| Term | Definition |
|---|
| Use of a variety of print materials | A way to foster reading appreciation/includes trade books, e-books, Internet |
| Nonprint materials | a way to foster reading appreciation/in addition to textbook |
| Structural cues | prefixes, roots, suffixes -- ways to strengthen vocabulary |
| Context cues | words and phrases around the unknownn word |
| Building relationships between words and concepts they represent | strengthening vocabulary |
| Building ability to identify key concepts | strengthening comprehension |
| Building ability to paraphrase key ideas | strengthening comprehension |
| Building ability to make predictions | strengthening comprehension |
| Use of recognition of text structure or patterns | strengthening comprehension |
| Choosing correct reading strategies | strengthening comprehension |
| Purposes of skimming | Quickly identify main idea, determine interest level |
| Purposes of scanning | Searching for key words or ideas, determining usefulness of resource |
| Purposes of notetaking | Help later recall; provide a product for later study |
| Purposes of concept mapping and graphic organizers | generate ideas, design complex structures, communicate complex ideas, integrate new & oldknowledge, assess understanding |
| Purpose of semantic feature analysis | To reinforce vocab essential to understanding concepts in a text |
| Description of semantic feature analysis | Grid of vocab words perpendicular to features and /or ideas. Students complete grid with check or minus whether word has feature or is related to ideas |
| Purpose of anticipation guides | To create a mismatch between what students may know/believe and what is actually present in a text |
| Modeling | To demonstrate a technique, new knowledge or idea |
| Questioning | Stimulate student learning and motivation, reinforce concepts, elicit analysis, synthesis or evaluation |
| Scaffolding | Helping students achieve independence in reading by first giving support and then gradually taking it away as they are ready to do tasks on their own |
| Prior knowledge | learner's preexisting attitudes, experiences, and knowledge: |
| Purpose of activating prior knowledge | Entry point for instruction, builds on what is known, helps make sense of learning experience |
| Metacognition | an explicit understanding of how learning works and an awareness of yourself as a learner. |
| Ways to build metacognition | making students aware of reading strategies & how to use them; helping students activate self-knowledge; self-monitorying |
| emergent literacy theory | children grow into reading and writing with no real beginning or ending point, reading and writing develop concurrently and in interrelated ways, and the learning process starts long before children enter school and does not depend on mastery of letter-sound skills. |
| emergent | begins at birth because it is a continuous, developmental process. |
| literacy | means that reading and writing are related and are reciprocal processes that influence each other. |
| Whole Language approach | learned in a social and emotional context. Whole language promotes the development of reading and other communication skills in a social, communicative network. |
| Conventions of print | knowledge of the semantic and visual structure of text. Children learn about print and come to realize that print differs from speech, although it carries a message just like speech. Eventually, children learn that print, not pictures, carries the story. |
| Purposes of print | knowledge that words convey a message separate from pictures or oral language. |
| Functions of print | awareness of the uses of print: making shopping lists, reading street signs, conveying instructions. |
| Print awareness | The knowledge that printed words carry meaning, and that reading and writing are ways to obtain ideas and information. A young child's sensitivity to print is one of the first steps toward reading. |
| Sight vocabulary | words that a reader recognizes without having to sound them out. |
| Phonemic awareness | an exclusively oral language activity. Phonemic awareness refers to the understanding that spoken words are made up of individual sounds called phonemes. Instruction in phonemic awareness should be viewed as an important element of a balanced reading program in the early elementary grades. |
| Alphabetic principle | matching elemental sounds and the letters that represent themThe knowledge that speech sounds can be represented by a letter or letters and that when a given sound occurs anywhere in a word, it can be represented by the same letters.. |
| Social interaction - support by adults and peers | From the emergent literacy perspective, reading and writing develop concurrently and interrelatedly in young children and are fostered by experience with oral and written language. The more social interaction children have with adults and peers in terms of using written language or enjoying written language (story-book reading together, grocery lists, stop signs, etc), the easier it is for these children to develop into strong readers. |
| Frequent experiences with print | the more exposure children have to print, the more they understand the concepts about print. A classroom with many different words displayed on the walls helps children add words to their vocabulary. |
| Prior Knowledge or schema | Schema refers to a reader's background experience, knowledge, interests, attitudes, perspectives, and present context or situation in reading. |
| Motivation | print motivation is a child's interest in, and enjoyment of, books. |
