Study Guide Teaching - Corelearn
word structurestructure of englishAligns with theCCSS for EnglishLanguage Artsstructure of spanishearly literacyStudy GuideConsortium on Reaching Excellencein Education, Inc.Your Implementation Partnerfor Literacy and Math Achievementstructure of spanishearly literacyprint awarenessletter knowledgeprogram connectionword structurestructure of englishstructure of spanishearly literacyprint awarenessTeachingReadingSourcebook,Updated 2ndEdition
CORE and Consortium on Reachiny Excellence in Education are reyistered trademarks ofConsortium on Reachiny Excellence in Education, Inc.Copyriyht 2012 Consortium on Reachiny Excellence in Education, Inc. All riyhts reserved.Printed in the United States of America. This publication is protected by copyriyht, andpermission should be obtained from the publisher prior to any reproduction, storaye in aretrieval system, or transmission in any form or by any means, electronic, mechanical,photocopyiny, recordiny, or otherwise.Version 2.0For information about or to gain permissionto use any content in this document, write to:Permissions, Editorial DepartmentConsortium on Reachiny Excellence in Education, Inc.2550 Ninth Street, Suite 102Berkeley, California 94710Phone: (888) 249-6155Fax: (888) 460-4520Email: info@corelearn.comwww.corelearn.comCORE MissionCORE serves as a trusted advisor at all levels of preK–12 education, workiny collaboratively witheducators to support literacy and math achievement yrowth for all students.Our implementation support services and products help our customers build their own capacity foreffective instruction by layiny a foundation of research-based knowledye, supportiny the use of proventools, and developiny leadership.As an oryanization committed to inteyrity, excellence, and service, we believe that with informed schooland district administrators, expert teachiny, and well-implemented proyrams, all students can becomeproficient academically.
Got It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEditionCCSS and Sourcebook Front Matterxvi–xixBecome familiar with the CCSS Strands, Anchor Standards, and the Sourcebooksections and chapter links; also review the Sourcebook Sample Lesson ModelCorrelations to the CCSS.1-1824, 5Big Picture67–1010, 111213131414, 1514, 1515, 1616, 171718Be knowledgeable about the NAEP and its findings.Compare brain activation in good and poor readers. Identify the type ofinstruction that can change brain activity in poor readers.Know the three qualities and characteristics of effective research.List and describe the five essential components of reading instruction asidentified by the National Reading Panel.Know the four types of reading assessments and the purposes andadministration of each type.Be familiar with the four main objectives of a comprehensive assessment planand how each objective relates to a type of assessment.Identify three stumbling blocks to becoming a proficient reader.Understand and explain the terms Matthew effects and fourth-grade slump.Describe two consequences of having low motivation and interest in reading.Know what is meant by the term academic language.Use the data on the Variation in Amount of Independent Reading table todescribe the relationship between independent reading and reading proficiency.Use the data on the Selected Statistics for Major Sources of Spoken and WrittenLanguage table to explain why speech is far more limited than written languagein exposing students to new academic vocabulary.Name four levels of learners and describe their characteristics.Identify and describe three categories of adolescent struggling readers.Be familiar with six recommendations for planning effective reading instructionand interventions for ELLs.19–6621–48SECTION I: Word StructureChapter 1: Structure of English22–27Define phoneme. Describe the two categories of phonemes and how they areclassified.Define and give examples of continuous and stop sounds.Define sound/spelling. Identify and describe the different phonic elements, orsound/spelling categories.Define syllable. Know the four most useful syllable division principles and sixcommon syllable types.Define onset-rime and phonogram.Define morpheme. Explain the difference between bound and free morphemesand give examples of each.Define affix and give examples. Know the difference between a derivational andan inflectional suffix.2528, 2936, 373842, 434349–66Chapter 2: Structure of Spanish60, 61Be aware of the important differences between English and Spanish phonologyand orthography.Be familiar with phonic elements that are the same in both Spanish and English.62 2012 CORE, Inc.Page 1 of 8www.corelearn.com
