Foundations of Reading Study Guide

Subarea 1: Foundations of Reading Development (35%)

0001 Understand Phonological and phonemic awareness 1
0002 Understand concept of print and the alphabetic principle6
0003 Understand the role of phonics in promoting reading development7
0004 Understand word analysis skills and strategies12

Subarea II: Development of Reading Comprehension (27%)

0005 Understand vocabulary development14
0006 Understand how to apply reading comprehension skills and strategies to imaginative/literary texts16
0007 Understand how to apply reading comprehension skills and strategies to informational/expository texts19

Subarea III: Reading Assessment and Instruction (18%)

0008 Understand formal and informal methods for assessing reading development22
0009 understand multiple approaches to reading instruction24

Subarea IV: Integration of Knowledge and Understanding (20%)

0010 Prepare an organized, developed analysis on a topic related to one or more of
the following: foundations of reading development; development of reading comprehension; reading assessment and instruction25

References26

Emily Sidden

June 3, 2015

Understanding Phonological and Phonemic Awareness

Vocabulary
1. Phoneme: a phoneme is the smallest part of spoken language that makes a difference in the meaning
of words. English has 41 phonemes. A few words, such as a or oh, have only one phoneme. Most
words, however, have more than one phoneme: The word if has two phonemes (/i/ /f/); check has
three phonemes (/ch/ /e/ /k/), and stop (/s/ /t/ /o/ /p/) has four phonemes. Sometimes one phoneme is represented by more than one letter.
2. Grapheme: a grapheme is the smallest part of written language that represents a phoneme in the
spelling of a word. A grapheme may be just one letter, such as b, d, f, p, s; or several letters, such as
ch, sh, th, -ch, ea, -igh.
3. Phonics: the understanding that there is a predictable relationship between phonemes (sounds of spoken language) and gr aphemes (the letter s and spellings that r epr esent those sounds in written
language).
4. Phonemic Awareness: the ability to hear, identify, and manipulate individual soundsphonemesin
spoken words. This is purely auditory skill and does NOT involve a connection to the written form of
language.
5. Phonological Awareness: a broad term that includes phonemic awareness. In addition to phonemes,
phonological awareness activities can involve work with rhymes, words, syllables, and onsets and
rimes.
6. Syllable: a word part that contains a vowel, or, in spoken language, a vowel sound.
7. Onset and Rime: parts of spoken language that are smaller than syllables but larger than phonemes.
An onset is the initial consonant sound of a syllable; a rime is the part of a syllable that contains the
vowel and all that follows it. STOP (st = onset; op = rime)
8. Phoneme Manipulation: when children work with phonemes in words, they are manipulating the phonemes. Types of phoneme manipulation include blending phonemes to make words, segmenting
words into phonemes, deleting phonemes from words, adding phonemes to words, or substituting one
phoneme for another to make a new word.
9. Blending: when children combine individual phonemes to form words, they are blending the phonemes. They also are blending when they combine onsets and rimes to make syllables and combine
syllables to make words.
10. Segmenting: when children break words into their individual phonemes, they are segmenting the
words. They are also segmenting when they break words into syllables and syllables into onsets and
rimes.
11. Metacognition: application of active reading strategies such as questioning, predicting, connecting.
Phoneme = sound

Grapheme = written

Phonemic Awareness Instruction

Children can show us that they have phonemic awareness in several ways, including:
recognizing which words in a set of words begin with the same sound (Bell, bike, and boy
all have /b/ at the beginning.)
isolating and saying the first or last sound in a word (The beginning sound of dog is /d/.
The ending sound of sit is /t/.)
combining, or blending the separate sounds in a word to say the word (/m/, /a/, /p/map.)
Breaking, or segmenting a word into its separate sounds (Up/u/, /p/.)
Children can show us that they have phonological awareness in several ways, including:
identifying and making oral rhymes:

The pig has a (wig).

Pat the (cat).
The sun is (fun).
identifying and working with syllables in spoken words;
I can clap the parts in my name: An-drew.
identifying and working with onsets and rimes in spoken syllables or one-syllable words;
The first part of sip is s-.
The last part of win is in.
identifying and working with individual phonemes in spoken words.
The first sound in sun is /s/.

