You will develop a table identifying instructional strategies and student activities that scaffold student learning by applying the principles of research-based reading instructi

2

COMPONENTS OF READING PROCESS TABLE

Comprehension

Instructional Strategies Instructional Activities

Systematic discussions and instructional practices for scaffold higher order thinking, comprehension skills and self- correction, including for students of varying English proficiency.

1. Introduce “Literal and Nonliteral” meanings. Write the phrase “piece of cake” on the board.

2. Use interactive tutorial

from iReady Toolbox to introduce literal and nonliteral meanings

1. Think-Pair-Share: Challenge students to use the phrase presented in a literal and nonliteral way.

2. Write a literal and nonliteral sentence and have students analyze them with a partner.

Paul turned out the lights and sat in the dark. Unfortunately, when it comes to speaking French, Paul is in the dark.

Use oral language, writing, extended text discussion, to enhance comprehension, provide motivation and student engagement.

1. Read “Yosemite Morning” whole group. Teacher will ask guiding questions about text to introduce “visualization”.

1. Turn and Talk – students will discuss with their partners their visualization of paragraph 1 from the passage.

3

2. Teacher will model R.I.D.E.R. strategy to emphasize “visualization”.

2. Students will write 3 sentences that describe their visuals, share with a partner, and evaluate their visuals.

3. Teacher will praise their efforts as students share their visualizations.

1. Ready Florida LAFS book Lesson 12

2. iReady teacher assigned lesson on LAFS.3.RL.2.4

1. Determine student strengths and needs and select appropriate narrative, informational text, and instructional practices that support student ability to read, comprehend, and synthesize multiple print and digital texts across and beyond texts.

4

Use appropriate comprehension assessments to guide instruction.

1. Monitor for Understanding – Students will answer questions to comprehend the text.

2. Anticipation Sort: Students will decide whether the statements have literal or nonliteral meaning. Peers will evaluate work and share with class.

1. Question Cube

2. Literal/Nonliteral: students will predict whether the statements have literal meaning or nonliteral meaning before and after reading the text.

5

Oral Language

Use explicit and systematic instructional practices for scaffolding development of oral/aural language skills.

1. Student led discussions by asking and answering questions about the text.

2. Question of the Day – ask

a question to encourage talk, thinking and writing. For struggling students with teacher will model complete sentences.

1. Socratic Circle – teacher will ask questions regarding the text and students will begin discussion.

2. Question of the Day – As

students come in the class, they are to write the question of the day and respond to it in complete sentences.

Use appropriate social and academic language and writing experiences to enhance oral language and use ELL’s home language to support development of oral language in English.

1. Anchor chart with sentence starters.

2. Visual Representation –

Read with expression, feeling and use punctuation correctly.

1. Read and complete the sentence- Students will finish the sentence on the anchor chart to make a complete sentence.

2. Look to punctuations for

expression cues – Students will have a visual to remind them of how to read and use punctuation.

Use oral language assessments to guide instruction.

1. Student Presentations – Students will create a PowerPoint presentation and present topic to class.

2. Read a play – Students

will read a play with multiple roles.

1. PowerPoint presentations- Students will orally present to class.

2. Theater- Students will read

and use proper expression and punctuation when acting out the play. Students will take turns with different roles.

6

Phonological Awareness

Scaffold development of phonological skills.

1. The student will manipulate phonemes in words.

2. Students match final

phonemes by playing a board game.

1. Final Phoneme Pie – Students manipulate final phonemes and match new word to pictures. 1. Place pie pieces in a stack face down at the center. Provide each student with a different Picture Pie. 2. Taking turns, students select the top pie piece from the stack. 3. Say the name of the picture on the pie piece, delete final phoneme, and say the new word (e.g., “hammer” becomes “ham”).

2. Final Phoneme Pyramid –

Students will match final phonemes in words. 1. Place picture cards face down in a stack at the center. Provide each student with a different Final Phoneme Pyramid picture board and game pieces. 2. Taking turns, students select a card from the stack, say the name and final phoneme of each picture. For example, “This is a picture of a pig and the final sound is /g/.” 3. Look for the picture on the Pyramid with matching final

7

phoneme. If a match is made, say name of picture and final phoneme (i.e., “dog, /g/”). Place game piece on matching picture.

Use oral/aural language and writing experiences to enhance phonological awareness, and to assist ELLs reading and writing development in English.

1. Vocabulary/Spelling City.com – Word Search

2. Oral spelling bee –

students will sound out the word and spell it orally.

1. Word Search – students will find same phoneme words.

2. Spelling Bee challenge –

students will sound out the word given, and spell it out orally.

Use phonological assessment to guide instruction.

1. Phoneme Segmenting – The student will segment

phonemes in words.

1. Phoneme Counting Sort – Students count phonemes and sort by number. 1. Place number headings on a flat surface and stack picture cards face down at the center. 2. Taking turns, students select a picture card and say the name of the picture. 3. “Finger tap” the number of phonemes while saying the word (e.g., “book, /b/ /oo/ /k/”). State the number of phonemes (i.e., “three phonemes”) and place the

8

2. Phoneme Blending – The student will blend phonemes in words.

picture card under the correct number (i.e., “3”).

