This week was every eventful. The studnets had to take their universal sceening assessment test. They seemed stressed out but they did well. We have been working on patterns in math. We also have been working putting details in their writing. For PTO, they recorded their stories on the smartboard and had their picture taken.
1. What grade is Curt in?
3rd grade
2. What was the flash score for words at: first-grade level? second-grade level? third-grade level?
1st grade: 75%
2nd grade: 50%
3rd grade:20%
3. What was the accuracy score at: 1-2 level? 2-1 level? 2-2 level?
1-2 Level: 97%
2-1 Level: 90%
2-2 Level: 84%
4. What was the rate score at: 1-2 level? 2-1 level? 2-2 level?
Look at the spelling scores in Table 5.2 on page 172.
1-2 Level: 65 wpm
2-1 Level: 44 wpm
2-2 Level: 36 wpm
5. What was the percentage correct score for: first-grade words? second-grade words?
1st grade: 60%
2nd grade: 0%
Consider the following expected scores, then compare those expectations to the scores Curt produced. With the Word Recognition Test, flash scores are generally interpreted as follows: 90-100% indicates Independent Level; 60-85% indicates Instruction Level; Below 50% indicates Frustration Level.
With oral reading accuracy, scores are generally interpreted as follows: 98-100% indicates Independent Level; 95-97% indicates Instruction Level; Below 92% indicates Frustration Level.
With oral reading rate, expected grade-level ranges are as follows:
Grade–Words per minute
1st–45-85
2nd–80-120
3rd–95-135
With spelling scores, around 50% correct indicates Instruction Level.
6. Which grade-level flash score is the best choice for Instruction Level? (*Note: 92-94% accuracy is marginal; take a close look at Rate.)
Curt instructional levels are 60-80% and his flash score is 75%
7. Which grade-level accuracy score is the best choice for Instruction Level?
1st grade would be the best choice for this instructional score
8. What do Curt’s rate scores indicate about his grade-level reading? Where is he instructional according to rate?
Curt’s rate scores indicate that he his in adequate in the 1st grade level
9. What do Curt’s spelling scores indicate about his Instruction Level.
Curt’s spelling scores indicate that he is on the lower lcvel of 1st grade spelling.
10. Put all of these scores together, and what do they indicate Curt’s reading level to be?
The results show that Curt is in the late stage of 1st grade spelling levels
1. What are the three dimensions of fluency? How can you assess each dimension?
Accuracy in word decoding: The reader must be able to sound out the words in a text with minimal error
Automatic processing: The reader needs to expend as possible in the decoding aspect of reading so that they can use their finite cogntite resourcesm for meaning making
Prosodic Reading: The reader read quickly and accurate but with no expressions
2. Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
When Rasinski refers to fluency being the bridge between decoding and comprehension, He meant that in order to get from the basic skill of decoding information you must be able to be fluent in the reading level in order to comprehend what you are reading.
3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
Repeated reading and assisted reading are the instruction methods that could help students with automatic and prosodic readings. The method helps because it allows the student to hear hoe fluent reading should sound.
4. Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe briefly what each refers to (p. 49).
A. Expression and Volume: This is refering to a read that display characteristics such as: reading quitely, reading with good expressions and making text sounds naturally.
B. Phrasing: The reader reads in a montone voice, Often makes sentences run-on and generally reads with good phrasing.
C. Smoothness: Characteristics include: frequent extended pauses and experiences several rough spots.
D. Pace: This is how well the reader is with fluent pace if reading.
1. How does a Preliterate (Emergent) speller read and write?
The Preliterate speller and writer is one that does not have any formal instruction of reading. At the beginning of this stage the student uses scribbles to represent letters. They also associate a story with their scribbles. Throughout this stage the student will begin to learn letters especially those that are in their name. By the end of this stage the student will be able to recognize the prominent letters of a word.
2. How does a Letter Name-Alphabetic speller read and write?
The Letter-Name Alphabetic speller and writer is one that knows the sounds of a word and will get the prominent letters correct. They will also get the short vowel sounds correct when they write it out.
