Reading And Writing Mid Term Exam

Front 1

What does the research show about the relationship between the English reading and writing development processes for English learners and native English speakers?

Back 1

They are essentially similar

Front 2

What do both English learners and native English speakers use to create their own written texts and make sense of the written texts of others? (3)

Back 2

Their developing English language, their knowledge of the world and their understanding of print conventions.

Front 3

What are two differences between the reading and writing development of English learners and native English speakers?

Back 3

Their English language oral proficiency (native), their ability to write in their primary language L1

Front 4

Must literacy development for English learners wait until they have developed full control of the language orally?

Back 4

No, they can be simultaneous

Front 5

Why teach children to read and write in their first language before teaching literacy skills in their second language?

Back 5

It’s easier to acquire literacy in a language that you are fluent in, and literacy skills transfer from l1 to l2

Front 6

What two theoretical perspectives have influenced reading instruction during much of the twentieth century?

Back 6

Reading Readiness and Emergent Literacy

Front 7

According to reading readiness proponents, when are children developmentally ready to read?

Back 7

6.6 years old developmentally

Front 8

Which subskills do reading readiness proponents believe to be necessary before a child can learn to read?

Back 8

Gross motor skills, visual motor skills, auditory discrimination, visual discrimination

Front 9

What phenomenon puts the lie to the necessity of the so-called prerequisite reading subskills?

Back 9

There are students who can read without mastering these skills

Front 10

Which factors are important in the development of both oral language and literacy?

Back 10

10. Comprehensible input and social interaction

Front 11

What are some teaching recommendations for both English learners and native English speakers that have arisen out of emergent literacy research? (3)

Back 11

Immersion in literacy events, accept and celebrate children’s approximation to literacy events, encourage children to read and write at home.

Front 12

What are some of the differences between oral and written language development?(4)

Back 12

Every culture has oral language, every child becomes orally proficient, oral develops without explicit instruction, and oral is the primary vehicle for meeting our primary needs.

Front 13

Why create a variety of literacy purposes in the classroom?

Back 13

It broadens children’s understanding of literacy functions and it motivates them to read and write.

Front 14

List five literacy functions children use at home and school plus the classroom experiences that will highlight them.

Back 14

Instrumental - order forms in play store
Interactional- dialogue journals
Personal - Books about self and family with captioned pictures
Heuristic - response journals
Imaginative - story reading
Informative - class newspaper
Regulatory - Daily schedule posted

Front 15

Explain how children's early attempts at representing the visual effects of alphabetic writing can be labeled as imitative and approximative.

Back 15

They are trying to imitate what they see around them and their early attempts approximations of the mature conventions.

Front 16

List six categories of writing strategies children use as they attempt ot make their written messages decipherable to others

Back 16

Drawing, scribbling, letter like forms, reproducing well know units, invented spelling, conventional spelling.

Front 17

What are children attempting to do with their invented spellings?

Back 17

They are trying to solve the sound symbol puzzle inherent in writing English.

Front 18

What are some basic literacy concepts that develop during the emergent literacy phase? (7)

Back 18

Print carries meaning, spoken words can be written down and preserved, written words can be spoken, In English left to right top to bottom order. the alphabetic principle, the aural linear sequence of speech corresponds to the linear sequence of written language on the page, sound/symbol correspondences are consistent, though English has many exceptions.

Front 19

What is a phoneme?
What is a grapheme? What is phonemic awareness?

Back 19

Phoneme is the smallest unit of sound that makes a difference in meaning.
Grapheme is the letter or letter combinations that represent that phonemic sound.
Phonemic awareness is the awareness that words can be broken up into individual sounds

Front 20

What is one of the best predictors of native English-speaking children's future success as readers?

Back 20

Phonemic awareness

Front 21

What is a good way for literacy learners to work on phonics?

Back 21

Through invented spelling

Front 22

Why should English learners not be involved in phonics instruction that isolates sounds and letters form meaningful use of text?

Back 22

The ability to perceive and to produce English sounds is incomplete

Front 23

How do home environments promote early literacy? (4)

Back 23

Family models the functions of print, children invite modeling, parents provide writing materials and books to read, and parents should read aloud to children.

