TEST #1 – CHAPTERS 1,2,4,5,7

Principle suggesting that letters in the alphabet map to phonemes, the minimal sound units represented in written language.

An instructional strategy to help students and teachers reflect upon personal knowledge.

Theoretical orientations and philosophical approaches to the teaching of reading.

Thoughtful, informed, state-of-the-art teaching in which literacy related practices are theoretically sound and supported by research.

A type of reading model that assumes that the process of translating print to meaning begins with the printed word and is initiated by decoding graphic symbols into sound.

Learning theory associated with Jean Piaget that describes meaning-making as cognitively constructing knowledge by using prior knowledge and experience in interaction with the environment.

The conscious or automatic processing and translating of the printed word into speech.

Based on stated information.

Letter-sound information that readers process during reading.

Based on unstated assumptions in conjunction with given information.

A type of reading model that assumes that translating print to meaning involves using both prior knowledge and print and that the process is initiated by the reader making predictions about meaning and/or decoding graphic symbols.

An individual who provides professional development opportunities and resources.

In-class support provides a variety of professional development activities while in a non-evaluative role.

Any powerful, authentic instance of the use of language to convey meaning and understanding between a writer and reader.

Awareness of one's own cognitive processes, including task knowledge and self-monitoring of activity.

The knowledge, skills, strategies and dispositions needed to use and adapt to the constantly changing information and communication technologies.

Knowledge of common letter patterns that skilled readers use rapidly and accurately to associate with sounds.

Knowledge acquired from an ongoing study of the practice of teaching.

The study of the mental faculties involved in acting on and interacting with written language in an effort to make sense of a text.

Mental frameworks that humans use to organize and construct meaning.

The prior knowledge and experience that readers bring to a reading situation.

The study of everyday functions of language and how interactions with others and with the environment aid language comprehension and learning.

Grammatical information in a text that readers process, along with graphophonemic and semantic information, to construct meaning.

A type of reading model that assumes that the construction of textual meaning depends on the readers prior knowledge and experience.

Major approach to reading - occupies central and broadest position on instructional continuum. Built on scope and sequence foundations and traditionally associated with bottom-up theory. Has been modified in recent years with the inclusion of language experience and literature activities.

Adheres to the belief that teachers need to possess a strong knowledge of multiple methods for teaching reading so they can create the appropriate balance of methods needed for the children they teach.

Instruction that makes clear the what, why, when, and how of skill and strategy use.

Providing enough instructional guidance and support for students so that they will be successful in their use of reading strategies.

Instructional approach in which reading, writing, listening, speaking and viewing activities are connected through the use of literature.

Major approach to reading, located on the holistic side of the instructional continuum, tied closely to interactive or top-down theory.

Often considered a beginning reading approach, connections between reading and writing are becoming more prevalent in classrooms.

Major approach to reading, encourages students to select their own trade books, with the sessions followed by teacher-student conferences at which students may be asked to read aloud from selections; used by teachers who want to provide for individual student differences in reading abilities while focusing on meaning, interest and enjoyment.

An instructional approach that utilizes computers and their many capabilities.

Categories of written language, ranging from the smallest unit, letters, to the largest unit, the whole text selection, that are emphasized for instructional purposes.

Print that surrounds children in their everyday lives, such as traffic signs, restaurant signs, charts and labels.

Spellings children use early in their reading and writing development as they begin to associate letters to sounds.

Activities using the natural language of children and their background experiences to share and discuss events; listen to and tell stories, dictate words, sentences and stories, and write independently.

The stages of language experience.

Designated classrooms are designed around familiar context or places and furnished with props to provide an environment in which children may play with print on their own terms.

An environment that fosters and nurtures interest in and curiosity about written language and supports children's efforts to become readers and writers.

The spontaneous creation of stories - including setting, characters, goal, plot, and resolution - during children's play.

One of primary forms of written expression; the fountainhead for writing that occurs from the moment a child grasps and uses a writing tool.

Strategy allowing all children in a classroom or small group to participate in the reading of a story, usually through the use of a big book with large print and illustrations.

Enlarged versions of children's storybooks, distinguished by large print and illustrations, designed to offer numerous opportunities for interaction.

Children's literacy learning conceptualized as developmental, with no clear beginning or end, rather than as proceeding in distinct sequence. Thus children begin to develop through everyday experiences with print long before they enter school.

Shared writing activity in which children are invited to volunteer to write parts of a story.

Understanding the technical terms and labels needed to talk and think about reading.

Informal assessment by classroom teachers to document growth in learning by watching and recording students' literate behaviors.

An understanding that speech is composed of a series of written sounds; a powerful predictor of children's later reading achievement.

The ability to hear, recognize, and play with sounds in our language. It involves hearing the sounds of language apart from meaning.

