2. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Phonemic Awareness PhonicsFluencyVocabulary Comprehension DecodingComprehension

3. Comprehensive Word Study Working with words within the context of authentic reading Working with words within the context of authentic writing Working with Words in Isolation

7. Builds on a child’s rich concepts of how print function

8.  How do we create an awareness of print?  How do we create an understanding that print is made up of words and those words stand for something?  How do we create an understanding that words are made up of letters?  How do we create an understanding that letters have names?  How do we create an understanding that letters and sounds are related?  How do we create an understanding of specific sound symbol relationships?

9. Builds on a foundation of phonemic awareness

10. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Phonemic Awareness PhonicsFluencyVocabulary Comprehension DecodingComprehension

11. Needs to be clear and direct

12. Is integrated into a total program

13. Comprehensive Literacy Program Global KnowledgeAffective Knowledge Local Knowledge

14. Comprehensive Literacy Program Global KnowledgeAffective Knowledge Local Knowledge

15. Focus on teaching words not rules

16. May include onsets and rimes

18. Making Words The word I know is ____________________

19. mughug tugrug The word I know is __bug__________________

23. May include inventive spelling

27. Develop independent word recognition strategies focusing on the internal structure of the words

30. Talk to yourself… Word #1Word #2Word #3 I hear __________________ sounds. I see ___________________ letters. The spelling pattern is____________. The vowel is ___________________. Word wall partner is _____________. What else I know about the word

31. Become automatic so we can devote time to comprehension

32. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Phonemic Awareness PhonicsFluencyVocabulary Comprehension DecodingComprehension

33.  Visual clues = sight vocabulary

34. High Frequency Sight Words 10 = 25% of all words in print thein ofthat andit to is awas

35. in that mug a hug tug of warIt is on the rug. The word I know is __bug__________________

36.  Visual clues = sight vocabulary  Morphemic clues = structural analysis (like prefixes, suffixes, roots, compounds, contractions, etc.)

37. Inflected endings (70% of all words with endings have one or more of these five endings) -s -es -ed -ing -ly How do I write syntactically correct sentences without inflected endings?

38. bugsbugged buggydebug The word I know is __bug__________________

39.  Visual clues = sight vocabulary  Morphemic clues = structural analysis (like prefixes, suffixes, roots, compounds, contractions, etc.)  Context clues = looking at surrounding words to figure out unknown words

40. Typographical = phonemes (the smallest unit of sounds) Structural= phonemes, which are the smallest units of sound, Direct Definition= A phoneme is the smallest unit of sound Antonyms and Synonyms= A phoneme, not a grapheme, is the sound Similes and Metaphors= a phoneme is like a small piece of the word pie

41. Tone and MoodHe was so frustrated trying to figure out the phonemes, he suddenly stopped working on the tough word in the book. Graphic= Here are the phonemes of dog /d/ /o/ /g/ Inferences= While the child wrote the word, she saw him write a letter for each phoneme. Background Knowledge= I can use what I know to help me explain phonemes.

42. insectsurveillance device annoyvirus The word I know is __bug__________________

43.  How often? Effective daily routine that evolves throughout the year  How long? 15-20 minutes in large group leave available for small group work leave available for independent center  REMEMBER Stay focused on the students’ needs on the critical skills and strategies

44.  Monday: Interactively Write Message Shared and Assisted Rereadings of Message  Tuesday: Review Message with a focus on specific graphophonic cues (phonograms, individual sounds, patterns)  Wednesday: Review message with a focus on high frequency words  Thursday: Review message with a focus on structural elements (chunks, affixes)  Friday: Review message with a focus on context-based activities (semantic and syntactic cues)

45. It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!

46. Week run time make It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do! Phonograms (or, ill, at, ake) Patterns (cvvc, cvc, cvce) S/S (w and /w/)

47. It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!

48. Suffixes, prefixes, roots, compounds, contractions

49. It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do! Direct definition, pairing synonym or antonyms

50. Comprehensive Word Study Working with words within the context of authentic reading Working with words within the context of authentic writing Working with Words in Isolation

51. Using your knowledge of word identification strategies (e.g., use of phonics, analysis of word structure, use of context clues, identification of sight words), write a response in which you: identify one of Daniel's strengths in using word identification strategies; and identify one of Daniel's weaknesses in using word identification strategies. Be sure to cite specific evidence from the information shown above to support your response.

