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04/11/23 Adapted by S. Knight from What's After Assessment? by K. Strickland
If…..Then Rx Chart
If a child (based on assessment)…then (some instructional possibilities
are...
Fluency
• IF….Student reads word by word
• THEN….Teacher– Models fluent reading
– Models adjusting reading rate
– Uses pre-reading strategies
• Pre-telling
• Anticipation guides
• Webbing
• Activate prior knowledge
• Set purpose for reading
• AND….• Repeated Reading• Timed reading• Listening/computer center• Reader’s Theatre• Environmental Print• Reading and writing about their
world• Choral Reading• Echoic Reading• Pairs Reading• Impress
Fluency
• IF….Student reads words letter by letter
• THEN….Teacher models fluent reading
• Teacher helps student see word as a whole
• Teacher helps student see word patterns
• AND….• Word sorts• Word walls• Alphabet books• Personal dictionary• Word of the day• List-group-share• Visual-auditory-kinesthetic-
tactile (VAKT) approach• Tracking• Cloze• Onset/rime• Structural Analysis
Fluency
• IF….Student reads so slowly comprehension is compromised
• THEN….Teacher uses pre-reading strategies
• Teacher models fluent reading
• Teacher ensures text is at appropriate instructional level
• AND….• KWL• Anticipation guides• Set purpose for
reading• Activate prior
knowledge• Think alouds
Fluency
• IF….Student reads slowly, but comprehends
• THEN….Teacher presents authentic reasons for re-reading
• Teacher models fluent reading
• Teacher presents opportunities to read with support
• AND….
• Reader’s Theatre
• Writing text for struggling readers
• Re-reading
• Shared reading
• Choral reading
• Computer reading
• Tape-recorded reading
Fluency
• IF….Student memorizes text during repeated readings
• THEN….Teacher emphasizes paying attention to words in text
• AND….• Work with words
using a familiar story or personal dictionary
• Scrambled sentences• Tracking with finger• Computer versions of
story with highlighted text
Fluency
• IF…. Student has difficulty tracking or loses place
• THEN….Teacher helps student practice reading fluency by using aids that train the eye to process left to right, line by line
• AND….• Computer versions of
the story with highlighted text
• Tracking with finger• Shared reading• Tracking with a
bookmark or other device
Rx by Level
• Ideas for working with INTENSIVE students to improve in the area of fluency:– Review phonemic awareness– Review of alphabetic principle– Use of timers and daily reading practice probes– More blending and dictation practice– More exposure to high frequency words– Read along with taped story– Word building games (i.e. CVC to develop recognition
of spelling patterns)
Rx by Level
• Ideas for working with STRATEGIC students to improve in the area of fluency:– Form fluency groups– Practice with Decodable Text– More blending practice– Reread anthology stories in small groups with cassettes
or computer software– Develop more word attack skills– Choral reading – Poetry reading with partners
Rx by Level
• Ideas for working with BENCHMARK students to maintain and/or improve in the area of fluency:– Pre-read stories in anthology– Reader’s Theater– Read additional core literature related to unit
themes– Timed readings
Phonics
• IF….Student can decode but uses only letter sounds
• THEN….Teacher should model decoding using multiple strategies – Onsets/rimes– Structural analysis– Context clues
• AND….
• Word sorts
• Cloze
• Letters & Sounds
• Segmentation bag
• Word bank
• Making words
• Word families
• Finding little words in big words
• Writing
Phonics
• IF….Student guesses at words using only initial consonant sound cue
• THEN….Teacher should model multiple strategies for decoding
• Teacher should present words as wholes
• AND….
• Cloze
• Computer reading programs
• Language experience
• Word families
• Word sorts
• Word banks
• Making words
• Contextual analysis
• Bag words
• Writing
Phonics
• IF….Student has problems with sight words
• THEN….Teacher connects words to life experiences
• Teacher demonstrates building sight words after reading
• AND…. • Word walls• Personal dictionaries• Bag words• Word study after
reading• Writing
Phonics
• IF….Student guesses at unknown words using no graphic cues
• THEN….Teacher emphasizes visual aspects of word identification
• Teacher models using semantic and syntactic cues
• AND….• Cloze with initial
consonant sound• Finding little words in
big words• Structural analysis• Onset/rime• Word sorts• Writing
Phonics
• IF….Student reads known words but stops at every new/unfamiliar word
• THEN….Teacher emphasizes all three cueing systems– Semantic– Syntactic– Grapho-phonemic
• AND….• Cloze activities• Use of prediction
before and after reading– Possible sentences– Response logs
• Guided reading• Think-alouds
Phonics
• IF….Student has difficulty matching letters with corresponding sounds
• THEN….Teacher helps reader realize words are made up of letters that correspond with speech sounds
• AND….
