Maria Villalvazo

Week 3 Assignment: Individual Assessment, Analysis, and Planning Project (Part Two)-

Signature Assignment

ITL 514- Language Literacy Assessment

Kirsten Antonius

National University
 Reading Strategies List

STRATEGY DEFINITION
activating prior knowledge Presenting information in a way that will draw upon what a
student already knows and having them make connections to
new content.
Author’s chair A chair where students have the opportunity to share their
final draft of writing.
big ideas Focusing on phonemic awareness, alphabetic principle,
fluency, vocabulary, and. comprehension
choral reading Reading together
Choral reading Reading together
clapping syllables “Syllable counting can be done in many ways. Students can
count syllables in the same way they identified the word
count. Also, they can march around the room while saying
the syllables, or they can clap hands, tap pencils, or do any
other overt activity that indicates counting” (Sousa, 149).
close reading Analyzing a text and looking deep into it.
Cloze Reading comprehension test where words are deleted
Context clue According to Sousa, a context clue strategy is to instruct the
student that when they come across a word that is unfamiliar,
they should continue reading to a place where they can stop.
After, they need to use the context to figure out what the
unfamiliar word means and guess what it means. Finally,
they should check to see if they got the correct meaning from
the dictionary (183).
DEAR “‘Drop everything and read’ (DEAR), you are likely to hear
a steady hum of voices. Finger pointing, dysfluency, and
reading aloud to oneself are natural reading behaviors to
expect among beginning readers” (Bear, 150).
Directed Reading Activity According to Reading Rockets, “The Directed Reading
DRA Thinking Activity (DRTA) is a comprehension strategy that
guides students in asking questions about a text, making
predictions, and then reading to confirm or refute their
predictions. The DRTA process encourages students to be
active and thoughtful readers, enhancing their
comprehension.”
directed reading thinking According to Reading Rockets, “The Directed Reading
activity (DRTA) Thinking Activity (DRTA) is a comprehension strategy that
guides students in asking questions about a text, making
predictions, and then reading to confirm or refute their
predictions. The DRTA process encourages students to be
active and thoughtful readers, enhancing their
comprehension.”
echo reading “Echo reading is the perfect venue for modeling expressive
oral reading because in echo reading, your voice is the first
voice and your students are trying to make their voice sound
just like your voice. Echo reading is usually done one
sentence at a time and is fun to do when the text has different
voices” (Cunningham, 82).
Echo reading “Echo reading is the perfect venue for modeling expressive
oral reading because in echo reading, your voice is the first
voice and your students are trying to make their voice sound
just like your voice. Echo reading is usually done one
sentence at a time and is fun to do when the text has different
voices” (Cunningham, 82).
Elkonin boxes “Techniques, such as using sound boxes (also known as
Elkonin boxes) drawn on paper, can help the child enunciate
the word slowly and recognize other sounds that need to be
represented by letters” (Sousa, 84).
Explicit instruction
Flexible grouping
generating questions
gradual release of
responsibility
Graphic organizer
Graphophonic cues
Guided reading
highlighting
inferencing
interactive reading aloud
Interactive writing
jigsaw
journaling
KWL
Language experience approach
“Explicit instruction in the phonological structure of speech
and of phonemes and their spellings helps children acquire
the alphabetic principle and use it appropriately when they
encounter unfamiliar words in text. Neural circuits help to
map these new graphemes onto known phoneme” (Sousa,
78).
Grouping students by whole class, small group, pairs, etc.
“Using questions to engage students in a dialogue about
something they are about to read can clarify their thinking,
stimulate interest, and help them determine what to expect
from reading the material” (Sousa, 190).
Giving responsibility to students gradually
“…valuable tools for organizing and representing knowledge
and for illustrating relationships between concepts” (Sousa,
193).
Cues based on spelling
Reading with the teacher in small group
Highlighting important details
Making a prediction or assumption based on evidence from
the text
A read aloud where students interrupt to share and discuss
ideas
Teaching students how to write
A collaborative way of learning where students share their
knowledge
Writing about experiences
Know, want to know, learned.
Reading and writing through personal experience of
language
Learning center Section in the classroom where students can engage in
learning activities
Magic E Silent e, makes the vowel say its name
making big words “Making Words was described as a Guided Discovery lesson

in which young children could learn the beginning letter and

rhyming patterns that enable them to decode thousands of

English words” (Cunningham, 231).