| Fluency | able to read effortlessly. |
| Affective aspects of reading | refer to student's attitudes, interests, and values. |
| The process of language acquisition | consists of the child inferring the underlying rules of the language that he or she is exposed to, and testing those inferences by constructing his or her own utterances. |
| Direct instruction | explanation of words and letters helps children understand that letters have sounds and words have meaning. |
| Social interaction | interaction between children and adults helps children grasp the meaning of letters and sounds of letters. |
| Shared reading | Books and stories selected for sharing should be those that have been proven to be loved by children, they should have literary merit and engaging content. Shared book experiences result in higher end-of-year achievement scores and phonic analysis test scores. |
| Repeated reading | reading the same stories that children enjoy several times helps them with their comprehension, listening skills, and recognition of sight words. |
| Reader response | asking children to respond to what has been read to them helps them understand that the purpose of reading is to understand the meaning of the words. It helps them understand that people can express themselves through writing, and that writing has meaning. |
| Word walls | a teacher must create a word wall rather than just "have" a word wall.Using a word wall of high-frequency words aids in reading and writing. It is common for a teacher to add 5 new words per week. |
| Text innovation (rewrites) | rewriting a story helps children to understand how they can create stories and helps them understand the meaning of stories. |
| Shared writing | students are given the opportunity to share in the writing process. Teacher and students co-construct the message. |
| Children's literature | the first books written for children appeared during the 1700's |
| Most children's literature through the 1700's | conveyed a religious or moral theme. |
| Robinson Crusoe | was really written for adults. |
| James Cooper | The Last of the Mohicans. |
| The Wizard of Oz | was written in this century. |
| King Arthur and the Knights of the Round Table | originated about 1000AD. It is a romance; it is a story about brave men and defenseless women. |
| The Newbury Award | Children's book award |
| The Caldecott Award | picture book award |
| Picture books | Are the picture books easy to follow, and so they tell a story in an organized way, so that children can understand the story without the use of the written word? |
| Poetry | A teacher needs to consider the age of the students and select poetry that she/he believes they will be able to relate to and enjoy. For example, for younger children, a teacher may select poems that have more alliteration and repetition of words. |
| Informational books | are they level appropriate? |
| Biographies | are they level appropriate? |
| Selecting fiction | When selecting fiction, a good balance of realistic stories, modern fantasies, historical fiction, and mysteries is important so that all areas of interest are covered. |
| Realistic Fiction | is imaginative writing that accurately reflects life either in the past or present. It has a prose narrative with a plot that unfolds through the character's actions, speech, and thoughts. |
| context clue | is information from the immediate sentence, paragraph, or surrounding words that might help readers determine the meaning and/or pronunciation of an unknown word. |
| Semantics | has to do with meaning cues. Semantic cues are the answer to the question "what makes sense?";clues are provided by the knowledge the readers has through the meanings of other words in the text. |
| Syntax | relates to the sentence structure, or grammar, and what kind of word normally fills a given slot (noun, adverb, adjective, etc). clues are provided by the structure of the sentence. |
| decoding a word, | they are trying to make a connection between the written word and the idea or thing it explicitly represents, so they would be concerned with organizing ideas and generating questions to be researched. |
| Relationship to print | students first learn to recognize known words and letters in familiar books and contexts. |
| Recognizing whole words | sight words are words that children have seen so often that they know them instantly. Often, sight words are words that cannot be sounded out phonetically. |
| Word patterns | students who can recognize words patterns have a better chance of reading the words correctly. For example, when two vowels appear in a word and one is an e at the end of the word, the first vowel is generally long and the final e is silent (cape, rope, kite). |
| Syllables | helping children to sound out words by separating the words into syllables. |
| Letters in sequence | helping children to recognize consonant blended sounds such as, wh, str, tr, sp, sh, ch, etc... |
| Use of prior knowledge | through a series of guided questions, the instructor helps students activate their prior knowledge of a specific topic to help them comprehend the content of a story or article on the same topic. |
| Retelling | have students retell what they just read to themselves or a partner. Retelling should reflect the main idea, the correct sequence of events, the characters, setting, interpretation, and response. |
| Reciprocal teaching | kids take turns learning from each other. This helps students make predictions, formulate questions, summarize information, and clarify points of confusion when reading. |
