|
Reading IA & 1B: Reading Basics
|
|
PRE-READING, LEARNING PLAN 1
|
|
|
|
Overview
|
|
Title
|
PRE-READING, LEARNING PLAN 1
|
|
Developer(s)
|
Lynn Reed Shafel
|
|
Date
|
6/26/2001
|
|
|
|
Purpose
|
|
The first challenges facing a beginning reader are understanding the orientation of written symbols for reading and writing, learning the alphabetic code, and understanding sound/symbol relationships. This foundation of knowledge must be in place before the learner can shift focus to reading fluency, vocabulary development, and reading comprehension. At every lesson, the learner must encode new information by writing while saying the sounds and comparing what he/she has written with what the teacher has written or what is written in the textbook or on the flashcard. In this way, learning is encoded through the four modalities of sight, sound, voice, and writing. At every step of the learning to read process, the learner must relate what is being learned about the written code to his/her own oral/listening vocabulary, remembering that much of the time, the written code is representing words that he/she already knows and uses. The learner and the instructor can select appropriate learning activities so that the learner can master the essential pre-reading skills.
|
|
|
|
|
|
Target Competency
|
|
1.
|
Demonstrate pre-reading skills.
|
Linked Core Abilities
|
|
o
|
Communicate effectively
|
|
|
|
|
|
|
|
Performance Standards
|
|
Competence will be demonstrated:
|
|
o
|
with instructor-made and/or published materials.
|
|
o
|
individually, collaboratively or in small groups.
|
|
o
|
through oral, written, computerized and/or demonstration formats
|
|
o
|
in a class/lab, workplace or other real-life situation
|
|
|
|
|
Criteria - Performance will be satisfactory when:
|
|
o
|
learner becomes aware of language patterns
|
|
o
|
learner identifies rhyming elements of words and phrases
|
|
o
|
learner matches and names upper and lower case letters
|
|
o
|
learner develops sound-letter correspondence
|
|
o
|
learner listens and asks questions
|
|
|
|
|
|
|
|
|
Learning Objectives
|
|
This learning plan addresses the following learning objectives to help you master the competency:
|
|
a.
|
Demonstrate spatial orientation awareness.
|
|
b.
|
Discriminate visually and auditorially.
|
|
c.
|
Link communication with prior experience.
|
|
|
|
|
|
|
|
Learning Activities
|
|
_____1.
|
|
Write your name and the date on a sheet of paper in accordance with instructor's directions.
|
|
|
|
_____2.
|
|
Open and turn pages while following visuals with instructor's oral directions.
|
|
|
|
_____3.
|
|
Practice top to bottom and left to right eye and hand movement needed for reading and writing by completing pp. 4-7 in Reading for Today, Introductory Book (Steck-Vaughn.)
|
|
|
|
_____4.
|
|
Learn and practice writing letter of the alphabet - manuscript upper and lower case and cursive upper and lower case - by completing pp. 2-3 in Reading For Today, Introductory Book (Steck-Vaughn.)
|
|
|
|
_____5.
|
|
Practice recognizing letters of the alphabet by completing pp. 2, 3, and 10 in Reading For Today, Introductory Book (Steck-Vaughn.)
|
|
|
|
_____6.
|
|
Make a flash card for each letter of the alphabet. Write the manuscript upper and lower case form of the letter on one side of the card. Draw or paste a picture of an item beginning with the letter on the other side of the card. Practice orally identifying the letter as cards are presented one-by-one in random order
|
|
|
|
_____7.
|
|
Find and circle words that begin with a selected letter of the alphabet in a magazine or newspaper article. Look at the word and listen to the instructor pronounce the words you have found and circled
|
|
|
|
_____8.
|
|
Practice and memorize 42 elementary sounds of English as represented by 71 phonograms (letter or letter combination that represent one sound) by using any Orton-Gillingham based phonetics system. (See attachment 1a. for listing of 71 phonograms, key words, and sequence of teaching, along with accompanying spelling, plural, syllabication, capitalization and apostrophe rules printed from the web site of the Riggs Institute.) Make a flashcard for each phonogram. Write, or have your instructor write, a key word for each sound represented by the phonogram on the back of the card. Pronounce the sound(s) the phonogram represents when a phonogram card is flashed.
|
|
|
|
_____9.
|
|
Write, while pronouncing its sound(s), the phonogram represented by the sound(s) your instructor gives you orally for that phonogram and up to ten other phonograms you are learning. Compare your list of phonograms to the list the instructor has written on the board to check your work. Write the phonogram(s) you have not written correctly four - five times while pronouncing the sound(s) of the phonogram(s).
