Reflections

Study Guide: Daddy, Where Did the Words Go?  (Flanigan, 2005)

Name: Kristin Carpenter

Please answer the following questions BEFORE you read the article.( Sorry I didn’t look at this before I read the article.)

1. Is it a good idea to have young, beginning readers use their fingers to point to words as they read (finger-point reading)? Why or why not. Yes, so they can get used to where the word ends and the next one begins.

2. Do most kindergarten students know what a word is (have a “concept of word”)? No. When speaking there are generally no spaces between words so it makes it hard to distinguish between them.

3. Do most kindergarten students know what a phoneme is (an individual sound unit, often represented by a letter in writing)?  No, because there is no physical basis for dividing phonemes in words. For example, when a child hears the word cat, the child perceives the word as one single pulse of sound.

4. How do children become aware of words and phonemes? By listening to others speak and read aloud.

Answer the following questions AS you read the article.

5. What happened with Jack’s finger pointing? He had memorized the poem and the printed words were not matching up to what he was saying.

6. What differences are there between speaking and reading? When we speak, we pause between phrases, not words.

7.What is phoneme awareness (phonological awareness)? The ability to consciously attend to and manipulate the sound structure of spoken language.

8.Describe the 4-stage model of early literacy.

In the first stage readers begin using letter-sound knowledge to attend to the first letter or sound of a word. When finger pointing this knowledge helps to keep them on track.

The second stage is the concept of word in text where readers attend to beginning and ending consonants in words. They become increasingly adept at tracking text while finger point reading.

The third stage involves phoneme segmentation ability. Readers have begun to see the match between spoken and printed words. They can now focus on the interior of the word where the vowel resides.

The last stage is word recognition. There is an increase in sight word knowledge as readers gain full phoneme segmentation ability of all letter-sounds in words. This enables the reader to completely and accurately store words in memory.

9. Describe what this means: “It is not in the telling, but it is in the very act of reading that Jack will actually learn how to read.” p. 10  You have to apply the knowledge you acquire for it to actually be effective.

10.  What instruction helps develop beginning readers’ awareness of words and phonemes? This can be accomplished by several methods. One is by reading aloud in a fluent manner and stopping along the way to allow the child to make predictions about what may happen next. Another is to model finger point reading of a text. In doing this you can stress the beginning letter sounds to children as an aid to identification. For the child who needs a lot of support there is echo reading. This allows the child to use memory support to identify difficult or unfamiliar words. Choral reading is where the child and adult read together. Partner reading is a good idea for children who require less support. Here the adult takes turns reading with the children until they can get it on their own. Buddy reading involves pairing two students together where one who is a stronger reader serves as a model and teacher to the other who is not as strong. Text copies are a way of solving the problem of over-relying on memory pictures. Another way to help beginning readers is the language experience approach. The adult writes down an experience the child wants to share and then they read it using finger pointing. Concept of word center is where children read things familiar to them for ten minutes a day. Sentences can also be cut up to stress the importance of breaks between words and to help with the order the words go in.

11.  Go back and look at the questions you answered BEFORE you read and adjust your answers or elaborate on them. Briefly describe here how you have changed your thinking about the process of learning to read.

I had never really thought about all the different ways of instruction to help children learn to read. I believe all these ways that I have learned will be helpful in the classroom. Also I realized the major role that finger pointing plays in helping children get started.

12.  What questions do you have from the article? List them here.

None that I can think of right now.

13.  What role does fingerpointing play in developing concept of word and phonemic awareness? It helps children recognize the beginning and ending of words and keep them on track.

***********************************************************

Text Talk Reflection

What seem to be the most important points?

It is important for children to have more challenging material read aloud to them because their aural comprehension is greater than their word recognition competence.

The most effective talk involved encouraging children to focus on important story ideas and giving them opportunities to reflect rather than expecting a quick answer. I believe this is true because it allows children to consider main concepts and gain a better understanding.

It is more effective to talk about things as they happen for better understanding as opposed to after the story is over and things may be forgotten.

Things children do naturally when talking about a story such as relying on pictures and reporting their knowledge of things associated with the story may stand in the way of them being able to obtain meaning from the story information. To help with this, in Text Talk the pictures are shown for the most part after meaning has been constructed. Also when children bring up background knowledge, the teacher tries to make clear the connection to the text.

Text talk elicits greater language production and encourages use of sophisticated vocabulary.