| Guided reading | an essential part of an early literacy program. Teachers observe students as they problem solve. Students learn to problem solve with new texts. Students experience success in reading for meaning. |
| Fluency | The goal of teaching reading is to increase the level of silent reading comprehension. In order for a student to focus attention on the meaning of sentences and paragraphs, he/she must be a fluent reader. |
| Reader response | responding to literature helps to increase the level of comprehension for the material. |
| Solving words | emphasizing what the child already knows will help in solving words and interpreting the story. |
| Adjusting reading according to purpose and context | Selecting text that will support the child's present knowledge and skills. |
| Metacognition | helps students become aware of their own reading comprehension abilities and needs, and to learn specific strategies that can be used to monitor and adjust reading behaviors to fit their own comprehension needs. |
| Maintaining fluency | Practicing fluent oral reading aids in understanding the close relationship between speech and print. |
| Making connections | Knowledge about a reading topic helps to improve comprehension. Proficient readers use background knowledge to enhance their understanding. |
| SQ3R | an acronym for survey, question, read, recite, review. This method provides students with a logical progression to study, and multiple encounters with the new material. |
| Survey | students survey the chapter, read and think about the title, headings, subheadings, captions under any pictures, vocabulary in bold print, side entries on each page and the summary. |
| Question | students should use the preceding information to write anticipatory questions about what they are about to read. |
| Read | students read looking for answers to their questions. |
| Recite | students tests themselves on the material. Anything difficult to remember should be rehearsed aloud or recited. The multi-sensory experience helps the difficult material to move into short-term, and with practice, long-term memory. |
| KWL | K stands for What I KNOW,W stands for What I WANT to know,L stands for What I LEARNED |
| Marking and coding | it is very helpful when reading books to highlight or underline important characteristics of characters, character names, and important quotes that one might use to support a thesis about the book. |
| Graphic organizers | a map or graph that summarizes information to be learned, and is distributed to students before beginning a new chapter or unit of study. |
| Picture writing | children draw pictures instead of using letters to tell a story or convey meaning. |
| Scribble writing | children use a pencil or crayon to explore the vast empty space on a blank sheet of paper. |
| Random letter | children use letters to represent words, but not based on phonics. They could use the letter Q to mean the "dog," or an entire sentence, or paragraph. |
| Invented spelling | helps develop phonetic awareness in children. They may spell their favorite words with a single letter. |
| Conventional writing | resembles adult writing in form and structure. |
| Prephonemic | children begin to use real letters, usually capital letters, to represent their meaning. |
| Early phonemic | children begin to use letters, usually capital consonant letters, to represent words. |
| Letter name | the addition of more than 1 or 2 consonants with at least one vowel, used by young writers to represent the spelling of words. |
| Transitional | writing looks like English, but the words are a mix of phonemic and conventional spellings. |
| Derivational | a student in this stage can decode any word, but might not be able to spell it. |
| Conventional | standard spelling in correct form |
| Reciprocal teaching | means that students take turns explaining to each other and learning from each other. |
| affective aspects of reading | referring to students attitudes, interests, and values. |
| activity | a learning experience. |
| ADD | stands for Attention Deficit Disorder. It is a medical term used to describe students with difficulties of attention. |
| ADHD | stands for Attention Deficit Hyperactivity Disorder. It is a medial term used to describe students with hyperactivity, attention difficulties, and impulsiveness. |
| anticipatory set | this is done before the lesson to activate prior knowledge. |
| artifact | a piece of work that is created by a student and put in his/her portfolio. |
| assessment | a way of measuring the progress of a student. |
| assignment | Work produced by students and used by instructors for purposes of interaction and also evaluation. |
| .auditory | the process of hearing. |
| authentic assessment | a type of evaluation that requires a student to perform a task. |
| BD (Behavior Disorder) | A term used in special education to describe students who have an explained inability to learn, have problems relating to other children and adults, continually exhibit inappropriate behaviors or who have a tendency to develop physical symptoms or fears about personal and school problems. |
| benchmark | statement that provides a description of student knowledge expected at specific grades, ages, or developmental levels. |
| bibliography | -a list of books, journal articles, etc. on a particular topic. |
| Bloom's taxonomy | There are six categories of cognitive objectives organized by complexity: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. |
| closed constructed response | a type of question that requires the student to compose an answer rather than select an answer from a list of choices. There is only one right answer. |
