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312 Cards in this Set
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Competency 001: Oral Language |
Understands the importance of oral language, knows the developmental process of oral language, and provides the students with varied opportunities to develop listening and speaking skills.
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This results from the combination of innate ability, imitation of what is said and heard, and multiple environmental influences.
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Language Acquisition
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Noam Chomsky called the mechanism of developing language:
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(LAD) Language Acquisition Device
>humans possess an "internal grammar" or a set of linguistic principles that are activated for all languages. |
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Although LAD is considered a universal device and adapts depending on the language....
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it should be noted that linguists have argued that language only emerges if this internal mechanism is triggered by stimuli from people in the child's environment.
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One of the first efforts of children to learn a language begins with:
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Imitation....
>They replicate the behavior, actions, phrases, etc. of others around them. >This strategy is found with children at the one word stage of language acquisition. >This form of acquiring language will become obsolete as language acquisition becomes more advance. |
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At what age does the imitation stage of acquiring language become inadequate for further learning?
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2 years old.
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Because imitation alone cannot meet communication needs, a child will become a:
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creative rule maker
>Toddlers begin testing language rules on their own as a way of trying to figure out how language operates. |
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When a child is going through the stages of field testing or first language acquisition, what type of direction is encouraged for teachers.
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Remember that the child will not learn the proper rules of language until they have internalized it. So be patient and continue presenting the proper rules of language.
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How is language learned in a social setting?
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the participation in conversation provides children with the vocabulary and the format of conversations they need to begin developing oral language. Therefore, it is important to encourage parents to talk to children properly.
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Modeling and not correction is always the best way to support language development in young children because....
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Although children do understand the purpose of language is communication to meet their needs, they are not concerned with grammar. Direct error correction has little affect in this situation, but they do rely on sympathetic listeners to understand them.
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The basic components of any given language: (The components are considered to be interlocking pieces in a puzzle).
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>phonology
>morphology >syntax >lexicon >semantics >pragmatics |
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The study of the sound system of a language is:
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Phonology
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The basic units of sound are are called:
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Phonemes
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The individual letters that represent phonemes are:
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Graphemes
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The phonology of the following word "through" would be:
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Phonemes
/th,r,u/ (the basic sounds) Graphemes t h r o u g h (individual letters) |
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Students must know the difference between letter in a word and the sounds that....
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the letter represent.
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The study of the structure of words and word formation is:
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Morphology
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The smallest representation of meaning are?
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Morphemes
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Explain the morphology of the word "cars":
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The word cars consist of two morphemes (car) (s). Car (Noun-singular) and S (gives the word car a different meaning-plural) Understanding that each morpheme carries a different meaning will give the student the ability to decode printed information.
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The ways in which words are organized and arranged in a language are:
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Syntax (In English the basic sentence structures are referred to as "kernal sentences")
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Give an example of syntax:
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Noun, Intransitive Verb, Predicate Nominative
>Mark Cuban/gave/the Mavericks an incentive >Johnny/was/the meanest kid in school |
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The vocabulary of language:
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Lexicon
>The meaning of words change based on context and its historical framework, vocabulary is said to be one of the most valuable and rich components of language. |
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Give an example of a Lexicon:
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The word hot can have several different meanings such as temperature, fashionable, lucky and might even be given a new meaning. For example, in the early part of this century the word Gay (meant happy), culturally our language changed and the word Gay took on a new meaning.
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The way that meaning is conveyed in a language through the use of its vocabulary is:
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Semantics
>The meaning of words is also based on culture as well as the context of the conversation taking place. |
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Connotation and Denotation are elements of
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Semantics
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the implied meaning of words and ideas;therefore the speaker must have knowledge of the culture to understand an expression's implied meaning...is:
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Connotation
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The expression "It's Raining Cat's and Dogs" is a very common form of connotation...What is this phrase called?
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Idiomatic expression
Idiom |
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Why will the ELL have trouble with Connotation?
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They don't have knowledge of the implied experience.
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The literal meaning of words and ideas are:
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Denotation
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Give an example of Denotation:
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The sign "Dog Bites". The sign literally means the Dog/Bites, but their is a deeper understanding (pragmatic understanding) that the dog is not a poodle but a Chow, so stay out!!
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When context affects the interpretation of communication you have:
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Pragmatics-(Common Sense - which is a shared experience were hidden rules are communicated among natives in the same language.)
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Explain a pragmatic statement:
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The term "Dog Bites" means stay away my dog will eat you, not the literal term the dog/bites.
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Outline this on a piece of paper:
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>Phonology(sounds system)-consists of phonemes(basic sound units)/that consist of graphemes(the letters).
>Morphology(structure of words and word formations)-consists of morphemes(smallest representation of meaning) >Syntax(organization and arrangement of words in a language)-Kernal Sentences(English language) >Lexicon(Vocabulary of Language)-Refers to the meaning of a word not a phrase or sentence (one single word) >Semantics(Meaning conveyed through vocabulary)-Consist of connotation(implied meaning of words-Idiomatic phrases)-consist of Denotation(the literal meaning of words) >Pragmatics(hidden rules of communications) |
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Language acquisition is characterized by stages of development and maturation. This is also a results of the exposure to the native language (parents talking, children talking, tv). It is impossible to determine the precise age that children learn certain skills, so the "Stages of Language Development" have been created. They are:
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>Babbling or Pre-Language Stage (0-6 months)
>Holophrastic One-Word Stage (11-19 months) >Two-Word Stage (13-24 months) >Telegraphic Stage (18-27 months) >2 to 3 yeas >4 >5 >6-7 >8-12 |
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Children send and receive messages, and use reflexive crying to communicate with caregivers. What stage is this?
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Babbling or Pre-Language Stage (0-6 months)
>Sounds such as (mmm, dadda). They also understand the "intonation patterns" that convey anger, excitement or a question. |
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This stage begin with imitation inflections and facial expressions of adults. They recognize their name and follow simple instructions presented in contextualized situations. They understand "Word Concepts" and use these to conceptualize complete ideas.
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Holophrastic One-Word Stage (11-19 Months)
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At this stage they use Pivot and Open words to make rudimentary types of phrases. Pivot (used to accomplish multiple functions....no, up, all see, more and gone) and Open(refer to one concept....home, milk). Children use combination of these two (pivot and open) to create the subject and the predicate of a sentence.
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Two-Word Stage (13-24 months)
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At this stage a higher degree of linguistic is achieved, were most words used are "content words" that have high semantic value and can be used in multiple situations, but the use of "function words" is very limited. The typical sentence at this stage consists of subject, verb, object or adjective format. Example "Milk all gone".
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Telegraphic stage (18-27 months)
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At the beginning of this stage the student will know about 200 to 300 words and be able to produce short sentences. They will use prepositions and pronouns inconsistently. Towards the end of this stage they will know 900 to 1000 words and create 3 to 4 word sentences. The children begin to request instead of demand, use courteous vocabulary, and follow conversation format.
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2 - 3 year olds
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Students at this stage know about 1500 words and have learned to use more complex sentence structure, but they still have pronunciation problems and overspecialization. They understand more than they verbalize and can answer factual questions in contextualized situations, but have difficulties explaining the rationale for their answer.
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4 year olds
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This age group has a vocabulary of 2100 words and understand the grammar of language, but they do have trouble with compound sentences and sentences with embedded meaning. Most children at this age have mastered the use of the progressive (ing), regular past tense (ed) and plurals (s). Irregular verbs still constitute a challenge.
