fourth and fifth grade student center activitiesuseful in implementing independent student center...

Fourth and Fifth GradeStudent Center Activities

Produced by the Florida Center for Reading ResearchCopyright ©2007 Florida Department of Education

371-96443-6SP01

2007 The Florida Center for Reading Research

Teacher Resource Guide

4-5 Student Center Activities: Teacher Resource Guide

AcknowledgementsWe would like to thank the following individuals and organizations for their contributions to this project.

Just Read, Florida! Office at the Florida Department of EducationEvan Lefsky, Ph.D.Barbara Elzie, M.A.Cari Miller, M.A.

4-5 Development Team at FCRRMarcia Kosanovich, Ph.D.Teresa Logan, M.S.Connie Weinstein, M.Ed. Kelly Magill, M.S.

Curriculum Review Team at FCRRGeorgia Jordan, M.S.Michelle Wahl, M.S.Mary Van Sciver, M.S.Lila Rissman, M.S.Elissa Arndt, M.S., CCC

Technology Services at FCRRPeter Lenkway, Ph.D.Kristopher Roehrig-Bice, B.F.A.Matt Hoak, B.S.J.P. Cooper, B.S.

Technical Projects Group at FCRRKarl Hook, M.S.Danny Brooke, B.S.

Assessment Programs at FCRRRandee Winterbottom, M.S.Tricia Curran, Ph.D.

FCRR StaffJoseph Torgesen, Ph.D.Don Cook, B.A.Meghann Montgomery, B.A.

Professional Development DVD ProductionRyan Ziglar, Video Production ManagerMarilyn Jackson-Rahming, Principal, Pineview Elementary, Tallahassee, FloridaBarbara Mitchell, Reading Coach, Pineview Elementary, Tallahassee, FloridaHarriet Waas, Fourth Grade Teacher, Pineview Elementary, Tallahassee, FloridaVenesha Reed, Fourth Grade Teacher, Pineview Elementary, Tallahassee, FloridaKeyvette Pendleton, Fourth Grade Teacher, Pineview Elementary, Tallahassee, Florida







IntroductionThis Teacher Resource Guide accompanies the Fourth and Fifth Grade (4-5) Student Center Activities developed by the Florida Center for Reading Research and funded by Just Read, Florida!. It is designed to assist teachers in differentiating instruction by using independent Student Center Activities that support skill building in four of the five components of reading (Phonics, Fluency, Vocabulary, and Comprehension). This Teacher Resource Guide is accompanied by a Professional Development DVD which discusses and illustrates important elements when implementing Student Centers in a classroom.

During the spring 2004 Florida Reading First school site visits, staff from the Florida Center for Reading Research (FCRR) determined that teachers may benefit from classroom materials that would be immediately useful in implementing independent Student Center Activities.

In 2004-2005, a team of teachers at FCRR reviewed current research, collected ideas, and created materials for use in kindergarten and first grade classrooms. These Student Center Activities (K-1 Project), Teacher Resource Guide, and accompanying Professional Development DVD can be accessed at: http://www.fcrr.org/activities/.

In 2005-2006, a team of teachers at FCRR reviewed current research, collected ideas, and created materials for use in second and third grade classrooms. These Student Center Activities (2-3 Project), Teacher Resource Guide and accompanying Professional Development DVD can be accessed at: http://www.fcrr.org/Curriculum/studentCenterActivities23.htm.

As the K-1 and 2-3 Projects were implemented in Reading First schools and many other schools across Florida, requests came for Student Center Activities for grades four and five. In 2006-2007, FCRR developed Student Center Activities for fourth and fifth grades (4-5 Project). The 4-5 Project includes a DVD containing Professional Development and three books:

1. Advanced Phonics and Fluency Student Center Activities2. Vocabulary and Comprehension Student Center Activities3. Teacher Resource Guide (accompanied by a DVD)

The first two books contain Activity Plans and Activity Masters ready for immediate use in classrooms. The third book is an informative guide offering important insights on differentiated instruction and how to use the Student Center materials.

When considering Florida’s formula, 5 + 3 + ii + iii = No Child Left Behind, please note that four of the five reading components are covered in the Fourth and Fifth grade Student Center Activities. The Activities will directly support your efforts to provide effective initial instruction, because they will help you provide differentiated instruction to meet the needs of every child.

I hope you and your students enjoy these activities,

Marcia L. Kosanovich, Ph.D. Director of Curriculum and Instructional Projects Florida Center for Reading Research







Table of Contents

Frequently Asked Questions• Why should Student Center Activities be implemented in fourth and fifth grades?• What is differentiated instruction?• What is a Reading Center?• What are examples of Reading Centers and Activities?• How are these Reading Centers different from the Centers of the past?• Should all five components of reading (even Phonemic Awareness) be included in fourth and fifth

grade reading instruction and Centers?

Five Components of Reading Instruction • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

Implementing and Managing Student Centers in the Classroom• Form Flexible Groups Based on Assessment• Identify Appropriate Center Activities Based on Assessment• Design Center Management System• Implement a Behavior Management System• Give Explicit Center Directions• Organize the Classroom• Manage Transitions• Establish Accountability

Interpretation and Implementation of Activity Plans• Overview• Preparing and Organizing Materials • Setting Up Centers • Computer-Based Centers • Selecting Quality Computer Software and Technology-Based Curricula Materials • Materials Needed for 4-5 Student Center Activities

Crosswalk • Activity Number and Subcomponent • DIBELS® Measures • Fourth Grade Sunshine State Standards • Fifth Grade Sunshine State Standards

Glossary & References

1

5

17

31

41

65







Frequently Asked Questions Concerning Reading Centers

1. Why should Student Center Activities be implemented in fourth and fifth grades? A large number of students in this country are struggling to become proficient readers by fourth grade. The National Assessment of Educational Progress (NAEP), which has been administered to 4th and 8th grade students since 1971, reports that student performance in reading has been extremely stable over almost a 30-year period. On the 2003 assessment, 37% of all fourth graders performed below the basic level, which indicates that they do not have sufficient reading skills to adequately support grade level work that involves reading (Torgesen, 2005).

To help students become proficient readers, it is important to:• provide explicit, differentiated reading instruction for all students• offer engaging opportunities for all students to practice reading • facilitate an organized classroom

Implementing Center Activities can be an efficient and effective way to help accomplish this.

A critical factor in implementing Student Center Activities successfully is to focus on the individual needs of students. This is best achieved in small groups where teachers can focus on specific skills and scaffold instruction based on individual needs. Small group instruction has been found to benefit student learning, especially those who struggle to learn to read (Foorman & Torgesen, 2001).

In order to teach effectively in small groups, the instructional time is uninterrupted and the students who are not in the small group at the Teacher-Led Center spend their time productively. Student Center Activities provide a way for those students who are not working with the teacher to be academically engaged in meaningful, reading-related activities.

Students have most likely experienced Student Centers in kindergarten through third grade and understand the procedures and responsibilities. Continuing this routine in fourth and fifth grades allows the teacher to focus on the needs of small groups of students (at the Teacher-Led Center), allows students to practice skills (at Student Centers), and continues the development of responsible behaviors for the students. When the Student Center Activities and expected behaviors have been explicitly taught and practiced well, all students will be academically engaged whether working at independent Student Centers or with the teacher at the Teacher-Led Center.

2. What is differentiated instruction? Differentiated instruction involves matching instruction to meet the diverse needs of learners in a classroom. When considering the Florida formula 5 + 3 + ii + iii = No Child Left Behind (see Table 1), it is important to keep in mind that differentiated instruction is part of initial instruction (ii). After a whole group lesson, Centers provide time for teachers to effectively differentiate instruction to meet the needs of all students. This can be accomplished by the teacher working with an individual or with a small group of students at the Teacher-Led Center while the other students practice, demonstrate, and extend skills independently at the Student Centers. This is an ideal time to keep students actively, yet academically, engaged and motivated during reading instruction (which consists of a minimum of 90 minutes of uninterrupted instruction). Reading Centers can also provide time for classroom teachers or other reading specialists to implement immediate intensive intervention (iii) with individuals or small groups of students (in addition to the 90 minutes of instruction).

Frequently Asked Questions Concerning Reading Instruction



2 4-5 Student Center Activities: Teacher Resource Guide

3. What is a Reading Center? A Reading Center is a place where students engage in reading related activities. There are two types of Reading Centers: Teacher-Led Center and Student Centers. A Teacher-Led Reading Center is a place where students participate in a lesson led by the teacher. Here, based on student assessment data, the teacher introduces new skills and concepts and guides students in practice with previously taught skills. Working with this small group allows the teacher to provide students with immediate corrective feedback, scaffolded instruction, and practice with targeted skills.

A Student Center is a place in the classroom where students work, independent of the teacher, in small groups, pairs, or individually to practice, demonstrate, and extend learning. The 4-5 Student Center Activities are intended to be utilized at the Student Centers, but it is important to stress that each Activity must be pre-taught before it is placed at a Student Center for independent practice. This pre-teaching will help to ensure student success and provide the opportunity for students to apply and practice previously taught skills.

All Activities at a Reading Center focus on and reflect the content and strategies of reading instruction and require careful planning. Centers at the fourth and fifth grade level can be successfully integrated with content area reading; offering students the opportunity to apply the reading skills learned during whole group or at the Teacher-Led Center. Leveled texts with science/social studies content can be used in Centers for fluency, vocabulary, and comprehension practice. Students also practice a variety of skills at Centers. For example, they practice structural analysis skills at the Advanced Phonics Center; complete timed readings and read in pairs at the Fluency Center; define words using context clues at the Vocabulary Center; and summarize texts using a graphic organizer at the Comprehension Center. The Library/Research Center may include dictionaries, encyclopedias, and thesauruses as well as a variety of books labeled by readability levels. See Table 2 for more examples of Centers and Activities.

4. What are examples of Reading Centers and Activities? A Center refers to a place in the room designated for students to go to work; some teachers prefer to keep the types of Centers consistent and others prefer to vary them. As long as the Centers are managed in an organized fashion with clear expectations, either way may be effective. Center space may include the floor, a table, a counter, a large piece of tagboard, or any other defined work area and may be portable due to classroom space limitations.

The Activity placed at the Center is what the student does and it changes frequently based on student assessment data. Remember, the Activity is always explicitly taught by the teacher, either during the whole group lesson or in a small group lesson at the Teacher-Led Center, before it is placed at a Student Center. Table 2 depicts examples of Centers and Activities.

Table 1 – Florida’s Formula: 5 + 3 + ii + iii = No Child Left Behind (NCLB)

iiinitialinstruction iiiimmediate intensive

intervention5components of reading 3types of

assessment

•Phonemic Awareness•Phonics•Fluency•Vocabulary•Comprehension

•Screening•Progress Monitoring•Diagnostic

• Whole Group• Small Group Differentiated

+ + +





5. How are these Reading Centers different from the Centers of the past?

Table 2 – Centers and Activities


Table 3 – Centers of the Past Versus Today

Reading Centers of the Past

Example Center Example Activity

Reading Centers of Today

Advanced Phonics Center

Fluency Center

Vocabulary Center

Comprehension Center

Library/Research Center(leveled books sorted, organized, and identifiable by level and resources such as a dictionary, encyclopedia, and thesaurus)

Computer Center

Students decode multisyllabic words by isolating prefixes and suffixes.

Students complete repeated readings by timing each other and then graphing the results.

Students identify the meaning of words containing the same root by completing a sorting activity.

Students identify the components of a plot by using a graphic organizer.

Students locate and organize information on a topic by using reference materials.

Students interact with computerized reading programs targeted at their instructional level.

are utilized by teachers to provide systematic, explicit, small group instruction that meets the needs of the students (Teacher-Led Center).

are for all students.

incorporate activities that reflect previously taught reading skills.

engage students in specific activities that are selected to differentiate instruction for each student (or a small group of students).

include hands-on, targeted activities that reinforce and are aligned with previously taught skills.

keep students academically engaged in meaningful activities that reinforce and extend learning.

were used by teachers to keep students busy so they could plan or complete paperwork.

were only for students who finished their assigned work.

incorporated only theme-based activities.

engaged all students in the same activities.

often included only worksheets.

incorporated a lot of non-academic and trivial projects.




6. Should all five components of reading (even Phonemic Awareness) be included in fourth and fifth grade reading instruction and Centers?

This depends on the student’s instructional needs. For example, if a student has not yet learned to decode words, then some phonemic awareness instruction in conjunction with phonics (to reinforce the alphabetic principle) may be needed. This can be taught at the Teacher-Led Center and practiced at the Student Centers. As stated above, this is why individualized instruction is so important at every grade level. The other four components (i.e., Advanced Phonics, Fluency, Vocabulary, and Comprehension) should continue to be a part of reading instruction in fourth and fifth grade.





