Study Guide for Chapter 5 (Howard Street Tutoring Manual ...



Study Guide for Chapter 5 (Howard Street Tutoring Manual—Morris)

Answer these questions and post the responses into your blog.

1. What grade is Curt in?

2. Look at the summary of scores in the table on page 170. Notice that there are scores for the grade-level lists of words from the Word Recognition Test (Flash and Untimed) and scores for orally reading grade-level passages (accuracy of word reading, e.g. percentage of words read correctly and rate, expressed in number of words read per minute).

a1. What was the flash score for words at:

first-grade level? second-grade level? third-grade level?

b1. What was the accuracy score at:

1-2 level? 2-1 level? 2-2 level?

c1. What was the rate score at:

1-2 level? 2-1 level? 2-2 level?

d1. Look at the spelling scores in Table 5 on page 172: What was the percentage correct score for:

first-grade words second-grade words

Consider the expected scores in the following tables, then compare those expectations to the scores Curt produced.

a2. With the Word Recognition Test, flash scores are generally interpreted as follows:

90-100% indicates Independent Level

60-85% indicates Instruction Level

Below 50% indicates Frustration Level

a3. Which grade-level flash score is the best choice for Instruction Level?

b2. With oral reading accuracy, scores are generally interpreted as follows:

98-100% indicates Independent Level

65-97% indicates Instruction Level

Below 92% indicates Frustration Level

*Note: 92-94% accuracy is marginal; take a close look at Rate.

b3. Which grade-level accuracy score is the best choice for Instruction Level?

c2. With oral reading rate, expected grade-level ranges are as follows:

Grade Words per minute

1st 45-85

2nd 80-120

3rd 95-135

c3. What do Curt’s rate scores indicate about his grade-level reading?

d2. With spelling scores, around 50% correct indicates Instruction Level.

d3. What do Curt’s spelling scores indicate about his Instruction Level.

Put all of these scores together, and what do they indicate Curt’s reading level to be?

3. Look at the spelling errors that Curt makes. What stage of word knowledge is Curt in?

Why do you pick this stage of development? What are the key characteristics?

4. Describe partner reading.

5. Which is harder for a student, partner reading or DRTA?

6. In planning a DRTA, what is important about selecting places to stop?

7. In planning a DRTA, what is important about deciding questions to ask? What kind of questions? How many?

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