Sometimes children, especially younger children, give short answers. To develop students answers more fully it may help to repeat or rephrase what children say or possibly reread parts of the text. Essentially it just takes time and practice for their answers to be more fully developed though.

It is important to explain what tougher vocabulary means, give an example and have students give an example so that it will help the word stick and become part of the child’s vocabulary.

Summarize the key steps in planning and performing a Text Talk lesson

Be aware of the difference between constructing meaning of ideas and simply retrieving information from text. Also be aware of the difficulties children face.

Questions must be designed that encourage children to connect and discuss ideas and build meaning from those ideas.

It is important to relate background knowledge to the story and make it personal for the student.

Pay attention to the timing of showing pictures so that students develop the idea in their head before it is shown to them.

Also point out sophisticated words and take the opportunity to build students vocabulary.

**************************************************************

Words their Way Reflection

Stage I Emergent (Preliterate)

Pre K to middle of 1

Children are not yet reading conventionally in this stage. Emergent spelling ranges from random marks to legitimate letters that bears a relationship to sound. In the early stage children make large scribbles that they may use to tell a story. In the middle stage pretend writing is separate from drawing, yet there is still no relationship of letter and sound. In the end stage writing includes the most prominent sounds in a word. Also students start to memorize some words and write them repeatedly.

Stage II Letter Name Alphabetic

Beginning reading

K-middle of 2

Students are formally taught to read. Children use names of letters as cues to the sound they want to represent. In the early stage students spell the first sound and last sound of single syllable words. In the mid-late stage there is consistent usage of vowels. Long vowels are present, but silent letters are not and short vowels are confused. Consonant blends are beginning to be represented correctly. In the end stage students are able to consistently represent most regular short vowel sounds, digraphs and consonant blends. The letters m and n are referred to as preconsonantal nasals and are generally omitted at this stage. Students finger point accurately and can self correct when off track and read aloud slowly.

Stage III Within Word Pattern Spelling

Grade 1 to middle of 4

Students can read and spell many words correctly due to knowledge of sounds and short vowel patterns. This stage begins when students correctly spell most single syllable, short vowel words correctly along with consonant blends, digraphs and preconsonantal nasals. They begin to include patterns or chunks of letter sequences and study by sound and pattern at the same time. They take a closer look at vowel patterns within single syllable words. First they study long vowels and then less common patterns. They read and write fluently.

Stage IV Syllables and affixes (Syllable Juncture)

Grades 3-8

Students spell most single syllable words correctly. They make errors at syllable juncture and unaccented syllables. They read with good fluency and expression. They read faster silently than aloud. They write responses that are sophisticated and critical.

Stage V Derivational relations (Derivational Constancies)

Grades 5-12

Students have mastered high frequency words. Students may make errors on low frequency multisyllabic words that are derived from Latin or Greek. They still read with good fluency and expression as well as faster silently than aloud. And their responses are sophisticated and critical.

*************************************************************

Morris Ch. 2 Questions

Explain what Morris means by the traditional role of kindergarten is “to level the playing field” in terms of literacy experience.

Preparing children most in need of help for the reading challenges they would face in 1st grade

What literacy activities should be included in a kindergarten reading program?

reading aloud to children, guided contextual reading, letter sound study and writing

Why read aloud to children? (5 things children learn)

 1) helps children extend their experiences beyond their immediate surroundings

2)provides them with a new vocabulary to name the new experiences

3) acquaints them with the characteristic rhythms and structures of written language

4)involves child in creating a mental image and sustaining it over time

5) allows children to exploit the symbolic potential of language

 

 Why is guided contextual reading important in kindergarten?

gives children a concrete, supportive and meaningful entry to reading 

          What is echo reading?

 teacher reads and then the child reads

            Describe dictated experience stories (language experience approach—LEA)

 involves using children’s own experiences, recorded in thier own language to teach them to read, story is recorded by teacher on chart paper and read by children with support of teacher

             Describe big book approach (shared reading approach)

    pictures and print are oversized, rhythmic language patterns, on day 1 it is read aloud and teacher asks questions about the story line, wooden pointer is used to track words individually, day 2 class reads as teacher points to the words

            Why include both LEA and shared reading methods in kindergarten?

 Both feature natural language patterns, Children benefit from teacher modeling finger point reading in both, Both methods emphasize choral reading which makes learning to read less threatening, Both methods rely on memory and repetition to support children’s initial reading attempts

 

 Why is finger pointing so important for early readers?

so that the child can match spoken words to written words

 

Questions about letter-sound study:

 Should you only teach one new letter of the alphabet a day or have children memorize the whole alphabet at once?

