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236 Cards in this Set
- Front
- Back
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"Balanced Literacy" program and components:
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An eclectic approach to teaching. A little of everything
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3 levels of comprehension?
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1. Literal 2. Interpretive 3. Applied
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4 Ways to build Phonemic Awareness?
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1. Tell Rhymes 2. ABCs & read alphabet books 3. Alliteration 4. Give the ability to sound and blend their letters (slap, trap)
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5 Steps in the Reading Process:
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1. Pre-Reading 2. Reading 3. Responding 4. Exploring 5. Applying
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5 Systems of Language:
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1. Sound- Phonology 2. Meaning -Semantics (vocabulary) 3. Word Order - Syntax 4. Grammar - Morphology 5. Social Uses -Pragmatics
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6 thinking processes:
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1. Connect 2. Organize 3. Image 4. Predict 5. Self monitor 6.Generalize
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7 Crucial Understandings About Print
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1. Children who have had many print experiences know why we read & write. 2. Greater knowledge to make sense of the info they read. 3. Understand the conventions & jargon of print. 4. Have higher levels of phonemic awareness. 5. Can read some important-to-them words. 6. Know some letter names and sounds. 7. Are eager and confident in their reading and writing
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About how many phonemes are there in the English language?
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About 41
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Accuracy and Fluency affect the ability to...
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read smoothly and quickly.
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Activating prior knowledge
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use of a concrete experience or object pretesting discussions anticipation guides
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Affixes
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subordinate additions to rood words with grammar-like functions. They can either be added to the beginning (prefixes) or the end (suffixes)
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Alliteration:
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Producing groups of words that begin with the same initial sound; alliteration and rhyming are at the beginning of the phonological awareness continuum.
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Allusion
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an indirect reference to a person, place, thing, or event considered to be known to the reader
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Analogy Based Phonics:
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Children learn to use parts of word families they know to identify words that have similar parts.(root words, suffixes, prefixes)
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Analytic Phonics:
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Learn to understand letters-sound relationships in previously learned words. They do not pronounce words in isolation.
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Anchor Block:
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a balanced literacy term for a book that is purposely read repeatedly and used as part of both the reading and writing workshop.
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Annotating (QtA):
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Providing information that is not in the text so students can comprehend fully.
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Applied Level of Comprehension:
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using information to express opinions and form new ideas.
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Applying Reading
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Create projects involving reading, writing drama, art & research. Take the form of murals, reader theater, or reports. Purpose is to extend on ideas students read about, create a personal interpretation and value the reading experience.
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Assessment Tool Categories
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1. Student Profile 2. Auditory Discrimination and Phoneme Awareness 3. Emerging Literacy assessment 4. Sight Word Assessment 5. Formal Reading Assessment
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Assonance
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repetition of a vowel sound
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Authentic Assessment:
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Assessment activities which reflect the actual workplace, family, community and school curriculum.
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Awareness of Print is the
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understanding that the squiggly lines on a page represent spoken language. They understand that when adults read a book, what they say is linked to the words on the page, rather than to the pictures.
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Balanced Approach characteristics:
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1.Literacy is viewed as involving reading & writing 2.Lit is the heart of the program 3. Skills & strategies are taught both directly & indirectly. 4. Reading involves learning word recognition, fluency, vocabulary & comprehension. 5.Writing involves learning to express meaningful ideas & use conventional spelling, grammar & punctuation. 6.Reading & writing for learning in the content areas. 7.Goal is to develop lifelong readers and writers.
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Balanced Reading Program:
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Reading to children, reading with children,& reading by children
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Basal Reading Program:
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Commercially produced reading programs. May include guided reading, workbooks, practice books, manuals, tests
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Base Words
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meaningful linguistic units that can stand alone and contain no smaller meaningful parts (free morphemes)
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Behaviorism
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Skinner- Students learn a series of discrete skills. Stimulus, teacher/response, teacher centered, set up standards, teach to the standards. How we use it: worksheets, basal readers
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BICS- Basic Interpersonal Communications Skills:
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Learning a second language skill and becoming proficient in a 2nd language through face to face interactions-translations through speaking, listening and viewing.