The Five Components of Reading Instruction

The Five Components of Reading Instruction Research has made great strides in identifying critical skills that consistently relate to reading success. Based on a comprehensive review of reading research, the Report of the National Reading Panel (2000) concluded the need for systematic and explicit instruction in the following five components of reading:

• Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

Reading programs that are aligned with current reading research include systematic and explicit instruction in these five components. Systematic instruction includes the direct presentation of skills/concepts in a pre-specified sequence taught in a logical, defined order. For example:

• Skills and concepts begin with the most simple and move to the most complex • Student objectives are clear, concise, and driven by ongoing assessment results • Students are provided with appropriate practice opportunities which directly reflect instruction

Explicit instruction includes instructional routines that consist of teacher modeling, guided practice, supported application, and independent practice. For example:

• Teacher models and explains• Teacher provides guided practice - Students practice what the teacher modeled and the teacher provides prompts and feedback• Teacher provides supported application - Students apply the skill as the teacher scaffolds instruction • Students engage in independent practice

This section provides an overview of the five components of reading. For each component, the following information is included:

• Definition• Goal and Purpose• Research Note(s)• Sequence of the Student Center Activities (how the Student Center Activities support growth in each

of the five components of reading)• Teacher Tip(s) • Resources (tools to support foundational knowledge of the reading process)




Phonemic AwarenessDefinitionPhonological Awareness is defined as one’s sensitivity to, or explicit awareness of, the phonological structure of words in one’s language. It is understanding the different ways that spoken language can be broken down into smaller units: sentences into words, words into syllables, syllables into phonemes (the smallest unit of sound). Phonological Awareness is considered an “umbrella” or broad term, consisting of: rhyme, alliteration, sentence segmentation, syllable blending and segmenting, onset-rime blending and segmenting, and phonemic awareness.

Phonemic Awareness (a term that falls under the “umbrella” or broader term of Phonological Awareness) consists of the ability to hear, identify, blend, segment and manipulate individual sounds in spoken words.

Phonemic Awareness is a subcomponent of Phonological Awareness. It may be helpful to think about the unit of language you are using to blend, segment, or manipulate — if you are working with a broad focus of sentences, words, or syllables it is Phonological Awareness. If you are working with the more narrow focus of individual sounds (phonemes), it is Phonemic Awareness.

Goal & PurposeThe goal of Phonemic Awareness instruction is to help students develop an awareness that words are composed of individual sounds, or phonemes, and to develop the ability to manipulate sounds in words. Phonemic Awareness is the most difficult and most important skill that falls under Phonological Awareness. Acquiring Phonemic Awareness may accelerate the reading growth of all children while at least 20-30% of students may fail to become proficient readers without it (Torgesen & Mathes, 2000).

Sequence of Student Center ActivitiesAlthough Phonemic Awareness Activities are not included in the 4-5 Project, teachers may refer to the K-1 Project (http://www.fcrr.org/activities/) or the 2-3 Project (http://www.fcrr.org/Curriculum/studentCenterActivities23.htm) if needed.

In the K-1 Project, the Student Center Activities for Phonological Awareness are based on a progression of skill complexity in the following manner: Rhyme, Alliteration, Sentence Segmentation, Syllable, Onset and Rime, and Phonemes.

The Phonemic Awareness component of the 2-3 Student Center Activities are designed around specific Phonemic Awareness skills and are sequenced from simple to complex. The Activities are sequenced and identified in the following manner: Phoneme Matching, Phoneme Isolating, Phoneme Blending, Phoneme Segmenting, Phoneme Segmenting and Blending, andPhoneme Manipulating.


Research suggests that it will be quite rare to find students at fourth grade and above who have insufficient Phonemic Awareness to support explicit instruction in the alphabetic principal (or Phonics). These students will almost universally be extremely impaired in their phonemic decoding skills, and can profit from explicit and systematic Phonics instruction that is sensitive to potential difficulties with Phonemic Awareness. At this time, we do not recommend a separate assessment of Phonemic Awareness as a starting place for instructional planning for students in grades four and five. (J. K. Torgesen, personal communication, March 14, 2007)

RESEARCH NOTE

Phonological/Phonemic Awareness is often confused with Phonics. Remember that Phonological Awareness activities alone revolve around sound and can be done in the dark (there is no print involved)!

TEACHER TIP




Phonemic Awareness ResourcesTable 4 illustrates the Continuum of Phonological Awareness. These foundational skills are an important part of the reading process.

Table 4 – Continuum of Phonological Awareness Skills

Type Description Example (student response is inside parentheses)

Note: Letters put in slashes (/ /) represent the sound the letter makes.


Rhyme

Alliteration

Sentence Segmentation

Syllables

Onset and Rime

Phonemes

Recognizing words that have the same ending sound

Producing words that have the same ending sound

Producing groups of words that begin with the same initial sound

Segmenting sentences into spoken words

Blending syllables to say a word

Segmenting spoken words into syllables

Blending the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)

Segmenting the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)

Blending phonemes into words

Segmenting words into individual phonemes

Manipulating phonemes in spoken words

Which word does not belong: steak, mail, lake, break (mail)

The moose skates with a (goose).

(Molly monkey moves many mice.)

Mary sat on the red bench. (There are six words in the sentence.)

pic-nic (picnic)

carpenter (car-pen-ter, 3 syllables)

/d/ - ish (dish)

Shake (/sh/ - ake)

/t/ /r/ /a/ /n/ (train)

mist (/m/ /i/ /s/ /t/)

If you change the /b/ in big to /d/, what word do you have? (dig)




Phonics DefinitionPhonics is the study of the relationship between graphemes (letters) and the phonemes (sounds) they represent; it is also used to describe reading instruction that teaches these relationships (often referred to as sound-symbol correspondences).

Goal & PurposeThe goal of Phonics instruction is to help students use sound-symbol correspondences to read and write words. Systematic and explicit Phonics instruction significantly improves word recognition, spelling, and comprehension. This is particularly beneficial for students who are having difficulty learning to read and who are at risk for developing future reading problems. Phonics instruction helps students learn the alphabetic principle (the understanding that there are systematic and predictable relationships between written letters and spoken words). This helps students read familiar words with accuracy and decode unknown words. This process proves true for regular (e.g., mat) and irregular (e.g., phone) words. Once students are able to read words quickly, their reading becomes more fluent, and they can spend more cognitive energy on comprehension, and less on decoding words.

Sequence of Student Center ActivitiesThe Advanced Phonics section of the 4-5 Student Center Activities offers advanced word analysis activities that provide practice opportunities for the support and reinforcement of previously taught skills. The Activities are designed around specific Advanced Phonics skills and are sequenced from simple to complex. The Activities are sequenced and identified in the following manner: Variant Correspondences (various spelling patterns for one sound), Syllable Patterns, and Morpheme Structures (see below). Results from on-going assessment and teacher monitoring are factors in determining the order of implementation of these activities in the classroom.

Variant Correspondences Students practice identifying variant correspondences in words and producing words containing variant correspondences.

Syllable PatternsStudents practice segmenting syllables into words, identifying syllable types, and producing words using syllables.

Morpheme Structures Students practice identifying and producing words with base words, inflections, prefixes, suffixes, and roots.

While many students in grades four and above are proficient at reading single syllable words (e.g., split, grand, more), they encounter an increasing amount of multisyllabic words (e.g., pretend, sufficient, multiple) in text which are potentially more challenging (Archer, Gleason, & Vachon, 2003). If students lack strategies to decode multisyllabic words, it is important for them to learn how to decode these words in units rather than letter by letter (Henry, 2003). At this level, instruction in word analysis and word recognition is often termed advanced word study (Curtis, 2004). Research demonstrates that older students who struggle with reading at the word level benefit from instruction in word study (Wexler, Edmonds, & Vaughn, in press). Students who have difficulty decoding words should be provided instruction in word study, or Advanced Phonics, regardless of their grade.

RESEARCH NOTE


TEACHER TIP

Remind or teach students to be flexible when they decode multisyllabic words. If a word sounds incorrect when reading or pronouncing it, model how to be flexible with different sounds. For example, a student may pronounce the word “fragment” with /j/ (instead of /g/) first, then tries pronouncing the word with /g/ and recognizes it. For more details, please refer to the Activity called Word Way in the Advanced Phonics section of the Activities (AP.022).




Note: A consonant digraph consists of two consecutive consonants that make one sound (e.g., th, sh, wh).

Table 5 – Consonant Sound Spellings

/b/

/ch/

/d/

/f/

/g/

/h/

/j/

/k/

/l/

/m/

/n/

/p/

Soundb

bbchtch

td

edddfff

phghlfg

ggghh

whjg

gedge

kcckchllllem

mmmbmn n

nnkngnpnp

pp

Spellingbig

bubblechip

matchfuturedid

turnedrudder

fatstuff

phonetoughcalftag

giggleghosthot

wholejet

giraffebargefudge

kitecat

duckchord

lipfull

sampleman

slimmernumb

autumnno

winnerknowgnat

pneumoniahip

happy

Example Spellingqueen

ratwritecarryrhinosip

glasscivil

voicehouse

sciencetabmittdebt

pterodactylsipped

vannerve

foxzip

buzzis

choosesnooze

xylophonethingthisshellsure

missonchef

consciencewheelsing

wateryellow

Example

Phonics ResourcesAlthough these resources are not intended to be comprehensive, they do include those elements found in the Student Center Activities. Tables 5, 6, and 7 illustrate sounds, the various ways to spell those sounds, and examples of words that utilize these spellings. These foundational skills are an important part of the reading process.


Soundqr

wrrrrhsssc

cesesctttbtptedv

vexzzzs

sezexth

shssschscwhngwy

/kw//r/

/s/

/t/

/v/

/ks//z/

/th/

/sh/

/hw// //w//y/




Note: A vowel digraph consists of two consecutive vowels that make one sound (e.g., ea, ay, ou). A dipthong consists of two consecutive vowels that feel as if it has two sounds (e.g., oy, ou).

Table 6 – Vowel Sound Spellings

/a//a/

/e/

/e/

/i/

/ i /

/o//o/

/u/

cataperainsay

steaktheyeightpapervein

straightbed

breadsaid

friendmeetseatchieffunnyshe

petitevariationreceive

evekeyin

mythkite

criedheightsighmybuy

bicyclehot

noteboattoe

mostgrow

thoughsoultub

touch

Sound Spelling Example Sound Spelling Example


aa_eaiayeaey

eighaei

aighe

eaaiieeeeaieye

i_ei

eie_eeyiy

i_eie

eighighyuyio

o_eoaoeo

owough

ouu

ou

u_eu

ewoooulu

ooueewuui

u_eouoeo

awaual

oughaughowou

oughoyoieruriror

eararyror

oaroreourar

ear

mulepupilfew

cookwould

putboot bluenew

supersuitflutesoupshoedo

lawnfraudwalk

foughttaughtcowout

droughtboysoil

fasterturngirl

worklearndollarsyrup

forboardstore

coursecar

heart

/u/

/oo/

/oo/

/aw/

/ow/

/oy/

/er/

/or/

/ar/




Syllable PatternsStudents need to be able to decode the individual parts of a multisyllabic word. Many students transfer their knowledge of single syllable patterns to multisyllabic words. But some don’t. This is a problem frequently encountered in the upper grades. In decoding, it is the vowel that causes confusion. Understanding syllable types is important because syllable patterns dictate how the vowel in the syllable is usually pronounced. It is important for teachers to know the six primary syllable types in order to help students with decoding difficult words. Table 8 illustrates the six primary syllable types (Archer, Gleason, Vachon, 2003; Orton-Gillingham, 1997).

Table 8 – Six Primary Syllable Types

Type Description Example

Closed

Open

Silent e or vowel-consonant e (vce)

Vowel teamorVowel pair

R-controlled

Consonant + le

This syllable type ends with a consonant and has a single vowel that is usually short.

This syllable type ends with a vowel and the vowel is usually long.

This syllable type has a silent e on the end of the word which signals that the vowel will usually be long.

This syllable type contains two vowels that make one vowel sound. These can be difficult because some vowel teams are variable and the student will need to be flexible when decoding. However, most vowel teams are consistent.

This syllable type contains a vowel which is followed by the letter r and is neither long or short. The vowel and the r appear in the same syllable.

This syllable type appears at the end of words and the consonant always goes with the -le to form a syllable.

matpic-nic

heve-to

capestripecuepainheadtoy

tar fer-ment

ap-plecan-dle

Note: Schwa (/ /) often makes the short u sound as in cup.

Table 7 – Schwa

Sound

aeiou

Spelling

alonejacketpencilgallopcircus

Example

e/ /

e/ /

e/ /

e/ /

e/ /

e





Fluency DefinitionFluency is the ability to read text quickly, accurately, and with proper expression and is the bridge between word recognition and comprehension. Fluency emerges gradually over time through supported and repeated practice in automatic word recognition. It is developed through phonemic awareness, accurate letter sound correspondence, sound blending, spelling pattern and morpheme recognition, and guided oral reading.

Goal & PurposeThe goal of fluent reading is to improve comprehension through the ability to recognize words automatically, accurately, and to read with prosody (proper phrasing, intonation, and expression). When students are able to identify words accurately and automatically, they can concentrate on comprehending the text rather than decoding words. When students must put more effort into recognizing the words, they have less attention to devote to comprehension.

Sequence of Student Center ActivitiesThe Fluency section of the 4-5 Student Center Activities offers activities that provide practice opportunities for the support and reinforcement of previously taught skills. The Activities are designed around specific skills in the area of fluency that develop conscious word analysis ability so that word recognition becomes more accurate, automatic, and ultimately, more expressive. The activities are sequenced from simple to complex and identified in the following manner: Word Parts, Words, Phrases, Chunked Text, and Connected Text (see below). Results from ongoing assessments and teacher monitoring are factors in determining the order of implementation of these activities in the classroom.

