RDG 4250
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Review of Background Information - (optional)
Week 1
(second part of Week 1 assignment)
Assignments for Week 1 continued:
1). "Review of Background Information" (optional)
2). Self Evaluation
form (optional)
Background Review: Nothing needs to be turned in for this review.
While taking RDG 4250, you will need to use background information gained in the foundations reading courses you have completed. It would be beneficial, but not mandatory, for you to review some of this information now, at the beginning of the RDG 4250 course.
After reading the material, you could evaluate the level of your knowledge of the information. Let the instructor know if there are areas you reviewed with which you need additional help--questions answered, more reading, etc.
Below is a brief explanation of the background information you will need. Most of the information is detailed in the Glossary.
In RDG 4250, you will continually read about and use the linguistic cueing systems (Glossary). There are five linguistic cueing systems: orthographic, pragmatic, syntactic, semantic, and graphophonic. In this course we will be working with only three of these. The three of importance to us are the syntactic cueing system, the semantic cueing system, and the graphophonic cueing system.
There is much
information included in the graphophonic cueing system. This would fall
under the teaching of graphophonics (phonics). There are many elements in
this category. Some of these elements include the following:
1. single consonants such as the "b" at the beginning of
"bat."
2. consonant blends such as "cl" in "climb," "sm"
in "small," "tr" in "tree"
3. consonant digraphs - "sh" as in "ship," "ch"
as in "chimp," "th" as in "thumb," and "wh"
as in "whale"
4. irregular consonants such as "ch" as in "choir"
5. silent consonants such as "b" in "climb" and
"k" in "knot"
6. long
vowels - Long vowel sounds say their own names. "a" in
"apron," "e" in "Eve," "i" in
"ice," "o" in "open," and "u" in
"unicorn"
7. short vowel sounds--"a" in "apple," "e"
in "Eskimo," "i" in "igloo," "o" in
"octopus," and "u" in "umbrella"
8. irregular vowels sounds that are neither long nor short such as
"a" in "awful" 9. diphthongs "ow" and "ou"
which say "ow" as in "cow" and "out" and "oi"
and "oy" as they sound in "oil" and "toy"
10.
vowel generalizations
11.
structural analysis (dividing words into syllables) - syllable generalizations
Also in RDG 4250, you will be designing a lesson plan for a one-hour tutoring session. In that lesson plan you will include the steps for a guided reading lesson (Glossary). The guided reading lesson will be planned on a piece of children's or adolescent literature written at the hypothetical student's instructional reading level. You should review material about guided reading and about functional reading levels which include the instructional reading level. Information about functional reading levels can be found under Informal Reading Inventory (IRI) in the Glossary.
Within the lesson plan mentioned above, you will include two skill activities designed using an analytical method of instruction as opposed to a synthetic method of instruction. This sounds much more complicated than it really is, so don't let the terms "throw you off." There is an explanation and samples of these methods in the glossary.
You may also want to read appropriate sections from "Issues in Literacy Development" www.eduplace.com/rdg/res/litercy . This document summarizes research and other professional knowledge related to many literacy topics including, "Emergent Literacy/Beginning Reading," "Phonics, Decoding, and Word Identification."
Another important resource for background is the Report of the National Reading Panel: Teaching Children to Read.
A "Self Evaluation of Literacy Background Information" can be used. This is not required and there is nothing which needs to be turned in for this review.