| cloze test | a student must fill in the blanks in a paragraph. |
| collaborative learning | when students work with others to achieve a specific goal, purpose, or outcome. |
| Common Assessment Framework | is a method for organizing the teaching/learning experiences of students by establishing subject outcomes and measuring the attainment of these with well defined performance criteria. |
| constructed response | a type of question that requires the student to compose an answer rather than select an answer from a list of choices. There are closed and open-ended constructed response questions. |
| critical thinking | requires a student to apply, analyze, synthesize, and evaluate information. |
| cultural diversity | recognized that students come from different backgrounds (ethnic, geographic, religious, and economic). |
| curriculum | the content of instruction. |
| D.E.A.R. | stands for Drop Everything And Read. |
| differentiation | the process of developing teaching and learning styles and materials related to the different levels of pupil understanding and ability. |
| Discussion Director | a role for literature groups. This individual leads the discussion as well as asks 5 thick questions. |
| D.O.L. | stands for Daily Oral Language. Students correct mistakes in sentences. |
| ELL | stands for English Language Learner. |
| expectations | a belief in what someone can do or accomplish. |
| gifted | used to describe a student who demonstrates a high level of ability. |
| heterogeneous grouping | organizing students with different ability levels. |
| homogeneous grouping | organizing students with similar ability levels. |
| IEP | The Individual Education Plan developed for each child eligible for special education, based on the child's unique needs, with parent participation, containing a statement of the child's present level of performance, educational needs, goals and measurable objectives. Is reviewed at least annually. |
| inclusion | special education students are included in the general education classroom setting. |
| kinesthetic | hands-on. |
| LD | stands for Learning Disability. This is a term in special education to describe a disorder in one of the basic psychological processes (listening, thinking, speaking, writing, spelling, etc). |
| learning contract | A form of individualized, active learning, in which the student proposes a course of study to satisfy an academic requirement and a teacher checks and approves the contract. |
| learning style | a mode of learning; an individual's preferred or best manner(s) in which to think, process information, and demonstrate learning. |
| Literary Luminary | a role for literature groups. This individual chooses 4 pieces of text to discuss with the group. |
| literature group | a reading experience that allows students to share their information and ideas related to a novel they are reading. |
| mastery | great skillfulness and knowledge of some subject or activity. |
| mnemonics | technique used to help remember names or concepts. |
| module | A module is a series of theme-related questions that progress in difficulty and open-endedness; beginning with multiple choice questions, advancing to opened-ended constructed response questions, and ending with a performance event. |
| multiple intelligences | Howard Gardner proposes that all humans are endowed with seven forms of intelligence: mathematical/logical, linguistic, musical, interpersonal, intrapersonal, spatial, and kinesthetic. Schools usually emphasize the linguistic and mathematical/logical intelligences. |
| objective | desired outcomes. |
| open-ended constructed response | a type of question that requires the student to compose an answer rather than select an answer from a list of choices. There is more than one right answer. |
| performance event | is "on demand" in that it is used for assessment purposes. It is a real-world, robust, problematic situation that monitors student progress towards the attainment of predetermined criteria. |
| performance task | -a real-world, highly robust problematic situation that requires students to use specified knowledge, skills, and processes in various content domains. |
| PowerPoint | A program in the Microsoft Office suite which allows users to create presentations, and handouts. By creating PowerPoint "slides," users can add color, images, sounds, and movies to their text presentations. |
| prewriting | is the first stage of the writing process. It is when a writer gathers his/her thoughts before writing. This can be done by making a list, web, outline, etc. |
| progress report | -also known as a mid-quarter. It is a report that shows the progress of your child. It is sent in the middle of each quarter. |
| reflection | Learner pauses to think about, and organize information gathered from reading, discussions, or other activities. |
| response log | students write responses to what they have read. |
| role sheet | these are the sheets that are completed for the literature groups. The roles include Discussion Director, Literary Luminary, Connector, Illustrator, and Vocabulary Enricher. |
| rubric | also known as a scoring guide. It is used as a set of guidelines for evaluating a student's work. |
| scope and sequence | A curriculum plan, usually in chart form, in which a range of instructional objectives, skills, etc., is organized according to the successive levels at which they are taught. |
| self-assessment | students reflect on their work or performance. |
| strategy | a plan of action. |
| special education | Programs designed to serve children with mental and physical disabilities. |
