Ec-6 Generalist- English Language Arts Reading

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Competency 001 Oral Language

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The teacher understands the importance of oral language, knows the developmental processes of oral language, and provides the students with varied opportunities to develop listening and speaking skills.

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Phonology

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study of the sound systems of a language.

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Phonemes

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basic units of sounds

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examples of phonemes

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graphemes or individual letters. ex. through (has seven graphemes or letters that represnet only three sounds which are th,r,u

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Morphology

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study of the structure of words and word formations.

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Morphemes

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the smallest representation of meaning.

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examples of morphemes

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ex. cars is made up of two morphemes: the basic word or root word CAR and the plural morpheme S.

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Syntax

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the ways in which words are organized and arraged in language.

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examples of syntax

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Noun:Katrina
Intransitive Verb: was
Predicate Nominative: a hurricane

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Lexicon

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the vocabulary of a language

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Semantics

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the way that meaning is conveyed in a language through the use of its vocabulary.

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Connotation

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the implied meaning of words and ideas

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Denotation

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literal meaning of words and ideas.

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Pragmatics

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describes the hidden rules of communicatons understood by native speakers of the same language.

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Babbling or Pre-language Stage:ages 0-6 months

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send and receive messages and use reflexive crying to communicate with caregivers. can identify voices, and convey feelings

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Holophrastic One -Word Stage: ages 11-19

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imitating, recognize their name, follow simple instructions, pointing, understand word concepts.

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Two-Word Stage: ages 13-24 months

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use words like "see baby", "see mommy", "no more", and "all gone".

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Telegraphic Stage: ages 18-27 months

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use content words with high semantic value such as nouns adjectives, and verbs. "milk all gone," and "that's not nice."

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Ages Two to Three years

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200-300 words in their linguistic repertoire and can generally produce short sentences. Vocabulary grows to about 900-1,000 around age three depending on social setting

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Age Four

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about 1500 words in their speaking repertoire. They can understand more than they are able to verbalize.

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Age Five

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vocabulary of about 2100 words and working knowledge of the grammar of the language.

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Ages Six and Seven

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have a speaking vocabulary of about 2100 words and a comprehension vocabulary of more than 20,000 words. Can explain more of their actions.

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Ages Eight to Twelve

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begin using more complex sentences, vocabulary, and verb construction. Speech is more coherent, and sentence structure is more complex.

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The International Dialects of English Archive founded in 1997

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http://web.ku.edu/-idea/northamerica.usa

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TEA

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The Texas Education Agency

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NCLB

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No Child Left Behind Act

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TOP

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Texas Observation Protocol

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Dramatic Play

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role playing by resembling real life situations.

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Language Play

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use of language in rhyme, alliteration, songs, and repeating patterns to amuse children. Tongue twisters are used to practice pronunication and language patterns.

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Show and Tell

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children bring artifacts and personal items to class. Children show the object and are expected to describe its features to the class.

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Puppet Show

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hand, finger, and string puppets can be used to promote communicaton and confidence among children. Allow students to orally communicate using the puppet as a tool to convey information.

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Pair Interview

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paired to learn information from each other and then report their findings to the larger group.

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Competency 002 Phonological and Phonemic Awareness

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The teacher understands phonological and phonemic awareness and employs a variety of approaches to help students develop phonological and phonemic awareness.

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Phonological Awareness

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the ability to recognize and manipulate components of the sound system of a language.

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Syllabication

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an important component of phonological awareness.

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Phonemic Stress

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can be taught through nursery rhymes, short poems, or stories like the traditional Humpty Dumpty character of Mother Goose nursery rhymes.

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Alliteration

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is a technique used to emphasize phonemes by using successive words that begin with the same consonant sound or letter.

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Word Stress

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ex. present has two meanings depending on how it is pronounced. With the stress on the first syllable pre'sent, it becomes a noun, but if the stress is placed on the last syllable prese'nt it becomes a verb.

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Intonation Patterns

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describes the pitch contour of a phrase or a sentence that is used to change the meaning of the sentence.

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Competency 003 Alphabetic Principle

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The teacher understands the importance of alphabetic principle for reading English and provides instruction that helps students understand the relationship between spoken language and printed words.

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Alphabetic principle

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the ability to connect letters with sounds, and to create words based on these associations.

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Competency 004 Literacy Development and Practice

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The teacher understands that literacy develops over time, progressing from emergent to proficient stages, and uses a variety of approaches to support the development of students' literacy.

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Emergent Readers

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understand that print contains meaningful information.

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Characteristics of Emergent Readers

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use illustrations in the texts to support comprehension; listen and follow a story attentively and can easily develop an awareness of the story structure; represent the main idea of story through drawings and can retell story; use illustrations to make predictions; possess some phonemic awareness; connect the initial letter of words with its representing phoneme.