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5 years
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At this stage they have a speaking vocabulary of 2100 words and a comprehension vocabulary of 20000 words. Speech is fluent and clear, but have trouble with sounds like /v/, /th/, ch/, and /sh/. Some will use the /w/ in place of /r/ and /l/ sounds. They are able to seperate words into syllables and decode written language. They are beginning to understand and address questions that call for reasons for an action.
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6-7 years
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At this stage they begin to use relative pro-noun clauses, subordinated clauses, and they have learned to use connectors such as first, and can make use of roots, prefixes and suffixes.
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8-12 years
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Used to convey anger or excitement, the way you emphasize pronunciation.
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intonation patterns
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Used to conceptualize complete ideas.
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word concepts
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Words used to accomplish multiple functions (no, up, all, see, more and gone)...
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Pivot
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Words that are generally used to refer to one concept (home, milk, doggy, juice) refer to one particular situation.
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Open
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An example of utterance including the Pivot and Open are:
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>see baby
>no more >all gone |
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words with high semantic value that can be used in multiple situations (nouns, adjectives and verbs)
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Content Words
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examples of these words are (propositions and articles)..
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Function Words
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variants of a language used for a particular purpose depending on the social setting.
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Informal and formal registers
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Example of progressive:
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ing
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Example of regular past tense:
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ed
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Example of plural:
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s
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Explain what the meaning of "sounds and blends" mean)
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Any time you combine phonemes you will create sounds and blends. For example the sounds B and Lock combine to make the BL (sound).
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Some sounds are hard for children under the ages of 8 to 12 years. What are these sounds?
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/v/, /th/, /ch/ and /sh/
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Sentences that use the word "that". Example: The boy that you met yesterday is my friend. (this sentence is a)
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Relative pronoun clauses
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Sentences that begin with "when", "if" and "because". Example: If you bother me, I am going to tell.
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Subordinated clauses
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Assessing informally in class the daily activities and conversations can help a teacher determine if the speech of a child is:
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>intelligible
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What are some of the reasons for intelligible speech patterns?
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>Developmental issues
>Dialects (Ebonics, Boston Dialect, Texas Dialect) |
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Dialects can be such an issue that the teacher may have to research and learn how to respond to certain children with a certain dialect. What resource do teachers have to aid them?
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"The International Dialects of English Archive" (1997)
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Most problems for Teachers in Texas will occur with ELL. English as a second language. Describe some reasons for this.
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Phonologically, language interference happen at the word or sentence level. Students will use phonology of the first language to pronounce English words. Example, Spanish does not use the /v/ sound, instead they replace it with the /b/ sound. English word vowel is pronounced bowel.
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"Word Stress" is another reason for trouble with ELL. Explain:
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The primary stress of the word composition in English is com.po."si".tion, but for Spanish they will stess it as follows com.po.si."tion".
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Culturally, English is much different than other languages because it is not as flexible and does not allow you to deviate from the main topic. These two style are referred to as:
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>Linear: (Little flexibility to deviate from the topic)
>curvilinear:(allows speakers to deviate from the main topic) |
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Students can be assessed informally with a structured checklist. The checklist identifies specific features that teachers want to observe. The 13 elements in order for the list are as follow"
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1. Sticks to the topic
2. Builds support for the subject 3. Speaks clearly 4. Takes turns and waits to talk 5. Talks so others in the group can hear 6. Speaks smoothly 7. Uses courteous language 8. Presents in an organized and interesting way 9. supports the topical thesis 10. Answers questions effectively 11. Is comfortable speaking in public 12. Maintains listeners' interest 13. Volunteers to answer in class. |
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How are listening and reading skills similar?
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>require phonology skills
>syntax >semantics >knowledge of the structure of text >both controlled by the cognitive process |
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Knowing how listening skills and reading skills are similar, what approach can you take to teaching these?
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The sames techniques used in reading, writing and speaking proficiencies.
>You can guide students' listening activities by setting a purpose for listening, providing questions before and after the listening activities and encourage children to forge links between the new information that was just heard and the knowledge already in place. >Coaching the use of appropriate volume and speed when they speak and in the rules to participate in the discussions. >follow culturally defined rules for a polite conversation. |
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The four classification of language disorder are:
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>voice
>fluency >articulation >language |
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Phonation and Resonance are two type of what disorder?
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Voice disorder
>Phonation (abnormalities in the vibration of the vocal fold - hoarseness,extreme breathing) >Resonance (abnormalities occur when sound passes through the vocal tract - when sound passing through the nasal cavity changes oral sound to nasal sound(hyper-nasal sounds). |
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Stuttering and Cluttering are two types of what disorder?
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Fluency Disorder
>Stuttering (multiple false starts) >Cluttering (communicating in an excessively fast mode that makes comprehension difficult. |
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Can cluttering (communicating in excessively fast modes that make comprehension difficult) be confused with the problems ELL's have with learning English.
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Yes
>They may stutter because they cannot find the appropriate word. >The intonation pattern and speed of delivery may come across as cluttering. |
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Lisping is an example of what language disorder?
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Articulation Problems
>Elmar Fudd and Sylvester's lisping are an example. |
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Receptive aphasia, Expressive aphasia and Global aphasia are these type of disorder.
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Language Processing Disorders
>Receptive aphasia (sensory) result from a lesion to a region in upper back part of the temporal lobe of the brain-trouble with listening comprehension and retrieval of words from memory. >Expressive aphasia results from damage to the lower back part of the frontal lobe and affects the speaking ability (articulation and fluency) >Global aphasia affects both the receptive and expressive. |
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One of the most affective ways to promote oral communication is to guide students into using...
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language in meaningful situations.
>Method...organize activities to resemble real-life situations to promote communication among students. |
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6 Methods Used in the Classroom to promote language in meaningful situations.
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>Dramatic Pay
>Language Pay >Show and Tell >Puppet Show >Pair Interview >Presentations |
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Students are given open opportunities to role-play by resembling real-life situations. The role can be specific or improvised. Example-one child can play the role of a parent, another a student, and the third the role of the teacher.
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Dramatic Play
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Involves the use of language in rhyme, alliteration, songs, and repeating patterns to amuse children. Example - Tongue Twisters are commonly used to practice pronunciation or language patterns, nursery rhymes, poems, and stories with rhyme.
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Language Play
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When children bring artifacts and personal items to class. They further show the object are are expected to describe it's features in class.
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Show and Tell
>It's obviously an oral practice, but can be used to promote home and cultural pride as well. |
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A puppet show allows students to orally communicate using the puppet as a tool to convey information.
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Puppet Show
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When children are paired to learn information from each other and then report their findings to the larger group. Depending on the age, the pair can record their findings in writing, and this method is also recommended instructional sectional strategy that can be used for the first day of class when students need to get to know each other.
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Pair Interview
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This method is a common tool for teachers for all ages. It's use can provide many levels of teaching to children. They simply communicate an idea to the class (according to your directions)
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Presentations
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Presentations are different for each age group. These expectations should be approached with common sense. A Kindergarten teacher shouldn't expect a 20 minute presentation from the students......
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but the kindergarten can begin to appreciate the art of public speaking at a young age. Furthermore, as children enter elementary school, they are expected to use correct language and accuracy when speaking. They also are expected to find reliable info about the information based on a specific given topic and altered for different audiences.
