with student during each writing
assignment regarding elaboration (focus on 6+1 “Ideas”
trait) (Education Northwest, 2013).
Use an editing checklist effectively * Design an editing checklist to help student focus on
specific types of errors including capitalization,
punctuation, and contraction rules (Tompkins, 2010)
Use editing process *Model proofreading process, rereading a specific type
of error each time (Tompkins, 2010)
Use writing process *Interactive writing lessons (Tompkins, 2010)
*Partner writing to practice writing process
15. The Common Core Standards and Literacy Instruction
The Common Core Standards (Common Core State Standards Initiative, 2012) drive
my literacy instruction for Student B. Since the standards for both Reading and
Writing are a continuum of skills, I use them to identify the developmental needs
specific to him. When designing instruction I reference the standards to ensure
alignment of what I teach to what the student is expected to know and be able to
do according to them. The use of technology is not explicitly stated within the
standards but rather embedded throughout them. In order to also embed the
Student B and his classmates to compose text using Chromebooks on a weekly
basis as they respond to what they read or complete on demand writing. I also
provide real-time, electronic feedback to them via commenting features associated
with Google. By using digital technology in this way, I embed it in my instruction
much like it is embedded in the standards.
16. The Value of the Teachers’ Self-Assessment of Efficacy in Writing for
Writing Instruction
To be most effective, teachers must continually engage in reflection (Reutzel &
Cooter, 2016).
Completing the Teachers’ Self-Assessment of Efficacy in Writing and the Teaching of Writing was an
experience which has the potential to have a profound impact on my writing instruction. In
identifying and reflecting on my own strengths and perceptions in regards to writing, I am better
able to use those strengths to enhance literacy instruction for my students. By identifying my
weaknesses I am able to locate resources and focus on improving my knowledge and skills in those
areas and thus improve my ability as a teacher of literacy. Additionally, the completion of the self-
assessment forced me to view myself, and my writing skills in the role of a student. This enables me
to better empathize with and understand the needs and perspective of my literacy learner.
Through the establishment of personal goals for writing instruction, I have gained direction and
motivation to acquire the strategic and instructional knowledge I lack in order to offer my literacy
learner the best instruction possible. I have already begun to take steps to improve my knowledge
of effective writing instruction with the acquisition of the Writing Units of Study by Lucy Caulkins
(2013) .
17. The Next Stage of Writing Development for Student B
Student B will next enter the Intermediate stage of writing development. This stage is characterized
by the development of a unique voice, refined order and organization structures, the ability to revise
for clarity and mastery of the conventions of writing after utilizing the editing process.
I can help Student B advance toward this next stage of writing development by modeling the
processes necessary to create quality writing. These processes will become self-regulating behaviors
which have the ability to increase his confidence and independence as a writer. Likewise, I will allow
for ample time to write for authentic reasons and for authentic audiences and will confer with
Student B on a regular basis to address writing needs that are unique to him.
18. Part 3: Comprehension Strategies vs.
Instructional Strategies: What’s the difference?
Comprehension Strategies
*Used by students
*Allow for understanding of texts
*Include metacognitive strategies: monitoring,
checking and repairing comprehension (Afflerbach,
Cho, Crassas & Doyle, 2013).
Examples: Identify purpose for reading
Adjust speed based on text difficulty
Use context clues to infer meaning
Visualize
Reread text
Instructional Strategies
*Used by teachers
*Create the conditions in which comprehension
learning occurs (Laureate Education, 2014b)
*Allow for explicit instruction of cognitive
comprehension strategies (Laurate Education,
2014b)
Examples: Think-Pair-Share
Read Aloud
Direct instruction
Conferring with individuals
Modeling
19. Two Comprehension Strategies Demonstrated by Student B
For this conference, I worked with Student B on a familiar text – one
that he had read previously as a formative assessment. In the prior
reading he demonstrated a lack of comprehension and so this session
provided the perfect opportunity for me to take a closer look at the
comprehension strategies he was using effectively and instruct in those
he needed to develop.
In the second sentence of the nonfiction text about Earthquakes,
Student B encountered the word “sway”. He sounded out the first two
letters, stopped and said, “I’ve never seen this word before. I don’t
know what it means.” In identifying the problem to his comprehension,
he demonstrated metacognition and monitoring. He then used the Fix
up strategy, reread, in order to notice context clues to help him
understand the unknown word. He was then able to decode and
understand the word correctly.
If students are reading and realize they are learning nothing, they need then to understand
what steps to take to fix up their understanding (Laureate Education, 2014b)
20. Instructional Strategies
Modeling – The teacher provides an exemplar model of a process or product.
Example: Think Aloud
Explicit Instruction – The teacher shares a specific strategy with a student. Telling him how,
when and why to implement it.
Questioning – The teacher presents questions in oral or
written format which guide the student to
attend to specific elements of
comprehension.
Example: Teacher Questioning Checklist
for Student Metacognition
(Afflerbach, Cho, Kim, Crassas &
Doyle, 2013).