Word Parts Students use timed practices to identify word parts.

Words Students use timed practices to read words.

Phrases Students use timed practices to read phrases. Students practice reading phrases with prosody.

Chunked Text Students practice reading chunked text with prosody.

Connected Text Students use timed practices to read connected text. Students practice reading connected text with prosody.

Fluency is very important because it provides a bridge between word recognition and comprehension. Fluent readers do not have to concentrate on decoding words, so they can focus their attention on meaning. When students can read fluently, they can focus attention on making connections among the ideas in the text and their background knowledge (Torgesen, Rashotte, & Alexander, 2001).

RESEARCH NOTE


TEACHER TIPS

Providing opportunities for students to set goals and chart their progress is motivating. Charts to facilitate this can be found throughout the Fluency Activities.

Students should practice orally rereading text which is at the appropriate level (CIERA, 2000). The Fluency Activities recommend text be at an instructional-independent level. Frustration level text should not be used. As a reminder, independent level can be read with 95% or better accuracy; instructional level can be read with 90% or better accuracy and; frustration level is read with less than 90% accuracy.




Fluency ResourcesTable 9 represents the 50th percentile scores from three norming samples for grades four and five. The three norming samples are the Dynamic Indicators of Basic Early Literacy Skills (DIBELS®), Hasbrouck & Tindal (2006), and AIMSWEB (http://www.aimsweb.com).


Table 9 – 50th Percentile Scores From Three Norming Samples

Grade Fall Spring

Fourth

Fifth

Winter

DIBELS®

93

104

H&T

94

110

AIMS

100

112

DIBELS®

105

115

H&T

112

127

AIMS

114

128

DIBELS®

118

124

H&T

123

139

AIMS

127

142




Vocabulary DefinitionVocabulary refers to the meanings and pronunciations of words necessary for communication. Vocabulary is often categorized as oral (listening and speaking) or print (reading and writing) vocabulary.

Goal & PurposeThe goal of Vocabulary instruction is to provide students with an understanding of the meaning and use of words so that they can comprehend what they are reading and communicate effectively. Vocabulary is critical to teach because of its connection to overall reading comprehension (NRP, 2000; Rand Study Group, 2002; Snow, Burns, & Griffin, 1998). That is, if a word is decoded and pronounced but the meaning is not recognized, comprehension will be impaired.

Sequence of Student Center ActivitiesThe Vocabulary section of the 4-5 Student Center Activities offers activities that provide practice opportunities for the support and reinforcement of previously taught skills. The Activities are designed around specific skills in the area of Vocabulary and are sequenced in a logical order. The Activities are sequenced and identified in the following manner: Word Knowledge, Morphemic Elements, Word Meaning, Word Analysis, and Words in Context (see below). Results from ongoing assessments and teacher monitoring are factors in determining the order of implementation of these activities in the classroom.

The words used in these Vocabulary Activities were selected from grade level lists (e.g., Paynter, Bodrova, & Doty 2005; Fry, 2004). Teachers are encouraged to adapt these Activities by using vocabulary words that are relevant and appropriate for their students.

Word Knowledge Students practice identifying the meaning of synonyms, antonyms, homophones, and homographs.

Morphemic Elements Students practice identifying the meaning of affixes and common roots.

Word Meaning Students practice using prior knowledge and references (e.g., the dictionary) to identify and produce the meaning of words.

Word Analysis Students practice categorizing, classifying, and identifying similarities and differences among words.

Words in Context Students practice identifying the meaning of words by using context and other strategies.

A student’s general vocabulary knowledge is a good predictor of whether the student will understand the text. Due to its strong link to comprehension, vocabulary knowledge affects students’ success in school (Beck, McKeown, & Kucan, 2002).

A vocabulary program that is inclusive enough to benefit children at every level will include the following four elements (Graves, 2006).1. Rich and varied oral and print language experiences2. Instruction in individual words with multiple exposures to the

words in a variety of forms3. Instruction in word-learning strategies (e.g., using context)4. Fostering word consciousness (i.e., promoting an interest in

words and their meanings).

RESEARCH NOTES

TEACHER TIP

Answering the following questions will assist teachers when choosing words to teach (Beck, McKeown, & Kucan, 2002).1. In general, how useful is the word? Will the students get a lot of

“mileage” from learning it?2. How does the word relate to other words and concepts that

students know or are learning? Will learning this word enhance understanding of the topic?

3. How important is the word to understanding the text?





Vocabulary ResourcesTables 10 and 11 illustrate common prefixes and suffixes, their meanings, and examples of words that utilize these affixes (Diamond & Gutlohn, 2006).

Table 10 – PrefixesPrefix Meaning Example

not, opposite ofagainnot or intonot, opposite ofnot, opposite oftoo muchwronglyunderbeforebetweenbeforenot, oppositeacrossabovehalfagainstmiddlebelow

unhappy, impossibleretellincorrect, illegaldisappearnonfictionoverpaymisjudgesubzero preschoolinterstateforewarndeplanetransatlantic superherosemidryantigravitymidstreamunderground

un (im, a variant)re in (il, a variant)disnonovermissubpreinterforedetranssupersemiantimidunder

Table 11 – SuffixesPrefix Meaning Example

more than onepast-tense verbsverb form/present participlecomparativemost (when comparing)withoutresemblingis, can bestate or quality ofone whofull of

books, boxesturned, created, pickedplayingbiggerhardesteffortlessclearlycomfortablekindnessteacherthoughtful

s, esedingerestlesslyablenesserful





ComprehensionDefinitionComprehension is defined as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.

Goal & PurposeThe goal of comprehension instruction is for students to gain understanding from written language. Effective comprehension instruction requires:

• Purposeful and explicit teaching• Classroom interactions that support the

understanding of specific texts• Students to learn the skills and strategies used

by expert readers• Careful analysis of text to determine its

appropriateness for students and use of specific strategies

Motivation and engagement are critical and can best be attained by:• Making reading relevant to students’ lives• Providing meaningful goals of learning from text• Providing a variety of choices about text and assignments

Sequence of Student Center ActivitiesThe Comprehension section of the 4-5 Student Center Activities offers activities that provide practice opportunities for the support and reinforcement of previously taught skills. The Activities are designed around specific skills in the area of comprehension and are sequenced in a logical order. The Activities are sequenced and identified in the following manner: Narrative Text Structure, Expository Text Structure, Text Analysis, and Monitoring for Understanding (see below). Results from ongoing assessments and teacher monitoring are factors in determining the order of implementation of these activities in the classroom.

Narrative Text Structure Students practice identifying story elements, plot components, and retelling and summarizing stories.

Expository Text Structure Students practice identifying text features, details, main ideas, and important information in expository text.

Text Analysis Students practice identifying facts and opinions, inferences, and author’s purpose.

Monitoring for Understanding Students practice using a variety of comprehension strategies to comprehend text.

TEACHER TIP

Many types of graphic organizers are offered in the Activities so that teachers can choose the ones that work best for their students and use them often.


The National Reading Panel (2000) identified seven effective comprehension strategies:

1. Monitoring Comprehension2. Cooperative Learning3. Using Graphic and Semantic Organizers4. Question Answering5. Question Generating6. Recognizing Story Structure7. Summarizing

RESEARCH NOTES




Implementing and Managing Student Centers in the ClassroomThe next part of this Teacher Resource Guide pertains to implementing and managing Student Centers. There are eight elements involved in effectively planning, implementing, and managing Student Centers in the classroom. These elements include procedures that help facilitate differentiated Teacher-Led small group instruction and support independent Student Center Activities. The first three elements are considered pre-planning activities for the teacher and are completed before implementing Student Centers in the classroom:

I. Form Flexible Groups Based on Assessment II. Identify Appropriate Center Activities Based on Assessment III. Design Center Management System

The next five elements are used to implement and manage independent Student Center Activities with the students. It is important to note that these five elements are not necessarily listed in sequential order, but may be done simultaneously.

IV. Implement a Behavior Management System V. Give Explicit Center Directions VI. Organize the Classroom VII. Manage Transitions VIII. Establish Accountability

Implementing and Managing Student Centers in the Classroom




I. Form Flexible Groups Based on Assessment In order to form small groups for instruction at the Teacher-Led Center, it is recommended that teachers analyze data from a combination of the following assessments:

• District and school screening and progress monitoring tools (e.g., Dynamic Indicators of Early Literacy Skills (DIBELS®), informal reading inventories)

• Assessments from comprehensive core reading programs (CCRP) and/or supplemental reading programs (SRP)

• Florida Comprehensive Assessment Test (FCAT)

Using these data sources in conjunction with teacher observation and, when needed, diagnostic assessment (e.g., Early Reading Diagnostic Assessment (ERDA) or Diagnostic Assessment of Reading (DAR)) can be an effective way to determine instructional groups. Keep in mind, groups need to be flexible and data from a combination of these sources will need to be continuously utilized throughout the year as progress is monitored and students’ instructional needs change.





Figure 1 – 4-5 Assessment Flowchart

Vocabulary

Comprehension

Fluency

Phonological Awareness

PhonicsAdvanced

Phonics

Determine RateAssessment tool options:• DIBELS®

• CCRP fluency rate check• SRP fluency rate check• Informal Reading Inventory (IRI)• Other appropriate grade level passages

Does student score above the following:

yes

Determine AccuracyAssessment tool options:• CCRP fluency check with miscue analysis• SRP fluency check with miscue analysis• Informal Reading Inventory (IRI) fluency

check with miscue analysis• Running Record• Other appropriate grade level passages

used with miscue analysis

Determine other skill needsAssessment tool options:• FCAT• CCRP unit tests• SRP unit tests• Other

no

accuracy rate

Fourth GradeFall 84Winter 103Spring 113

Fifth GradeFall 101Winter 116Spring 127

The following Assessment Flow Chart (Figure 1) was created to assist fourth and fifth grade teachers in determining the instructional needs of students and in forming flexible groups in three easy steps (see Table 12).


Step 1

Step 2 Step 3




Table 12 outlines a three step process for forming groups based on the five components of reading. The Assessment Flow Chart (Figure 1) is an overview of this process. Keep in mind that this is one way of determining groups and was written somewhat generically. Since teachers will be using a variety of assessment information to place students in instructional groups, it is not possible for us to develop examples based on a single measure. Rather, we will describe students as being either “seriously behind,” “moderately behind,” or “at grade level or above.” In some cases, the developers of the test that teachers use will provide the score ranges that fall into these categories, and in other cases, teachers will need to depend on their own professional judgment and experience. If a standardized test is used that reports percentile ranks, then a rule of thumb is that students below the 20th percentile are considered to be seriously behind, and students from the 20th to the 39th percentile are considered “moderately behind.” Students at the 40th percentile and above are considered to be functioning at grade level (for example, the fluency rates given on the Flow Chart are taken from Hasbrouck and Tindal at the 40th percentile).


TEACHER TIP

How to read a PMRN Report. The first column is the class list. Note that on actual class printouts the students are in alphabetical order within each instructional level (red, yellow, green). The second column denotes the Recommended Instructional Level (the general level of intensity of support that the student needs to achieve grade level proficiency).

• Red indicates the student is at High Risk (HR) and in need of immediate intensive intervention to achieve grade level reading by the end of the year.

• Yellow indicates the student is at Moderate Risk (MR) and in need of additional support to meet grade level expectations by the end of the year.

• Green indicates that the student is at Low Risk (LR) and current reading instruction using the core reading program is meeting the needs of the student.

• Some students within the green instructional level will have individual measures above (AA) the 60th percentile (this is noted in blue). Although the current reading instruction using the core reading program is meeting the needs of the student, extension and expansion of this curriculum is important.

The third column displays the specific DIBELS® measure of Oral Reading Fluency, a measure of reading fluency. Each student’s raw score is recorded in each cell. At this assessment period, the target is 93 for ORF (the student should be able to read 93 words correctly in a minute).





All

Stu

de

nts

Alth

oug

h Ph

onem

ic A

wa

rene

ss, P

honi

cs,

and

Voc

ab

ula

ry a

ll p

lay

an

imp

orta

nt ro

le

in le

arn

ing

to re

ad

, res

earc

h su

gg

ests

tha

t th

ere

is a

pos

itive

cor

rela

tion

bet

wee

n flu

ent r

ead

ing

and

com

pre

hens

ion.

Fl

uenc

y is

com

pris

ed o

f ra

te a

nd

acc

ura

cy. A

sses

sing

rea

din

g ra

te (t

he

spee

d a

t whi

ch te

xt is

rea

d) f

or e

very

st

uden

t in

a fo

urth

or f

ifth

gra

de

cla

ssro

om

is a

qui

ck a

nd e

ffici

ent m

etho

d fo

r te

ach

ers

to u

tilize

as

a s

tarti

ng p

oint

for

pla

nnin

g in

stru

ctio

n a

nd fo

rmin

g g

roup

s.

To d

eter

min

e ra

te, u

se a

one

min

ute

timed

re

ad

ing

tool

(with

ap

pro

pria

te g

rad

e le

vel

pa

ssa

ges

) to

ass

ess

ALL

stud

ents

. (M

any

to

ols

use

thre

e re

ad

ing

s so

the

tea

cher

m

ay

dro

p th

e lo

wes

t and

hig

hest

sco

res

for a

mor

e a

ccur

ate

eva

lua

tion.