63Be familiar with English phonic elements that have no counterparts in Spanish.64–66Define cognate. Identify the four categories of cognates and give examples.67–158SECTION II: Early LiteracySection Introduction69–706973Describe the interrelatedness of the three early literacy domains of printawareness, letter knowledge, and phonemic awareness.Identify and describe three elements of print and book awareness.71–82Chapter 3: Print Awareness7773, 78–82Describe how print awareness can be assessed informally.Define print referencing and be familiar with how the strategy is applied andimplemented.83–114Chapter 4: Letter Knowledge84, 8585Know about the iconicity of letter names and give examples.Connect to Theory: Demonstrate an understanding of letter-name iconicity bycompleting the activity.Identify letter characteristics that can affect the learning of letter names.Identify letter-name properties that are useful for learning letter sounds.Connect to Theory: Demonstrate an understanding of the relationship betweenletter-name iconicity and letter-sound instruction by completing the activity.Describe the sequence that students appear to acquire letter knowledge.Explain why the practice of spending the same amount of instructional time oneach letter may not be that effective.Be familiar with instructional strategies for teaching letter recognition, letterformation (handwriting), and letter-sound correspondence.86, 878889949496–114115–160Chapter 5: Phonological Awareness116Be able to distinguish among and between phonological awareness, phonemicawareness, and phonics.Connect to Theory: Demonstrate an understanding of phonemes bycompleting the activity.Identify the four developmental levels of phonological awareness. Be familiarwith the skills at each level and be able to give examples.Be able to demonstrate blending and segmentation across all four levels ofphonological awareness.Be familiar with the critical elements of effective phonemic awarenessinstruction.Have a sense of the amount of phonemic awareness instruction that is generallyrecommended for students in Grades K–2.Explain when and how phonemic awareness should be assessed.117117–119119120, 121124, 125127128–142154–158Got It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEditionBe familiar with instructional strategies appropriate for the word, syllable, andonset-rime levels of phonological awareness.Be able to implement Say-It-and-Move-It and Elkonin Sound Boxes, tworesearch-based instructional models for phoneme segmentation and blending. 2012 CORE, Inc.Page 2 of 8www.corelearn.com
159–318161–168SECTION III: Decoding and Word Study161Use The Road to Reading Words to describe how awareness of spoken languagemerges with written language to contribute to automatic word recognition.Name and describe the four processors of the Adams Model of Skilled Reading.Name and describe the five phases of Ehri’s Phases of Word RecognitionDevelopment. Understand how each of these phases relates to the AdamsModel of Skilled Reading162163–167Section Introduction169–240Chapter 6: Phonics170171173Define phonics, decoding, and alphabetic principle.Describe the characteristics of systematic and explicit phonics instruction.Connect to Theory: Demonstrate an understanding of four differentapproaches to phonics instruction by completing the activity.Describe five basic principles of good phonics instruction.List in sequence the basic components of an explicit phonics lesson.Describe the Model-Lead-Check format for explicitly teaching new critical skills.Name and describe four effective lesson presentation techniques.Know some guidelines for evaluating a reading program’s phonics scope &sequence.Connect to Theory: Demonstrate an understanding of the structure of aphonics scope & sequence by completing the activity.Define regular words and know the percentage of English words that areconsidered completely regular.Connect to Theory: Demonstrate an understanding of word types used forblending by completing the activity.Identify and compare four blending routines for teaching decoding.Connect to Theory: Demonstrate an understanding of the similarities anddifferences between sound-by-sound and continuous blending by completingthe activity.Define automatic word recognition, or automaticity. Explain how it is developed andwhy it is important.Describe the purpose and attributes of decodable text. Name and describe thethree types of words that comprise decodable text.Connect to Theory: Demonstrate an understanding of decodable text analysisby completing the activity.Understand the relationship between phonogram instruction and phonicsinstruction.Identify four types of word-work activities and give examples of each.Describe some of the consequences of not mastering phonics skills by the endof first grade.Know when and how phonics should be assessed.Be able to demonstrate four different blending routines.Be familiar with an instructional method for reading decodable text.174, 175175176176177178179180181, 182182183183, t It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEdition 2012 CORE, Inc.Page 3 of 8www.corelearn.com