| standards | Statements of what students should know and be able to demonstrate. |
| student-centered learning | the students and their needs are the focus and the teacher becomes the facilitator among them. The students are active participants in the learning process. |
| supplementary materials/activities | materials and/or activities used to extend or strengthen the topic being covered. |
| technology | In education, a branch of knowledge based on the development and implementation of computers, software, and other technical tools, and the assessment and evaluation of students' educational outcomes resulting from their use of technology tools. |
| thick question | a question that requires more than a one or two word response. It causes a person to think. |
| thin question | a question that has a one or two word answer. It is usually a yes/no question or a recall of information. |
| visual learner | learns by sight, or seeing something being done. |
| Vocabulary Enricher | a role in literature groups. This individual locates four words to look up and find their definitions. |
| WebQuest | inquiry-oriented activity in which some or all of the information that learners interact with comes from information on the Internet. |
| Writer's Workshop | learning situation in which the teacher assits the students in developing their writing by learning the writing process and introducing different writing genres. |
| writing prompt | A writing prompt gives definition and direction to the assigned topic. It can be as simple as a general idea, or complex enough to define the position of the thesis as well as the supporting paragraph. |
| pedagogy | 1. the function or work of a teacher; teaching2. the art or science of teaching; education; instructional methods. |
| Hyperbole | a figure of speech that uses exaggeration to express strong emotion, make a point, or evoke humor |
| Alliteration | the repetition of sounds, most often consonant sounds, at the beginning of words. Alliteration gives emphasis to words. |
| Assonance | the repetition of similar vowels in the stressed syllables of successive words |
| Idiom | An expression in one language that cannot be matched or directly translated word for word into another language. |
| Metaphor | a figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity |
| Simile | a figure of speech that expresses a resemblance between things of different kinds (usually formed with 'like' or 'as') |
| Personification | the act of attributing human characteristics to abstract ideas etc. |
| Tuck Everlasting | Modern Fantasy |
| Wings of Merlin | Modern Fantasy |
| Arabian Nights | a collection of folktales in Arabic dating from the 10th century |
| Snow White and the Seven Dwarfs | Originally "Schneewittchen", one of the Folk tales collected and published by the Brothers Grimm. |
| Aesop's Fox | Fable |
| Johnny Tremaine | a 1943 children's novel by Esther Forbes, retells in narrative form the final years in Boston, Massachusetts prior to the outbreak of the American Revolution. |
| Summer of my German Soldier | Bette Greene's first and best-known novel, chronicles one summer in the life of a twelve-year-old Jewish girl in the rural South. |
| Demeter and Persophone | Greek Mythology |
| Daughter of Earth | (1929) is an autobiographical novel by the American author and journalist Agnes Smedley. |
| Lyddie | Historical fiction about a girl working in a cloth factory in Lowell, Mass |
| My Brother Sam is Dead | tells the story of a boy, Timothy (called Tim), who lives in Redding, Connecticut during the Revolutionary War. |
| Island of the Blue Dolphins | Contemporary Fiction based on true story of a woman marooned on an Island for 18 years. |
| The Lost Flower Children | Contemporary fiction with some fantasy |
| Pandora's Box | Greek Mythology |
| Pegasus | Greek Mythology |
| Dragons Dragons:& Other Creatures that Never Were | Collection of poems |
| The Frogs Wore Red Suspenders | Children's Poetry |
| Flashback | Event that took place before the current time of the story. |
| Style | Way the words are put together to create the story. |
| Setting | Place and time period of the story. |
| Theme | Central idea of a literary work. |
| Foreshadowing | Early clues about what will happen later. |
| Plot | Sequence of event that involves the characters of the story. |
| Imagery | Words or phrases that appeal to the senses and often create a picture in the reader's mind. |
| Protagonist | Central character( person, animal, or personified object) in the story. |
| Main Idea | Overall or core meaning if a passage of writing. |
| aesthetic | concerning or characterized by an appreciation of beauty or good taste |
| efferent | reading for information |
| Caldecott Medal | to the artist of the most distinguished American picture book for children published that year. It was named in honor of nineteenth-century English illustrator Randolph Caldecott. |
| Newbery Medal | The Newbery Medal is given annually by the American Library Association to the year's most distinguished book written by an American.It was named for John Newbery, a bookseller and book publisher who wrote what is considered the first children's book, A Little Pretty Pocket-Book, in 1744. |
| Metacognition | an explicit understanding of how learning works and an awareness of yourself as a learner. |
| Elaboration | Transferring information into long-term memory by processing it at deeper levels. |
| Preparation | the cognitive process of thinking about what you will do in the event of something happening |