2. What’s My Word? –

Students blend sounds into words and match to corresponding picture. 1.Student listens to media player. After a word has been segmented, student turns off media player, blends the sounds together, finds picture of the word. 2. Writes the number “1” in the box next to the picture. 3. Continues with the second word, identifies the word, locates the picture, and writes number “2” in that box. Continues until it is complete.

Phonics

Scaffold development of phonics skills.

1. Letter-Sound Correspondence – The student will match final consonant digraph sounds to letters.

1. Digraph Bingo! – Students identify final consonant digraphs by playing a bingo-type game. 1. Place the picture cards face down in a stack. Provide a bingo card and counters

9

2. Variant Correspondences

– Students read words containing silent letter patterns and oddities by playing a domino game.

for each student. 2. Taking turns, students select the top card, name the picture, and identify the final consonant digraph. 3. Look for the same consonant digraph on the bingo card. If there is a match, place a counter on that digraph. Return card to the bottom of the stack. 4. The game is finished when one card is covered with counters and a student says, “Digraph Bingo!”

2. Wild Word Dominoes – 1.

Scatter Wild Word domino cards face up on a flat surface. 2. Taking turns, student one places the START domino on the table, says the word on the other end of the domino and identifies the silent letter or oddity (w, k, l, b, _ld, _st). For example, student reads, “comb” and identifies that the “b is silent” and finds a domino that says “silent b.” 3. Connects the dominoes (i.e., “comb” to “silent b”). 4. Student two reads the other side of the domino (i.e., “wrestle”) and finds the corresponding domino and reads. (i.e., “silent w”). Connects it to the domino. 5. Continue until all the dominoes are connected.

10

Use oral/aural language and writing experiences to enhance phonics, and to use the ELL’s home language as a foundation to support the development of phonics in English.

1. Consonant DIGRAPH – students will read the clues and find the object and write it on the line.

2. Oral Phonics practice with

rhyme. – Student will identify which words rhyme.

1. Scavenger hunt: Consonant DIGRAPH – Student will complete the worksheet by reading the clues and finding an object with that match the clue and writes it on the line.

2. Rhyming Game – Teacher

will say a word and student will identify the rhyming word.

11

Use phonics assessment to guide instruction.

1. Phonemic Awareness oral assessment – Teacher will assess student onset and rime and phoneme blending.

2. Morpheme Structures –

The student will blend base words with affixes and inflections.

1. Phonemic Awareness Assessment – student will orally respond to what the teacher says.

2. Word Construction – Students combine base words and affixes to make new words. 1. Place base word cards in a column and timer at the center. Scatter affix and inflection cards face up on a flat surface. 2. Taking turns, student one sets timer for two minutes. 3. Student two forms as many words as possible using a base word and at least one affix or inflection. 4. Student one records words on paper as words are

formed.

12

Fluency

Scaffold accuracy, expression, rate, and reading endurance.

1. Teacher will read aloud “Yosemite Morning” modeling fluent and expressive reading.

2. Teacher will chorally read with students the first time and let students choral read as a group the second time

1. Echo read: Students will repeat sentences as read aloud by teacher.

2. Choral Read: Students will read together to build fluency and confidence in reading.

Use oral/aural language and writing experiences to enhance fluency.

1. Chunking Texts – The student will read with proper phrasing, intonation, and expression in chunked text.

2. Letter-Sound Correspondence – The student will gain speed and accuracy in recognizing letter-sounds.

1. Chunky Passages – Students read text which has been divided into a chunked format, then reread it fluently in its original format.

2. Digraph and Diphthong

Dash – Students take turns identifying digraphs and diphthongs in a timed activity. 1. Place the digraph-diphthong practice sheets and timer at the center. Provide each student with sounds correct per minute record. 2. Taking turns, students practice reading the digraphs and diphthongs aloud to each other. 3. Student one sets the timer for one minute and tells student two to “begin.” 4. Student two reads across the page while student one follows on his copy and uses a marker to mark any digraphs and diphthongs that are read incorrectly. If all on the sheet are read, go back to the top and continue reading. Continues until timer goes off. 5. Student one marks the last digraph or diphthong read and counts the number read correctly. 6. Student two records the number of digraphs or

13

diphthongs read correctly on his record. 7. Repeat the activity at least two more times attempting to increase speed and accuracy

Use fluency assessments to guide instruction.

1. Computer Center – Students interact with fluency passages at the computer center.

2. The student will gain

speed and accuracy in letter recognition in timed activity.

1. Reading Wiz- The student listens to passages and interacts with fluency- based software at the computer center. Progresses to the next level and continues to follow instructions.

2. Word Sprint- Students

quickly read words in a timed activity.

14

Vocabulary

Scaffold vocabulary and concept development; develop authentic uses of English to assist ELLs.

1. Prior to reading text, teacher will introduce academic and domain specific vocabulary words.