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EDCI 3200 Final
Terms in this set (54)
provides the opportunity to process continuous text in unison with others. there is a high level of teacher and group support
provides the opportunity to process continuous text individually with a moderate amount of support.
provides the opportunity to process continuous text individually with no or minimal support
strategies for planning an effective guided reading lesson
1. assess individual readers to form groups at the start of the school year
2. select and analyze the characteristics of the text
3. introduce the text
4. observe and interact as the students read the text individually (softly or silently)
5. Invite students to discuss the text
6. make one or two teaching points
7. engage students in letter or word work
8. extend lesson through writing or drawing about reading
9. reflect on the lesson and plan tomorrow's lesson
Steps for teaching groups in guided reading
how many sounds are in the english language
how many letters are in the english language
4 cueing systems
breaking words down into letters, sounds, syllables, prefixes, chunks. etc.
visual cues come from students developing knowledge of letter/sound relationships of how letters are formed. what letters and words look like, often identified as sounding out words
the way in which language is put together into sentences, phrases, paragraphs, etc. students are combining sentences, combining words to form compound words, adding prefixes and suffixes to root
reading and writing alliterations and onomatopoeia
application of phonological
example of sytactic
focus on meaning, learning the meaning of words, discovering that many words have multiple meaning, using context clues to figure out an unfamiliar word
refers to the social language skills we use in our daily interactions with others
they include what we say, how we say it, our body language and whether it is appropriate to the given situation
1. the ability to use language for different purposes
2. the ability to adapt language to meet the needs of the listener or situation
3. following the often "unspoken" rules of conversation and story telling
3 pragmatic skills that are vital for communicating our personal thoughts, ideas and feelings
students and teachers
______ create a positive setting where all students feel comfortable. they are contributing to the learning process where students are respectful and the classroom is a safe haven. there is a partnership between the teacher and the students
the classroom should NOT be a ____. since participation and student engagement is the cornerstone of students learning, everybody should feel comfortable
3. high expectations
4. risk taking
8. family and community involvement
8 characteristics of a classroom community
safe place for learning
user friendly; classroom will look different for different age groups
the teacher and the students interact together. there is trust in the relationship. there should not be any verbal abuse. just because you are older, you are equals and should be respectful
Positive Behavior Intervention Support (PBIS); this program/approach was put in place as an effort to express and highlight a positive environment
The teachers, cafeteria workers, custodians, all staff members are aware of the expectations. During parent workshops, parent meetings, these expectations are reiterated to everyone
teacher challenge students to explore and to develop higher level thinking skills
students work together and are collaborating. working on projects, great opportunity for social interactions, and an opportunity for social interaction and belonging to a group
When students have an opportunity to make choice, they do better. They are motivated and place value on the activity. Students make choices about the books they select and what they write about
Teachers and students share learning responsibilities, and students assume leadership roles in small-group activities
family and community involvement
When parents and the community is involved in the students' learning, students do better with homework, classwork, and they feel good about themselves
phonemic awareness and phonics
students are manipulating sounds into spoken words and thinking about the phonics rule
students automatically recognizes common or high frequency words and use their knowledge to decode unfamiliar words
this is a milestone for students because they are becoming fluent readers and recognize most words automatically
students are thinking about the meaning of the words they are reading and relating these words to background knowledge
students are using a combination of strategies, genres, and literary devices to create meaning
students are actually manipulating sounds orally. student are segmenting and blending sounds
is pulling together individual sounds syllables within words. taking the separate sounds and combining them together to make a word.
means breaking words down into individual sounds or syllables. it is the ability to hear a word and identify the individual sounds that make up the word.
students are converting letters into sounds and blending to recognize words. you are using decoding strategies to figure out a word
students learn to segment spoken words into sounds and convert the sounds into letters to spell words.
deals with sounds, it is a speech sound within a word
to hear the phonemes in a word, one must break the word up into its sounds this is called ____
letters or number of letters that represent a sound in word
1. identify sounds in words
2. categorizing sounds in words
3. substituting sounds to make new words
4. blending sounds to form words
5. segmenting a word into sounds
5 strategies associated with phonemic awareness
identify sounds in words
if you show a student a picture, they should be able to identify the word that beings or ends with a particular sound.
categorizing sounds in words
student understand the oddball words, such as ball, bounce, and water
substituting sounds to make new words
at this stage, the student actually remove a sound from a word and substitute a different sound
blending sounds to form words
the teacher will say big for ex, and the students will repeat the sound and then blending to form a word
segmenting a word into sounds
the students learns to break a word into its beginning, middle, and ending sounds
It is important because phonemics awareness is a prerequisite for learning to read. As they become proficient in sounds, students begin to recognize that speech can be segmented into smaller units.
Involving students in a language rich environment and emphasizing word play is very important.
why is phonemic awareness important?
Phonics is the set of relationships between phonology (the sounds in speech) and Orthography (the spelling patterns or written language. The emphasis is on spelling patterns and not individual letters.
Note: Because there is no emphasis between grapheme and phoneme in English.
what is phonics
is the ability to read and write efficiently. Most students reach the fluent stage during the second or third grade. At this stage, the student is focusing attention on meaning instead of decoding and spelling words. Also, you are identifying unfamiliar words.
Students recognize familiar words automatically without conscious thought, and they identify unfamiliar words almost as quickly. Through repeated reading and writing exercises, students develop automaticity which is the ability to recognize words. There words are good for "word walls". The words may be prepared for the beginning of the school year and teachers add words throughout the year.
Derivational Relations Spelling
Students are exploring the relationship between spelling and meaning. They are focused on morphemes
Syllables and Affixes Spelling
Students focus on in syllable word, byt extend it to multi syllable words (words having more than one syllable). They learn about inflectional endings which are a group of words added to the end of a word to change its meaning (s, es, ed, ing) for example bat as bats
Written Word Pattern Spelling
Students spell most one-syllable short vowel words, during this stage they learn to spell long-vowel patterns and r-controlled vowels. Some teachers called the r-controlled the "bossy r" because the r bosses the vowel to make a new sound. For example: men... hen...her.. When the letter r follow the vowel, it usually affects the vowel sound. They may confuse spelling patterns and spell MEET as Mete.
letter name-alphabetic spelling
at this stage the student is able to identify phonemes with letters; understand that there is a link between letters and sounds; they are only using several letters to represent an entire word; mainly writing capital letters; use both beginning and ending sounds, include a vowel in most syllables; for example: lik for like, bed for bad
These are young 3-5 year olds. They are scribbling letters and making letter-like forms, but is not associating the makrs with any phonemes. The student may be writing from left to right, right to left, or top to bottom. At the end of this stage, they have an understanding of directions with consistent practice and teacher guidance.
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