 

Questions about early writing:

 Is it really a good idea to teach writing before reading?

 

Is there a role for independent reading in kindergarten?

There doesn’t seem to be a role for independent reading in kindergarten because most of the time children need a lot of support at this time

 

Questions about early assessment and how it informs instruction:

 How do you know where to focus when children are at all different levels?

 Morris Ch. 3 Questions

What does Fraatz (1987) mean by “paradox of collective instruction”?

The fact that first grade teachers must provide reading instructions for everyone, while simultaneously addressing individual differences among their students

What are the three critical components of learning to read?

1) attend to individual sounds within words

2) decode printed words by matching letters to sounds

3) automatize decoding or word level processing so that the mind can concentrate on the meaning of what is being read

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?

Alphabet- Do they have a strong alphabet knowledge?

Concept of word in text- Can they finger point read?

Spelling- Can they spell with both beginning and ending consonants and maybe vowels?

Word Recognition- Can they recognize sight words?

What are some of the challenges of small-group instruction that face students and teachers?

Some educators believe that a child’s self esteem can be harmed by placement in a low-reading group. Children who are in a low reading group across several grades can fall behind. Also there may be management problems for the teacher including what to do about the children you are not working with.

How does Supported Oral Reading (SOR) differ from round robin reading in guiding children’s contextual reading?

SOR is more complex than round robin reading. Both approaches check for comprehension and allow children to take turns reading. SOR also models fluent contextual reading, model children’s rereading of a given story and provides each child with a final opportunity to show his/her mastery of the story.

Why is appropriate leveling of books important and how has it been used in intervention and classroom settings?

Appropriate leveling of books is important. In intervention programs it allows the tutor to place the student at the appropriate “instructional level” and to pace him or her gradually but efficiently through the graded reading curriculum. It is equally critical for teaching in the classroom.

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?

Beginning consonants, word families, short vowels, one syllable vowel patterns

The continuum consists of an assessment of the reader’s level of word knowledge. The children are then placed in small groups according to their ability so that they learn letter sound relationships and spelling patterns at the appropriate developmental level.

How could you assess where a beginning reader’s is at on the continuum of word recognition skill?

A good way is to analyze children’s invented spellings to see if they understand beginning consonants, short vowels, etc.

Describe word-sorting activities to teach beginning sound consonants and short-vowel word families.

To learn beginning consonant sounds students practice sorting picture cards into columns by beginning consonant sounds. Then they attend to sound letter pairings. Then the group proceeds to learning the five short vowels, one at a time, in a rhyming format. A typical activity might involve the group sorting 12 short a words into 3 rhyming patterns. The teacher puts a header word and an example of a rhyming word underneath. Then the students add others to the columns. 

What skills does word sorting help develop in beginning readers coupled with word games and spell checks?

Sight vocabulary- learn to read many short vowel words by sight

Decoding facility- decode or sound out others that are not sight words

What is instructional pacing? What factors were found by Barr (1974, 1982) to affect effective pacing?

Instructional pacing-the first grade teacher’s skill in guiding his or her students through a set of graded reading materials

Factors found by Barr to affect effective pacing

1)      Difficulty of the classroom reading materials

2)      Time allocated to reading instruction

3)      # of low readers in the classroom

4)      the teacher’s years of experience teaching first grade

In what ways can writing help beginning reader’s development?

Writing in the early months of first grade can help children develop phoneme awareness: the understanding that words are composed of a sequence of individual sounds that match to letters. As they progress they have several opportunities to read and re-read text and it provides children a purposeful arena for experimenting with, practicing and eventually internalizing letter-sounds, spelling patterns and sight words

What are three tasks that could be used to assess end-of-year reading achievement? Describe the tasks briefly.

Word recognition-child attempts to read at least 40 words, graded in difficulty from early first grade to mid 2^nd grade. If the child can’t read the word within 3 seconds, the examiner moves to the next word. This continues until 7 are missed and a point is awarded for each correct word.

30- late first grade reading level

22-29 primer

14-21- late pre primer

13 and below-early pre primer

Spelling- Child attempts to spell 15 words and points are awarded taking into account both phonemic and orthographic properties of children’s spellings

Passage reading- Child reads aloud up to six passages that progress in difficulty from early first grade to late second grade. The examiner keeps a record of errors and time taken to read passage. The examiner stops if child is below 85% on the second passage or below 90 on a later one. Score ranges from 0-6

Study Guide: Dougherty Stahl, Katherine A. (2008)’ The Effects of Three Instructional Methods on the Reading Comprehension and Content Acquisition of Novice Readers. Journal of Literacy Research,40:3,359 — 393

Name: Kristin Carpenter

Answer the following questions AS you read the article.

