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If

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If ..Then Rx Chart If a child (based on assessment) then (some instructional possibilities are... * Adapted by S. Knight from What's After Assessment? by K ... – PowerPoint PPT presentation

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Title: If


1
If..Then Rx Chart
  • If a child (based on assessment)then (some
    instructional possibilities are...

2
Fluency
  • IF.Student reads word by word
  • THEN.Teacher
  • Models fluent reading
  • Models adjusting reading rate
  • Uses pre-reading strategies
  • Pre-telling
  • Anticipation guides
  • Webbing
  • Activate prior knowledge
  • Set purpose for reading
  • AND.
  • Repeated Reading
  • Timed reading
  • Listening/computer center
  • Readers Theatre
  • Environmental Print
  • Reading and writing about their world
  • Choral Reading
  • Echoic Reading
  • Pairs Reading
  • Impress

3
Fluency
  • IF.Student reads words letter by letter
  • THEN.Teacher models fluent reading
  • Teacher helps student see word as a whole
  • Teacher helps student see word patterns
  • AND.
  • Word sorts
  • Word walls
  • Alphabet books
  • Personal dictionary
  • Word of the day
  • List-group-share
  • Visual-auditory-kinesthetic-tactile (VAKT)
    approach
  • Tracking
  • Cloze
  • Onset/rime
  • Structural Analysis

4
Fluency
  • IF.Student reads so slowly comprehension is
    compromised
  • THEN.Teacher uses pre-reading strategies
  • Teacher models fluent reading
  • Teacher ensures text is at appropriate
    instructional level
  • AND.
  • KWL
  • Anticipation guides
  • Set purpose for reading
  • Activate prior knowledge
  • Think alouds

5
Fluency
  • IF.Student reads slowly, but comprehends
  • THEN.Teacher presents authentic reasons for
    re-reading
  • Teacher models fluent reading
  • Teacher presents opportunities to read with
    support
  • AND.
  • Readers Theatre
  • Writing text for struggling readers
  • Re-reading
  • Shared reading
  • Choral reading
  • Computer reading
  • Tape-recorded reading

6
Fluency
  • IF.Student memorizes text during repeated
    readings
  • THEN.Teacher emphasizes paying attention to
    words in text
  • AND.
  • Work with words using a familiar story or
    personal dictionary
  • Scrambled sentences
  • Tracking with finger
  • Computer versions of story with highlighted text

7
Fluency
  • IF. Student has difficulty tracking or loses
    place
  • THEN.Teacher helps student practice reading
    fluency by using aids that train the eye to
    process left to right, line by line
  • AND.
  • Computer versions of the story with highlighted
    text
  • Tracking with finger
  • Shared reading
  • Tracking with a bookmark or other device

8
Rx by Level
  • Ideas for working with INTENSIVE students to
    improve in the area of fluency
  • Review phonemic awareness
  • Review of alphabetic principle
  • Use of timers and daily reading practice probes
  • More blending and dictation practice
  • More exposure to high frequency words
  • Read along with taped story
  • Word building games (i.e. CVC to develop
    recognition of spelling patterns)

9
Rx by Level
  • Ideas for working with STRATEGIC students to
    improve in the area of fluency
  • Form fluency groups
  • Practice with Decodable Text
  • More blending practice
  • Reread anthology stories in small groups with
    cassettes or computer software
  • Develop more word attack skills
  • Choral reading
  • Poetry reading with partners

10
Rx by Level
  • Ideas for working with BENCHMARK students to
    maintain and/or improve in the area of fluency
  • Pre-read stories in anthology
  • Readers Theater
  • Read additional core literature related to unit
    themes
  • Timed readings

11
Phonics
  • IF.Student can decode but uses only letter
    sounds
  • THEN.Teacher should model decoding using
    multiple strategies
  • Onsets/rimes
  • Structural analysis
  • Context clues
  • AND.
  • Word sorts
  • Cloze
  • Letters Sounds
  • Segmentation bag
  • Word bank
  • Making words
  • Word families
  • Finding little words in big words
  • Writing