Effective phonemic awareness instruction teaches children to notice, think about, and work with
(manipulate) sounds in spoken language. Teachers use many activities to build phonemic awareness, including:
Phoneme isolation
Children recognize individual sounds in a word.
Learning to isolate the final sound in a word is a step toward mastering phonemic segmentation.
The first sound in van is /v/.
Phoneme identity
Children recognize the same sounds in different words.
The first sound, /f/, is in the same.
Phoneme categorization
Children recognize the word in a set of three or four words that has the odd sound.
Rug does not belong. It doesnt begin with /b/.
Phoneme blending
Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word.
Phonemic blending is used by beginning readers with their knowledge of letter-sound correspondence to sound out and blend the sounds of simple printed words.
/b/ /i/ /g/ is big.
Phoneme segmentation
Children break a word into its separate sounds, saying each sound as they tap out or count
it. Then they write and read the word.
Segmenting the first sound in a spoken word, such as /c/ cat, is one of the first phonemic
awareness skills to develop and is effective informal procedure for assessing phonemic
awareness in the beginning stages.
/g/ /r/ /a/ /b/. Four sounds in grab.
Phoneme deletion
Children recognize the word that remains when a phoneme is removed from another
word.
Smile without the /s/ is mile.
Phoneme addition
Children make a new word by adding a phoneme to an existing word.
If you add /s/ to the beginning of park you get spark.
Phoneme substitution
Children substitute one phoneme for another to make a new word.
If you change /g/ to /n/ in bug, you get bun.

Phonemic awareness is the recognition that spoken words are made up of phonemesthe discrete speech
sounds of a language. Identifying the final sound (phoneme) in hat as /t/ demonstrates phonemic awareness.
Phonemic awareness instruction helps children learn to read and spell. Instruction makes a stronger contribution to the improvement of reading and spelling when children are taught to use letters as they manipulate phonemes than when instruction is limited to phonemes alone. Teaching sounds along with the
letters of the alphabet is important because it helps children to see how phonemic awareness relates to
their reading and writing. Learning to blend phonemes with letters helps children read words. Learning to
segment sounds with letters helps them spell words.
Instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather
than several types. This keeps the children from becoming confused about which type to apply. Younger
children or less able, older readers, should begin with easier activities, such as having them identify and
categorize the first phonemes in words. Blending and segmenting phonemes in words is likely to produce
greater benefits to the students reading than teaching several types of manipulation.
Phonemic awareness instruction can help essentially all students learn to read, including preschoolers,
kindergartners, first graders who are just starting to read, and older, less able readers. The same can be
said for teaching the students to spell.
In general, small-group instruction is more effective in helping the students acquire phonemic awareness
and learn to read. The students can benefit from listening to their classmates respond and receive feedback from the teacher.
Phonological Awareness (auditory)
The following examples of phonological awareness skills are listed in a hierarch from basic to more
complex
Rhyming
Syllables
Counting words in a sentence
Hearing/ manipulating onset and rime
Phonemic Awareness (identification of initial sound is basic and phoneme segmentation is
more complex.)
Phoneme isolation, phoneme identify, phoneme categorization, phoneme blending, phoneme segmentation
Phonics (visual)
Phonics knowledge (letter patterns and letter-sound correspondence) help to decode and encode printed
words for beginning readers.
Students need to know:
Alphabetic principles
Mapping phonemes to their corresponding letters and letter combinations (graphemes)
Phoneme deletion, phoneme addition, phoneme substitution
Types of Instruction
Explicit Instruction
Most important first step in a sequence of instruction

Teacher models, demonstrates

Overt objective; measureable
Observer would be able to identify purpose
Focused

Implicit Instruction
Incidental
Extension and practice
Lessons learned or skills developed, but not primary or measureable objective
May not appear focused
Purpose may be unclear to an outside observer

Understand Concepts of Print & the Alphabetic Principle

Vocabulary
1. Alphabetic Principle: phonemes (speech sounds) that are represented by letters and letter pairs.
2. Environmental Print: print found authentically in our environment (stop sign, labels on food)
3. Emergent Literacy: literacy development begins with ones earliest experiences of authentic literacy
in the home (from development of oral language, to having books read to you, to scribbling as a
precursor to conventional letter formation). Students described as emergent readers are typically in
an early childhood setting or in kindergarten. They have not yet begun formal reading instruction.
4. Book Handling Skills: illustrates a childs knowledge of how books work (how to hold the book,
tracking print from left to right, front and back cover, title page, dedication page, etc.).
Development of the understanding that print carries meaning.
Correspondence between printed and spoken words.
Text in English runs left-to-right and top-to-bottom on a page
A printed word is preceded and followed by a space
Pretend reading when pointing to the text or printed portion of a page in a book, indicates an understanding that printed text represents meaningful language.
The function of print is to encode an utterance that can be decoded as meaningful speech. Distinguishing
between print and other graphic material.
Print awareness encompasses a developing understanding of print concepts and the writing system, an
understanding between oral language and print, and familiarity with ways that literate adults interact with
and make use of printed materials and writing.
The presence of printed labels, posters, and big books provides exposure to print concepts and bookhandling skills.
Letter naming entails an ability both to distinguish between letters and to associate particular letter
shapes with their names.
Multisensory techniques are effective to learning letter formation and name association.