Front 24

Which language, their native language or English, should parents of prospective English learners (where English is the school language) use at home with their pre-school children? why?

Back 24

The language that they know best, because the exposure to all of the complexity of the language is what is important.

Front 25

List three ways to promote parent involvement in English learners' schooling.

Back 25

Translate notices sent home, make efforts to bring parents to school, carefully structure take home activities.

Front 26

List four literacy goals for any student who is just beginning to read and write in English.

Back 26

Awareness and appreciation of the variety of purposes reading and writing serve every day, understanding the relationship between spoken and written, language conventions, the ability to recognize a growing number of sight words.

Front 27

Define holistic teaching strategies.

Back 27

Literacy events that involve reading and writing whole text.

Front 28

List three ways to incorporate a literacy learning opportunity into daily classroom routines.

Back 28

Write the day’s activities on the board as you say the words, write down procedures of the classroom, Create a wall dictionary (first entry students names)

Front 29

What are some benefits to reading aloud to your students? (3)

Back 29

Involvement in the pleasure function of print. Children see the reading process modeled. develop general knowledge and literary notions about story plots and characters.

Front 30

When reading aloud, how can you help your students listen to and comprehend the story? (3)

Back 30

Stop and discuss a picture, ask prediction questions, ask what they liked about the story after you’re finished.

Front 31

What is Language Experience Approach?

Back 31

Students dictate their stories and the teacher writes them out.

Front 32

What is a dialogue journal?

Back 32

Interactive journal the students write on the topic of their choice and the teacher responds to their content.

Front 33

What is an alphabet book?

Back 33

A student made book in which one or all of the letters are represented by words that start with that letter.

Front 34

What are two ways to help students become more effective and efficient in recognizing words?

Back 34

Increase their sight word vocabulary. Provide explicit phonics instructions.

Front 35

What is sheltered instruction or SDAIE?

Back 35

Sheltered Instruction is tailoring instruction to student’s language proficiency levels and prior knowledge. Students can participate and understand what is going on in the content learning.

Front 36

What three things does SDAIE provide?

Back 36

Content development, language development, and social/affective development

Front 37

In what ways is instructional talk made more understandable in SDAIE? (13)

Back 37

Speak slowly but not unnaturally, increase pause time, insert pauses at places that make sense, be redundant; use non-verbal cues, give demonstrations, act things out, use pictures, realia and other audiovisual aids; write all terms on board, use concrete referents, contextualize information, give examples and simple explanations, use explicit discourse markers, check for comprehension, give dictation, paraphrase student responses.

Front 38

Given that it takes more time for English language learners to understand cognitively demanding, grade appropriate material in their second language, what adjustment is made to the material covered?

Back 38

Adjust the amount of material that is required of students with lower language levels.

Front 39

What are two ways to modify instruction so that English language learners' comprehension is supported?

Back 39

One-Plan ways to accompany IT with visuals, concrete objects, direct experience and other nonverbal means to convey content. Two- Plan what to say to get your point across, including particular phrasing and vocabulary. Think of ways to rephrase information and define new words in context if needed.

Front 40

Give several examples of social/affective objectives in ELL instruction. (4)

Back 40

Cooperating on tasks, responding sensitively to each other’s ideas, accepting opinions divergent from their own, and respecting the home languages and traditions of others.

Front 41

What is cooperative learning? What are three characteristics of cooperative learning procedures?

Back 41

It is an instructional organization strategy in which students work collaboratively in small groups to achieve academic and social learning goals. Working in heterogeneous groups, procedural roles are assigned to students in each group, and are set up to build positive interdependent among group members.

Front 42

What are the four phases of cooperative group development?

Back 42

Get along (pair), develop relationship(3 students),production(work together), autonomy(able to work independently).

Front 43

What is the jigsaw technique?

Back 43

Students work in groups becoming experts on smaller chunks of a larger piece of text and then share with the whole group.

