FTCE READING K-12

FTCE READING K-12

Frank Smith

• Theory of whole language

• students pursue authentic reading and writing

• behavioristic schemes to replace reading and writing assignments that are meaningful

• intrinsic desire to make sense of their world

Louise Rosenblatt (Constructivism)

• Learning is constructed through authentic real world experiences

• transaction between the reader and the text

• ex: reading response journals and relating text to self

• Metacognitive

Noam Chomsky (NICI

• theory asserts that humans have an instinct or an innate sense of oral language and literacy

• AKA universal grammar (language is basic instinct

• Noam innate Chomsky instinct

Behaviorists

• B.F. Skinner, Edward Thorndike, and John Watson (Traditional)

• believed that learning is a function of change in overt behavior.

• Response to stimuli (Internal and external)

• reinforcers strengthen the desired response

• verbal praise, good grade, a feeling of increased accomplishment

• Application to reading : Bottom up

Jean Piaget (Traditional/Modern)

• stages of cognitive development

• sensory and motor experiences

• logical reasoning and concrete objects

• abstract thinking such as (logic, deductive reasoning, comparison, and classification

• Reading: Top down: building schema, and using background

• Cognitivism

Social Constructivism

• social interactions in the learning process.

• shared rather than done individually.

• Rather than the teacher being the individual who distributes information

• Facilitator

• class discussions and the exchange of ideas

Lev Vygotsky

• theories centered around the connection between social interaction and cognitive development.

• zone of proximal development (ZPD)

• ZPD is the gap between their ability to successfully demonstrate specific skills alone and their ability to do so with the assistance of others.

• collaborative learning and differentiated instruction

• social interaction and interdependence are essential to developing independent skills that become automatic in the long run.

• individualized attention from the teacher.

Types of Text Structure

Text structure allows students to identify the following elements within a text:

• 1. Key details: information from the text that allows readers to answer questions like who, what, when, where, and why. Main idea: the most important point the author is trying to make about a topic.

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Main idea:

• the most important point the author is trying to make about a topic. This point is supported by key details throughout the text.

Comparison and contrast:

• the comparison of ideas, places, and/or scenarios within a text. This is usually described by identifying similarities and differences between two or more ideas.

Inference:

• a logical deduction based on the evidence provided in a text.

Sequence (chronological order):

• the idea that a text has a specific order of events organized by time.

Cause and effect:

• the idea that certain things happen as a result of other actions.

Problem and solution:

• the identification of a problem, followed by possible solutions to the identified problem.

Nonfiction 

• is writing based on fact that may tell a story or provide information. Two nonfiction genres are biography, the account of a person’s life written by another person, and autobiography, a written account of one’s own life.

Examples of biographies: 

• Who Was Helen Keller? by Gare Thompson and Who Is Michelle Obama? by Megan Stine.

Examples of autobiographies: 

• I Am Malala by Malala Yousafzai, Persepolis by Marjane Satrapi, and Boy: Tales of Childhood by Roald Dahl.

Examples of memoirs: 

• A Moveable Feast by Ernest Hemingway, Night by Elie Wiesel, and Out of Africa by Karen Blixen.

types of fiction

• fantasy, humor, fables, fairy tales, historical fiction, legends, tall tales, mystery stories, science fiction, and realistic fiction.

Fiction

• Fairy tales: children’s stories about magical creatures and imaginary lands.

• Fantasy: stories about supernatural events or characters.

• Folk tales: stories that are passed from generation to generation that typically teach a moral lesson or explain a superstition.

• Fables: stories or poems with morals.

• Myths: stories about events of the distant past that try to explain the beginning of the world, natural phenomena, or the origin of civilizations.

• Realistic fiction: stories created by an author that take place in this reality and resemble real people, places, and events.

Poetry 

• is a creative type of writing, often reflective and making strong use of imagery and figurative language. There are many types of poems and they may contain some or all of the following: rhyme, rhythm, figurative language, imagery, repetition, and parallel structure.

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Drama

 is a story told through dialogue and stage directions. A written drama, or play, will begin with a list of characters and will contain stage directions to describe settings and the movements of the characters. A drama is meant to be performed.

Formal assessments 

usually involve the use of a standardized rubric or scoring guide based on several criteria rather than a single numerical score.

Informal assessments 

are more flexible than formal assessments and can be adjusted to fit the situation and the particular needs of the student being tested. This might involve such methods as simply observing student interest and facial expression during a lesson or group activity.