3. How does a Within Word Pattern speller read and write?
The students in this stage will hear the silent letter in the word. They may misspell that missing letter but they recognize that it’s there.
4. How does a Syllable and Affixes speller read and write?
The student in this stage will spell one syllable words correctly but will have trouble spelling two or more syllable words. The process of inflected endings will also be missing in this stage.
5. How does a Derivational Relations speller read and write?
This is the last developmental model that last through adulthood. During this stage, the individual will read things that are an interest of them. The reader will discover that the root word often has the same meaning as the complete word.
6. What is the existing research evidence on the relationship between spelling and reading. Briefly describe research findings discussed on page 20.
1. Describe in broad stokes the reading processes that take place during comprehension of informational text (p. 362, under Construction of Meaning and Concept Development with Informational Texts).
The comprehension fo informational text is the comprehension of informational texts that requires accessing accurate, relevant knowledge, managing mental process during reading.
2. Specify the effect that background knowledge may have on constructing mental representations from informational text. Why should teachers be concerned about activating prior knowledge?
The effects of background knowledge can be seen as a tool to activate relevant information. The teacher should use caution when using dialogue that relys in a child’s prior knowledge.
3. What are the three instructional approaches that can be used to help primary-grade students comprehend informational text? Describe their common (p. 365) and distinctive features (p. 363-5).
PW: Picture Walk- This is when a teacher and a student preview each pages or few pages of a new book before they read it. The pictures are used as a discussion piece which allows the student to start thinking about the book.
KWL: Know- Want to Learn-Learn- This enables the teacher to be able to access prior knowledge of the student and assist the student the develop their own purposes for reading expository text.
DRTA: Directed Reading-Thinking Activity- The teacher will select an instructional level text that will be divided into meaningful sections. Discussion will form from the text. This will allow the student to establish their own purpose of the reading.
4. What is the purpose of the experimental study reported?
The purpose of the study was to explore how the PW, KWL and DRTA can influence the developmental reading abilities and content acquisition when used with informational text.
5. Who were the subjects?
31 struggling second-grade students in two demographically similar schools
8 groups of 4 students
6. Describe the reading materials used during the intervention.
The reading material included informational texts that have similar topics. The different books were introduced each week.
7. How long did the experiment last?
12 Days
8. What were the experimental conditions?
The students had a 45 minute orientation then had 3 consecutive days of sessions.
9. Describe the procedures specific to the Picture Walk, KWL, DRTA, and the Control Group conditions.
The groups were prompted the same strategic processes on the same groups of children which yielded similar or dissimilar task outcomes.
10. What measures were used to determine the relative effectiveness of the treatments? Describe the measures briefly.
Thwy used vocabulary recognition task and concepts as well asmze, free recall and cued recall. Assesment of knowledge of the two common strategies were examined.
11. Which treatment(s) were found to be more effective in increasing students’ vocabulary knowledge and maze performance (p. 381)?
The PW and DTRA treatments achieved significantly higher effectiveness than the vocabulary recognition task.
12. Students’ comprehension of the texts was greater under the DRTA condition than KWL and the control conditions. What do you think explains DRTA’s advantage over the KWL condition (p. 382)?
The student is able to think more cognitively in the DRTA than in the KWL. There is more opportunity for the student to gather more knowlegde.
13. It was found that the treatments did not differ in the quality and quantity of students’ retellings (p. 384). In other words, students were not differentially affected by the treatments in the way they integrated textual information with prior knowledge. What does this finding mean in terms of the different emphases employed by experience-based (KWL) vs. text-based (DRTA) treatments?
This means that different things may work for different student. There are different learning types when it comes to students and some strateiges may work differently for tha student.
Answer the following question AFTER you read the article.
14. In light of the findings from this study, what conclusions can you draw about the role of teacher support in children’s construction of mental representations from informational text?
The teacher must be open to trying different informational text strategies. Children learn in different ways and a teacher must be able to reach teach cognitive learning process. It is also good to know that advantages of each teaching strategy when it comes to informational text.
