Cs 301 Quiz 2 - Professor T. Tchaconas

Front 1

What is linguistic diversity?

Back 1

-the diversity that results when a students first language, or language of communication at home is not the language of instruction in school

Front 2

What is cultural diversity?

Back 2

-the situation that results when a students home, family, socioeconomic group, culture, and society differ from the predominant culture of the school

Front 3

What is academic and cognitive diversity?

Back 3

-the situation that results when children learn faster than, slower than, or differently from what is expected in school

Front 4

What are the ways for developing oral reading fluency?

Back 4

-repeated readings
-paired repeated readings
-automated readings
-choral readings
-readers theater
-involving parents

Front 5

Explain the 1st

Back 5

-Repeated readings- increases reading fluency through reading short passages of text more than once, with different levels of support to develop rapid, fluent oral reading

Front 6

Explain the 2nd

Back 6

-Paired repeated readings- structured collaborative work involving pairs of children the same or different reading ability foster reading fluency

Front 7

Explain the 3rd

Back 7

-Automated readings-a reading approach in which students listen individually to tape recorded storied while reading along with the written text

Front 8

Explain the 4th

Back 8

-Choral readings- oral reading often poetry that makes use of various voice combinations and contrasts to create meaning or highlight the tonal qualities of a passage

Front 9

Explain the 5th

Back 9

-Readers theater- the oral presentation of drama, prose, or poetry by two or more readers

Front 10

Explain the 6th

Back 10

-Involving parents- the success of a literary programs, to a certain extent, depends on the literacy environment at home and involving parents as an essential part of literacy instruction

Front 11

What is word identification?

Back 11

-putting a name or label on words that are encountered in print.
-It is a comprehensive term that encompasses the use of multiple cues to identify unfamiliar words

Front 12

What is word recognition?

Back 12

This term suggest a reader’s ability to recognize words rapidly and automatically. When a word is retrieved rapidly from the memory, the process is often triggered by the application of letter-sound knowledge

Front 13

What is word attack, analysis, and decoding?

Back 13

Suggests the act if translating print into speech through analysis of letter-sound relationships.

Front 14

What is phonics?

Back 14

-Provides readers with a tool to “attack” the pronunciation of words that are not recognized immediately
-Phonics always involves mediated word identification because readers must devote conscious attention to “unlocking” the alphabetic code.

Front 15

What is the prealphabetic phase?

Back 15

-Remembering a distinctive, purely visual cue- which occurs before the development of alphabetic knowledge.
-Children recognize some words at sight because of distinctive visual and contextual cues in or around the recognized words

Front 16

What is the partial alphabetic phase?

Back 16

Remembering limited matches between salient letter sounds- Emerges during kindergarten/ 1st grade when children acquire some knowledge of letter-sound relationships and remembering how to read specific words by detecting how a few letters correspond to sounds in the words pronunciation

Front 17

What is the full alphabetic phase?

Back 17

-Remembering matches between all letters and sounds
-1st grade
-Readers in this phase segment words into matching sounds with their letter units and blend them into words

Front 18

What is the consolidated alphabetic phase?

Back 18

-Remembering matches between multiletter units and symbolic units
-The ability if segmenting words into larger letter/spelling patterns, which helps children match the words to the larger sound units- onsets and rimes

Front 19

What is the analytic phonics?

Back 19

-an approach to phonics teaching that emphasizes the discovery of letter-sound relationships through the analysis of know words
-workbooks and practice exercises

Front 20

What is the synthetic phonics?

Back 20

-a building block approach to phonics to foster the understanding of letter and sound relationships and develop phonic knowledge and skill

Front 21

What is the relationship between both analytic and synthetic phonics?

Back 21

- letter-sound correspondences
- teach sounds of each letter
- common letter/sound relationships

Front 22

List and explain the guidelines for contemporary phonics instruction for both skill-based and whole language classrooms

Back 22

-Build on a foundation of phonemic awareness and knowledge of the way language works
-Phonic instruction needs to be integrated into a total reading program devoting teaching time for reading stories, plays, and trade books
-Focus reading print rather than on learning rules
-Instruction needs to include the teaching of onsets and rimes instead of rules, use those for letter-sound associations
-Include spelling based strategies with the use of invented spelling to use their knowledge for letter-sound relationship

Front 23

List and briefly explain 3 activities for consonant-based strategies-

Back 23

-Letter action- used to help kids learn consonants
-Favorite food- by incorporating children’s favorite foods, they can learn consonant letters and sounds through pictures or the actual foods
-Digraph tongue twisters- tongue twisters for learning

