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41 Cards in this Set
- Front
- Back
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Balanced literacy program |
- Comprehensive view of literacy - Incorporates all five components of language instruction: Phonemic Awareness, Phonics, Comprehension, Fluency, and Vocabulary. - Implemented through explicit instruction, guided practice, collaborative learning and independent reading and writing. |
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Interactive think-aloud |
- Used during shared-reading, - Teachers verbalize their thoughts. - Models how skilled readers they apply comprehension strategies, connect ideas, monitor their reading, and construct meaning from a text. |
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Efferent Reading |
- Reading to learn more about the world around them, find information, and connect it to other pieces of information. - Involves reading charts, graphs, maps and diagrams. - (e.g. textbook, newspaper, journal articles, manual) |
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Aesthetic Reading |
- Reading for personal enjoyment. - Comprehend the text by connecting it to themselves, and creating personal meaning - (e.g. Novels, comics, Facebook posts) |
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Emergent literacy |
- Children’s early reading and writing development before conventional reading and writing instruction. -Only hear beginning and end sounds, will write in all capitals, and write backwards or upside down letters. |
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Environmental print |
Signs, labels and other print found in the community. |
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Shared read-aloud |
- Teacher reads oversized book with enlarged text to a group of children = models the strategies and skills of good readers, - Collaborative and supportive b/c Teacher and the students read/re-read the books together. - Students assume increasing responsibility for reading = practice reading strategies = increases reading skills and confidence. |
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Interactive Writing |
- Cooperative event: Text is jointly composed and written. - Model reading + writing strategies + teaches spelling concepts (clear handwriting and spelling emphasized b/c courteous to reader) - Students learn to use a variety of resources to correct misspelled words (e.g. classroom word walls, books, classmates, and dictionaries) |
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Language Experience Approach |
- Children dictate sentences about an experience ; teacher records this on chart paper. - As they write, teachers models writing from left to right; form letter & spaces; punctuation. - The completed text becomes reading material; children can re-read it and pick out letters and words. - Content is relatable, so it is read easily. |
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Mini-lesson |
- explicit instruction about literacy procedures, concepts, strategies and skills taught to small groups - e.g. on phonics, phonograms, high-frequency words, spelling strategies, spelling rules, and other concepts |
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Pair and share |
- When children work together in small groups = opportunity to use new vocabulary, things they’re learning, stories heard in class, what they're reading. - Develops their talking & listening abilities = develops oral language |
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Phonology (Sound System) |
How the sounds of a language are combined to create words with different meanings. 1) Phonological Awareness: aware of sound structure of language/words. 2) Phonics: understand relationship b/w phonemes & graphemes 3) Phonemic Awareness: Ability to manipulate sounds in words orally. |
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Storyboard |
- graphic organizer: illustrations/images displayed in sequence for an animation, motion graphic or interactive media sequence. - Can be used to help children to identify words for the word wall, notice literacy language, examine elements of the story structure, and study illustrations. |
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Word wall |
- An alphabetized chart posted in the classroom listing the words children are learning. - Easily accessible to students. They will refer to it to help spell and memorize unfamiliar words when writing = more proficient readers and writers. - e.g. high-frequency or important words for thematic units |
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Zone of proximal development |
The distance between a child’s actual development level and his or her potential level with teacher scaffolding. |
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Comprehension of Text |
- Reading=transaction b/w reader's background experience+txt; Negotiate meaning=interpret. - Factors: (1) Reader’s know about topic (2) Reader’s purpose (i.e. need to connect/engage w/ txt) (3) Reader’s lang community (matches lang of txt?) (4) Reader’s expectations (believe I can?) - Process: Activate background know as listen/read txt -> construct mental pic. |
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Explain how syntax is used to figure out the meaning of an unfamiliar word (1 of 3) |
- Structure organization of Lang (grammar): How words combine into sentences. - Knowledge of Word Order = predict w type of word will come next - E.g. "The horse galloped through the gate"; sub "through" w/ word you know b/c recognize role of the unfamiliar word - E.g. "The boy climbed the ____" = has to b noun. |
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Explain how semantics is used to figure out the meaning of an unfamiliar word (2 of 3) |