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Early Readers

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have mastered reading readiness skills and are beginning to read simple text with some degree of success.

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Characteristics of Early Readers

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uses the cuing system to confirm information in the text; show story preference; notices punctuation; retell stories with detail and accuracy; engage in discussion of stories; engage in self-correction when text does not make sense to them.

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Newly Fluent Readers

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can read with relative fluency and comprehension.

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Characteristics of Newly Fluent Readers

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summarize and make inferences; handle more challenging vocabulary with context clues; uses literary terms and grammar concepts; enjoys genre varieties for information and pleasure; not totally independent readers.

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Bottom-Up Approach (skills-based)

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proceeds from specific to the general or from the parts to the whole; this approach begins with the phonemes and graphemes, and continues by expanding to the syllable, words, sentences, paragraphs, and then whole reading selections.

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Phonics Book Series

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available through Genki English Web site

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Top-Down Approach (meaning based)

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begins with the whole and then proceeds to its individual parts; whole stories, paragraphs, sentences, words and then proceeds to the smallest units of syllables, graphemes, and phonemes; viewed as whole language approach.

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Miscue Analysis

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a process that begins with a child reading a selection orally, and an examiner noting variations of the oral reading from the printed text.

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Balanced Reading Program

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teacher directed/reading to students (read aloud); shared reading, guided reading, and reading workshops; students-directed reading and independent reading; teacher directed writing, writing to/for students as part of the classroom routines, and process writing; shared writing as in language experience/interactive writing, writing workshops; student-directed writing and independent writing activities.

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Fostering the Home School Connection

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make parents and families feel welcome in your classroom and school by having an open door policy, selecting reading and display materieals where the students and their families can see cultural and linguistic backgrounds; create a home-school journal in which the teacher and the families can share, can be used as a formative assessment tool; display signs in an assigned area in your classroom in languages other than English; give parents and families an opportunity to share their personal cultural, and linguistic experiences in the classroom; provide parents with flexible meeting times to accommodate the parents' and families' schedules.

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Competency 005 Word Analysis and Decoding

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The teacher understands the importance of word identification (including decoding, blending, structural analysis, sight word vocabulary, and contextual analysis) and provides many opportunities for students to practice and improve word identification skills.

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Semantic Clues

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require a child to think about the meanings of words and what is already known about the topic being read.

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Syntactic Clues

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the word order in a sentence might also provide clues to readers.

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Structural Clues

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how words are arranged in a sentence to reflect meaning.

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Homonyms

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words that have the same sound and the same spelling but different meaning.

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Homophones

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words that sound the same but are specified differently and have different meanings.

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Competency 006 Reading Fluency

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The teacher understands the importance of fluency for reading comprehension and provides many opportunities for students to improve their reading fluency.

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Automaticity

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the quick and accurate recognition of letters, words, and language conventions; acheived through continuous practice using texts written at the reading level of the child.

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Competency 007 Reading Comprehension

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The teacher understands the importance of reading for understanding, knows the components and processes of comprehension, and teaches students strategies for improving their comprehension, including a variety of texts and contexts.

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Drawing Inferences

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Inferring is when the readers take what they know, garner clues from the text, and think ahead to make a judgment, discern a theme, or speculate about what is to come.

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Cloze Test

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a passage with omitted words the test-taker must supply.

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Competency 008: Reading, Research, and Inquiry Skills

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The teacher understands the importance of research and inquiry skills to students' academic success and provides students with instruction that promotes their acquisition and effective use of those study skills in the content areas.

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Scanning

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students look for specific information in text.

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SQ4R

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Survey, Question, Read(1R), Write (2R), Recite (3R), Review (4R)

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S-Survey

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readers examine the headings, illustrations, bold letters, and major components of the text in order to develop predictions and generate questions about the topic.

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Q-Question

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The student may wish to devise some questions that the chapter will probably answer. Students establish the purpose for reading and the questions serve as a reading guide. The student can also study end of chapter questions before reading chapter.

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Read (1R)

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Students read while looking for answers to the questions previously generated and/or those questionswritten by the publishers, which are usually located at the end of the section.

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Write (2R)

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Students monitor their comprehension as they write a summary of the story or text. Creating a summary allows students opportunities to internalize and make their own interpretation of the content.

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Recite (3R)

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The student attempts to answer orally, or in writing, the student-developed questions or the questions at the end of the chapter.

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Review (4R)

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Student review the text to evaluate the accuracy of their answers and to show how much they learned about the content.

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Reciprocal Teaching

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Summarize, ask questions, clarify difficulties, and predict what will come next.