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Competent teachers must use all of the tools discussed to teach these key principles to the chidlren:
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>Teach vocabulary words like proposition of places (under, over, between) and allow them to verbalize their position relative to objects (under the desk)
>Promote listening skills with listening activities as a routine in the daily schedule >Role-play with specific historical events to understand different point of view. Ex. Role play soldiers from the South and North during the Civil War. >Present listening skills for various purposes and provide children with opportunities to engage in listening activities >Provide instruction and opportunities for children to evaluate the content and effectiveness of their own spoken language >Select and use appropriate technologies to develop children's oral communication skills. |
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Competency 002: Phonological and Phonemic Awareness:
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The teacher understands phonological and phonemic awareness and employs a variety of approaches to help students develop phonological and phonemic awareness.
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The foundation for the development of the metalinguistic awareness that children need to become successful language learners and effective readers.
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phonological and phonemic awareness.
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The ability to understand that words have smaller components call sounds, and that these sounds together create syllables and words.
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Phonemic awareness
>The basic linguistic principle required to develop and understanding of oral and written communication. |
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Children have to understand the principle of Phonemic awareness in order to develop this awareness:
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Phonological awareness
>the ability to dissect a word into each phoneme, and put it back to recreate the word. The ability to manipulate spoken words is needed to succeed in reading development. |
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The ability to recognize and manipulate components of the sound system of a language. Segment words into smaller units like syllables and phonemes(sounds), also to the ability to identify and separate words within a sentence, identify stress in individual words and identify the intonation pattern used in sentences.
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Phonological Awareness
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The five components of Phonological Awareness:
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>Syllabication
>Phonemic stress >Alliteration >Word Stress >Intonation Patterns |
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an important component of phonological awareness, this is the ability to conceptualize and and separate words into their basic pronunciation components which are syllables.
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Syllabication
>This can be as simple as a one vowel or a combination. Example. (elegant) contains 3 syllables (el/e/gant). |
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Special note:
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>If Phonemes are the basic unit of a syllable, then syllables are the basic units of pronunciation.
>Consequently, syllables influence the rhythm of the language, poetic meter, and word stress. f |
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Some teaching methods of syllabication include:
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Clapping to indicate syllable boundaries. (clap at the beginning and the ending of the syllable)
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The use of nursery rhymes, short poems, or stories (humpty dumpty) introduce rhythmic patterns in an enjoyable and relaxed environment. Eventually children will notice the ending of the words and how specific sounds relate to each other. This method is beneficial for teaching:
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Phonemic Stress
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The teaching technique used to teach Phonemic Stress through rhymes, short poems or stories is a particularly good method for teaching ESL Students. Explain:
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As they begin to develop not only phonemic awareness and phonemic stress, but they can also learn chunks of language that they can use to participate in classroom conversation and communication.
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The technique used to emphasize phonemes by using successive words that begin with the same consonant sound or letter. (Tongue Twister, Peter Piper Picked a peck of pickled peppers) is an example of:
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Alliteration
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Consisting of main stress and secondary stress. Words can take on new meaning according to were the main stress is given. (Present can be a noun if you stress Pre or a verb is you stress sent!!
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Word Stress
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The pitch contour of a phrase or a sentence that is used to change the meaning of the sentence. Utterances that might appear to be identical but convey a different meaning .
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Intonation Patterns
>Example: How are you? can either be a reply or a question. It all depends on the intonation of the word "are"! |
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There are special considerations that can need to be taken when teaching Phonemic and Phonological Awareness:
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>break sentences into words, words into syllable, and syllables into phonemes.
>the whole-to-the-parts approach. Guide children to segment short sentences in words all the way to the phonemes, then reverse the process teaching the student to recreate the word and eventually the sentence. >Use short monosyllabic words when teaching beginners phonemic awareness (bat, cat, rat) >Introduce sounds in initial position, then sounds in final position, and finally (the most difficult ones) thee phonemes in medial position >Introduce phoneme awareness first with simpler concepts like rhyming and initial phoneme identification and then introduce blending and segmenting words into syllables. >introduce sounds that present the least chance for distortion. /m/ and /s/ represent easier than /p/, /t/, and /k/. |
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Other consideration for teaching Phonemic and Phonological Awareness:
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>the pattern of simplest to most difficult when teaching phonemes (what is the first sound of boy?)
>guide blending of sounds and come up with rhyme. (what word can you create with l and ake and b and ake) >Given the following sounds /b/, /a/, and /t/, blend them to make the word "bat". >identify the word tape and remove the onset "t". This leaves "ape" and ask is this a word. >word segmentation by saying a word and then have students identify the sounds. >support vocabulary development by using onsets and rimes for sound-symbol relationship. (have students replace the first letter of ring and make their own word such as sing, king, spring. |
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Other consideration for teaching Phonemic and Phonological Awareness:
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>lead children to teach the sound-symbol relationship. Begin with words with consistent sound-symbol correspondence, like bag and lag, and later expand to words that have clusters/blends such as splash.
>Introduce minimal pairs, sets of words that differ in only one phoneme like pail and bail and guide to notice the difference. Easy (pat and bat) to hard (bit and beet) >say words and guide children to identify the number of sounds they hear. Initially, avoid "stop" sounds because they are brief sounds. |
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Catherine Snow, Susan Burn, and Peg Griffin (1998) developed this aproach.
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Balanced Reading Program
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The Balanced Reading Program. Explain:
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It is the best teaching practices from two traditionally opposing reading instruction programs:
>the skills-based approach >the meaning based (whole language) approach |
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This reading approach emphasizes phonics instruction.
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Skills-based approach
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this reading approach promotes reading comprehension and enrichment.
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Meaning-Based approach (whole language)
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Note:
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>Helping students develop phonological and phonemic awareness must be priority for teachers working with emerging readers
>Teachers should plan instruction and adjust their teaching to meet the learning needs of all children. >Using a variety of instructional approaches can best address the reading needs of all of the students in a class. |
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Competency 003: Alphabetic Principle
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The teacher understand the importance of the alphabetic principle for reading English and provides instruction that helps students understand the relationship between spoken language and printed words.
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The ability to connect letter with sounds, and to create words based on these associations. Learning to read also must develop an understanding that letters and letter patterns represent the sounds of spoken english. Understanding the ways in which these sound-symbol relationships are created allow them to predict connections between phonemes and graphemes.
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Alphabetic Principle
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Children at this stage of learning the alphabetic principle can identify the Burger King sign, but they can't connect the letters and the sounds of the logo:
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Pre-alphabetic phase
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At this phase of alphabetic learning, children are exposed to the alphabet song and play with block in early childhood programs were they learn to associate sound with individual letter:
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Partial alphabetic phase
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this phase of learning new words is when connections between the letters, and the sounds that they represent actually give meaning to the word:
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Full Alphabetic Stage
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In this stage of learning to read children learn components of words and learn to conceptualize that they can use components of words that they know to decode new words, and begin to use new words with the use of onsets, rhymes, and other letter sequences. At this stage the goal is to teach understanding of the connection between grapheme and phoneme and the sequence that they create to form words and sentences.
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Consolidated alphabetic stage
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What are the stages of learning the Alphabetic Principle:
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>Pre-alphabetic phase
>Partial alphabetic phase >Full alphabetic stage >Consilidated alphabetic stage |
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The connection between grapheme and phoneme is best explained how? Following this question are ways to teach the Grapheme-Phoneme Correspondence.