| Organization | grouping related items together; common memory strategy in early grade school and improves as our knowledge base expands |
| Literal Comprehension | take facts from text to get main ideas; factual level of thinking |
| Inferential Comprehension | draw conclusions from the text; interpretive level of thinking |
| Graphic organizer | a diagram or pictorial device that shows relationships |
| Semantic organizer | Semantic organizers (also called semantic maps or semantic webs) are graphic organizers that look somewhat like a spider web. In a semantic organizer, lines connect a central concept to a variety of related ideas and events. |
| Freewriting | writing non-stop for a period of time in order to generate ideas |
| Composing | The act of writing a piece |
| Clustering | Clustering is a nonlinear activity that generates ideas, images and feelings around a stimulus word. As students cluster, their thoughts tumble out, enlarging their word bank for writing and often enabling them to see patterns in their ideas. |
| Editing | the process of correcting and making changes to your rough draft |
| Brainstorming | an idea-generation process that specifically encourages any and all alternatives, while withholding any criticism of those alternatives |
| Publishing | to create your final copy |
| Pre-writing | Freely exploring topics, choosing a topic, and gathering and organizing details before you write. |
| Outlining | Representing the main points of material in hierarchical format. |
| Rehearsing | means the information will move from your working memory to your long term memory |
| Questioning | helps readers understand the text on a deeper level by eliminating confusion and stimulating interest in the topic |
| Phenomenological misconception | The way in which phenomena appears to children can create misconceptions about the way things work in the physical sense. |
| Metaphor | States a fact or draws a verbal picture by the use of comparison. It says you are something. Example: You are what you eat. |
| Personification | A figure of speech in which human characteristics are given to an animal or an object. Example: My teddy bear gave me a hug. |
| Simile | Uses the words "like" or "as" to compare one object or idea with another to suggest they are alike. Example: busy as a bee |
| Alliteration | The repetition of the same initial letter, sound, or group of sounds in a series of words, includes tongue twisters. Example: She sells seashells by the seashore. |
| Hyperbole | An exaggeration that is so dramatic that no one would believe the statement is true, includes tall tales. Example: He was so hungry, he ate that whole cornfield for lunch, stalks and all. |
| Onomatopoeia | The use of a word to describe or imitate a natural sound or the sound made by an object or an action. Example: snap crackle pop |
| Synonym | Words that have similar meanings. Example: big, large |
| Homonym | Words that sound the same but do not have the same meaning: aunt, ant |
| Mnemonics | Strategy used to remember names or concepts. Example: My Very Eager Mother Just Bought Us Noodles (Planets) |
| Assonance | The repetition of vowel sounds in words. Example: fleet feet sweep |
| Idiom | Speech that has meaning specific to a language. Example: A Dime a Dozen. |
| Tuck Everlasting | Modern Fantasy |
| Wings of Merlin | Modern Fantasy |
| Arabian Nights | Folktale |
| Snow White and the Seven Dwarfs | Folktale |
| Johnny Tremaine | Historical Fiction |
| Summer of My German Soldier | Historical Fiction |
| Demeter and Persophone | Greek Mythology |
| Daughter of Earth | Autobiography |
| Lyddie | Historical Fiction |
| My Brother Sam is Dead | Historical Fiction |
| Island of the Blue Dolphins | Contemporary Fiction |
| The Lost Flower Children | Contemporary Fiction |
| The Frogs Wore Red Suspenders | Poetry |
| Dragons Dragons and Other Creatures that Never Were | Poetry |
| Prealphabetic (prephonemic) | Use letters to spell, but do not realize they have sounds |
| Alphabetic (letter name) | Use letters to figure out sounds |
| Consolidated alphabetic (orthographic) | See patterns such as silent e and double vowel |
| Fostering Literacy | print is everywhere in the classroom |
| Correcting reading errors | teachers should resist and model the process instead |
| The sound of /a/ and then the sound of /n/ | Do not ask students to say them each and then blend |
| Fricative | is a consonant sound that is produced through friction |
| Aspiration | is a puff of air as when you articulate /h/. |
| Prealphabetic or prephonemic stage | students use letters but don't realize that the letters represent sounds. |
| Alphabetic stage | known as the letter name stage because students use the names of the letters to figure out the sounds they represent. Ex. b contains it's sound. |
| Consolidated alphabetic stage | Sometimes known as the within word pattern or orthographic stage because students are beginning to see patterns such as final e and double vowel. |
| Allophones | variant pronunciations of a phoneme. Ex. egg sounds more like a long a than e. |
| Function | fosters form |
| How might a literacy-rich environment be created? | dramatic play centers, reading many books, pointing out letters, references to sounds, explanations, label everything in classroom |
| What are some naturalistic ways in which emergent literacy might be fostered? | Making reading and writing a part of the classroom activities |
| 7 forms of writing development | drawing,scribbling,letterlike forms,prephonemic spelling,copying,invented spelling,conventional spelling |
