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785 Decoding<->Encoding: Discrete Info & UNDERSTANDINGS
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by Kate Garnett
| 10 Questions
Note from the author:
Special Ed - LD TEACHING DECODING-ENCODING
1
11 pts
KEYWORDS: Which one of the choices is inappropriate as a keyword for students learning short vowels?
up
egg
itch
alligator
elephant
indian
octopus
igloo
ax
umbrella
away
Ed
none of the above
2
1 pt
In 3-4 words (starting with To...), what are kids supposed to do with "key words"? Also, provide 3 adjectives describiing characteriscs of an effective key word.
3
10 pts
SEQUENCING in Orton-Gillingham-Based Instruction: Which of these sound elements is taught only AFTER "silent e" words?
words with short u (like pup, cut, run)
cvc words
words in the -ay family
single beginning/ending consonants
consonant blends
beginning/ending digraphs
words with cvc-cvc syllables
none of the above
4
1 pt
Below, offer notes-&-questions about sequencing sound elements in a decoding/encoding program. Be prepared to share your "sequencing" thoughts and confusions in class.
5
10 pts
SYLLABLE TYPES: Syllable types are a way of grouping a variety of words-types for instruction. O-G programs typically sort words into subgroups within one of several syllable types. How many syllable types are there to teach in such reading programs?
3
5
6
12
44
none of the above
6
1 pt
We are not teaching rules, but teaching kids-to-read (to-ride-the-bike, not to recite from the bike manual). To get these coordinated skills well-learned requires much practice, involving multiple examples of words (word-types, word-patterns) that make up the different subgroups within a syllable type. When a reading program is laid out by syllable type, which is the first type that is introduced? So, now provide 5 examples of words for each of three different subgroupings within that syllable type (choose words appropriate for 1st-graders).
7
10 pts
LARGE-SCALE READING RESEARCH over 50+ years has been compiled/summarized by Jeanne Chall, an eminent teacher first at CUNY and then at Harvard, twice over her lengthy career. That voluminous body of research has shown a consistent advantage for one-of-two broad approaches to the teaching of early reading.
What word-pair best captures these two contrasting approaches to teaching early-stage reading?
(Note: we're talking approaches, not particular programs that subscribe to one or the other. Dubbed the "reading wars", these instructional warring approaches have been exemplified by a multitude of reading "programs", each with its own authors, features, materials, and price tags--often yielding huge publisher profits!)
blending vs segmenting
encoding vs decoding
authentic text vs decodable text
foundation reading vs linguistic intervention
Orton-Gillingham vs onset-rime
multi-sensory vs phonics
meaning emphasis vs code emphasis
whole language vs sight words
none of the above
8
1 pt
Share your thoughts about what "early stage reading" covers.
9
10 pts
INSTRUCTIONAL ROUTINES: Which one of these is NOT a daily routine in Orton-Gillingham-based reading programs?
activities with sound cards
activities with word cards
checking for understanding
reading decodable text (sentences and stories)
practice segmenting words
activities to learn sight words
practice blending sounds
writing sentences to dictation
none of the above
10
1 pt
a) Yes/No: Do you have a strong "picture" in your mind of what well-sequenced , structured, & systemmatic reading foundation lessons look like?
b) Yes/No: Could you draw a version in labeled boxes (like a cartoon) with stick figures of students-&-teachers, with props and other depictions of the lesson structure?
c) In a sentence, what does systematic mean in teaching foundation reading?
d) List your QUESTIONS as you set out to be effective in teaching foundation reading to your small group.

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