Front 24

List and briefly explain 3 activities for analogy-based strategies-

Back 24

-Rimes in nursery rimes- ideal for onsets and rimes
-Marking and writing words using letter patterns- this activity provides students with practice in using word patterns to decode younger words using a form sheet
-Hink pinks- colorful, unconventional combinations with rimes that can be written on sentence strips and can be illustrated

Front 25

List and briefly explain 3 activities for word-building strategies-

Back 25

-Word walls- introduces children to sight words
-Word games- reinforces high frequency words through memory games
-Word study notebook- models for students how prefixes and suffixes can change the meaning of a word

Front 26

List and briefly explain 3 activities for spelling based strategies-

Back 26

-Word banks- boxes/collections of word cards that each student studies
-Word walls- studying words and their patterns
-Have-a-go- involves the use of HAG sheets to record words from children’s daily writings that are particularly challenging to spell

Front 27

What are cloze activities?

Back 27

Cloze activities are activities that contain as little as 1 deletion in a sentence or up to 20 deletions per passage

Front 28

How many types of cloze activities are their... name them

Back 28

-3
-Selective word deletion
-Systematic word deletion
-Partial word deletion

Front 29

Explain the 1st

Back 29

-Selective word deletion- important nouns, verbs, adjectives, and adverbs can be left out and the focus is on the meaningful information from the passage

Front 30

Explain the 2nd

Back 30

-Systematic word deletion- every __th word in a passage is deleted to be used as a teaching device

Front 31

Explain the 3rd

Back 31

-Partial word deletion- every __th word or selected word is partially deleted

Front 32

What are the 3 possible small-group activities for teaching key words

Back 32

-Learning a partners words
-Coauthoring
-Acting out words

Front 33

Explain the 1st

Back 33

-Learning a partners words- each child chooses a partner and they teach each other their words

Front 34

Explain the 2nd

Back 34

-Coauthoring- 2 or more children get together and combine their words or ideas to make longer words or stories from their original words and ideas

Front 35

Explain the 3rd

Back 35

-Acting out words- if the key word is conductive to acting out, a child could dramatize the word for the other kids to guess

Front 36

What are 3 individual activities with words

Back 36

-Classifying words
-Relating words
-Acting out words

Front 37

Describe the 1st

Back 37

-Classifying words- selecting a topic and write words that relate to that word, along with labeling, identifying, and grouping

Front 38

Describe the 2nd

Back 38

-Relating words- giving children specific words that they have to write other words relating to that word

Front 39

Describe the 3rd

Back 39

-Acting out words- have children choose a word and act it out to the class or write about it through describing important features/ descriptions about the word

Front 40

What is the aptitude hypothesis?

Back 40

-This is the hypothesis that believes that vocabulary and comprehension reflect general intellectual ability

Front 41

What is the knowledge hypothesis?

Back 41

-This hypothesis suggests that vocabulary and comprehension reflect general knowledge rather than intellectual ability

Front 42

What is the instrumental hypothesis?

Back 42

-This hypothesis establishes a causal chain between vocabulary knowledge and comprehension; that is if comprehension depends in part on the knowledge of word meanings, vocabulary instruction should influence comprehension

Front 43

Define the term vocabulary-

Back 43

-the panoply of words we use, recognize, and respond to in meaningful acts of communication

Front 44

What are the four components of vocabulary?

Back 44

listening, speaking, reading, writing

Front 45

List and elaborate upon the principles to guide vocabulary instruction- how many principles are there?

Back 45

6

Front 46

Explain the 1st

Back 46

-Principle 1: Select words that children will encounter while reading literature and content material. Teaching words that children will come upon while reading
-Comprehension will be significantly enhanced

Front 47

Explain the 2nd

Back 47

-Principle 2: Teach words in relation to other words. When words are are taught in relation to other words, students are actively drawn into the learning process.
-They must use background knowledge and experiences to detect similarities and differences.

Front 48

Explain the 3rd

Back 48

-Principle 3: Teach students to relate words to their background knowledge. We must direct vocabulary instruction to what can the student relate to

Front 49

Explain the 4th

Back 49

-Principle 4: Teach words in pre-reading activities to activate knowledge and use them in post-reading discussion, response and retelling.
-Having background knowledge in activities encourage prediction

Front 50

Explain the 5th

Back 50

-Principle 5: Teach words systematically and in depth.
-Knowing and teaching a word in depth means going beyond having students parrot back a definition

Front 51

Explain the 6th

Back 51

-Principle 6: Awaken interest in and enthusiasm for words.
-Students need to know why, when and how to use dictionaries and understand it’s not a drill exercise

Front 52

What are the instructional strategies for vocabulary and concept development?