| Writing stage 1: drawing | The drawing is not an illustration for a story but is the story itself. The child reads the drawing as though it were text. |
| Writing stage 2: scribbling | The scribbling resembles a line of writing. It may have the appearance of a series of waves or, in a more advanced representation, may resemble a series of letterlike forms. |
| Writing stage 3: letterlike forms | resemble manuscript/cursive letters and are generally written as separate forms rather than the continuous forms seen in scribbling. They are not real letters, and care needs to be taken that poorly formed real letters are not placed in this category. |
| Writing stage 4: prephonemic spelling | The child writes with real letters, but the letters are a random collection or a meaningless pattern, such as repeating the same letter. Although the letters are real, they do not represent sounds. |
| Writing stage 5: copying | The child copies from print found in his or her environment: signs, labels, etc. |
| Writing stage 6: invented spelling | Students make use of the alphabetic principle. The letters they write represent sounds. Initially, one letter may represent a whole word. Over time, there is a gradual movement to conventional spelling. Has several stages |
| Writing stage 7: conventional spelling | student's spelling is conventional |
| Cognitively challenging talk | includes analyzing, discussing, explaining different aspects of the story |
| Why is reading aloud such an important part of an emergent literacy program? | it develops language and builds critical thinking skills |
| What are some steps that might be taken to derive maximum benefit from a read aloud program? | asking open ended questions,using promptsasking specific questions,talking about story elements,doing follow up activities after reading the book |
| In shared writing | the teacher emphasizes reading for meaning and basic concepts of print |
| Emergent literacy | the reading and writing behaviors that precede and develop into conventional literacy |
| Concepts of print definition | understandings about how print works-that printed words represent spoken words, have boundaries, are read from left to right and so on |
| Mock words | between 3 and 7 characters and only repeat the same letter twice. |
| First 6 print concepts | words spoken can be written down, words are read not pictures, sentences made up of words, words made up of letters, left to right, top to bottom |
| Next 6 print concepts | front to back, sentences are divided into words,spaces between words, sentences start with capital letters, punctuation, titles/author/illustrator |
| Reading time that should be set aside per day | at least 20 minutes |
| Thinking skills | when children are read to and books are discussed |
| Emergent reading-Category 1-Attends to pictures but does not create a story | The child simply talks about the illustrations and does not attempt to make connections among the pictures so as to tell a story. |
| Emergent reading-Category 2-Uses pictures to create an oral story | Using the storybook's illustrations, the child creates a story. However, the child's expression and intonation are those of telling rather than reading a story. |
| Emergent reading-Category 3-Uses pictures to create a combined oral/reading story | Using the storybook's illustrations, the child retells a story. Portions of the retelling sound like oral storybook reading; however, other portions sound like an oral retelling of the story or are conversational. |
| Emergent reading-category 4-Uses pictures to create a literary retelling | The child uses knowledge of the specific events in the story to help recall the wording of the story |
| The child uses knowledge of the specific events in the story to help recall the wording of the story | refusal to read, as a child attempts to use print the child may realize that she cannot decipher the print and might say, "I don't know the words." or the child pays attention to known aspects of print, such as a few known words or a repeated phrase. |
| Shared book experience | reading repetitive stories, chants, poems, or songs, often in enlarged text, while the class follows or joins |
| Big Book | 15x19 inches or bigger, all words seen by students |
| Dialogic reading | shared book reading with questions and prompts used in a small group setting for deeper understanding |
| Language experience stories | introduce visual aspects of reading |
| Shared or interactive writing | modeled on experience stories and shared reading, both teacher and student compose a story |
| What are the steps in teaching student to creat traditional language experience stories? | discuss trip,draw picture,discuss picture,child dictates story about picture,teacher writes it, teacher reads it back,child revises, both read together, student reads to teacher |
| What are the steps in teaching shared writing? | students instruct teacher to write letters,or write themselves, teacher prompts,reads sentence, moves to next word |
| Consonants | formed by obstructing or interfering in some way with the flow of breath. |
| Vowels | articulated with tongue, lips, and teeth. |
| Spelling is | conceptual and involves 3 levels of understanding: alphabetic, pattern and meaning. |
| Spelling stage 1: 18 months | random scribbling |
| Spelling stage 2: 3 yrs. | wordlike scribbling |
| Spelling stage 3: 4-5 yrs. | prealphabetic writing (prephonemic) |
| Spelling stage 4: 4-6+ yrs. | early alphabetic (early letter name) |
| Spelling stage 5: 5-7+ yrs. | alphabetic (letter name) |
| Spelling stage 6: 6-7+ yrs. | consolidated alphabetic (within word pattern) |
