GACE ECE
Study Session
Reading Content Review
Presented by Krystal Shaw
Contact Information
 Third Grade Teacher
 Mt. Zion Elementary
 kshaw@clayton.k12.ga.us
 School 116 on county Global Address
List
Preview of Study Session
Setup
 Four Saturdays, 9:00-3:00
 Half day of content review
 Half day of test practice and test-taking
strategies
 Saturday, Jan. 20: Reading
 Saturday, Jan. 27: Social Studies
 Saturday, Feb. 3: Math
 Saturday, Feb. 10: Science
Preview of
GACE Test Setup
 Test One (001): Reading/LA/Social Studies

Objectives 0001-0008
 Reading/Language Arts


Objectives 0009-0012
 Social Studies


40 Multiple Choice, 1 Written Response
20 Multiple Choice, 1 Written Response
Totals:
 60 Multiple Choice
 2 Written Response
Preview of
GACE Test Setup
 Test One (002):Math, Science, Health, PE, Arts

Objectives 0013-0017

Math


Objectives 0018-0021
 Science


20 Multiple Choice, 1 Written Response
Objectives 0022-0024

Health, PE, and the Arts


25 Multiple Choice, 1 Written Response
15 Multiple Choice
Totals:


60 Multiple Choice
2 Written Response
GACE Setup
 Standards

Subareas





Reading/Language Arts
Social Studies
Math
Science
Health, PE, and the Arts
 Website: http://www.gace.nesinc.com





Click on About the GACE
Click on Preparing for the Tests
Click on Preparation Materials
Click on Early Childhood Education
Scroll down and print off Early Childhood Education
Preparation Guide
Curriculum
 Know the Georgia Performance
Standards
 5 Components of Reading
 4 Learning Theories of Literacy
Development
 4 Cueing Systems
 “Balanced Literacy Program”
Know the Standards (GPS)
 Georgia Performance Standards
Website

www.georgiastandards.org
 Know the English and Language Arts
standards for K-5
5 Components of Reading
 Phonemic Awareness
Matching sounds to words
 Isolating sounds in words
 Blending individual sounds to form a word
 Substituting sounds in a word
 Segmenting words into its constituent
sounds
(Tompkins, 2003:
Literacy for the 21st Century)

5 Components of Reading
 Phonics


Relationships between the sounds in
speech and the spelling patterns of the
written language
Progression:
 Letters
of Alphabet, Consonants, Vowels,
Blending Words, Rimes and Rhymes,
Generalizations
(Tompkins, 2003)
5 Components of Reading
 Vocabulary



Incidental word learning
Context clues
Knowledge of word and meaning
5 Components of Reading
 Comprehension






Understanding and gaining meaning from
text
Develop background knowledge
Shared reading, guided reading, read
aloud, independent reading
Responding to text
Retelling and Rereading
Applying to deepen understanding
5 Components of Reading
 Fluency

Accuracy
 95%
correct shows independent level
 90% correct shows instructional level
 Less than 90% correct shows frustrational
level


Speed
Expression/Intonation
Four Learning Theories
 Constructivist




Jean Piaget
Active Learning
New information related to prior knowledge
Organize new information into scheme
 Closet
Metaphor
(Tompkins, 2003)
Four Learning Theories
 Interactive



Use both prior knowledge and features of
text
Use word-identification skills and
comprehensions strategies to understand
Fluent readers want to make meaning
(Tompkins, 2003)
Four Learning Theories
 Sociolinguistic





Vygotsky
Thoughts and language are interrelated
Learning is social
Adults scaffold learners (support)
Instruction planned based on zone of
proximal development
(Tompkins, 2003)
Four Learning Theories
 Reader Response




Rosenblatt
Create meaning as you read
Students vary reading styles according to
purpose of reading
Goal is to become lifelong learners
(Tompkins, 2003)
Four Cueing Systems
 Phonological

Using sounds of letters to pronounce and
read words
 Syntactic
 Using knowledge of grammar and structure
 Semantic

Using meaning and vocabulary
 Pragmatic
 Using social/cultural dialects
Balanced Reading Program
 Whole Language


Based on learning through literature
Does not teach phonics explicitly, but
through literature experiences
 Phonics


Based on isolated instruction using only
phonics
Drill and practice outside of literature
Balanced Reading Program
 Balanced programs involve aspects of
both whole language and phonics
 Whole-part-whole



Whole: Start with a piece of literature
Part: Use text to teach mini-lesson on
phonics concept
Whole: Return to text for application of
concept, Use additional texts for practice
Instruction
 Four Instructional Approaches
 Instructional Model
 Reading Process
 Writing Process
 Instruction for 5 Components
 Writer’s Workshop
 Content Area Links
Four Instructional Approaches
 Literature Focus Units



Teacher/students read one text and respond
Teacher chooses texts
Students explore through projects
 Literature Circles



Teachers chooses 5-6 texts
Students choose books to read in groups
Students discuss/respond to text within groups
Four Instructional Approaches
 Reading and Writing Workshop



Students choose books, read and respond
individually
Teacher monitors through conferences
Students share books with class
 Basal Reading Programs


Teacher uses anthology/basal reader as
base for reading program
Guided reading is used to scaffold students
Instructional Model
You Do, I Watch
I Do, You Watch
Independent Work Modeled Instruction
Independent Reading
Read Aloud
Independent Writing
Modeled Writing
You Do, I Help
Guided Instruction
Guided Reading
Interactive Writing
I Do, You Help
Shared Instruction
Shared Reading
Shared Writing
Reading Process
 Step 1: Prereading