241–258Chapter 7: Irregular Word Reading242242, 243243245Distinguish between regular and irregular words.Distinguish between permanently irregular and temporarily irregular words.Define high-frequency words and explain why they are crucial for comprehension.Connect to Theory: Demonstrate an understanding of permanently irregularhigh-frequency words by completing the activity.Describe how to facilitate students’ automatic recognition of irregular words.Be familiar with five guidelines for teaching irregular words.Identify, describe, and compare two instructional strategies for introducingirregular words.246251252–257259–318Chapter 8: Multisyllabic Word Reading260Explain why it’s important for older students to know how to decodemultisyllabic words.Define syllabication.Identify and describe three different instructional approaches for teachingmultisyllabic word reading.Connect to Theory: Demonstrate an understanding of syllable types bycompleting the activity.Explain why it’s especially important to teach about open and closed syllables.Explain why it’s useful to first try dividing a multisyllabic word with the VCVpattern after the first vowel (V/CV) rather than after the first consonant(VC/V).Connect to Theory: Demonstrate an understanding of common syllabledivision principles by completing the activity.Identify the prerequisite skills for teaching multisyllabic word reading.Be familiar with instructional strategies that use syllable types for decodingmultisyllabic words.Be familiar with instructional strategies that use syllable-division principles fordecoding multisyllabic words.Be familiar with flexible syllabication strategies for decoding multisyllabic ot It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEditionBe familiar with instructional strategies that use word parts (i.e., affixes and rootwords) for decoding multisyllabic words.319–404321–326SECTION IV: Reading Fluency321–323322324, 325Identify and describe the three key elements of reading fluency.Distinguish the difference between reading fluency and automaticity.Use the graphic organizer to describe the variables that influence a student’sfluent reading of a given text.327–358Chapter 9: Fluency AssessmentSection Introduction 2012 CORE, Inc.Page 4 of 8www.corelearn.com
328328–329330–332332Know what the following acronyms stand for: ORF, CBM, WCPM.Describe four useful ways to use the data generated from ORF CBM.Know about ORF norms and how to use them.Connect to Theory: Demonstrate an understanding of ORF norms bycompleting the activity.Know the differences between ORF CBM and Maze CBM.Be familiar with the features of spoken language from nonprosodic to prosodic.Identify three types of dysfluent reading and be familiar with their possiblecauses.Know when to use ORF CBM for screening and for progress monitoring.Know how to administer an ORF CBM including scoring criteria, calculating thescore, and recording student data.Know how to assess prosodic reading.333334335338, 339340–348355–358359–404Chapter 10: Fluency Instruction361–366Identify and describe four main instructional methods for building readingfluency.Be familiar with ways to adapt repeated oral reading to meet student needs.Identify three basic criteria for choosing the right text for fluency instruction.Know the three levels of text difficulty and be familiar with the five steps usedto determine a student’s level.Connect to Theory: Demonstrate an understanding of the three levels of textdifficulty by completing the activity.Be familiar with the types of fluency instruction and their appropriate gradelevels.Be familiar with the Timed Repeated Oral Reading intervention strategy andknow how it differs from ORF CBM.Be familiar with how to set up and implement Partner Reading and the type ofstudent who may benefit from this strategy.Describe phrase-cued text and how it is used in fluency instruction.363, 364367368, �418SECTION V: Vocabulary407408Name the four components of an effective vocabulary program.Identify and describe the receptive and productive forms of oral and printvocabulary.Connect to Theory: Demonstrate an understanding of Dale’s levels of wordknowledge by completing the activity.Know what Hart and Risley (1995) found out about the vocabulary gap betweenthree-year olds from advantaged and disadvantaged homes.Be aware of what Biemiller estimates is the difference in vocabulary size betweenaverage and lower-quartile students at the end of Pre-K and at the end of Grade2.Articulate the links between vocabulary and comprehension.409412413414Got It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEditionSection Introduction 2012 CORE, Inc.Page 5 of 8www.corelearn.com
