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    Do This, Not That Reading

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    byjbee
    This document compares instructional approaches that are supported by science ("Do This") versus those that are not ("Not That") for teaching reading. It covers areas like phonics, vocabulary, comprehension, fluency and assessment. The "Do This" approaches focus on explicit instruction in letter-sounds, sight word reading using phonics, teaching academic vocabulary directly before reading, asking text-based comprehension questions, repeated reading of decodable texts, and using brief progress monitoring measures to inform intervention changes. The "Not That" approaches include incidental phonics instruction, whole-word memorization, simple pre-reading questions, leveled texts, and assessments that don't inform instruction.

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    © All Rights Reserved
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    Do This, Not That Reading

    Uploaded by

    byjbee
    37 views5 pages
    This document compares instructional approaches that are supported by science ("Do This") versus those that are not ("Not That") for teaching reading. It covers areas like phonics, vocabulary, comprehension, fluency and assessment. The "Do This" approaches focus on explicit instruction in letter-sounds, sight word reading using phonics, teaching academic vocabulary directly before reading, asking text-based comprehension questions, repeated reading of decodable texts, and using brief progress monitoring measures to inform intervention changes. The "Not That" approaches include incidental phonics instruction, whole-word memorization, simple pre-reading questions, leveled texts, and assessments that don't inform instruction.

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    This document compares instructional approaches that are supported by science ("Do This") versus those that are not ("Not That") for teaching reading. It covers areas like phonics, vocabulary, comprehension, fluency and assessment. The "Do This" approaches focus on explicit instruction in letter-sounds, sight word reading using phonics, teaching academic vocabulary directly before reading, asking text-based comprehension questions, repeated reading of decodable texts, and using brief progress monitoring measures to inform intervention changes. The "Not That" approaches include incidental phonics instruction, whole-word memorization, simple pre-reading questions, leveled texts, and assessments that don't inform instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    37 views5 pages

    Do This, Not That Reading

    Uploaded by

    byjbee
    This document compares instructional approaches that are supported by science ("Do This") versus those that are not ("Not That") for teaching reading. It covers areas like phonics, vocabulary, comprehension, fluency and assessment. The "Do This" approaches focus on explicit instruction in letter-sounds, sight word reading using phonics, teaching academic vocabulary directly before reading, asking text-based comprehension questions, repeated reading of decodable texts, and using brief progress monitoring measures to inform intervention changes. The "Not That" approaches include incidental phonics instruction, whole-word memorization, simple pre-reading questions, leveled texts, and assessments that don't inform instruction.

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    Do This

    Not That
    Decoding

    Do This Not That

    Reading - Instruct Reading - Encourage


    students to look at each children to look away
    letter and connect the from the words
    letters to sounds when (pictures, context clues)
    reading.

    Sight Words - Use letter


    Sight Words - Whole
    – sound connections to
    word memorization of
    teach BOTH regularly and
    “sight words”.
    irregularly spelled words

    Spelling – Activities that


    Spelling – Memorizing
    focus the child on letter
    letters, letter shapes,
    – sound relationships
    shape of the word
    when spelling. Ex: Tap
    (rainbow writing, word
    the sounds, then write
    searches, writing words
    the letters to represent
    10X each)
    each sound.

    Teach phonics explicitly ,


    with many opportunities to
    Teach phonics through
    practice reading and
    discovery, incidental
    writing words with the
    instruction, and using
    phonics patterns in
    leveled texts.
    isolation and in context
    (decodable texts).

    Follow a scope and


    sequence of skills, using Randomly teach phonics
    high quality instructional patterns
    materials.

    Ready to Make a Change?


    https://www.whatisthescienceofreading.org/
    Do This
    Not That
    Vocabulary

    Do This Not That


    Explicitly teach
    vocabulary words before
    and after reading a text. Instruct students to look
    Teach the sounds, up all vocabulary in a
    spelling, meaning, and dictionary or glossary.
    use of the words. Use
    pictures and gestures to
    aid in learning the
    meaning.

    Model using new


    vocabulary in context, Tell students to write
    through both oral and words in a sentence after
    written language. Then looking them up in a
    have students use the dictionary.
    vocabulary in discussion
    and writing.

    Choose vocabulary Choose vocabulary


    words from texts the words randomly or from
    students are reading. a list.

    Academic Talk – Use


    Use simple language and
    sophisticated language
    words to make things
    daily in conversations
    easier for the child to
    and interactions with
    understand.
    students.

    Complex Texts – Read Read aloud or have


    aloud and have children children read only texts
    read challenging texts with simple language or
    with academic language leveled texts.
    and complex vocabulary.

    Ready to Make a Change?


    https://www.whatisthescienceofreading.org/
    Do This
    Not That
    Comprehension

    Do This Not That

    Help students to work


    with grade level, Use leveled texts at their
    challenging, complex “independent level”
    texts.

    Ask questions based on


    the text, having students
    find the answers from
    Ask “text to self”
    within the text(s) first.
    questions to start.
    Then move to
    connecting the text to
    their lives, experiences.

    Use text sets (multiple


    Using unrelated texts to
    texts on the same topic)
    practice reading
    to maximize vocabulary
    skills/strategies or
    and background
    identify text features or
    knowledge growth and
    genres
    build comprehension

    Group students based on


    Group students by
    need for scaffolding of the
    reading level.
    complex text. Differentiate
    Differentiate the level of
    the scaffolding for each
    the text.
    group.

    Model the use of multiple


    strategies (summarizing,
    Teach students one
    questioning, predicting,
    strategy at a time to use
    monitoring) to gain both
    in disconnected texts.
    knowledge and meaning
    from texts in a text set.

    Ready to Make a Change?


    https://www.whatisthescienceofreading.org/
    Do This
    Not That
    Fluency

    Do This Not That

    Oral reading, with


    Sustained silent reading
    teacher guidance,
    or drop everything and
    modeling, and
    read
    immediate feedback.

    Repeated reading of
    Reading texts at a "good
    decodable texts (in
    fit" level.
    phonics instruction) and
    grade level texts with
    Single reads of a text.
    teacher support

    Read aloud strategies such


    as cloze reads, echo Round robin reading of
    reading, and partner texts in whole or small
    reading. groups.

    A
    Accuracy

    Automaticity

    Access Meaning

    Ready to Make a Change?


    https://www.whatisthescienceofreading.org/
    Do This
    Not That
    Assessment

    Do This Not That

    Benchmark assessments
    Use efficient, valid and that do not have validity and
    reliable screeners that reliability data to validate
    assess essential literacy their use and monopolize
    skills 3 times a year. significant amounts of
    instructional time.

    Use data from informal


    Only use formal
    diagnostic assessments
    diagnostic data for
    (intervention based
    IEP planning
    diagnostics) that target
    Use reading levels to
    specific reading skills to
    plan interventions
    plan instruction.

    Only assess students 3


    Use brief, curriculum-based times a year (screeners)
    measures to progress Progress monitor using
    monitor interventions every time-consuming
    2-3 weeks. assessments (more than
    2-5 minutes)

    Keep students in the


    Make changes to
    same interventions all
    interventions based on
    year, without making
    the progress monitoring
    changes based on the
    data (time, intensity, type
    progress monitoring
    of intervention).
    data.

    1-minute Oral Reading


    Fluency CBM. Analyze data Running records that are
    for accuracy (percentage of based on the 3 Cueing
    words read correctly), System or assessments
    fluency (number of words that assign students to a
    read), and comprehension reading level
    (retell).

    Ready to Make a Change?


    https://www.whatisthescienceofreading.org/

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