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66 Cards in this Set
- Front
- Back
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Early Childhood to Pre-K Developmental Expectations (3) |
-Awareness text goes left to right -Scribbling -Recognizing distinctive visual cues (ex. letters in their name) |
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Early Childhood to Pre-K Reading Instruction (4) |
Begin phonemic awareness -Help to recognize print in environment -Help to make predictions in stories -Observe pretending to read -Recognize letter shapes |
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K to Second/ Third Grade Developmental Expectation (4) |
-Letters are associated with sounds -Reading simple CVC words (mat, sun, pin) -Represent words with a single sound, spelling first and last consonant (CT for cat) -Rhyming and blending words |
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K to Second/ Third Grade Reading Instruction (4) |
Systematic and explicit instruction including -Phonics, phonemic awareness, blending, decoding -Vocabulary word attack skills, spelling -Text comprehension -Listening and writing |
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Fourth to Eighth Grade Reading Instruction (6) |
Systematic and explicit instruction -Word attack skills -Decoding -Spelling and vocabulary -Fluency -Text comprehension -Utilizing metacognition |
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Remedial Reader Third to Eighth Grade Reading Instruction |
-Assessment of weaknesses -Teaching based on diagnoses -Linking instruction to prior knowledge -Increasing instruction time -Dividing skills into smaller steps with reinforcement and feedback |
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Phoneme |
Smallest part of spoken language that makes a difference in meaning Ex. Stop = /s/ /t/ /o/ /p/ |
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Phoneme Manipulation
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Blending, segmenting, deleting, adding, substituting phonemes to make new words
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Grapheme |
The smallest part of written language that represents a phoneme (ex. b, d, f, ch, sh)
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Phonics |
Understanding there is a predictable relationship between phonemes and graphemes. Good phonics are systematic and explicit
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Phonemic Awareness
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The ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. Understanding sounds come together to make words
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Phonological Awareness
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It includes phonemic awareness. Phonological awareness can involve rhymes, words, syllables, and onset and rimes.
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Syllable |
A word part that contains a vowel or vowel sounds (in spoken language)
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Decoding |
The analysis of spoken/ written symbols in order to understand their meaning
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Segmenting |
Breaking words into their individual phonemes, breaking words into syllables, and breaking syllables into onsets and rimes
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Onset and Rime
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Onset: The initial consonant sound of a syllable (ex. onset of bag is b-) Rime: The part of a syllable that contains a vowel and all that follows (ex. rime of bag is -ag) |
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Blending
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Combining: individual phonemes to form words, onsets and rimes to make syllables, and syllables to make words
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Morpheme |
Unit of meaning that can't be divided into smaller elements, (ex. book)
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Semantics
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Analysis and study of meanings or words, phrases, and sentences. Useful strategy in analyzing the word that "sounds" correct in a sentence
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Syntax |
Studies the logical and grammatical structure of sentences
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Child-directed speech (CDS) or motherese |
When adults modify their speech to make it easier for children to learn language. First words ~ 12 months First sentences ~ 18 months |
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Fast mapping
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When young children use context to arrive at a quick guess of a word's meaning
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Habituation
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Infants and children repeat sounds that are reinforced. They can distinguish abstract rules for sentence structure
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Holophrase |
A single word that expresses a complete thought. Includes symbolic gestures (ex. blowing on food to show hot) and representational gestures (ex. holding a bottle up to show thirsty) |
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Overregularizations |
In early childhood, children begin to use past tenses and plurals. Also begin to add regular forms on irregular nouns (ex. foots instead of feet)
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Private speech
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Talking out loud to oneself with no intention of communication
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Telegraphic speech |
Simplified speech or an early form of speech, usually around 2 years old (ex. I cold)
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Types of Reading Assessments (7)
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-Alphabet knowledge -Concepts about print -Phonemic awareness -Phonological awareness -High frequency word recognition -Oral reading inventory -Spelling inventory |
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Teaching Phonemic Awareness (4) |
-Help children recognize words in a set w/ same beginning sounds -Help children isolate and say first or last sound (ex. beginning of dog is d) -Help children combine or blend sounds in a word to say word (ex. /m/ /a/ /p/ is map) -Help children break or segment a word into separate sounds (ex. up - /u/ /p/) |
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Teaching Phonological Awareness (3) |
Help children identify and make/ work with: -Oral rhymes -Syllables in spoken words -Onsets and rimes |
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Goal of Phonics Instruction |
Children need to learn and use the Alphabetic Principle - the understanding there are systematic and predictable relationships between written letters and spoken sounds
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Teaching Phonics (6)
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-Assess phonics strategies -Plan systematic, explicit, and sequenced instruction -Explicitly teach and model phonics, decoding, and other strategies -Select resource materials -Provide fluency practice -Provide ongoing assessment |
