BOOK READ PROJECT:
http://www.ucalgary.ca/~dkbrown/bookread.txt
The Book Read Project connects classrooms who are studying the same texts.  It also connects the classes to the author in many instances. This project helps to improve the appreciation, discussion and understanding of literature, while also promoting telecommunications as an effective learning tool.

HELPING CHILDREN LEARN TO READ:
http://www.shearwater-boats.com/improvingeducation.org/learntoread.html
Educator and author Susan Levene provides current information on the stages of reading, diagnosing slow learners, intervention techniques and suggestions for reading difficulties.  You can download the document in MS Word.

DOUCETTE INDEX:  K-12 LITERATURE- BASED TEACHING IDEAS:
http://www.educ.ucalgary.ca/litindex/
This site is one I have bookmarked and used often. It offers various resources for a lengthy list of novels in all grades, with teaching guides, activities, lessons, units, etc.  Enter the title and author (and/or illustrator) to search for teaching ideas on the book you are studying.  For internet- accessible sites, make sure you check "Show Websites Only" box.

READING COMPREHENSION WORKSHEETS AND ORGANIZERS:
http://www.coedu.usf.edu/~morris/redcomp.html
This site includes many resources for aiding reading comprehension: focus sheets, graphic organizers, story graphs, domes, sequencing, semantic mapping and more.

THE VENN DIAGRAM & READING:
http://www.educ.kent.edu/deafed/961007l.htm
How to use the Venn diagram to visually focus questions and topics in reading and literature.

READING COMPREHENSION:
http://www.rti.santacruz.k12.ca.us/firstaid/comp_pg.htm#topcomp
This excellent article addresses how to increase reading comprehension, with strategies and activities also suggested.  Assessment tools are also analyzed.  The site provides a quality guide for reading, comprehension and literature activities.

IMPLEMENTING EFFECTIVE INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES:
http://www.greenwoodinstitute.org/resources/ressum.html
This article discusses three major tenets for preventing reading failure and how they can be achieved in the classroom to intervene early in the reading process.

TOWARD A DEFINITION OF DYSLEXIA:
http://www.greenwoodinstitute.org/resources/reslyon.html
Dr. Lyon from the National Institute of Child Health & Human Development offers a summary of what causes dyslexia, and a call to training and practices which combine phonological awareness, decoding and meaningful text content.

A SCIENTIFIC APPROACH TO READING INSTRUCTION:
http://www.ldonline.org/ld_indepth/reading/cars.html
Phonemic awareness and decoding lay at the heart of this thorough investigation into early intervention with reading disabilities.  Treatment and needs are also critically evaluated.

CRITICAL READING:  A GUIDE:
http://www.brocku.ca/english/jlye/criticalreading.html
Why and how we analyze literature, with sections on analysis of poetry, analysis of fiction, analysis of prose in fiction and writing an analytical essay.

NEWSPAPERS IN EDUCATION:
http://www.coedu.usf.edu/~morris/newspap.html
A lengthy and creative list of how to incorporate various sections of the newspaper (world, travel, business, etc) into your reading and writing curriculum.

CYBERGUIDE:  TEACHER LITERATURE GUIDES AND STUDENT ACTIVITIES:
http://www.sdcoe.k12.ca.us/score/cy912.html
These guides to high school literature core texts are all standards-based, with lesson units, teacher- selected links and rubrics included.  The list is quite extensive; chances are high that you'll be using at least one of these books this year if you are teaching high school lit.

BALANCED LITERACY: TEACHING THE SKILLS
AND THRILLS OF READING:
http://scholastic.com/instructor/curriculum/langarts/reading/balanced.htm

Links to Reading Websites:

HOW CAN I IMPROVE MY CHILD'S READING?
http://www.kidsource.com/kidsource/content/improve.reading.html.
Teachers can use the articles herein as resources to print off and give to parents for support in successful teaching strategies.  The content was developed by the U.S. Dept. of Education for a 1997 summer reading program, but the issues and points remain viable today. These articles address concerns such as:  what parents can do to help preschoolers learn to read; what to do for children who profess a dislike of reading; and research supporting parental involvement. Resources and forums for discussion can also be found here.

