Session+VII

1. What are the major differences between the developmental benchmarks at the Early Literacy Stage table 7.1 p. 198 and the Fluent stage tble 8.1 p. 260?

reading for longer time || engages in independent reading for extended periods || Participates during book introductions and initiates questions || Writes longer texts || authors and illustrators || Uses diffferent parts of books: table of contents, index || Asks for specific books to be read aloud || Reads and writes a variety of genres || Participates during book discussions || uses revising strategies || when directed || Maes books that are longer and more complex || Retells the story: setting, theme, most events and resolution || Maps the sequence of a story and shows a relationship between story elements || Reads left to right || Continues to increase rate of reading || and makes connections to personal experiences || makes connections between books from the same genre || Increases rates of reading and writing || Adjusts reading rates to different purposes || contributions ||  || Uses book language in discussions || Demonstrates within expository and narrative writing different connections: personal, text and world || Engages in word to word matching || Reads orally with expression || stories and reads them back ||  || Begins to use multiple sources of information || Challenges story content ||
 * **Book Sense Early** || **Book Sense Fluent** || **Story Sense Early** || **Story Sense Fluent** || **Literacy Benchmarks Early** || **Literacy Benchmarks Fluent** ||
 * Knows parts of book || Requests wider variety of authors, genres || engages in independent
 * Distinguishes among different
 * Uses the table of contents
 * Finds the index of a book || Integrates authors' and illustrators' styles into own books || Responds to stories read
 * Makes comments on their
 * ||  || Writes more complex
 * ||  || Comp;oses written stores using familiar stories as models ||   || Reads and writes words using more letter sound relationships || Questions authors assumptions ||
 * ||  || Writes nonfiction books ||   || Spells more sight words correctly || Conducts book discussions independently ||
 * ||  ||   ||   || begins to use punctuation marks in writing ||   ||

2. What are literature circles? How would you use this approach in your classroom?
 * Small groups 6-8 students; books based on interest and instructional levels
 * Several choices for students to choose from
 * Structured routine which includes response journals: Reading, writing, discussion, min-lessons, extension activities
 * Guided instruction : question web p. 287 Story pyramid p. 288

3. Name and describe one strategy for increasing reading fluency?
 * paired or shared reading
 * choral reading
 * echo reading

4. Name and describe one strategy for enhancing vocabulary development?

5. Explain in your own words what Questioning the Author (QtA) strategy would look like? purpose is to train readers to question the author. Children are constructing meaning as they go beyond the words of the author.
 * Teacher decides the major ideas and the problems the students may encounter in the text
 * Teacher develops questions "queries" Prompt questions, follow up questions and narrative questions

6. Describe the SMART strategy or the use of Inquiry charts. Students read a short selection and mark with a check things they understand and ? things they don't understand Children then retell the first paragraph with a check mark and write a one sentence summary. They then go to the paragraph with the ? and the teacher works with each student asking probling questions. Students are asked to explain the cause of the problem in their own words. The purpose of this process is to help student develop self monitoring strategies. Inquiry charts: Children learn to generate questions around a topic they will explore. Discuss each question and brainstorm what students already know about the topic and where they would find the information

Chapter 9: the role of phonics: there is a lot of information in this chapter, read the questions at the end of the chapter p. 261 and try to brainstorm some potential response to the issues that are raised in these questions/activities. 1. Lulu sounds out each letter in words. What strategies would you chose to help her look at larger chunks and what types of activities would help her find patterns in words. word families, chunking word walls; substituting onsets, medials,final letters; adding rhyming words 2. Juan decoding and beginning to read challenging books; strategies for enhancing vocabulary: word sorts, word banks,cloze passages 3. new student, looking for ways to assess phonological development Assessment tools: recognition of letters, knows sonds, writes letters p. 333 then sight words; text reading of books using leveled stories 4. observation in early childhood classroom see if anyone has observed phonics lessons and what was he teacher's approach, content, skill

Under the resources section there is a move on Word Study,,,please take time to review this.