Modeling how to handle a book.

Understand the Role of Phonics in Promoting Reading Development

Vocabulary
1. Zone of Proximal Development (ZPD): the maximum level of development the child can reach with
assistance
2. Zone of Actual Development (ZAD): the childs independent level of performance, what the child
knows and can do alone.
3. Automaticity: the rapid recognition of a word without conscious attention to the decoding process.
Three Reading Cueing Systems
Cueing systems are strategies that readers use to predict, confirm and self-correct when reading words
that they do not already know with automaticity. Capable readers use all three cueing systems. Teachers
need to teach and assess for all three cueing systems.
Semantics> Meaning (Does it make sense?)
Illustrations, story structure, background knowledge, book knowledge
Syntax> Structure (Does it sound right?)
Grammatical patterns, natural language, book language, English syntax
Phonics> Visual (Does it match the print?)
Onsets and times, punctuation, letter-sound relations, conventions of print, sight words
Phonics Instruction
Learning to read English is difficult because the way words are spelled doesnt always indicate how they
sound. For example, read can sound like reed or red, and of course, each spelling or pronunciation has a
different meaning.

Phonics = the relationship between sound and written

Phonics instruction teaches students the relationships between the letters (graphemes) of written language and individual sounds (phonemes) of spoken language.
Spelling supports word recognition by helping students learn and retain common phonics patterns.
Applying consistent phonics generalizations to decode common words is a foundational decoding skill
appropriate for beginning readers.
Systematic and explicit instruction is more effective than non-systematic or no phonics instruction. The
direct teaching of a set of letter-sound relationships in a clearly defined sequence in systematic instruction.
Most teachers are acquainted with several approaches to phonics instruction, including those listed below. The distinctions between approaches are not absolute, and some programs of instruction combine
approaches.
Synthetic phonics: childr en lear n how to conver t letter s or letter combinations into
sounds, and then how to blend the sounds together to form recognizable words.
Analytic phonics: childr en lear n to analyze letter -sound relationships in previously learned
words. They do not pronounce sounds in isolation.
Analogy-based phonics: childr en lear n to use par ts of wor d families they know to identify words they dont know that have similar parts.
Phonics through spelling: childr en lear n to segment wor ds into phonemes and to make

words by writing letters for phonemes.

Embedded phonics: childr en ar e taught letter -sound relationships during the reading of
connected text.
Onset-rime phonics instruction: childr en lear n to identify the sound of the letter or letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining
part of the word (the rime).

Research has established that encoding and decoding are reciprocal processes and that spelling
knowledge can contribute to word-reading accuracy.
Research has shown that rereading the same text several times builds comprehensions and improves
reading rate and automaticity with respect given to the text, but these gains do not necessarily transfer to
other texts.
Practice reading many texts written at their independent level is the best way to improve.
Most of the syllables in multi-syllable words follow the same patterns as those in single-syllable words,
the primary challenge for students just learning to decode multi-syllable words is learning to recognize
the words as a series of discrete syllables. They can apply prior knowledge of syllable patterns to decoding longer words.
In research-based, systematic phonics instruction, phonics elements are introduced according to their
utility for beginning readers, and therefore according to their frequency of use in words appearing in primary-grades texts.
Generalizations
Consonant letters are fairly reliable. There is a strong relationship between the letter and the sound we
expect it to represent. Consonants represent the dominant sounds in words.
Consonant letters = strong

vowel letters = weak

Generally, vowel sounds are considered short, such as in the sounds below:
A: apple
E: elephant
I: igloo
O: octopus
U: umbrella

Or long, such as the sounds in the words below:

A: say
E: tree
I: bike
O: boat
U: cute
Vowels are more difficult to learn because each letter is represented by more than one distinct sound; the
sound depends on the other letters around it. Vowel sounds are also harder to discriminate (hear, manipulate, identify).

Irregularities
A letter may represent more than one phoneme. For example, some consonant letters may produce a hard
or soft.
The hard c is the sound of /k/ in cat
The soft c is the sound of /s/ in cent, and city
The hard g is the sound of /g/ in game
The soft g is the sound of /j/ in gem and gentle
Vowel sounds behave differently in accented and unaccented syllables. The vowel is most clearly heard
in the accented syllable.
Final y
Y functions as a vowel in the final position (eg. Very, merry)
Blends
Blends are consonant pairs or clusters. Trick to help you remember: The bl in blend is an example...notice that you still hear each sound through to the end (these letters do NOT make a new sound
when combined).
bl, sm, scr, gr, sl, etc.
Digraphs (and trigraphs)
Two consonant letters that together make a new sound. Trick to help you remember: A diagraph makes
me laugh. The last two letters in diagraph (ph) and in laugh (gh) are connected to form two completely
new sounds.
Ch, ph, sh, th, wh, tch, gh (final position only), ng (final position only), etc.