)

If st

uden

ts s

core

ab

ove

the

gra

de

leve

l b

ench

ma

rk (c

onsid

ered

“a

t gra

de

leve

l or

ab

ove”

in th

e a

rea

of f

luen

cy),

then

p

roce

ed to

Ste

p 3

. If s

tud

ents

sco

re b

elow

th

e g

rad

e le

vel b

ench

ma

rk (c

onsid

ered

“m

oder

ate

ly”

or “

serio

usly

beh

ind

” in

the

are

a o

f flu

ency

rate

) pro

ceed

to S

tep

2.

Ass

ess

ing

: Ra

te

Ass

ess

me

nt T

ype

: Wor

ds

Cor

rect

Per

Min

ute

(WC

PM)

Ass

ess

me

nt T

oo

l Op

tion

s:•

Dyn

am

ic In

dic

ato

rs o

f Ba

sic E

arly

Lite

racy

Ski

lls

(DIB

ELS®

) http

://d

ibel

s.uo

reg

on.e

du/

• C

omp

rehe

nsiv

e C

ore

Rea

din

g P

rog

ram

(C

CRP

)—flu

ency

rate

ch

eck

• Su

pp

lem

enta

l Rea

din

g

Prog

ram

(SRP

)—flu

ency

ra

te c

heck

• In

form

al R

ead

ing

In

vent

ory

(IRI)—

fluen

cy

rate

che

ck

• O

ther

ap

pro

pria

te g

rad

e le

vel p

ass

ag

e(s)

In th

is ex

am

ple

, all

stud

ents

in th

e cl

ass

wer

e g

iven

the

Dyn

am

ic

Ind

ica

tors

of B

asic

Ea

rly L

itera

cy

Skills

(DIB

ELS)

ora

l rea

din

g fl

uenc

y a

sses

smen

t.

Sinc

e St

uden

ts 1

thro

ugh

14

scor

ed b

elow

the

targ

et (9

3, fo

r D

IBEL

S a

t thi

s a

sses

smen

t per

iod

) fo

r rea

din

g ra

te, t

hey

wen

t on

to S

tep

2. S

tud

ents

15

thro

ugh

21 m

et o

r exc

eed

ed th

e cu

rrent

b

ench

ma

rks

for r

ead

ing

rate

and

w

ent s

traig

ht to

Ste

p 3

.

Form

Fle

xib

le G

roup

s Ba

sed

on

Asse

ssm

ent (

EXAM

PLE)

– S

tep

1

Inte

nsiv

e

Inte

nsiv

e

Inte

nsiv

e

Inte

nsiv

e

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Str

ateg

ic

Initia

l

Initia

l

Initia

l

Initia

l

Initia

l

Initia

l

Initia

l

49(H

R)

65(H

R)

69(H

R)

70(H

R)

75(M

R)

75(M

R)

76(M

R)

77(M

R)

82(M

R)

82(M

R)

86(M

R)

87(M

R)

88(M

R)

90(M

R)

96(L

R)

102(L

R)

103(L

R)

107(L

R)

109(L

R)

111(L

R)

139(L

R)

Next

Targ

et

10

5

Ass

essm

ent

1Ta

rget

93

Reco

mm

en

ded

Inst

ruct

ion

Level

OR

FC

lass

Lis

t

Stu

dent

01

Stu

dent

02

Stu

dent

03

Stu

dent

04

Stu

dent

05

Stu

dent

06

Stu

dent

07

Stu

dent

08

Stu

dent

09

Stu

dent

10

Stu

dent

11

Stu

dent

12

Stu

dent

13

Stu

dent

14

Stu

dent

15

Stu

dent

16

Stu

dent

17

Stu

dent

18

Stu

dent

19

Stu

dent

20

Stu

dent

21

Tab

le 1

2 –

Thre

e St

eps

to F

orm

ing

Sm

all

Gro

ups

for t

he T

each

er-L

ed C

ente

r




Stud

ent 1

(49)

X X

X X

X X

X X

X X

Stud

ent 2

(65)

X

X X

X

X X

X X

Stud

ent 3

(69)

X

X X

X

X X

X X

Stud

ent 4

(70)

X

X

X

X X

Stud

ent 5

(75)

X

X

X X

Stud

ent 6

(75)

X

X

X X

Stud

ent 7

(76)

X

X X

Stud

ent 8

(77)

X

X X

Stud

ent 9

(82)

XSt

uden

t 10

(82)

X

X St

uden

t 11

(86)

X St

uden

t 12

(87)

X X

Stud

ent 1

3 (8

8)

X

XSt

uden

t 14

(90)

X

Stud

ent N

am

e a

nd

WC

PM S

core

from

DIB

ELS®

Initial and Final Consonants

Short Vowels

High Frequency Words

Digraphs, Dipthongs, and Blends

Syllables (e.g., chunking)

Other Vowel Patterns(e.g., schwa and r-controlled)

Plural Endings

Simple Inflectional Endings

Compound Words

Long Vowel Patterns

Prefixes, Suffixes, Roots, and Base Words

Stu

de

nts

Be

low

Be

nc

hm

ark

for

Flu

en

cy (

fro

m S

tep

1)

Sinc

e st

uden

ts 1

-14

pro

ved

to b

e ei

ther

“m

oder

ate

ly”

or “

serio

usly

beh

ind

” in

term

s of

rate

, it

is im

por

tant

to c

heck

thei

r acc

ura

cy. A

ccur

acy

is

def

ined

as

the

ab

ility

to p

rono

unce

and

rea

d

wor

ds

corre

ctly

.

Asse

ss s

tud

ents

for r

ead

ing

acc

ura

cy. A

ccur

acy

is

ofte

n a

sses

sed

usin

g a

ba

sic g

rad

e le

vel r

ead

ing

p

ass

ag

e (s

imila

r to

the

ones

use

d fo

r rea

din

g

rate

), in

con

junc

tion

with

misc

ue a

naly

sis. S

ome

ass

essm

ent t

ools

also

use

a s

pel

ling

inve

ntor

y.

If st

uden

t(s) p

rove

to b

e “m

oder

ate

ly b

ehin

d”

and

thei

r misc

ues

ind

ica

te a

nee

d fo

r ad

vanc

ed

pho

nics

inst

ruct

ion

(e.g

., va

riant

cor

resp

ond

ence

s,

sylla

ble

pa

ttern

s, m

orp

hem

ic s

truct

ures

), th

en

gro

up th

em a

ccor

din

gly

and

pro

ceed

to S

tep

3.

If st

uden

t(s) p

rove

to b

e “s

erio

usly

beh

ind

” a

nd th

eir m

iscue

s in

dic

ate

a n

eed

for l

ower

le

vel p

honi

cs in

stru

ctio

n (e

.g.,

lette

r-sou

nd

corre

spon

den

ces,

hig

h fre

que

ncy

wor

ds)

, the

n g

roup

them

acc

ord

ing

ly a

nd p

roce

ed to

Ste

p 3

. It

is re

lativ

ely

rare

for s

tud

ents

in 4

th a

nd 5

th g

rad

e to

ha

ve d

efic

ienc

ies

in p

hone

mic

aw

are

ness

th

at a

re s

uffic

ient

ly s

ever

e to

inte

rfere

with

the

ab

ility

to a

cqui

re p

honi

cs s

kills

. How

ever

, eve

n w

hen

stud

ents

ha

ve c

ontin

uing

wea

knes

ses

in

pho

nem

ic a

wa

rene

ss, i

t is

mor

e ef

ficie

nt to

pro

vid

e sy

stem

atic

and

exp

licit

pho

nics

inst

ruct

ion

as

a

mea

ns o

f stim

ula

ting

bot

h p

hone

mic

aw

are

ness

a

nd p

hone

mic

dec

odin

g, t

han

to e

nga

ge

in

ora

l la

ngua

ge

pho

nem

ic a

wa

rene

ss a

ctiv

ities

by

them

selv

es. A

t thi

s tim

e, w

e d

o no

t rec

omm

end

a

sep

ara

te a

sses

smen

t of p

hone

mic

aw

are

ness

as

a

sta

rting

pla

ce fo

r ins

truct

iona

l pla

nnin

g fo

r stu

den

ts

in g

rad

es fo

ur a

nd fi

ve.

Ass

ess

ing

: Acc

ura

cy

Ass

ess

me

nt T

ype

:M

iscue

Ana

lysis

Ass

ess

me

nt T

oo

l O

ptio

ns:

• C

CRP

—flu

ency

ch

eck

with

misc

ue

ana

lysis

• SR

P—flu

ency

che

ck

with

misc

ue a

naly

sis

• In

form

al R

ead

ing

In

vent

ory

(IRI)—

fluen

cy c

heck

with

m

iscue

ana

lysis

• Ru

nnin

g R

ecor

d

• O

ther

ap

pro

pria

te

gra

de

leve

l p

ass

ag

e(s)

In th

is ex

am

ple

, stu

den

ts 1

-14

wer

e a

dm

inist

ered

a fl

uenc

y ch

eck

with

m

iscue

ana

lysis

in c

onju

nctio

n w

ith

a s

pel

ling

inve

ntor

y fro

m th

e C

CRP

. St

uden

ts’ n

eed

s a

re m

ark

ed w

ith a

n X

ab

ove.

Gro

ups

are

form

ed b

ase

d o

n th

ese

need

s (s

ee F

igur

e 2)

.

Form

Fle

xib

le G

roup

s Ba

sed

on

Asse

ssm

ent (

EXAM

PLE)

– S

tep

2





Stu

de

nts

at

or

ab

ove

th

e t

arg

et

for

flue

ncy

ra

te (

fro

m S

tep

1)

Com

ple

te v

oca

bul

ary

and

co

mp

rehe

nsio

n a

sses

smen

ts to

det

erm

ine

stud

ent(s

) ins

truct

iona

l nee

ds.

The

se

stud

ents

ma

y ne

ed b

oth

ora

l and

writ

ten

voca

bul

ary

and

com

pre

hens

ion

tea

cher

/st

uden

t cen

ter a

ctiv

ities

. Gro

up s

tud

ents

a

ccor

din

gly

.

Stu

de

nts

be

low

th

e t

arg

et

for

flue

ncy

ra

te (

fro

m S

tep

s 1

an

d 2

)

Alth

oug

h st

uden

ts w

ith lo

w ra

te n

eed

lots

of

pra

ctic

e re

ad

ing

(act

iviti

es s

uch

as

rep

eate

d re

ad

ing

, cho

ral r

ead

ing

, and

ta

pe

ass

isted

rea

din

g) a

nd s

tud

ents

with

lo

w a

ccur

acy

ma

y ne

ed s

yste

ma

tic,

exp

licit

ad

vanc

ed p

honi

cs in

stru

ctio

n,

thes

e st

uden

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Grouping for the Teacher-Led Center It is important to remember that there is not ONE right answer as to how small groups should be formed. Groups must remain flexible and change according to instructional needs. These groups are skill-based and are formed with the Teacher-Led Center in mind. In other words, the groups are formed based on instructional needs (similar skills that need improvement) and these groups will be working at the Teacher-Led Center as the teacher implements small group instruction. Figure 2 illustrates one way to form flexible groups for this fourth grade class.

Figure 2 – Forming Teacher-Led Groups

Group D

Students 16, 17, 18, 19, 20, and 21 were above the target (93 WCPM) for oral reading fluency according to the DIBELS measure.

In order to measure vocabulary and comprehension skills, a unit test from the CCRP was administered and analyzed in conjunction with student scores from the FCAT.

The focus for the Teacher-Led Center will be on vocabulary development and comprehension. Activities that extend and expand on the core reading program would be appropriate.

Students 16, 17, 18, 19, 20, 21

Group A

Students 1, 2, 3, and 4 were below the target (93 WCPM) for oral reading fluency according to the DIBELS measure.

In order to measure accuracy and identify specific skills, a timed reading and spelling inventory were administered and miscues were analyzed.

Instruction at the Teacher-Led Center for this group would be intensive and focus on phonics.

Students 1, 2, 3, 4

Group C

Students 9, 10, 11, 12, 13, 14, 15Students 9, 10, 11, 12, 13,14, and 15 were below the target (93 WCPM) for oral reading fluency according to the DIBELS measure.


Instruction at the Teacher-Led Center for this group would be intensive and focus on advanced phonics and fluency rate.

Group B

Students 5, 6, 7, 8Students 5, 6, 7, and 8 were below the target (93 WCPM) for oral reading fluency according to the DIBELS measure.


Instruction at the Teacher-Led Center for this group would be intensive and focus on advanced phonics.





Although the focus of this example was on the fluency (DIBELS® data) and comprehension (FCAT data) and the related instructional implications, it is important to also include vocabulary instruction. These components must be integrated into reading instruction, as needed. Again, these groups are skill-based, flexible, and were formed with the Teacher-Led Center in mind.

Grouping for the Student Centers Students are in skill-based groups at the Teacher-Led Center and Student Centers. In other words, students stay in the same group whether they are at the Teacher-Led Center or Independent Student Centers. It is important to keep in mind that student groups are flexible and change often. These groups do not work together all day, every day, but are strategically placed together to maximize instructional time and accelerate learning during reading instruction. This grouping strategy allows students to work together when they need help practicing the same skill.