12
Phonics
  • IF.Student guesses at words using only initial
    consonant sound cue
  • THEN.Teacher should model multiple strategies
    for decoding
  • Teacher should present words as wholes
  • AND.
  • Cloze
  • Computer reading programs
  • Language experience
  • Word families
  • Word sorts
  • Word banks
  • Making words
  • Contextual analysis
  • Bag words
  • Writing

13
Phonics
  • IF.Student has problems with sight words
  • THEN.Teacher connects words to life experiences
  • Teacher demonstrates building sight words after
    reading
  • AND.
  • Word walls
  • Personal dictionaries
  • Bag words
  • Word study after reading
  • Writing

14
Phonics
  • IF.Student guesses at unknown words using no
    graphic cues
  • THEN.Teacher emphasizes visual aspects of word
    identification
  • Teacher models using semantic and syntactic cues
  • AND.
  • Cloze with initial consonant sound
  • Finding little words in big words
  • Structural analysis
  • Onset/rime
  • Word sorts
  • Writing

15
Phonics
  • IF.Student reads known words but stops at every
    new/unfamiliar word
  • THEN.Teacher emphasizes all three cueing systems
  • Semantic
  • Syntactic
  • Grapho-phonemic
  • AND.
  • Cloze activities
  • Use of prediction before and after reading
  • Possible sentences
  • Response logs
  • Guided reading
  • Think-alouds

16
Phonics
  • IF.Student has difficulty matching letters with
    corresponding sounds
  • THEN.Teacher helps reader realize words are made
    up of letters that correspond with speech sounds
  • AND.
  • Counting words in speech
  • Clapping syllables
  • Sound boxes
  • Alphabet sound word examples
  • Word games match word with beginning letter
  • Rhyming and rhyming books
  • Magnetic letters
  • I-Spy

17
Phonics
  • IF.Student has little knowledge of the alphabet
  • THEN.Teacher makes learning the alphabet
    interesting and fun
  • AND.
  • Songs, nursery rhymes and choral reading
  • Alphabet books
  • Letters in names
  • Alphabet blocks
  • Alphabet sound word examples
  • Magnetic letters
  • Writing letters in shaving crème
  • Letter detective
  • Letters in writing

18
Phonics
  • IF.Student doesnt recognize new words built on
    known words
  • THEN.Teacher focuses on structural analysis
  • AND.
  • Word sorts
  • Making words
  • Word families
  • Word games
  • Rhyming words
  • News and announcements chart

19
Phonemic Awareness
  • IF.Student has difficulty with letter-sound
    correspondence
  • THEN.Teacher focuses on high frequency
    letter-sound correspondence (consonants) in the
    context of real reading situations
  • AND.
  • Letters in context of real reading
  • Tongue twisters
  • Nursery rhymes

20
Comprehension
  • IF. Student recalls literally and cannot make
    inferences
  • THEN.Teacher models how to put pieces of
    information together
  • Teacher explains not all information is stated
    directly
  • AND.
  • Think-alouds
  • QARs
  • Comprehension strategy framework
  • Literature circles
  • Inferential strategy
  • Response logs
  • Say something
  • Summarizing/retelling
  • CLOZE

21
Comprehension
  • IF.Student reads quickly but inaccurately and
    with limited comprehension
  • THEN.Teacher provides appropriate pace for
    student
  • AND.
  • DRTA
  • Comprehension strategy framework
  • Graphic organizers
  • QARs
  • Anticipation guide
  • Guiding reading
  • Think-Pair-Share
  • Reciprocal teaching

22
Comprehension
  • IF.Student reads fluently but misses many
    details
  • THEN.Teacher ensures student examines text and
    re-reads
  • Teacher discusses story/text with class
  • AND.
  • Mapping
  • Webbing
  • Reciprocal teaching
  • QARs
  • Context clues, text features
  • Self-questioning
  • Literature circles
  • Think-Pair-Share
  • Linguistic roulette