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).

Accessing accurate, relevant knowledge, managing mental processes during reading within the confines of a limited working memory, and constructing a coherent mental representation through pruning and organizational processes

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?

Children may be relying on inaccurate or irrelevant prior knowledge, extensive discussions around students experiences’ can lead to inaccurate or limited recollection of text

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).

Distinctive features

Picture walk- used with small leveled paper backs, the pictures in the book are used as a catalyst for discussion about what the book is likely to be about, two to three vocabulary words are introduced, it is used flexibly and in response to students’ needs and the challenges of a particular text

Know- Want to know- Learn- originally developed to enable teachers to access the prior  knowledge of students and to help students develop their own purposes for reading expository text, process during which the teacher generates a discussion about a text topic and uses a chart or worksheet to record students statements about what they know, want to know and after reading what they learned 

Directed Reading Thinking Activity- instructional framework that views reading as a problem solving process best accomplished in a social context, the teacher selects an instructional level text, divides the text into meaningful sections, and then facilitates discussions based on each section of text, students are responsible for establishing their own purposes for reading, generating predictions, justifying those predictions, independently reading the text, and verifying or revising predictions based on evaluations of information in the text during the teacher led discussion of each section

Common features of all

1)An emphasis on reader engagement and social mediation 2)activation of relevant prior knowledge 3)anticipation of what information might be likely to be included in a text

4. What is the purpose of the experimental study reported?

To explore how the PW, KWL, and DRTA might influence developmental reading abilities and content acquisition when used with informational text in the primary reading group context, the focus was on how the approaches influenced the construction of meaning by novice readers

5. Who were the subjects?

31 second grade students in two demographically similar schools, in the same district in a midsize Midwest city

6. Describe the reading materials used during the intervention.

Informational science texts that the students were familiar with, topics included spiders, the moon, how water changes form and insects, texts ranged from Reading Recovery level 11 to level 16 and Guided Reading level G to level 1

7. How long did the experiment last?

The cycles were conducted consecutively during the first half of the academic year with a 3 week break between the cycles, data was collected for 10 weeks

8. What were the experimental conditions?

Groups 1 thru 4 at school A received the intervention during the first cycle and groups 5-8 received the intervention during the second cycle, there were two days of pre-experimental screening to ensure that readers shared a common instructional level, a 45 minute orientation was done with each group, 12 days of intervention in each cycle (3 consecutive days for 4 consecutive weeks), data was collected on every third day, at the conclusion of the cycle students were interviewed about strategies, At school A sessions were held in a hallway, At school B sessions were held at a table in the kitchen or in a room shared with other teachers  

9. Describe the procedures specific to the Picture Walk, KWL, DRTA, and the Control Group conditions.

Picture walk- brief overview, went through book page by page discussing pictures, text, students’ prior knowledge, formulating predictions based on that information and asked open ended questions, studied a few vocabulary words, children read independently and then after reading discussed predictions to see if they were true and summarized the text

Know- Want to know- Learn- A group KWL chart was made, children recorded what they knew, then the table of contents was discussed and the teacher recorded what they wanted to know, children then mumble read the text and following was a discussion about their questions to see if the text answered what they wanted to learn, if so the information was recorded in the learn column, other new learning was also discussed and recorded

DRTA-Based on title, cover, prior knowledge and a table of contents if available students made predictions about the text and justified their predictions, this was done for two to three pages at a time, at the end of the first section as well as the others a brief discussion was held to verify predictions, summarize information and generate new predictions

Control group- a brief overview of the text was provided and then the children mumble read independently, following this they drew a picture or wrote about something they would like to share based on the text

10. What measures were used to determine the relative effectiveness of the treatments? Describe the measures briefly.

Vocabulary Recognition Task- yes/no task used to estimate vocabulary recognition in a content area and to confirm that groups had similar levels of prior knowledge of the topic, out of a list of 25 words 18 were related to the text and 7 were unrelated, students were to circle ones they could read and that were related to the topic, then they categorized these under provided headings on a concept web

Maze- 10 words are deleted from the original text read by students and are administered a timed multiple choice task to pick the missing words

Free Recall- Individually students were asked to tell everything they could remember about the book or anything it made them think of

Cued recall- student answers three explicit and implicit questions based on the text, items were measured for comprehension and then a four-point scale was used to produce weighted scores

Post intervention interview- strategy interviews with students recorded on audiotape, also students were asked which approach they preferred and enjoyed or that was most helpful

11. Which treatment(s) were found to be more effective in increasing students’ vocabulary knowledge and maze performance (p. 381)?