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Bottom-Up
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progressing from the parts of language (letters) to the whole word (meaning) (letters, Words, Sentences, Paragraphs, Texts, Meaning)
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Components of a Reading Program:
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1.Reading-engagement of the written word 2.Oral Language-connection between oral & written 3.Writing-allow students to practice 4.Spelling- correlates w ability to identify words
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Components of strategy instruction:
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Assessment, Explanation, Awareness, Modeling and Demonstration, Guided practice application
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Concrete words
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Words that most children can recognize by cite. (Their name, Mom, Dad)
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Consonant Blend
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Two or three consonants blended together. The sound that this blend makes is the sound of the consonants blended together.
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Consonant Cluster
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A group or sequence of consonants that appear together in a syllable without a vowel between them.
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Consonant diagrams:
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Two consecutive consonants that represent one new speech sound. In the word "digraph" the "ph" sounds like /f/. This is a digraph.
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Consonant Digraph
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A pair of consonants that makes a single sound that is different from each individual letter sound.
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Constructivism
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Students construct own frames of thought. Modify cognitive structures/schemata. Non-authorization. Student centered. Indirect instruction.
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Critical literacy
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Language is a means for social action. Teach grammar, standard English. Value dialects. Read & discuss books that involve social issues. Write letters to the editor.
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Decoding Clues:
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Semantic- Syntactic- Picture- Graphophonic- Syllable Division
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Decoding:
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the process of translating written language into verbal speech sounds.
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Differences between Indirect and Direct Vocabulary instruction:
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Indirect: students learn word when they hear or see words used. Best learning takes place after being exposed to many different types of contexts. Directly: explicitly taught, words and word strategies.
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Differences between more fluent readers and less fluent readers?
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More: able to focus on making connections between ideas and the text. Less: most have their primary focus on decoding words. Leaves little time for comprehension. Reading is choppy and halting.
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Digraph:
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A pair of characters used to write one phoneme (distinct sound) or a sequence of phonemes that does not correspond to the normal values of the two characters combined.
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Diphthong:
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A complex speech sound beginning with one vowel sound and moving to another within the same syllable. (boy-oy noise- oi).
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Directed Reading Thinking Activity:
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1. Sample the Text 2. Make Predictions 3. Sample the Text to Confirm or Correct Predictions
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Discussion circles:
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After a text is read the teacher prompts the student, perhaps asking for funny or unusual words.
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Distinctions between phonological awareness and phonemic awareness:
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Phonological: includes phonemic awareness. Understanding & manipulating larger parts of speech, words, syllables, onsets & rimes as well as phonemes. Phonemic: identifying & manipulating individual sounds in words.
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Early Readers
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1. ID most high frequency words. 2. Use pics to confirm meaning . 3. Use Syntax & Phonics to figure out most simple words. 4. Use spelling patterns to figure out words. 5. They are gaining control of reading strategies. 6. Use their own experiences & background info to glean meaning.
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Eclectic Approach:
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Teachers borrow elements from two or more approaches to create their own approach.
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Embedded Phonics:
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Children learn letter sound relationships by reading. Not systematic or explicit.
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Emergent Readers:
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understand that print contains a message, recognize some high frequency words using context, realize pics can be used to predict meaning.
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Encode:
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to put words into print.
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Factors that affect a student's ability to understand reading text:
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1. Accuracy and Fluency 2. Reading Level of Text 3. Word Recognition skills 4. Prior Knowledge or Experiences 5. Vocabulary 6. English Language Development
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Five steps for teaching QAR's:
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1. Introduce concept 2. Begin by assessing students 3. Practice with short passages 4. Review 5. Have students apply QAR to actual assignments
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Fluency is important because:
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it frees students to understand what they read.