A LINK TO BOOKS
Have you ever wondered how a book is put together?  Find out at HarperCollins kid's site, The Big Busy House.  There are also links to interviews and information about your favorite kid's writers.
http://www.harperchildrens.com/index.htm

COMPREHENSIVE READING LEADERSHIP PROGRAM:
http://www.csbe.ca.gov/pdf.html
The comprehensive two day workshop is presented in PDF format in four modules. It is brought to you by the California Reading Initiative of 1996.

READING RESOURCES:
http://www.carolhurst.com/profsubjects/reading/reading.html
You will find articles here by Carol Otis Hurst on helping you to teach reading skills.  There are articles addressed to both teachers and parents.  Hurst also suggests books appropriate for emergent readers.

TRENDS IN EDUCATION REFORM:
http://edweb.gsn.org/edref.html
This site deals with education reform and information technology as we enter the 21st century, and understanding the connections and possibilities.
 

13 EXCITING READING ACTIVITIES FOR CHILDREN:
http://www.cbcbooks.org/navigation/teaindex.htm
These activities are designed to promote and stimulate an interest in reading.  Some are tried and true methods, but with a twist; others are innovative (Battle of the Books Game Show) and challenging.  You can adapt them to any age or level of reader.  I know that I'll definitely be incorporating some of these ideas!

GRADE ONE READING & WRITING TEACHER VIEWS:
http://www.eduplace.com/tview/grade1.html
Teachers send in their activities and lessons for popular reading books for grade one.

TEACHERS' NET READING & WRITING LESSONS:
http://www.teachers.net/cgi-bin/lessons/sort.cgi?searchterm=Reading
>From Teachers' Net, you will find a wide variety of reading/ writing lessons, all submitted by teachers.  For emergent
readers, try Kindergarten Phonics, Sight Word Soup, Rewriting Fairy Tales, or the True Story of the Three Little Pigs.  I've mentioned only elementary sites specific to our requests; it is important to note however, that this site incorporates all levels of wonderful and creative lessons across grades.  Each lesson will list the appropriate level it addresses. Very useful!

BEGINNING TO READ LESSONS:
http://www.ed.gov/Family/RWN/Activ97/begin.html
There are some truly excellent ideas and activities collected at this site, to inspire children to take an interest in reading.

THE BIG R / REMEDIAL TUTORING TIPS:
http://www.ldonline.org/ld_indepth/reading/tutor_tips.html
General advice and specific tutoring tips, especially helpful for teaching children with reading difficulties.

CHILDREN'S ONLINE STORYBOOKS!
http://www.magickeys.com/books/
What better place to travel to today, than online stories for children? There are many places for them to visit in these wonderful illustrated stories!

These are page numbers and terms/concepts that you will want to understand.  Check these pages for highlighted sections as indicated in lecture. (Occasional "happiness breaks" are included for the enjoyment of the viewing audience.):-)

p. 7-8 - comprehension

p. 10-11 - vision

p. 11-12 - perception/experiential background(17)

p.  18-19 - subskill theories

p. 21 transactive theories

p. 25-31 - twelve principles of teaching reading (don't memorize list, understand the implication of each)

p. 41 - Piaget - intuitive stage

(:-)  Warning:  Dates on the calendar are closer than they appear!

p. 45 - print-rich classroom environments

p. 53 - dramatic play centers

p. 55 - creative dramatics

p. 58 - learning to read - experiential background

p. 63-65 - sight words

p. 66 - reading materials

p. 71-73 - early writing strategies

p. 77 - purposes for writing

p. 79-83 - assessment

(:-) Always remember you're unique, just like everyone else!

p. 313-318 - traditional basal series

p. 319 - linguistics

p. 329-330 - DRA - 5 steps

p. 331 - DRTA

p. 333-335 - literature-based approaches

p.  340 - literature response groups

p. 353 - 360 - language experience approach

p. 369 - eclectic approaches

p. 379 - whole language principles

(:-) Ever stop to think, and forget to start again?

p. 393 - SSR

p. 395 - story reading and storytelling

p. 399 - literature response groups

p. 408 - thematic units

p. 581 - themes in an integrated curriculum

p. 587-589 - cooperative learning

p. 590 - 594 - grouping for reading instruction

(:-) Cover me.  I'm changing lanes.

