Oral Reading Purposes a Diagnosis b Instruction c
Oral Reading Purposes a) Diagnosis b) Instruction c) Aesthetics
Diagnosis: Error Analysis Form Date: Name: Word Was Child Said Analysis
Error Analysis Form Date: Name: Word Was Child Said Analysis John stop enough great slowly voice sop e-e _ greet sully vok (st) (sight) (context) (sl, ow) (oi, context) Helen moment famous known pride trotted mument fomos nun prid troted (vocabulary, context) (context, ow) (silent e) (vocabulary, context) Tremain stretch written cherries blowing flowed set within carries bowing follow (str – tch) (wr) (ch – context) (bl) (fl, context)
Oral Reading Instruction: Guidelines l Must be interaction based l More decoding errors: More oral reading l Focus on information gathering: Strengths Progressing Areas Needs or Know Progressing New
Oral Reading l l l l Treat errors qualitatively Fix what is broken Set boundaries for error correction Emphasize visualization Use retelling liberally Model More difficult passages should be read orally As children get more competent in decoding, oral reading should decrease
Silent Reading Purpose: Comprehension Development Guidelines: l All students should be involved in guided silent reading daily l Reread oral reading passages silently if necessary l Focus on comprehension development l Use retelling liberally l Vary questioning strategies
Silent Reading l l l Tier questions a. Read and find out _____. b. Read: I am going to ask you questions about _____. c. Read: Remember these strategies d. Read Easier paragraphs should be read silently. As decoding competency increases, silent reading should increase
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