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Learning that letters have sounds. The grapheme /s/ has the phoneme /sh/ /s/ /z/.
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The introduction of the letter-sound correspondence should be guided by the potential support of the children's efforts to become readers. That is introduce the spelling of the letters that the child is most likely to encounter in text.
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Example: the letters m, a, t, s, p and h are used more frequently in writing than letters like x, q, or consonant diagraphs like ght or gn.
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Begin instruction in the grapho-phonemeic relationship using sounds that present the least possible distortion or confusion with other sounds.
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Example: Some of the sounds that are easier to perceive are the nasals /m/, /n/, /f/, /s/ and /r/
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Teachers should postpone the introduction of less clear phonemes:
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Example: the nasal /ng/, the distinction between the sibilants /s/ and /z/, the voiced /th/ in the word them,
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Introduce words with one or two consonants and one short vowel:
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Example: sound such as in the words on and car. Introduce long vowels later.
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Add consonant blends followed by digraphs. Introduce single consonants and consonant blends or clusters in separate lessons to avoid confusion.
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Example: consonant blends like (try) and digraphs like /th/, /sh/, and /ch/ in words like thanks, show and chop. Introduce single consonants and consonant blends or clusters in separate lessons to avoid confusion. Digraphs can lead students to recognize common words such as this, she, and chair.
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the th, sh and ch sounds are examples of:
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Digraphs
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blending the letter /t/ and /r/ in the word try is an example of:
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consonant blends
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Avoid voiceless-stop sounds at the beginning or middle of words because the short duration of these phonemes make them difficult to perceive. Furthermore, postpone the introduction of conflicting letter-sound correspondence of phonemes.
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Example:
Voiceless-stop sounds are /t/, /p/, /k/ Conflicting letter-sound correspondence are /b and d/ or /p and q/ |
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English is one of the most inconsistent alphabetic systems. This is a result of the evolution of the language and the influence of multiple languages in the development of modern English..
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Teachers need to be proactive by identifying these troublesome areas and organizing instructions to address these issues.
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The connection between grapheme and phonemes in the English language is not always consistent for what reason?
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>English has 26 graphemes(letters) that represent 44 phonemes(sounds), >consonant system is more consistent than the vowel system. Five letters represent 12 vowel sounds, which make decoding and pronunciation more challenging.
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5 Major reasons that English is a very challenging language to learn are:
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>Graphemes can represent multiple phonemes.
>English has graphemes that represent a sound in some words and remain silent in other words. >Has multiple consonant diagrpahs >Speakers use multiple contractions in daily communication. >Has multiple initial consonant clusters >Several words in English end in consonant clusters. |
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two or more letters representing one sound are:
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diagraphs
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when the letter /s/ represents the sounds cars/z/, calls/z/,sugar/sh/,mission/sh/ and walks/s/ it represents a challenge to the phonic approach to reading. This is one of the major reasons English is challenging. Which one?
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Graphemes can represent multiple phonemes.
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When the letters s and l become silent in the words island, calm and palm we are referring to what problem with the English language...
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Graphemes represent sound in some words and remain silent in others.
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/Ch/, /gh/, /gn/, /kn/, /ght/, /pn/, /ps/, /rh/, /wr/ and /sc/ represent what problem with the English language:
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All are consonant diagrpahs (two or more letters representing one sound).
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When you see they're. The ' is what:
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a contraction
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These are especially troublesome for ESL students because they use the ' to shorten a word. Therefore, a long version is implied.
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English speakers use multiple contractions in daily communications.
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Many words begin with specific letter sequences such as (speak), (school), (street). This is troublesome for ESL students from Mexico that would proceed the (sp), (sc) and (st) sounds with (esp), (esc) and (est). What are these examples of?
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Multiple initial consonant clusters.
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the words (Board) and (Bent) are troublesome for many because the last two letters blend together to make a sound, but these do not exist in other languages like spanish, as a result the ESL student will right the word (board) as (boar). What is the specific problem here?
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English words end in consonant clusters and must be known.
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Competency 004: Literacy Development and Practice
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The teacher understands that literacy over time, progressing from emergent to proficient stages, and uses a variety of approaches to support the development of students literacy.
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Where is the first place literacy development begins?
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When parents read stories and create literacy opportunities for their children.
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What happens at the beginning stages of literacy when they are read to by the parents?
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Parents are teaching the children the similarities and differences in the sounds of words. As a result, children begin to manipulate and understand sounds in spoken language, and eventually will practice this understanding by making up rhymes and new words on their own. When children are able to follow the written text together with the oral production, they begin to learn the names of the letters and the sounds they make.
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At what point do children become emergent readers?
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At the point that children link the letters of the alphabet with the sounds of the words they speak.
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Name 3 stages of reading?
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>Emergent Readers
>Early Readers >Newly Fluent Readers |
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At this stage of reading, readers understand that print contains meaningful information. They will imitate the reading process and display the basic reading skills like directionality movement (left to right/top to bottom). They can participate in shared reading activities and are able to follow and match words with their pronunciation when teachers point to the words as they are read.
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Emergent Readers
>Use illustrations embedded in the texts to support comprehension >Listen and follow a story attentively and can easily develop an awareness of the story structure >Represent the main idea of a story through drawings and can retell major events in the story with or without illustrations >Use illustrations and prior experiences to make predictions and to support comprehension >Possess some degree of phonemic awareness. >Are able to connect the initial letter of words with its representing phoneme. |
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At this stage readers have mastered reading readiness skills and are beginning to read simple text with some degree of success. They are developing an internal list of high frequency words in print. Their reliance on picture clues has decreased now that they can get more information from print:
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Early Readers
>Begin using the cuing system to confirm information in the text. >Rely on grapho-phonemic information to sound out words as a decoding strategy >show preference of certain stories >Begin noticing features from language and text like punctuation and caps, >Retell stories read to them with detail and accuracy >Engage in discussion of stories read and identify the main ideas and story characters. >Engage in self-correction when text does not make sense to them. |
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Two formal reading approaches in public schools are:
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>Bottoms-up approach (skills-based approach)
>Meaning-based approach |
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This reading approach begins with phonemes and graphemes, and continued by expanding to the syllable, words, sentences, paragraph and then the whole reading selection.
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Bottoms-Up Approach (skill-based approach)
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The method of teaching beginners to read and pronounce words by teaching them the phonetic value of letters, letter groups and syllables.
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Phonics
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Notes about the bottoms-up reading approach:
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>English is an alphabetic writing system and understanding of the letter-sound is helpful to beginning reader. (Phonics)
>They are taught by reading decodable texts by sounding out words, during reading programs that offer stories with controlled vocabulary that are made up of letter-sound relationships and word with children are already familiar. >In some cases children are asked to fill in the blanks with decodable words in sentences and workbooks. >This method is based on the assumption that once the children progress past this initial reading instruction time frame, meaning will follow. >Some believe the trouble with phonics is the irregularity of grapheme-phoneme conversion, blended consinents, etc, can confuse the learner to the meaning, but the learner will understand the textual meaning in time. |
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How does the Bottoms-Up approach differ from the Meaning-based approach:
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The skills-based approach begins reading instruction with a study of single letters, letter sounds, blends and digraphs, blends and digraph sounds, vowel and vowel sounds in isolation and in a highly sequenced manner. The children read and write decodable words, with a great emphasis on reading each word accurately, as opposed to reading to comprehend the text as whole.
