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ELEMENTARY READING METHODS AND
INTERVENTIONS - C909 EXAM
Constructivism Theory - --A philosophy of learning based on the premise that people construct their own understanding of the world they live in through reflection on experiences Socialcultural theory - --the approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture Innatist Theory - --Theory that states that language learning is natural for human beings. Theorist is Chomsky. Contextual Theory - --Theory of learning that focuses on how people's general physical, social, and/or cultural surroundings support their learning, development, and behavior metacognition - --thinking about thinking stage of development - --Relatively fixed phases or units of development into which a person's growth can be divided. Stage 0 - --Foundation for Literacy Stage 1 - --Beginning Literacy Stage 2 - --Consolidation/ Fluency
Stage 3 - --Literacy for Growth Oral Language - --language that is spoken and heard rather than written and read How Writing Develops - --1. Scribbling/drawing
- letter- like forms and shapes
- Letters!
- Letters and spaces
- Conventional writing and spelling phonological component - --rules for combining sounds semantic component - --the meaning that words, phrases, and sentences convey syntactic component - --Rules that enable us to combine morphemes into sentences. pragmatics - --the appropriate use of language in different contexts Theory of language development suggest that students learn appropriate sounds and words by parent's reinforcement - --behaviorist Children begin to learn language at what age? - --between 8 to 28 months
Invented Spelling - --increases child's fluency Theory states language constructed within a particular sociocultural context, depending on cognitive and environmental factors? - --Contextual emergent literacy - --children who pretend they are reading or writing understand a great deal about literacy children's active efforts to construct literacy knowledge through informal experiences Brenda's mother speaks French and German. Her father speaks English and French. Brenda speaks all three. However, she often mixes the languages together as she speaks. What phenomenon is Brenda exhibiting? - --mixed speech English is Greg's native language. In fifth grade, his family moves to another country, where Spanish is spoken. He learns Spanish, becoming fluent. What phenomenon is Greg exhibiting? - --successive bilingualism Discrimination - --unjustifiable negative behavior toward a group and its members successive bilingualism - --one language is learned first and then the other later reading readiness - --literacy approach that emphasized a set of skills children needed to master before beginning formal reading instruction Writing readiness - --
metalingustic language - --the ability to think and talk about language inverted - -- prewriting stage - --The time before one begins writing used to think about the topic and purpose, plan content, and conduct the necessary research. Editing Stage - --where students work on fixing grammar and mechanics. Publishing Stage - --where students produce a completed piece of writing and prepare their story to share with others. Drafting Stage - --the process in which an initial rough draft is written. Think-Pair-Share - --A technique in which students working in pairs learn from one another and get to try out their ideas in a nonthreatening context before presenting them to the class. Anticipation Guide - --A pre-reading activity in which students respond to a series of statements about a topic about which they will soon read. It builds curiosity about a topic and helps to establish a purpose for reading. reciprocal teaching - --A strategy in which students take on an instructional role in a small group where they take on role such as questioning, clarifying, predicting, or summarizing graphic organizer - --A tool that allows a reader to focus on the relationship between concepts in a text.
knowledge building group - --New learning builds upon what students already know, so exposing them to novel concepts and encouraging inquiry and exploration enhances their school success. concepts of print group - --Explicitly showing students the features of written language, including how books "work", how letters and words are used, and how text is organized serves as an important introduction to literacy. writing conventions group - --To communicate effectively in writing students need to be explicitly taught the "mechanics" such as handwriting and when and how to use capitalization and punctuation. phonics awareness group - --Young children need to be taught that the words they say can be broken into parts, based on individual speech sounds, known as phonemes, and this phonemic awareness plays an essential role in sounding out and spelling words. letter-sound and phonics group - --Understanding the relationships between spoken sounds and written letters is also essential for the development of reading and writing, particularly in the early elementary years, and students best learn these letter-sound connections through systematic and explicit teaching. spelling and word study group - --To be successful readers and spellers students need to learn spelling patterns that are the building blocks of most words, through word analysis and useful spelling strategies, but they also need to read and spell automatically those tricky, irregularly spelled words (such as: the, two, laugh) that they encounter frequently. vocabulary group - --An understanding of word meanings is essential to high levels of reading comprehension and written expression, so students need to
have many opportunities in the classroom to hear and use words in ways that promote vocabulary growth. Reading Fluency & Expression group - --It is not enough for students to identify the words to understand the meaning in text, they also need to recognize them effortlessly in order to focus their attention on the ideas, thus teachers need to use effective strategies to promote the growth of fluency and expression. Reading Comprehension Strategies group - --Students have to be aware when they do not understand what they are reading and problem-solve to figure out the meaning of the text, so teachers need to model and promote the use of effective comprehension strategies. Writing Processes & Strategies group - --Learning to write is a complex process involving sub-processes such as word choice, organization of ideas, as well as the foundational skills like spelling and handwriting, so teachers must provide many engaging opportunities in for students to learn to plan, organize, edit and revise written compositions. Text structure and genres group - --Exploring genres and structures in fiction and non-fiction texts develops students' understanding of the importance of purpose, audience and message, so teachers must provide opportunities for them to write for authentic purposes and teach them structures and genres to support those purposes. Classroom Organization & Time Management group - --A positive and well- organized classroom environment is fundamental for student productivity and success in all subject areas, so teachers need to prepare activities and plan instructional time to build an engaging learning community where students feel confident and are motivated to learn
book talk - --when the teacher tries to get students interested in reading books by 'marketing' the book to the students in an enthusiastic manner. book introduction - --during guided reading groups, this is how you hook the kids to reading the book; allow them to tell you their personal story about the topic RTI Tier 1 - --general education consists of a high quality classroom literacy instruction RTI Tier 2 - --early intervening services consists of increasing the time and intensity of the child's exposure to the core curriculum for children who do not appear to be responding appropriately to Tier 1 instruction RTI Tier 3 - --intensive intervention consist of long-term support for students. Some of the students may be eligible for special education and related services, and other will not. DIBELS include all of the following assessments - --1. recognizing initial sounds (phonemic awareness)
- segmenting words into phonemes (phonemic awareness)
- naming the letters of the alphabet (alphabetic principle)
- reading nonsense words (alphabetic principle)
- orally reading of a passage (accuracy and fluency)
- retelling (comprehension) print awareness - --recognizing written language and understanding how it's used
phoneme blending - --harder than onset and ryme onset sound - --sounds before the vowel in a syllable phonological awareness - --the ability to hear the distinctive sounds of letters there are more than _____ sounds in the english language - -- phonics instruction teaches - --the relationship between letters and sounds in written form Fluent readers read text - --accurately, quickly, and with expression Round Robin reading - --students take turns reading parts of a text aloud Automacity (Automatic Reading) - --quick and accurate recognition of letters, words, and language conventions