When two vowels go walking, the first one does the talking and says its name. These combinations of
vowels make one new sound.
Ai, ay, oa, ee, ea
Silent E
When a short word ends with an e., the first vowel usually has the long sound and the final e is silent. Word or syllable patterns that follow this generalization:
VCe (ape)
CVCe (cape)
CCVCe (brave)
R-Controlled Vowels or Vowels followed by r
When a vowel letter is followed by r, the vowel sound is neither long nor short (it is different!)
Examples: ar in car, or in for, ir in bird
Diphthongs
A blend of vowel sounds, where each sound is still heard. The two most agreed upon vowel combinations are oi in boil and ou in mouth.
Emergent Readers (Kindergarten)
Learn concepts about print
Build oral language
Build phonological awareness (e.g. a sense of rhyming)

Develop knowledge of letter names (letter identification)

May begin to develop knowledge of alphabetic principle (the sounds associated with letters)
Literacy: an differentiate shapes, knows some of the letters, reads from left to right, familiar
with books

Early/Beginning Readers (Late Kindergarten-1st Grade)

Literacy: recognize some words on sight, reads easy books, learns to associate sounds with
consonants and the short vowels, blend consecutive sounds
Begin with words containing short vowel sounds.
CVC
CVCC
CCVC
CCVCC
cat
cast
trip
stick
sip
tent
twig
truck
bug
lift
ship
twist
map
fist
chat
blend
Then children are introduced to ways to read words with long vowel patterns.
CVCe
The silent e pattern
same
late
bike
Next students learn these patterns containing vowel digraphs
CVVC, CCVVC, CVVCC, CCVVCC, tec.
rain
train
toast
speech
team
chain
reach
bait
Sight Words
Children at this stage also begin to learn a bank of sight words. These words appear frequently in their
reading and writing and need to be memorized: because, friend, there, when
Transitional Readers (2nd Grade and up)
Second Grade Literacy: reads simple books; more ways to analyze words; consonant blends
Third Grade Literacy: smooth and fluent reading, tool for learning in other areas.
Fourth to twelfth Grade Literacy: improves reading, study skills, vocabulary
Students at this level begin to see lots of words that are not necessarily in their oral vocabulary. The patterns may be consistent, but the features become more complex and many words are now multi-syllable.
The derivation of these words may indicate their meaning, pronunciation, and spelling.
spoil
shopping
carries
ripen
place
chewed
shower
cellar
bright
bottle
favor
fortunate
Fluency
When readers read fluently, they read smoothly, accurately, and efficiently. Qualities of fluency include
accuracy, appropriate rate, expression, phrasing and intonation. To build oral reading fluency, children
need massive amounts of practice reading independent level texts. Independent texts are those in which
the student reads with 95% or greater accuracy. With independent level texts, the reader reads with no

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more than 5/100 errors.

Independent Level
95-100% accuracy
This is the level at which students should practice reading independently.
Instructional Level
90-94% accuracy
This is the students zone of proximal development where small group instruction or individual
instruction is appropriate.
Frustration Level
Below 90% accuracy
This is the level at which the students reading development may be undermined.
Strategies that support oral reading fluency
Repeated readings of familiar texts
Echo reading
Choral reading
Readers theater

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Understand Word Analysis Skills and Strategies

Vocabulary
1. Morpheme: any unit in a word is a morpheme (in the word dogs, dog and the s are both morphemes)
2. Base Word: a base-word is usually a simple word from which you can build a family of words
around it. If you start with place you can say places, placing, placings, replace, placement, etc.
3. Root Word: root word refers to the origin of a word. For example, locus means place in Latin.
From this root word derives words such as local, locate, locality, relocation and phrases like in loco
parentis.
4. Prefix: morpheme added to the beginning of the word
5. Suffix: morpheme added to the end of the word
6. Affix: prefixes, suffixes, and inflectional endings
Multisyllabic Words
Readers may use phonics generalizations to decodesound out individual syllables or parts of a longer word; however, decoding phoneme-by-phoneme is simply not enough. When encountering multisyllabic words, readers need to identify smaller words with larger words, notice roots and bases, prefixes
and suffixes and so on.
Generalizations
Closed Syllables
When a short word (or syllable) with one vowel letter ends in a consonant, the vowel sound is
usually short. Word patterns that follow this rule are:
VC (am)
CVC (ham)
CVCC (damp)
CCVC (stem)
Open Syllables
When a word or a syllable has only one vowel and it comes at the end of the word or syllable, it
usually creates the long vowel sound.
CV (he, me)
CV-CVC (ti-ger, na-tion, hu-man)
Inflectional Endings
Affixes added to the end of words to indicate number (ox/oxen, bush/bushes) or tense (playing,
played, plays)
Syllabication
Examples:
Sum-mer
Pre-vent
Um-brel-la
Compound Words
Examples:
Hotdog
Shoelace

