Author Archives: travisdavis26

Fluency!!! Fluency – The ability when reading to decode and comprehend at the same time. It also means to be able to read expressively and meaningfully as well as accurately and with appropriate speed. Simply stated, it means reading easily and reading well.   Fluency has 3 dimensions –    Accuracy in word decoding –Continue reading “Chapter 7 – Reading Fluency”

Learning Tools Learning Tools – Reading and writing are learning tools because reading has a powerful impact on writing and vice versa. When students read about a topic first, their writing is enhanced and similarly if they write about an idea from a book they’re reading, their comprehension is deepened.  Below are many examples ofContinue reading “Chapter 12 – Reading and Writing Across the Curriculum”

Differentiation – Differentiated Instruction is based on an understanding that student differ in important ways.  Differentiation is also providing specific ways for students to learn as deeply as possible and as quickly as possible without assuming one student’s road map for learning is identical to anyone else’s.  Differentiated instruction is also characterized as rigorous, relevant,Continue reading “Chapter 11 – Differentiating for Success”

Basal Reading Programs – Commercially produced reading programs are known as basal readers. These programs feature a textbook of reading selections with accompanying workbooks, supplemental books, and related instruction materials at each grade level. Phonics, vocabulary, comprehension, grammar, and spelling instruction is coordinated with the reading selections and aligned with grade-level standards. The teacher’s guideContinue reading “Chapter 10 – Organizing for Instruction”

Text Factors – While comprehension involves reader factors, it also involves text factors. Stories, nonfiction books, and poems can be easier or more difficult to read depending on their text factors.  The most important three text factors are genre, text structures, and text features. Genres – A category of literature or writing form. Stories canContinue reading “Chapter 9 – Promoting Comprehension: Text Factors”

Comprehension – The process of constructing meaning using both the authors text and the reader’s background knowledge for a specific purpose.  Comprehension is the main goal of reading and is a creative and multifaceted thinking process in which students engage with text. Text Complexity – Simply stated, text complexity refers to how well a readerContinue reading “CHAPTER 8 – PROMOTING COMPREHENSION: READER FACTORS”

Academic Vocabulary – These are words that are frequently used in language arts, social studies, and math. These words are found textbooks and books students read and teachers use them in minilessons and discussions.  Students use them in classroom assignments and are expected to understand them for high-stakes tests. Three Tiers of Words: Basic WordsContinue reading “Chapter 7: Expanding Academic Vocabulary”

Reading Fluency – Fluency is the ability to read and write effortlessly and efficiently.  Reading fluency is the ability to read quickly, accurately, and with expression. To read fluently, students must recognize most words automatically and be able to identify unfamiliar words easily. Most students will become fluent readers by 4th grade. This also involvesContinue reading “Chapter 6: Developing Fluent Readers and Writers”

Phonemes, Graphemes, and Phonemic Awareness Phonemes – Sounds – Phonemes are smallest units of speech and are marked in our textbook using diagonal lines (e.g., /d/). Phonemes can either be consonants or vowels; phonemes can also include consonant blends of 2 or 3 consonants which appear next to each other in words and their individualContinue reading “Chapter 5: Cracking the Alphabetic Code”

4 Steps of Assessment Classroom and student assessment is one of the most important aspects of teaching.  Classroom assessment drives instruction and ensures that students are making adequate progress, determines the effectiveness of the teacher’s instruction, and documents students’ achievement.  These assessments involve four steps: Step 1: Planning for Assessment Teachers plan for assessments atContinue reading “Chapter 3: Assessing Literacy Development”