Discussion Questions
Class 1: What is Reading?
15 minModule 1: Definition
Class 1: What is Reading?
25 minModule 2: Components of Reading
Why is it important for children to have a strong vocabulary base?
What is your definition of reading? How does it differ from or how is it similar to Dr. Swaby’s definition of reading?
Class 2: What’s Important in a Reading Program?
32 minModule 1: Reading TO Children
Class 2: What’s Important in a Reading Program?
25 minModule 2: Reading TO Children and Reading WITH Children
Class 2: What’s Important in a Reading Program?
16 minModule 3: Reading WITH Children; Reading BY Children and
Shared Reading
Class 2: What’s Important in a Reading Program?
11 minModule 4: Shared Reading and Content Area Reading
Class 2: What’s Important in a Reading Program?
26 minModule 5: Integration of the Language Arts
What is the difference between a reading curriculum and a reading program? Which do you have?
How do you use these components in your classroom? Is each represented adequately in your classroom?
Reading for pleasure
Reading for vocabulary development
Reading for concept and content development
Reading for humor development
Reading for print structure development
Reading for reading development
Class 3: What is Important in a Reading Lesson?
20 minModule 1: Overview and the Review Component
What’s the difference between a reading lesson and a reading experience?
How are you teaching or reinforcing the following in your classroom?
Phonemic Awareness
Phonic Instruction
Fluency
Guided Oral Reading
Independent Silent Reading connected to Guided Oral Reading
Describe the Manning Sequence.
Class 3: What is Important in a Reading Lesson?
18 minModule 2: Vocabulary Introduction
Give your own examples of sentences that show meaning through context.
Give your own examples of sentences that don’t show meaning through context.
How do you choose which vocabulary items to teach?
What’s the difference between presenting a word and teaching a word?
Class 3: What is Important in a Reading Lesson?
26 minModule 3: Preparation for Reading
To prepare students for a particular story, how can you form parallels with the experiences of your students?
Describe listing and categorizing.
Class 3: What is Important in a Reading Lesson?
27 minModule 4: Quick Skill Review; Oral Reading
Why is it important for children to read out loud?
At what point do you correct children when they make a mistake while reading aloud?
When it is too early to correct them?
Class 3: What is Important in a Reading Lesson?
25 minModule 5: Silent Reading
What is the goal of silent reading?
When should you shift from oral reading to silent reading with proof of comprehension?
What are some types of proof of comprehension?
Class 3: What is Important in a Reading Lesson?
18 minModule 6: New Skill Instruction; Closure
How does “whole to part to whole” skill instruction assist the non-inductive learner?
How do students benefit from closure? How do teachers benefit from closure?
Class 4: How to Instruct Vocabulary
31 minModule 1: Listening Vocabulary
Describe and give examples of the different types of vocabulary we have.
How do you extend each type of vocabulary?
Which activities have caused students to have a propensity to fail as readers?
Which activities have caused students to have a propensity to succeed as readers?
Choose a word you can introduce to your class, and describe how you can use that word to teach other linguistic concepts. (i.e. indecipherable)
Class 4: How to Instruct Vocabulary
12 minModule 2: Speaking Vocabulary
How can you motivate your students to use extensive vocabulary and picturesque language?
What words could be on your class’s “Word Outlaw” list?
What alternative words could replace the words on your “Word Outlaw” list?
Class 4: How to Instruct Vocabulary
23 minModule 3: Reading Vocabulary
Choose 5-7 words to teach in your next vocabulary lesson. Explain how you would teach them using John Manning’s visual, auditory, and kinesthetic methods.
Class 4: How to Instruct Vocabulary
22 minModule 4: Reading Vocabulary
Choose 5-7 words to teach in your next vocabulary lesson. Explain how you would teach them using John Manning’s word meaning, word analysis, and quick recognition methods.
How do you teach a word that you know your class has never seen before?
Give an example from your classroom that illustrates “The base of all comprehension is in prior knowledge.”
Choose 3 words to teach in your class. Give phonic extensions for those words.
Class 4: How to Instruct Vocabulary
23 minModule 5: Reading Vocabulary; Writing Vocabulary
Why is phonemic awareness so important?
How do you model how to write?
Class 5:Instructing Word Analysis
28 minModule 1: Prerequisites for Phonic Learning
What are some factors that cause children to fail in the area of phonics?
What letters get confused most often by the children in your class?
How do you help children with Auditory Discrimination in 1 minute per day?
Class 5: Instructing Word Analysis
26 minModule 2: Prerequisites for Phonic Learning
How do you help children with Auditory Segmentation in 1 minute per day?
How do you help children move from segmentation to spelling?
Class 5: Instructing Word Analysis
19 minModule 3: Prerequisites for Phonic Learning
How are segmentation and blending related?
How do you help children with Blending in 1 minute per day?
How can you help train children’s memory?
Class 5: Instructing Word Analysis
26 minModule 4: Prerequisites for Phonic Learning – The Phonic Line
Which consonant and vowel sounds from the phonic line have your students not yet mastered?