The level of physical, mental, and emotional maturity that children need to reach to benefit from reading instruction.

Read-alouds, read-alongs, interactive reading, interactive writing, re-readings of favorite texts, and independent reading and writing.

Language functions that can and should be adapted to print at the beginning of instruction.

Sometimes referred to as analogic phonics; teaches children to use onsets and rimes they already know to help decode unknown words.

An approach to phonics teaching that emphasizes the discovery of letter-sound relationships through the analysis of known words.

using letter-sound information and meaning to identify words.

Text that is written with a large number of words that have phonetic similarities; there is typically a match between text and phonics elements that the teacher has taught.

Often called holistic, meaning centered instruction, teaches phonics within the context of stories that make sense to children.

Words that appear often in printed material.

A technique that uses flashcards to teach unknown words with a ratio of known words.

Suffixes that change the tense or degree of a word. Ex. /s/, /es/, /ies/, /d/, /ed/, /er/, /ier/, /est/.

Words charged with personal meaning and feeling selected for use in helping beginning readers identify words quickly and easily.

A traditional approach to teaching phonics popular in the 1960s.

The smallest meaninful unit of a word. Ex. /un/ means not.

The initial part of a word (a consonant, consonant blend, or digraph) that precedes the vowel.

Letter clusters that help form word families or rhyming words; see also rime.

The part of a letter pattern in a word that includes the vowel and any consonants that follow; also called a phonogram or word family.

Being aware of miscues, the pronunciation of unknown words, and comprehension processes during reading to develop the ability to correct oneself.

A collection of related words that go from one extreme to another, such as hot, warm, cool, cold, freezing and frigid.

Instruction that focuses on teaching students strategies for studying words they read and write; based on the idea that students need to be working on words that represent their levels of development.

Word recognition skill that involves identifying words in meaningful units such as prefixes, suffixes, and root words. Includes being able to identify inflected endings, compound words and contractions.

A building block approach to phonics intended to foster the understanding of letter-sound relationships and develop phonic knowledge and skill.

Boxes of word cards that individual students are studying as they relate to phonics, spelling or vocabulary learning.

A game in which students add, delete, or replace letters using cues to make new words.

Words compiled on sheets of shelf paper hung on the wall of a classroom.

Used by teachers to engage students in word study for a variety of instructional purposes.

Bottom-Up Top-Down Blended Philosophy/Interactive

Reading starts with print and moves up to the mind of the reader. The reader processes, comprehends, etc. The starting point is text. Emphasis is on phonics.

Reading starts with what the reader has in his head, experience, world knowledge, process is downward. Whole language, authentic text appeals to the reader.

Some feel it is a two way street, uses knowledge of text but also uses prior knowledge, what is in his mind and skills.

Beliefs about Reading Interview

Deford Theoretical Orientation to Reading Profile

Personal Knowledge Practical Knowledge Professional Knowledge

Beliefs are based on what you experienced when learning to read and what has worked with the children you teach.

Experiences in and out of the classroom.

Knowledge acquired from on going study of the practice of teaching

Idea of having lots of information, like a file system.

Graphophonemic Syntactic Semantic

phonics - graphic symbols on page represent speech sounds.

Word order - arrangement of words to construct meaning

Stores the schemata that readers bring to a text in terms of background knowledge, experiences, conceptual understandings, attitudes, beliefs and values.

Study of everyday functions of Language. How interactions aid Language Learning.

Correspondence between letters (graphemes) and sounds (phonemes).

Reflect prior knowledge, experiences, conceptual understanding, attitudes, value, skills, and procedures a reader already has.

Knowledge about the regulation of some for of cognitive activity. (Ann Brown, 1985).

-Self Knowledge -Task Knowledge -Self Monitoring

what they know about literacy learning and the teaching of literacy.

-Difference among teachers reflects varying beliefs and instructional practices on how to help children achieve reading independence. -Effective teachers adapt to individual differences among children.

Systematic Instructional Constructivist

Approach includes direct teaching & a logical instructional sequence.

View is focused on the needs of the individual child.

Journals: The Reading Teacher - Elementary The Journal of Adolescent and Adult Literacy Reading Research Quarterly

-includes scope and sequence -Scott Foresman -oldest -now includes more diverse population -contains narrative and expository text -incorporates instructional strategy

-activate/build schema -teach new words and concepts -reading is purposeful-encourage students to make predictions -motivation is crucial

-students read (guided by teacher) oral or silent -keep purpose in mind -discuss predictions-pause -allow opportunity to change prediction -teacher goal is comprehension not fluency -needs to be on students instructional level

-check comprehension - discuss -student led questions -follow up activity -build anticipation for future reading

-literal (lowest) -inferential -critical -creative (highest)

"What I think about, I can talk about; what I can say, I can write or someone will write for me; what I can write, I can read; and I can read what other people write for me to read."