| Spelling stage 7: 8-10+ yrs. | syllable juncture |
| Spelling stage 8: 10-20+ yrs. | derivational constancy |
| Reading from emergent writing Stage 1-Null | The child refuses to read the story he or she has written, says that he or she cannot read it, or comments that nothing was written or the story does not say anything. |
| Reading from emergent writing Stage 2-Labeling/describing | The child supplies labels or a description instead of reading. The child says, "Cat" or "This is a cat." A one-word response is a label; a sentence response is a description. |
| Reading from emergent writing Stage 3- Dialogue | The child only responds if you ask questions, so the interchange takes on a question-answer format. The question-answer interchange may be initiated by the child. |
| Reading from emergent writingStage 4- oral monologue | The child tells a story in the style of an oral retelling. It does not have the characteristics of the reading of a piece of writing. |
| Reading from emergent writingStage 5- written monologue | The reading sounds as though the child is reading from a written piece. It has the sound and flow of oral reading of written text, but the child is not actually reading from the written piece. |
| Reading from emergent writingStage 6- naming letters | The child names the letters that have been written. |
| Reading from emergent writingStage 7- aspectual/strategic reading | child is beginning to attend to the writing may attempt to sound out some words/phrases while skipping others. The child may read the written piece while looking at the written words, but the written words may not match up with what the child is reading. |
| Reading from emergent writingStage 8- conventional | uses the written words to read. The rendition may sound like written monologue, but the main difference is that the child is deciphering the written words while reading. |
| Phonological awareness | s the consciousness of the sounds in words. It includes the ability to detect rhyme and separate the sounds in words. It is a broad term and includes the concept of phonemic awareness |
| phoneme | the smallest unit of sound that distinguishes one word from another. |
| coarticulation | the process of articulating a sound while atill articulating the previuos sound. |
| speech discrimination | the ability to discriminate the sounds of language |
| metalinguistic awareness | requires students to reflect on language on an abstract level, to treat language as an object of thought |
| what is the main approach to teaching reading in the U.S. | Basal readers |
| basal programs | includes a series of reader and supplemental materials that gradually increase in difficulty |
| basal-systematic approach | students are taught to say individual sounds and blend them and apply all skills in selections that incorporate the elements that have been presented |
| basals are | language based,include writing and spelling,have anthologies, workbooks, teachers manuals, suggestions, big books, games, teasts, websites to name a few |
| adaptations to basals | emphasize real reading & writing,use workbooks carefully,emphasize wide variety of reading materials,focus on a few key skills,provide opportunities for struggling readers,gradually take control of your literacy program |
| difference between basal readers and literature anthologies | is the focus on literature |
| disadvantages of basal readers | boring to some students,they are only excerpts of whole stories,offer too much,canned,suggested organizational pattern,not designed for a specific class,not challenging enough for advanced readers |
| linguistic patterns | are regularities in the spelling of the english language |
| guided reading | students are grouped and instructed according to their level of development |
| individualized reading | a system of teaching reading in which students select their own reading material, read at their own pace and are instructed through individual conferences |
| reading workshop | is a form of individualized reading in which students choose their own books and have individual or group conferences but may meet in groups to discuss books or work on projects. |
| minilessons | should be memorable and effective with a 5 part format |
| 5 part format of a minilesson | connection,teaching,active involvement,link,follow up |
| dialect | a variant of a language that may differ somewhat in pronunciation, grammar, and vocabulary. |
| bad to do with a child learning to read | correcting dialect,not writing exactly what they say |
| core literature | helps boost self esteem of poor readers |
| whole language | ncorporates a naturalistic, organic view of literacy learning. |
| oral language | learned by being used for real purposes, not by completing artificial practice exercises |
| conceptual spelling | 3 levels of understanding:alphabetic,pattern,meaning |
| determining spelling stage | analyze samples of their writing or use the Elementary Spelling Inventory |
| dictation | proccess of recounting an experience orally and having someone else write down the words |
| phonological awareness | ability to detect rhyme and beginning sounds and to hear separate sounds in words and alphabetic principle |
| when iintroducing letters | present at least 2 contrasting letters, dissimiliar appearances,upper and lower case presented together |
| phonemes | individual speech sounds |
| segmenting | dividing a word into its separate sounds |
| continuants | consonant sounds that are srticulated with a continuous stream of breath |
Combine with other sets
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