Study sets, textbooks, questions
Upgrade to remove ads
EDUC 455: Chapters 1, 2 and 8 Review
Terms in this set (22)
5 Components of Reading
Phonemic Awareness- ability to hear and manipulate sounds in spoken words (orally) (syllables, onset and rime, etc).
Phonics- relationship between sounds and written symbols (associated with print) (letter recognition and sounds).
Vocabulary- understanding meaning of words.
Fluency- rate, automaticity, expression.
Comprehension- understanding the text.
the process of using instruction and assessment at the same time to identify the instructional adjustments that facilitate all readers to become independent learners.
Reading is viewed as:
Active process- readers use what they already know along with the text.
Meaningful- readers search for meaning in their own lives as they read.
Situational- cognitive perspective
- involves the mind (how does the mind construct meaning from the text).
Social perspective- involves interactions with others (meaning is constructed as individuals interact with more informed others).
Connect text through prior knowledge (text to self, text to world, text to text).
Elaborate (connect new information to what they know, schema).
Monitor (does it make sense? revise until it does).
Use knowledge and perceptions within a situational context (can adjust strategies to specific situations).
Views for Teaching Literacy
Text-Based View- using the text as the major instructional component of teaching, in-text citations.
Reader-Based View- focuses on what the reader does and thinks, making connections, visualizing.
Interactive Constructivist View- focuses on background knowledge, strategy knowledge, and text to construct meaning, like balanced instruction but doesn't include sociocultural view, teacher scaffolds learning.
Sociocultural View- utilizes social interactions with others, discussions.
5 stages that occur during schooling.
Individuals pass through the stages at their own pace.
Readers move in order from one stage to the next in an overlapping manner.
Students "master" or take ownership in the previous stage while encountering texts that require new strategies.
1. Emergent Literacy Stage
2. Early Developing Literacy Stage
3. Developing Literacy Stage
4. Strategic Literacy Stage
5. Complex Literacy Stage
Early Developing Literacy Stage
Alphabetic principle- the understanding that words are made up of sounds and letters that have a consistent pattern.
Decoding by analogy- using the letter patterns in a known word to figure out an unfamiliar word. For example, I know sand, so I can figure out land, brand, and strand.
Read longer stories and communicate understanding with others.
Students begin to focus on the patterns of stories or how stories are organized.
Students begin to add their own thoughts into their writing and begin to use more details.
Student spelling is an indicator of phonemic awareness, as students are spelling what they hear.
Students begin to write longer pieces organized into paragraphs that have logical order.
Early Developing Literacy Stage
My student will read a passage. She will focus on the patterns of the story (characters, problem, events, resolution). As we read the story, we will fill out a graphic organizer with these patterns of the story on it.
I believe my student is at this stage because she is beginning to focus on the meaning and the words of a story at the same time. She has also learned the strategy of decoding by analogy.
For the assessment, I would check to make sure my student can fill out the graphic organizer on her own after reading the story (characters, problem, events, resolution).
Typically narrative literature.
Can be aligned by using readability formulas.
Works well with reader-based approach.
Great for class or group discussions where students can share ideas and create meaning through collaboration.
Anthologies of stories arranged by grade levels (not reading levels).
Associated with the text-based approach.
Includes cognitive strategy instructions to help students learn to read strategically.
Can help reduce the guessing game.
Digital versions of printed books.
Great for limited classroom libraries (first year teachers).
Introduce after print concepts have been mastered.
Excellent practice for ILEARN.
Workbook formatted books that help with specific skills.
Disadvantage is that readers don't practice skills in context of their everyday texts.
High interest, low readability books
Targets students who are reading below grade level.
Appeal to older students but are written at a lower reading level.
Eliminates difficult vocabulary and language structures.
Great for comprehension practice.
Perfect for differentiated instruction.
Used for guided reading with struggling readers as well as for enrichment.
Used as supplementary interventions for small groups.
TV, cds, videos, podcasts, etc.
Youtube!-Nouns, verbs, cvc, onset and rime, sight words, vowels, and so much more! (always view before showing to students).
Karaoke and fluency
Picture trade books
Typically used for read alouds during whole group instruction.
Perfect for all ages.
Can go across the curriculum.
Great for introductions and extensions for lessons.
Excellent for developing readers.
Rhyming words and rhythm allow for prediction of unknown words.
Typically shorter and good for building reading endurance.
Good for visualization practice (students that rely too heavily on picture clues could benefit from this).
Simple language structure makes them easier to read.
Rhythm and patterns make these books predictable.
Brown Bear, Brown Bear
If You Give a Mouse a Cookie
Written by the same author with the same characters in each book.
Allows students to focus on specific reading skills without having distractions of new characters ad author style.
Dr. Suess, Nancy Drew, Harry Potter, Twilight
Expository books used to gain information.
Not for entertainment or enjoyment.
Typically require scaffolding for understanding.
Selecting materials for specific readers
Needs of the reader
(still give students a choice in what they read. narrow book selection down to 3-4 books and allow students the freedom to choose within your selections).
Other sets by this creator
EDUC 455 How to Administer QRI
EDUC 413 Final Exam
EDUC 413 Midterm Exam
EDUC 413 MIDTERM