Activating background knowledge (prepare
schema)
 Graphic
organizers, anticipation guides,
picture walk



Set Purpose
Make Predictions
Preview text
Reading Process
 Step 2: Reading




Apply skills and strategies
Read independently, with partners, shared
reading, listen
Read entire text or parts
Take notes
Reading Process
 Step 3: Responding




Readers respond to text and continue to
negotiate meaning
Learning logs
Reading response journals
Grand conversations
Reading Process
 Step 4: Exploring




Revisit text to explore more in depth
Rereading and making connections
Learning new vocabulary
Participating in minilessons
Reading Process
 Step 5: Applying




Extending comprehension, reflecting on
meaning, and valuing experience
Projects
Connect to other related books
Reflect on reading and learning
Writing Process
 Step 1: Prewriting





Getting ready to write
Choosing topic and style
Brainstorming ideas
Completing a graphic organizer
Rehearse story ideas
Writing Process
 Step 2: Drafting



Using organizers/ideas to create a rough
draft
Focus on content rather than mechanics
“Sloppy copy”
Writing Process
 Step 3: Revising





“Making it better”
Rereading draft or reading to a partner
Participate in discussions about strengths
and weaknesses
Change draft based on reflections and
reactions to the text
Focus on changes to content
Writing Process
 Step 4: Editing



“Making it look pretty”
Proofreading
Correct GUMS (Grammar, Usage,
Mechanics, Spelling)
Writing Process
 Step 5: Publishing




Final copy
Share with others
Put in class book
Read for an audience
Instruction for 5 Components
 Phonemic Awareness






ABC books
Rhymes
Songs (Old MacDonald)
Blending Activities (/m/ /o/ /p/ = mop)
Segmenting activities (mop = /m/ /o/ /p/)
Sound Matching Activities
 Elkonin Boxes: 1 box for each sound (NOT letter)
 Child moves marker to mark sounds as they hear
them
Instruction for 5 Components
 Phonics





Explicit instruction
Teachable moments
Making Words
Word sorts based on spelling patterns
Letter cards
Instruction for 5 Components
 Vocabulary





Teach context clues
Word concept maps
Frayer diagrams
Teach multiple meanings and mark
differences on word wall
Teach prefixes, suffixes, and morphemes
to determine meaning
Instruction for 5 Components
 Comprehension




Graphic Organizers
Learning logs
Reading response journals
Strategy Instruction
 Predicting
 Monitor/Clarify
 Evaluate
 Summarize
Instruction for 5 Components
 Comprehension

Skills Instruction
 Cause/effect
 Main
idea/details
 Inference
 Problem/Solution
 Compare/Contrast
Instruction for 5 Components
 Fluency







Reread!!! (as much as possible)
Timed readings
Reader’s theatre
Modeling through read aloud
Choral reading
Sight words
Phrasing/marking text
Writer’s Workshop
 Way to implement the writing process
 Students choose their own topics (or can
be guided to choose a topic)
 Focus is on creating and sharing writing
 Teacher serves as facilitator
 Students write independently and hold
scheduled writing conferences with
teacher to discuss writing
strengths/needs
Writer’s Workshop
 Component 1: Writing


Students go through 5 steps of writing
process
Teacher meets with students to conference
 Component 2: Sharing


Students share writing
“Author's chair”
Writer’s Workshop
 Component 3: Teaching Minilessons

Teacher gives short focused lessons on
writing procedures, qualities, strategies,
and skills
(Not necessarily done in this order!)
Content Area Links
 Informational Text
 Integrate stories and poetry
 Read and write to learn (versus learning
to read and write)





Learning logs
Journals
Quickwrites
Graphic organizers
Reports/projects
Assessment
 Formal vs. Informal Assessment
 Writing Assessments
 Standardized Tests
 Assessment Results
Formal vs. Informal
Assessments
 Formal

The “paper and pencil” assessments
 Tests
(multiple choice, essay, standardized
tests)
 Quizzes
 Classwork
 Rubrics
 Reports
Formal vs. Informal
Assessments
 Informal







Less paper/pencils
Ticket Out the Door
Checklist
Anecdotal notes
Questioning
Informal Reading Inventory (IRI)
Miscue Analysis
Formal vs. Informal
Assessments






Cloze procedure
Running records (ORF)
Conferences
Retellings
Portfolios (show progress over time)
Journals
The goal is to have a BALANCE of
assessments!
Writing Assessments
 Writing is assessed in developmental
stages
 Georgia’s Writing Assessment

http://public.doe.k12.ga.us/ci_testing.aspx?
PageReq=CI_TESTING_WA
Standardized Tests
 Meant to provide assessment in a
standardized manner
 Norm-referenced



Test compares student’s performance with
the performance of a group of people who
have already taken the test (the “norming”
group
Gives percentile rankings
ITBS
Standardized Tests
 Criterion-referenced tests



Student scores come from what the
student knows in reference to a certain set
of criteria or curriculum
Does NOT compare student scores
CRCT
Assessment Results
 Assessment results should drive
instruction
 Decisions on whether to continue or
reteach should come from assessment
results
 Reteaching and extending should be
given as needed
Good luck!