Are you still here?  Good.  I thought it might be helpful if you had a sample of an old test.  I will put the page number after each question so that you can look up the answers and check yourself.

True or False
1.  Comprehension occurs when symbols are decoded into sounds.  p. 7

2.  Performing subskills individually is not reading.  8

3.  When reading identical text, all readers construct the same meaning from the reading.  11-17

4.  The process of learning to read is a lifelong endeavor.  26

5.  There is no need for students to read whole stories or books to develop their reading skills.  28

6.  Although students with poor reading skills have low grades in reading, they tend to excel in other content areas of the curriculum.  29

7.  Basal readers provide holistic, naturalistic, non-sequential development of reading skills.

8.  There is direct one-to-one correlation of letters and sounds in the English language.  65

9.  Instructional decisions for young children based on formal tests are very reliable.  81

10.  Workbooks are not designed to teach skills and strategies.  313

Multiple choice.

1.  Stops during reading that allow the reader to take in words and phrases are called
        a.  regressions
        b.  semantics
        c.  fixations
        d.  automaticity  11

2.  Written symbols of a language are called
        a.  phonemes
        b.  vowels
        c.  visual acuity
        d.  graphemes    15
 

3.  Whole language philosophy supports
        a.  an integrated curriculum
        b.  authentic learning tasks
        c.  use of literature across the curriculum
        d.  all of the above    379

4.  The major purpose of reading is to
        a.  decode print
        b.  get meaning
        c.  read aloud fluently
        d.  learn phonics

5.  The major professional organization for reading is
        a.  IRA
        b.  READ
        c.  CAI
        d.  DRTA

6.  Low-ability achievement groups usually receive the following type of instruction from teachers:
        a.   more silent reading
        b.  more higher-order questions
        c.  more oral reading mistakes corrected
        d.  fewer word lists and flash cards   592
 

7.  A positive aspect of basal readers is
        a.  they provide identical materials for each student
        b.  they provide a specific skill sequence
        c.  teachers' manuals offer suggestions for teaching and reteaching of skills
        d.  they may be "dumbed down"  314

8.  The following are components of a literature response group:  group discussions, extension projects/activities and
        a.  comprehension tests
        b.  achievement level grouping
        c.  teacher-assigned reading passages
        d.  self-evaluation     340 and 399

9.  These groups of students benefit from mixed-ability groups
        a.  low-achieving students
        b.  high-achieving students
        c.  both a and b
        d.  neither a nor b     589

10.  Themes can be developed around a book or
        a.  a curriculum topic
        b.  a genre of literature
        c.  an author
        d.  all of the above

Circle the statements that are generally considered good practices.

1.  Practicing subskills in the context of actual reading to insure integration.  19

2.  Memorizing words so that word recognition strategies are never needed.  26

3.  Teaching all children the same reading lesson and hoping it matches their individual strengths or weaknesses.   27

4.  Integrating reading with the other language arts.  27

5.  Allowing each child to take a turn reading aloud in a reading circle.

6.  Fixed assignments of students to ability or achievement groups.

7.  Performing isolated drills and memorizing phonics rules to increase standardized test scores.

8.  Allowing students to use invented spelling as they attempt to spell words by relating sounds to letters.  71

9.  Analyzing the content of the basal reading program to select only good materials and rejecting materials not beneficial or relevant to a class of students.  315

10.  Teacher read alouds of quality children's literature every day.  58

Fill in the blanks with the correct term.

1.  Pre-existing knowledge (background of experiences) developed about a thing, place, or idea.  12
    __________________________________________

2.  Ability to perform a task with little attention.  18 ________________________________________

3. Rosenblatt's theory that meaning does not reside "in" the text or "in" the reader.  21
    ____________________________________________

4.  Term for the sight words children recognize from the print they see around them.  45
    ______________________________________________

5.  Patterned stories that use repetition and familiar concepts.  66 _____________________________

6.  The scientific study of human speech.  319 _________________________________________

7.  A technique that connects a central topic to related ideas. 408 ______________________________

Define these terms:

