Strategies:Reading Assessment

Five Step Method to teaching vocabulary:
Seeing: on board
Listening: teacher discusses aloud
Discuss: students discuss and make connections to new word.
Define: Students use their word to define the new word
Writing: Using the new word in print
Neurological Impress Method
1-involves teacher & student reading in unison
2-Reading is brisk and not paused
3-Use of easy & predictable text at first, increasing with each session
4-Teacher dominates reading at first…
5-Sessions not longer than 10 min. for a minimum of 10 weeks
6-Espoused by Vygotsky’s (1978) learning theories
7-Multi-sensory systems used to impress fluidity learned by teacher’s modeling
KWL Varities
o KWLS: S=Still want to know
o KWWL: Know-Want-Where-Learned
o KWHLS: H=How
Fluency
Described as:Accuracy and ease of decoding (Automaticity).An age appropriate or grade level appropriate reading speed or rate. Appropriate use of volume, pitch, juncture, and stress (prosodic features) in one’s voice. Appropriate text phrasing or chunking
A fluent reader can decode words in the text accurately and effortlessly, with proper volume, phrasing, and intonation at a reasonably rapid rate in order to facilitate comprehension.Ways to assess: DIBELS, Curriculum Based Assessmt.or Fluency Scales.
Motivational strategies to enhance the reading/writing process:
Story Pyramids, Flip Movies, Coat Hanger Mobiles, Writing Aloud, writing To, Morning Message, Daily News Stories, T-Shirts and Tapestries, Traveling Mascot, Sell-a-bration (propaganda), Movie Reviews, and Capsulation Guides, Illustrator’s Craft, Classroom Character, Writing Fairy Tales, Writing Feature Stories about a central character, Making books: Pop up Books, Accordion Books, Innovation books
Writing process stages
o Pre-writing
o Drafting
o Revising
o Editing
o Sharing or publishing
Invented spelling
Emergent writers use temporary spelling with at least beginning and ending sounds.
Qualitative Assessments
Qualitative relies on a collection of a students work demonstrating growth over time.
Quantitative Assessment
Quantitative can be divided into two forms:

Holistic: used to develop relatively objective measures of writing products using a numerical system (on a scale of 1-X), based on one criterion

Analytic: methods of scoring for multiple criteria (rubric) with a value or weight for each skill

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SQ3R
Survey, Question, Read, Recite and Review
Survey: quick read of new unit; reading all chapter headings, subheadings, marginal notes, bolded words, pictures, captions, charts and diagrams.

Question: based on survey, write several questions to alert students to key info. Teachers should model.

Read: Read the chapter and answer, your questions

Recite: after answering all your questions, quiz yourself (students).

Questions that were difficult should be practiced by a re-read. Continue until all questions can be answered from memory.
Review: once info is learned from memory, it should be reviewed daily until it becomes permanent. Good rule of thumb: 20 min. per day

Estimates suggests that a min. of 10 hours of teacher led instruction are req. for low achieving students to learn the strategy effectively.

Expository text patterns (or structures)
Time order (chronological sequence)
Cause and effect
Problem and solution
Comparison
Simple listing
Descriptions
The 4 elements of comprehension (page 266)
Reader
Text
Activity
Socio-cultural context
What is Schema? (page 267)
Mental filing cabinet of learned information that gets subfield as new info is learned.
What is a Cloze Passage?
Short paragraphs (250 words or less) drawn from typical reading materials. Key words are deleted and replaced with a blank line. Students are required to fill in the blanks. This is based on the student’s ability to use their schema knowledge.
Types of vocabularies
Listening: words you hear & understand but not use in speech

Speaking: words you hear, understand and use in speech

Reading: a sub-set of the listening & speaking. Consists of words that one can read and understand.

Writing: all the above and also use in writing

Vocabulary Study
Explicitly and systematically
Buddy Reading, Guided Reading, Radio Reading, Repeated Readings, DEAR, etc.

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