Chapter 5 Study Guide
Study Guide for Chapter 5 (Howard Street Tutoring Manual—Morris
- What grade is Curt in?
Response: Third grade.
2. Look at the summary of scores in the table on page 170. Notice that there are scores for the grade-level lists of words from the Word Recognition Test (Flash and Untimed) and scores for orally reading grade-level passages (accuracy of word reading, e.g. percentage of words read correctly and rate, expressed in number of words read per minute).
a1. What was the flash score for words at:
first-grade level? = 75
second-grade level? = 50
third-grade level=20
b1. What was the accuracy score at:
1-2 level= 97
2-1 level= 90
2-2 level= 84
d1. Look at the spelling scores in Table 5 on page 172: What was the percentage correct score for:
first-grade words: Answer: 60%
second-grade words: Answer: 0%
Consider the expected scores in the following tables, then compare those expectations to the scores Curt produced.
a2. With the Word Recognition Test, flash scores are generally interpreted as follows:
90-100% indicates Independent Level
60-85% indicates Instruction Level
Below 50% indicates Frustration Level
*Note: 92-94% accuracy is marginal; take a close look at Rate.
b3. Which grade-level accuracy score is the best choice for Instruction Level?
Response: Level 2-1/grade 2.
c2. With oral reading rate, expected grade-level ranges are as follows:
Grade Words per minute
1st 45-85
2nd 80-120
3rd 95-135
c3. What do Curt’s rate scores indicate about his grade-level reading?
Response: He is reading at a first grade reading level.
d2. With spelling scores, around 50% correct indicates Instruction Level.
d3. What do Curt’s spelling scores indicate about his Instruction Level.
Response: In his spellings, he represented short vowels conventionally and showed good knowledge of consonant clusters. He is at within-word pattern stage. He reverted to letter-name stage when he failed to mark long vowels in several words. Curt’s spellings reveal a sound but still-developing grasp of one-syllable word patterns that is in line with his late-first-to early second-grade word recognition ability.
Put all of these scores together, and what do they indicate Curt’s reading level to be?
Response: The assessment results indicate that Curt is a late-first-grade to early-second-grade reader.
- Look at the spelling errors that Curt makes. What stage of word knowledge is Curt in?
Response: He possesses a solid base of first-grade word knowledge, although there is some question as to how fully he has automatized this knowledge. He failed to mark long vowels in several words. I would say he is in late letter-name to within-word-pattern stage. He is in between.
Why do you pick this stage of development? What are the key characteristics?
I picked this because Curt represented the short vowels conventionally and showed good knowledge of consonant clusters, but he failed to mark long vowels in several words. His spelling’s reveal a sound but still-developing grasp of one-syllable word patterns that is in line with his late-first to early-second-grade word recognition ability.
- Describe partner reading.
Response: One form of partner reading is guided reading. You walk through the pictures of the first four or six pages, speculating about what is going to happen in the story. Partner reading is a safe and comfortable way to begin reading stories with a slow, word-by-word reader. It basically involves a tutor and child alternating pages as they read the story aloud, with the tutor asking comprehension questions.
2. Which is harder for a student, partner reading or DRTA?
Response: Partner reading. I believe this is harder because at the first-grade reader stage there is a lack of focus on comprehension. With Curt, for example, he can read the words in the first-grade stories. Therefore, the major goal should be to help him become an active, critical comprehender of the stories he reads.
3. In planning a DRTA, what is important about selecting places to stop?
Response: The person preparing the lesson needs to place stopping points where they think they need to be. This is based on the story’s lenght and on logical prediction points. You do not want to read a page that is foreshadowing what is going to happen and not stop and predict what is going to happen. You need to place stopping points where they fit. It will not be the same for all stories. Also, if the child has a very little attention span, the tutor may place stopping points every two pages to keep the child’s concentration on the story.
4. In planning a DRTA, what is important about deciding questions to ask? What kind of questions? How many?
Response: At stop 1, seek information about the story setting, and the characters that are introduced on the first two pages. Also have the student predict what is going to happen. At stop two, check the students comprehension of plot-relevant information. Ask the child to again predict what might happen in the story. At stop three, ask them to retell the story. Then have them explain what they think is going to happen now, based on what they have already read. You can also ask how they think the story is going to end. The last stop, or end of the story, you can ask: “how did the story end” or “was your prediction correct”? You can also explore things that happened in the story. Ask three to four questions per stopping point.
3 Comments »
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heatheryar Said:
on October 20, 2009 at 1:39 am
I think that the questions depend on the students. I think for the most part 4 or 5 is the perfect amount of questions. But if the students are having a hard time then more questions/discussion might be nessacary for them to comprehend the story
Caitlyn Council Said:
on November 3, 2009 at 4:40 pm
I totally agree with Heather’s comment! It all depends on the students!
trathenwr Said:
on November 16, 2009 at 7:10 pm
Megan,
Nice job, perfect!
There is an error on the Morris Ch. 5 study guide (my mistake):
B2. Instructional level for oral reading accuracy says 65-97% (wrong)
It should say 95%-97%
Given this, Curt is instructional at 1-2 level (or late first grade) as indicated by oral reading accuracy.
____________________________________________________
Your score for this assignment is 2. Corrections will increase your score. Just let me know if you make changes.
Woody Trathen