Back 52

-Relating experiences to vocabulary learning
-Using context for vocabulary growth
-Developing word meaning
-Classifying and categorizing words
-Categorization
-Concept circles
-Semantic mapping
-Analogies
-Paired-word sentence generation

Front 53

Explain Semantic analysis in writing

Back 53

-stories provides a situational context that could be used for rich development of word meanings.
-When using this strategy, the teacher narrows the selection of words to see semantically related to the theme.
-Students then develop definitions based on personal schemata for the theme

Front 54

Explain Predictogram in writing

Back 54

-story elements- including the setting, the incidents in the plot, characterized, the character’s problem or goal, how the problem or goal is resolved, and the theme or larger issue to which the problem or goal relates
- can be used to develop students’ meaning vocabulary with the predictogram strategy

Front 55

How do the self-selection strategy and the word knowledge rating enable students to develop independence in vocabulary learning


SELF-SELECTION-STRATEGY

Back 55

-words for the self-selection strategy can be drawn from basal readers, literature, content area instruction, or incidental learning experiences
-Students choose words that they feel are necessary and frequent in literature and encourage them to understand vocabulary through their eagerness to learn

Front 56

How do the self-selection strategy and the word knowledge rating enable students to develop independence in vocabulary learning


WORD KNOWLEDGE

Back 56

-is a way to get children to analyze how well they know vocabulary words
-students are able to make judgment about how well they know the word and they can also improve the amount of effort they know about unknown or uncertain vocabulary words

Front 57

Define Analogy

Back 57

a comparison of two similar relationships

Front 58

Define Antonyms

Back 58

words opposite in meaning to other words

Front 59

Define Concept circles

Back 59

a vocabulary activity in which students identify conceptual relationships among words and phrases that are partitioned within a circle

Front 60

Define Semantic mapping

Back 60

a strategy that shows readers and writers how to organize important information

Front 61

Define Synonyms

Back 61

word similar in meaning to other words

Front 62

What is linguistic diversity?

Back 62

-Linguistic diversity- the diversity that results when a students first language, or language of communication at home is not the language of instruction in school

Front 63

What is cultural diversity?

Back 63

Cultural diversity- the situation that results when a students home, family, socioeconomic group, culture, and society differ from the predominant culture of the school

Front 64

What is academic and cognitive diversity?

Back 64

-Academic and cognitive diversity- the situation that results when children learn faster than, slower than, or differently from what is expected in school

Front 65

What are the ways for developing oral reading fluency?

Back 65

1- repeated readings
2- paired repeated readings
3- Automated reading
4-Choral reading
5-Readers theater
6-involving parents

Front 66

Explain the 1st

Back 66

Repeated readings- increases reading fluency through reading short passages of text more than once, with different levels of support to develop rapid, fluent oral reading

Front 67

2nd

Back 67

Paired repeated readings- structured collaborative work involving pairs of children the same or different reading ability foster reading fluency

Front 68

3rd

Back 68

Automated reading- a reading approach in which students listen individually to tape recorded storied while reading along with the written text

Front 69

4th

Back 69

Choral reading- oral reading often poetry that makes use of various voice combinations and contrasts to create meaning or highlight the tonal qualities of a passage

Front 70

5th

Back 70

Readers theater- the oral presentation of drama, prose, or poetry by two or more readers

Front 71

6th

Back 71

Involving parents- the success of a literary programs, to a certain extent, depends on the literacy environment at home and involving parents as an essential part of literacy instruction

Front 72

Define active comprehension. List the 6 steps in active comprehension as described by Nolite and Singer


ACTIVE COMP

Back 72

using prior knowledge, schemata, and metacognition to construct textual meaning fostered by using questioning during reading

Front 73

Define active comprehension. List the 6 steps in active comprehension as described by Nolite and Singer


3 categories of active comprehension

Back 73

• Literal questions- students answer by using information explicitly stated in the text
• Inferential questions- students answer by using their background knowledge along with information from the text
• Evaluative questions- students answer with judgments they make about what they read

Front 74

Define active comprehension. List the 6 steps in active comprehension as described by Nolite and Singer


6 STEPS

Back 74

• 1st- Discuss the importance of asking questions
• 2nd- Model the types of questions that should be asked
• 3rd- Ask questions that require a response as you read a story
• 4th- Divide the class into groups, have one student select the role as the teacher, that student will then elicit questions from other members of the group
• 5th- Have students work in pairs, asking each other questions as they read
• 6th- Have students work on their own and generate questions, then discuss it as a whole