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Contractions
Examples:
Have not: havent
Can not: cant
Prefixes/ Suffixes
Examples:
Re- (again)
Un- (not)
-able (
-ful (full)
In- (not, into, inside)
Dis- (not, opposite)
-ness (the state or quality of)
-less (without)
Base words that end in ct or ss just add ion (tract = traction, express = expression)
Base words that end in ic add ian (magic = magician)
Base words that end in te drop the e and add ion (translate = translation)
Base words that end in ce drop the e and add a tion (reduce = reduction); these words are nouns
Base words that end in dde and it drop those letters and add sion or ssion (decide = decision,
admit = admission)
Sometimes ation is added to the base word, which causes little trouble for spellers because it can
be heard (transport = transportation)
Schwa
An unstressed vowel sound, such as the first sound in around and the last vowel sound in
custom.
A chart with the base word in the center and word lists categorized to different morphological processessuffixes, inflectional endings, prefixes, compound wordspromotes on understanding or morphemic structure.
In the context of reading, structural analysis is the process of recognizing the morphemic structure of
words. Pretest, retest, tested, testing
Since there is often a discrepancy between ELLs receptive and productive language skills, the student
may in fact recognize the omitted element but simply not pronounce it, may not have the element in his
or her oral vocabulary, or may have difficulty decoding the element. To assess the source of the error and
respond appropriately, the teacher must first determine whether the missing element is in the students
oral vocabulary. Tigers to tiger. Ask if they know the s means more than one.
The spelling of a suffix is often more reliable than its pronunciation.
Watched> -ed = [t]
Wanted > -ed = [ed]
Warned > -ed = [d]
The spelling of a suffix can vary depending on its root word.
Enjoyable
corruptible

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Understand Vocabulary Development

Vocabulary
1. Oral Vocabulary: the vocabulary one can use appropriately in speech and can understand when heard
aloud
2. Written Vocabulary: the words one can understand when seen in written form
3. Semantic Mapping: a strategy that visually displays the relationship among words and helps to categorize them.
4. Indirect Vocabulary Learning: students learn vocabulary indirectly when they hear and see words
used in many different contexts.
5. Direct Vocabulary Learning: students learn vocabulary directly when they are explicitly taught both
individual words and word-learning strategies.
6. Homophones: words that sound alike but have different meanings (e.g. seam, seem; bury, berry; minor, miner)
7. Heteronyms: words that are spelled the same but are pronounced differently (e.g. tear, sow, bow)
8. Homonyms: words that sound are spelled and pronounced the same, but have different meanings (e.g.
mail, ray)
Vocabulary Instruction
Provide explicit instruction in strategies to determine the meaning of unfamiliar words
Use of context clues
Dictionary skills
Analysis of word parts (morphemic analysis) such as prefixes, suffixes, roots, and bases
Provide explicit instruction of technical (domain specific) vocabulary important to understanding content in social studies and science.
Provide opportunities:
for children to hear books read-aloud. Choose books that are ABOVE the students own reading level. Point out the meanings of important and a few selected words in context.
for children to read independently; wide reading across genres exposes students to words that
do not appear in oral conversation.
to discover synonyms and antonyms to help clarify and expand word knowledge
for children to talk about what they read and what is read to them; talk supports vocabulary
development and comprehension.
for children to make a connection between known words in speaking and the less familiar
written form.

Vocabulary Tiers
Tier 3: Domain-Specific
Science/history
E.g. Volcano, atmosphere
Tier 2: More sophisticated synonyms for words many children will know
e.g. generous, bawl, whine, infant
Tier 1: Require no instruction; concepts already familiar; words familiar
e.g. kind, cry, baby
Level of Word Knowledge
Unknown: the word is completely unfamiliar and its meaning is unknown

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Acquainted: the word is somewhat familiar; the student has some idea of its basic meaning
Established: the word is very familiar; the student can immediately recognize its meaning and
use the word correctly.

Grouping words related to a text based on conceptual categories and the words associate meanings helps
deepen students understanding of the vocabulary. Discussing and justifying connections among the
words further enhances students understanding of the words and promotes retention of new words.
An idiomatic expression is a sequence of words that has a specific meaning beyond the sum of meanings
of the component words. In addition to explaining the idioms specific meaning, the most effective way
to promote a students understanding of a new idioms to provide the student with several examples used
in comprehensible contexts.

