1. TBQ: NCLB & NRPR
How do teachers connect the mandates of federal law with the findings of the Congressional Report of the National Reading Panel? How does this benefit children?

2. Release of Responsibility Model
GUIDED
PRACTICE
Modeling Practice
and and
Instruction Application
ALL
TEACHER
ALL
STUDENT

3. Phases of Literacy Development
Awareness and Exploration
Pretend reading
Pretend writing
Logographic knowledge
Developmental stage prior to school entry

4. Phases of Literacy Development
Experimental
Coincides with school entry – kindergarten
Print awareness- left/right congruence
Top/bottom orientation
Emergent litter/sound recognition
Rhyming
Alphabet knowledge
High frequency word recognition

5. Phases of Literacy Development
Early Reading
Coincides with formal schooling experiences – grades 1-2
Short stories
Familiar topics
Telling/retelling
Increased sight vocabulary
Increased fluency

6. Phases of Literacy Development
Transitional
Around grade 2 students make the transition from learning to read to reading to learn
More complex literacy tasks and content
Using cognitive and metacognitive strateiges
Using word ID strategies
Sight words growing
SSR
Consistent spelling
Proofreading skills

7. Phases of Literacy Development
Independent and Productive
Using independent learning starts here
More sophisticated use of reading strategies
Multiple purposes for reading recognized
Multiple audiences for reading recognized
Greater use of library for study and reading for pleasure

8. WORD RECOGNITION
A basic skill of reading, it may seem obvious that all students would have this skill.
Some students, surprisingly, make it to the middle and even high school level still struggling to identify words in their vocabulary.

9. WORD IDENTIFICATION
Words may be identified by their sequence of sounds
Words may be identified by root and affix
Words may be learned as whole entities

10. Phonemic Structures Understanding that sounds form our language
Discrimination of sounds and sound patterns
Adding sound to sound
Isolating sounds from other sounds
Rhyming
Elision

11. Sequences of sound
Analytic phonics is the system of breaking words down as phonemic parts of a whole
Synthetic phonics is the system of blending sounds into whole words

12. Alphabet Knowledge
Letter identification both in order and in isolation
Letters have names
Letters have sounds – moves the student into phonemic awareness
Snow, C. (1998) Preventing reading difficulties in young children. National Research Council.

13. Roots and Affixes
Some words need to be taught from the root or central word form, with the addition of prefixes or suffixes.
ANTIDISESTABLISHMENTARIANISM

14. Words as Wholes
Many English words do not conform to rules of pronunciation or formation and must be learned as wholes

15. The importance of being read to
Reading to children gives them a sense of the structure of text.
Text structure allows children to understand that stories have characters, setting, plot, and perspective.

16. Word Rec vs Vocabulary
Recognizing words is not the same as gaining a working vocabulary, however
Content reading requires technical or specialized use of vocabulary and students need to learn and use the vocabulary appropriately and often

17. Word Map (Frayer Model)
Develop target concept
Define the concept
Construct hierarchy
Attach attributes
Continue teaching concept
ANIMAL
NONVERTEBRATE
VERTEBRATE
MAMMALS AVES AMPPHIBS REPTILES
WARM BLOODED COLD BLOODED
ALLIGATORS SNAKES LIZARDS

18. Word Map (Frayer Model)
The completion of this technique includes getting students to complete the concept activity by identifying the following…
EXAMPLES
NON EXAMPLES
RELEVANT ATTRIBUTES
IRRELEVANT ATTRIBUTES

19. List/Group/Label Generate a list of words related to a topic
Group them logically
Label the grouped words to establish characteristics or meaning for later use

20. Semantic Feature Analysis
Select category
List words in that category
List features
Indicate possession of that feature
Expand/add features
Complete/expand the matrix

21. Word Walls
Used to keep current vocabulary or important words in the content classroom before the student, organized alphabetically.
addend by-product calculate
addition bell curve curve
divide estimate fraction
dividend evaluate frustum
deviation error measure
gradual hemi index

22. Word Banking
Word banks are lists or collections of words that students have mastered.
The teacher can call upon the student to continually use the words in the word bank.

23. Possible Sentences New vocabulary Predictions about sentences
Establish purpose for reading
Arouse curiosity
Generate key vocabulary
Elicit sentences using combinations of key vocabulary
Read/verify sentences
Evaluate/refine/extend or combine sentences
Generate new sentences

24. DRA/DRTA/Guided Reading
Students process, verify, judge, and extend thought.
One of the basic tools in a teacher’s toolbox
Teacher guides and stimulates through questioning
VERY STRUCTURED
ADAPTABLE
MOVES FROM BASIC TO COMPLEX CONTENT STRUCTURES

25. SCAFFOLDING
All effective instruction requires the development of a useful and efficient structure upon which all instruction hangs and relates.

26. READABILITY A ratio of sentence length to word length
Examination of aspects which influence reader’s effective use of text
Indicator for how to change text to be useable by reader.