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17 terms

RAC

STUDY
PLAY
Word Identification
Language Experience Approach-Teachnique used for beginning reading instruction in which the child dictates a story to the teacher. The story becomes the text for instruction. Text is in child's own language. Teacher engages students in dialogue about a topic. Students dictate a story while the teacher writes down what is said. Teacher and students read the story repeatedly. LEA is appropriate for students who have language facility and are reader based thinkers. If a student predicts from his own experiences rather than words in a text, the lang exp matches his strategies ad uses what he already knows. Facilitates word learning by asking students to identify words using his own experiences. p.138
Word Identification
Guided Reading - Having children read "just right" trade books that provide a slight challenge as the teacher provides a model for how to read the particular book. Student assumes more independent reading behaviors. Text is leveled trade books. Instructional level is reached when 90% accuracy in word recognition is reached. Students are placed into small reading groups an regrouped throughout the year as their reading level progresses. Teacher reads the book aloud and discuses it with students. Children retell the story to each other and engage in projects to extend their comprehension. Through sharing in a small group. children their use of print strategies and their understanding. p.126
Word Analysis
Sound boxes - develops print processing. The student writes a sentence by slowly saying the words. The student thinks about the letter sounds and then writes the letters in the words. Text is student generated. The teacher provides a blank writing book with each page divided in half. The top half is for practice writing and the bottom half is for sentence writing. Assisted by the teacher, the student composes a brief message of 1 or 2 sentences. The sentence is written word by word. Teacher draws boxes for each letter of the the unfamiliar word. Student slowly says the sounds and places the letters he knows in the appropriate boxes. Teacher supplies any unknown letters in the appropriate boxes. The student re-writes the sentence with the new word. The teacher writes the sentence on a sentence strip and cutes it apart into words. Student reconstructs the sentence, matching the words in his writing book. Appropriate for students who write with facility an can predict some letters in a word. By predicting and writing letters the student creates his own system for recognizing words. p. 177
Word Analysis
Repeated Readings - Technique using oral rereading of a student selected passage until accuracy and speed are fluent and represent the natural flow of the language. Text is self selected. Teacher segments the text into managebale passages for oral reading. Teacher makes a copy of the text so she can mark errors as the student reads. Teacher explains that reading is like playing football or practicing a musical instrument. Teacher marks errors as student reads and charts them on a graph. The process is continued until a speed of 85 words per minute is reached. Discusses miscues and errors. Good for students who read word by word and do not use contextual clues to confirm anticipated words as they read repeated readings encourage the use of overall contextual meaning and sentence structure to predict words and correct mistakes. p.164
Fluency
Repeated Readings - Technique using oral rereading of a student selected passage until accuracy and speed are fluent and represent the natural flow of the language. Text is self selected. Teacher segments the text into managebale passages for oral reading. Teacher makes a copy of the text so she can mark errors as the student reads. Teacher explains that reading is like playing football or practicing a musical instrument. Teacher marks errors as student reads and charts them on a graph. The process is continued until a speed of 85 words per minute is reached. Discusses miscues and errors. Good for students who read word by word and do not use contextual clues to confirm anticipated words as they read repeated readings encourage the use of overall contextual meaning and sentence structure to predict words and correct mistakes. p.164
Fluency
Chunking - Encourages students to read phrases of language that represent meaning rather than separate words. It focuses on reading phrases that represent a thought. Facilitates comprehension and fluency by using thought units rather than word by word reading. All kinds of text can be used. Dividing a sentence into chunks by modeling it for students to hear. Teacher and student compare fluency, intonation, and phrasing. Can put "chunks" of sentence on index cards and place them in order of the sentence and student reads each card. Chunking works best with students who have word facility and word identification and text based thinking skills. Works to connect the underlying thought with the text as they are reading. p.162
Fluency
Repeated Readings - Technique using oral rereading of a student selected passage until accuracy and speed are fluent and represent the natural flow of the language. Text is self selected. Teacher segments the text into managebale passages for oral reading. Teacher makes a copy of the text so she can mark errors as the student reads. Teacher explains that reading is like playing football or practicing a musical instrument. Teacher marks errors as student reads and charts them on a graph. The process is continued until a speed of 85 words per minute is reached. Discusses miscues and errors. Good for students who read word by word and do not use contextual clues to confirm anticipated words as they read repeated readings encourage the use of overall contextual meaning and sentence structure to predict words and correct mistakes. p.164
Fluency