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For examples of strategies to use for phonics instruction:
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Genki English Web site can be accessed at www.genkienglish.net/phoonics.html.
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The reading approach begins with the whole and then proceeds to its individual parts.
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The order of learning begins with whole stories, paragraphs, sentences, words and then proceeds to the smallest units of syllables, graphemes and phonemes.
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Dr. Kenneth Goodman suggest that to derive meaning from text, readers rely more on the structure and meaning of language than on the graphic information from the text. Furthermore, that literacy development parallels language development. That approach to language did they create:
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Whole Language Approach
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Notes on the Whole Language Approach:
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>It stands in sharp contrast to the emphasis on phonics, because it emphasizes comprehension and meaning text.
>Students focus on wholeness of words, sentences, paragraphs, and entire books to seek meaning through context. >Instead of fill in the blank books, high quality children's literature and extending the meaning of the literature through conversation, projects, and writing. >Children are encourages to write journals, letters, and lits and to participate in writing workshops. >Word recognition skills, including phonics, are taught in the contexst or reading and writing and are taught as those things relate to the text in hand. >They are taught the four cueing systems, and to ask "Does it look Right?Sound right?make sense. |
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a process that begins with a child reading a selection orally, and an examiner noting variations of the oral reading from the printed text. Unlike the Phonics approach, students were urged to read and re-read the entire text until they completed the reading, but the argument here is that the miscues that altered meaning only needed to be corrected.
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Miscue Analyses
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The focus of this reading approach is on both comprehension and making connections.
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Whole Language Approach
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The combination of the best of the Tob-Down and Bottom-Top reading approaches is the:
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Balance Reading Program
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The Balanced Reading Approach uses these reading strategies:
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>Teacher directed/reading to students (read aloud)
>Shared reading, guided reading, and reading workshops >Student-directed reading and independnt reading >Teacher directed writing, writing t/for students as part of the classroom routines and process writing. >Shared writing as in language experience/interactive writing, writing workshops >Student-directed writing and independent writing activities. |
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What are the most common genres in elementary school?
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>science fiction
>biography >traditional literature (folktales, fables, myths, epics and legends) |
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This type of storie have roots in the oral tradition of stoytelling and have e been handed down from generation to generation.
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Traditional Literature
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These titles "Anansi the Spider", "The Tortoise and the Hare", "The Pourquoiis", "Snow White", "Puss in Boots", "Paul Bunyan" are example of:
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Folk Literature
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This genre deals with the life of the author:
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Auto Biography
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The genre that deals with the lives of real people:
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Biography
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Because the number of books available for teachers certain things must be considered.
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>Accuracy
>Aesthetically pleasing >Engaging >can influence the childrens perception of the world positively. >an affirming, multiicultural viewed |
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The parts of literature that you will describe to the student are as follows:
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>basic info, author and illustrators, publishing company
>terminology describing the characters of the story (protagonist, antagonist or villain, animals, humans. >point of view, omniscient point of view, limited point of view >info that might seem unnatural coming from a character in the story. >Setting: Geographical, general environment, and circumstances of the story >plot, theme, >Literary Styles: exposition, dialogue, vocabulary, imagery, tones, and analysis of the story. |
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The narrator is an outsider who knows what the characters are thinking or feeling?
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Omniscient point of view
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The narrator is not a character in the story, the limited point of view, in which the narrator guides readers to see the story from a point of view of one of the characters.
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Limited point of view
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The author is one of the characters of the story and the narrator:
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First Person point of view
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This tells us what happens in a story
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Plot
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This tells us why something happens in a story
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Theme
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Used to introduce the background information and to understand or introduce characters:
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Exposition
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Communication among characters
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Dialogue
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The use of words to create sensory impression. Conveys sights, sounds, textures, smell, and tastes
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Imagery (Can be used to create an emotional response in the reader)
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The author's mod and manner of expression. Humorous, serious, satrical, passionaite.
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Tone
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This might be multicultural or traditional, or include possible stereotypes, sexism, religious issues, controversial elements.
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Analysis of the story.
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When students draw pictures and use invented spellings to write about them, the child has developed the idea that:
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print carries meaning
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Method:
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discuss folktales from around the world and guide students to discuss common features and unique features.
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Method:
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When assessing the literal comprehension of students in the emergent stage of reading development, provide students with visual aiids and as them to explain what happened in the story.
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Method:
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The invented spelling of emergent readers can be used to determine their ability to apply phonic skiills
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Method:
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To teach the connection between spoken and written words to emergent readers, the teacher should use a big book and point to each word as she/e reads the story aloud.
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Method:
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A story tree maps help teach critical analyzes of literature.
>Setting >Characters >Are the characters real or ficticious >Plot >Resolution |
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To enhance their comprehension, students should ask additional questions about the content and the story as a whole:
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Application of meta-cognitive skillls
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True or false, it's absolutely necessary to foster the relationship with the families and other professionals influencing the student to promote the learning needs of students.
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True
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What approach should be taken when teachers work with the parents?
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They must work to identify commonalities and differences in literacy practices. When the teaching and learning process's are shared amongst each other, the families feeel valued and will work with you.
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Strategies for home-school connections:
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>parents and families feel welcome in your classroom and school-open door policy.
>Selecting reading, display materials that encourage multi-culturalism show the students/family that their culture is welcome >Home-school journal help teacher and families share thoughts together. Also provides a way for parents to track their children. >Give parents and familiies opportunity to share personal, cultural, and linguistic experiences in the classroom. These shared experiences give a "cultural diversity", beware "Use Consistently" |
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Competency 005: Word Annalysis and Decoding
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The teacher understands the importance of word identification (including decoding, blending, structural analysis, sight word vocabulary, and contextual analysis) and provides many opportunities for students to practice and improve word identification skills.
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The way that children approach a written word in order to decode and obtain meaning from it.
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>Word Analysis
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Because fluent word identification needs to be accomplished before a child can readily comprehend text,
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they must become skillful in rapid word recognition.
>Learn vocabulary daily. |
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Beginning reader struggle with reading because the time they spend decoding words slows them down, thus keeping them from sentence, paragraph and story recognition. Eventually they will learn what type of words to move them past this phase:
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Sight Words
>Words we know thee meaning to without having to decode them. these occur frequently |
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a, an, am, at, can , had, has, ran the, after, but, got, away: these are:
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Dolch words, recognized sight words that will help develop fluency among early readers.
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Aside form sight words, students can use clues to identify unkown words.
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Context Clues
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The three main kinds of Context Clues are:
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>Semantic
>Syntactic >Structural |
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When the reader needs to know about the topic being read to think about the meaning of words.
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Semantic Clues
>Example, when reading a story about hawks, teachers can help children to activate prior knowledge about the bird, and develop an expectation that the selection may contain words associated with hawks, such as predator, carnivorous, food chain, and wingspan. |
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When the word order gives clues to readers.
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Syntactic Clues
>Example, "Hawks are _____". The word must be an adjective. After discussing that a Hawk is carniverous, predators, etc. |
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When the clue to a reader is a letter group (because many groups of letters frequently occur within words). These are called:
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Morphemes: 2 Types are derivational morphemes and inflectional ending.