making connections Connecting their background to the content

Making inferences Making guesses/assumptions/predictions based on what the
text says
Making predictions “Ask students to write out what they think the passage will
be about and what they might learn from it” (Sousa, 190).
making words “Making Words was described as a Guided Discovery lesson
in which young children could learn the beginning letter and
rhyming patterns that enable them to decode thousands of
English words” (Cunningham, 231).
Metacognition “…(thinking about our own thinking) is an effective means
of monitoring comprehension” Sousa, 102).
mind map “Concept maps used before reading help students identify
important concepts and ideas and how they are related to
each other. By understanding these relationships in advance,
students are more likely to comprehend their text readings”
(Sousa, 190).
Mini-lesson Not full lesson
picture books Books with pictures
Picture walk Looking at the pictures and focusing on them and not the text
Predictable text “Predictable books are books in which repeated patterns,
refrains, pictures, and rhyme allow children to “pretend-
 read” a book that has been read to them several times”
(Cunningham, 8).
questioning Asking questions to guide students
Quickwrite Writing down thoughts
Read, Write, and Talk Readings, then writing about what was read, then discussing
technique about it
Reader’s Theatre A play where student re-read text
reader’s workshop Students make choice and practice with mini lessons
reading aloud “Reading aloud can also be used to make connections
between texts, to develop background information, or for
enjoyment” (Sousa, 188).
reading by analogy “Relate the material in the new reading to knowledge the
students already possess. Ask them to think about what they
know that is similar to what they think will be in the
passage” (Sousa, 190).
ReQuest (Reciprocal Students take role of teacher and make their own questions
Questioning)
Rereading Reading again
Retelling Telling what they read
Scaffolding Techniques designed to help student learn
Semantic feature analysis Showing how one thing is related to another
Shared reading “This is an interactive reading activity in which students join
in the reading of a large book as guided by the teacher. After
placing the book on an easel so it can be easily seen, the
teacher uses a pointer to guide the reading, pointing to the
words as they are read. The teacher may wish to read the text
first, asking students to predict a word or phrase or
summarize what is happening. Later, the teacher and
students take turns reading, and choral reading may also
 occur. The goal is to work toward phrase fluency rather than
reading the text word by word” (Sousa, 91).
Sheltered English How ELL’s can learn enlgish. Integrates language and
content instruction.
SQ3R Reading comprehension method, Survey, question, read,
recite, and review
SSR “Sustained Silent Reading” (Bear,150)
Story frame/story map Maps the way a story/narrative occurs
story maps/story frames Maps the way a story/narrative occurs
Structural analysis “Identifying word parts such as compound words, affixes,

roots, and syllables” (Cunninghamd, 257).