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Systematic and Explicit Instruction
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Clearly identify a carefully selected and useful set of letter-sound relationships Organize the intro of these relationships into logical instructional sequences |
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Non-Systematic Instruction (3)
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-Lit based programs that emphasize reading and writing activities. Phonics taught incidentially -Basal reading programs that focus on whole word activities -Sight word programs with vocabulary of 50-100 words. After, children are taught Alphabetic Principle |
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Teaching Fluency (5)
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-Model fluent reading -Teachers should read aloud daily -Help students practice reading aloud -Assess to see if text is at independent reading level -Use a variety of reading materials (ex. stories, nonfiction, poetry) |
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Reading Difficulty Assessment |
Easy: 95% success Challenging: 90% success Difficult: less than 90% success |
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How to Calculate Fluency |
Total words read - errors = words correct per minute (WCPM)
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Reading Aloud Exercises (5)
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-Student/ adult reading -Choral reading -Tape-assisted reading -Partner reading -Reader's Theatre |
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Vocabulary
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Words we must know to communicate effectively. Oral: words we use in speaking. Reading: words we recognize in print |
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Teaching Vocabulary (3)
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-Provide exposure to words -Use word parts (prefixes, suffixes, etc) -Use context clues -Use dictionaries and other aids |
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Teaching Text Comprehension (8)
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-Ask questions about text -Ask students to summarize -Clarify difficult words and sentences -Have students predict -Talk about content -Model or "think aloud" -Lead students in discussion -Help relate reading to their life |
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Text Comprehension Classroom Activities
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-Monitor comprehension -Use graphic/ semantic organizers -Answer and generate questions -Recognize story structure -Summarize -Make use of prior knowledge -Use mental imagery |
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Affixes
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Word parts "fixed to" either the beginnings of words (prefixes) or the ending of words (suffixes)
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Base words
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Words from which many other words are formed (ex. Migrate = migration, migrant, etc)
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Word roots
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Words from other languages that are the origin of many English words. 60% with Latin/ Greek origin
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Metacognition
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Thinking about thinking
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Explicit Instruction
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Teachers tell readers why and when they should use strategies, what strategies to use, and how to use them
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Linguistics
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The scientific study of language
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Morphology
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Studies morphemes, the building blocks of langauge
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Phonetics
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Studies all speech sounds in a language and the way speech sounds are produced
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Phonology
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The important sounds of a language
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Semantics
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Studies meaning in language
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Discourse analysis
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Studies longer spoken and written discourses such as verbal exchanges or written text
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Pragmatics
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Studies how different contexts and social settings impact the language used
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Chomsky
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-Believes model-repeat structure is not how children learn language -Says children possess innate ability to learn language through exposure |
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Vtgotsky
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-Studied relationship between thought and language -From birth to 6/7, thought and language develop independently; language being primarily functional |
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Basic Assessment Concepts
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-Errors of Measurement (ideally 5-10% error) -Reliability (consistent) -Validity (measure what they should measure) |
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Independent Clause
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Can stand alone as a sentence Ex. Ron has been going to the gym, and he feels much better. |
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Dependent Clause or Subordinate Clause
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Cannot stand alone as a sentence Ex. Since Ron has been going to the gym, he feels much better. |
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Relative Clause
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Dependent clauses that begin with a relative pronoun (of which, that, who, whose, etc) Ex. Ron has been going to the gym, which is just five minutes away. |
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Subjective Pronouns
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I, we, he, it, she, they, who, you
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Objective Pronouns
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Me, us, him, it, her, them, whom, you
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Possessive Pronouns
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My, our, his, its, her, their, whose, your
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Diction
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Choosing and using appropriate words
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