-stories are written by students - children have experiences they can use as text. -often associated with early reading - combined with basal -used with remedial reading -content area - students dictate what they know and learn

1. stimulation/motivation 2.

oral exchange of ideas 3. composing phase 4. post composing phase - rereading 5. extension activities

-ongoing class activity -everyday experiences -new, teacher - introduced experience

-teacher guides group discussion of important concepts and presentation of concepts in logical order -brainstorming and semantic mapping can be used

-teacher writes student dictated sentences -teacher uses questions to draw out information -students edit sentences or extend discussion -teacher reads recorded dictation, encourages children to read along

-teacher reads dictation to group - ask for changes -reads composition aloud over several days, children read and re-read (chart dictation, give copies to read at home, add story to class book)

-illustration -read related book -students match duplicated sentences -matching activities/ sentence construction -students select words for word bank -students create book (pop up, flip fold)

Birth-PreK - Awareness and Exploration K - Experimental 1 - Early 2 - Transitional 3 - Independent and productive

-Environmental Print -Family Interactions -Literate Environments

-Positive home environment/low-risk family environment -access to a variety of easy reading materials -child is read to regularly -quality of interaction with family members

-access to print and books -adult demos of literate activity -supportive adults -storybook reading

-creative literate learning environments -designing literacy-related play centers -exploring print through language experience -reading to children

-early scribbling -controlled scribbling -name scribbling -scribble drawing

-prephonemic spelling -phonemic spelling -transitional spelling -conventional spelling

Children's invented spelling display a one-to-one correspondence between the initial consonant or final consonant and the word. ML

Six or seven year old children begin their invented spellings.

MAL

Children's invented spellings represent chunks or patterns of letters that represent spoken sounds. CVC, CVCE

By third grade, children use correct spelling more and more often in their attempts to communicate.

-builds independence -encourages/supports elaboration -provides opportunity to move through spelling stages at his own pace and level of sophistication -develops student control and responsibiity

-age appropriate -individually appropriate -socially and culturally appropriate

-The New Read Aloud Handbook -Read All About It: Great Read Aloud Stories, Poems, and Newspaper Pieces

-show children cover of book, invite discussion of illustrations -tell title, invite predictions -read story dramatically, invite conversation -encourage retell in their own words -reread story, invite participation by focusing on repeated elements or chants, emphasis is on meaning and enjoyment

-Once familiar with several stories, ask children to choose favorites -strive for increased participation by creating read along situations -create book experiences to build children's book knowledge -teach about book conventions (front and back cover, title, author, pictures -make aware of written language conventions (words, pages, spaces, capital letters in proper names, punctuation marks, quotation marks)

teach literacy skills and strategies -recognize letter-sound relations -using context to identify words -build sight word vocabulary -develop oral reading fluency -comprehend meaning

-develop classroom library that has been shared and reread -encourage students to read favorite books on their own

1. What does a child already know about print? 2. What reading behaviors and interests does a child already exhibit? 3.

What does a child need to learn?

EMERGENT LITERACY - Children use written language and develop as readers and writers through active engagement with their world. Literacy develops in real life settings in purposeful ways. READING READINESS - Children learn to ready by mastering skills arranged and sequenced in a hierarchy according to their level of difficulty.

EMERGENT LITERACY - Children are in process of becoming literate from birth and are capable of learning what it means to be a user of written language before entering school. READING READINESS - Children must master a set of basic skills before they can learn to read.

Learning to read is an outcome of school-based instruction.

EMERGENT LITERACY - Children progress as readers and writers. Reading and writing (as well as speaking and listening) are interrelated and develop concurrently. READING READINESS - Children learn to read first.

The skills of reading must be developed before introducing written composition.

EMERGENT LITERACY - Children learn informally through interactions with and modeling from literate significant others and explorations with written language. READING READINESS - Children learn through formal teaching and monitoring (i.e.

periodic assessment of skills)

EMERGENT LITERACY - Children learn to be literate in different ways and at different rates of development READING READINESS - Children progress as readers by moving through a scope and sequence of skills

-term arose in 1920s - 1930s -evolved from belief that readiness for reading is largely the result of maturation. -best set time to benefit from reading instruction

-implies that children are becoming literate from birth and continue to develop as literate beings thoughout life -beginning instruction serves to extend literacy development in Early Childhood.