summarizing “Students write down a summary of each section of the

passage as soon as they finish it. The summary should
include the main idea and supporting details. Concept maps
can help (Sousa, 191).
synthesizing information “Sound synthesis is an essential yet easily performed skill for
phonemic awareness. Start with using the initial sound and
then saying the remainder of the word. For example, the
teacher says, “It starts with b and ends with -and; put it
together, and it says band.” The students take turns using the
same phrasing to make up their own words. Variations
include limiting the con- text to objects in the classroom or
in the school, or to a particular story that the class has
recently read” (Sousa, 149).
thick and thin questions Thick questions-involved and complex, OPEN ENDED.
Think questions: short. CLOSED.
Thinking Aloud Thinking aloud steps to guide students how they should
approach
Think-Pair-Share “…think-pair-share is a variation that provides more “think
time” and ends with the opportunity to share ideas in the
larger group” (Bear, 176).
visualization Picturing in head
Web “Webs come in many varieties, but webbing is generally
used for brain- storming ideas about something that has been
read and for solving problems in content areas” (Sousa, 201).
Word sorts “For group time you will need your own set of words that
students can see as you direct a sort. In small groups, you
may simply use the same cut-out words students have as you
model on a table or rug. For larger groups you may want to
model sorts using an overhead projector (make a
transparency of the handout and cut it apart), or enlarge the
pictures or word cards to use in a pocket chart. Advances in
technology make it possible to sort easily with document
cameras, interactive whiteboards, and interactive tables. The
possibilities are exciting to consider for word sort activities,
which lend themselves to electronic applications” (Bear, 66).
Word study “Activities described in each chapter include concept sorts,
word sorts, and games, which will help you focus instruction
where it is needed to move students into the next stage of
development. These word study activities promise to engage
your students, motivate them, and improve their literacy
skills” (Bear, xxi).
Word wall “Children need to associate meaning with the abstract
connecting words, and they need to have them displayed in
some readily accessible place so that they can find them
when they need them while reading and writing. Many
teachers display these words on the wall or on a bulletin
board. They “have” a word wall” (Cunningham, 93).
wordless picture books Picture books without words
 CHART

Strategy Name Brief Description Useful for (List as For what age child is this At wh
(Minimum of 10 many as possible) strategy appropriate? this str
Highlighted)
Pre lit

Beginn
Author’s chair A chair where -Writing Any age is appropriate, Any le
students have the -Reading more motivational for approp
opportunity to -Sharing any younger children. show o
share their final information that is whole
draft of writing. complete (project, etc.)
close reading Analyzing a text -Reading It can be used for any age, Reader
and looking deep -Comprehension as long as it is at students’
into it. -Character analysis level
-structural analysis
-text analysis (cause-
effect, problem solution,
etc.)
generating questions “Using questions -reading Any age Any le
to engage students -comprehension questio
in a dialogue about approp
something they are develo
about to read can
clarify their
thinking, stimulate
interest, and help
them determine
what to expect
from reading the
material” (Sousa,
190).
interactive reading A read aloud -comprehension Any age Any le
aloud where students questio
interrupt to share approp
and discuss ideas develo
jigsaw A collaborative -comprehension 2nd and up Reader
way of learning -reading write d
where students -writing
share their
knowledge
Metacognition “…(thinking about -comprehensions Any age all
our own thinking)
is an effective
means of
 monitoring
comprehension”
Sousa, 102).
Picture walk Looking at the -reading Younger students k-3rd Any re
pictures and -inferencing
focusing on them Can be done with older,
and not the text focusing on pictures
Reader’s Theatre A play where -Fluency Older students who can readers
student re-read text -comprehension memorize and read with
prosody

3rd and up?

ReQuest (Reciprocal Students take role -comprehension students who are able to reader
Questioning) of teacher and understand story elements
make their own and text structure
questions
Shared reading “This is an -comprehension All students All rea
interactive reading stage
activity in which
students join in the
reading of a large
book as guided by
the teacher. After
placing the book
on an easel so it
can be easily seen,
the teacher uses a
pointer to guide the
reading, pointing
to the words as
they are read. The
teacher may wish
to read the text
first, asking
students to predict
a word or phrase or
summarize what is
happening. Later,
the teacher and
students take turns
reading, and choral
reading may also
occur. The goal is
to work toward
phrase fluency
rather than reading
 the text word by
word” (Sousa, 91).
`
References

Bear, D., Invernizzi, M, Templeton, S., & Johnston, F. (2016). Words Their Way, Word Study

for Phonics, Vocabulary, and Spelling Instruction. 6th ed. Boston: Pearson.

Cunningham, P. (2017). Phonics They Use. 7th ed. Boston: Pearson.

Sousa, D. (2014). How the Brain Learns to Read. 2nd ed. Thousand Oaks, CA: Corwin