Transcript RED 4519 ch 6

RED 4519
CHAPTER 6- WORD IDENTIFICATION
DR. MICHELLE KELLEY
SHARE LIVETEXT ASSIGNMENT
Discuss at table (rubric, typed AIP, student
assessments):
The assessment tools you used.
What you learned.
What you decided to do to assist the student.
How this tools may be helpful when you are in
the classroom.
REVIEW: WHAT ARE THE FOUR CUEING
SYSTEMS?
Think back to a fish swam to the bottom of the
________.
4 Cueing Systems:
1.
2.
3.
4.
Syntactic
Semantic
Pragmatic
Graphophonic
(pp. 127-128)
TYPES OF WORD KNOWLEDGE
Receptive vocabulary- conversation.
Expressive vocabulary- writing.
Sight Words- simple words that do not conform to
pronunciation rules; high frequency words (Dolch, etc.).
Sight Vocabulary- words the reader recognizes in ½ second
or less (automatic).
(pp. 128-130)
WHAT DO YOU DO WHEN YOU COME TO
AN UNKNOWN WORD?
Discuss with an elbow partner.
Use:
 Context Clues- text structure, schema, picture clues
 Visual Analysis (monosyllabic words)- word parts known
 Blending polysyllabic words- quickly combining parts
 Structured analysis/Morphemic Structure- prefixes,
suffixes
(pp. 129-132)
WORD IDENTIFICATION TEACHING TIPS
1. Teach within phonics and vocabulary
instruction.
2. Assist ELLs with connections to what they
know (for example cognates in Spanish may
assist with English).
3. Because 90% of multisyllabic words are
derived from Latin and Greek words students
familiar with these root words will have more
success.
ASSESSING WORD IDENTIFICATION
Informal Assessment
Formal Assessment
(p. 133-136)
(p. 136)
 Sight Word Knowledge
(Dolch p. 395; Fry Phrase
List pp. 396-398…)
 San Diego Quick Test- HO
p. 30
 Others related to word
analysis
 Standard Diagnostic
reading, 3rd ed. (and other
standardized test
batteries)
 DIBELS
 Gray Oral Reading Test
 DAR
SAN DIEGO QUICK TEST – P. 30 HO
• Checkout this site for pre-made word lists.
http://www.theteacherscafe.com/Worksheets/Reading/SanDiego-Quick-Printable-Reading-Assessment-Instructions.htm
• A set has 10 words in it.
• Sets begin at pre-primer and extend to 10th grade.
• Scoring: 1 word missed = Independent level
2 words missed = Instructional level
3 words missed = Frustration level
• Uses? IRI (Informal Reading Inventory- Comprehension)
WORD ID. ACTIVITIES & INTERVENTIONS
Wordless Books (p. 139)
Sight Word Bingo (p. 141)
Unscramble the Word (p. 142)
Toss the Cube (p. 144)
Affixes Word Study (p.145)
TOSS THE CUBE P. 144
Create three letter words with the cubes you
have been given.
Toss each cube and try to make the letters into a
word.
Write words you have made on a post-it or piece
of paper.
Add up the number of words you can make in 2
minutes. This is your score.