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These morphemes come from languages like Greeek and Latin. They represent relative meaning. Examples are: pre (before), anti (against) and sub (under). These can change the syntactic classification of words (changed from a noun to a verb.
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Derivational morphemes
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There are eight of these morphemes in the English language. They do not change the syntactic classification (verb, noun,). They are found at the end of a word.
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Inflectional Morphemes
>Short plural -s, (two cars, three pens) >Long plural -s, (use long plurals after ch, sh, s, z, x and e.g. Churches, washes, cases and boxes. >Third personal singular -s, (Mary walks quickly) >Progressive -s, (Martha's body) >Progressive -ing, (She is walking. The gerund is not included in this group, (Walking is good for your health) >Regular past tense -ed, (He worked very hard) >Past participle -en or -ed (She has beaten the system, or It has been ruined. >Comparitive and Superlative -er(better) and -est(best) (A-Rod is better than D.J., or A-Rod is the richest play in the league.) |
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Words that have the same sound and the same spelling but differ in meaning, the context will determine the meaning.
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Homonyms
>Club (verb-to club or noun-go to the club) >Fine >Bank >Rock |
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Words that sound the same but are spelled differently and have different meanings.
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Homophones
>blew and blue >cents or sense |
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Words spelled the same way but have more than one pronunciation and different meanings.
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Homographs
>bow (to bow or it's a bow) |
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When two words are combined to create a new word. These words can be self-explanitory or confusing. Example (birdhouse (easy) or butterfly (confusing).
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Compound Words
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Read key principles of the competency on:
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Page 42
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Competency 006: Reading Fluency
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The teacher understands the importance of fluency for reading comprehension and provides many opportunities for students to improve their reading fluency.
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The ability to decode words quickly and accurately in order to read text with the appropriate word stress, pitch and intonation pattern. Requires automaticity of word recognition and reading with prosody to facilititate comprehension.
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Reading Fluency
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The quick and accurate recognition of letters, words, and language conventions through continuous practice using texts written at the reading level of the child:
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Automaticity
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The prerequisite of language comprehension is Fluency, explain.
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When children struggle with language comprehension, ability to decode, they will spend their time fixing words or sentences, not focusing on reading comprehension or understanding of the material as a whole.
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Two methods of teaching reading are having the students read aloud or reading to themselves. Which method is best for fluency?
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Reading aloud promotes fluency, Reading silently promotes comprehension.
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Standards set by TEKS, for English Language arts and reading defines the number of words read per minute:
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>First Graders should be able to read 60 wpm.
and 10 words per grade level after words. >Second Graders 70 wpm. |
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Strategies for promotion of reading fluency are:
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>Guided oral repeated reading
>Choral Reading >Pairing Students >Interactive computer progams >Silent Sustained reading >Readers Theater >Develop Reading Fluency >Assessing Reading Fluency |
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Using text at the reading level of the child, Techers, parents, and peers can provide support and feedback for these students. Allow the child to read the same story repeatedly to develop fluency.
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Guided Oral Repeated Reading
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Reading in a group together as one unit.
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Choral Reading
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When an ESL is matched with a proficient reader.
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this helps the ESL with learning without embarrassment and gives the proficient reader practice.
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A story is modified so that various characters have to read portions of the text. Students rehearse their reading part and create a theater format to present the reading.
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Readers Theater
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The practice of pointing at words as the teacher reads to the students should end in the second grade.
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What practices should be used at this point? Conducting assessment using teacher-developed checklists or more standardized processess like running record.
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When the teacher listens to the student read and uses a copy of the reading to re-write mistakes for words read and draw a line through words not read is:
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Running Record.
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Competency 007: Reading Comprehension
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the teacher understands the importance of reading for understanding, knows the components and process of comprehension and teaches students strategies for improving their comprehension, including a variety of texts and context.
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Involving the text, the reader, the situations and the purpose for reading is:
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involved in the process of reading comprehension
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Because the process of comprehension is limited by the ability to decode,
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decoding is a priority for the teacher.
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When the teacher has a student read and reread text that are easy to read they are helping the student to become better:
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at decoding (become faster, easier and accurate).
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Although vocabulary is crucial to comprehension, a teacher should not teach this:
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in isolation, but with the help of text, pictures, etc.
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Why is prior knowledge relevant to reading?
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The schema intended by the author (point, direction of the story), may not be clear to the student because prior knowledge is needed. As a result, they become confused. This is especially important for ESL.
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When the teacher provide various types of support and resources they are helping in:
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Guided Practice
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When the teacher takes the resources and help away, the student is encouraged to:
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use independent practice
>they get to apply the same strategies learned from guided practice from memory. |
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Because, it's important that children be interested in the subject read, the teacher must provide previously unfamiliar topics that trigger prior knowledge this is called:
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pre-reading activities.
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The setting, characters, problems encountered by characters, attempts at a solution to the problem, successful solution and ending are all aspects of?
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Story Grammar
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Various components of literature can use graphic organizers to present a visual clue of the Story Grammar components through:
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Story Frames
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The material in many of the folk-fairy tails such as Cinderella, can invoke violence, sexism and stereotypes. Should the teacher stay away from this material?
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NO! Do not ignore the violence and bias in literature, but use these stories as a foundation to guide children to discuss and challenge bias and stereotypes.
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Many stories have themes that are bias in nature, such as a story of Mulan, were a women challenges the system by enlisting in the army as a man because she was forbidden. How should the teacher approach this?
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guide the students to examine themes and bias in literature to make them better readers and more reflective learners.
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Summary: Monitoring Comprehension
Comprehension is maximized when readers are fluent in all the process of skilled reading-from the decoding used by good readers. Therefore, teachers need to teach predicting, questioning, seeking clarification, relating to background knowledge, constructing mental images and summarizing. ... |
this is a long-term developmental process, and the teaching of all reading strategies is more successful if they are taught and used by all of the teachers on a staff. In addition, teachers need to allow time for in-school reading and recognize that good texts are comprehended on a deep level only through rereading and meaningful discussions.
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a strategy used with young children to assess listening and reading comprehension is "Story Telling". It can be used for a number of reasons:
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>assess sentence structure
>vocabulary >speaking ability >knowledge about the structure of stores. |
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Informal or structured checklist are used to assess student's comprehension, sentence structure, knowledge and vocabulary development as a student retells a story. Name 10 things that a checklist should consist of:
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>Retell the story with detail
>Show evidence of comprehension of the story line and plot, including the characters, setting, author's intention, and literal and implied meaning >show evidence that the child understood major ideas and the ideas that support it >Bring background information into the selection >Analyze and make judgments based on facts >Retell the selection in sentences that make grammatical sense >Retell the story using sentences that include standard usage of verbs, adjectives, conjunctions and compound sentences >Use a rich and meaningful vocabulary with minimal use of slang and colloquial expressions >Adapt spoken language for various audiences, purposes and occasions >Listen for various purposes including critical listening to evaluate a speaker's message, and listening to enjoy and appreciate spoken language |
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The chart that asks students to describe what they "Know", "Want to Know", "Learned" and still want to learn. This is a class activity so the students benefit from what they know, what others want to learn and what areas were difficult for others:
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KWL Chart
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Because readers ask questions, even before they read, they clarify understanding and forge ahead to make meaning. The teacher can promote this process by:
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Give students a true or false question about the content to be read, and once the student completes the question, they can now read to corroborate the answers.