Front 44

What is thematic instruction? Give several reasons why it is particularly useful for English language learners. (5)

Back 44

Teaching language by using themes that span across subject areas. It creates a meaningful conceptual framework for students to use both oral and written language for learning content. The theme supports comprehensibility of instruction. Creates student interest, motivation, involvement, and purpose. As students work together on projects, they use oral and written language for communication.

Front 45

What is scaffolding? What are literacy scaffolds?

Back 45

Support and assistance that permits learners to perform complex processes before they can do it on their own. Literacy scaffolds are reading and writing activities that provide built in teacher or peer assistance permitting students to participate fully at a level that would not be possible without assistance.

Front 46

How are English language learners identified by a school or school district?

Back 46

Home language survey, students are given standardized language test.

Front 47

What are some ways to optimize classroom oral language opportunities? (6)

Back 47

Paired reading, group research projects, group work at learning centers, brainstorming a writing topic, sharing news with the entire class, and just visiting quietly while carrying out tasks.

Front 48

What are the receptive uses of language? What are the productive uses of language?

Back 48

Receptive- reading and listening
Productive- writing and speaking

Front 49

Use a brief expression to exemplify the oral language function

Instrumental

Back 49

I want

Front 50

Use a brief expression to exemplify the oral language function

Regulatory

Back 50

Do as I say

Front 51

Use a brief expression to exemplify the oral language function

Interactional

Back 51

You and me

Front 52

Use a brief expression to exemplify the oral language function

Personal

Back 52

Here I come

Front 53

Use a brief expression to exemplify the oral language function

Heuristic

Back 53

Tell me why

Front 54

Use a brief expression to exemplify the oral language function

Imaginative

Back 54

Let's pretend

Front 55

Use a brief expression to exemplify the oral language function

Informative

Back 55

I've got something to tell you

Front 56

Use a brief expression to exemplify the oral language function

Divertive

Back 56

Enjoy this

Front 57

When beginning ELLs first arrive in your classroom shat should your initial concern be?

Back 57

To provide social-emotional support.

Front 58

What are three ways of allowing beginning ELLs to participate in lessons?

Back 58

Provide activities that do not require speech but use non-verbal participation, Use sheltering techniques such as gestures, paraphrasing, and checking for understanding; make sure small group activities take place frequently.

Front 59

How should the teacher deal with the oral mistakes in conversation made by intermediate ELLs?

Back 59

Make a point to notice what the student can do with language, show interest by asking questions that focus on the activity, encourage students to tell you more, build in and model appropriate grammar and vocabulary as you respond. Do not correct!

Front 60

What are the two most important elements of oral language development?

Back 60

Comprehensible input and social interaction

Front 61

How does classroom routine facilitate oral language development?

Back 61

They provide a familiar routine with repetition of familiar language that scaffolds student participation and learning.

Front 62

What nonverbal cues can a teacher use to help convey meaning?

Back 62

Dramatization, gesture, pictures, graphic organizers, and concrete objects

Front 63

What verbal strategies can be used to help ELLs understand what the teacher is saying?

Back 63

Paraphrasing, repeating key vocabulary in context, and summarizing main points.

Front 64

name several arts-based learning activities that promote language acquisition.

Back 64

Songs, Drama, Dramatizing Poetry, Drawing (Artwork), Show and Tell, tape record telling of stories, riddles and jokes.

Front 65

Name three ways to document and assess students' oral language progress.

Back 65

12. Student Oral Language Observation Matrix (SOLOM), Checklist, and Anecdotal observations

Front 66

What are the two types of unknown word that beginning readers encounter in print?

Back 66

Words that are in the oral vocabulary and words that aren’t

Front 67

What is the difference between explicit and implicit phonics? In which category would you put the "Hooked on Phonics" program?

Back 67

Explicit starts with letter by letter through worksheets and drills, Implicit starts with whole words with letter sounds being deduced. “Hooked on Phonics” is Explicit.

Front 68

What are the two camps engaged in the debate over the preferred method of instruction of word identification strategies? Which camp, if either do the authors seem to prefer?

Back 68

Traditional methods- worksheets, ect. Vs. Whole language. The authors would prefer a balanced approach leaning toward whole language.

Front 69

What are two problems with teaching children isolated skills to help "attack" unknown words?