Class 5: Instructing Word Analysis
26 minModule 5: Prerequisites for Phonic Learning – The Phonic Line –
Visual Auditory Integration
How do you teach affixes to children?
Which consonant/vowel patterns do the students in your class know?
Class 5: Instructing Word Analysis
26 minModule 6: Prerequisites for Phonic Learning – The Phonic Line –
Visual Auditory Integration
When should children stop practicing decoding strategies?
What is the relationship between decoding and comprehension?
How can you use these techniques with secondary students?
Class 5: Instructing Word Analysis
22 minModule 7: Prerequisites for Phonic Learning – Visual Auditory
Integration, Skill Instruction
How can you instruct children who have had chronicear infections or ear traumaduring the auditory development period of their life?
Class 5: Instructing Word Analysis
23 minModule 8: Prerequisites for Phonic Learning – Skill Instruction
Give an example of teaching a concept “whole to part to whole.”
Class 6: Facilitating Literal Comprehension
24 minModule 1: What Contributes to Literal Comprehension?
What factors affect comprehension?
Class 6: Facilitating Literal Comprehension
25 minModule 2a: What Contributes to Literal Comprehension?
How do you know when children do not have skills in the following areas?
--vocabulary
--visualization
--fluency
Class 6: Facilitating Literal Comprehension
29 minModule 2b: What Contributes to Literal Comprehension?
What is the relationship between eye movements and the retrieval of visual, auditory and kinesthetic information?
How could you strengthen visualization skills in students?
What is the most important factor in the development of fluency?
Describe how you use collections and connections in class?
Class 6: Facilitating Literal Comprehension
24 minModule 3: Developing Literal Comprehension Skills
How does knowing the elements of a story help with comprehension?
Why is retelling so important and how would you reinforce this skill in children?
Class 7: Facilitating Non-Literal Comprehension
25 minModule 1: Extending Children’s Thinking
What types of questions can you ask in order to extend children’s thinking?
What are different ways you model inferential thinking?
Class 8: Diagnosis
24 minModule 1: Definition
How would you describe diagnosis to a brand new teacher?
What types of diagnosis show you how to help a child improve his/her skills?
What must change if you want children’s performance to change?
Class 8: Diagnosis
25 minModule 2: Definition – Types of Learners
What can you do with a student who has deficiency in vocabulary?
How can you prime an unprimed learner? What happens if children are not primed for learning?
Class 8: Diagnosis
22 minModule 3: Types of Learners
What are the characteristics of the Inductive and the Non-Inductive learners? What must teachers do to assist non-inductive in their areas of difficulty?
What instructional strategies should be employed with the Decoding Child, the Comprehension Child, and the Decoding/Comprehension Child?
Class 8: Diagnosis
23 minModule 4: Diagnosis of Decoding Issues
How to you diagnose decoding issues?
How do you diagnose comprehension issues?
How can you help parents to reinforce decoding skills in their children?
What types of questions do you ask in order to determine a child’s level of comprehension?
Class 9: Remediation
20 minModule 1: Remediation of Vocabulary Deficits
What changes can you make in your classroom routines to enhancereading vocabulary?
Class 9: Remediation
25 minModule 2: Remediation of Vocabulary Deficits; Remediation of
Literal Comprehension
What words should you outlaw from your classroom, and what words can replace them?
How can you help children extend their thinking?
Class 9: Remediation
25 minModule 3: Remediation of Literal Comprehension; Questioning
What types of questions are overused? How does this information affect your classroom behavior?
What types of questions expand thinking? How does this information affect your classroom behavior?
Class 9: Remediation
24 minModule 4: Remediation of Fluency Issues
Why shouldn’t teachers tell their students, “I already told you?”
How do you teach “calling words” versus “reading?”
How can you introduce 4-step reading into your classroom?
Class 9: Remediation
32 minModule 5: Remediation of Print Structure Issues
What types of questions promote Structural Prediction?
Why is it important to teach children the elements of a “story?”
How can you use SQ3R in your classroom?
How can you prepare children for the different types of reading?
Class 9: Remediation
11 minModule 6: Remediation of Concept/Content Issues
How do you teach outlining and paragraph structure to younger students vs. older students?
How does understanding the function of the key sentence help with comprehension?
Class 9: Remediation
26 minModule 7: Remediation of Analysis Issues
What kinds of materials will provide background information that is necessary for comprehension in your class?
What types of questions can help students to access prior knowledge?
When do you correct students if they say something unrelated to the listing activity?
Class 10: Oral and Silent Reading
37 minModule 1: Oral Reading – Purposes and Guidelines
What are Manning’s 3 purposes for oral reading?
How does taking notes on errors help the teacher with future instruction?
What are some of the reading “mantras” you can use in your classroom?
Class 10: Oral and Silent Reading
12 minModule 2: Silent Reading - Purposes and Guidelines
What is the one purpose of silent reading?
How does asking a student to spell a word help to improve comprehension?