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Fluency:
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the ability to read a text accurately and quickly.
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Fluent Readers:
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ID most words, read chapter books with good comprehension, consistently monitor cross-check and self, correct reading. They can offer their own interpretations of text based on personal experience and prior reading.
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Four concepts must children recognize in order to be phonemically aware:
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1.Rhyming 2. Word Blending 3. Phonemic Segmentation 4. Sound addition and Subtraction 5. Sound Manipulation
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Four main components of a reading program?
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1. Reading 2. Oral Language 3. Writing 4. Spelling
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Frustration Reading Level
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a level students shouldn't read (below 85%)
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Grapheme
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The unit of writing that represents a single phoneme. It can be a letter or a group of letters.
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Grapheme:
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The smallest part of WRITTEN language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b,d,f,p,s or several letters, such as ch, sh, th, -ck, ea, -igh.
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Guided Reading:
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Students do the reading w/ teacher guidance. Teachers meet w/ small homogenous groups using instructional level books to observe & support students use of strategies
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Homographs:
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Words that have identical spellings but sound different and have different meanings.
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Homonym:
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A word which is spelled & pronounced identically to another, but has a different meaning.(Swimming POOL- POOL table).
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How can writing actives promote Literacy Response and Analysis?
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retell story from a different character's perspective. Reading and acting out a book.
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How do you develop an understanding that Print carries meaning?
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List environmentally appropriate words throughout the student's environment.
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How do you use oral language activities to promote comprehension?
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retelling -oral questioning -reenactments.
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How does reading construct meaning?
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Readers interact with the material and bring their own experiences and interpret the author's ideas through the lens of their own. Readers use Schema to do this.
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Implicit Instruction
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Not directed or implied
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Implicit Phonics Instruction can include:
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Encouraging students to look for words or word parts in environmental print.
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In order to read with True Comprehension students must have:
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a large sight word vocabulary and a large number of word-identification strategies.
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Independent, Instructional and Frustration levels of reading?
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Independent- reading is at 95% success. Instructional- reading is at 90% success. Frustration- reading is below 90% success, child becomes too focused on decoding, loses comprehension.
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Informal Reading Inventory (IRI):
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An informal instrument designed to help teachers determine a child's independent, instructional, frustration,& capacity levels.
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Instructional Reading Level
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level a student can read with the assistance of a teacher (85-95% accuracy)
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Interactive Theory:
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Readers construct meaning using a combination of text based on information & reader. Non-authoritarian. Student centered. (Guided reading, Think alouds, Graphic organizers).
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Interactive Writing:
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A writing activity in which students & teachers write a text together, w/ the students taking turns doing most of the writing themselves
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Interactive:
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Students are actively involved & support each other. Teachers & students take turns. Students may be able to decode, but teachers help w/ fluency & expression.
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Interpretive Level of Comprehension:
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putting together information, perceiving relationships, making inferences.
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Kinesthetic Learner:
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Learning is tactile as contrasted with an activity where the learner sits still or attempts to sit still. Cutting and moving syllable or word strips or using sand paper letters are kinesthetic activities.
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Language Acquisition:
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The study of how infants learn and use language to meet their needs and express their ideas.
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Left to right Progression
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When reading or writing moving from the left.
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Letter-Sound Knowledge
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Tests how letters are related to sounds.
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Letter-Sound Knowledge:
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understand the common sounds of letters, letter combinations, spelling patterns, &how they can blend the sounds of letters together to read words.
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Linguistics:
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Study of language structure & how it is used by people to communicate.
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Literacy:
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The ability to read and write and other requirements of that culture to be literate.
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Literal Comprehension:
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understanding of ideas that are directly stated.
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Literary Analysis Skills can develop by?
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Explicitly teach different styles. (Teacher reads -students determine what type of book it is, record responses. Teacher then asks students how to story would change if it were in a different style.)
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Literary Response Skills can be developed by?
