Book Creator

TCH 222

by Nicole Muccianti

Pages 2 and 3 of 13

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TCH 222
Weekly Reading Reflection & Summary
By Nicole Muccianti
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Prompts To Help Developing Readers!
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Prompts To Help Developing Readers!
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Prompts For Making Meaning: - Weekly Slides
◉ Think about what is happening in the story
◉ Say the first sound and read more. Come back to try again.
◉ Look at the pictures. Try a word. Check the word- is it what the author wrote?

Word Identification Prompts: - Duke, When Young Readers Get Stuck
◉ Look at the word
◉ Slide through each sound/Stretch it out
◉ Try a different sound
◉ Vowels can make long short sounds; c can say /k/ like in cat or /s/ like in race
◉ Break the word into parts- “Do you see any parts/chunks?”
Careful- game

Prompts For Comprehension Monitoring: - Weekly Slides
◉ Check it! Does it make sense? (single word)
◉ Did that make sense/sound right? (phrase) “Sound like a book”
◉ No prompt – just wait!
◉ You noticed something didn’t make sense and went back to try it again. Readers do that. 
◉ Try reading that again.
◉ Avoid saying “good readers”

Prompts For Application Of Vocabulary Knowledge And Strategies: - Weekly Slides
◉ Think about what this word means.
◉ Are there clues to what the word means?
◉ Do the parts of the word give us clues?
Reading Analysis
Stahl: Chapter 3
Reading Levels
Independent level: The highest level at which a child can read the material without assistance.
Instructional level: The highest level at which a child could benefit from instructional support.
Frustration level: Any level at which a child is likely to be frustrated, even with instructional support

ILA: Observing Young Readers and Writers
"Traditionally, many educators have used running records to derive information from listening to students read aloud."
Advantages:  they can be taken anytime that a student is reading aloud using only a scrap of paper.
Disadvantages: A challenge with running records is that the data they yield are so open ended that the data can lead to misinterpretation
Q. How Can We Address These Challenges?
A. The Listening to Reading-Watching While Writing Protocol (LTR-WWWP).

Shanahan 3P vs. 3-cueing
Pause, Prompt, Praise (3P or PPP or P3) is used to guide oral reading practice VS. 3-cueing systems. The idea here is that word identification is a kind of guessing game, with three different clues or cues.

Tips: In 3-cueing, the lack of meaning is not a signal to work through one’s alternative orthographic-phonological choices. It is the guide that is supposed to help you determine what the word is. In 3P, one could use the meaning guidance in that way, of course. But that’s not what I would recommend. The lack of meaning should be supported by further guidance, not to context or pictures, but to pronunciation alternatives.

Duke: When Young Readers Get Stuck
"There's an art and science to providing prompts for young readers when they struggle."
Common Questions:
1. What should teachers do when a young reader is stuck on a word?
2. Should they tell the child what the word is?
3. Or prompt her to look at the picture? To guess based on context? Sound it out?
4. What should they do if a child reads the word but doesn't know what it means, or what the larger text means?
What Teachers should do:
1. Prompt them to attend closely to the letters and sounds of words to maximize the chances that they will eventually become automatic in reading those words.
2. Teach and prompt children to monitor their comprehension and to employ fix-up strategies if what they have read doesn't sound right or make sense.
One goal is to get children to the point where they correct themselves, without prompting, when they have misread a word (self-correcting).
Examples:
For knowledge building: "Remember to look for new information about [a current topic of study]."
For how-to text: "Stop reading at the end of each step to make sure you understand what to do next."
What is IRI?
"An IRI consists mainly of a sequence of graded passages, typically beginning at the preprimer level. Today most IRIs provide tables that align the grade-level passages with a refined primary text-level equivalency"- Stahl Ch. 3
Examples Of IRIs- Weekly Slides
◉ Qualitative Reading Inventory 
◉ Fountas and Pinnell
◉ Developmental Reading Assessment
◉ Other graded passages
◉ Authentic passages

LTR-WWWP
"LTR-WWWP can be applied any time a student is reading or writing anything in the classroom a truly curriculum-based assessment. The tool provides much more guidance about what to listen for in the student’s reading". - Stahl Ch. 3
What LTR Components Are Assessed? - Weekly Slides
◉ Interest and background knowledge
◉ Decoding
◉ Single and multi-syllable words
◉ Word ID strategies
◉ Comprehension monitoring
◉ Vocabulary strategies
◉ Fluency (multidimensional fluency scale)
◉ Comprehension and compreaction (processing the meaning of the text in relation to one’s purpose for reading—what one “does” with comprehension)
Reading Analysis
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What is IRI?
"An IRI consists mainly of a sequence of graded passages, typically beginning at the preprimer level. Today most IRIs provide tables that align the grade-level passages with a refined primary text-level equivalency"- Stahl Ch. 3
Examples Of IRIs- Weekly Slides
◉ Qualitative Reading Inventory 
◉ Fountas and Pinnell
◉ Developmental Reading Assessment
◉ Other graded passages
◉ Authentic passages

LTR-WWWP
"LTR-WWWP can be applied any time a student is reading or writing anything in the classroom a truly curriculum-based assessment. The tool provides much more guidance about what to listen for in the student’s reading". - Stahl Ch. 3
What LTR Components Are Assessed? - Weekly Slides
◉ Interest and background knowledge
◉ Decoding
◉ Single and multi-syllable words
◉ Word ID strategies
◉ Comprehension monitoring
◉ Vocabulary strategies
◉ Fluency (multidimensional fluency scale)
◉ Comprehension and compreaction (processing the meaning of the text in relation to one’s purpose for reading—what one “does” with comprehension)
Ex. IRI Assessment
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