-Meaning of lang => comprehension of txts - Learners' prior knowledge of lang, txt, visual media, & life experience (e.g. Spelling, Affixes, Vocab/word identification - fits or not) - Clues in txt: w info pics provide? Other words in sentence/paragraph/whole txt (w's happened)? - E.g. "The boy climbed the ___." = something you can climb to make sense. |
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Explain how graphophonics (a.k.a. decoding) is used to figure out the meaning of an unfamiliar word (3 of 3) |
- Visual cues of letters&print + letters&letter clusters relationships to corresponding sounds = identify unknown words - (e.g. rhyming, onsets/rimes- word families, syllabication, blending) - Analyze letter patterns => identify speech sounds => figure out meaning if in oral vocab. - No 1-to-1 correspondence, don't decode easily, need comp too. |
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Discuss how Environmental Print can be used to teach the letters of the alphabet to young children. Explain why it's useful & effective. (1of3) |
- Sort food labels, toy signs, store names from ads, & other to find e.g's of letters being studied. - Component of letter knowledge: use of letters in known words (e.g. names & common words) - Capitalizes on interests: already learning enviro words=incorporates w already know & like. -Still need familiar contexts. e.g golden arches - Contextualize ABCs letter names (not in drills or sequence)=Meaningful, connected to daily lives |
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Discuss how an Alphabet Books can be used to teach the letters of the alphabet to young children. Explain why it's useful & effective. (2of3) |
- (1) Read ABC books to build vocabs (2) kids reread books (3) find words for own book about a letter. - Able to name the letters=predictor of beginning reading achievement, b/c involved in lit activities b4 1st grade=can bein reading quickly. - Involve reading&writing experiences + expand vocab. Not just teach letter names. |
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Discuss how an Alphabet Chart can be used to teach the letters of the alphabet to young children. Explain why it's useful & effective. (3of3) |
- Children point to letters&pics on chart + recite alphabet; ALSO say name of pics+emphasize 1st sound (e.g. “A-airplane). - ABC song strategy: sing through til you get to it - Helps identify name of unknown letter+ gives kids independence. - Make routines familiar&predictable. 1st guide activities -> kids internalize outline + do on own. |
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Name and describe a strategy you can use to teach phonemic awareness. Include the resource you might use. (Part 1) |
Sound-Segmentation: isolate sounds in spoken words. (difficult) Intro: Exaggerate beginning sounds: e.g.names+familiar words+ objects around room E.g. “This is a truck and it starts with /t/” Next: Segment entire words"Listen, listen to my wordTell me all the sounds you heard: coat(slowly)/k/ is 1 sound/o/ is 2 /t/is last in coatIt’s true |
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Name and describe a strategy you can use to teach phonemic awareness. Include the resource you might use. (Part 2) |
Elkonin boxes: (1)Show object/pic (2)Draws row of boxes onboard; 1 box/sound. (2)Move magnetic marker into each box as the sound is said slowly. (3) Kids repeat at desk (checkers) - Experiment w/ oral lang = stimulates interest in lang + provides valuable experiences with books & words. - multisyllabic word = 1box/syllable |
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What are the five components of a balanced reading program? (1 of 5) |
Phonemic Awareness: ability to recognize that speech is made up of a series of individual phonemes - orally manipulate phonemes in words. - Basis of phonics & spelling: helps children identify sounds, categorize sound in words, substitute, blend, and segment sounds. |
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What are the five components of a balanced reading program? (2 of 5) |
Phonics: Awareness of relationship b/w letters/spelling systems & the sounds in speech. - Know Phoneme (/m/)-grapheme ("m") relationship & rules. e.g. "c" is the first letter in the word "cup" - Teach letter names, consonants, vowels, & word families (e.g.-ock, -ake, and -ot) |
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What are the five components of a balanced reading program? (3 of 5) |
Vocabulary: Word Identification. Use know of words to make sense of txt & make meaningful connections. -Correlation b/w vocab, reading achievement, & academic success. - Develop reading&writing @ faster rate. Fluency - More reading = more expansive vocab - Depth of knowledge about words (e.g. fire) |
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What are the five components of a balanced reading program? (4+5 of 5) |
Comprehension: Process of constructing meaning using author's text & the reader's background knowledge for a specific purpose Fluency: Reading & writing smoothly, quickly, & with expression. Practice reading to increase accuracy, speed, expression, and understanding |
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How do Reader Factors affect children’s comprehension of text. (1+2 of 6) |
Background Knowledge: Apply Word & Literary know (diff b/w story+poem structures; genres) to what they’re reading. Provide authentic experiences, visual reps to give context for books. Vocabulary: Recognize meaning of familiar words & apply word-learning strategies to comp reading. Can't decode&comp txt loaded w/ unfamiliar words=not enough background know |
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How do Reader Factors affect children’s comprehension of text. (3+4 of 6) |
Fluency: cognitive resources available to understand w they’re reading. Recognize most words=not consumed w/ decoding=devote attn to comp. Comp Strategies: Thoughtful behaviors to facilitate&determine if understanding + solve probs when reading or listening . Cognitive/thinking (e.g. predicting); Metacognitive/reflection (e.g.monitoring) |