23
Comprehension
  • IF.Student reads fluently but cannot identify
    main idea or purpose
  • THEN.Teacher brings meaning to the text by
    connecting to experience and prior knowledge
  • AND.
  • Story mapping
  • Literature circles
  • Compare contrast graphic organizers
  • QARs
  • Paraphrasing
  • Response logs
  • Summarizing/retelling
  • Artful artist

24
Comprehension
  • IF.Student reads fluently but cannot retell
  • THEN.Teacher ensures student know how to retell
  • Teacher ensures student is constructing meaning
    while reading
  • AND.
  • Webbing/mapping
  • Interpretive questions
  • Story frames
  • Semantic webbing
  • QARs
  • Imagery
  • Predicting
  • Guided reading
  • Reciprocal teaching
  • Directed reading/thinking activity (DRTA)

25
Comprehension
  • IF.Student has difficulty reading text for
    information
  • THEN.Teacher helps student develop techniques
    for reading non-fiction
  • AND.
  • Think-alouds
  • Adjusting reading rate
  • Anticipation guides
  • Reciprocal teaching
  • QARs
  • KWL
  • Webbing
  • SQ3R
  • Jackdaws

26
Rx by Level
  • Ideas for working with INTENSIVE students to
    improve in the area of comprehension
  • More easy reading and instructional leveled
    books for student use
  • Classroom libraries designated by instructional
    levels
  • Listening centers with books on cassette tape
  • Computer centers with books and games on software
  • Teacher focus on comprehension strategies
  • Pre-read story
  • Choral reading to develop fluency and
    comprehension
  • Experience a wide variety of text in many genres
  • More practice with comprehensible test questions
  • Sight word vocabulary
  • Read Alouds using comprehension strategies
  • Read Alouds that require student response

27
Rx by Level
  • Ideas for working with STRATEGIC students to
    improve in the area of comprehension
  • Teacher focus on RED OCR section with
    comprehension
  • More independent reading at independent reading
    level
  • Paired reading
  • Sequencing events
  • Vocabulary development
  • Comprehension and writing prompts modeling how to
    find answers embedded in text
  • Story maps
  • Partners write 5 questions each about the current
    story trade papers and answer each others
    questions
  • Students identify the 5 Ws and the H as they
    read the story

28
Rx by Level
  • Ideas for working with BENCHMARK students to
    maintain and/or improve in the area of
    comprehension
  • Continue to monitor comprehension
  • Ask students to articulate what they are doing
    when reading to ensure comprehension
  • Read
  • Explicitly use reading strategies
  • Self monitoring
  • Self correcting
  • Literature groups with more challenging
    literature
  • Confirm and disprove predictions

29
Vocabulary
  • IF.Student needs to develop a larger vocabulary
  • THEN.Teacher devises methods to add new words
    encountered in context to personal
    reading/writing word bank
  • AND.
  • Word maps
  • Contextual analysis
  • Word games
  • Context-structure-sound-reference (CSSR)
  • Frayer Model
  • Slotting
  • Graphic organizers
  • Visual vocabulary
  • Link and think
  • Word file cards
  • Visual vocabulary
  • Synonym/antonyms
  • Mnemonics

30
Rx by Level
  • Ideas for working with INTENSIVE students to
    improve in the area of vocabulary
  • Pre-teach vocabulary
  • Word sorts, Frayer Model, word mapping and webs,
    structural analysis, think aloud, context clues,
    making choices, sentence stems, choose between
    target words, closed sentences semantic cloze,
    example/non-example, beat the clock, same format,
    questions/reasons/examples, juxtaposition,
    demonstration, etc.
  • Vocabulary games and worksheets synonyms,
    antonyms, multiple meanings, affixes, root words
  • Sentence extensions (Stretch It)
  • Develop picture vocabulary
  • Use of OCR re-teach masters