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When a reader takes what they know, garner clues form the text, and think ahead to make a judgment, discern the theme, or speculate about what is to come:
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Drawing Inferences
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Good readers must differentiate between less important ideas and the key ideas that are central to the meaning of the text thus
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determining important ideas
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When a written question indicates that only one answer is correct:
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Convergent
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When a written question indicates that more than one answer is correct:
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Divergent
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A tool for testing comprehension that consists of a passage with omitted words the test-taker must supply. This can be exact words or synonyms. is the:
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Cloze Test
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This strategy has 4 parts
>a word or phrase representing the story placed on the middle of the board/paper/transparancy, with preselected categories related to the central word. >students brainstorm related words in each category, and teacher introduces words related to text >students can look through the text to locate more words that may fit with the key word or phrase >they discuss the words, and personal connections with the book |
Semantic mapping
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Competency 008: Reading, Research, and Inquiry Skills
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The teacher understands the importance of research and inquiery skills to students' academic success and provides students with instruction that promotes their acquisition and effective us of those study skills in the content areas.
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At what point do students need to shift from "Learning to Read" (Decoding to make sense of written language) to "Reading to Learn",
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Past the 2nd grade.
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Organizational pattern exist in the structure of text. These are used to make sense of the material, example would be titles or bold words. The most common such patterns are:
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>Chronological order (Begining to End)
>Cause-and-effect relationships, between described events, with the causal factors identified or implied >Problem Description, followed by solution >Comparisons and/or contrasts to describe ideas to readers >Sequential materials, presented as a series of directions to be followed in a prescribed order (These all reflect what is called content area) |
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The way text is structured provide meaning. What is this referred to as?
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Content Area
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Looking for specific information in text:
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Scanning
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Reading major headings, table of contents, bold letters, graphic materials and summary paragraphs for the main idea of content:
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Skimming
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A graphic organizer that help students review material and see the relationships between one bit of information and another is: (This overlaps upon itself to show differences and similarities of 1 or more topics):
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Venn Diagram
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When teaching "Note Taking"
Higher levels of manipulation of given information can by taught using these steps: |
>children formulate a researchable question
>highlight words that might be used as key words in searching for informaiton >brainstorm in groups of other words to be used as key words. >List appropriate sources >As they skim articles, they can fill in the chart with little chunks of information. |
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Peer Scaffolding is?
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????
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Oral language interaction?
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????
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This help students improve organizational skill and provide a visual representation of facts and concepts and their relationships within an organized framework. This is helpful to ESL, because it allow students to share info about a story or passage though peer scaffolding and oral language interaction.
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Graphic Organizers
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Creating tables, charts and graphs (exmaple: chart containing the longest rivers of the world organized by regions and countries) help children to learn study skills. As a result of, processing and presenting information using new structure, comprehension and knowledge of the content area increases and memory retention is enhanced.
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They will establish higher level of thinking?
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memory related devices to help them remember the steps in reading a chapter effectively.
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Mnemonic devices
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SQ4R can be used to read text in content areas: The steps are as follows:
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>Survey (Read through headings and illustrations) to develop predictions and generate questions)
>Question (Devise questions chapter will probably answer-establishing purpose for reading) >Read (1r) (Read to look for answers for the quesitons) >Write (2r) (Monitor their understanding as they write a summary of the story or text-they internalize and make their own interpretation of the content) >Recite (3r) (answer orally, or writing the student developed question at the end of the chapter) >Review (4r) (review the text to evaluate accuracy) |
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The main purpose of this activity for struggling readers is to guide the children to construct meaning and to monitor reading comprehension. The dialogue is structured to elicit four components:
>Summarize content of passage >Ask question about main idea >Clarifying difficult parts of content >Predicting what will come next |
Reciprocal Teaching
>This is used for specific portion of text were the reader is struggling. |
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Directed Reading/Thinking Activity is:
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DRTA
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Explain DRTA:
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Helps students establish purpose for reading. The teacher models the process of creating and correcting predictions as the story progresses to strengthen comprehension. It has 3 steps
>Sample the text to develop background: Students read title, view visual representation and read some sample lines to develop hypothesis about the content) >Make predictions: based on a sample of the text >Confirm or correct predictions: |
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Read page 60 - 61 about:
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Reading Comprehension in the Content Areas
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Analyses, synthesis and evaluation are aspects of:
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Critical-thinking skills
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When a student recalls information in a literal perspective:
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Knowledge
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When a student understands information and how it may apply to you personally, how it effects another part of a story, etc.
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Comprehension
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At a basic learning level, recalling and understanding are very important, but the teacher must guide the student to move away from literal comprehension and explicit ideas to what:
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more figurative comprehension and implicit ideas.
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Teachers have to guide students to do 5 things:
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>Analysis
>Evaluation >Synthesis (Draw Conclusion about the ideal) >Application (apply ideas to new situations) |
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For rules about testing ESL's go to page
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62
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Competency 009: Writing Conventions
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The teacher understands the conventions of writing in English and provides instruction that help students proficiency in applying written conventions.
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Examine the two sentences
>A tornado destroyed my garden. >My garden was destroyed by a tornado. Identify the active voice and passive voice, and explain which one is suited more for English. |
The first sentence is an active voice and the second is passive. The tone and meaning of the first is more powerful then the passive and is preferred in the English language.
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Although spoken language is more informal than written language, the teacher must:
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emphasize formal language when writing.
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Early childhood classrooms may look like the children are just there for babysitting purposes, but they are doing intensive work on developing fine motor skills needed to master pre-reading skills such as:
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pencil grips, appropriate paper position, and and the first strokes representing the shapes of letters and words.
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Writing development seems to occur about the same time as reading development. This begins with drawing which are attempts to convey a message in written form (think of cavemen)....
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The teacher then use the interest of drawing to introduce writing skills by guiding them to add words to drawings to supplement the information.
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The sequence of writing development:
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>Scribbling
>Pseudo Letters >Random Letters >Invented Spelling >Transitional Spelling >Conventional Spelling |
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In this phase, children pretend they are writing; they develope letter like symbols. This stage is different from drawing because the child purposely scribbles from left to right and often also follows the top to bottom progression.
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Scribbling
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In this phase of readiness for writing development, children attempt to create forms that resemble letters, but these forms can't always be identified as such, but they have become aware that the alphabet contains characters of different shapes and attempt to reproduce this which results in invented spelling.
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Pseudo letters
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At this stage of readiness for writing development the student attempt to use individual letters from the alphabet to create words, but the letters are randomly selected and make no sense. They are not producing phonetic spelling , but showing that they understand word boundaries.
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Random Letters
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This stage of readiness for writing is when students try to connect sounds (phonemes) and the letters (graphemes) to create words that are nonstandard. (Park is written as Prk). They will understand how to put the Consonants together but not vowels because phoneme-grapheme correspondence is inconsistent.
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Invented Spelling
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This stage of readiness for writing students begin producing more standard spelling and attempt self-correction. Troubles with inflectional endings (plurals, comparatives, superlatives, past tense, and present progressive) occur and make reading challenging. VERY IMPORTANT: Teach site words at this time....
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Transitional Spelling
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At this stage of writing, the student spell most words using conventional spelling. They still have trouble with consonant digraphs, homonyms, contractions, compound words, prefixes, and suffixes.