1.  eclectic - __________________________________________________________________________
    ______________________________________________________________369

2.  DRTA - __________________________________________________________________________
    _____________________________________________________________________331

3.  egocentrism - ______________________________________________________________________
    ________________________________________________________________________41

4.  dramatic play - ______________________________________________________________________
    ________________________________________________________________________53

5.  cooperative learning - ________________________________________________________________
    ________________________________________________________________________587

6.  sight words - _______________________________________________________________________
    ________________________________________________________________________63

7.  bottom-up model - __________________________________________________________________
    __________________________________________________________________________________

8.  SSR - ____________________________________________________________________________
    ___________________________________________________________________________335

9.  KWL chart - _______________________________________________________________________
    ___________________________________________________________________________581

10.  CAI - ____________________________________________________________________________
    ___________________________________________________________________________361
 

(:-) If everything is coming your way, then you're in the wrong lane.

Chapter 5
story schema
text-based processes
knowledge-based processes
narrative text
expository text
anticipation guides
metacognition
think-alouds
reciprocal teaching
InQuest
cloze procedure
reader's theater
retelling
story map
story frame

Chapter 6
literal comprehension
interpretive reading
critical reading
creative reading
idiom
inquiry chart
propaganda techniques (know 7 listed)
preparing questions (298-301)
QAR
ReQuest

Chapter 9
SQ3R
Techniques to Improve Retention
skimming
scanning
reference book skills (439)
graphical literacy (463)
graphs (types, purpose)

Chapter 10
expository text
narrative text
frustration level
instructional level
independent level
cloze test
Fry Readability Graph
K-W-L
study guides
anticipation guides
question-only strategy
readers' theater
language experience approach
feature matrix
learning logs
using the newspaper (518-520)

Chapter 11
assessment
evaluation
authentic assessment
self-evaluation
kidwatching
anecdotal records
rubric
working portfolio
showcase portfolio
record-keeping portfolio
cloze procedure
informal reading inventory
miscue analysis
 
 

Practice Test:
True or False

1.  Vocabulary development should be restricted to the language arts period because it is confusing for students if done throughout the day.  (162)

2.  The average 10-14 year old student does not acquire new vocabulary without direct instruction. (175)

3.  "Un," "er," and "est" are examples of bound morphemes.  (176)

4.  Semantic maps and word webs help students see how words and concepts are related.  (182)

5.  Riddles or word-play are good approaches to building vocabulary.  (195)

6.  Teachers should encourage students to find one comprehension strategy that works for them and apply it to all reading situations to insure success.  (212)

7.  Purposeful reading encourages better comprehension.  (214)

8.  Literal questions encourage higher-order thinking.  (215)

9.  Critical reading skills should begin in third grade and are generally mastered by eighth grade.  (270)

10.  Note-taking is an aspect of automaticity and does not require direct instruction in procedures.  (431)

11.  If a student can read at grade level in the basal reader the teacher should assume that the student will be able to read from the science book independently.  (435)

12.  Subject matter of the text does not effect the level of reading that a child can do independently.  (440)

You know that little indestructible black box that is used on planes, why can't they make the whole plane out of the same substance?

Multiple Choice

13.  Clusters of concepts each person develops through experiences are (a) analogies (b) euphemisms (c) schema (d) morphemes.  (163)

14.  When a reader determines the meaning of a word based on its use in a sentence they are using (a) overgeneralizations (b) context clues (c) etymology (d) semantic feature analysis.  (172)

15.  Using the meaning of affixes and root words to determine the meanings of new words is called (a) structural analysis (b) categorization  (c) acronyms (d) portmanteau.  (189)

16.  Teachers have been found to focus more on word recognition skills with which groups of students (a)  lower ability groups (b) higher ability groups (c) integrated groups (d) all of the above.

17.  The optimum rate for reading a particular piece is (a) based on Fry's Readability Formula (b) rate at which an acceptable level of comprehension is maintained (c) based on word recognition skills (d) all of the above.  (433)

18.  To teach effectively using reference books teachers must be sure that students have the following skills:  ability to use guide words, ability to determine key words and (a) knowledge of alphabetical story (b) understanding of story elements (c) creative reading skills (d) ability to recall story sequence.  (439)

19.  Kidwatching (Yetta Goodman) can include which of the following components?  (a) anecdotal records (b) checklists of observed behaviors (c) recordkeeping (d) all of the above. (543-544)

20.  Contains student-selected samples of their best work only (a) working portfolio (b) record-keeping portfolio (c) authentic assessment (d) showcase portfolio.  (551)

Enjoy every minute.  There is plenty of time to be dead.

