Edu 271 Final

Front 1

1. Accordingto the lessons for his course, what is the easiest way to teach sight words?m$pl>*

Back 1

Theeasiest way to teach sight words is to choose words that fit what the studenthas been learning. If the student has been learning short vowels words, youwould not want to teach sight words that include things we have not taught upto this point.

Front 2

1. Explainthe differences between the current theories of teaching reading.

Back 2

Educationaljournals are full of studies of how to apply the Miscue Reading Inventory. Forinstance, in the April 1978 issue of Reading Teacher, ProfessorDixie Lee Spiegel writes:The development of confidence and risk-taking strategies withinchildren can only evolve in a climate of acceptance and encouragement in whichthe students are rewarded for a good try. Children should be encouraged to takea risk and to make a good guess, using all the data that are available and thatthey know how to use. They should receive praise for a good guess even thoughit is not completely accurate. For example, if a child reads 'I like to eatcarrots' as 'I like to eat cake,' praise should be given for supplying a wordthat makes sense and follows at least some of the phonic cues.

As soon as the 70 phonograms were programmed intocomputers, computers could read and talk with 97.4% accuracy. If we can teachcomputers to talk, children can learn those same 70 phonograms and read easily,with 97.4% accuracy, the 156,000 common words of English. For the remaining2.6%, children can approximate sounds closely enough to easily figure out thewords and achieve 100% accuracy in decoding. If they can decode with 100%accuracy, it is quite logical that their comprehension would also be high.

Front 3

1. Analyzethe difference between anecdotal stories and scientific research.

Back 3

Thefollowing definition of "research based instruction," was used byNICHD, independent research bodies, The Federal Reading Excellence Act, and wasadopted by the Arizona State Board of Education, 2000. Researchthat employs systematic, empirical methods that draw on observation orexperiment; involves rigorous data analyses that are adequate to test thestated hypotheses and justify the general conclusions drawn; relies onmeasurements or observational methods that provide valid data across evaluatorsand observers and across multiple measurements and observations; and has beenaccepted by a peer-reviewed journal or approved by a panel of independentexperts through a comparably rigorous, objective and scientific review.Anecdotalstories (a personal account of an interesting incident) are not accepted asscientific research, yet they form the basis of what whole language proponentsof some reading methods cite as research.%p+

Front 4

1. Definethe historical significance of the "2 for 1 Sounds" and use them towrite words and sentences.ormal$ph:*

Back 4

Romansconquered the british and demanded they write their lang. using roman symbols.But the romans only had 1 letter for each sound making 26 sounds. Englishneeded 44 letters to represent their 70 sounds. So 2 for 1’s were created toprovided enough letters and letter combinations.

Front 5

Describe the natural sequence of phonics instruction.

Back 5

Step One: The five short vowels and all consonants spelled by single letters.

Step Two: Consonants and consonant combinations spelled with two or three letters.

Step Three: Vowels and vowel combinations spelled with two or three letters.

Step Four: The five long vowels. Step Five: Irregular spellings. y%p�C-A

Step Five: Irregular spellings

Front 6

Explain the significance of vowels and differentiate between vowel sounds.sound%p[*

Back 6

And every word in English containsa vowel. So you have to start with teaching the child theletters a, e, i, o, u in spite of the fact that each of themspells a long and a short vowel. The only way to solvethis problem is to begin by teaching the child only the five short vowels (which are far more common thanthe long ones) and postpone the long vowels until a much later stage. 60% ofall vowel usage is short vowels and it only takes one letter to make the shortvowel sound: the letter a represents the aah sound, e = the eh sound, I = theih sound, o = the ah sound and u = the uh sound. That is what we have done upto this point and we have not differentiated between consonant and vowelsounds. The student has learned the 26 Aah-buh-cuh sounds that correspond tothe 26 symbols (letters) of the alphabet.ft:.5i=%p+