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How do Reader Factors affect children’s comprehension of text. (5+6 of 6) |
Comp Skills: Related to strats but involve literal thinking (q:s w/ correct a:s). (e.g. When Determining Importance also: Recognizing details, Notice similarities&diffs, compare&contrast big ideas vs details, sequence details) Engagement: Kids who meet the prereqs for comp & apply comp strats=more likely to be engaged with the text. |
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How do Text Factors affect children’s comprehension of text. (??) |
Author’s ideas, words choice, & organization Genres: know of genre characteristics provides a scaffold for comp (form, style, subject matter) Text Structures: See big ideas best when know how authors organize txt. (info in sequence, compare&contrast, cause-&-effect?) Text Features: Apply know of literary devices to deepen understanding & appreciate the author’s use of lang. |
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Describe a child’s spelling development who is at the “Syllables and Affixes” spelling stage? (age 9-11) |
Add inflectional endings to nouns (-es, -ed, -ing); Add comparative & superlative endings to adj's; (e.g. sunny-sunnier-sunniest) Homophones (night/knight) Compound words Syllabication: spell + breakdown multisyll words Affixes: common prefixes (dis-, re-, un-) & suffixes (-able, -ful/fully, -ly, -tion) Contractions Dictionary use. Investigate verb forms (e.g. talk-talked, take-took-taken, think-thought) |
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What might you teach to support a child’s spelling development who is at the “Syllables and Affixes” spelling stage? (1of2) |
Syllabication mini-lesson: spell multisyll by breakdown sylls (intro topic->Share e.g's->provide info->guide practice->assess) Elkonin boxes: (1) model breakdown on board+clapping (2) model sound out spelling (e.g.“well”&“come”) (3) Ask if looks right+identify w's wrong (think about rules for spelling vowels & endings) (4)Uncertain=show look-up in the dictionary (5)delete repeated letters not needed. Repeat (6)practice indi w/ small whiteboards. |
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How you would teach Connecting using modeling/explicit instruction (1+2 of 4) (Connecting: Personalize reading by linking to background know (text-to-self/world/text) |
Explicit Instruction: (1)adding new strat to chart=>better readers b/c good readers make connections b/w reading+what they know (2) explain 3-kinds. (3)Give e.g's. Modeling:(1)Intro book+Read-aloud (shared) (2)Think-aloud=how to make reasonable connections (3)Make connection=write post-it+add to 3-column chart. (4)Slowly prompt kids@key points |
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How you would teach Connecting using guided practice (4of4) |
Guided Practice: (1)While students read indi, meet w/ smaller group for guided-reading using instructional-level books. (2) Intro book (3)Students read, but I give support+supervise. (4)Ask them to tell me about type of connections they’re using to comp txt + guide how to apply strat. (6) They write connection types on post-it+stick it in book. |
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How you would teach Connecting using independent practice. (3of4) |
Independent Application: (1)As kids show understand strat, add to comp strat chart+Create def together+post prominently. (2) Indi-reading (self-selected books on own) using strat (post-its of connections used stick to pgs). (3) Sharing Time: W connection types they used & how; increased proficiency=>become a character in story for a hot seat activity during sharing time. |
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Describe how Story Vines contributes to oral language development. (1of2) |
-Oral lang grow through everyday experiences,interactions&lit activities on talk+listen skills. -Phonological Development: Practice w going to say=Pronunciation,Projection,Inflections,+ combine sounds. Only practice w exposed to. - Pragmatics: Learn carry on convos&Re-tell story w/i social setting. Markers cue=better storytellers b/c play w/ diff ways of telling (change order+words) |
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Describe how Story Vines contributes to reading comprehension. |
-Engage w/text:interpret characters+bring to life. -Multi comp strats&skills: (1) Set purpose+motivation for understand=Monitoring comp. (2) Recognize details+Determine Importance: big ideas & relationship = tell story effectively. (3) Summarize big ideas & sequence details=better recall. (4) Practice Visualizing txt ->text memorable; physical Rep of abstract concepts. -Expose&Reinforce vocab=fluency; no waste effort decoding=more time on comp. |
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What might you teach to support a child’s spelling development who is at the “Syllables and Affixes” spelling stage? (2of2) |
Word Study Activities: hands-on activity to practice spelling concepts. Whole-class->practice at centers.(e.g. MakingWords,WordSorts) Dictionary Use: how to locate unfamiliar words - predict possible spelling Complete spelling program: teach spell strats, explicit instruction on spel concepts & strats(developmentally appropriate), reading& writing opportunities (authentic), high-frequency |
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Describe how Story Vines contributes to oral language development. (2of2) |
Semantic skills: Encounter, interact,&decode words in txt to comp story. -Good listeners exposed to speech&vocab -Words contextualized by story&vine=greater know of meaning+apply purposefully. -orally def words ability=predictor of ability to decode words&comp txt Little anxiety: practice, tell stories in small groups, visual cues help=confidence read+speak, |