• Counting words in speech
• Clapping syllables
• Sound boxes
• Alphabet sound word examples
• Word games – match word with beginning letter
• Rhyming and rhyming books
• Magnetic letters
• I-Spy
Phonics
• IF….Student has little knowledge of the alphabet
• THEN….Teacher makes learning the alphabet interesting and fun
• AND….
• Songs, nursery rhymes and choral reading
• Alphabet books
• Letters in names
• Alphabet blocks
• Alphabet sound word examples
• Magnetic letters
• Writing letters in shaving crème
• Letter detective
• Letters in writing
Phonics
• IF….Student doesn’t recognize new words built on known words
• THEN….Teacher focuses on structural analysis
• AND….• Word sorts• Making words• Word families• Word games• Rhyming words• News and
announcements chart
Phonemic Awareness
• IF….Student has difficulty with letter-sound correspondence
• THEN….Teacher focuses on high frequency letter-sound correspondence (consonants) in the context of real reading situations
• AND….• Letters in context of
real reading• Tongue twisters• Nursery rhymes
Comprehension
• IF…. Student recalls literally and cannot make inferences
• THEN….Teacher models how to put pieces of information together
• Teacher explains not all information is stated directly
• AND….
• Think-alouds
• QAR’s
• Comprehension strategy framework
• Literature circles
• Inferential strategy
• Response logs
• Say something
• Summarizing/retelling
• CLOZE
Comprehension
• IF….Student reads quickly but inaccurately and with limited comprehension
• THEN….Teacher provides appropriate pace for student
• AND….• DRTA• Comprehension strategy
framework• Graphic organizers• QAR’s• Anticipation guide• Guiding reading• Think-Pair-Share• Reciprocal teaching
Comprehension
• IF….Student reads fluently but misses many details
• THEN….Teacher ensures student examines text and re-reads
• Teacher discusses story/text with class
• AND….
• Mapping
• Webbing
• Reciprocal teaching
• QAR’s
• Context clues, text features
• Self-questioning
• Literature circles
• Think-Pair-Share
• Linguistic roulette
Comprehension
• IF….Student reads fluently but cannot identify main idea or purpose
• THEN….Teacher brings meaning to the text by connecting to experience and prior knowledge
• AND….• Story mapping• Literature circles• Compare & contrast
graphic organizers• QAR’s• Paraphrasing• Response logs• Summarizing/retelling• Artful artist
Comprehension
• IF….Student reads fluently but cannot retell
• THEN….Teacher ensures student know how to retell
• Teacher ensures student is constructing meaning while reading
• AND….• Webbing/mapping• Interpretive questions• Story frames• Semantic webbing• QAR’s• Imagery• Predicting• Guided reading• Reciprocal teaching• Directed reading/thinking
activity (DRTA)
Comprehension
• IF….Student has difficulty reading text for information
• THEN….Teacher helps student develop techniques for reading non-fiction
• AND….• Think-alouds• Adjusting reading rate• Anticipation guides• Reciprocal teaching• QAR’s• KWL• Webbing• SQ3R• Jackdaws
Rx by Level
• Ideas for working with INTENSIVE students to improve in the area of comprehension:
– More ‘easy’ reading and instructional leveled books for student use– Classroom libraries designated by instructional levels– Listening centers with books on cassette tape – Computer centers with books and games on software– Teacher focus on comprehension strategies– Pre-read story – Choral reading to develop fluency and comprehension– Experience a wide variety of text in many genres– More practice with comprehensible test questions– Sight word vocabulary– Read Alouds using comprehension strategies– Read Alouds that require student response
Rx by Level
• Ideas for working with STRATEGIC students to improve in the area of comprehension:
– Teacher focus on ‘RED OCR’ section with comprehension
– More independent reading at independent reading level
– Paired reading
– Sequencing events
– Vocabulary development
– Comprehension and writing prompts modeling how to find answers embedded in text
– Story maps
– Partners write 5 questions each about the current story; trade papers and answer each other’s questions
– Students identify the 5 W’s and the H as they read the story
Rx by Level
• Ideas for working with BENCHMARK students to maintain and/or improve in the area of comprehension:
– Continue to monitor comprehension
– Ask students to articulate what they are doing when reading to ensure comprehension
– Read
– Explicitly use reading strategies
– Self monitoring
– Self correcting
– Literature groups with more challenging literature
– Confirm and disprove predictions
Vocabulary
• IF….Student needs to develop a larger vocabulary
• THEN….Teacher devises methods to add new words encountered in context to personal reading/writing word bank
• AND….• Word maps• Contextual analysis• Word games• Context-structure-sound-reference
(CSSR)• Frayer Model• Slotting• Graphic organizers• Visual vocabulary • Link and think• Word file cards• Visual vocabulary• Synonym/antonyms • Mnemonics
Rx by Level
• Ideas for working with INTENSIVE students to improve in the area of vocabulary:
– Pre-teach vocabulary
• Word sorts, Frayer Model, word mapping and webs, structural analysis, think aloud, context clues, making choices, sentence stems, choose between target words, closed sentences – semantic cloze, example/non-example, beat the clock, same format, questions/reasons/examples, juxtaposition, demonstration, etc.