Front 75

What is the TEACHERS ROLE in Reciprocal questioning
(ReQuest)

Back 75

-Provide a model students will learn from
-Recall details
-Summarize through questions (ex: who would have thought that…)
-Provide charts, pictures, and maps

Front 76

What is the STUDENTS ROLE in Reciprocal questioning
(ReQuest)

Back 76

-ReQuest- encourages students to ask their own questions about the material being read
-Stop, ask yourself a question, answer the question

Front 77

What is the TEACHERS ROLE in Question-answer relationships QARs

Back 77

-Textually explicit questions- promote recall and recognition
-Textually implicit questions- provoke thinking
-Teach how to find information needed to answer questions
-Signal questions to the reader

Front 78

What is the STUDENTS ROLE in Question-answer relationships QARs

Back 78

-Search for text relationships and think about the information presented
-Become more sensitive to the different mental operations and textual demands required by different questions
-Think and search strategy by looking in the text

Front 79

What is the TEACHERS ROLE in Questioning the author QtA

Back 79

-Ask questions while reading
-Show students how to read the text closely as if the author were there to be challenged and questioned
-Ask questions to help the student “take on” the author and understand that the text material needs to be challenged

Front 80

What is the STUDENTS ROLE in Questioning the author QtA

Back 80

Questions students need to ask in order to think more deeply and construct meaning about segments of the text as they read
-Act on the authors messages
-Keep active minds while reading and being engaged in the authors dialogues
-Comprehension through narrative queries

Front 81

What is the TEACHERS ROLE in Reciprocal teacher

Back 81

-Model how an expert reader uses all 4 comprehensive activities to understand the text selections
1-raising questions about the text
2-prediction
3-summarizing important points
4-clarifying difficult vocabulary/concepts
-If the student has trouble the teacher recenters the lesson to provide support by adjusting the demands of the task and eventually withdrawing the support

Front 82

What is the STUDENTS ROLE in Reciprocal teacher

Back 82

-Share/add to what the teacher stated about the 4 comprehensive activities
-Think more strategically about reading

Front 83

What is story grammar? List the elements of a story


DEFINE

Back 83

the basic elements that makeup a well developed story such as the stories plot and setting

Front 84

What is story grammar? List the elements of a story

ELEMENTS

Back 84

• Beginning or initial event- either an idea or action that sets further events into motion
• Internal response (followed by goals or problems)- the characters inner reactions to the initiating event, in which the character set a goal or attempts to solve a problem
• Attempts- the characters efforts to achieve the goal or alleviate the problem
• One or more outcomes- the success or failure of the characters attempts
• Resolution- the long range consequence that evolves from the characters success to failure to achieve the goal or resolve the problem
• A reaction- an idea, emotion, or further event that expresses a characters feelings about success or failure in reaching a goal or resolving a problem or that relates the events in the story to some broader set of conce

Front 85

Name and explain four ways to build schemas for stories

1st

Back 85

-Read, tell, and perform stories in class- builds experience with stories and extends students knowledge of how stories are put together

Front 86

2nd

Back 86

- Don’t teach the language of story grammar as an end in itself- children develop a story schema through direct experiences and interactions with stories

Front 87

3rd

Back 87

- Reinforce story knowledge through instructional activities- understanding through varied instructional tasks:
• Macrocloze stories- stories given to students with passages deleted from the text. Discuss the missing text orally or in writing.
• Scrambled stories- stories separated into parts and jumbled- read stories and put it in order
• Story frames- skeletal paragraphs represented by a sequence of spaces tied together with transitional words and connections signaling lines of thoughts frames that can emphasize the plot, summary, setting, character analysis, character comparison, and problems

Front 88

4th

Back 88

•Circular story maps- visual representations using pictures to depict the sequence of events leading to the problem in a story

Front 89

List and describe the 5 instructional strategies for guiding interactions between the reader ad text


1st

Back 89

Directed reading-thinking activity- an activity that builds critical awareness of the reader’s role and responsibility in interacting with the text through this process of predicting, verifying, judging, and extending thinking about text material

Front 90

2nd

Back 90

•KWL chart- what do you know?, what do you want to find out?, what did you learn? Three step teaching model designed to guide and motivate children as they read to acquire information from expository texts

Front 91

3rd

Back 91

•Discussion webs- a strategy used in cooperative learning that requires students to explore both sides of issues during postreading discussions before drawing conclusions

Front 92

4th

Back 92

Story impressions- prereading strategy that helps students anticipate what stories could be about, using content fragments to make predictions

Front 93

5th

Back 93

Circular story maps- visual representations using pictures to depict the sequence of events leading to the problem in a story