Guided Reading - Having children read "just right" trade books that provide a slight challenge as the teacher provides a model for how to read the particular book. Student assumes more independent reading behaviors. Text is leveled trade books. Instructional level is reached when 90% accuracy in word recognition is reached. Students are placed into small reading groups an regrouped throughout the year as their reading level progresses. Teacher reads the book aloud and discuses it with students. Children retell the story to each other and engage in projects to extend their comprehension. Through sharing in a small group. children their use of print strategies and their understanding. p.126
Fluency
Language Experience Approach-Teachnique used for beginning reading instruction in which the child dictates a story to the teacher. The story becomes the text for instruction. Text is in child's own language. Teacher engages students in dialogue about a topic. Students dictate a story while the teacher writes down what is said. Teacher and students read the story repeatedly. LEA is appropriate for students who have language facility and are reader based thinkers. If a student predicts from his own experiences rather than words in a text, the lang exp matches his strategies ad uses what he already knows. Facilitates word learning by asking students to identify words using his own experiences. p.138
Meaning Vocabulary
Word Walls - used to help students develop understanding of words. On a large sheet of paper, teacher writes critical and puzzling words for the students. The features of these words are discussed along with their meaning. Students can use the word walls when they write or read during classroom time. Single word text. Helps student develop a system for analyzing words Promotes the relationship of words have to meaning. Good for students who learn word meaning and features easily. p. 209
Word Identification
Word Walls - used to help students develop understanding of words. On a large sheet of paper, teacher writes critical and puzzling words for the students. The features of these words are discussed along with their meaning. Students can use the word walls when they write or read during classroom time. Single word text. Helps student develop a system for analyzing words Promotes the relationship of words have to meaning. Good for students who learn word meaning and features easily. p. 209
Word Analysis
Word Walls - used to help students develop understanding of words. On a large sheet of paper, teacher writes critical and puzzling words for the students. The features of these words are discussed along with their meaning. Students can use the word walls when they write or read during classroom time. Single word text. Helps student develop a system for analyzing words Promotes the relationship of words have to meaning. Good for students who learn word meaning and features easily. p. 209
Meaning Vocabulary
Cloze Instruction - Develops comprehension by deleting target words from a text. Encourages the student to think about what word would make sense in the sentence and in the context of the entire story. Texts is paragraphs and stories that are coherent. Teacher selects text of 200-400 words and decides on the target words such as nouns, verbs, or targeted sight words. Teachers systematically deletes the words and inserts a blank for the deleted word. Student fill in the blanks in the passage. Relies on a well developed system of redundancy in lagnuage and manipulation of sentence structure. Best for students with verbal fluency, encourages comprehension by using a combo of text and meaning clues. p. 105
Sentence Comprehension
loze Instruction - Develops comprehension by deleting target words from a text. Encourages the student to think about what word would make sense in the sentence and in the context of the entire story. Texts is paragraphs and stories that are coherent. Teacher selects text of 200-400 words and decides on the target words such as nouns, verbs, or targeted sight words. Teachers systematically deletes the words and inserts a blank for the deleted word. Student fill in the blanks in the passage. Relies on a well developed system of redundancy in lagnuage and manipulation of sentence structure. Best for students with verbal fluency, encourages comprehension by using a combo of text and meaning clues. p. 105
Literal Comprehension
loze Instruction - Develops comprehension by deleting target words from a text. Encourages the student to think about what word would make sense in the sentence and in the context of the entire story. Texts is paragraphs and stories that are coherent. Teacher selects text of 200-400 words and decides on the target words such as nouns, verbs, or targeted sight words. Teachers systematically deletes the words and inserts a blank for the deleted word. Student fill in the blanks in the passage. Relies on a well developed system of redundancy in lagnuage and manipulation of sentence structure. Best for students with verbal fluency, encourages comprehension by using a combo of text and meaning clues. p. 105
Sentence Comprehension
Chunking - Encourages students to read phrases of language that represent meaning rather than separate words. It focuses on reading phrases that represent a thought. Facilitates comprehension and fluency by using thought units rather than word by word reading. All kinds of text can be used. Dividing a sentence into chunks by modeling it for students to hear. Teacher and student compare fluency, intonation, and phrasing. Can put "chunks" of sentence on index cards and place them in order of the sentence and student reads each card. Chunking works best with students who have word facility and word identification and text based thinking skills. Works to connect the underlying thought with the text as they are reading. p.162
Literal Comprehension
Herringbone - develops comprehension of the main idea by plotting the who, what, when, where, and why questions on a visual diagram of fish