Semantic maps of words associated with a particular content-area topic such as transportation both deepens and broadens their understanding of the topic.
Two of the most effective instructional strategies for promoting ELLs comprehension of a content-area
activating the students prior knowledge of the texts content and contextualizing new concepts and vocabulary through the use of visuals, demonstrations, and/or hands on activities.
Complex sentences contain two or more clauses, with the main clauses being the independent clause that
contains the sentences subject and predicate. Identifying the main clause will help students begin to deconstruct a complex sentence to determine its meaning.

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Understand How to Apply Reading Comprehension Skills and Strategies to

Imaginative/Literary Texts
Vocabulary
1. Graphic Organizers: visual maps or diagrams that help the reader organize the information they
read. A story map is one type of graphic organizer.it allows the reader to organize the elements of a
story (characters, setting, events, problem, solution)
2. Literal Questions: information that is stated explicitly in the text such as who, what, when, where,
why. You can find the information right there on the page.
3. Inferential Questions: information that is implied within the text, but not directly or explicitly stated.
The reader needs to search and find clues within the text and then read between the lines.
4. Evaluative Questions: the reader needs to use information from the text and their own world experiences to form a judgement.
Before-During-After Reading Strategies
Before Reading:
The reader develops a plan of action by:
Activating and building upon prior knowledge and experiences
Predicting what text is about based on text features, visuals, and text type
Setting a purpose for reading
An A nticipation Guide is an example of a Before Reading Strategy
During Reading:
The reader maintains and monitors a plan of action by:
Connecting new texts with prior knowledge and experiences
Checking predictions for accuracy
Forming sensory images
Making inferences
Determining key vocabulary
Interpreting diagrams, maps, and charts
Posing how, why, and what questions to understand and/or interpret text
Recognizing cause-effect relationships and drawing conclusions
Noticing when comprehension problems arise
A Character Map is an example of During Reading Strategy
After Reading:
The reader evaluates a plan of action by:
Discussing accuracy of predictions
Summarizing the key ideas
Connecting and comparing information from texts to experience and knowledge
Explaining and describing new ideas and information in own words
Retelling story in own words including setting, characters, and sequence of important events
Discussing and comparing authors and illustrators
Reflecting on the strategies that helped the most and least and why
A Semantic Map is an example of an After Reading Strategy
Fiction
Types of Text (Genre)

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Adventure stories
Realistic fiction
Historical fiction
Folktales
Legends
Tall tales
Myths

Text Structure and Features

Themes
Morals
Lessons
Plotsequence of events
Conflict
Solution
Resolution
Elements
Setting
Characterization
Authors Craft
Diction and word choice
Dialogue
Exaggeration
Figurative language (symbolism, simile, metaphor)

Poetry
Type of Text (Genre)
Narrative poem
Lyrical poem
Humorous poem
Free verse
Text Structure and Features
Verse
Stanza
Repetition
Dialogue
Line organization
Patterns
Rhyme scheme
Rhythm
Mood
Authors Craft
Diction and word choice
Exaggeration
Use of imagery to provide detail
Figurative language (simile, metaphor, alliteration, onomatopoeia)

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Literary Notification
Type of Text (Genre)
Personal essay
Autobiography and biography
Text Structure and Features
Description
Cause and effect
Comparison
Chronology
Point of view
Themes or central ideas
Logical connections
Transitions
Authors Craft
Diction and word choice
Use of action or dialogue to introduce characters
Exaggeration
Figurative language (symbolism, simile, metaphor)
Types of Organizers
Frayer Model: a type of concept map. Includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept
word.
KWL Chart (Know, Want to Know, Learned)
Story maps (who, what, when, where, why, and how)
Modeling for students how to engage in close reading (such as rereading a complex text to enhance comprehension, analyzing the authors use of language, and questioning the authors intentions and goals) of
academic texts.