418Identify three vocabulary strategies that appear to be especially valuable forbuilding the vocabularies of ELLs.419–486Chapter 11: Specific Word Instruction420421-424Describe the primary goal of specific word instruction.Describe and compare Beck’s three-tier system and Biemiller’s sequence of wordacquisition, two different research-based methods for selecting vocabulary wordsfor instruction.Connect to Theory: Demonstrate an understanding of how to select specificvocabulary words for instruction by completing the activity.Identify four criteria to use when selecting vocabulary words for ELLS.Explain the rationale for using contextualized vocabulary for instruction.Identify and describe three basic instructional strategies for developing wordmeaning knowledge.Connect to Theory: Demonstrate an understanding of the components of astudent friendly explanation by completing the activity.Explain the rationale for using graphic organizers in specific word instruction.Describe and then compare the Text Talk and Direct Explanation Method, tworead-aloud strategies for introducing contextualized vocabulary.Be familiar with three instructional strategies that utilize graphic organizers tohelp students build word meaning knowledge.424425427428, ter 12: Word-Learning Strategies488Compare specific word instruction to instruction in word-learning strategies.Identify three effective word-learning strategies.Define the terms root word and word family and explain their relationship.Know five reasons that prefixes are worth teaching and well suited forinstruction.Connect to Theory: Demonstrate an understanding of three pitfalls ofmorphemic analysis by completing the activity.Connect to Theory: Demonstrate an understanding of Greek and Latin rootsby completing the activity.Explain how cognate awareness supports English-language acquisition forSpanish-speaking students.Connect to Theory: Demonstrate an understanding of the categories ofEnglish/Spanish cognates by completing the activity.Define contextual analysis. Name and describe types of helpful and unhelpfulcontext clues.Connect to Theory: Demonstrate an understanding of helpful and unhelpfulcontext clues by completing the activity.Be familiar with the purpose and use of a Concept of a Definition Map.Be familiar with the steps and implementation of The Vocabulary Strategy, anexample of combined morphemic and contextual analysis instruction.491492493495496, 497497498–500500516–520501; 555–568569–606Chapter 13: Word Consciousness570Describe some characteristics of word consciousness. 2012 CORE, Inc.Page 6 of 8Got It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEditionwww.corelearn.com
570–574572, 573574575576Define adept diction and describe some ways to promote it in the classroom.Define three categories of language: synonyms, antonyms, and homographs.Define three figures of speech: similes, metaphors, and idioms.Describe the benefits of word play. Give examples of word-play games.Connect to Theory: Demonstrate an understanding of a word-play game bycompleting the activity.Connect to Theory: Demonstrate an understanding of the Anglo-Saxon, Latin,and Greek layers of the English language by completing the activity.Be familiar instructional strategies for fostering word consciousness in andbeyond the classroom.577580–606607–742609–632SECTION VI: Comprehension609610-612Identify the five reader competencies that contribute to comprehension.Explain the CCSS Model of Text Complexity and Qualitative Measures of TextComplexity.Summarize why understanding text complexity is important.Describe the strategies that good readers use before, during, and after reading.Define comprehension strategies. Name and describe eight key comprehensionstrategies.Define metacognition and explain its role in comprehension strategies instruction.Know the difference between metacognitive knowledge and metacognitivecontrol.Connect to Theory: Demonstrate an understanding of schema by completing theactivity.Define and give examples of four types of teacher questions: literal, inferential,applied, and strategic.Describe a multiple-strategy instruction program including its rationale.Connect to Theory: Demonstrate an understanding of using several strategiesin coordination by completing the activity.Describe the sequence of steps in explicit strategy instruction. Know the teacherrole and student role for each step.Define scaffolding. Identify and describe four types of scaffolding tools.Explain the reader response approach to comprehension instruction.Identify some important considerations when teaching reading comprehensionto English-language ��627629, 630631Section Introduction633–680Chapter 14: Literary Text634634, 635639Describe literary text and be able to name some examples.Identify and describe the four main story-structure elements.Connect to Theory: Demonstrate an understanding of Bloom’s Taxonomy bycompleting the activity.Understand the role of think-alouds in comprehension instruction and befamiliar with questions for self-monitoring.639Got It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEdition 2012 CORE, Inc.Page 7 of 8www.corelearn.com
