Pam is at school. She plays a new game called “Red Light Green Light.” A girl tells her how to play the game. First, Pam has to run as fast as she can. She likes to run. When she runs fast she can feel the wind on her face.

Video Resources

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Common
strategies for meeting the needs of all learners

Concepts of Print (Not one of the Five Pillars)

Shared
Book Experience

Use the information below to complete the exercise that follows.

When Lori arrives at school the
first day of kindergarten, she goes over to the reading corner and picks up
the wordless picture book, Good Dog,
Carl.  Sitting down on the rug, she
begins to look at the book.  You notice
that she holds it upside down at first, and skips around, looking at the
pictures from back to front.  When you
ask her to tell you about the story, she says very little except that the
book is about a dog and a baby.  When
you ask Lori to write her name, she writes a letter that resembles “L” and
then draws circles on the rest of the page.

       Write a response in which you:

1. Identify
   one area of need demonstrated by Lori.

2. Describe
   an instructional strategy or activity that you can implement to address
   this need.

3. Explain
   why the strategy or activity you describe would be effective.

Phonemic Awareness

Use the following information to complete the given exercise.

The role of phonemic awareness in beginning
reading has been well researched. 
Phonemic awareness is related to reading achievement.  Study the following example of a phonemic
awareness task.

Sample Phonemic Awareness Task

Students listen to a sequence of separately
spoken phonemes.  They then combine the
phonemes to form a word.  They then say
the word.

Teacher: 
     What word is /c/-/a/-/t/?

Students:      /c/-/a/-/t/
is cat.

Teacher: 
     Good.  Now try this word — /s/-/oa/-/p/.

Students:      /s/-/oa/-/p/
is soap.

Teacher:        Very
good.  Let’s try one more —
/f/-/l/-/igh/-/t/.

Students:      /f/-/l/-/igh/-/t/
is flight.

Based on the
information given above, write a response in which you:

Phonics

Use the information below to complete the exercise that follows.

A
first-grade teacher notices that Alida is struggling with reading grade-level
text that is largely decodable text. She can read most CVC words and knows
many sight words but seems confused when encountering some words with long
vowel patterns. The teacher administers the CORE Phonics Survey. Alida passes
the assessments that test words with short vowels (i.e. CVC, consonant
blends, digraphs) with 100% accuracy. On the subtest for long vowels she made
the following errors:

tap
(tape)     dom (dome)     hid (hide)     lik (like)     bak (bake) 
   pal (pale)  

       Using your knowledge of reading, write
a response in which you:

1. Identify
   the specific decoding need of the student.

Based on the phonics survey,
Alida reads with 100% accuracy, all the words with short vowels. 

When given a list of words
with long vowels, she did not notice that the spellings a_e, i_e, and o_e
represent the long vowel sounds.

Alida needs more direct
instruction with the VCe pattern.

2. Describe
   an instructional strategy and student activity to address the identified
   need.

3. Explain
   why the identified process would be effective in                         addressing the
   problem.

Fluency

Use the information below to complete the exercise that follows.

For the mid-year assessment, Sammy, a first-
grade student, was asked to take an oral “cold” reading of a passage.  As Sammy reads, the teacher marks a copy to
note mispronunciations, self-corrections, and insertions.  Sammy read 38 WCPM.  The errors are subtracted from the total
number of words read and recorded as the Oral Reading Fluency (ORF) score. 

Sammy’s Miscue Analysis

Based on
the miscue analysis of Sammy’s reading performance, write a response in which
you:

1. Identify
   one need as demonstrated by this assessment.

Based
on the miscue analysis of this first-grade student, Sammy is still learning
to identify basic sight words.

Six
of the nine miscues were sight words, including “’of”, “some”, and

“the”.

There
is a need for Sammy to gain automaticity with sight words to improve his
fluency.

2. Describe
   one instructional strategy the teacher should use to support this
   student in improving his fluency.

3. Explain
   why the strategy you described would be effective for increasing Sammy's
   rate.

Vocabulary

Use the information below to complete the
exercise that follows.

Prior to having
students read a textbook chapter on tree classification, a fifth-grade
teacher divides students into small groups and gives each group a set of
labeled photographs and diagrams of a particular type of tree (e.g., pines),
with each group focusing on a different type of tree. The students examine
their photographs and diagrams, write down as many characteristics as they
can about their assigned tree, and then present their findings to the whole
class. As students share their ideas, the teacher writes key words and
phrases on the board (e.g., pine trees
= have cones, have needles, the needles grow in clusters, the needles are
green in both the summer and winter photographs) and also introduces new
terminology (e.g., trees that have
cones are called conifers). The teacher then conducts a guided
whole-class discussion during which students identify characteristics shared
by more than one type of tree (e.g., having
cones) and sort the trees by these characteristics (e.g., conifers = pines, firs, hemlocks, spruces,
cedars, and larches). 

    
Using your knowledge of reading instruction, write a response in which
you:

1. Describe
   how the teacher can effectively differentiate instruction with respect
   to this activity to address the needs of students in the class who are
   English Learners.

Since
the activity and textbook chapter require knowledge of vocabulary that’s

not
often used in everyday speech (e.g., cones, needles, clustered) and will

likely
be unfamiliar to English Learners, the teacher should…

Explain why the instructional strategy you
described would be effective in addressing the needs of these students and
promoting their development of vocabulary, academic language, and/or
background knowledge.

Comprehension

Use the information below to complete the
exercise that follows.

A first-grade teacher is assessing
a student’s reading comprehension of a story that he reads fluently and
accurately by having the student retell the story. The story is printed
below.

After the student reads the story,
the teacher asks him to “tell me the story in your own words.” Printed below
is the student’s oral response.

The teacher then asks a targeted
question to try to prompt the student to elaborate on his response. Below is
the student’s response to the question, “How do you know that Pam needs to
learn about crossing the street? Tell me as much as you can remember.”

The teacher completes the
assessment by asking the student, “What else do you think Pam will do?” The
student responds:

  
Using you knowledge of reading comprehension, write a response in
which you:

Identify one reading comprehension need
demonstrated by this student

The
student demonstrated difficulty with literal comprehension, which led to his
making incorrect inferences.

Since
the student read the story aloud “fluently and accurately,” his difficulty is
probably not caused by inaccurate decoding or lack of fluency but rather by a
lack of attention to what he was reading.

Describe an instructional strategy or
activity to help address this need.

Explain why the strategy or activity you
described would be effective for this purpose.