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1. Creating a positive, affirming atmosphere. 2. Prepping to read; activating prior knowledge, new concepts are taught, a purpose is set. 3. Small group discussions, questions generated and response journals.
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Literately Level of Comprehension:
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getting information explicitly from the text.
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Literature Circles:
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Teacher selects 4 or 5 book for a text set with a range of difficulty, often related by theme or author.
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Literature Focus Unit:
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All students read and respond to the same book. Teacher supports students learning through a variety of activities.
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Main stages of the writing process:
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Discovery stage, Drafting, Revising
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Marking:
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Drawing attention to certain ideas by paraphrasing what a student said.
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Metacognition most likely enables a reader to__________.
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adjust reading strategies for different purposes. Metacognition involves being aware of & regulating processes during reading.
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Metacognition:
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Involves awareness of, knowledge about, regulation of and ability to control one's own cognitive processes.
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Metacognitive Knowledge include?
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Self knowledge and Task knowledge
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Metalinguistic"
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Study of the interrelationship between language and other cultural behavior.
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Methods for promoting and assessing the use of Phonics Generalizations to decode words in connected text?
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Look for spelling patterns that you know. Are there smaller words inside the word, that you many know? Self monitor reading.
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Miscue Analysis:
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Analyzing a student's reading miscues in order to infer which strategies a student is or not using.
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Morpheme:
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The smallest meaningful part of a word, sometimes it is a word and sometimes it is, not a whole word.
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Morphology:
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An examination of the morphemic structure of words. An appreciation of the fact that words w/ common roots share common meanings, & that affixes change words in predictable & consistent ways.
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Oddity Task:
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Recognize which sound is odd in a series of like sounds.
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One of the most affect ways to assess a students' Content Area Reading Comprehension is:
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Engaging the students in a conversation about the material.
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Onset:
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A single syllable or word is the initial consonant sound. The Onset of "sun" is s onset of slide is sl.
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Onsets and Rimes are:
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Parts of spoken language that are smaller than syllables, but larger than phonemes. An ONSET is the initial consonant(s) sound of a syllable. A RIME is the part of a syllable that contains the vowel and all that follows it.
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Oral Blending:
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The teacher says each sound, for example, "/b/, /É‘/, /l/" and students respond with the word, "ball."
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Oral Segmenting:
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The teacher says a word, for example, "ball," and students say the individual sounds, /b/, /É‘/, and /l/.
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Orthography
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The study of spelling and standard spelling patterns.
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Orthography
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The study of spelling and standard spelling patterns.
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Orthography:
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a method of representing spoken language through letters and diacritics.
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Phoneme Identity:
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Requires recognizing the common sound in different words. ("Tell me the sound that is the same in bike, boy & bell" (/b/).)
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Phoneme Isolation
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Requires recognizing the individual sounds in words. ("Tell me the first sound you hear in the word paste" (/p/) )
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Phoneme Manipulation:
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Types: blending, segmenting, adding, deleting, & substituting one phoneme for another to make a new word.
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Phoneme Substitution:
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in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/c/). Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).
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Phoneme:
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The smallest unit of speech that distinguishes one word from another. t of tug - r of rug.
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Phonemic Awareness Activities:
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1) Isolation 2) Identity 3) Categorization 4) Blending 5)Segmentation 6) Deletion 7) Addition 8) Substitution
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Phonemic Awareness and Segmenting words into phonemes can help children learn how to spell by:
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children who have phonemic awareness understand that sounds and letters are related in a predictable way.
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Phonemic Awareness can be shown by:
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1) Recognizing which words in a set begin w/ the same sound. 2) Isolating & saying the first/last sound in a word. 3) Combining or blending the separate sounds in a word to say it. 4) Breaking or segmenting a word into its separate sounds.
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Phonemic awareness helps children learn to read and spell because:
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Children learn to read bc they are able to accurately & rapidly recall how to sound the words out. This leaves more time for comprehension. Children learn to spell by understanding that letter & sounds relate in a predicable way.