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Conventional Spelling
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The three stages of writing are:
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>Emerging writers
>Early writers >Newly Fluent Writers |
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The ability to
>Dictate an idea or a compete story >Use initial sounds in their writing >Use pictures, scribbles, symbols, letters, and/or known words to communicate a message >Understand that writing symbolizes speech |
Emerging Writiers
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Emerging Writers should be taught how:
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>Read stories to children and ask them to retell the story as you record it, then read the story back to the child to emphasize the connection between speech and print.
>When students begin to write pseudo words, ask them to read it to you, and if necessary provide conventional spelling as an alternative. |
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How would you use the Language Experience approach to guide children to connect spoken words with their written representation in the Emerging Writers stage?
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Guide the children to dictate words and sentences while you record them on the board. Read the words while pointing to them. Ask the students to copy the sentences. Review the sentences the next day and use the sentence for additional language development.
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At this stage of a Writer
>Understand that a written message remains the same each time it is read. >Utilize sounds and letters to progress through spelling development >With modeling and assistance, incorporate feedback in revising and editing their own writing. >Use conventional grammar, spelling, capitalization and puctuation. |
Early Writers
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Ways to teach Early Writers:
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>Guide to read and reread the same information establish a connection between letter and sounds
>Identify words and identify them into syllables to establish connection between the sounds within a syllable. >Guide them to hear word boundaries. (Onceoponditim) is Once Upon A Time... >Model the Writing process with LCD or chalkboard, as you write ask for guidance from students. (Do we need a comma here or a final period? Don't make the direct error corrections, have students examine and make their own corrections. |
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At this stage of writing:
>Use prewriting strategies to achieve their purposes >Address a topic or write to a prompt creatively and independently >Organize writing to include a beginning, a middle and an end >Consistently use conventional grammar, spelling, capitalization and punctuation. >Revise and edit written work independently and/or collectively >Produce many genres of writing |
Newly Fluent Writers
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Methods for teaching Newly Fluent Writers are:
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>Use pre-writing activities to plan for writing using outline that indicates the sequence of ideas (linear rhetoric plans)
>Use peer editing and encourage self-corrections. >Have students produce different types of writing such as response to literature, journal writing and persuasive writing. |
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the fourth-grade TAKS examination require students to:
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develop a coherent piece of writing free of major errors. that children produce and refine compositions for general and specific audiences.
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The main idea of writing is to put ideas in writing in:
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a logical pattern.
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Grammar, punctuation, and capitalization are examples of what?
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Writing conventions
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When you introduce writing samples in which conventions are used appropriately or presented inappropriately (were students correct the sentence. This is:
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Modeling
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This technique provides students with a list of words by syntactic categories (articles, adjectives, nouns, verbs and conjunctions) and guides the children to produce sentences using each component. As a follow up activity, children are asked to identify the subject and the predicate, and specifically the verb. They are also asked to read the sentence to see if it contains a complete idea.
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Sentence Builders
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When two vowels produce one sound (Beach)...
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Vowel diagraph
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When two consonants produce one sound (the th in thought)
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consonant diagraph.
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moreover, furthermore and among others are all:
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connectors
>These are particularly challenging in the early grades when sentences are generally choppy, and are not used in daily speech. |
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the use of a ",' or a ";" between two sentences means that:
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Dependent and Independent sentences exist.
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This develops print awareness and understanding of the intonation patter of the language.
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Reading to students
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A discussion on the content of the story allows students opportunities to enhance comprehension and practice speaking.
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and provides a model of fluent reading together with the appropriate intonation pattern of the language.
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Interactive Journals are used to communicate with students, (These are not for correction), but content, encouragement and reassurance.
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Students
>Learn that written language communicates >experience making choices about topics and develop a sense of ownership >develop their writing within meaningful context >develop a personal interaction with teacher and peers >use this safe environment to experiment with language Teachers >learn about the child's interest, ideas, and everyday concerns >interact and communicate on an individual basis with each child >model standard convention or writing in the context of authentic communication |
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The 6+1 Trait Writing developed by NREL emphasizes seven elements of the writing process:
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>Organization-internal structure of sample
>Ideas-how ideas are presented >voice-uniqueness of author >word choice-the vocabulary used to convey meaning >sentence fluency-flow of ideas and use of connectors >conventions-use of capitalization, punctuation, and spelling >presentation-how the final product looks in print. |
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The TEA developed a similar writing program emphasizing 5 components:
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>Focus and Coherence-how the main idea is introduced and supported in the composition
>Organization-organization of ideas, including connectors >Development of Ideas-how the ideas are presented and supported in writing >Voice-uniqueness of the author and how ideas are projected. >Conventions-use of capitalization, punctuation, and spelling |
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To narrate, describe, explain and persuade are the main functions of:
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Writing
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A story or an account of an incident or a series of incidents.
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narrative
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Writing to explain and clarify ideas, (Textbook)
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Expository
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writing to provide information about a person, place or thing. Powerful in advertising.
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Descriptive
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Writing to convince the reader of something>
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Persuasive
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The 4 writing modes narrative, descriptive, expository, and persuasive can be chose based on 3 variables:
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>Audience
>Occasion >Purpose |
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Writing activities used to achieve a specific purpose such as labeling areas and objects, a grocery list, etc.
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Functional Writing
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4 Types of Journals used for Journal Writing
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>Personal journal (encourage self-analysis-it's privacy is self-elected)
>Dialogue journals (purpose communication between teachers and peers, not for writing skills) >Reflective journals (for response in writing to specific situation or problems. Shared with teacher for input) >Learning logs-Students describe what they learned and what they had difficulty with. Teachers read and act on the request. |
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What grades are required to produce visual representations of the information they re learning in school or the tasks they are involved in. Furthermore, required to know how to discuss the visual representation requrired.
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1 -3rd
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In these grades students need to be able to understand, interpret, analyze, critique and produce these visual representaiton as well as discuss their meaning or significance through the use of multiple media, including newsletter, charts, and electronic representation among others.
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4 - 6th
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Two main types of assessment are:
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Formal and informal.
(both are particularly useful in the literacy classroom) |
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The three levels of reading are:
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>Independent (95%)
>Instructional (90-94%) >frustration (0-89%) |
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When a teacher is assessing the student by beginning with reading passages at the child level and progressively become complex until the child is unable to respond.
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Comprehension questions
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The ability to retell a story use what informal assessment measures:
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>observation
>journals >written drafts >conversatons |
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Checklist are an informal process
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....
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The capturing of a process a group of students use to solve problem, although time consuming.
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Anecdotal Records
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The process of miscue analyses:
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>Select reading material a little bit above the current reading level of the child. Should be about 500 words in length.
>Provide a copy of the selection to the child >Get a copy of the selections that is triple spaced to allow room to write comments. >Record the reading >Provide instruction to the child, and that you can't help >Ask questions about the story >Let the reader listen to the recording and then analyze it. >Look for consistent miscues and pay special attention to initial and final clusters/blends and digraphs. |
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Teacher-made tests, district exams, and standardized tests both formative and summative are examples of formal assessments. Two examples:
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>formative evaluation
>summative evaluation |
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occurs during the process of learning when the teacher or the students monitor progress while it is still possible to modify instructions
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Formative evaluation
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Occurs at the end of a specific time or course of study
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Summative evalutation
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A checklist with assigned point values:
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Rubric
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