1. What was the hypothesis tested by the researchers?
Rosenthal and Ehri hypothesized that that student’s pronunciation and meaning of a word would improve if the spelling of the word is present during the study period.
2. Who were the subjects?
There were two groups that participated in this experiment. The first group was a group of 20 2nd graders from a larger, urban, lower-economic status. The second group was a group of 5th graders from the same school.
3. What were the experimental conditions?
The students were given words to sound out and read the words. They were given several trials.
4. What did the treatment involve?
The treatment condition involved that the accompanied by spelling words that were given to the child before and after the spelling attempt.
5. Which group (spelling-present vs. spelling-absent) gained more in vocabulary learning? How were the groups’ recall of pronunciations affected by the treatment?
The spelling present group gained more in the vocabulary learning. When the the spelling was visible, the students wee able to make a connection with the spelling and the word. The group was able to pronunciate the word with the help of seeing the spelling of the word.
6. Why do you think that fifth graders who were high on a word reading task benefited more from the spelling aids than their peers with less orthographic experience and knowledge, even though the two groups did not differ on receptive vocabulary knowledge?
The fifth graders who were on the higher word reading task benefited more from the spelling aids buts because the students on the higher track had stringer orthographic knowledge. This means that the students benefited more from seeing the word.
7. What general conclusions were derived from the study findings by the authors? What implications were offered for vocabulary learning and instruction?
Through this experiment graphic-phoemic were activated. They conclused that students that benefited from seeing the speeling of a word was the were in the study period of prounication and discovering the meaning of a word. Both groups benefited from the use of having the vocabulary present.
Q1. What is the Simple View of Reading? Explain how it works.What part of the Simple View of Reading does storybook reading most likely impact?The simple view of reading is was proposed by Gough and Turner in 1986. This proposal stated that reading comprehension could be explained through two factors, Decoding and Language Comprehension. They produced an equation that stated RC= D x C. This means that the lower the child’s decoding skills are the lower their comprehension skills will be. The simple view basically suggests that their are two non-intersecting factors. Language comprehension is the most likely impact on a child.
Q2. What are Ehri’s 4 stages of word recognition? Name each and give a short description.1. Visual Cue Reading: The child recognizes words through distinctive visual features2.Phonemic Cue Reading: The child uses the first letter as a cue to what the word is.3. Full Alphabetic Coding: The child examines each letter of the word in order to recognize the word.4. Word Recognition: The child is able to find words at the highest level and is able to move on to more complex words.A question for you to think about is how these four stages compare to Morris’ four stages (as seen in Flanigan article—this would make a good exam question).The alphabet serves as a tool for the student to be able to recognize a word. By knowing the first letter of the word, the child is able to recognize the word effectively.
Q3. On page 368, there is a good definition of Phonemic Awareness. What is it? (Remember it.)The development of spelling: This is a nice short section on how spelling develops. We will explore this in more depth in class, but this might be a good reading to come back to for a summary of developmental spelling.Phonemic awareness is a part of phonilogical awareness which refers to a broad class of skills involve, attend to and address spoken word.
Q4. On page 370, we learn that knowledge of the alphabet is necessary for beginning to learn to read and spell words. There is a developmental sequence to learning about the alphabet: What is it? The development sequence to learning the alphabet is the alphabet that was developed by Wooden and Boettcher. This helps students remember that sequence of the alphabet.
Q5. What is the value in “reading to” or having children “read” alphabet books? The advantage is that the child will begin to internalize what hey are reading and saying. The more that they read aloud, the more they would remember the sequence.
Q6. What is the value in children’s fingerpointing as they read? Fingerprinting allows the student to track what they are reading and gives their eyes a focus point to come back to if the child loses his/her place.
Q7. What is a predictable book and what is its value in helping children learn to read? Predictable books are books that have a repeated linguistic pattern that children can use to support their reading. It allows the student to become comfortable and familiar with the text. It gives the child a sense of what will come next in the sequence.On page 377, we learn that most likely children become aware of vowel phonemes in words through reading words. So, reading helps drive full phonemic awareness.
