Appstate.edu



Core Lesson Plan: Beginning ReadersDefine Beginning readersBeginning readers can track but are unable to read something cold with ninety percent accuracy. These students can track memorized text but are unable to read a Pre-Primer Two book such as Baby Bear Goes Fishing. These readers are sometimes called support readers.Beginning Reader AssessmentIf students have a concept of print after administering the ERSI, the assessor should begin assessing using the Informal Reading Inventory (IRI). SpellingIf the student spells at least fifty percent of the words on the ERSI spelling assessment, the Schlagal Spelling Inventory should be administered. Assessors should begin at level one and continue to move through the list until the student misses more than fifty percent or becomes frustrated. Spelling should be assessed qualitatively and quantitatively. The highest level the student gets at least fifty percent is the student’s instructional spelling level. When assessing a beginning readers spelling, two types of spelling are often seen. The first is spelling with beginning and ending consonants such as “ft” for “feet” and “sp” for “step”. The second spelling type includes a logical vowel with beginning and ending consonants such as “fet” for “feet” and “sep” for “step”. If the student spells less than fifty percent of the words correctly, the assessor should begin with the PP1 story titled Look at Me.Spelling ability and reading ability are highly correlated in the primary grades and knowledge about how the child is able to read words is gained by looking at how they spell words. We measure spelling knowledge by asking children to spell words because it shows us the child’s knowledge about how letter s work in words to make sounds and patterns.I used the beginning reader IRI to find out about a student I am tutoring privately. I’ll call him C. When giving the spelling subtest, I noticed C was able to accurately spell the beginning and ending consonants for many of the words on the first grade spelling list. However, he made a lot of errors with the vowels inside of the words. By gaining this information, I knew I needed to begin sorting words with short vowels with C. ReadingThe assessor should begin Look at Me after doing a picture walk with the student to clarify any of the pictures. The first two pages should be read aloud and words should be pointed to while the child echoes the lines. The student should start the text again and read all the way through. The assessor should correct any errors but should not mark them. The child should read the text again all the way through if errors were made. This time, the assessor will mark errors and note any attempts made to read the word. While the child reads five types of errors should be marked including substitutions, omissions, insertions, self-corrections, and help from the assessor. Repetitions are not counted as errors but should be coded. Once the child finishing reading, calculate the child’s oral reading accuracy. If the child’s accuracy sore is at least ninety percent, move to the PP2 story, Baby Bear Goes Fishing. For this text, do a quick picture walk with the child and read the title of the story aloud to them. Then have the child begin reading. If the child obtains an accuracy score of 90% continue administering the test but use the IRI directions for self reliant readers.Listening to a child read is the best way to find out where the child is in the development the learning skill of reading. The reading subtest in the Informal Reading Inventory tells us how accurately a child reads, allows us to see if the child is able to read quickly, if the child is using fix-up strategies and making self corrections. All of this information tells the assessor how to plan instruction to benefit the child.If I am working with a child who scores ninety-two percent accuracy in a text and is unable to read the text quickly, this text is more than likely too difficult for the child. For the child to benefit from reading instruction, I would need to move to a text where the child is able to read with at least ninety-five percent accuracy. This information is also important because it gives information about how much support the child needs from materials and teachers.Word RecognitionThe assessor will begin by giving the child a list of Preprimer words, by flashing them for about half-of-a second. If the child is able to accurately read the word, the assessor moves down to the next word. If the child is unable to read the word while it is being flashed, the assessor uncovers the word and allows the child an opportunity to figure it out. This response is recorded in the un-timed column of the assessor’s copy of the IRI. The tutor will continue to move through the graded list, until the child becomes frustrated and they begin missing most of the words. Assessors will give the child two scores, timed and untimed. It is also important to access this information for types of errors the child is making. This information is important because it gives the tutor and idea of how much sight vocabulary and gives insight into how well the child can decode. We measure a child’s word recognition by flashing words at them because in order to gain meaning from text, readers need to be able to identify words automatically.In the past, I have found a number of my sixth graders who struggle in reading comprehension are unable to score as high as sixty percent on