– Vocabulary games and worksheets – synonyms, antonyms, multiple meanings, affixes, root words
– Sentence extensions (Stretch It)
– Develop picture vocabulary
– Use of OCR re-teach masters
Rx by Level
• Ideas for working with STRATEGIC students to improve in the area of vocabulary:– Pre-teach vocabulary
• Word sorts, Frayer Model, word mapping and webs, structural analysis, think aloud, context clues, making choices, sentence stems, choose between target words, closed sentences – semantic cloze, example/non-example, beat the clock, same format, questions/reasons/examples, juxtaposition, demonstration, etc.
– Create word walls– Games for vocabulary: flashcards, sentence strips– Pictionaries – “Outlaw Word” flashcards, word walls, – Blend words; read; re-read– Teacher continually asks students to make up sentences and extend
Rx by Level
• Ideas for working with BENCHMARK students to maintain and/or improve in the area of vocabulary:– Pre-teach vocabulary
• Word sorts, Frayer Model, word mapping and webs, structural analysis, think aloud, context clues, making choices, sentence stems, choose between target words, closed sentences – semantic cloze, example/non-example, beat the clock, same format, questions/reasons/examples, juxtaposition, demonstration, etc.
– Bingo Lingo– Words Alive– Jeopardy– Words in Motion– Word Wizard
Issues Outside of the Big 5
• IF….Student has problems choosing appropriate books
• THEN….Teacher discusses strategies for selection
• Teacher shares instructional/independent reading level with student
• AND….• Reading buddies• Sharing books• Owning books• Library usage
Issues Outside the Big 5
• IF….Student has little interest in reading
• THEN….Teacher provides opportunities for authentic reading
• Teachers emphasizes purposes for reading in life
• AND….• Environmental print• Literacy play boxes• Reader’s Theatre• Books about me• Interactive reading• Computer stories or reading
games• Word games• Reading aloud• Shared reading• Literature circles• Jackdaws
Issues Outside of the Big 5
• IF….Student has little confidence in reading ability
• THEN….Teacher provides opportunities for student to see himself as a reader
• Teacher emphasizes reading strengths
• AND….
• Read to younger children
• Reading logs
• Choosing appropriate books
• Language experience (reading books written by children)
• Choral reading
• Shared reading
• Set goals & work on them together
Issues Outside of the Big 5
• IF….Student pays little attention to print in the world
• THEN….Teacher emphasizes the purpose of print
• AND….• Environmental print• Work with names• Reading the room• Literacy play boxes• Word games• Language experience
Issues Outside of the Big 5
• IF….Student doesn’t attend to story or attention wanders
• THEN….Teacher helps student see reading as a meaningful activity
• AND….• Interest inventory• Reading own writing• Writer’s workshop• Choosing appropriate books• DRTA• Reading buddies• Think-Pair-Share• Literature circles• Book reviews• QARs• Non-fiction strategies (KWL,
SQ3R, Structured Note-Taking, etc.)
Issues Outside of the Big 5
• IF….Student reads only one genre or one type of book
• THEN….Teacher broadens interests and experiences with books
• AND….• Read aloud from various
genres• Share books (Literacy
Baskets)• Introduce books through
book talks• Recommend or suggest a
book similar but one step removed (i.e. from Goosebumps to another type of mystery)
Issues Outside of the Big 5
• IF….Student has little knowledge of books
• THEN….Teacher helps reader feel comfortable with text and book handling
• AND….• Read aloud with child• Older reading buddies• Owning books• Field trips to the
library and library cards
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