The development of reading skills is closely aligned with the ideas contained in the material being read. For this reason, reading instruction at the Elementary level is based on a topic or "content" theme. The theme or "content area" serves as a way of focusing the instruction and tasks in the class. Because the reading tasks in this class are completed for the specific purpose of learning about the theme, they are neither artificial nor meaningless. Elementary students learn to understand, evaluate, and react to the content material. Some themes explored in this level include: health & nutrition, folktales, cities, American holidays, geography, and biographies.

There are five major areas of development for Elementary reading students. Students develop their reading skills by completing tasks in these areas. The areas of development include: reading fluency, vocabulary, reading strategies, ability to use text organization for improved comprehension, and ability to react to readings.

PROCESSES

APPLICATION & TASKS

Develop fluency in reading

• read aloud with appropriate speed, intonation, and stress
• display ease in attempting new reading material
• select a variety of reading materials
• read text in meaningful units
• skim and scan reading materials effectively
• use knowledge of sound-symbol correlation to decode vocabulary (through extensive opportunities to read)

Develop vocabulary

• learn common roots and affixes
• learn to guess word meaning based on context
• learn to use an English-English dictionary
• learn high frequency vocabulary

Develop reading strategies

• use prior knowledge to relate content of reading to ones knowledge
• predict and preview content of reading
• skim and scan for information
• use visuals in reading to facilitate comprehension
• avoid comprehension breakdown by ignoring word or phrase, thinking of an example, producing a visual image, reading ahead and connecting information, using text patterns)
• construct meaning from text by recognizing conceptual elements
• guess meanings of words from context

Develop ability to use text organization to aid in comprehension

• analyze parts of a text to see interrelationships
• use knowledge of text patterns to improve comprehension
• make study guides

Develop ability to react to readings

• retell ideas from text orally and in writing
• respond to ideas in texts critically
• infer relationships not stated in text
• draw conclusions
• discuss texts with classmates and instructor
• informally summarize ideas from text

PROCESS-ORIENTED(Learner-centered)

To diagnose student strengths and weaknesses, modify appropriate instruction and guide students toward course outcomes

PRODUCT-ORIENTED(Criterion-centered)

To determine whether (and to what extent) students have learned specific skills; this evaluation focuses on outcomes

Develop fluency in speaking

• Develop fluency in reading
• Develop vocabulary
• Develop reading strategies
• Develop ability to use text organization
• Develop ability to react to readings

Use of ongoing assessment tools that are student-centered and student or instructor reflective:

• self-evaluation (guided questions, questionnaires)
• reading journals (reaction, dialogue, topic)
• vocabulary log
• student-teacher conferences (interviews, one-on-one interaction)
• checklists/anecdotal information (observations)

Use of assessment tools that are based on the performance of the student:

• summaries of readings (oral and written)
• objective exams on the content of reading
• written and oral analysis of texts
• vocabulary tests