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DRTA: Directed Reading/Thinking Activity - Teacher models the process of creating and correcting predictions as the story progresses to strengthen comprehension.

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teacher and student search text to develop background, make predictions, and confirm or correct predictions.

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ELL students and reading comprehension

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Record selected passages that students canlisten to while reading along with the text. Pair children off into a tutor/tutee arrangement or in a asmall group reading format. Introduce technical vocabulary of the content areas prior to reading through direct, concrete experiences as opposed to definitions. Introduce instructional strategies for self-monitoring reading comprehension.

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Competency 009: Writing Conventions

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The teacher understands the connections of writiing in English and provides instruction that helps students develop proficiency in applying written conventions.

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Print

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print carries meaning and it conveys a message;

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Spoken Words

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spoken words can be written and preserved

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Reading Direction

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english reading and writing follows a specific direction, that is from left to right and top to bottom

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Spoken Language

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spoken language is composed of phonemes, and these sounds can be represented by speicific letters of the alphabetic principle

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Language

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as an alphabetic language, English has a sound-symbol correspondence but often it is inconsistent

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spoken language foundation

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spoken language can be used as a foundation for spelling (phonics).

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Spelling Stages

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scribbling; pseudo letters; random letters; invented spelling; transitional spelling; conventional spelling

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Scribbling

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different from drawing because in scribbling, the child purposely scribbles from left to right and often also follows the top to bottom progression.

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Pseudo Letters

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attempt to create forms that resemble letters; they become aware that the alphabet contains characters of different shapes and attempt to reproduce these in a random way resulting in some form of invented spelling.

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Random Letters

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letters are randomly selected with no clear connection with the phonems that they are to represent; not producing phonetic spelling at this stage; they write letters and strings and often leave a space between strings, which suggest that they are beginning to understand word boundaries.

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Invented Spelling

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children try to connect the sounds (phonemes) and the letters (graphemes) to create words resulting in nonstandard writing.

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Transitional Spelling

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use visual clues and develop a knowledge of word structure. Sight word training very important at this stage; students begin standard spelling and attempt self-correction; may have problems with double vowels such as book and feed, and also words with consonant diagraphs like through and eight.

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Conventional Spelling

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spell most words using conventional spelling; still may have problems with consonant diagraphs, homonyms, contractions, compound words, as well as prefixes, suffixes, and more difficult letter combinations.

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Writing Stages

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emerging writers, early writers, and newly fluent writers.

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Emerging Writers

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dictate an idea or a complete story; use initial sounds in their writing; use pictures, sribbles, symbols, letters, and/or known words to communicate a message; understand that writing symbolizes speech

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Early Writers

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understand that a written message remains the same each time it is read; utilize their knowledge of sounds and letters as they progress through the stages of spelling development; with modeling and assistance, incorporate feedback in revising and editing their own writing; begin to use conventional grammar, spelling, capitalization, and punctuation

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Newly Fluent Writers

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use prewriting strategies to achieve their purposes; address a topic or write to a prompt creatively and independently; organize writing to include a beginning, a middle, and an end; use conventional grammar, spelling, capitalization and punctuation; revise and edit written work independently and/or collectively; produce many genres of writing

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Competency 010: Development of Written Communication

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The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students' competence in written communication.

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Narrative, Descriptive, Expository, Persuasive

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narrative-story or an account;

descriptive-provide information about a person, place, or thing;

expository-explain and clarify ideas;

persuasive-to convince the reader of something.

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Journals

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Personal- used to record personal info and to encourage self-analysis of experiences.

Dialogue- communication among students and between the teacher and students.

Reflective-respond in writing to specific situations or problems.

Learning- commonly used in the content areas to record elements discussed in class. used to describe what was learned and questions regarding difficulties.

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Comptentency 011: Viewing and Representing

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The teacher understands skills for interpreting, analyzing, evaluating, and producing visual images and messages in various media and provides students with opportunities to develop skills in this area.

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Competency 012: Assessment of Developing Literacy

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Teachers understand the basic principles of literacy assessment and use a variety of assessments to guide literacy instruction.

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Running Record

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a way to assess students' word identification skills and fluency in oral reading.

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Independent Reading Level

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Students read 95% of the words correctly.

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Instructional Reading Level

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Student reads 90% to 94% of the words correctly.

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Frustration Reading Level

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Student reads 89% or fewer words correctly.

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Miscue Analysis

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Select reading material a little bit above the current reading level of the child, provide a copy for yourself and the child, record the reading, advise student you cannot help them during the reading, ask questions about the story, let the student listen to their reading and analyze it themselves, look for consistent miscues and pay special attention to initial and final clusters/blends and digraphs.

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012 key principles

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formal and informal assessments must be used in the class to improve instruction;