31
Rx by Level
  • Ideas for working with STRATEGIC students to
    improve in the area of vocabulary
  • Pre-teach vocabulary
  • Word sorts, Frayer Model, word mapping and webs,
    structural analysis, think aloud, context clues,
    making choices, sentence stems, choose between
    target words, closed sentences semantic cloze,
    example/non-example, beat the clock, same format,
    questions/reasons/examples, juxtaposition,
    demonstration, etc.
  • Create word walls
  • Games for vocabulary flashcards, sentence strips
  • Pictionaries
  • Outlaw Word flashcards, word walls,
  • Blend words read re-read
  • Teacher continually asks students to make up
    sentences and extend

32
Rx by Level
  • Ideas for working with BENCHMARK students to
    maintain and/or improve in the area of
    vocabulary
  • Pre-teach vocabulary
  • Word sorts, Frayer Model, word mapping and webs,
    structural analysis, think aloud, context clues,
    making choices, sentence stems, choose between
    target words, closed sentences semantic cloze,
    example/non-example, beat the clock, same format,
    questions/reasons/examples, juxtaposition,
    demonstration, etc.
  • Bingo Lingo
  • Words Alive
  • Jeopardy
  • Words in Motion
  • Word Wizard

33
Issues Outside of the Big 5
  • IF.Student has problems choosing appropriate
    books
  • THEN.Teacher discusses strategies for selection
  • Teacher shares instructional/independent reading
    level with student
  • AND.
  • Reading buddies
  • Sharing books
  • Owning books
  • Library usage

34
Issues Outside the Big 5
  • IF.Student has little interest in reading
  • THEN.Teacher provides opportunities for
    authentic reading
  • Teachers emphasizes purposes for reading in life
  • AND.
  • Environmental print
  • Literacy play boxes
  • Readers Theatre
  • Books about me
  • Interactive reading
  • Computer stories or reading games
  • Word games
  • Reading aloud
  • Shared reading
  • Literature circles
  • Jackdaws

35
Issues Outside of the Big 5
  • IF.Student has little confidence in reading
    ability
  • THEN.Teacher provides opportunities for student
    to see himself as a reader
  • Teacher emphasizes reading strengths
  • AND.
  • Read to younger children
  • Reading logs
  • Choosing appropriate books
  • Language experience (reading books written by
    children)
  • Choral reading
  • Shared reading
  • Set goals work on them together

36
Issues Outside of the Big 5
  • IF.Student pays little attention to print in the
    world
  • THEN.Teacher emphasizes the purpose of print
  • AND.
  • Environmental print
  • Work with names
  • Reading the room
  • Literacy play boxes
  • Word games
  • Language experience

37
Issues Outside of the Big 5
  • AND.
  • Interest inventory
  • Reading own writing
  • Writers workshop
  • Choosing appropriate books
  • DRTA
  • Reading buddies
  • Think-Pair-Share
  • Literature circles
  • Book reviews
  • QARs
  • Non-fiction strategies (KWL, SQ3R, Structured
    Note-Taking, etc.)
  • IF.Student doesnt attend to story or attention
    wanders
  • THEN.Teacher helps student see reading as a
    meaningful activity

38
Issues Outside of the Big 5
  • AND.
  • Read aloud from various genres
  • Share books (Literacy Baskets)
  • Introduce books through book talks
  • Recommend or suggest a book similar but one step
    removed (i.e. from Goosebumps to another type of
    mystery)
  • IF.Student reads only one genre or one type of
    book
  • THEN.Teacher broadens interests and experiences
    with books

39
Issues Outside of the Big 5
  • IF.Student has little knowledge of books
  • THEN.Teacher helps reader feel comfortable with
    text and book handling
  • AND.
  • Read aloud with child
  • Older reading buddies
  • Owning books
  • Field trips to the library and library cards
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