the flash word recognition test. This information helps me to help the child find text on their instructional and independent reading levels. Beginning Reader InstructionReadingForty Percent of time working with a child should be spent reading. Beginning readers should read PP1 pattern books until a strong sight word vocabulary is built. Teachers should give support by echo and choral reading with text at the child’s instructional reading level . Students should be able to reread text with ninety-five percent accuracy after getting support from the teacher. Dictated stories are also helpful while children are building sight words to become a self-reliant reader. Having students retell stories is another way to help beginning readers become familiar with the way stories are written and is a way to provide comprehension support to beginning readers. Children at this stage should have word banks they are able to add words they have read in their books to cards out of the context of the stories and present them in a flashed style to see if they are able to recognize these words out of context. When students are away from the teacher they should listen to recorded stories until they can read them on their own.As much support should be provided for the child as they need, however teachers should be careful to provide as little as possible. Materials give support to beginning readers when they have repeated patterns of simple words, pictures, and language of the student’s. Readers develop sight vocabularies much quicker from accurate reading in context versus reading words in isolation.Reading progress is measured by the child’s ability to move through pattern books through second grade level books. If a child needed more support at this level, I would provide it by increasing the level of the preview, or decreasing the number of pages that are echo or partner read. After working with a child whose reading ability is improving, the level of support will decrease until the child is able to read text with for the first time on their own with ninety-five percent accuracy, at this point the child becomes a self-reliant reader.WritingThirty percent of time working with children should be spent on writing. The writing process should begin with the child talking about something their interested in or something they have experienced while the teacher listens and asks questions. The child should then either write down the story or dictate the story to the teacher while the teacher provides positive feedback about the story. The teacher will write the story spelled correctly and read the story to the child asking the child to elaborate. The teacher or child will add the elaborations into the story. The teacher will then produce a final copy with correct spellings and revisions.Learning to write is important and the act of writing is closely related to reading. The method for teaching a beginning reader to write allows students freedom of expression while strengthening the child’s sense of story, working knowledge of spelling patterns and helps to build children’s sight word vocabularies.The teacher should provide as little support as is needed. If the child is able to write the stories and revisions down themselves, the teacher should allow the child to do so. However, if the child needs to dictate to the teacher, this should be allowed.Word StudyTwenty percent of time working with children should be spent on word study. The types of errors made by the child on the Schlagal Spelling Inventory help to guide instruction of word study for beginning readers. This instruction should focus on helping them develop a tacit knowledge of short-vowel patterns using word sorts. Word sorts ask the child to group words together based on their spelling patterns and sounds. By developing a working knowledge of how letters match to sounds will have a foundation for all other words the child will eventually come across. This type of instruction helps children to develop sight words.If a child is able to sort words with short a vowels accurately, then the child is ready for another short vowel word family such as i. Using information from the spelling subtest on the IRT, teachers should begin with the most obvious spelling differences and move to contrasting words with smaller differences.Being Read ToTen percent of time spent working with children should be spent reading aloud to them. Reading text that are too hard for children to read themselves is the number one instructional activity for improving writing. Teachers should choose materials based on interests of the child with which they are working. These texts can include poetry, short stories, or chapters from longer books. The tutor should reading with expression and feeling and should stop occasional to discuss the reading. These discussions should be authentic and could include definitions of unfamiliar (to the student) words, predictions or about pictures included in the text.Reading aloud to children allows them to develop richer vocabularies by hearing words which are too difficult for them to read while developing the child’s sense of story.I would modify materials based on the student’s interest. The child, D, whom I tutor really likes to listen to books about animals that can eat people. Because of his interest in this topic, I have read him informational books about sharks, snakes, dinosaurs and alligators. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download