Table 13 depicts the group formation described in Figure 2. Both the Teacher-Led and student groups are listed vertically since they stay the same throughout both Teacher-Led and Student Centers.

Table 13 – Formation of Student Groups

Teacher-Led Centerand Student Group A

1234

Teacher-Led Centerand Student Group B

5678

Teacher-Led Centerand Student Group C

9101112131415

Teacher-Led Centerand Student Group D

161718192021

II. Identify Appropriate Center Activities Based on Assessment Important things to consider when planning Student Center Activities:

• Plan with the learning objective, not the product, in mind. The whole idea of the “reading centers of today” is to advance student reading ability. Though activities should engage students, there need not be a lot of “fluff.” As Debbie Diller notes in her book Literacy Work Stations: Making Centers Work (2003), “If it takes longer to make something than it does for children to use it instructionally, then don’t bother making it” (p. 10).

• Time must also be a consideration. If you have allotted 20 minutes for the Center and the Activity only requires 10 minutes, the students will need something else to do. Suggestions for extensions and


TEACHER TIP

When forming flexible groups based on assessment, remember to:

• Base small groups on instructional need with specific instructional strategies in mind

• Monitor the progress of high risk students more frequently in order to make instructional changes, small group changes, and to accelerate learning

• Keep group sizes small (5-7 students as a maximum)

• Reduce the group size to 3-5 for students in need of intensive support

• Consider attitudes, behaviors, and work ethics of each student




adaptations are provided in each of the Activity Plans. Continuous support materials (e.g., dry erase boards, writing materials, computer software, timers, reference materials, word games, word sorts, CDs and tapes, etc.) should be available for use when students finish a specific Activity.

Choose Activities for Student Centers that target each group’s instructional need. Within each Student Center, students are all engaged in the same Activity: working individually, in pairs, or as a small group. Table 14 provides examples of what students might be doing at the Teacher-Led Center and at the Independent Student Centers during one rotation. Activities at each center should correspond to the skill level of each group. It may be necessary to have a different activity for each group.

Table 14 – Example Activities

Student Group

A(Students 1, 2, 3, 4)

B(Students 5, 6, 7, 8)

C(Students 9, 10, 11, 12, 13,

14, 15)

D(Students 16, 17, 18, 19,

20, 21)

Teacher-Led Center

Identify and sort short and long vowels

Make multiple words using the same initial syllable combined with varying final syllables.

Timed readings using appropriate leveled connected text

Models strategy use for comprehension monitoring

Student Centers(Activities have been previously taught either whole-group or at the Teacher-Led Center)

Short and Long P.015 (from 2-3 Student Center Activities)

Syllable Swap AP.011

Reading Results F.016

Monitor and Mend C.043

III. Design Center Management System Having a Center management system helps to establish time efficient routines and protects valuable instructional time. A center management system assists teachers and students in coordinating the:

• schedule of student Center times • student group formation • Center locations/areas • Activities • systematic movement of student groups

Center management boards are graphic organizers and may be displayed in a variety of ways. Center management boards help students know where they should be, when they should be there, and what they should be doing. This allows the teacher to concentrate on teaching at the Teacher-Led Center and emphasizes accountability from students. When choosing a management board, it is important to keep in mind the following:

• It should meet the needs of the management system. • It should be large enough to be seen by all students from different areas of the room. • Students should know how to independently use/read the Center management board.• Matching words/icons could be on the management board and in the Center areas to help students

quickly locate Centers.





Figure 3 is an example that may be adjusted to meet the needs of a specific class. It illustrates four rotations for students 5, 6, 7, and 8. Student names are placed in groups using velcro. Icons are placed in a row across the top. Student names or icons can be moved when student groups or centers change.

Figure 3 – Example Center Management Board and Rotations


Rotation One Rotation Two

Rotation Three Rotation Four




IV. Implement a Behavior Management System It is essential to spend time at the beginning of the school year modeling, practicing, and reviewing appropriate classroom procedures in order to establish time efficient routines and to encourage positive classroom behaviors. Experts suggest that it may take at least six weeks to implement Student Centers before beginning Teacher-Led Centers (more so in the primary rather than intermediate grades). During this time, the teacher should be “roaming the room” monitoring students and providing assistance as needed. Many experts also suggest sending students to one Center daily until they “get the hang of it” before trying two or three Centers daily. Implementing an effective behavior management system may require a large amount of time initially; however, this is a productive use of time for two important reasons:

1. Students need to be on-task in order for Centers to support learning. 2. The teacher needs to focus on students at the Teacher-Led Center and this is not possible if the other

students are off-task.

When teachers implement a behavior management system, students should be involved in role modeling positive classroom behaviors. Boundaries and consequences should be fair, consistent, and age-appropriate. Throughout the year, teachers may want to occasionally use the Teacher-Led Center time to circulate during Student Centers to support on-task behavior. If this is the case, all students go to Student Centers while the teacher “roams the room.”

Successful implementation of Student Centers involves helping students know how to problem solve. For example, students need to know:

• What to do when something does not work • What to do when they do not understand the

Activity at a Center • What to do when they complete an Activity at a Center • Whom to go to for help (e.g., “Ask 3 before you see me.”)• How to clean up (where to put their product, where to put materials away, etc.) • How to decide who goes first when engaged in a pair or group activity

Teachers have found that creating a chart or checklist with their students is an effective way to ensure positive classroom behavior. These charts or checklists include the expected student behavior at each Center. The checklist and Center management board provide a management system that supports on-task student behavior. Teachers are responsible for:

• Holding all students accountable • Making consequences meaningful • Being consistent when implementing the behavior management system • Reviewing the rules and consequences • Practicing classroom procedures

It is important that students continuously practice classroom routines until the Centers and transitions are running smoothly. Additionally, teachers model/review expected behaviors continuously.


TEACHER TIP

Even in the best managed classrooms, there are many reasons why students may not be academically engaged at Student Centers. Here is a list of questions for teachers to consider when behavior problems begin to impede the successful implementation of student activity centers:

• Did I introduce too many new Centers at once? • Did I do an effective job explicitly teaching the activity? • Have the students mastered the skill and need to move on? • Is the activity interesting to the student? • Do students 5 and 8 work well together or do they create

behavior problems? • Is this Activity too difficult for students to do independently?

Answering these questions may help teachers reorganize Centers to get student behavior back on track. It may also be helpful to have a problem solving discussion with the students about a certain Center or Activity.




V. Give Explicit Center Directions The goal of explicit directions is to help students understand what they are expected to accomplish at a specific Center. Clear directions and expectations encourage academic engagement at Centers. It is essential to model each Activity before students are expected to complete it at the Center. Providing directions in manageable steps helps students to understand the sequence of completing an Activity. Model the use of new materials and Activities before placing them in a Center either during the whole group lesson or at the Teacher-Led Center. Activities to be completed at Centers should be introduced by the teacher in the following format:

1. Teacher Models and Explains the Activity Some Activities need repeated modeling, while others need to be modeled only one time. For example,

a simpler task, such as an activity in which students blend base words with affixes to make new words may be modeled once at the Teacher-Led Center and then placed at a Student Center. Conversely, teaching students how to identify the meanings of words in context is a more difficult task and may require many whole group lessons in addition to modeling at the Teacher-Led Center before being placed at a student center.

2. Teacher provides Guided Practice Students practice what the teacher models and the teacher provides prompts and feedback.

3. Teacher provides Supported Application Students apply the skill as the teacher scaffolds instruction.

4. Students engage in Independent Practice Students apply the skill independently.

This same format should also be implemented to teach students how to use the manipulatives and/or technology at each Center (e.g., computer, tape recorder, timers, etc.).

VI. Organize the Classroom The goal of creating an organized classroom is to obtain maximum student achievement. Keeping an organized classroom enables students to:

• Easily locate materials • Focus on academic tasks • Use Center time productively

Clearly define, organize, and label reading Centers to facilitate the flow of student movement. Set Center materials in an orderly arrangement, allowing adequate work space for each student. Place skill leveled materials in baskets or tubs and label accordingly. Also, preserve and protect materials by laminating or using another creative method so that they don’t have to be remade. Teach students how to keep materials organized, replace materials when needed, and clean up in an orderly and timely manner. When materials are well organized and students cooperate in taking care of Centers, classroom disruptions are limited.

VII. Manage Transitions The intent of managing transitions is to maximize and protect instructional time. It is important to keep a quick pace when transitioning between Centers. Instill consistent routines and expectations for changing Centers, putting materials away, and cleaning up center areas.

It is also important to use this time instructionally. There are a variety of signals that may be used to indicate to students that it is time to change Centers. To reinforce skills, make every minute count. For example,





recite poems, play vocabulary word games, or repeat comprehension strategy steps while the students are cleaning up.

VIII. Establish Accountability Accountability is a way to encourage students to stay academically engaged and for teachers to determine whether or not students can apply what they have been taught. Accountability should be established for Activities at all Centers. Communicate the fact that students are expected to stay on task and complete quality work. Students need to receive feedback in a timely manner. Reviewing center work daily:

• prevents students from practicing the same errors

• provides opportunities for teachers to instill the importance of quality work • conveys the importance of each academic task

In conclusion, reading Centers should provide opportunities for students to practice, demonstrate, and extend previously taught skills. Using assessment data to form groups, planning appropriate Teacher-Led and independent Student Center Activities, and consistently monitoring progress will help teachers establish a supportive learning environment.


TEACHER TIP

Establishing accountability is intended to help students develop an appreciation for learning and to view Centers as a meaningful and productive time of day. Other key ideas to keep in mind concerning accountability:

• The process of learning to be proficient readers is more important than creating a product at each Center. Students need to be accountable for work completed at Centers, but this does not mean there always needs to be a product. Make it a balance.

• Have “with-it-ness” — even though teachers are involved with other students in a small group activity at the Teacher-Led Center, they must be aware of what is going on at the Student Centers. This is a teaching skill that comes with time and practice!




This part of the Teacher Resource Guide pertains to interpreting and implementing the Student Center Activity plans.

Interpretation of Activity Plans This section of the Teacher Resource Guide will help you understand how to interpret the Activity Plans. The Student Center Activities are designed to support sound classroom reading instruction. They are written to provide students with the opportunity to practice, demonstrate, and extend their knowledge of previously taught reading skills, thereby providing time for teachers to teach in small groups.

Activity Plans are compiled in two separate notebooks. Book one contains a collection of Advanced Phonics and Fluency Activities. Book two contains a collection of Vocabulary and Comprehension Activities. Each Activity Plan includes an explanation of the Activity with the objective, materials, Activity Statement, steps to complete the Activity, a demonstration area, and ways to extend or adapt the Activity.

It is important to note that these activities are designed for teachers to use as resources, guides, and examples when implementing Student Centers. They are not intended to be a curriculum and although they are organized sequentially, assessment results should guide the teacher’s decision as to the choice of the Activity and the time line for implementation. Each of the Activities was designed to enhance reading development. The Activities are intended to be explicitly taught to the whole class or in small group Teacher-Led Centers before they are placed at an Independent Student Center. Additionally, teachers are encouraged to adapt or substitute the materials provided in the Activity Masters by using materials from the core reading program, supplemental curriculum, or other resources. For example, an Activity that requires identifying similarities and differences between the meanings of words could utilize words from the core reading program or any content area being studied (V.032).

Interpretation and Implementation of Activity Plans




Overview Througout this section, a sample Activity Plan will be used as a reference. It is called What’s the Purpose?.

Comprehension

2007 The Florida Center for Reading Research4-5 Student Center Activities: Comprehension

Text AnalysisWhat's the Purpose?

ObjectiveThe student will identify the author's purpose.

MaterialsHeader cards (Activity Master C.030.AM1)Passage cards (Activity Master C.030.AM2a - C.030.AM2c)If text in this activity is not appropriate for your students, use text that is more applicable.Note: The numbers of the cards correspond to headers in the following manner: Persuade - 1, 8, 11, 16; Inform - 3, 5, 9, 14; Entertain - 2, 4, 6, 13; Explain - 7, 10, 12, 15.

ActivityStudents determine author's purpose by sorting passages.1. Place header cards in a row. Place passage cards face down in a stack.2. Taking turns, students select the top card from the stack and read it aloud. 3. Determine the author's purpose.4. Place under appropriate header card. 5. Continue until all cards are sorted.6. Peer evaluation

C.030

Extensions and AdaptationsRead passages and write author's purpose (Activity Master C.030.SS).Write other passage cards to sort (C.008.AM3).Bring in examples of magazine, newspaper, and other articles to discuss and identify the author's purpose (i.e., persuade, inform, entertain, or explain).

10

The doctor told her that she would have to stay in the hospital for a few days until they determined what was causing her stomach pains. He said they ruled out a couple of ailments such as an ulcer and appendicitis. Since there were so many different things that could be causing her pain he told her it would be best for her to stay so the doctors could watch her progress.

Explainheader

Entertainheader

Informheader

Persuadeheader

5

Different tools are used to measure various types of things. For example, if you want to measure how fast it takes to run 100 yards you can use a stopwatch. A thermometer is used to measure temperature. If you want to know how many miles you have driven you use an odometer.

6

The three boys walked up to the deserted house. It was a dark night and all three were scared, but would not admit it. They timidly walked up the steps. All of a sudden, they heard a loud noise. They turned and ran home. They would never try that again.