Front 7

Explain the problem with the English alphabet and system of spelling.ml%p\~*

Back 7

Therefore,if you want to teach a child to read without utterly confusing him, you have tostart him with single letters that stand for single sounds, then go on tosounds spelled by two-letter or three-letter combinations, and finally teachhim that some of the letters do not spell one sound but two.Thecatch in this, however, is that you can't teach a child to read without lettinghim read words. And every word in English contains a vowel. So you have to start with teaching the child theletters a, e, i, o, u in spite of the fact that each of themspells a long and a short vowel. The only way to solvethis problem is to begin by teaching the child only the five short vowels (which are far more common thanthe long ones) and postpone the long vowels until a much later stage. 60% ofall vowel usage is short vowels and it only takes one letter to make the shortvowel sound: the letter a represents the aah sound, e = the eh sound, I = theih sound, o = the ah sound and u = the uh sound. That is what we have done upto this point and we have not differentiated between consonant and vowelsounds. The student has learned the 26 Aah-buh-cuh sounds that correspond tothe 26 symbols (letters) of the alphabet. In this lesson the student will learnthat there are strong or long sounds for the letters a,e,i,o and u.Therefore there must be a natural sequenceto phonics instruction.

Front 8

According to research, what are the first sounds that should be taught?(lette%p+

Back 8

According to research,the first sounds that should be taught are the five vowels and all consonantsspelled by single letters. All words have vowels, and therefore, to teach achild to read, he or she must be taught vowels first, along with all consonantsspelled by single letters. l%p\~*

Front 9

Why is it harder to teach older students to read than it is to teach first graders to read? In %p+

Back 9

It can often be harder toteach older students to read because of bad information and teachingphilosophies that must be unlearned, such as skipping words or guessing atwords. Children must be taught systematically and sequentially phonics to teachdecoding and encoding skills. l>l%p\~*

Front 10

What sounds are represented by two beats in "drumming the vowels?"%p+

Back 10

In the game “drumming thevowels,” two beats represent long vowels. %pa*F

Front 11

List and describe the 5 steps in the natural sequence of phonics instruction.%p+

Back 11

Step One: The five short vowels and all consonants spelled by single letters. Step Two: Consonants and consonant combinations spelled with two or three letters. Step Three: Vowels and vowel combinations spelled with two or three letters. Step Four: The five long vowels. Step Five: Irregular spellings. %pw,z

In the natural sequenceof phonics instruction, the first step is to teach the five short vowels andall consonants spelled by single letters. All words have vowels, and therefore,to teach a child to read, he or she must be taught vowels first, along with allconsonants spelled by single letters. The second step is to teach consonantsand consonant combinations spelled with two or three letters. Teaching theseletter combinations help the students as they decode and encode words. Thethird step is to teach vowels and vowel combinations spelled with two or threeletters. Students need to learn when a vowel is short and when it is long andhow the vowel combinations should be enunciated. The fourth step is to teachthe five long vowels. Finally, there are some irregular spellings in theEnglish language that should be taught. $pv8*

Front 12

Analyze research based systematic phonics curriculum and instructional practices.,6%pZ|*

