Read 330 Exam 2

characteristics of intermediate readers and writers

(pg 362)

Describe the power of talk in the development of comprehension.

Having students stop and talk at strategic moments when listening to text helps students with comprehension Students become aware of their thoughts while listening and sharing Students are encouraged to use phrases like: because, for example, and so to develop and share their opinions to help with comprehension

What is reciprocal teaching? How does it work?

Incorporates 4 comprehension strategies (predicting, clarifying, questioning, summarizing) -Teacher first models how to use all four strategies after reading a short text -Then the student becomes the teacher and ask questions to the group modeling the comprehension strategies (pg 305)

Informational Texts

Nonfiction texts that may inlcude, tables/ figures/ photographs/ maps/graphs/indexes/glossaries etc Build background knowledge that can improve children's reading comprehension Exposes children to big ideas and concepts Fosters vocabulary development

What is word study instruction?

research-based approach to teaching phonics, spelling, and vocabulary Ex: comparing and contrasting words with a CVC pattern or with long vowel sounds, etc

Syntactic Knowledge

structure or order of words within a sentence

Environmental and Functional Print

the print that children become aware of in their environment as they recognize signs, symbols, labels and logos This print shows them the meaning within words and gives them a sense of pride in identifying the words and exploiting its meaning

Why can learning the alphabet be hard for students?

There are many rules and information to be utilized when learning the alphabet -orientation of letters is crucial -letters with similar sounds -uppercase v lowercase letters

What is the Reader Response Theory?

When the reader engages in a text. Children are responding to a text and interpreting it. (could just be basic retelling Teachers want their students interpretive strategies to become more sophisticated and to include 1) meaningful connections 2) examining the text

Describe the progression of writing in the beginning stage

early: use of consonants/forming letters/pictures tell the story middle: letter-sound correspondence/ simple stories/ diverse genres late: paragraphs/ editing and self-correcting/automatic and accurate letter formation

Describe the progression of writing in the transitional stage.

-Learn to master their structure of their writing -increased writing fluency, clarity -beginning to use dialogue and text features

Authentic conversation

-involves giving students guided opportunities in class for them to interact with one another and develop their language skills (center time, group time, recess, lunch, activities in class, home, etc) -also describes a teachers ability to deepen conversations with and amongst his/her students (purposefully listen to student convo to learn about their interests/ ask open-ended questions/use animated expressions and correct body language)

Purpose of a dialogic read aloud

1) Engage children in reading comprehension 2) Provide feedback using sophisticated language 3) Scaffold children's knowledge and skills through conversation "Which character do you like best?" "How was the problem resolved?"

Goals of Text Talk

1) enhance comprehension through questions "Can you think of a time when you were delighted?"--to practice key vocab and help with understanding of the word delighted in the text 2) enhance vocabulary -may preview important words in the text and apply kid-friendly definitions

Identify/ Describe the stages of the writing process

1) planning and prewriting 2) drafting 3) revising 4) editing 5) publishing and sharing with others

strategies for extending student talk

1) prompt children to elaborate 2) help children to clarify their thoughts (why?) 3) engage students in explanatory dialogue about concepts (Why did this happen? How does this work?)

Describe the progression of writing in the emergent stage

1) random marks and scribbles 2) begin to create representational drawings that replace the scribbles 3) Letter like forms (mark linear writing) 4) letter and numerals that may/may not have any relationship to the story or intended meaning 5) sight words/ names/ phonic spelling

What do we know about alphabetic knowledge and phonemic awareness as it relates to beginning readers?

Both predict a student's success in early reading Beginning reading is dependent on letter and sound knowledge Children's ability to accurately/automatically name the letters is another strong predictor of early reading success

How can teachers help children improve their ability to retell?

By completing graphic organizers and organizing the information within the text

Why do teachers have students echo and choral read during shared reading when in the beginning stage?

By doing this students are able to hear one another read (listening comprehension) and also recognize the sounds in relation to letters.

Narrative Texts

Can be nonfictional or fictional texts with an underlying story or message. Not as direct with information/facts, as the meaning or main idea can sometimes be hidden Stories, novels, plays, etc

What makes shared reading different from other interactive read alouds?