1. Phonemic Awareness 2.

Alphabetics, including letter knowledge and phonics instruction 3. Fluency 4. Vocabulary 5. Comprehension

1. Phonological and phonemic awareness 2.

Letter name knowledge

1. Oral language development 2. concepts about print 3. letter name knowledge 5. sight word knowledge 6. phonics knowledge 7.

vocabulary 8. comprehension

1. Concepts About Print Test - Marie Clay 2. Print Concepts Checklist/Meta linguistic interview -between 3-5 years - complete checklist, including name and age, and typed comments

-critical skills: blending and segmentation -Yopp-Singer Test of Phoneme Segmentation

-randomized presentation of a letter (identification, recognition)

-use of environmental print -use of shared book experience - may include big book - may include use of predictable book - Brown Bear, Very Hungry Caterpillar

Involve the conceptual understanding that spoken language can be broken down into smaller units. -sentences -phrases -words -syllables -onsets -rimes -phonemes

1. awareness of spoken words 2.

awareness of spoken syllables 3. awareness of phonemes

1. Teacher helps children develop ability to notice, think about, and manipulate individual sounds in spoken words. 2. Numerous studies confirmed kinds of teaching activities that help children develop phonemic awareness.

3. Research based categories

Recognizing individual sounds in words.

Having the same sound in different words.

Recognizing a word having a different sound in a group of three or four words.

Children listen to phonemes spoken separately, then blend them together to form a word.

Breaking a spoken word into separate phonemes while tapping or counting on their fingers each sound.

Recognizing that phonemes can be removed from a spoken word and that part of the word remains.

The ability to create a new word by adding a phoneme.

Exchanging a phoneme for one in a spoken word to create a new one.

Segmenting and blending individual sounds in spoken words.

-There's a Wocket in my Pocket - The Hungry Thing - The Hungry Thing Goes to a Restaurant

1. Recognizing letters 2. Searching for letters 3. Writing letters 4.

Instructional pacing of letter recognition - distinguished practice

1. More instructional time 2. Structure and routine 3. Exposure to more knowledge 4. Early intervention 5. Clearly articulated reading feedback 6.

School-wide assessment

BIG BOOKS -predictability of plot and language makes them easier to understand and remember INTERACTIVE READING AND WRITING -process demonstrates that literacy learning is social and collaborative

Understanding use of written language -children learn value of reading or writing lies in its uses as a tool for communicating, understanding and enjoyment Connecting Speech and Print through Language experience -value of language experience lies in physical ease by which text is produced to achieve reading instructional goals

1. motivates 2. personalizes 3. demonstrates connection between spoken and written language 4. demos left-right, top-bottom orientation 5. demos end of line does not mean end of thought 6.

value of written language for preserving info, ideal and feelings 7. teaches meaning of word and function of space between 8. teaches function of capitalization and punctuation

1. Linguistic Awareness 2. The Concepts About Print Test 3. Observing Children's Emerging Literacy Accomplishments

1.

Recognizing letters 2. Developing Phonemic Awareness

IMMEDIATE IDENTIFICATION -word recognition -sight word recognition -context clues (semantic, syntactic) MEDIATED IDENTIFICATION -word attack -word analysis -decoding (phonics, meaningful units, applying structural analysis - morphemic analysis)

-putting a name or label on words that are encountered in print -comprehensive term that encompasses the use of multiple cues to identify unfamiliar words

Sight words -Dolche - 200 -Frye - 300 Should master by 3rd grade. Best way to assess is with flash cards Provide a word bank

-incremental rehearsal -context and isolation -multisensory technique - VAKT -language experience

1. write word, use in sentence, underline 2. students use word attack skills to pronounce, if not successful then tell them.

3. discuss meaning - tie to experience 4. write word in isolation, what will help them remember, clues - word config, ascending, descending, length, double letters 5. students write word, say it as they write 6. students compose new sentences 7. provide practice activities

-recognition by sight is goal of all word identification strategies -use phonics (structural analysis) only until word has become part of sight vocabulary

-printed letters and letter combos represent speech sounds heard in whole words -teach learner to blend sounds represented by printed letters -teach learner to use available cue system in combo with letter sound relationship to identify words and comprehend text (self monitoring)

1.

listening and speaking vocabulary 2. visual cues for hearing impaired 3. skill in phonemic awareness (segmentation and blending) 4. teachers knowledge of phonics 5. sight word vocabulary

-small store of words by sight -teacher presents some words -invites children to analyze = looks, sound = generalizations

-letter names -sounds each letter represents -drill on letter-sound relationship -teach blending -provide opportunity to apply blending to unknown words

-minimal change -decoding through letter patterns -decodable text

1. analytic approach 2.

synthetic approach 3. linguistic approach 4. direct instruction - teaching phonics elements

1. reestablish auditory discrimination 2.

present letters (visual discrimination) 3. present key objects or pictures 4. list appropriate words 5. list from pictures or objects 6. listening in context 7. decoding in context 8.

blending and substitution 9. practice activities 10. application in real reading

OPEN -word bank -children group words -child tells what words grouped -no correct answer CLOSED -specific attribute -correct way - student must find

CLOZE passages - modified -constructed from easy to read material -selected word deletion -systematic word deletion -partial word deletion