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Understand How to Apply Reading Comprehension Skills and Strategies to Informational/ Expository Texts
Vocabulary
1. Informational/Expository Texts: these are factual materials for science, social studies, and other content areas, as well concept books for the very young dealing with the alphabet r relationships or
time, space, amount. These books explain something to children or teach them how to do something.
Informational/Expository Texts
Information texts:
Have a purpose to convey information about the natural or social world
Enables nonlinear reading
Has an index, table of contents, headings
Diagrams, charts, graphs, captions
Realistic illustrations, photographs
Timeless verbs, generic nouns
Specialized vocabulary, italicization, boldfacing
Particular text structures
To increase comprehension of informational texts:
Increase availability of informational texts
Increase exposure
Increase instructional time with informational text
Increase explicit teaching of comprehension strategies, along with lots of opportunities for
guided and independent practice
Increase attention to the unique features of informational text
Ensure that informational text is used for authentic purposes as much as possible
Exposition
Type of Text (Genre)
Informational trade book
Textbook
New article
Feature article
Encyclopedia entry
Book review

Text Structure and Features

Description
Sequence
Cause and effect
Problem and solution
Comparison and contrast
Point of view
Topics or central ideas
Supporting ideas and evidence
Titles
Subheadings

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Italics
Captions
Sidebars
Photos and illustrations
Charts and tables

Authors Craft
Transition words
Signal words
Figurative language and rhetorical structures (parallel structure, quotations, examples, repetition, logical arguments)
Procedural Text and Documents
Type of Text (Genre)
Recipe
Schedule
Map
Directions
Table
Graph
Time line
Text Structure and Features
Description
Procedures
Sequence
Titles
Labels
Headings
Subheadings
Captions
Sidebars
Phots and illustrations
Charts and graphs
Legends
Types of Informational Text Structures
Chronological/Sequential/Temporal: a main idea supported by details, which must be in a particular order
Descriptive/Enumerative: a major idea supported by a list of details or examples, which may
occur in any order
Cause and effect: the supporting details five the causes of a main idea or the supporting details are the results produced by the main idea
Compare/Contrast: the supporting details of two or more main ideas indicate how those concepts are similar or different
Problem/Solution: a subordinate structure that provides a problem and solution, which may
employ any (or all) of the preceding structures.
Question/Answer: a subordinate structure that provides a question and answer, which may
employ any (or all) of the first four structures.

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To draw an inference from a text is to derive a conclusion that is not stated explicitly in the text but rather suggested by facts or promises presented. The passage suggests
Authors point of view in a persuasive essay is based on the authors opinion as presented in an argument, how the author supports the argument, and facts that may have influenced the authors opinion.
Skimming involves a quick, superficial reading of a text o get an overall impression of the material, such
as previewing a textbook chapter.
Skilled readers use different comprehension strategies to achieve different purposes.

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Understand Formal and Informal Methods of Assessing Reading Development

Vocabulary
1. Cloze Procedure: a versatile, informal instrument for use in determining a students reading level, use
of context while reading, and knowledge of vocabulary. Sometimes used as an alternative to the Informal Reading Inventory for determining reading levels, students read a selection in which random
words are deleted and replaced with blank spaces. Students are directed to read the selection and fill
in the blanks with words they think would best complete the sentence.
2. Ongoing Reading Assessment: assessment made on a regular basis through a variety of means, both
formal and informal. The purpose is to document progress the student makes in reading, while also
identifying areas that need instruction. Kid Watching is one important type of ongoing reading assessment. In this case, notes are made in a systematic way about students reading behaviors.
3. Criterion-Referenced Tests: test based on objectives that contain specific conditions, outcomes, and
criteria that are expected for satisfactory completion of the task.
4. Norm-Referenced Tests: a norm-referenced test (NRT) provides information on how well a student
performs in comparison to an external reference group or norm group.
5. Miscue Analysis: analysis of any responses (mistakes) made during oral reading that deviate from
those anticipated
6. Informal Reading Inventories (IRIs): a compilation of graded reading selections with comprehension
questions accompanying each selection. This inventory is individually administered to determine the
students strengths and weaknesses in word recognition and comprehension.
7. Running Records: the running record is an in-depth observation task that allows the teacher to determine: text difficulty, student placement in groups or materials, directional movement of the child in
reading connected text, the child's speed of responding, a measure of the childs ability to slow oral
language enough to rectify an oral reading error through self-correction, the type of cues the child
uses to process printed language (meaning, syntax, or visual) about printed text with another type of
information, the childs self-correction behavior
8. Rubrics: a set of scoring guidelines for evaluating student work
9. Portfolio Assessment: assessment made on the systematic collection of student work for use in evaluating changes in student performance in reading and language.
Assessing for Different Purposes
Determining a childs reading level
Checking in
Gathering anecdotal information
Talking with children and observing their reading behaviors
Informal Assessments do not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests, Cloze Procedure, Informal Reading Inventories, and running records.
Formal Assessments are tests that systematically measure how well a student has mastered learning outcomes. End-of-Grade tests, criterion-referenced tests, norm-referenced tests, essay tests, and standardized
tests.
Formative Assessments monitor student learning and provide ongoing feedback by the instructor
(concept map, questions).
Summative Assessments evaluate student learning at the end of an instructional period (midterm exam,

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project, paper).
Reliability: consistent results over successive administrations
Validity: test what intended to measure
A retelling is open-ended and requires the student to construct a description of the passage more independently of the examine.