|
|
|
|
_____10.
|
|
Identify the beginning, middle, and ending sound for each of ten one-syllable words that your instructor pronounces for you. Write each word, saying the sound of each letter/letter combination as you write it. Repeat this process for each word four to five times.
|
|
|
|
_____11.
|
|
Create lists of words, with a partner or alone, by adding different first sounds to syllable that have the same middle and ending sounds. Choose syllables from the following set of 37 consistent letter combinations: -ack -all -ain -ake -ame -an -ank -ap -ash -at -ate -aw -ay -eat -ell -est -ice -ick -ide -ight -ill -in -ine -ing -ink -ip -ir -ock -oke -op -ore -or
-uck -ug -ump -unk
|
|
|
|
_____12.
|
|
Keep a reading notebook. Draw two vertical lines on each page to create three columns per page. Write one letter/letter combinations (phonograms) at the top of each column as you learn them. Under each letter/letter combination, write a short word(s) that contain the letter/letter combination. Underline, while saying the sound, the letter/letter combination in the word. Add to each list as you learn new words.
|
|
|
|
_____13.
|
|
Listen to your instructor explain and watch your instructor write the long-vowel syllable patterns V, CV, and VCe. List, along with your instructor, examples of words that conform to the long-vowel syllable patterns. Write, as you pronounce its phonograms, each word in a "V", "CV", or "VCe" column you have made in your reading notebook. Add to the lists as you learn new words through "word hunts" in newspapers, magazines, and textbook selections or through reading.
|
|
|
|
_____14.
|
|
Dictate four or five sentences describing a recent event in your life while your instructor writes your words. Listen and look at the words while your instructor points to each word as it is read back to you. Select three-four words to learn. Underline the words. Write each word on a flash card or on a sheet of paper, saying the sounds of the word as you write it. Practice reading the word(s) as you write each word several times. Make up new sentences using the word, and orally relate the sentences to your instructor or a partner.
|
|
|
|
_____15.
|
|
Listen to your instructor explain and watch your instructor write the two short-vowel syllable patterns VC and VCC. List, along with your instructor, examples of words that conform to the short-vowel syllable patterns. Write, as you pronounce its phonograms, each word in a "VC" or "VCC" column you have made in your reading notebook. Add to the lists as you learn new words through "word hunts" in newspapers, magazines, and textbook selections or through reading
|
|
|
|
_____16.
|
|
Count by clapping for each syllable or by placing your hand under your chin as you repeat each word after the instructor says the word.
|
|
|
|
_____17.
|
|
Complete lessons sequentially in Lifelong Reading A Basic Course, Books One - Four (Cambridge.)
|
|
|
|
_____18.
|
|
Complete lessons sequentially in Reading for Today, Introductory Book and Books One and Two (Steck-Vaughn.)
|
|
|
|
_____19.
|
|
Complete selected lessons in the Specific Skills Series booklets Working With Sounds, Picture Level, Preparatory Level, and Levels A and B (Barnell Loft, Ltd.)
|
|
|
|
_____20.
|
|
Review and reinforce sound/symbol relationships using a card pack of phonograms obtained from the Madison Area Literacy Council, 2007 Atwood Avenue, Madison, WI 53704 608-244-3911 (See handout 1b.)
|
|
|
|
_____21.
|
|
View sequentially the Texas Scottish Rite Hospital Literacy Program videotape series consisting of 160 half-hour video lessons available through the Luke Waites Child Development Center at Texas Scottish Rite Hospital for Children. Complete accompanying workbook exercises in workbooks available through Educators Publishing Service, 75 Moulton Street, Cambridge, MA 02138 1-800-225-5750.
|
|
|
|
_____22.
|
|
Complete selected lessons in Challenger Books One, Two, and Three (New Readers Press.)
|
|
|
|
_____23.
|
|
Complete selected lessons in Edge on English All Spelled Out, Books A-C (Contemporary.)
|
|
|
|
_____24.
|
|
Listen to an audio tape that accompanies one of the Timeless Tales books/read-along tapes collection (New Readers Press.) Retell the story to your instructor or a partner.
|
|
|
|
_____25.
|
|
Other_____________________________________
|
|
|
|
|
|
Assessment Activities
|
|
_____1.
|
|
Complete a visual/oral assessment demonstrating the ability to read and write alphabet letters in random order with 100% accuracy to demonstrate 1.0 grade level equivalency.
|
|
|
|
_____2.
|
|
Retell a recent event in your life in a language experience story with a beginning, middle, and end to demonstrate 1.0 grade level equivalency.