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Phonemic Awareness is:
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the ability to hear, identify, and manipulate the individual sounds, phonemes, in spoken words.
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Phonemic Awareness should be taught to: 1) small group 2) individual OR 3) entire class? why?
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A small group. Children benefit from listening to their classmates respond & receive feedback from the teacher.
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Phonics instruction is important because:
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It leads to an understanding of the alphabetic principle - the systematic and predictable relationship between written letters and spoken sounds.
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Phonics instruction:
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helps children learn the relationships between the letters of written language and the sounds of spoken language
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Phonics is:
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understanding the predictable relationship between phonemes (spoken language), & graphemes (written language.)
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Phonological and Phonemic Awareness skills levels:
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1) rhyming 2) segmenting 3) blending 4) deleting 5) substituting
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Phonological Awareness can been shown by:
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1. ID & making oral rhymes. 2. ID & working w/ syllables in spokes words (My name has two syllables: An-drew) 3. ID & working w/ onsets & rimes in spoken syllables, or one-syllable words The first part of sip is s-, The last part of win is -in). 4. ID & working with individual phonemes in spoken words (the first sound in sun is /s/).
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Phonological Awareness:
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the awareness that oral language is composed of smaller units, such as spoken words and syllables.
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Phonological System:
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Sound System. English is not a purely phonetic language. It doesn't completely conform to the alphabetic principle.
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Phonology:
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Study of speech structure.
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Pragmatic System:
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Use system: Is the word appropriate for the purpose/audience. Language varies by social & cultural uses. Dialects vary by social class, ethnic group, geographic region. Dialects are neither inferior nor substandard.
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Pragmatics:
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the study of how language is used in society to satisfy the needs of human communication.
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Pre-Reading:
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Activates background knowledge(schemata). Connects to a personal experience and/or literacy experience. Connects to a thematic units (plan reading, preview the story, make predictions in discussion or learning logs).
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Print Rich classroom
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Classroom that is full of print (boarders, signs, books, names on the desk, writing work, art work, white boards for writing, magazines.
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Psycholinguistics:
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study of how language is used and organized in the mind.
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Question
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Answer
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Rapid Automatic Word Recognition can be supported by:
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Teaching students to apply consistent phonics generalizations in common words.
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Reading and Writing Workshops
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Each student selects a book individually and reads independently. Students conference w/ the teacher. Each student keeps journals & individual word banks. Students respond to books with a variety of individual projects.
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Reading Comprehension:
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Occurs when the readers correctly interprets the print on the page and constructs meaning. depends on activating prior knowledge, cultural and social background of the reader, and the reader's ability to use comprehension monitoring strategies.
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Reading Fluency can be developed by:
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modeling fluent reading having students engage in repeated oral reading.
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Reading levels of Comprehension and Strategies for promoting comprehension of information and expository texts?
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CORE (Model- Connect, Organize, Reflect, Extend). Connect with prior knowledge, Organize, text structure is explicitly taught, Reflect as they read, Extend, questions further research.
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Reading to children provides the teacher with an opportunity to:
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Model the joys and rewards of reading. To pique children's' interest in books. Awaken a desire to learn to read.
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Reciprocal Teaching by Palinesar and Brown:
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a comprehension strategy where students are responsible for predicting, clarifying, questioning, and summarizing.
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Reciprocal Teaching:
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the teacher assists the students and gives support as needed.
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Reconciled Reading Lesson:
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teaching reading skills before reading and relating them to the selection to be read.
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Rhyming is:
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the understanding that words with different onsets can have rimes that sound alike.
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Rime:
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a unit composed of the vowel and any following consonant with a syllable rime in tag- ag.
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Roots
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The main parts of words that have more semantic content than affixes.
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Schemata:
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constructing meaning from print based on prior knowledge and experience with the content.
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Schwa
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The vowel sound in many lightly pronounced unaccented syllables in words of more than one syllable.