Reading Component The reading component is placed at the top of the Activity Plan to denote: Advanced Phonics, Fluency, Vocabulary, or Comprehension.

ComprehensionText AnalysisC.030

4-5 Student Center Activities – Book One

4-5 Student Center Activities – Book Two

ComprehensionVocabulary

FluencyAdvanced Phonics

ComprehensionText AnalysisC.030

Subcomponent The subcomponent is listed under the component. For added convenience each Activity book comes with a set of tabs to be inserted in front of the corresponding sections. For a complete list of subcomponents, see the Five Components of Reading Instruction section of this guide.

Each reading component is color coded. The Advanced Phonics Activities are highlighted in orange, Fluency in red, Vocabulary in green, and Comprehension in blue (see example activities below).

Comprehension

2007 The Florida Center for Reading Research 4-5 Student Center Activities: Comprehension

C.0

05.A

M1b

Plo

tting th

e P

lot

Introduction or Exposition

Rising Actio

n Events

3

1 2

4

5

Title: Author:

2007 T

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3

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Solution or Resolution

Co

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Extensions and AdaptationsRecord answers on student sheet (Activity Master C.005.SS1).Write plot components of multiple stories on cards (Activity Master C.005.AM3) and sort using header cards (Activity Master C.005.AM4).

Narrative Text StructurePlotting the Plot

C.005

ObjectiveThe student will identify the components of a plot.

MaterialsNarrative TextChoose text within students’ instructional-independent reading level range. Plot cards (Activity Master C.005.AM1)Laminate. Plot work board (Activity Master C.005.AM2a - C.005.AM2b)Copy, align pages, glue sides together, and laminate.Vis-à-Vis® markers

ActivityStudents write plot components and place them on the plot structure. 1. Place plot work board on a flat surface. Place the plot cards face down in a stack.

Provide each student with a copy of the text.2. Students read or review text and discuss it. Write title and author on work board.3. Taking turns, student one selects the top plot card from the stack, reads designation

at the bottom aloud, and writes the corresponding information on the card. Hands card to student two.

4. Student two places the plot card in the appropriate box on the work board. Explains placement.

5. Continue until all plot cards are placed.6. Peer evaluation


Vocabulary

4-5 Student Center Activities: Vocabulary

ObjectiveThe student will identify the meaning of words with affixes.

MaterialsWork boards (Activity Master V.010.AM1)Affix cards (Activity Master V.010.AM2)Base word cards (Activity Master V.010.AM3)There are ten base words. Six will be used twice: clear, faith, kind, inform, comfort, assemble. Four will be used once: avoid, fiction, heat, direct.Meaning cards (Activity Master V.010.AM4a - V.010.AM4c)

ActivityStudents make words to match meanings by combining affixes and base words.1. Place affix and base word cards face up in separate rows. Place the meaning cards face down in a

stack. Provide each student with a work board.2. Taking turns, students select a card from the meaning stack, read it, and place it on the work board

(e.g., put together again). 3. Find the base word (i.e., assemble) and affix (i.e., re) to make the word that matches the meaning. 4. Place the affix and base word above the meaning on the work board and read it (i.e., reassemble). Return base word and affix cards back to their original positions.5. Continue until all meaning cards are used.6. Peer evaluation

Extensions and AdaptationsWrite sentences using the words made.Use same base words and affixes with easier meaning cards (Activity Master V.010.AM5a - V.010.AM5c).Make other affix, base word, and meaning cards (Activity Master V.010.AM6).

V.010Morphemic ElementsMeaningful Affixes


Fluency

2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency

Words Per Minute149148147146145144143142141140139138137136135134133132131130129128127126125124123122121120

150

1st try 2nd try 3rd try 4th try 5th try

Read Speed

F.007.SS1

Name


4-5 Student Center Activities: Fluency

Extensions and AdaptationsMake flash cards of words read incorrectly and practice in a timed activity.Use graphs to record weekly progress (Activity Master F.016.SS2 and F.016.SS3). Indicate words correct per minute (wcpm) target numbers on blank lines.Use graph to record monthly progress (Activity Master F.016.SS4).

ObjectiveThe student will gain speed and accuracy in reading connected text.

MaterialsPassage, book, or textChoose book passages or other text within students’ instructional-independent reading level range. Make two copies and laminate. Indicate the number of words in text.Reading record (Activity Master F.016.SS1)Words correct per minute graph (Activity Master F.007.SS1)This graph records 120-150 words correct per minute. Other graphs to record 90-120, 150-180, and 180-210 words correct per minute can be found at F.007.SS2, F.007.SS3, and F.007.SS4.PencilsTimer (e.g., digital)Vis-à-Vis® markers

ActivityStudents time repeated readings and graph words correct per minute.1. Provide each student with a copy of the selected text, reading record, and words correct per minute

graph. Provide students with a timer.2. Working in pairs, student one sets the timer for one minute and orally reads the text. Student two

follows along, using a Vis-à-Vis® marker to mark words read incorrectly.3. Continue reading and marking text until the timer rings. Student one completes the reading

record and words correct per minute graph with the assistance of student two. 4. Student one rereads the text two more times, attempting to increase speed and accuracy. 5. Reverse roles and continue the activity.6. Peer evaluation

F.016Connected TextReading Results

F.016.SS1Reading Results

Number of words read:

Subtract number of errors:

Number of words read correctly per minute:

Third Reading

Title:

Date: Pages Read:




First Reading




Second Reading

Name


4-5 Student Center Activities: Fluency


2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics

Advanced Phonics

ObjectiveThe student will identify syllables in words.

MaterialsInitial syllable cards (Activity Master AP.011.AM1)Final syllable cards (Activity Master AP.011.AM2a - AP.011.AM2c)Student sheets (Activity Master AP.011.SS1a - AP.011.SS1b)Pencils

ActivityStudents make three words using the same initial syllable.1. Spread the initial syllable cards face up. Place the final syllable cards face down in a stack. Provide

each student with a different student sheet. Students pick up the initial syllable cards that match the initial syllables on their student sheet.

2. Taking turns, students select the top card on the stack and say the final syllable part.3. Match it to each initial syllable card saying initial syllable first, followed by the final syllable on the

card. Do this until the two combined form a word or no word is formed. 4. If word is formed, place final syllable with the initial syllable. Read the word. 5. If no word is formed, place final syllable card on bottom of stack. Note: There will be three words

formed with each initial syllable card.6. Continue until all cards are placed. 7. Record the final syllable and word next to the corresponding initial syllables on the student sheet. 8. Teacher evaluation

Syllable PatternsSyllable Swap

Extensions and AdaptationsMake other initial and final syllable cards (Activity Master AP.009.AM2).Use final syllables to make words using multiple initial syllables (Activity Master AP.011.SS2).Use other initial and final syllables (Activity Masters AP.011.SS3 and AP.011.SS4).

AP.011

AP.011.SS1aSyllable Swap

con +

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=

=

=

out +

+

+

=

=

=

de +

+

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=

=

=

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+

=

=

=


4-5 Student Center Activities: Advanced Phonics

Name

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con

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Objective The objective states the goal of the activity. The objectives are correlated with the subcomponents and are aligned with specific skills.

ComprehensionText Analysis

What's the Purpose?


C.030

Materials and Activity Master Identifier There is a list of all materials needed for each Activity Plan. At the end of the Implementation of Activity Plans section of this guide, there is a comprehensive list of materials.

Any Activity Masters (AM) or Student Sheets (SS) used in the activity are numbered to correlate to the Activity Plan. These Activity Masters and Student Sheets are located behind each Activity Plan. Both are in blackline master form. The Activity Masters are nonconsumable and should be prepared to be used repeatedly as groups move through the Center (e.g., word cards that can be laminated).

The Student Sheets are consumable and should be duplicated for EACH student. If an Activity Master is used for more than one activity, it is cross-referenced to the original Activity Master and noted on the Activity Plan. For example, blank cards may be provided so that target words can be written on them and used in the activity. These same cards can also be used for other activities (i.e., V.011, V.012, V.027, V.028, V.037, V.040).

Activity Masters may be adapted or substituted by using materials from the core reading program, supplemental program, or teachers’ own resources. For example, instead of using the provided high frequency word cards, the teacher may choose to use word cards from the core reading program. Some Activities may


What's the Purpose?

C.030

Activity Name and Activity Number The name of the Activity (e.g., What’s the Purpose?) appears under the subcomponent. Across from the activity name is the activity number (e.g., C.030). The letter(s) on the activity number correspond with the component: AP – Advanced Phonics, F – Fluency, V – Vocabulary, and C – Comprehension. Within each component, the numbers are listed in ascending order. The Activity Plans are sequenced in a logical order based on subcomponent and difficulty.


What's the Purpose?

C.030

Student IconThe student icon at the top of the page denotes the number of students suggested to participate in the activity. One icon indicates that students may complete the activity independently, but may also work collaboratively with group members if desired. Two icons indicate that the activity requires students to work in pairs. Two icons with a plus sign indicate that the activity requires two or more students.





have answer keys. These have been added to assist in the evaluation of the Activity. Keys can be developed for other Activities and be made available to students at the Center.


What's the Purpose?


C.030


Activity Statement Directly under the activity heading is the activity statement, (e.g., Students determine author’s purpose by sorting passages). The statement offers a one sentence explanation of the purpose of the activity and what the students will do to complete the activity.


What's the Purpose?



C.030

. .

ActivityStudents determine author's purpose by sorting passages.

Activity Steps The first step refers to the Center set-up which may be completed by the teacher or a capable student. The second step starts the series of steps which the students go through to complete the activity. Additionally, step two usually begins with one of the following: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The remaining steps are written from the student perspective. The last step pertains to accountability and lists one of three evaluation methods: Self-check, Peer evaluation, or Teacher evaluation.


What's the Purpose?

1. Place header cards in a row. Place passage cards face down in a stack.2. Taking turns, students select the top card from the stack and read it aloud. 3. Determine the author's purpose.4. Place under appropriate header card. 5. Continue until all cards are sorted.6. Peer evaluation

C.030



ActivityStudents determine author's purpose by sorting passages.





Demonstration Area Under the activity steps is a display box containing graphics that depict the Activity and key materials.

Comprehension

2007 The Florida Center for Reading Research4-5 Student Center Activities: Comprehension

Text AnalysisWhat's the Purpose?



ActivityStudents determine author's purpose by sorting passages.1. Place header cards in a row at the center. Place passage cards face down in a stack.2. Taking turns, students select the top card from the stack and read it aloud. 3. Determine the author's purpose.4. Place under appropriate header card. 5. Continue until all cards are sorted.6. Peer evaluation

C.030

Extensions and AdaptationsRead passages and write author's purpose (Activity Master C.030.SS).Write other passage cards to sort (C.008.AM3).Bring in examples of magazine, newspaper, and other articles to discuss and identify the author's purpose (i.e., persuade, inform, entertain, or explain).

10


Explainheader

Entertainheader

Informheader

Persuadeheader

5


6



What's the Purpose?



ActivityStudents determine author's purpose by sorting passages.1. Place header cards in a row. Place passage cards face down in a stack.2. Taking turns, students select the top card from the stack and read it aloud.3. Determine the author's purpose.4. Place under appropriate header card. 5. Continue until all cards are sorted.6. Peer evaluation

C.030

10


Explainheader

Entertainheader

Informheader

Persuadeheader

5


6


Extension and Adaptations Extensions and Adaptations are suggested activities that will extend or provide an adaptation to further develop the target skill. These are written from the student point of view unless otherwise noted. Some require an Activity Master, which is referenced. In this example a student sheet is provided to give additional practice in identifying author’s purpose. In addition, blank cards are noted from a previous Activity (i.e., C.008.AM3). These cards can be used by teachers to provide additional passages to use with the Activity.





Implementation of Activity Plans This section provides suggestions for preparing activities, organizing materials, and setting up Centers. In addition, there is information regarding computer-based centers, the selection of computer software and technology-based curricula, and materials.

Preparing and Organizing Materials For initial preparation of the activities, it is recommended that Activity Masters be copied on card stock or laminated. This way materials will be durable and ready for long term use. Materials such as picture cards or word cards can also be colored or mounted on construction paper to provide more visual interest. In addition, materials should be organized so that all materials needed to implement the Activity Plan are stored together and easy to locate. For example, game boards can be mounted and laminated on file folders and word cards placed in envelopes or plastic baggies.

Products created while teaching a skill from an Activity Plan can be used at the student Centers. For example, short passages elicited from the students are written on cards. These cards are placed at the Center and sorted by author’s purpose (i.e., Activity Plan, C.030, What’s the Purpose?).

If appropriate for the level of students, Demonstration Areas or Activity Steps can be copied, laminated, and placed at Centers to remind students how to complete the activity. This should be done only after the activity has been introduced and explicitly taught by the teacher. Setting Up Centers Activities should be introduced and made available depending on the instructional needs of the students determined by assessment information. Prior to making the activity available at a student center, the skill relevant to the activity and the activity itself should be pre-taught in whole or small group. The materials needed to complete the activity should then be placed at the center and set up according to the directions in the Activity Plan.

In addition to the Activities provided, Centers can also contain consistent materials that have been previously introduced to the students. These materials remain available to students throughout the year, even as other Center activities are rotated. Consistent materials are aligned with students’ instructional needs allowing students and teachers uninterrupted productivity throughout Center time. Examples of materials that may remain consistent at a Center are: dry-erase marker boards, writing materials, computer software, timers, and reference materials.