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Understand Multiple Approaches to Reading Instruction

Emergent Readers and Writers (Pre-K through 1st)
Children in this phase benefit from:
Seeing reading and writing modeled through listening to good stories and seeing others write
meaningful messages
Supported practice while reading engaging, predictable books with pictures that clearly relate
to and illustrate the story line
Encouragement to experiment with writing
Experience with sorting words and pictures to build letter and sound recognition
Experience with rhyming and other word play
Activities that engage students in using oral and written
Daily, systematic, differentiated instruction and practice in phonics and other word analysis
skills are necessary to ensure all beginning readers develop into proficient readers.
Early Readers and Writers (1st through 2nd)
Children in this phase benefit from:
Continued exposure to shared and guided reading of pattern stories and other predictable
books, with clear print and pictures
Modeling and explicit teaching of and practice with using three cuing systems and strategies
to figure out words and make sense of print
Games, activates to consolidate voice/print match and build sight word recognition
Games and activates to build phonemic awareness
Encouragement to write using invented spelling
Language experience activities
Hearing, discussing, retelling a variety of stories read aloud
Early Fluent/Fluent Readers and Writers (2nd through 3rd)
Continued opportunities to read and discuss a variety of increasingly challenging and personally meaningful texts
Continued practice reading for meaning using various strategies: integrating cueing systems,
self monitoring and self correcting
Exposure to and practice with more aspects of word analysis
Practice building accuracy, fluency, expression
Practice reading silently
Guidance and practice with specific comprehension strategies
Encouragement to continue writing with increasing support for revision and editing
Hearing and discussing a variety of literature read aloud
Key vocabulary, close reading, key passages
Reading with a proficient reader, parent or guardian, and discuss key events helps scaffold and support
their comprehension of the text.

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Integration of Knowledge and Understanding

Analyzing the Running Record and Comprehension Discussion Components
Miscue Analysis/Analysis of Oral Reading
One strength, one weakness in the running record
Use several examples form the text to support conclusion
Make a T chart with a comparison of the word from the text and the miscue
Word identification strategies (phonics, word structure, context clues, sight words)
Phonics: single syllable words , patterns
Word Structure: multi-syllable words, strategies for decoding
Context Clues: self-correcting, substitution of words that still make sense and sound right
Sight Words: regular (am, at, mom, big), irregular (because, were, what, said, the)

Comprehension
Literal comprehension: plot, characters, setting
Inferential comprehension: ponder, predict, wonder why something happened
Engagement of schema: background knowledge, connections, vocabulary
Self-monitoring: metacognition, comprehension strategies (visualization, summarizing, synthesizing, making connections)
Forming a Response
Identify and name the strength and then, in the next paragraph, the weakness
Running Record: identify and name the word identification strategy and refer to specific
terms
Comprehension: identify and name the comprehension strategy
Define the strength or weakness in your own words. Be very clear.
Provide evidence. Use at least 3 examples, possibly more
Briefly wrap-up by explaining how a strength/weakness in the area youve identified contributes to overall reading performance.
This section consists of two open-response item assignments that appear on the following pages. You
will be asked to prepare a written response of approximately 150-300 words for each assignment.
You are expected to apply your knowledge not merely recite factual information.
Purpose: the extent to which the response achieves the purpose of the assignment
Subject Knowledge: appropriateness and accuracy in the application of subject knowledge
Support: quality and relevance of supporting evidence
Rationale: soundness of argument and degree of understanding of the subject area.
The 4 response reflects a thorough knowledge and understanding of the subject matter.
The purpose of the assignment is fully achieved.
There is a substantial, accurate, and appropriate application of subject matter knowledge.
The supporting evidence is sound; there are high-quality, relevant examples.
The response reflects an ably reasoned, comprehensive understanding of the topic.

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References
Armbruster, B. B., Lehr, F., Osborn, J., & Adler, C. R. (2001). Phonemic awareness instruction. In Put
reading first: The research building blocks for teaching children to read : kindergarten through
grade 3 [PDF]. Retrieved from https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Pearson Education, Inc. (2014). Preparation materials. Retrieved from https://www.nc.nesinc.com/
TestView.aspx?f=HTML_FRAG/SA090_PrepMaterials.html
Pope, L. (2008). Teach anyone to read: The no-nonsense guide. New York: EJK Press.
Yaeger, J. A. (2014, July). W isconsin foundations of reading study guide. Retrieved June 1, 2015, from
https://www.uwgb.edu/education/files/pdf/WI-Foundations-of-Rdg-July-2014.pdf

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