Reading...
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48 Cards in this Set
- Front
- Back
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Reading
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A process in which readers comprehend and construct meaning. During reading the meaning doesn’t go from the page to readers. Reading is a complex negotiation among the text, readers, and their purpose for reading
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Two major purposes for reading--
Aesthetic |
reading for enjoyment
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Two major purposes for reading--
Efferent |
reading for information
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Behavorism
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-Theorist- B.F Skinner
-Students learn a series of discrete skills -Stimulus- teacher/response- student -Authoritarian, teacher centered -Set up standards, teach to the standards, test -Direct instruction -How we use it- workbook pages, basal readers |
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Constructivism
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-Theorist- Piaget, Nel Noddings, Dewey
-Students construct own frames to thought -Modify cognitive structures/schemata -Non-authorization, student centered -Indirect instruction -Teachers provide learning experiences -KWL charts, literature Focus Units |
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Interactive Theory
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-Theorist- Rummerlhart, Stanovich
-Extends constructivism -Readers construct meaning using a combination of text based on information and reader -Information based -Non-authoritarian, student centered -Guided reading, think alouds, graphic organizers |
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Sociolinguistics
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-Theorist- Vygotsky
-Language organized thought -Reading and 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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Critical literacy-
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-Theorist- Pablo Friere
-Reconstructions -Language is a means for social action -Teach grammar, standard English -Value dialects -Read and discuss books that involve social issues -Write letters to the editor |
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Phonological System
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-Sound System
-Does the sound match the spelling -44 speech sounds but only 26 letters -500 ways to spell the 44 sounds -English is not a purely phonetic language -English does not completely conform to the alphabetic principle (every phoneme has a corresponding grapheme) |
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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 -English speakers must arrange words into a sequence that makes sense -Capitalization and punctuation reflex the sentence |
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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 -Children have a speaking vocabulary of 5000 words when they enter school -Children acquire 3000 to 4000 words in their speaking vocabularies each year -Children learn 8-10 words per day through reading |
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Pragmatic System
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-Use system
-Is the word appropriate for the purpose/audience -Language varies by social and cultural uses -Dialects vary by social class, ethnic group, geographic region -Standard English is the language of school -Dialects are neither inferior nor substandard |
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Function
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used for many purposed, how someone talks and writes varies according to their purpose and audiences
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Semantics
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the meaning of the language
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Syntax
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the structural system of language and grammar
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Standard English
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the language of school
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Phoneme
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a sound, it is represented in print with slashes
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Grapheme
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a written representation of a social using one or more letters
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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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Phonics
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Predictable relationships between phonemes and graphemes
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Phonemic Awareness
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the ability to manipulate the sounds in words orally
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Phonological Awareness
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the ability to identify and manipulate phonemes, onsets, and rimes, and syllables it includes phonemic awareness
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Jargon
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language peculiar to a group esp in an occupation
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Nonstandard English
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Forms of English spoken in urban ghettos or in with the phonology, syntax and semantics differ from those of standard English
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1st Principle of a Balanced Approach to reading----Develop skill knowledge including
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-decoding skills (phonics and structural analysis)
-Comprehension strategies -Responding strategies -Develop affective knowledge -Nurture love of reading/literature |
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2nd Principle of a Balanced Approach to reading----Both direct and indirect instruction are based for various purposes (instruction is based on purpose
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-Students read a variety of materials
-Trade books (library) -Leveled books with a controlled vocabulary (level of difficulty of words based on students reading abilities |
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3rd Principle of a Balanced Approach to reading---Basal reading texts books
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-what you will be given when you are a teacher
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Characteristics of a Balanced Approach
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-Literacy is viewed comprehensively as involving reading and writing
-Literature is at the heart of the program -Skills and strategies are taught both directly and indirectly -Reading instruction involves learning word recognition and identification, fluency, vocabulary and comprehension skills -Writing instruction involves learning to express meaningful ideas and use conventional spelling, grammar and punctuation -Students use reading and writing for learning in the content areas -Goal is to develop lifelong readers and writers |
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Modeled
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-Teacher shows students how to do something
-Read aloud modeling fluency and expression -Think aloud modeling metacognition strategies -Use books too difficult for students to read independently -Use listening centers |
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Shared
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-Teachers and students share the reading
-Read book together with students following and repeating familiar refrain -Students usually participate -Students may also help each other as in buddy reading |
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Interactive
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-Students are actively involved and support each other
-Teachers and students take turns -Students may be able to decode, but teachers help with fluency and expression -Use instructional level 95% word recognition, 75% comprehension -Examples: choral reading, reader’s theater |
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Guided
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-Students do the actual reading with teacher guidance
-Teachers meet with small homogenous groups using instructional level books to observe and support students use of strategies |
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Independent
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-Students do the reading themselves applying procedures, concepts, and strategy skills they have learned
-Choose book at their independent level and work at their own pace -Teachers conference with students to monitor their progress -Examples: reading workshops, reading centers and literacy circles |
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Basal Reading Program
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-Also called language arts series
-Commercially produced reading programs -May include Guided Reading -Include: Reader or Anthology, Workbooks, Practice Books, teachers manuals, tests |
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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 -Word sort |
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Literature Circles
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-Teacher select 4 or 5 book for a text set
-Books range in difficulty -Often related by theme or author -5 or 6 copies of each title -Teacher chooses on to read and respond |
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Reading and Writing Workshops
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-Each student selects a book individually
-Students read books independently -Students conference with the teacher -Each student keeps journals and individual word banks -Students respond to books with a variety of individual projects |
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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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5 Steps in the Reading Process
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-Prereading
-Reading -Responding -Exploring -Applying |
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Prereading
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-Activate background knowledge(schemata)
-Connect to a personal experience -Connect to a literacy experience -Connect to a thematic units -Set a purpose—aesthetic or efferent teacher or student directed -Plan for reading -- preview the story -Make predictions in discussion or learning logs- do quick write -SQ3R |
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Reading
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-Students read the selection
-Fluent readers comprehend better -Independent reading at different levels -Buddy reading—take turns or together teacher must model -guided reading (Marie Clay) homogeneous grouping 4 or 5 students at instructional level -students read out loud -read alone- no round robin reading -shared reading |
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Responding
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-Each student writes or draws in a reading log – makes notes
-Students participate in discussions grand conversation |
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Exploring
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-Reread and think more deeply about the text
-Make connections with personal experiences and other literacy experiences -Identify memorable quote -Learn new vocabulary quotes -Participate in minilessons on reading procedures, concepts, strategies and skills |
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Applying
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-Create projects involving reading, writing drama, art and research
-Take the form of murals, reader theater, or reports -Purpose is to extend on ideas students read about, create a personal enterpretation and value the reading experience. |
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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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Interactive Writing
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A writing activity in which students and the teacher write a text together, with the students taking turns to do most of the writing themselves
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Shared Reading
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The teacher reads a book aloud with a group of children as they follow along in the text, often using a big book
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