These consistent materials will enable students to stay academically engaged until it is time to move to the next center. These consistent materials need to be well organized and easily accessible to students. They may be stored in containers. It is important to label or color-code the containers according to instructional needs of students. The intent is to have appropriate materials available for students to practice and reinforce skills at their instructional level so they will stay academically engaged if they complete an Activity before it is time to move to the next Center.





Computer-Based Centers Computer-based activities are beneficial to differentiating student instruction and adapt well to Reading Centers. Like other activities, it is important to note that the results from ongoing assessments and teacher monitoring should be factors in determining the specific software used and the skills that are targeted.

To effectively utilize computer-based centers, consider the guidelines listed below: • Include computer-based activities along with other student centers. • Assure that students are familiar with all needed computer functions in order to use the selected

program effectively.• Provide computer-based activities specific to those skills that have been pre-taught and that need

additional practice or reinforcement. • Assign each student or group of students a specified component of the software program that addresses

the specific skill that needs practice. This helps to reduce non-academic engagement time.• Select software that is within students’ instructional-independent reading level range. • Monitor student use of computer-based activities. • Choose software and online programs which are based on the five components of reading and are

supported with current scientific reading research. • Many programs have built-in progress monitoring and generate reports. Use reports generated by

software to monitor student progress and to assist in planning instruction.

Selecting Quality Computer Software and Technology-Based Curricula Materials The Florida Center for Reading Research (FCRR) has established a review process for analyzing print and technology-based reading curricula and materials. Brief FCRR Reports based on the findings from the reviews are posted at the FCRR website (www.fcrr.org) for use by teachers, administrators, and district level personnel.

The sole purpose of FCRR Reports is to serve as a reliable resource for teachers and administrators as they evaluate the alignment of instructional materials to current research in reading. It is important for school district personnel and teachers to read the reports thoroughly and make whatever additional judgments may be appropriate regarding the suitability of the program for their students.

Materials Needed for 4-5 Student Center Activities In addition to the Activity Masters and Student Sheets provided with each Activity Plan, the materials listed below are also needed.

Materials Books (fiction and nonfiction)Cassette PlayerCassette Tapes ComputerComputer Software (reading related) Construction PaperCountersCrayonsDictionariesEnvelopes Game PiecesHeadphones





Highlighters Index Cards (large and small)Markers Notebook Paper Paper Bags PencilsPlay ScriptsPoetry Reference Books (e.g., textbooks, information books, encyclopedias, thesaurus) Scissors Small Whiteboards Sticky Notes (Post-It® or similar)Texts or Passages (expository, narrative, content area)TimersVis-à-Vis® Markers Word List





IntroductionThe following crosswalks map the relationship between each Independent Student Activity, the corresponding DIBELS® Measure (Oral Reading Fluency – ORF), and the Florida Sunshine State Standard(s). The crosswalks were developed to support teachers in using assessments to inform instruction.

The four crosswalks are sorted by: 1. Activity Number, Name, and Subcomponent (this is the primary crosswalk and contains all information)2. DIBELS® Measure (Oral Reading Fluency is the only measure that applies to fourth and fifth grade Activities) 3. Fourth Grade Sunshine State Standards4. Fifth Grade Sunshine State Standards

Each column highlighted in yellow indicates the focus of the sort. For example, the column with Fourth Grade Sunshine State Standards is highlighted in yellow for crosswalk number three.

Each of the four components of reading is color coded in the activity number column: Advanced Phonics in orange, Fluency in red, Vocabulary in green, and Comprehension in blue. These colors align with those on the Activity Plans.

4-5 Student Center Activities Crosswalk




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Mor

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LA.4

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LA.4

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Crosswalk 2 – Sorted By DIBELS® MeasureAc

tivity

Nu

mbe

rAc

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bcom

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Mea

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Four

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LA.4

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Rea

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LA.4

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LA.4

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FLA

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LA.4

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ext

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FLA

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FLA

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Crosswalk 2 – Sorted By DIBELS® Measure

Activ

ity

Num

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DIBE

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Mea

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Four

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LA.4

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FA

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FF.

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Crosswalk 3 – Sorted By Fourth Grade StandardAc

tivity

Nu

mbe

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bcom

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Mea

sure

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LA.4

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Crosswalk 3 – Sorted By Fourth Grade Standard

Activ

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Num

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LA.4

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LA.4

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LA.4

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GlossaryAccuracy: Degree to which words are read correctly.

Academically Engaged: Participation in activities/instruction in a meaningful way and understanding the tasks in which they are involved.

Advanced Phonics: Strategies for decoding multisyllabic words that include morphology and information about the meaning, pronunciation, and parts of speech of words gained from knowledge of prefixes, roots, and suffixes.

Affix: A general term that refers to prefixes and suffixes.

After Reading Comprehension Strategies: Strategies that require the reader to actively transform key information in text that has been read (e.g., summarizing, retelling).

Aligned Materials: Student materials (e.g., texts, activities, manipulatives, homework, etc.) that reinforce classroom instruction of specific skills in reading.

Alphabetic Principle: The concept that letters and letter combinations represent individual phonemes in written words.

Ample Opportunities for Student Practice: Students are asked to apply what they have been taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship with what has just been taught. Once skills are internalized, students are provided with more opportunities to independently implement previously learned information.

Analogy: Comparing two sets of words to show some common similarity between the sets. When done as a vocabulary exercise this requires producing one of the words (e.g., cat is to kitten as dog is to _____orcat : kitten :: dog : _____).

Antonym: A word opposite in meaning to another word.

Automaticity: Reading without conscious effort or attention to decoding.

Background Knowledge: The knowledge and experience that readers bring to the text (also referred to as prior knowledge).

Base Word: A unit of meaning that can stand alone as a whole word (e.g., serve, fortune). Also called a free morpheme.

Before Reading Comprehension Strategies: Strategies employed to emphasize the importance of preparing students to read text (e.g., activate prior knowledge, set a purpose for reading).

Blending: The task of combining sounds rapidly, to accurately represent the word.

Bloom’s Taxonomy: A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Choral Reading: Type of supported reading when groups of children read the same text aloud (can consist of a leader and others reading the same text at the same time).

Chunked Text: Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //). The intent of using chunked text or chunking text is to give students an opportunity to practice reading phrases fluently. There is no absolute in chunking text. Teachers should

Glossary




use judgment when teaching students how to chunk. Generally, slash marks are made between subject and predicate, and before and after prepositional phrases.

Chunking: The process of dividing a sentence into smaller phrases where pauses might occur naturally (e.g., When the sun appeared after the storm, / the newly fallen snow /shimmered like diamonds).

Coaching: A professional development process of supporting teachers in implementing new classroom practices by providing new content and information, modeling related teaching strategies, and offering on-going feedback as teachers master new practices.

Compound Words: Two or more words that combine to make a new word.

Comprehension: Understanding what one is reading, the ultimate goal of all reading activity.

Comprehension Questions: Questions that address the meaning of text, ranging from literal to inferential to analytical.

Concept Definition Mapping: Provides a visual framework for organizing conceptual information in the process of defining a word or concept. The framework contains the category, properties, and examples of the word or concept.

Connected Text: Words that are linked (as opposed to words in a list) as in sentences, phrases, and paragraphs.

Consonant Blend: Two or more consecutive consonants which retain their individual sounds (e.g., bl in block; str in string).

Consonant Digraph: Two consecutive consonants that represent one phoneme, or sound (e.g., ch, sh).

Context Clue: Using words or sentences around an unfamiliar word to help clarify its meaning.

Decodable Text: Text in which a high proportion of words (80%-90%) comprise sound-symbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent reading.

Decodable Words: Words containing phonic elements that were previously taught.

Decoding: The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; also the act of deciphering a new word by sounding it out.

Derivational Affix: A prefix or suffix added to a root or stem to form another word (e.g., -ness in likeness, un- in unhappy).

Diagnostic Test: Test that can be used to measure a variety of reading, language, or cognitive skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they will usually be given only if a child fails to make adequate progress after being given extra help in learning to read. They are designed to provide a more precise and detailed picture of the full range of a child’s knowledge and skill so that instruction can be more precisely planned.

Differentiated Instruction: Matching instruction to meet the different needs of learners in a given classroom.

Digraphs: Two consecutive letters that represent one phoneme or sound (e.g., ea in bread; ch in chat; ng in sing).

Diphthong: A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.

Glossary




Direct Instruction: The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved.

During Reading Comprehension Strategies: Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences; constructing mental imagery).

Echo Reading: Type of supported reading in which one person reads a piece of text (e.g., phrase, sentence, paragraph) and partner rereads same text “echoing” the phrasing and prosody.

Empirical Research: Scientifically based research that applies rigorous, systematic, and objective procedures to obtain valid knowledge. This includes research that: employs systematic, empirical methods that draw on observation or experiment; has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review; involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and can be generalized.

Etymology: The origin of a word and the historical development of its meaning (e.g., the origin of our word etymology comes from late Middle English: from Old French ethimologie, via Latin from Greek etumologia, from etumologos ‘student of etymology,’ from etumon, neuter singular of etumos ‘true’).

Explicit Instruction:1. Teacher Models and Explains 2. Teacher provides Guided Practice • Students practice what the teacher modeled and the teacher provides prompts and feedback 3. Teacher provides Supported Application • Students apply the skill as the teacher scaffolds instruction4. Independent Practice

Expository Text: Text that reports factual information (also referred to as informational text) and the relationships among ideas. Expository text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts.

Five Components of Reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Fix-up Strategy: Techniques used to restore meaning when comprehension breaks down (e.g., reread, change rate of reading, identify unknown words).

Flexible Grouping: Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups.

Fluency Probe: An assessment for measuring fluency, usually a timed oral reading passage at the student’s instructional reading level.

Fluency: Ability to read text quickly, accurately, and with prosody. Fluency provides a bridge between word recognition and comprehension.

Frustrational Reading Level: The level at which a reader reads at less than 90% accuracy (i.e., one or more errors per every 10 words read). Frustration level text is difficult text for the reader.

Grapheme: A letter or letter combination that represents a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh).

Glossary




Graphic Organizers: A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. Graphic organizers allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. The structure of a graphic organizer is determined by the structure of the kind of text being read.

Graphophonemic Knowledge: Knowledge of the relationships between letters and phonemes.

Guided Practice: Students practice what the teacher modeled and the teacher provides prompts and feedback.

High Frequency Words: A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words. Often, they are referred to as “sight words” since automatic recognition of these words is required for fluent reading.

Homograph: Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g. can as in a metal container/can as in able to).

Homonym: Words that sound the same but are spelled differently (e.g., cents/sense, knight/night).

Homophone: Words that may or may not be spelled alike but are pronounced the same. These words are of different origins and have different meanings (e.g., ate and eight; scale as in the covering of a fish; and scale as in a device used to weigh things)

Immediate Intensive Intervention: Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading.

Implicit Instruction: The opposite of explicit instruction. Students discover skills and concepts instead of being explicitly taught. For example, the teacher writes a list of words on the board that begin with the letter “m” (e.g., mud, milk, meal, and mattress) and asks the students how the words are similar. The teacher elicits from the students that the letter m stands for the sound you hear at the beginning of the words.

Independent Reading Level: The level at which a reader can read text with 95% accuracy (i.e., no more than one error per every 20 words read). Independent reading level is relatively easy text for the reader.

Independent-Instructional Reading Level Range: The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy.

Inference: Conclusion, judgment, or meaning that is made as a result of connecting what is in the text with what is in the mind.

Inflection: See inflectional suffix.

Inflectional Suffix: A suffix that expresses plurality when added to a noun, tense when added to a verb, and comparison when added to an adjective and some adverbs. A major difference between inflectional and derivational morphemes is that inflections added to verbs, nouns, or adjectives do not change the grammatical role or part of speech of the base words (i.e., -s, -es ,-ing, -ed, -er, -est).

Informal Assessment: Does not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests and running records are all examples of informal assessment.

Informational Text: Non-fiction books, also referred to as expository text, that contain facts and information.

Glossary




Initial Instruction: First line of defense to prevent reading failure for all students. A core reading program is the instructional tool used for initial instruction in Florida’s Reading First initiative.

Instructional Reading Level: The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). Instructional reading level engages the student in challenging, but manageable text.

Intervention: Explicit and systematic instruction tailored to meet the identified needs of struggling readers that is provided by highly skilled teachers in a small pupil-teacher ratio classroom. Teachers utilize assessment to guide accelerated instruction, use teacher modeling and scaffolding with gradual release of responsibility to students, and provide extensive practice opportunities.

Intervention Program: Programs that provide instruction intended for flexible use as part of differentiated instruction and/or more intensive intervention to meet student learning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension).These programs are used to provide targeted, intensive intervention for small groups of struggling readers.

Intonation: Changes and patterns in pitch which contribute to the meaning of sentences.

Letter Combinations: Also referred to as digraphs, a group of consecutive letters that represents a particular sound in the majority of words in which it appears (e.g., ai in maid; ch in chair; ar in car; kn in know; ng in ring).

Letter-Sound Correspondence: The matching of an oral sound to its corresponding letter or group of letters.

Literal Comprehension: Understanding of the basic facts that the student has read.