Back 12

When you visit classrooms or look atmaterials to teach reading, keep in mind the curriculum content for RBSPI andthe seven principles of the NICHD Research. First, directly teach phonemic awareness. Teach each sound-spelling correspondence explicitly. Teach frequent, highly regular sound-spelling relationships systematically. Teach students directly how to sound out words. Teach students sound-spelling relationships using connected, decodable text. Teach reading comprehension using interesting teacher read stories. Teach decoding and comprehension skills separately until reading becomes fluent. Some reading programssuch as the Spalding Method and Phonics Game, teach the phonograms, and thenhave students try to read any books that are available.Englishhas seventycommon phonograms (twenty-sixletters and forty-four fixed combinations of two, three, and four letters) tosay on paper the forty-five basic sounds used in speaking it. Under theSpalding Method a class starts learning fifty-four of these phonograms bysaying their sounds and writing them. Then they write, from dictation, as theysay the phonogram sounds heard in each of the most used 150 words, write andread original sentences to show their meanings, and, within about two months,start reading books. 1. Romalda Bishop SpaldingThe Writing Road to Reading, 1990 Some programs such asLinguistic Readers try to use decodable text without first teaching the soundsand the process of sounding out words.The Sight Method (BasalReaders) has students memorize whole words in controlled vocabulary readers with400 words in first grade, 400 in second grade, etc.The Whole Languagephilosophy (Guided Reading, Reading Recovery, Literature Based, Balanced, etc.)uses only regular books (trade books, literature books) and has studentsmemorize whole stories by looking at pictures.Some programs such asHooked on Phonics teach word families and then use some decodable text. Theyteach "an" and then put consonants in front of it to makewords such as fan, man, can; or they teach "at" then make thewords fat, cat, sat. This is still memorizing. It is not the necessary step oflearning to read which is learning the individual sounds and sliding soundstogether to make words. Learning words in patterns does not teach reading.Students have tounderstand what and why they are sounding out words to understand how readingand writing work. Sounding out words is the key to reading and spelling.The NICHD Research makesit perfectly clear there are seven principles that must be taught in a specificorder. Action Reading is a method that incorporates these principles in thecorrect order. This method can accomplish this in 1 year or less.15qh0

Front 13

Explain why reading and writing must be taught simultaneously./b%p]q*

Back 13

Reading and spellingare two sides of the same coin, and the trouble starts as soon as you separatethe two. The only way to teach reading is by teaching spelling at thesame time.The primitive peopletaught all over the world by Dr. Laubach were not really "taught toread": they were taught to "read-and-write." With a phoneticalphabet and the phonic method, it's simply a question of overcoming illiteracyand learning which letter stands for which sound. Once you know that, you canread and spell.During World War II,Navajo Code Talkers were invaluable to the U.S. Military. They were chosenbecause there was no written form of their language and, therefore, it would beimpossible to break the code.When the FederalGovernment experts developed an alphabet for the Navajo language, readingteachers still knew how simple the process of learning to read was."The teacher ofreading, having learned that those who have oral familiarity with a language,know how it sounds, and therefore require only that words have forms which maybe easily recognized."

Front 14

Explain the importance of practicing who, what, where, when and how comprehension questions in decodable text stories.heir%pey*

Back 14

Throughthe process of reading stories and talking about them, the team's comprehensionskills take a leap. The team is required to think more carefully about whatsentences say, to retain ideas, and to connect them with other ideas. After astory has been read, the leader asks the team many questions, fact questionsand inference questions (where they apply), about the story. The team talksabout the answers and which sentence tells them the answer; they talk about howthe person(s) in the story feel and why, and how they would feel in the samesituation; they talk about the main idea and possible titles for a story, andso on. At the same time, of course, all of the team's word attack skills arereinforced.w$pWY*

Front 15

Explain the Five Critical Elements to At-Risk Reading Programs that Felton (1993) identified.><%pwk*

Back 15

The first element that Felton identified in his criticalelements to at-risk reading programs is direct instruction in languageanalysis. It is critical for a student to understand the sound symbolrelationships for all the letters and letter combinations so that students candecode and encode words. The second element is explicit teaching of thealphabetic code. Explicit means that thephoneme is isolated and practiced in isolation without the context of words.Thus, a student would needs to know the sounds of the alphabetic code in orderto slide those sounds together to decode words. The third element is readingand spelling is to be taught simultaneously. Part of learning to read islearning the symbols behind the sounds of the phonemes. Therefore, to correctlylearn to read is to also learn to correctly spell. Decoding and encoding gohand in hand. Decoding to reading and encoding is spelling and writing. Elementfour is to have the reading instruction sufficiently intense for learning tooccur. A systematic and sequential approach to instruction intensely stressingthe alphabetic code with plenty of practice is necessary for learning to occur.Element five is using decodable words and text to enhance automaticity.Automaticity is necessary for comprehension to occur. Thus, the more fluent astudent becomes, the greater the comprehension will be. p%p*