Carefully designed to support children's understanding of print concepts -Text tends to be enlarged (big books, charts, etc) -Should be slightly more difficult than what students can read on their own -Easy to memorize and fun to read

What are literacy centers?

Centers are spaces where children can gather to interact with materials and each other in pursuit of a common goal. (All centers can incorporate literacy components to advance a students literacy development -use of books(informational/ narrative, etc), maps, pencil, paper, pens, key concept words -Ex: If the dramatic play area is focused on construction, then the literacy component would be to include blue prints for students to make with key words such as bathroom, closet, etc

Concepts of Print

Characterizes how print is structured (form) and what it does (function) Functions -oral language written down -different from the illustrations -contains a message and can be used for many purposes Forms -organization of the book and how to handle it -Directionality -Punctuation -Words form sentences, words are separated by spaces -made up of upper-lowercase letters that rep sounds

Emergent Literacy Stage

For children usually in Preschool-Kindergarten Time before formal reading instruction begins Reading: learns to handle books, identify signs and symbols Writing: scribbles/random marks Word Study: may identify a few letters, working on sounds in syllables, beginning alphabet knowledge

what are quick writes? And why do we use them?

Informal ways for children to respond to a prompt, idea, question, or text in a short amount of time. this helps children develop their thinking skills and improve engagement with and comprehension of texts and ideas

Genre diversification

Intentionally varying the genres and topics included in the classroom setting. (informational/ narrative/ poems, ethnic, etc) Teachers must diversify the books they read aloud in class, books included in the library and centers, as well as posters/ print inside and outside of the classroom.

What are word walls? How do they work?

Involves an organized lists of words used often in a child's vocabulary. Can take many forms, but the most common is a display of alphabetically arranged high-frequency words. can be word families/ diagraphs/blends/vowel patterns

What is wide reading? Why are wide reading and repeated reading so important to transitional readers?

Practicing ones reading Children reading a variety of texts and genres everyday as much as possible -need to read for a reason/purpose -need to have a specific goal in mind -read high accuracy level books

Beginning Literacy

Provides the foundation for later reading and writing success (1st) Students are beginning to practice spelling words correctly, and memorizing/ using sight words and phonemic awareness to help with reading and writing Reading aloud mainly Stage for remarkable growth

How does the ability to collaboratively reason and create a solid argument influence academic success?

Students learn that reading is about thinking and this helps them to think about what they read in academics and to question/engage with what they are learning. children also acquire the discourse pattern and thinking to support their interpretation of text, which will help them to interpret academic information and concepts.

What are shades of meaning? What does this mean for our instruction?

Studying the relationships among words and concepts -helps to broaden and deepen students understanding of related words/ enhances student vocabulary (words maps, etc) As teachers we must ask in depth questions about concepts, model concepts, etc to allow the students to make connections between words but also to comprehend the meaning within the word.

what are the characteristics of transitional readers and writers?

Usually begins in the middle to end of the 1st grade or early 2nd grade. Long period of time -reading rate improves (amount of sight words known grows) -reading for meaning -expression during reading -children are beginning to see patterns within words -length and quality of writing improves

Phonics Knowledge

letter-sound correspondence

Semantic Knowledge

meaning of individualized words and word parts

Efferent Response

reader is reading for specific info or a given purpose

aesthetic response

reader who reads the text and comes to appreciate the authors craft or is moved in a personal or emotional way by the text.

Discuss class experiences with I.R.E (teacher initiates a question, child responds, teacher evaluates the response---ex says "good idea" or "good thinking") How does this limit students?

this can limit students as they are only answering surface level. If the teacher never asks them why they gave that answer, or how they came to that answer, the student is not able to fully comprehend the question or the text. -discourages active thinking/ engagement

What makes a teaching strategy like the language experience or interactive writing powerful?

this strategy shows the relationship between reading and writing/ writing and oral language -shows students how they can express what they already know in written form (Ms. Watkins with journal time)

What is academic vocabulary?

words that are not used often in beginning readers everyday vocabulary/ typically associated with a specific concept or idea Hard for beginners to decode and spell improves both the quantity and quality words in a child's vocabulary/ and listening comprehension

Why is retelling an important part of reading instruction for beginning readers?

young readers often get sidetracked by interesting details in reading and miss the big idea Retelling helps students to remember and explore the key aspects and main idea of the text they read