Back 69

First is it assumes that young children will be able to quickly decide which skills are appropriate.
Second most skill instruction is done separate from real reading situations.

Front 70

What is the definition of a word identification strategy?

Back 70

A process for decoding print simple enough for children to use in everyday reading.

Front 71

What is the first skill that should be taught as part of a word-identification strategy?

Back 71

The use of context clues because it emphasizes the main goal of discovering meaning.

Front 72

What is phonemic awareness?
What is alphabetic principle?

Back 72

Phonemic Awareness is an understanding that speech is composed of a series of individual sounds.
Alphabetic Principle is the knowledge that speech sounds can be represented by a certain letter in print.

Front 73

For which skills in a word-identification strategy are onsets and rimes helpful?

Back 73

Beginning and Ending sounds

Front 74

What is the usual progression in the development of a child's word-identification abilities? (5)

Back 74

Comprehension of stories using context clues, or sight words; phonemic awareness; alphabetic principle; beginning and end sounds; blending and other phonetic nuances.

Front 75

What are the four steps in the word identification strategy recommended by the authors?

Back 75

Context clues, Beginning sounds, Ending Sounds, and Medial sounds.

Front 76

What are some classroom strategies that may be used to help children "bridge" word recognition from known books and contexts to new reading situations?

Back 76

Cloze techniques, spoonerisms, substitution, error detection, vowel substitution.

Front 77

Which phonic strategies do the authors recommend be taught to children?

Back 77

G rule, c rule, r controlled vowel, cvc generalization, vowel digraphs, vce (final e) generalization, cv generalization.

Front 78

What is a word bank? What are four sources for sight-word selection and inclusion in word banks?

Back 78

Student constructed box to store newly learned words. Key words, basal words, discovery words, function words.

Front 79

Which source for sight-word selection is the drastic strategy designed to enhance?

Back 79

Function words

Front 80

What is structural analysis?

Back 80

Studying words to identify word elements

Front 81

What are mini-lessons? What is a test wiseness lesson?

Back 81

Short instructional periods to teach. Test wise is learning the format and experience with standardized testing.

Front 82

What are some benefits derived from learners using temporary spellings? (3)

Back 82

It allows children to practice phonemic sounds that they learned. They begin to apply simple phonetic knowledge and become aware of the structure and functions of the written words and letters.
It helps develop conventional spelling more effectively than memorizing spelling list by encouraging active engagement with spelling words.

Front 83

What are "first words"?

Back 83

The words that have intense meaning for the child that they want to learn. They are captions of the vivid picture in the child's mind.

Front 84

What is the relationship of "first words" to the key vocabulary?

Back 84

The first words make up the key vocabulary to the child story.

Front 85

In what sense are early vocabulary words "key"?

Back 85

They unlock the love for reading by unlocking mind.

Front 86

What are one-look words?

Back 86

Sight words that are instantly recognizable to the child.

Front 87

Ashton-Warner speaks of a general key vocabulary, common to any child. Which words does she include in this vocabulary?

Back 87

mummy, daddy, kiss, frightened, ghost.

Front 88

How does a teacher elicit key words from a child?

Back 88

Through conversation.

Front 89

What is the relationship between key words and creative writing?

Back 89

Key words are single captions of the inner world. Writing is a sentence length expression.

Front 90

How does Ashton-Warner respond to the children's writing? With words of praise? with stickers or stars? in other ways?

Back 90

She corrects as they go along but never marks their books. She responds with interest.

Front 91

Is the content of the children's writing criticized?

Back 91

No, it would be like criticizing what is in their mind.

Front 92

At what point in the writing process are grammatical corrections addressed?

Back 92

immediately while they are writing.

Front 93

What number of students does Ashton-Warner consider ideal?

Back 93

8

Front 94

If a child is stuck while trying to write, how does Ashton-Warner get her moving again?

Back 94

Through conversation

Front 95

What is the organic reading vocabulary?

Back 95

it is reading that the students create themselves.

Front 96

According to Ashton-Warner, what is the climax of the whole organic purpose?

Back 96

The discussion that come from sharing one anothers stories.