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Scope and Sequence Chart:
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describes the range of skills to be taught in a basal program.
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Self Knowledge:
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Knowledge students have about themselves as learners..
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Self-efficacy:
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Beliefs a person has about his or her capabilities to learn or perform behaviors at designated levels. Capable at performing a particular task.
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Semantic Map
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graphic representation of relationships among words and phrases in written material.
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Semantic System:
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Meaning system. Does the word make sense in the sentence. Vocabulary is the key component.
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Semantics
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the meaning of the language
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Semi- Phonetic Spelling:
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aware of the alphabetic principle and will make an attempt to confirm spelling to that principle.
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Shared or guided Reading Characteristics
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models left to right progression, return sweep, one-to-one correspondence
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Shelfbine Test
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assesses phonemic awareness and basic phonics concepts
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Six Self Regulation and monitoring questions students can ask?
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1. Words not understood 2. Information that doesn't' agree with prior knowledge 3. Ideas that don't fit together b/c you can't tell who or what is being discussed 4. Can't tell how ideas are related 5. Contriving ideas 6. Missing or not explained information.
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Skills Emphasis instruction:
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Word analysis or decoding. Skills: teaching to an systematic (starting with easiest and going to the hardest), direct/explicit (starting with vowels, then ar, or then take out w.s. that is a direct instruction approach).
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Sociolinguistics
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study of how language relates to human and societal behaviors
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Sociolinguistics:
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Language organized thought. Reading & writing are social activities. Teachers must provide scaffolds. Goal students become lifelong readers. (Grand conversations, instructional conversations, journals, reading/writing workshops)
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Standards in Reading
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Learning to read independently. Reading critically in all content areas. Reading analyzing and interpreting literature.
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Strategies for clarifying and extending a reader's understanding of unfamiliar words:
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Construct word webs, based on these words. Include student's own definitions. Use semantic feature analysis
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Strategies for promoting an understanding of The Alphabetic Principle:
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Create signs for the class. Bring in familiar items such as cereal boxes & discuss the letter that are on the box. Read alphabet books that show a picture of the letter & a picture of a common object associated with that letter.
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Strategies for promoting an understanding of the Directionality of print:
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Explicitly modeling where the sentence begins. Pointing to words as you read (using pointers).
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Strategies for promoting an understanding of the relationship between spoken & written language?
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Language chart in the classroom. Using labels on shelves, lockers, desks etc. Reading oversized or picture books. Manipulative words and letters.
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Strategies for promoting letter knowledge and letter formation:
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Have students sort word cards based on "all words that start with 'R'". Copy student's names on the board, ask how many "R's" there are, how many letter appear in a row. etc.
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Strategies for promoting the understanding of the relationship between spoken words and written language:
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Having "word charts" in the class, that keep a running record of new words, letters etc. -Labeling everything in the class. Reading oversized books. Manipulative letters and words lessons.
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Strategies for teaching Letter-Sound Correspondence and Alphabetic Knowledge to individual students:
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Selecting materials that are relevant to the student's environment.
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Structural Analysis:
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the process of using familiar word parts (base words, prefixes & suffixes) to determine the meaning of unfamiliar words.
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Syllable:
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A word part that contains a vowel or, in spoken language, a vowel sound. e-vent. news-pa-per. ver-y
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Syntactic Cueing
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proper use of syntax(how language is ordered) to know what comes next
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Syntactic System:
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Structural system. Does the word sound right in the sentence. Does it sound like the way we speak. Grammar regulates how words are combined into sentences.
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Syntax
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the structural system of language and grammar
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Systematic and Explicit Phonics Instruction :
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significantly improves children's word recognition, spelling, and reading comprehension is most effective when it begins in kindergarten or first grade.
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Systematic Explicit Phonics
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refers to a program in which letter-sound correspondences are taught from basic to complex
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Task Knowledge:
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The knowledge students have about the skills, strategies and resources necessary for the performance of cognitive tasks.