Formative assessments 

are screenings, tests, and questions that are considered part of the instructional process since they are administered throughout the learning of new instructional objectives. Formative assessments can be informal or formal.

Summative assessments 

are given at specific points in time in order to determine what students know and don’t know. Summative tests are typically formal or performance-based.

Phonological awareness 

is an umbrella term that includes the ability to hear and comprehend individual words, syllables, and sounds in spoken language. It involves the understanding and usage of breaking words into parts or sounds that can be maneuvered. Before learning to read, children must understand that words are made up of phonemes, or sounds of speech.

Phonological awareness 

is the ability to recognize and manipulate the sounds of a spoken language. When a learner has phonemic awareness (a phonological awareness skill), they are able to identify the individual sounds (the smallest units) in a word. For example, in the word “my” there are two phonemes, the “m” sound and the vowel sound. Having this knowledge is believed to help readers decode words in order to read them.

Morphology 

is the study of the meaning of words. A morpheme is the smallest unit of a word that still has meaning. For example, the word “undeniable” has three morphemes: “un” (not), “deny,” and “able”. When teaching morphology, teachers should focus on prefixes, suffixes, roots, and compound words.

Phonemes 

are the smallest units of sound in a word. The word “top” has three phonemes: /t/ /o/ /p/.

Syllables 

are segments or units of pronunciation that each have one vowel sound, forming one part or the whole of a word. The word “rocket” has two syllables: rock-et.

Onsets 

• Onsets are the beginning consonant clusters in a word,

• rimes are the vowels and consonants that follow the onset.

• EXAMPLE: In the word “shrink,” /shr/ is the onset and /ink/ is the rime.

Phonemes 

are the smallest individual sounds in a word. Each phoneme makes a difference in the meaning of words. For example, The first phoneme in “smile” is /s/. The sounds within “smile” are /s/ /m/ /i/ /l/.

phonemic awareness:

Phoneme isolation 

is the ability to hear and recognize the individual sounds in words.What is the first sound you hear in dog? /d/. What is the first sound you hear in dog? /d/.

Phoneme recognition/phoneme identification 

is the ability to recognize the same sounds in different words. This begins with recognizing the first and last sounds in words.What is the same sound in dog, din, and duck? The /d/ at the start. What is the same sound in dog, din, and duck? The /d/ at the start.

Phoneme categorization 

is the ability to recognize which word is different in a group of three or four words.Which word has a different sound and doesn’t belong? Bus, dog, or bun? “Dog,” because the other two have a /b/ sound. Which word has a different sound and doesn’t belong? Bus, dog, or bun? “Dog,” because the other two have a /b/ sound.

Phoneme segmentation 

is the ability to break down a word into separate sounds, saying and counting each sound.How many sounds are there in the word bug? /B/ /u/ /g/. There are three sounds. How many sounds are there in the word bug? /B/ /u/ /g/. There are three sounds.

Phoneme blending is the ability to blend two or more sounds to make a word.Blend together these sounds to make a word: /b/ /a/ /t/. Bat. Blend together these sounds to make a word: /b/ /a/ /t/. Bat.

Phoneme blending 

is the ability to blend two or more sounds to make a word.Blend together these sounds to make a word: /b/ /a/ /t/. Bat. Blend together these sounds to make a word: /b/ /a/ /t/. Bat.

phonemic manipulation skills

Phoneme addition is the ability to make new words by adding a phoneme to an existing word.What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat. What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.

phonemic manipulation skills

1. Phoneme deletion is the ability to recognize and understand the words or sounds that remain when a phoneme is removed.What is bat without the /b/? At. What is bat without the /b/? At.

phonemic manipulation skills

2. Phoneme addition is the ability to make new words by adding a phoneme to an existing word.What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat. What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.

phonemic manipulation skills

3. Phoneme substitution is the ability to substitute one phoneme for a different one.Replace the first sound in ‘bug’ with “r”. Rug. Replace the first sound in ‘bug’ with “r”. Rug.

Strategies for Teaching Reading Fluency

Scaffolding:

• Scaffolding: Good readers build on simpler skills to develop other skills that are more difficult. To increase comprehension, teachers should also work to improve other reading skills in students.

• Phonemic awareness

• Phonics and word recognition

• Fluency

• Vocabulary development