21.  Set up a Semantic Feature Analysis Chart for the following concepts:  whales, cats, shrimp, deer

22.  Write one sentence for each of the following propaganda techniques:  (289-290)

    a.  name calling:_________________________________________________________

    b.  bandwagon:__________________________________________________________

    c.  transfer:_____________________________________________________________

    d.  plain folks:___________________________________________________________

    e.  glittering generalities:____________________________________________________

    f.  testimonial:___________________________________________________________

    g.  card stacking:_________________________________________________________

23.  Define and explain the following activity related to prereading strategies:

     a.  semantic mapping (229)_________________________________________________________
          ______________________________________________________________________
       _____________________________________________________________________

24.  Define and explain the following activity related to during-reading strategies:

      a.  reciprocal teaching (233)_______________________________________________________
           ___________________________________________________________________________
           ___________________________________________________________________________

25.  Define and give examples of the following activity related to postreading strategies:
 
       a.  retelling (237) _______________________________________________________________
            __________________________________________________________________________
            __________________________________________________________________________

There's so much comedy on tv.  Does that cause comedy in the streets?

Matching:

1.  I will read my newspaper.                                                    a.  expository
     I have read my newspaper.  (199)

2.  Do you hear the bird?                                                           b.  narrative
     I like it here.  (197)

3.  It is cold in here.
     It is hot in here.  (199)                                                         c.  homographs

4.  I have a terrible cold.
     I have a horrible cold.  (199)                                                 d.  literal comprehension

5.  Ideas that are directly stated in the text.  (255)                        e.  propaganda

6.  Reading beyond the text.  (255)                                             f.  frustration

7.  Reading between the lines.  (255)                                          g.  homonyms (homophones)

8.  Reading for evaluation.  (255)                                               h.  interpretive reading

9.  Technique to sway toward or away from a point                    i.  skimming
      of view.  (289)

10.  Reading selectively to pick up main ideas or                         j.  instructional
       general impressions.  (433)

11.  Rapidly looking over text to locate a specific bit                    k.  critical reading
      of information (name, date).  (433)

12.  Ability to read maps, pictures, diagrams (463)                       l.  antonyms

13.  Level at which material is so difficult that students                m.  rubric
      will be unable to comprehend it.  (478)
 
14.  Level at which material can be read and understood              n.  scanning
       with help from the teacher.  (479)

15.  Level at which material can be read with ease and                o.  synonyms
       comprehension.  (479)

16.  Scoring guide developed by teacher and shared                    p.  independent
       with student beforehand.  (546)

17.  Evaluation based on the student's performance                    q.  creative reading
       on a freely chosen task in a real-life situation.  (539)

18.  Story-like text that has an "unfolding" of a plot.  (222)          r.  graphical literacy

                                                                                              s.  authentic assessment

Why is there an expiration date on SOUR cream?

Definitions and listing:

1.  Tell what SQ3R stands for and define it: (428-429)
     _______________________________________________________________________________
     _______________________________________________________________________________

2.  List 3 activities based on using the newspaper in the classroom.  (518)
     ______________________________________________________________________________
     ______________________________________________________________________________
     ______________________________________________________________________________

3.  Give the steps for a cloze procedure to determine readability level:  (479)
     1.____________________________________________________________________________
     2.____________________________________________________________________________
     3.____________________________________________________________________________
     4.____________________________________________________________________________

4.  Define and explain the K-W-L teaching model:  (488)
     _____________________________________________________________________________
     _____________________________________________________________________________
     _____________________________________________________________________________

____________ 1.  The smallest unit of sound that distinguishes one word from another.

____________ 2.  The written representation for the smallest unit of speech sound.

____________ 3.  "br, bl, cr, cl, dr, pl, gr, sp" are examples.

____________ 4.  "s, ed, ing" are examples.

____________ 5.  "uh" sound; unaccented syllables only.

____________ 6.  "oy, oi, ow, ou" are examples.

____________ 7.  Diacritical mark to indicate a long vowel sound.

____________ 8.  "th, ch, sh, ph, gh, ng" are examples.

____________ 9.  A term that refers to a type of sight word recognition in which children identify
                           words by their shape.