|
|
|
|
_____3.
|
|
Complete a visual/oral assessment demonstrating correct sound/symbol relationships for the 71 "Orton-Gillingham" phonograms (see handout 1a) to demonstrate 2.0 grade level equivalency.
|
|
|
|
_____4.
|
|
Recognize with 80% accuracy the beginning, middle, and end sounds of an instructor-made list of ten one-syllable words to demonstrate 2.0 grade level equivalency.
|
|
|
|
_____5.
|
|
Write simple sentences using correct sentence structure and known sight words to demonstrate 2.0 grade level equivalency.
|
|
|
|
_____6.
|
|
Read aloud with 80% accuracy in word recognition and blending of sounds to correctly pronounce words in a short selection from a controlled vocabulary reader or reading textbook at the 2.0 grade level to demonstrate 2.0 grade level equivalency.
|
|
|
|
_____7.
|
|
Pronounce with 80% accuracy 10-15 one-, two-, and three-syllable words on an instructor-made assessment, and identify with 80% accuracy the short- or long- vowel syllable patterns in each word to demonstrate 2.0 grade level equivalency.
|
|
|
|
_____8.
|
|
Complete unit reviews/assessments with at least 80% accuracy in a beginning reading textbook series to demonstrate 1.0, 2.0, or 3.0 grade level equivalency as defined in the teacher's manual accompanying the textbook series.
|
|
|
|
_____9.
|
|
Other____________________________________________
|
|
|
|
|
|
Reading IA & 1B: Reading Basics
|
|
DEVELOP RESPONSIBILITY FOR LEARNING, LEARNING PLAN 2
|
|
|
|
Overview
|
|
Title
|
DEVELOP RESPONSIBILITY FOR LEARNING, LEARNING PLAN 2
|
|
Developer(s)
|
James R. Stickels
|
|
Date
|
6/23/2001
|
|
|
|
Purpose
|
|
The early stages of learning to read for an adult take discipline and commitment. The learner must commit time and overcome discouragement during the process of decoding words and moving along in the process of learning to read fluently. Taking active steps to set goals and manage time are essential to success. This plan will offer tools for time management, guide the learner to an understanding of the steps and goals for beginning reading and assist the learner to track progress.
|
|
|
|
|
|
Target Competency
|
|
2.
|
Develop responsibility for learning.
|
|
|
|
Performance Standards
|
|
Competence will be demonstrated:
|
|
o
|
in oral, written or demonstrative presentation based on instructor-made and/or published materials in written and/or computerized formats,.
|
|
o
|
individually, collaboratively or in small groups
|
|
o
|
in a class/lab, workplace or other real-life situation
|
|
|
|
|
Criteria - Performance will be satisfactory when:
|
|
o
|
learner demonstrates and active interest in reading
|
|
o
|
learner agrees to a reading schedule
|
|
o
|
learner chooses books of personal interest
|
|
o
|
learner shares personal responses to books
|
|
|
|
|
|
|
|
|
Learning Objectives
|
|
This learning plan addresses the following learning objectives to help you master the competency:
|
|
a.
|
Set goals
|
|
b.
|
Identify personal reading interests
|
|
c.
|
Recognize importance of managing time and resources
|
|
|
|
|
|
|
|
Learning Activities
|
|
_____1.
|
|
Make a verbal commitment to learning sound and symbol relationships.
|
|
|
|
_____2.
|
|
Discuss time management with the instructor.
|
|
|
|
_____3.
|
|
Discuss potential barriers to reading goals and possible solutions.
|
|
|
|
_____4.
|
|
Keep a school assignment notebook.
|
|
|
|
_____5.
|
|
Keep a check-off list of tasks for reading.
|
|
|
|
_____6.
|
|
Discuss reading goals and set a tentative timeline for reaching them.
|
|
|
|
_____7.
|
|
Identify personal learning styles from discussion with the instructor.
|
|
|
|
_____8.
|
|
Produce a plan for reading an average of one half hour five times per week.
|
|
Properties
|
|
Group Size:
|
Individual
|
|
Focus:
|
Learner Centered
|
|
Content:
|
Fact
|
|
Multiple Intelligence:
|
Visual/Spatial
|
|
Learning Style:
|
Conceptualizing
|
|
Right/Left Brain:
|
Left Brain
|
|
VAK:
|
Visual
|
|
|
|
|
|
_____9.
|
|
Identify people who are available to answer questions and give guidance during independent study outside of class.
|
|
|
| | |