441 FINAL

Omission, substitution, repetition, insertion, self-correction

Is an analysis that allows a teacher to know what level of reading ability her individual students are at

Remembering actual events and facts of the story; character's names, the plot, the setting, and so on

Making connections that are not explicitly stated; ex: "Sarah's face was red and tear stained" (child should be able to say Sarah was sad)

Critical comprehension is evaluating the quality of the text or coming up with an opinion about the text

Small groups about same level; teacher provides scaffolding for material (pre reading, help with new words, predictions, retellings)

Ideas (clear, relevant, interesting), organization (have a hook, easy to follow, have a main message, conclusion), voice (enthusiasm, sounds like person, evoke intended emotion, attention held), sentence fluency (easy to read, different sentence beginnings, varied sentence length, reads smoothly), word choice (strong verbs, precise words, unique words, lack of repetition of common words), conventions (spelling, punctuation, title, etc)

Drawing/picture writing (expresses thoughts, feelings, but pictures are generally unrecognizable); scribbling (draw recognizable shapes and may tell about pictures; may imitate writing); random letters (begins printing own name and may put strings of letters with his picture; may read message but would be unrecognizable); semi-phonetic (use of some letters to match sounds, often a beginning letter represents whole word; may use left to right progression; letter reversals are common); phonetic (write words with beginning and ending sounds; may also spell some high frequency words correctly; vowels may be inserted but typically aren't correct); transitional (write words the way they sound; spell many high frequency words correctly; leave spaces between words; begin using punctuation marks and more sentences); conventional (most words spelled correctly; unfamiliar ones are spelled as they sound; use punctuation marks corrects as well as upper and lower case letters)

Cooing (as early as six weeks; resembles vowels); babbling (complex and varied; around 4-6 months of age; repeat consonant-vowel sounds); echolalic babbling (8-10 months; reflects adult speech); one-word stage (around one year they begin producing word-like units; may be invented words called idiomorphs--a stable 'word' used to refer to something on a consistent basis; may also produce conventional words in a way that resembles traditional usage); telegraphic stage (toddlers; beginning to string several words together; sentence like fragments); beginning oral fluency (3-4 years old children become moderately fluent in speech; becomes more complex in grammar and vocabulary as they age and varies based on audience)

Start off with reading a book (for the purpose of this example, one about names). Then ask them to find the letters in their name (maybe even have them write the letters that aren't in their name, depending on their individual development) and then do some kind of activity that has them making the letters in their name... maybe having huge letters and having them drive little cars over the shapes, or writing it in shaving cream/sand/clay, etc. Then maybe have a song that focuses on the spelling of the kids' names.

Book interactions should be individualized to attention span and interest; have a special area for reading; have lots of conversations; attach words to concrete objects/actions; lots of hands on experiences; durable books, thick paper, non-toxic writing materials; stuffed animals that look like book characters; environmental print, symbol-making experiences (drawing, scribbling, imaginative play, personalized books)