Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Part 3WF Accommodations,Changes You Can Make Now?,Reading Assessments That Require Oral Retrieval Assess Students Language Deficit and Thus Are Not Valid Assessments,Therefore,Do Not Use Oral Reading.,Changes You Can Make Now?,Determine Reading Instruction Level of Learners With WF difficulties using Silent Reading Tasks(point to,show me,find or select the answer task formats),WF Sensitive Reading Assessment,Typical Phonemic Awareness Assessment,High Demand on Word Finding Skills,Phoneme Identification-Tell me the sound that is the same in,dog,dig,and dark.,Typical Phonemic Awareness Assessment,Phoneme Isolation-What is the first letter you hear in the word,pickle,?,Typical Phonemic Awareness Assessment,Phoneme Categorization-Which word does not belong-,pick,sun,or soup?,Phonemic Awareness Assess.WF Accommodation,Low Demand on Word Finding Skills,Phoneme Identification-Point to the sound that is the same in these words,-,dog,dig,and,dark,:,o,i,d,Phoneme Isolation-Point to the first letter you hear in the word,pickle-b,p,k.,Phonemic Awareness Assess.WF Accommodation,Low Demand on Word Finding Skills,Phoneme Categorization-Point to the word that does not belong-,pick,sun,and soup.,Typical Phonemic Awareness Assessment,High Demand on Word Finding Skills,Phoneme Blending-What word is j-u-m-p?,Phoneme Segmentation-How many phonemes are in shot?,Typical Phonemic Awareness Assessment,High Demand on Word Finding Skills,Phoneme Deletion-What word is chair with out the ch.,Phonemic Awareness Assess.WF Accommodation,Low Demand on Word Finding Skills,Phoneme Blending-Point to the word,Jump,-,j-u-m-p j-e-e-p l-u-m-p!,Phoneme Segmentation-Show me with your fingers,How many phonemes are in,shot?,Phonemic Awareness Assess.WF Accommodation,Low Demand on Word Finding Skills,Phoneme Deletion-Which of these words is,chair,with out the,ch-cheer,air,care.,Typical Sight Word Assessment,High Demand on WF Skills,Read these words,Aloud as Quickly,as You,Can,Where,When,What,Sight Word AssessmentWF Accommodation,Low Demand on WF Skills,Pont to the word-What,Where When What,Typical Word Analysis Assessment,High Demand on WF Skills,What sound does these letters make?,Consonant and Vowels,-b,t,d,a,e,i,o and u.,Consonant Blends-,st,sp,pr,bl,Consonant Digraphs-,ch,sh,ck,ph,Vowel Combinations-,digraphs ai,oa.,Diphthongs-au,oi,Word Analysis AssessmentWF Accommodation,Low Demand on WF Skills,Consonant and Vowels-,Point to the _ sound-b,t,d,a,e,i,o,Consonant Blends-,Point to the _ sound-st,sp,pr,bl,Consonant Digraphs-,Point to the _ sound-ch,sh,ck,ph,Vowel digraphs and Diphthongs-,Point to the _ sound-ai,oa,au,o,Typical Word Analysis Assessment,Structural Analysis-interpreting word parts to aid decoding,High Demand on WF =What is the root word?,Low Demand on WF=Underline the root word?,WF Sensitive Reading Comprehension Assessment,Typical Assessment of Word Meanings,High Demand on WF,Read this word and tell me what this word mean?,Tell me another word for this one?,Word Meanings Assess.WF Accommodations,Low Demand on WF,Multiple Choice Format-Read this Word and Select the Meaning Below,Multiple Choice Format-Read this Word and Select the Word Below that Means the Same Thing,Typical Reading Comprehension Assess,High Demand on WF,Read this Story and Orally Answer these questions:,What was the ending?,What was the main characters name?,What do you think the solution will be?,Typical Reading Comprehension Assess,High Demand on WF,Read this Story,Aloud,and Answer These Multiple Choice Question.,Reading Comprehension Assess.WF Accommodation,Low Demand on WF,Read this Paragraph,Silently,and Answer the Multiple Choice Questions Below,Reading Comprehension Assess.WF Accommodation,Low Demand on WF,Assess word meanings,inferences,solutions,and inferences.,Word Meanings-Point or Underline The Word In The Paragraph That Means _.,Inferences-Underline In The Paragraph Where it Suggests_,.,Reading Comprehension Assess.WF Accommodation,Solutions-Underline in the text where they solved the problem,Metaphors-Underline In The Paragraph,where there is a metaphor,Reading Comprehension Assess.WF Accommodation,Outcome,Learner Is Able To Find The Content In The,Text That Matches the Word Meaning,Inference,Solution,or Metaphor,Formulate a New Hypothesis,Able To Read And Comprehend,Target Words,Reading Fluency Assessment,Focus on Silent Fluency Rather Than Oral Fluency,To Begin,Question Your Oral Fluency Assessment!,Ask Yourself?,Is It Appropriate for Learners With WF Difficulties?Not Really!,Oral Fluency Rate,Accuracy,and Correct Expression will be affected by the learners word finding skills,Our Goal for Learners with WF difficulties should be Comprehension,the Ultimate Goal of Reading?,Typical Fluency Assessment,High Demand On Word Finding,Student orally reads a passage and is timed.,Comprehension is usually not part of this process.,Silent Reading Fl