005 Word Analysis and Identification Skills- teachers understand the importance of word identification skills (including decoding, blending, structural analysis, sight words vocabulary, and contextual analysis) and provide many opportunities for students to practice and improve their word identification skills

Word analysis

Follow this sequence when teaching
1. CVC (short vowel) (bat, pet, sip, hop, cup)
2. introduce single consonants before blends
3. introduce consonants with high utility /t/ used in more words than /z/
4. begin introducing more complex letter combination, consonant blends and diagraph (fl in flag, oa in float)

Word recognition skills (pages 43-44)

Skills to help in applying word analysis: re-read selection where mistake occur, often corrects by use of context clues. Test on words that don't make sense, fix up strategies (flash card)

006- Reading fluency-teachers understand the importance of fluency to reading comprehension and provide many opportunities for children to improve their reading fluency

Reading fluency relates to students being able to 1) orally read a text source by using accuracy in pronouncing words, comprehend effectively because attention is given to textual meaning, provide expression that includes attention to punctuation and read with a rate that is appropriate for the purpose identified for reading the text source.   Table 2.4 on 49 more information

difficulties with reading fluency and ways to address
1. word by word reading- student pausing after each word. caused by limited sight word reading knowledge -overdependence on phonics. address by:
-assigning reading materials at lower levels, use familar reading materials that contain known sight words, have -children dictate language experience stories that could be read aloud, read along with tape books, provide opportunities for children to read at independent reading levels daily, suggest reading materials for parents to provide at home

2. Insufficient knowledge of word recognition skills refers to limited use of sight word knowledge, context clues, structural analysis and other skills used to help pronounce a word. remediation includes:
-having children use sight words in isolation, phrases and complete sentences
-have children read a variety of print sources at the students independent reading level
-have charts in classroom that include onsets and rimes that appear in words that could be used in sentences (word wall could be used)
-have available for children affixes and words that contain the affixes written in complete sentences
-have children continue to read text involving unknown word. Have children to consider its onset adn the print following unknown word

3. Ineffective comprehension- when he or she is not able to tell about what has been read or is not able to respond to statements and questions posed about text that has been read:
-develop questions and statement that encourage responces at different levels (recall, comprehension)
-encourage note taking and active listening
-enhance word recognition knowledge
-assign reading at appropriate levels
-develop visual aids to show sequence of story
-explain the use of signal words and phrases ( such as first, also, on the other hand, in contrast, etc)
-demonstrate the steps for Question Answer Relationships strategies (flash card or another standard)

Encourage reading for pleasure- DEAR (drop everything and read) SSR Substained silent reading

Competencies 007- Reading Comprehension and Application- Teachers understand the importance of reading for understanding, know the components, of and processes of reading comprehension and teach students strategies for improving their comprehension using a variety of text and context

A) active process of constructing words
B) provide instruction to increase reading vocabulary
c) understand factors that effect reading comprehension, oral language development, word analysis, prior knowledge, language background, previous reading experiences, fluency, vocabulary development ability to monitor understanding
D) understands levels of reading comprehension (3 levels of skills: Literal, inferential and evaluative)
Literal readers respond correctly to questions and statements from stated text. other categories are:
Identification of main ideas in expository text, identification of sequence of details, identification of comparisons and identification/recall of details

Inferential- readers use information that is stated directly in the text along with their intutition, background and experiences to reach a conclusion or a hypothesis. one category of this is predicting, another is identifying cause and effect relationships

Evaluative- readers compare information and ideas presented in te tet with their own experiences, backgrounds and values. These responses given in their own words may be reality vs fantasy, fact verses opinion, analysis of characters, that compares written sources from the same topic

Transition from learning to read to reading to learn ( recognize different types of texts, understanding how text is organized using texual fearures such as heading and glossaries, appreciating the different purposes for reading.

Knowing and teaches strategies that facilitate comprehension of different types of text before, during and after reading   ( those listed in letter G of compentencies)

Directed Reading-thinking activity- technique uesed to increase understanding of text structures. (page 52)

K-W-L- strategy often used to promote comprehension and active learning of expository and narrative text sources.   Allows students to use prior knowledge (what I know). To initiate curiosity by generating questions to show what they want to know about the topic and to provide respones about what they learned after the lesson concluded.

Repeated story reading- helps become familar with text can read on own
Story re-telling- sequencing, teacher can ask questions to assist, what was story about, who was the main characters, etc.. allows to particpate in language dev, comprehension skill enhancement , story structure awareness

Summarizing-   teacher demonstrate to students how and why to omit noncontributing information from the text, explain what repeated details are and show why those details could be omitted in summarizing and continue to assist students in determining the author's main idea or overall general significance of a selection that could be used in a written summary.

Metacognition is related to self monitoring and provides instruction and activities for students to be more independent learners. To assess their own cognitive growth, identify inconsistent missing areas, and to learn to use those strategies to work best for themselves

Listening-
Note taking- allows children to learn how to determine significant details and main ideas from information. graphic organizers, concept mapping, venn diagrams can be effective in helping students compare and contrast, story maps.

Questioning

Question answer relationships- direct teaching strategies that develops students awareness of the process used in answering questions. Involves: Identifying right there questions, identifying thinkg and search questions, identifying author and you question (use text and background to make an inference), identifying on your own questions

Reciprocal Questioning- students learn to pose their own questions and statements about content material being studied.
- teacher an student read same passage silently, teacher closes books and is questioned by students, roles change and teacher ask student questions, teacher assist students in developing logical responess to questions, teacher conducts a follow up discussion.

Listening-thinking strategy- purpose is to provide a format for teaching students how to develop predictive listening and comprehension.   make predictions as the teacher reads the title of a chapter the beginning or reads up to an exciting point in the story.
During pre reading activities that activate a child's schema and establishes purpose for reading

SQ3R- Survey, Question, Read, recite and review (pages 57-58)

Study Guides
Interlocking study guide is a guide that frames a group of literal questions, a group of interpretive questions, and a group of evaluative questions.
Non-interlocking- arranges questions and statments in a nonordered fashion that does not group questions according to literal, interpretive and evaluative levels but intermingles questions between the three levels
Guide o rama- a written guide with informal notes and thoughts used to quide students through a textbook chapter or other reading selection

Test taking strategies:
1. scan the entire test before answering
2. answer the questions you know first
3. look for giveaways answers on objective tests and words that indicate extremes in answer (best, least, none, never, always etc)
4. Make a graphic organizer list or and outline to begin answering essay type questions

Compentency 008- reading, inquiry and research.   Teacher understandds the importance of research and inquiry skills to students academic success and provide studetns with instruction that promotes their acquisition and effective use of those study skills in the content area

See book page 63-65 and list of skills under compentency

	Created by oatoyaj almost 10 years ago

Texes EC-6th Generalist EC-6th ELA Note on ELA and Social Studies , created by oatoyaj on 06/09/2014.

ELA and Social Studies