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Teaching Comprehension - Modeling
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teachers and capable peers should model their comprehension processes in either oral or written form teacher thinks or talks aloud to share his or her thought process while reading
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Teaching Comprehension - Questioning
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use Bloom's taxonomy of Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
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Teaching Comprehension - Scaffolding
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provide structural supports to a student by, for example, reading aloud a portion of the text and then asking the student to repeat the same sentence
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Text Comprehension can be taught in three main ways:
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1. Explicit instruction. 2. Cooperative learning by helping readers use strategies. 3. flexibly and in combination
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The Alphabetic Principle
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The ability to associate sounds with letters and use these sounds to form words.
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The following generalizations govern vowel pronunciation...
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1) A single vowel followed by a consonant in a word or syllable usually has the short sound (such as can or cancel). 2)A single vowel that concludes a word or syllable usually has the long sound (such as ti-ger, and lo-co-mo-tives). 3)In vowel the digraphs (Oa, ea, ee, ei) the first vowel is usually long and the second is usually silent. 4)The digraphs oo, au, and ew form a single sound that is not the long sound of the first vowel. 5)Single vowels followed by r usually result in a blended sound.
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The most significant predictor of later reading achievement is...
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Phonemic awareness
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Three stages needed for planning a QAR lesson:
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1. ID major understandings & potential problems with the text 2. Segment text into logical stopping points for discussion 3. Develop question or queries that model and demonstrate how to question the author.
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Three techniques used as good reading strategies:
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1. Think alouds 2. Reciprocal teaching 3. Question Answer Relationships (QAR)
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To increase comprehension selection of texts is important. These texts include...
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1. Leveled Books 2. Decodable Text 3. Independent, Instructional Levels 4. Award Winners 5. Multicultural Selections 6.Thematic units
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Top Down Reading most affected by _________
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Prior Knowledge - Readers bring more information to the reading process in the form of knowledge.
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Top-Down Theory:
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Information and experiences the reader brings to print drive the reading process rather than the print on a page.
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Transitional Spelling:
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use morphological and visual information to spell a word instead of phonics alone.
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Turning Back:
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Making students responsible for figure out ideas and turning back to the text for clarification.
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Two categories of QAR:
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1. In your head 2. In the text
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Two components of metacognition?
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Knowledge and Regulation
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Two good comprehension strategies:
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Questioning the author (QAR) and Directed Reading-Thinking Activity (DR-TA)
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Two major purposes for reading:
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1. Aesthetic - reading for enjoyment. 2. Efferent - reading for information.
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Types of Emerging Literacy Assessments
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environmental print assessment, name literacy, book handling, Stages of Writing
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Types of Phonological Awareness?
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Identifying and making oral rhymes. Identifying and working with syllables. Using onsets and rhymes. Using individual sounds (phonemes).
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Types of vocabulary:
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Listening. Speaking. Reading. Writing.
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Vocabulary can be developed in two ways:
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1. Indirectly: when students engage daily in oral language, listen to adults read to them, & read extensively on their own. 2. Directly: when students are explicitly taught both individual words and word learning strategies.
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Vocabulary refers to
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The words we must know to communicate effectively. Oral Vocabulary refers to words that we use in speaking or recognizing in listening Reading Vocabulary refers to words we recognize of use in print.
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Vocabulary strategies:
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Concept definition, word maps, mood & tone, cause & effect, contrast definition, linked synonyms, & direct description.
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Vowel Digraph
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A pair of letters with the first letter making a loud vowel sound and the second letter bing silent.
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What are some types of reading children can do?
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Student adult reading. Adult reads first, child then reads with adult guidance, child then rereads until passage is fluent. Choral. Unison reading. Audiotape guided. Peer reading.
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What are the different text structures?
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Enumeration text. Lists. Time Sequence. Explanation. Compare and contrast. Cause and effect. Problem/solution.
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What benefits are there to systematic and explicit instruction?
