ࡱ> DFC 3$bjbj $,̟̟3sssssKKKK WCjkkkkkFFFO nsFFFFJsskkNskskFss/lK 0C  sFFFKK 9:   RE 3030 Midterm Exam (25% of final grade) Spring Semester 2009 Koppenhaver 1. Explain the difference between standards and expectations. Provide an example of what this difference might look like in a K-2 classroom. (5 pts) Standards are universal (i.e., one size fits all). Expectations are individualized or personal. NCLB has standards (e.g., all children will read on grade level by 3rd grade). Teachers more often have expectations (e.g., a kindergarten teacher might have the expectation that all of her children will increase their knowledge of the alphabet, but not all learn the exact same number of letters). 2. On the Garfield Reading Inventory, a second grader in your class scores 37th percentile on recreational reading, 27th percentile on academic reading, and 29th percentile on total reading. What does this mean and what are at least 6 steps you might take as a result to address this childs needs in your classroom? (8 pts) This student does not like reading very much (63% of 2nd graders in the norm group like reading for pleasure more than this student, 73% like school reading more, and 71% of 2nd graders enjoy reading in general more than this student). The student likes recreational reaing more than academic reading. Possible strategies: 1) explore fences and ladders; 2) individual reading conferences; 3) AIMMMM (access, interaction, models, materials, minutes, motivation)any of these six; 4) read-alouds; 5) silent reading time; 6) time for sharing reading with other students; 5) anything addressing students preference for recreational over academic reading such as reading trade books in science class 3. What are 7 crucial understandings that emergent readers and writers need to develop about print. (7 pts) Know why we read and write. Build background knowledge and concepts. Develop concepts about print. Develop phonemic awareness. Learn some concrete words. Know some letter names and sounds. Want to learn to read and write. 4. Describe 10 different shared reading activities you could do with emergent readers to help them begin to read more conventionally (remember Miss Bindergarten). (10 pts) Picture walk. Read and discuss. Shared reading (Say anything about; Thats just like; Catch me if you can) Draw it and act it out. Living sentences. Readers Theater. Sentence or word ordering. What do you notice. Other ideas you came up with in your group that involve the students in processing the text (e.g., Miss Bindergarten) in some way. 5. What are predictable books and why are they important for helping emergent readers learn to read more conventionally? What are 3 important criteria for choosing good predictable books for shared reading? (5 pts) Predictable books are the best kinds of books to use with shared reading. Predictable books have repeated patterns, refrains, pictures, and/or rhyme that enable children to pretend to read very quickly after the book has been read to them a few times. This experience enables them to learn what reading is and develop the confidence that they will be able learn to read. 3 criteria: book must be very predictable; book must be appealing to children; book should take you someplace conceptually. (p. 32 RWEC) 6. What are 8 ways to support independent reading in beginning readers (i.e., how can you help children read during SSR time when they cant?) (8 pts) Looking at and talking about (Wordless) picture books. Using books with high picture/text match. Following along as a partner reads. Following along with a taped book. Following along with a talking word processor or screen reader (http://www.readplease.com). Shared reading with someone who already can read the text and will facilitate participation of the learner. Following along with a talking book on computer (e.g., Living Books by Edmark or some websites, readplease.com) Reading (from memory) a familiar book. High tech freebies -- e.g., Gabcast on a web page Reading captioned movies and movie clips (Capscribe or BubblePLY or Comic Life) 7. What do Monday word wall lessons look like? What are 9 other activities you can use to teach with a word wall? (10 pts) Monday: display 5 words separate from word wall; pronounce each word to students; have students discuss meaning and use of each word; clap and chant spelling of each word 3 times. (Some teachers have students write each word once also.) Possibilities: Go fish, word search, crossword, scrabble, Pictionary, Wordo, Twister, Be a Mind Reader, Hangman 8. Define phonemic awareness. What are 4 characteristics of best practice in phonemic awareness instruction? (6 pts) Phonemic awareness = the ability to recognize that words are made up of a discrete set of sounds and to manipulate sounds (RWEC, p. 27) 4 characteristics of best practice: 5-18 hrs total instruction across the school year; blending and segmenting show larger effects on learning than other types of instruction; children learn more and faster when taught in small groups rather than individually or whole class; most efficient instruction combines phonemic awareness activities with use of letters (so children can learn to spell at same time); any well-organized or systematic approach worksno one method or curriculum is superior. 9. Describe 10 teaching activities to help children develop phonemic awareness. (10 pts) Songs (Willaby wallaby, Down by the bay), poetry, morning message, name wall (Jargon activities, counting letters, cheering spelling of name, clap and chant names, comparing to other names), rounding up the rhymes, tongue twisters, ABC letter and sound instruction (including familiar foods, actions, pictorial mnemonics), familiar words from familiar books, invented spelling, songs, nursery rhymes, reading along with taped books or screen readers 10. Britini writes her name, XLPF, and Sarah writes her name, SRA. Briefly explain what each child understands about our writing system. Whats one instructional activity you might use to help each child learn more? (4 pts) Britini knows that you use letters to write. Sarah knows that letters can represent sound. For Britini you might do any of the visual cue/prephonemic strategies in your notes. Sarah any of the phonetic cue strategies or phonics strategies. 11. What are the steps in teaching a Rounding Up the Rhymes lesson? (4 pts) Need to have most of the following for full credit: Choose poem. Read with class for meaning and enjoyment. Review concept of rhyme. Read poem aloud again as class stops you when they hear rhyming words. Write the rhyming pairs down. Eliminate pairs that are not spelled the same (e.g., pair/rare). Use remaining patterns to help kids spell new words sharing the pattern. 12. What is the Wylie and Durrell list, and how can you use it for instruction? (4 pts) 13. What are the steps of a Making Words lesson? What are resources for planning a Making Words lesson? (6 pts) 14. What is the basic structure of guided reading lessons? What should teachers try to accomplish in each step or stage of guided reading lessons? (8 pts) 15. What does DR-TA stand for? What are the steps of teaching such a lesson? 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