Vocabulary knowledge- all three treatments worked equally well

Maze- PW

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)?

May be due to the close reading facilitated by this instructional approach, teacher guidance tended to direct children’s attention to the important ideas and assist with difficult text concepts

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?

KWL encourages, documents and honors students experiences and it was expected that this approach would yield more or broader content than the text based treatment, even so it did not, it seems that students lacked cognitive organization, this need to develop a system of organization is one of the major differences between learning from experiences and from informational texts

 

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’s support plays a big role in children being successful at constructing mental representations from the text, In DRTA the immediate interaction around the text helped promote engagement, clarify confusions, and provide a vehicle for creating an accurate representation of text as well as connecting it with prior knowledge

Study Guide: Spellings of words: A neglected facilitator of vocabulary learning by Ehri & Rosenthal (2007)

Name: Kristin Carpenter

Please consider the following questions BEFORE you read the article.

What does it mean to know a word? When you know a word, what do you know of that word?

It means to have memorized how to say or pronounce it though you may not necessarily know what it means.

We live in a print society, in which we are bombarded with a variety of text online or in print. Depending on complexity of the text content, we encounter words that may not be very familiar to us. Think of a time when you had a similar experience. Think of a word that you came across while you were reading a particular text online or in print.

Right now the word ubiquitous comes to mind as well as acquiesce. I can recall these words, though I do not know what they mean.

What strategies did you use to figure out its meaning? Did you decode the word? Did you use the surrounding context to cling a meaning to it? Or did you look it up in a dictionary?

I have used all of these strategies to figure out meanings before. In this particular case I looked them up. Acquiesce means to yield or consent and ubiquitous means existing everywhere or inescapable.

Do you think you learned the word’s meaning? Can you identify its meaning if you were presented its spelling?

I may have learned the word’s meaning for now. Hopefully I will be able to remember it later on.

The article you are going to read deals with similar issues and sheds light on the connection between different representations of word knowledge.  

 

 

Answer the following questions AS you read the article.

1. What was the hypothesis tested by the researchers?

2^nd graders -Hypothesis tested was that students will learn the pronunciations and meanings of new words better when they see spellings of the words during study periods than when they do not

5^th graders- 1) Spellings will help 5^th graders learn the pronunciations and meanings of new vocabulary words than no spellings

2) Students with stronger orthographic knowledge will benefit more from spellings than students with weaker orthographic knowledge

2. Who were the subjects?

In the first experiment, the participants were 20 second graders, mean age 7 years, 7 mos., the other experiment included 5^th graders from the same school

3. What were the experimental conditions?

2^nd grade- Students were taught the pronunciations and meanings of two sets of six concrete nouns, in one set students were shown the spelling, in the other they were not, the words were also used in sentences to clarify meaning

5^th grade- 10 low frequency nouns with two to three syllables were taught 

4. What did the treatment involve?

2^nd grade- the six words, their spellings and meanings were introduced, a drawing of the each word was made with its name underneath and presented, the word was pronounced by the experimenter along with its definition and the student repeated them, students were tested on recall of pronunciations and meanings of words

5^th grade- meanings were taught with pictures, defining sentences and clarifying sentences as before 

5. Which group (spelling-present vs. spelling-absent) gained more in vocabulary learning?  How were the groups’ recall of pronunciations affected by the treatment?

Spelling present, pronunciation was better

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?

One reason might be that higher readers had better knowledge not only of grapho-phonemic units but also of larger syllabic spelling units than lower readers and this gave the higher readers an advantage in forming connections to store multisyllabic words in memory

7. What general conclusions were derived from the study findings by the authors? What implications were offered for vocabulary learning and instruction?

 

Teachers need to become aware of the importance of spelling in vocabulary, spellings should be shown when introducing new vocabulary, when encountering new vocabulary students should stop and not only figure out the meanings of the words but also decode and pronounce their spellings

**************************************************************

Rasinski reflection

1. What are the three dimensions of fluency? How can you assess each dimension?

Accuracy in word decoding-calculate the percentage of words a reader can accurately decode on grade level material

Automatic processing- look at student’s reading rate, have students orally read a grade level passage for 60 seconds and calculate the number of words read correctly and compare with target rate

Prosodic reading- listen to student read a grade level passage and then judge the quality of reading using a rubric that scores a student on the elements of expression and volume, phrasing, smoothness and pace

2.Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?