Q8. So, in the end, what role does storybook reading play in helping children learn to read?Storybooks play a significant role in the development of children’s reading. They allow students to remember words their patterns and alphabet recognition.Specifically, what role does storybook reading play in developing vocabulary and comprehension?Storybooks allow students to learn new vocabulary as well as take in what they read. The more a student reads a book, they more they will comprehend and learn new vocabulary.What role does storybook reading play in developing children’s word recognition skills?Storybooks allow students to review repeated pattern words so that they child is about to have context clues to the word.What other things can help with children’s development of word recognition skills?Reading aloud and review alphabet sounds can play a key role in the development of a child’s recognition skills.
Emergent (Preliterate)
Letter Name-Alphabetic (Letter Name)
Within Word Pattern (Within Word)
Syllables & Affixes (Syllable Juncture)
Derivational Relations (Derivational Constancies)
1. What does Fraatz (1987) mean by “paradox of collective instruction”?
Fraatz means that the first grade teacher must be able to teacher reading skills to all the students but keep in mind that each child has a different learning style.
2. What are the three critical components of learning to read?
The three critical components of learning to read are to attend to individual sound, decode and word level processing.
3. List the four tasks that the first-grade teacher can use to assess individual children’s reading ability during the first week of school. Describe what each task is used to assess?
The four task that first grade teachers can use to access individuals are alphabet, concept of word in text, spelling and word recognition. Alphabet is used to describe to letters of the alphabet. Concept of word in text allows the teacher to teach the students how to see each individual word. Spelling is critical because it allows students to spell words correctly. Word recognition is the able to full recognize the word.
4. How does Supported Oral Reading (SOR) differ from round robin reading in guiding children’s contextual reading?
There is no difference in the daily activities but SOR reading allows the student use guided reading.
5. Why is appropriate leveling of books important?
It is important that a child has the correct level of book because is allows the child the practice their skills and read things that they can understand. If a book is too advances or a lower level book the child may be receive the information
6. Describe the developmental sequence of word study instruction. What does the continuum consist of? Why is it recommended that teachers follow such a sequence of instruction?
The word study instruction consists of beginning consonants, word families, short vowels and one syllable vowel patterns. This instruction allows proficiency in reading and spelling in each category. It is important that teachers are familiar with this because it will give teachers a guide line on the proper steps to teacher students how to read.
7. How could you assess where a beginning reader is at on the continuum of word recognition skill?
Spelling is a good way to show where the student is on the continuum. You can observe the use on beginning and ending consonants as well as view their vowel awareness.
8. Describe word sorting activities to teach beginning sound consonants and short-vowel word families.
You start by sorting picture cards into columns by beginning consonant sound. Then you attend to sound-letter pairings( /b/=b). As the students gets familiar with that, then you would move to short-vowel families. The activity would consist of three header words from one family. The teacher and student will go over the words that will be used in the sort. The student will match each word to the three headers.
9. What skills does word sorting help develop in beginning readers coupled with word games and spell checks?
This allows the student to practice and get familiar with sounds and different vocabulary. The student will become comfortable with the small words and will able to progress in their reading.
10. What is instructional pacing?
This the pace that the teacher uses to guide the student through the reading material.
11. In what ways can writing help beginning reader’s development?
Writing can allow the beginning reader be become aware that letters match sounds, which is called phonemic awareness. The reader will be able to write and practice the vocabulary that they learn through reading.
12. What are three tasks that could be used to assess end-of-year reading achievement? Describe the tasks briefly
Word recognition: In this task the child will have to identify forty words that range in difficulty from early first grade to mid-second grade.
Passage reading: The student will read up to six passages that range in difficulty from early first grade to late second grade. The child begins reading at the lower level and will continue through the harder levels.
Spelling: The student must attempt to spell fifteen words that will be scored according to Morris and Perney’s rubric.
