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Praxis 5203

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Amy Davenport

on 22 November 2014

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Transcript of Praxis 5203

Phonemes:
smallest unit of
sound in a word
Grapheme:
written symbols of
sounds
Morpheme:
smallest unit of
meaning
base words/suffix/prefix
Praxis 5203 Fall 2014
Amy Davenport

Foundations
Of
Literacy
Phonemic Awareness, Phonics, Fluency,
Vocabulary, Comprehension,
Writing


Alphabetic Principal
Phonics
Phonemic Awareness
Work together and develop in tandem
ONLS
Reading Foundations
What letter makes this sound?

Words Their Way, Orton Gillingham
word sorts (blind, open, pattern, meaning, word study notebooks)
word patterns
phonograms/word families

Key Words
Phonics
Phonics is tied to Alphabetic Principal

Phonemic (hearing & speaking)
+
Phonetic (seeing, hearing, & speaking)
Phonological Awareness

Vocabulary
https://www.heinemann.com/shared/onlineresources/E00411/TaberskiPillarsofReading.pdf
Phonics:
Tier I:
Simple,Basic words; gained through oral language unless low
language or an English language learner
Tier II:
Occur with high frequency; Academic/Multiple Meanings
Tier III:
Content Specific Words

Comprehension
Phonemic Awareness
Development
http://www.speech-language-development.com/phonemic-awareness.html

http://www.readingrockets.org/article/development-phonological-skills

http://media.wix.com/ugd/1561b8_38f8aa9d76430ef84e9698601ba8cc1d.pdf


http://www.enchantedlearning.com/rhymes/wordfamilies/
http://reed529.wikispaces.com/file/view/Phonics+Developmental+Continuum.pdf
A child's vocabulary is the "ceiling" for his/her reading comprehension." -Sharon Taberski

http://www.aft.org/periodical/american-educator/spring-2003/oral-comprehension-sets-ceiling-reading
4 Stages of Word Knowledge:

1. Never heard
2. Heard but no meaning
3. Recognize within context
4. Knows it well (read, write & speak)
Vocabulary Tiers
(CCSS Appendix p.32
http://www.corestandards.org/assets/Appendix_A.pdf

*Beck, McKeown, and Kucan (2002, 2008)
Vocabulary Tiers
Effective Instruction
Direct Instruction
Multiple Exposures
Active Engagement
Within context
Make Connections
Semantic Map/Web
Frayer
Building Schema
Marzano 6 step process
Most words are learned indirectly through oral language, read alouds or extensive independent reading.
blend, segment, isolate, manipulate
Fluency
Read with purpose
Read with accuracy
Read with prosody
Read for meaning

prosody: rhythm, pace, expression
Fluency Strategies

choral reading
repeated reading
paired reading
reader's theater
shared reading
listen to or be read to (books on tape, RAZ kids, etc.)
timed repeated readings
fluency phrases
interactive reading
M
E
A
N
I
N
G
Literal:
Low Level of Bloom's
Inferential:
"Reading Between the Lines"
Critical:
"Why?"

Instructional Strategies:
Before
During
After
*metacognition
*leveled questions
*guided reading groups
*read alouds
*KWL
*directed reading thinking activities
*CAFE
Writing
Read like a writer
Write like a reader
3 Cueing Systems
Semantic: Meaning
Does it make sense?
Syntactic: Structure
Does it sound right?
Graphophonic: Visual
Does it look right?
Genre Study
Attention to craft/structure
Mentor texts
Opportunities & Experiences
Write to be read
No one right way/doesn't have to follow
Pre, Draft, Revise, Edit, Proof, Publish
Stages of
Writing/Reading/Literacy
Development
Preliterate
Prephonetic/Mock Linear/Pretend & Memory Reading
Semiphonetic/Beginning: sound symbol connection
Transitional: Becoming fluent within word patterns
Intermediate: Fluent w/multisyllabic words, more advanced vocabulary, suffix/prefixes
Assessment
1. Screen
2. Progress Monitor
3. Diagnostic
4. Outcome
Literacy Assessments:
Phonemic Awareness Screeners
Running Records
Qualitative Reading Inventory

*Anchored in Real Life to inform planning & instruction to ensure student growth and learning
Response to Intervention
Independent Level Text: 95-100% Accuracy
Instructional Level Text: 90-95% Accuracy
75% Comprehension
Frustration Level Text: Below 90% Accuracy
50% Comprehension
Zone of Proximal Development
Full transcript