When a student is successful with the three fluency dimensions listed above, this aids them in being able to better understand the material.

3. What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?

Assisted reading- after reading a passage aloud to students, have students follow along silently, then aloud

Repeated reading- Assign a passage that is meant to be read aloud-poetry, scripts, speeches, etc., have students practice reading it throughout the week and then perform on Friday

4. Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe what each refers to (p. 49)

Expression and volume- reads with good expression and enthusiasm throughout the text. Varies expression and volume to match his or her interpretation of the passage

Phrasing- Generally reads with good phrasing, mostly in clause and sentence units, with adequate attention to expression. 

Smoothness- Generally reads smoothly with some breaks, but resolves word and structure difficulties quickly, usually through self correction

Pace- Consistently reads at conversational pace; appropriate rate throughout reading

************************************************************

Study Guide for Chapter 5 (Howard Street Tutoring Manual—Morris)

 

Answer these questions and post the responses into your blog.

 

1. What grade is Curt in?

3rd

 

 

1. Look at the summary of scores in the table on page 170.  Notice that there are scores for the grade-level lists of words from the Word Recognition Test (Flash and Untimed) and scores for orally reading grade-level passages (accuracy of word reading, e.g. percentage of words read correctly and rate, expressed in number of words read per minute).

 

a1. What was the flash score for words at:

 

first-grade level?  75           second-grade level?  50                    third-grade level? 20

 

 

b1. What was the accuracy score at:

 

1-2 level? 97                        2-1 level?  90            2-2 level? 84

 

 

c1. What was the rate score at:

 

1-2 level? 65                    2-1 level? 44               2-2 level? 36

 

d1. Look at the spelling scores in Table 5 on page 172: What was the percentage correct score for:

 

first-grade words 60%             second-grade words 0%

 

 

Consider the expected scores in the following tables, then compare those expectations to the scores Curt produced.

 

a2. 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

 

a3. Which grade-level flash score is the best choice for Instruction Level?

            1^st grade

 

 

 

b2. With oral reading accuracy, scores are generally interpreted as follows:

 

98-100%   indicates          Independent Level

 

65-97%     indicates          Instruction Level

 

Below 92%   indicates     Frustration Level

 

*Note: 92-94% accuracy is marginal; take a close look at Rate.

 

 

b3. Which grade-level accuracy score is the best choice for Instruction Level?

                        1^st grade

 

 

c2. With oral reading rate, expected grade-level ranges are as follows:

 

Grade                                    Words per minute

  1^st                                          45-85

  2^nd                                          80-120

  3^rd                                          95-135

 

 

c3. What do Curt’s rate scores indicate about his grade-level reading?

            He is reading at a 1^st grade level.

 

 

 

d2. With spelling scores, around 50% correct indicates Instruction Level.

 

 

d3. What do Curt’s spelling scores indicate about his Instruction Level.

            He is spelling at a first grade level.

 

 

Put all of these scores together, and what do they indicate Curt’s reading level to be?

Late 1^st grade to early 2^nd grade

 

 

 

3.Look at the spelling errors that Curt makes. What stage of word knowledge is Curt in?

Within word pattern and letter name

4.Why do you pick this stage of development? What are the key characteristics?

Within word pattern- represented short vowels conventionally and showed good knowledge of consonant clusters

Reverted to letter name when he failed to mark long vowels in several words

5.Describe partner reading.

Often begins with a preview- walking through the pictures and speculating what might happen

Then the child and tutor take turns reading, alternating pages

            Comprehension questions are asked now and again by the tutor

 

 

6.Which is harder for a student, partner reading or DRTA?

DRTA

 

 

 

 

 

 

7.In planning a DRTA, what is important about selecting places to stop?

Places to stop should immediately make available several questions to ask, tutor should ask themselves 1) at what point in the story am I able to anticipate an upcoming event or plot turn?

2) Why am I able to do so? 3) What information have I read that is triggering the information?

 

 

 

 

 

 

8. In planning a DRTA, what is important about deciding questions to ask? What kind of questions? How many?

You should select guiding questions, questions related to the story content to help with comprehension, prediction questions require student to synthesize incoming information and make thoughtful projections forward in the story, about 4 or 5