Specific
1. The student will demonstrate understanding of basic foundation skills
important to the teaching of reading by defining reading,
differentiating
among various philosophical approaches to the teaching of reading, and
locating specific information in curriculum
frameworks and scope and sequence
charts.
1a. Define reading
1b. Label
reading materials as one of the following: phonic, linguistic,
basal/look-say/sight, or whole language
1c. Identify
reading skills and levels as defined by FSM National and State curriculum
frameworks and scope and sequence charts
from various programs
2. The student will be able to teach decoding/word recognition skills at all
elementary levels in both English and his/her heritage
language.
2a. Say the
sounds of most frequently used English sounds/letters and sound/letter
combinations
2b. Teach the following phonemic awareness skills in English:
rhyming, segmenting, and blending
2c. Develop and teach a lesson for each of the following
phonemic awareness skills in the heritage language: rhyming, segmenting,
and
blending
2d. Teach sounds in English, including correction of student
errors
2e. List and sequence heritage language sounds for teaching
and provide written rationale for the order
2f. Develop and teach a lesson for teaching sounds, including
correction of student errors, in the heritage language
2g. Teach decoding/word recognition skills in English
including: sounding out phonetically regular words; sight reading; reading
phonetically irregular words; reading words with sound combinations;
reading words with the silent-e rule; reading words with
soft c/soft g; reading
words containing CVCe derivatives; reading multi-syllabic words formed with prefixes and suffixes; and
word reading through
contextual analysis
2h. Develop and teach lessons in the heritage language for
each of the following skills: sounding out phonetically regular words;
sight
reading; reading words with sound combinations; and reading
multi-syllabic words formed with prefixes and suffixes
2i. Select an appropriate list of words for teaching sound
combinations in English and provide a rationale for the selection
2j. List prefixes and suffixes of heritage language,
including a sample word and the meaning of each affix
3. The student will be able to teach reading comprehension skills at all
elementary levels in both English and the heritage language.
3a. Teach reading
comprehension skills in English including: synonyms; definitions; contextual
analysis; morphemic analysis;
sequence of events; locating main idea; summarization; and predicting
outcomes
3b. Develop lessons in the heritage language to teach the
following comprehension skills: synonyms; definitions; contextual
analysis;
morphemic analysis; sequence of events; and locating main idea
4. The student will be able to teach story/passage reading with comprehension
questions at all elementary levels in both English and
the heritage language.
4a. Teach guided
story/passage reading using a sound-out procedure in English, relating the story
to the elementary students'
personal experience
4b. Teach guided story/passage reading using a sight-reading
procedure in English, relating the story to the elementary students'
personal
experience
4c. Teach guided story/passage reading using a
sentence-reading procedure in English, relating the story to the elementary
students' personal experience
4d. Teach guided story/passage reading with literal
comprehension questions in English, relating the story to the elementary
students' personal experience
4e. Teach guided story/passage reading with inferential
comprehension questions in English, relating the story to the elementary
students' personal experience
4f. Write one
story appropriate for teaching story/passage reading in the heritage language at
each of the following levels: first
grade, third grade, fifth grade, and seventh grade as measured by
the Fry Readability Index with 5 comprehension questions for
each story;
Comprehension questions for grades 5 and 7 must include at least 2 inferential
questions
5. The student will be able to assess reading skills strengths and weaknesses,
place students in appropriate reading levels, and group
students for
instruction.
5a. Administer a
reading skills placement test and interpret the results.
5b. Develop a test of basic reading skills in the heritage
language
5c. Describe an Informal Reading Inventory and its primary
purpose
5d. List and define the Functional Levels of Reading
5e. Administer an Informal Reading Inventory and interpret
the results
5f. Group students for reading instruction based on results
of skills placement test and informal reading inventory results