Front 16

Describe and analzye decodable text stories

Back 16

text stories that consist of concepts learned so far

Front 17

Describe how children learn to read English and other languages. %p\~*

Back 17

first by phonemic awareness, then by phonics learning the sound symbol system

Front 18

Recall the surprise sounds and be able to teach them.

Back 18

aw, au, ow, ou, oy, oi, oo

all, alt, alk, ought, aught

Front 19

Identify the ringing sounds and be able to teach them.'ysp*F {c

Back 19

ink, ank, unk, ing, ang, ong, ung

Front 20

List some questions that teachers can ask students to ensure that they comprehend what they read.

Back 20

To help improve readingcomprehension, teachers can ask students who, what, when, where and how typequestions. For example, if the sentence read: “Jean feels better today” theteacher could ask, “who are we reading about?” The answer would be Jean, ofcourse. Then the teacher could ask, “what happened?” The answer would be thatshe feels better. The teacher could then ask, “when did that happen?” Theanswer, of course, would be today.

Front 21

What other activities can teachers have students do to help with comprehension skills?

Back 21

Another way to improvecomprehension is to have the teacher read interesting stories that use letters,letter combinations and words that the student have been taught up to thispoint. Having a teacher read interesting stories at the student’s current levelof instruction and then having the teacher ask questions about it can greatlyimpact comprehension skills. cou%pcg*

Front 22

Analyze the usefulness of memorizing sight words.tml>'ysp*F {c

Back 22

If you stop using sight words, youforget them. Students who learn to spell by memorizing spelling words forgethow to spell in the same way. If, however, they are taught the code, then theycan read and spell. They don't have to memorize words, and they will alwayshave the skills to read and spell words./bod%pjl*

Front 23

Explain comprehension growth strategies: knowledge of facts, sequence of events, understanding of characters, and ability to draw inferences.:p><%pbd*

Back 23

Who are thecharacters in the story? What are the characters like? Do you like thecharacters or dislike them? Why? What do they do in the story and what happensto them? Why did it happen? Where does the story take place? Is it funny? How?Is it sad? How? Could the story happen in real life or is it make-believe? Howdoes the story end? What is your favorite part of the story? Does the storyhave any new words in it? If the story is nonfiction, about rocks or animals,for example, you could write questions on the board such as: What does thestory tell about? What does the story tell you about the subject? What is mostinteresting to you about what you read? What questions have you thought of thatthe story does not answer? Would you like to read more stories on the subject?Q$pn0*

Front 24

Describe the key factors to include in reading instruction.aw i%p]q*

Back 24

Before formal phonics instruction takes place, do you provide instruction in the blending and segmenting of initial, medial, and final phonemes in spoken words? (Phonemes are the smallest sound segments in words, e.g., the spoken word "cat" has three phonemes.)

Do you follow a scope and sequence of instruction in letter-sound correspondences?

If the answer to the previous questions is "yes," does the sequence begin with the simplest, most common letter-sound correspondences and gradually progress to more complex, less common letter-sound correspondences?

When teaching letter-sound correspondences, is each letter-sound correspondence initially taught in isolation and then blended with other previously taught letter-sound correspondences to form words?

Do books used by students for practice reading contain a high proportion of words that are comprised of the letter-sound correspondences already taught (often referred to as "decodable text")?

Front 25

Name the two most important factors that make the teaching of decoding most successful.

Back 25

The two most importantfactors in the successful teaching of decoding is: (1) being able tosequentially generate sounds for all letters and letter patterns and (2) forgethose sounds into words for instant retrievability. %pp*F

Front 26

Name the 7 principles for reading success asdesignated by the NICHD Research.) being%pZ*F

Back 26

1. teach phonemicawareness, which is the awareness that words are made up of sounds that can bemanipulated to form different words.