52. “The clown got on and the lady got on and the boy got on and the girl got on and the bear got on and the bicycle got squashed.”

53. TextStudent One Student Two “The clown got on and the lady got on and the boy got on and the girl got on and the bear got on and the bicycle got squashed.” “The clown got on and the lake got on and the box got on and the girl got on and the bear got on and the bil got square.” “The clown got on and the girl got on and the man got on and the girl got on and the bear got on and the bike got flat.” Measures of Differences that are Critical

54.  Was the reading correct?  Was the reading corrected?  Was the reading comprehended?  Was the reading attempted?  Did the reading stall?

55. The Bicycle Student OneStudent Two Accuracy89% Errors lady bicycle boy squashed lady bicycle boy squashed Miscues lake bil box square girl bike Man flat

56. The Bicycle Student OneStudent TwoAssessment Accuracy 89% Fails to recognize critical differences Errorslady bicycle boy squashed lady bicycle boy squashed Fails to recognize critical differences Miscueslake bil box square girl bike Man flat Identifies critical differences Rate58 wpm62 wpm Identifies differences that are not critical

57. Reader Performance What pattern would teachers observe? What is workingWhat needs to be worked on? What else should be considered? CorrectAccurateThe reader is reading with confidence, comfort and competence. Consider adjusting the expectations for the reader. Is the material being read an appropriate match? What are your instructional goals for the reader? Corrected.Accurate but with self-corrections The reader is monitoring meaning and adjusting when errors are made Look closely at self- corrections to see what cueing strategies might need to be strengthened. What does the reader need to be more accurate as they make meaning?

58. Reader Performance What pattern would teachers observe? What is workingWhat needs to be worked on? What else should be considered? ComprehendedMeaning-based miscues The reader is making sense as s/he reads.. The reader may need to focus more closely on using graphophonemic and visual cues. Does the reader need to slow down, be more accurate with decoding and/or more balanced in his/her strategy use?? AttemptedNon-meaning based miscues The reader is taking risks with reading. The reader may need to focus closely on using semantic and syntactic cues. Is the reader overrelying on decoding to the detriment of fluency & comprehension? Does the reader need to be more accurate as they make meaning?

59. Wait! Ask the reader to tell what s/he is trying to do Ask the reader to show you the part s/he is working on Focus the reader’s attention… On the sentence On the word On the word part On the letter Then rebuild

60. TOLDS are given to support meaning and fluency. One error is given per TOLD However, a TOLD is given ONLY when: 1.The reader makes no attempt at an unknown word or appeals to the teacher. Teacher Prompt: Wait 5 seconds Say “You try it.” Notate attempts, if any If still unsuccessful, give a TOLD OR 2. A child makes several unsuccessful attempts at an unknown word and does not continue reading. Teacher Prompt: Notate all (multiple) attempts Student stops or appeals Give a TOLD

61. TOLDS affect the student’s number of miscues, his/her fluency, comprehension, and problem solving. Therefore, teachers should not give the “TOLD” until the procedures above are followed. If TOLDS are given quickly and without following the proper procedures, it can affect the outcome of the running record. If a student stops and does not attempt a word, teachers need to tell the child “You try it.” This encourages the student to apply all the reading strategies they know, discourages the use of too many “TOLDS” which means more errors, and allows the teacher to notate and analyze the use or non-use of the strategies for further teaching purposes.

62. QUESTIONANSWERHOW DO YOU KNOW? WHY DO YOU THINK SO? What was the word on the page? What word did you say? Did the word you say make sense? Did the word you say sound right? Did the word you say look like the word on the page? Did you correct the word? Did you need to correct the word?

63.  Accuracy of Word Identification  Strategies for Word Identification  Reading Level  Self-correction rates  Summary of Observed Reader behaviors  Comprehension check through retelling or responding to questions  Fluency check through rate measure  Fluency check through rubric scale

65. 92/96 = 96%

66. Word nee d patdro p soon you’lltallbla/ blee Total Miscuenokno w putdirtsunsonwilltimebloom Meaning?NoYes No YesNo4/9 Syntax?NoYes No YesNo4/9 Visual?YesNoYes 8/9 Beginning?YesNoYes NoYes 7/9 Middle?No YesNo 1/9 EndNo YesNoYes No 3/9

67. budbum bunbus The word I know is __bug__________________

68. bagbeg bigbog The word I know is __bug__________________