Main Idea: The central thought or message of a reading passage.

Mapping: Matching sounds to letters using a grid.

Metacognition: An awareness of one’s own thinking processes and how they work. The process of consciously thinking about one’s learning or reading while actually being engaged in learning or reading. Metacognitive strategies can be taught to students; good readers use metacognitive strategies to think about and have control over their reading.

Modeling: Teacher overtly demonstrates a strategy, skill, or concept that students will be learning.

Morpheme: The smallest meaningful unit of language.

Morphemic Analysis: An analysis of words formed by adding prefixes, suffixes, or other meaningful word units to a base word.

Multisyllabic Words: Words with more than one syllable (e.g., harbor, attention, respectfully). A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read increases steadily throughout the grades.

Narrative Text: Text that tells a story about fictional or real events.

Objectives: Measurable statements detailing the desired accomplishments of a program

Onset and Rime: In a syllable or word, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is s and the rime is at. In the word flip, the onset is fl and the rime is ip). Some words or syllables have rimes and no onsets (e.g., usher contains rimes only, ush–er).

Orthographic Units: The representation of the sounds of a language by written or printed symbols.

Glossary




Orthography: A writing system for representing language.

Outcome Assessment: Given at the end of the year for two purposes. First, they can help the principal and teachers in a school evaluate the overall effectiveness of their reading program for all students. Second, they are required in Reading First schools to help districts evaluate their progress toward meeting the goal of “every child reading on grade level” by third grade. Schools must show regular progress toward this goal to continue receiving Reading First funds.

Pacing: The rate at which a lesson moves. The pace of a lesson should move briskly, but not so fast as to rush students beyond their ability to answer correctly. The purposes for a fast pace are to help students pay close attention to the material being presented, and provide students more practice time which increases the opportunity for greater student achievement, keeps students actively engaged, and reduces behavior management problems by keeping students on-task.

Paraphrase: To restate text or something spoken in different words without changing the meaning (often for the purpose of clarification).

Partner/Peer Reading: Reading aloud taking turns with a partner who provides word identification help and feedback.

Phoneme: The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words.

Phonemic Awareness: The ability to notice, think about, or manipulate the individual phonemes (sounds) in words. It is the ability to understand that sounds in spoken language work together to make words. This term is used to refer to the highest level of phonological awareness: awareness of individual phonemes in words.

Phonics: The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences.

Phonogram: A succession of letters that represent the same phonological unit in different words, such as igh in flight, might, tight, sigh, and high.

Phonological Awareness: One’s sensitivity to, or explicit awareness of, the phonological structure of words in one’s language. This is an “umbrella” term that is used to refer to a student’s sensitivity to any aspect of phonological structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.

Prefix: A morpheme that precedes a root and that contributes to or modifies the meaning of a word as re- in reprint.

Prior Knowledge: The knowledge and experience that readers bring to the text (also referred to as background knowledge).

Progress Monitoring: Tests that keep the teacher informed about the child’s progress in learning to read during the school year. They are a quick sample of critical reading skills that will tell the teacher if the child is making adequate progress toward grade level reading ability at the end of the year.

Prosody: Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity.

R-controlled Vowel: Vowel followed by r which changes the pronunciation of the vowel.

Rate: The speed at which a person reads.

Glossary




Readability Level: Refers to independent, instructional, and frustrational levels of text reading.

Reading Centers: Special places organized in the classroom for students to work in small groups or pairs, either cooperatively or individually. Students work in centers while the teacher is conducting small group reading instruction. Each center contains meaningful, purposeful activities that are an extension and reinforcement of what has already been taught by the teacher in reading groups or in a large group. Reading centers offer students the opportunity to stay academically engaged as they apply the skills they have been learning.

Reading Fluency Prorating Formula: When students are asked to read connected text for more than one minute or less than one minute, their performance must be prorated to give a fluency rate per minute. The prorating formula for this is the following:

words read correctly x 60 ÷ by the number of seconds = Reading Fluency Score.

Repeated Reading: Rereading of text until the reader is able to read at a predetermined rate to produce fluency.

Retelling: Recalling the content of what was read or heard.

Rhyming: Words that have the same ending sound.

Root: A bound morpheme, usually of Latin or Greek origin, that cannot stand alone but is used to form a family of words with related meanings.

Scaffolded Instruction: The process of modeling and encouraging strategic, successful reading by providing structure, organization, questioning, clarification, summarizing, or tying information to what is known or what will be found out. Students are given all the support they need to arrive at the correct answer. For example, after an error occurs, the support or assistance a teacher offers may include cues, giving reminders or encouragement, breaking the problem down into steps, providing an example, or anything else so that students can arrive at the correct answer instead of the teacher giving the answer.

Schema: Refers to prior knowledge, the knowledge and experience that readers bring to the text.

Schwa: The vowel sound sometimes heard in an unstressed syllable and is most often sounded as ‘uh’ or as the short ‘u’ sound as in ‘cup.’

Scientifically Based Reading Research (SBRR): Refers to empirical research that applies rigorous, systematic, and objective procedures to obtain valid knowledge. This includes research that: employs systematic, empirical methods that draw on observation or experiment; has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review; involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and can be generalized.

Scope and Sequence: A “roadmap” or “blueprint” for teachers that provides an overall picture of an instructional program.

Screening: Tests that provide the teacher a beginning assessment of the student’s preparation for grade level reading instruction. They are a “first alert” that a child will need extra help to make adequate progress in reading during the year.

Segmenting: Separating the individual phonemes, or sounds, of a word into discrete units.

Self-Monitoring: Refers to metacognition. When students use self-monitoring strategies, they actively think about how they are learning or understanding the material, activities, or reading in which they are engaged.

Glossary




Semantic Feature Analysis: Use of a grid to help explore how a set of things are related to one another. By analyzing the grid one can see connections, make predictions, and master important concepts.

Semantic Maps: Portray the schematic relations that compose a concept; a strategy for graphically representing concepts.

Sight Words: Words that are recognized immediately. Sometimes sight words are thought to be irregular, or high frequency words (e.g., the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.

Signal Words: A word that gives a clue about how ideas in text are related or how the text is organized.

Sound to Symbol: Phonics instruction that matches phoneme to grapheme.

Spelling Patterns: Refers to digraphs, vowel pairs, word families, and vowel variant spellings.

Story Elements: Characters, problem, solutions, themes, settings, and plot.

Story Grammar: The general structure of stories that includes story elements.

Story Maps: A strategy used to unlock the plot and important elements of a story. These elements can be represented visually through various graphic organizers showing the beginning, middle, and end of a story. Answering the questions of who, where, when, what, and how or why, and listing the main events is also part of story mapping. These elements are also referred to as story grammar.

Strategic Learners: Active learners. While reading they make predictions, organize information, and interact with the text. They think about what they are reading in terms of what they already know. They monitor their comprehension by employing strategies that facilitate their understanding.

Strategy: A means to enhance understanding of text.

Structural Analysis: A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.

Student Friendly Explanation: An explanation of the word’s meaning rather than a definition. 1. Characterizes the word and how it is typically used. 2. Explains the meaning in everyday language.

Suffix: An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word, as -en in oxen.

Summarizing: Reducing large selections of text to the bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.

Syllable: A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant.

Syllable Patterns: See syllable types.

Syllable Types: There are six syllable types.1. Closed: cat, cobweb 2. Open: he, silo3. Vowel-consonant-e (VCE): like, milestone4. Consonant-le: candle, juggle (second syllable)

Glossary




5. R-controlled: star, corner,6. Vowel pairs: count, rainbow

Symbol to Sound: Matching grapheme to phoneme.

Synonym: Words that have similar meanings.

Systematic Instruction: A carefully planned sequence for instruction, similar to a builder’s blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. Instruction is clearly linked within, as well as across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For systematic instruction, lessons build on previously taught information, from simple to complex.

Systematic Phonics Instruction: Systematic phonics programs teach children an extensive, pre-specified set of letter-sound correspondences or phonograms.

Target Words: Words which are specifically addressed, analyzed, and/or studied in curriculum lessons, exercises, and independent activities.

Text Features: Parts of expository text which make the text more accessible to the reader (e.g., table of contents, sequence, format, charts, graphs, illustrations, print variations, glossary, index).

Text Structure: Method of organizing text in order to communicate content (e.g., cause and effect, problem and solution, question and answer, compare and contrast, description, or sequence).

Timed Reading: Student reads appropriate text with a predetermined number of words to be read within a specific amount of time.

Trade Book: A book intended for general reading that is not a textbook.

Utility: Degree of usefulness.

Variant Correspondences: Various corresponding spelling patterns for a specific sound or a variety of spelling patterns for one sound (e.g., long a spelled a, a_e, ai_, _ay).

Vocabulary: Refers to all of the words of our language. One must know words to communicate effectively. Vocabulary is important to reading comprehension because readers cannot understand what they are reading without knowing what most of the words mean. Vocabulary development refers to stored information about the meanings and pronunciation of words necessary for communication. Four types of vocabulary include listening, speaking, reading and writing.

Vowel Digraph or Vowel Pair: Two vowels together that represent one phoneme, or sound (e.g., ea, ai, oa). Also referred to as a vowel team.

Word Family: Group of words that share a rime (a vowel plus the consonants that follow; e.g., -ame, -ick,-out).

Word Learning Strategies: Strategies students use to learn words (e.g., decoding, analyzing meaningful parts of words, using analogy, using context clues, using a dictionary, glossary, or other resources).

Word Parts: Letters, onsets, rimes, and syllables that combine to form words. The ability to recognize various word parts in multisyllabic words is beneficial in decoding unfamiliar words.

Word Study: The act of deliberately investigating words (e.g., vocabulary-building exercises, word-identification practice, and spelling).

Glossary




References Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Adams M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore: Paul H. Brookes.

Allen, J. (1999). Words, words, words. Portland, ME: Stenhouse.

Allison, C. (2004). Keys to comprehension: Strategies to unlock meaning. Austin, TX: Rigby.

Archer, A. L., Gleason, M. M., & Vachon, V. (2000). REWARDS: Reading excellence: Word attack and rate development strategies. Longmont, CO: Sopris West.

Archer, A. L., Gleason, M. M., & Vachon, V. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101.

Armbruster, B. B., Lehr, F., & Osborn, J. (2000). Put reading first: The research building blocks for teaching children to read, kindergarten through grade 3. National Institute for Literacy.

Baumann, J. F., & Kame’enui, E. J. (2004). Vocabulary instruction: Research to practice. New York: The Guilford Press.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary and spelling instruction (2nd ed.). Upper Saddle River, NJ: Merrill.

Beck, I. L. (2006). Making sense of phonics: The hows and whys. New York: The Guilford Press.

Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York: Scholastic.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.

Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.

Blachowicz, C., & Fisher, P. J. (2002). Teaching vocabulary in all classrooms (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Blachowicz, C., & Ogle D. (2001). Reading comprehension: Strategies for independent learners. New York: The Guilford Press.

Blevins, W. T. (2001). Teaching phonics & word study in the intermediate grades. New York: Scholastic.

Bromley, K. (2002). Stretching students’ vocabulary: Best practices for building the rich vocabulary students need to achieve in reading, writing, and the content areas. New York: Scholastic.

Buehl, D. (2001). Classroom strategies for interactive learning (2nd ed.). Newark, DE: International Reading Association.

Callella, T. (2004). Greek and latin roots: Teaching vocabulary to improve reading comprehension. Huntington Beach, CA: Creative Teaching Press.

Carnine, D. W., Silbert, J. Kame’enui, E. J., Tarver, S. G., & Jungjohann, K, (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson – Merrill Prentice Hall.

References and Resources




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Diamond, L., & Gutlohn, L. (2006). Vocabulary handbook. Berkeley, CA: CORE.

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Fry, E. B., Kress J. E., & Fountoukidis, D. L. (2006). The reading teacher’s book of lists (5th ed.). San Francisco: Jossey-Bass.

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Grace, K. E. S. (2007). Phonics and spelling through phoneme-grapheme mapping. Longmont, CO: Sopris West.

Graves, M. L. (2006). Vocabulary book: Learning and instruction. Urbana, IL: National Council of Teachers.

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ResourcesThe 4-5 Student Center Activity Development team would like to thank the following individuals who contributed their expertise to this project:

Marilyn Jager Adams, Ph.D., Visiting Scholar Harvard University Graduate School of Education

Benita Blachman, Ph.D., Dual Trustee Professor Reading and Language Arts Syracuse University

Nell Duke, Ph.D. Associate Professor of Teacher Education and Learning, Technology, and Culture Michigan State University




Linnea Ehri, Ph.D., Distinguished Professor Program in Educational Psychology City University of New York

Gail Gillon, Ph.D., Department of Communication Disorders University of Canterbury

Kathryn E.S. Grace, M.Ed., CAGS Learning Specialist, Stern Center for Language and Learning

Louisa Moats, Ed.D., Director of Professional Development and Research Initiatives Sopris West Educational Services

Darrell Morris, Ed.D., Language, Reading and Exceptionalities Appalachian State University

P. David Pearson, Ph.D., Dean of the Graduate School of Education Language and Literacy, Society and Culture University of California, Berkeley

Tim Rasinski, Ph.D., Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies Kent State University


fourth and fifth grade student center activitiesuseful in implementing independent student center...

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