____________ 10.  The name of the list of 220 most common words in reading materials. (95)

Completion:

11.  What are the five types of word recognition strategies?

    1__________________  2________________________ 3______________________________

    4__________________  5________________________

12.  What are three reasons children should learn sight words?

    1.__________________________________________________________________________

    2.__________________________________________________________________________

    3.__________________________________________________________________________

13.  Provide justifications for this statement:  Young children should not be taught to memorize
        phonics rules. 1_____________________________________________________________

        2_________________________________________________________________________

        3__________________________________________________________________________

14.  Is it better to begin phonics instruction with vowels or consonants? ________________________

        why_________________________________________________________________________

15.  Explain the difference between "synthetic" phonics and "analytic" phonics.

      _____________________________________________________________________________

      _____________________________________________________________________________

Matching:

_____16.  word order of a sentence                                            a.  visual discrimination

_____17.  basis for sight words                                                   b.  bound morphemes

_____18.  word meanings                                                           c.  context clues

_____19.  critical for using the dictionary                                     d.  "le"

_____20.  prefixes and suffixes                                                   e.  syllable

_____21.  syllabication and accents                                             f.  long vowels

_____22.  first step in "getting" unknown word                            g.  syntax

_____23.  never stands along                                                      h.  schwa

_____24.  beginning of a word                                                    i.  guide words

_____25.  say their names                                                          j.  most difficult to learn

_____26.  stress that a syllable receives                                       k.  "y" is a consonant

_____27.  letter or group of letters that form a unit of                   l.  accent
                 pronunciation
                                                                                                m.  semantics

Write the 26 letters of the alphabet in order on the line below.

__________________________________________________________________________________

Circle each of the 5 vowel letters.  Draw a horizontal line through the letters that do not represent their
      own distinctive sounds.

Mark the letters that are not sounded (vowels and consonants) in the following words:

muffin    doubt    happen    common    ribbon    subtle    honest

gnaw       knoll     hour        limb          thigh       calf        moisten

If "c" or "g" makes its hard sound, write "H" beside it.  If it makes its soft sound, write "S" beside it.

_____cell    _____decay    _____recover    _____cymbal     _____cane    _____decay    _____mice

Circle the digraphs and underline the consonant blends:

sang    bath    dreaming    from    blizzard    broke
 
splash     sung    stop     laugh    teach    thumb    that

Mark long (--), short ( u), or schwa (circle), mark out any silent letters:

diversity    sad    witch    point    habitat    hasten

abundant    child    moose    crayon    made    neighbor

Divide the following words by placing a slash mark between syllables.  Circle the one syllable words.

handle    weather    butter    famous    unlikely    breathe

universe    twelve    October    considerable    superior

Circle the dipthongs in the following words.

crowd    coin    low    count    would    employ    loud

Circle the word in which you hear the same sound as that represented by the underlined part of the
word at the left.

1.  mention    a.  special    b.  sugar    c.  machine    d.  think

2.  the            a.  thistle      b.  mother    c.  think     d.  hoped

3.  boil           a.  mouse      b.  employ    c.  riot       d.  cow

Here are the poems I promised.  Enjoy!

We'll read the story
Of our nation's glory
From pioneer wagons to shuttle stations
From Davy Crockett
To the Saturn rocket
These books are here for you and me.

You'll laugh with Ribsy,
And cry with Yeller,
Watch little Charlotte
Amaze the barn lot.
Your heart will pound for
A dog named Sounder.
These books are here for you and me.

Your school library
Has information.
It's a celebration of imagination.
It's great to borrow,
Do it tomorrow!
These books are here for you and me.

"This site contains links to other Internet sites. These links are not endorsements of any products or services in such sites, and no information in such site has been endorsed or approved by this site."

11/02/04 02:02:47 PM