647Know when and how to apply each of the comprehension strategies duringliterary reading.Describe dialogic reading, a read-aloud method for listening comprehension. Befamiliar with its prompts and instructional sequence.Be familiar with an instructional strategy for teaching story-structure elements.Be familiar with TSI (Transactional Strategies Instruction) and its objectives.Know how to implement the Predictions Worksheet.648–650651–658642; 659–676681–742Chapter 15: Informational Text682683Describe informational text and be able to name some types.Identify five types of informational text structures and have some sense of theirrelevant signal words.Explain how graphic organizers support students’ understanding ofinformational text.Explain the three overlapping features of considerate text.Describe how predicting is applied to informational text.Connect to Theory: Demonstrate an understanding of elaborative interrogationby completing the activity.Connect to Theory: Demonstrate an understanding of the strategy ofconstructing mental images by completing the activity.Describe the role of motivation and engagement in reading comprehension.Explain the importance of knowing how to read informational text.Be aware of the different comprehension assessment response formats.Name and describe the four types of Question-Answer Relationships (QARs).Be familiar with how to implement the QAR instructional strategy.Be familiar with two research-based strategies for summarizing: paragraphshrinking and the rule-based.Identify and describe the strategies that comprise CSR (Collaborative StrategicReading).684, 2743–754COMPREHENSIVE READING MODEL744–745747–750751752Name each of the tiers in the three-tier model of instruction.Be familiar with the instructional goals of each tier.Explain the rationale for Response to Intervention (RtI) and identify its features.Describe the steps of the problem-solving method. 2012 CORE, Inc.Page 8 of 8Got It!STUDY GUIDEGetting ItPage(s)Not YetTeaching Reading Sourcebook, Updated 2ndEditionwww.corelearn.com
Teaching Reading Sourcebook, Updated 2nd Edition STUDY GUIDE Not Yet Getting It Got It! 159– 318 SECTION III: Decoding and Word Study 161– 168 Section Introduction 161 Use The Road to Reading Words to describe how awareness of spoken language merges with written language to contribute to automatic word recognition.
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
Modern teaching methods and strategies Part I . Language teaching methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the studentsFile Size: 732KBPage Count: 55Explore further150 Teaching Methodsteaching.uncc.eduTEACHING TECHNIQUES - Oneontaemployees.oneonta.edu/thomasrl/Y (PDF) 50 METHODS OF TEACHING.pdf GRACE SIKALEYA .www.academia.eduChapter 4 Current approaches and teaching methods .www4.ujaen.es/ gluque/Chapter4H Teaching Methods and Strategies: The Complete Guidewww.educationcorner.comRecommended to you b
Phonograms 186 Word Work for Encoding and Decoding 187 why? Phonics 190 when? Phonics 192 how? Sample Lesson Models 196 Integrated Picture Mnemonics 196 vii S E C T I O N I : D e c o d i n g a n d W o r d S t u d y. Introducing Consonant Digraphs 200 Introducing Short Vowels 204
Word-Learning Strategies 502 when? Word-Learning Strategies 504 how? Sample Lesson Models: Using the Dictionary 506 PAVE Procedure 511 Concept of Definition Map 516 Compound Words 521 Word Families 524 Word-Part Clues: Prefixes 527 Word-Part Clues: Suffixes 533 Word-Part Clues: Roots 537 Context Clues 541 Introducing Types of Context Clues 545
10 Teaching Resource Guide for Full-Time and Part-Time Faculty Teaching Resource Guide for Full-Time and Part-Time Faculty 11 the Teaching Center for classroom technology support at teaching@pitt.edu. The Teaching Center has staff available to offer primary or secondary technology operation and assistance in classrooms.
Teaching Plan What is a teaching plan? A teaching plan is a document that outlines the structure and details of a single session. A good teaching plan is a comprehensive write-up of the step-by-step teaching methods, the estimated duration of each segment of teaching
Language Teaching, Fundamentals of Teaching Young Learners, Teaching Speaking, Teaching Listening, Teaching Reading, and Preparation for the Teaching Knowledge Test (TKT Prep). This last module is an internationally recognized Cambridge ESOL exam that tests teaching knowledge needed by teachers of primary,
Le fabricant et l’utilisateur d’un additif alimentaire sont tenus: a. de transmettre à l’OSAV toute nouvelle information scientifique ou techni-que susceptible d’influer sur l’évaluation de la sécurité de cet additif; et b. d’informer l’OSAV, sur demande, des usages de l’additif concerné. Art. 11 Modification des annexes L’OSAV adapte régulièrement les annexes de la .