2. teach eachsound-spelling correspondence explicitly, that is, having each phonemeisolated.

3. teach frequent, highly regularsound-spelling relationships systematically.

4. teachstudents directly how to sound out words.

5. teachstudents sound-spelling relationships using connected decodable text.

6. teach reading comprehension using interesting teacher readstories.

7. teach decoding and comprehension skillsseparately until reading becomes fluent.

Front 27

List and describe the four key factors that should be included in reading instruction, as outlined by the Action Reading model.

Back 27

1. print concepts, that is, the ability to demonstrate understanding ofthe basic organization and features of print, such as reading left to right andtop to bottom.

2. phonological awareness, which is theability to demonstrate understanding of spoken words, syllables, and phonemes.

3. phonics and word recognition which is knowledge andapplication of grade level phonics and decoding skills.

4. fluency, which is the ability to read accurately and fluently toexhibit comprehension.

Front 28

Describe a good early reading program. d%pcg*

Back 28

Before formal phonics instruction takes place, do you provide instruction in the blending and segmenting of initial, medial, and final phonemes in spoken words? (Phonemes are the smallest sound segments in words, e.g., the spoken word "cat" has three phonemes.)

Do you follow a scope and sequence of instruction in letter-sound correspondences?

If the answer to the previous questions is "yes," does the sequence begin with the simplest, most common letter-sound correspondences and gradually progress to more complex, less common letter-sound correspondences?

When teaching letter-sound correspondences, is each letter-sound correspondence initially taught in isolation and then blended with other previously taught letter-sound correspondences to form words?

Do books used by students for practice reading contain a high proportion of words that are comprised of the letter-sound correspondences already taught (often referred to as "decodable text")?

Every teacher is excited about reading and promotes the value and fun of reading to students.

All students are carefully evaluated, beginning in Kindergarten, to see what they know and what they need to become good readers.

Reading instruction and practice lasts 90 minutes or more a day in first, second and third grades and 60 minutes a day in Kindergarten.

All students in first, second and third grades who are behind in reading get special instruction and practice. These students receive, throughout the day, a total of 60 extra minutes of instruction. Before - or after - school help is given to all students beyond first grade who need extra instruction or who need to review skills. Summer School is available for students who are behind at the end of the year.

Reading instruction and practice includes work on letters, sounds and blending sounds.

Students learn to blend letters and sounds to form new words. Learning new words and their meaning is an important part of instruction.

Students have daily spelling practice and weekly spelling tests.

The connection between reading and writing is taught on a daily basis.

Students write daily. Papers are corrected and returned to the students. By the end of second grade, students write final copies of corrected papers. Corrected papers are sent home for parents to see.

All students are read to each day from different kinds of books. Students discuss what they read with teachers and other students.

All students have a chance to read both silently and aloud in school each day and at home every night.

Every classroom has a library of books that children want to read. This includes easy books and books that are more difficult. The school library is used often and has many books. Students may check books out during the summer and over holidays.

Front 29

Describe strategies and assessment techniques to continuously monitor student progress.%pma*

Back 29

Continue to evaluate each student's levelof expertise during the learning process by observing, listening, and askingquestions as you have done since the beginning of the program. Can he find astrong vowel sound, tell you the sound and tell you why it isstrong? This is the crux. If he can tell you why, he understands the concept.Memorizing the sounds and their spelling is not sufficient. Can a student readsimple sentences, incorporating the skills he has mastered and exhibit anunderstanding of what they mean? For instance, can he tell you who or what asentence is about, or can he point to the word that tells him how the who inthe sentence did some thing? Are the students showing growth in theirvocabularies? If a skill learnedpreviously is beginning to slip, focus on it in addition to the strong vowelsfor a few days. If the student is losing his grip with a particular skill, givehim an appropriate reinforcement activity he can do individually. For instance,for homework have him find words in newspapers or magazines with a particularsound. The FUNdamentals workbookpages titled Which Backbone Sound Completes the Word (page37), Discovering the Word by Sliding Sounds(pages 39 &45), Which Word Makes the Sentence Make Sense? (page 44),and Sentences-Complete a Word by Adding A Strong Vowel Sound(page40) are designed to evaluate the progress. Here are some additionalsuggestions for evaluating the skills:

code out a word and have the student write only the vowel sound;

say a word with a weak vowel such as bus, and have them write the vowel sound; code out a word and have them write all the sounds.

Do not introduce theskills in the next unit until the student exhibits mastery of BackboneFamily."

Front 30

Analyze classroom reading materials to ensurethey are used in proper RBSPI sequenceg%pZ*F

Back 30

1. teachphonemic awareness, which is the awareness that words are made up of soundsthat can be manipulated to form different words.

2. teacheach sound-spelling correspondence explicitly, that is, having each phonemeisolated.

3. teachfrequent, highly regular sound-spelling relationships systematically.

4. teachstudents directly how to sound out words.

5. teachstudents sound-spelling relationships using connected decodable text. 6. teachreading comprehension using interesting teacher read stories.

7. teachdecoding and comprehension skills separately until reading becomes fluent.

Front 31

State the phonograms of the written code for the English language.nt-%p`b*

Back 31

consonants 26

a, c(k), d, f, g, h, j, l, m, n(kn), p, qu, r(wr), s(ce,ci,cy,ps), t, v, x, y, z

short vowels 9

a,e,i,o,u, au, aw, all, ought

long vowels 20

a(ai, ay, eigh), e(ee, ea), i(ie, ild, igh, ign), o(oa, oe, old), u (ue, ui, ew)

2 for 1's 11

ch, sh(sion, tion), th, wh, ar, or, er, ir, ur

Surprise sounds 4

ow, ou, oi. oy

Front 32

Identify these sounds.

Back 32

There are 25 sounds forthe aah-buh-cuhs (can and key make the same sound), ar is the 26th sound, or is27 and er, ir, ur all make the same sound which makes 28. Ch is 29, sh is 30 and th is 31 & 32. Whis 33 and the long vowel sounds make 34, 35, 36, 37, and 38. Ng is 39. Ou andow is 40. The oyster sound is oi and oy is 41. Oo has two sounds. (oo as inbook is 42 and oo as in spoon is 43.) There is a 44th sound that has no writtenform in English, zh is 44 (as in pleasure, treasure, vision).

Front 33

Which letter is the most used? What unique ability does it have?

Back 33

The letter in the Englishlanguage that is used the most is the letter “e”. The letter “e” has a uniqueability to indicate a change in the sound of a vowel separated from it by aconsonant. ng=$p^*3

Front 34

First Lady Laura Bush prepared a guide for parents called “How Do I Know A Good Early Reading Program When I See One?” Describe six good traits of a good early reading program.

Back 34

One of the traits of a good reading program is having every teacher excited about reading and promoting the value and fun of reading. We want students to become lifelong readers and teachers with such a positive attitude can help encourage students in their love of reading.

Another good trait is when instruction and practice includes work on letters, sounds and blending sounds. Students need to learn to blend letters and sounds to form new words.

It’s important that reading instruction and practice lasts 90 minutes or more a day in first, second and third grades and 60 minutes a day in Kindergarten.

Vocabulary is also important. Learning new words and their meaning is an important part of instruction.

Along with learning to read it is important to learn spelling. Students should have daily spelling practice and weekly spelling tests.

Reading to students is also valuable. All students should be read to each day from different kinds of books. Students should discuss what they read with teachers and other students. Reading to students not only improves their knowledge but also their vocabulary.