21. Part 4: Selecting Texts
When selecting texts for close reading activities it is important to
consider text complexity. Because close reading requires deep
interaction with and critical analysis of a text it is imperative that the
text be challenging yet accessible to students. If a text is too easy
students will not have the opportunity to learn and develop new
strategies and skills related to reading. Literacy development will not
advance. If a text is too difficult students will not be able to access the
text in a way that produces meaning. In either case, the student will
not learn new strategies and skills.
22. Informational Texts for Student B
Curiosity on Mars Tsunamis
Characteristics:
*Level S Guided Reading Level is a general placement
appropriate for Student B
*Includes a text feature on each page
*Text features support comprehension
*Approximately one vocabulary word per page
*Approximately 75 words per page
*Student B has some prior knowledge related to topic
*Student B has some prior knowledge of structure
*Topic is of interest to Student B
Characteristics:
*Level S Guided Reading Level
*Begins with narrative about the topic to
activate/provide background knowledge
*Student B has some prior knowledge related to topic
*Approximately 60 words per page
*Approximately one vocabulary word every 1.5 pages
23. Student Assessment Data and Implications for Text Selection:
Student B
Based on data derived from the noncognitive assessment administered to Student B, it was
determined that he had a negative self-perception of himself as a reader when compared to his
peers. For this reason, it is important to select a text which challenges him yet allows him to be
successful in order to grow his self-efficacy as a reader. The cognitive comprehension assessment
indicated Student B’s approximate reading level. This must be considered when choosing a text of a
general level so that the meaning of the text is accessible to him. On the same assessment Student
B showed strong understanding of literal messages but needed more practice to accurately
understand implied messages. When selecting texts for him, the teacher must look for a text that
includes literal and implied messages. The administered vocabulary assessment showed that
Student B used context clues and prior knowledge to accurately determine the meaning of
vocabulary words. In selecting texts it would be wise for the teacher to consider topics in which
Student B has some prior knowledge.
24. Analyzing Text Selection Processes
Current Practice Recommended Practice
*Relies heavily on Guided Reading leveling system
*Level primarily identified by professional other than
the classroom teacher
*Primarily quantitative in nature
*Evaluates text on a “macro” level
*Considers student strengths and needs
*May be based on strategy use with text
*Combines multiple criteria to determine best fit for
student
*Text selection determined by classroom teacher
*Includes both quantitative and qualitative measures
*Evaluates text on a “micro” level
*Considers student strengths and needs
*Based on curricular content
25. Text Selection Insights
Text selection is an in-depth process best engaged in by the classroom teacher.
When the teacher evaluates a text he or she acquires a better understanding of
how students will interact with it and can assure the text fits the needs of the
specific learners. Text selection should include both quantitative and qualitative
measures assessed by teachers (Hiebert, 2013). The identification of benchmark
texts through use of a rubric should be delineated into two groups – narrative and
informational- and help to determine what texts can be used to support various
features (Hiebert, 2013). Detailed and in depth knowledge about a text can only be
acquired when teachers evaluate the text themselves and is the best method to
select texts.
26. Promoting Literacy Learning
In order for optimal learning to occur a teacher must “get to know” his or her
student. Information acquired through the administration of both noncognitive and
cognitive assessments help teachers create the conditions most conducive to
learning and design instruction to further develop literacy skills. Text selection is a
vital part of quality literacy instruction. Teacher selection of texts through the
considerations of both quantitative and qualitative measures will yield texts and
lessons which will be most effective. To best understand a student as a writer,
writing samples must be evaluated and a general developmental level determined.
The indentification of a writing level informs next steps for instruction. Teachers
can and should self-assess their own strengths and weaknesses in the area of
writing and then seek training and improvement focused on areas of weakness.
27. References
Afflerbach, P., Cho, B. – Y., Kim, J. – Y., Crassas, M. E.,, & Doyle, B. (2013). Reading: What else matters besides strategies and skills? The Reading Teacher, 66(6), 440 – 448.
Calkins, L. (2013). Units of Study for Teaching Writing. Retrieved from www.heinemann.com/shared/onlineresources/E04717/WritingInstructionEssentials.pdf
Common Core State Standards Initiative (2012). English language arts standards. Retrieved from www.corestandards.com/ELALiteracy
Coskie, T. L. & Hornof, M. M. (2013). E-best principles: Infusing technology into the writing workshop. The Reading Teacher, 67(1), 54-58.
Education Northwest. (2013). 6+1 Trait writing. Retrieved from http://educationnorthwest.org/traits
Hiebert, E. H., (2013). Supporting students’ movement up the staircase of text complexity, 66(6), 459-468.
Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as
readers. The Reading Teacher, 48(6), 470-482.
Laureate Education (Producer). (2014). Cognitive and noncognitive assessments [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014b). Conversations with Ray Reutzel: Supporting comprehension [Interactive Media]. Baltimore, MD: Author.
NCTE. (2016). Professional knowledge for the teaching of writing. Retrieved from www. ncte.org/positions/statements/teaching-writing
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction in an era of Common Core Standards: Helping every
child succeed. (5th ed.). Boston, MA: Pearson.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Upper Saddle River, NJ: Pearson.