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Improves word recognition, spelling, and reading comprehension. Effective for children from all socio-economic classes.
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What does an effective phonics program provide for children?
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An ample opportunity for the to apply what they are learning about letter and sounds of the reading of words, sentences, and stories.
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What does research say about Fluency Instruction:
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Repeated and monitored oral reading improves reading fluency and overall reading achievement. Texts should be read at least four times to measure fluency.
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What does research tell us about phonics instruction?
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Instruction should be systematic and explicit-direct teaching of a set of letter sound relationships in a clearly defined sequence.
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What does schema help readers do?
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Make inferences, anticipate, predict, fill in gaps, organize information, retain and remember, elaborate
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What does the research say about effective text comprehension instruction?
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can be improved by instruction that helps readers use specific strategies. -graphic organizers can help comprehension. -answering questions provides purpose, helps focus. -self generating questions. -recognize story structure provides context. -summarizing in the readers own words.
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What does the research say about vocabulary instruction?
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Most vocabulary is learned indirectly, yet some can be taught directly.
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What grade range should phonemic awareness be taught to?
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Kindergarten through at least second grade.
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What is the Balanced Literacy lesson format?
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Begins with a 10-15 minute mini-lesson which is delivered to the whole class. It is then followed by a 30 minute small group lesson. It concludes with a 10 minute share during which the whole class reconvenes to share.
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What is the relationship between decoding and encoding?
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children must be able to read (decode) a word in order to know which word to write (encode).
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What is the relationship between oral vocabulary and the process of decoding written words?
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If a student does not know hoe to use a word (meaning/pronunciation), decoding the word will be very difficult. Comprehension, if the word is decoded, may not be there.
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What is the role of environmental print in developing print awareness?
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Enables children to connect every day objects in the their sphere of knowledge to the printed words.
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What questions might a teacher ask during guided or shared reading?
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What did the characters learn in this story? What did you learn form the story? What was the story's lesson about? What lesson did the characters learn? Did any or the characters display fear? Courage?
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What strategies help in promoting comprehension of imaginative and literary texts?
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STOP to THINK- story MAPPING- -CHARACTER MAPPING- -read sections of a text, write a quick response.
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What words should be taught directly?
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Important words. Words before a new text or topic. Useful words. Words students will see again. Difficult words. Words with similar meanings different spellings, words with similar spellings but different meanings.
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When is phonemic awareness most effective?
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When children are taught to use letters as they manipulate phonemes, rather than if instruction is limited to phonemes alone. In other words teach sounds and letters at the same time. Focus on one or two types of manipulation at a time, no more. (blending and segmenting are suggested starting points.) Giving students activities that are developmentally appropriate.
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When using strategy instruction how do you apply the strategies?
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Give students assignments to apply strategies they are learning.
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Where are syllables in the phonological awareness continuum?
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Syllables precede onsets and rimes and follow sentence segmentation.
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Whole Language
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uses only trade-book literature where words are never broken down or removed from context
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Whole Language program:
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The opposite effect of phonics approach. Whole language means we are looking at the whole word not just each individual letter or sound. Phonics is taught from part to whole. They don't€™t use basil readers, they use trade books and literature.
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Why is QtA a good comprehension strategy?
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It allows students to ask questions why reading and places value on the he quality and depth of students responses. It build metacognitive knowledge by making students aware.
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Why should all reading programs include an oral language component?
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It will help students make a connection between oral language and written language.
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Why should all reading programs include some spelling component?
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Because the ability to spell is strongly correlated with the ability to identify words.
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Word Analysis
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analyzing words based on letters, phonic structures and dictionary skills.
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Word Blending
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combining separate phonemes into a word
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Word Boundaries
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collection of letters surrounded by spaces or punctuation
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Word sorts
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A word study activity in which students group words into categories
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Word Wall
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An alphabetized chart posted in the classroom listing words students are learning
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Zone of Proximal Development
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What a child can do alone and in collaboration with others
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