Tompkins: Chapter 4

Environmental Print

Young children begin reading by recognizing logos on fast-food restaurants, department stores, grocery stores, and commonly used household items within familiar contexts

Language Experience Approach

A method of teaching reading by using the reader's own dictated language. approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher

Writing

As children begin to experiment with writing, they use scribbles and letterlike forms to represent words

Semantics

Children acquire knowledge about the meanings of words and add several thousand words to their vocabularies each year.

Interactive Writing

Children and teachers create a message and share the pen as they write the message

Syntax

Children learn to combine words into different types of sentences and to use irregular verb forms, pronouns, and plural markers and other inflectional endings.

Phonology

Children learn to produce the sounds of English and to manipulate language in playful ways.

Pragmatics

Children learn to use language socially—to carry on a conversation, tell stories, and use social conventions, including "please" and "thank you."

Emergent Reading and Writing

Develop an interest in reading and writing Acquire concepts about print Develop book-handling skills Learn to identify the letters of the alphabet Develop handwriting skills Learn to read and write some high-frequency words

Beginning Reading and Writing

Learn phonics skills Recognize 100 high-frequency words Apply reading strategies, including cross-checking, predicting, and repairing Write five or more sentences, sometimes organized into a paragraph Spell phonetically Spell 50 high-frequency words Use capital letters to begin sentences Use punctuation marks to indicate the ends of sentences Reread their writing

Fluent Reading and Writing

Read fluently and with expression Recognize most one-syllable words automatically and can decode other words efficiently Use decoding and comprehension strategies effectively Write well-developed, multiparagraph compositions Use the writing process to draft and refine their writing Write stories, reports, letters, and other genres Spell most high-frequency and other one-syllable words correctly Use capital letters and punctuation marks correctly most of the time

Which of the following is not a commonly used format for morning messages?

Rhyme and rhythm Rhyme and rhythm is not a common style for morning messages. These characteristics are typical of patterned text, but they're difficult to achieve with daily message writing

Cognitive Academic Language Proficiency (CALP)

The formal academic language that's needed for school success. It's the langauge use in classrooms, in books, and on test. In contrast to BICS, it's cognitively demanding

Basic Interpersonal Communicative Skills (BICS)

The language skills usedin everyday social situations; they're not cognitively demanding. 2 years or less

Concepts About the Alphabet

The letter's name The formation of the letter in upper- and lowercase manuscript handwriting The features of the letter that distinguish it from other letters The direction the letter must be turned to distinguish it from other letters (e.g., b and d) The use of the letter in known words (e.g., names and common words) The sound the letter represents in isolation The sound the letter represents in combination with others (e.g., ch, th) The sound the letter represents in the context of a word (e.g., the c sounds in cat, city, and chair) Children use this knowledge to decode unfamiliar words as they read and to create spellings for words as they write.

Explain how children develop oral language.

Young children develop oral language through everyday experiences and interaction with parents and others; they learn words at the grocery store, on the playground, during swimming lessons, and from the guide at the zoo, for example

Shared Reading

a modeling strategy in which the teacher reads a story and the children join in.

When a first grade teacher read aloud a book that had repetitive sentences, the students joined in the reading by repeating the familiar phrases. In this situation, the teacher was using a type of book known as

a predictable book. Texts that have repeated sentences, rhymes, or other patterns are known aspredictable books.

Discuss ways teachers foster children's interest in literacy.

concepts of print, the alphabetic principle, and other conventions of the English writing system as part of a comprehensive reading program. Children demonstrate the progression of print, from left to right and top to bottom. Children recognize letters, words, and sentences in print. Children name the upper- and lowercase letters of the alphabet.

Initial reading experiences often entail interactions with environmental print that are characterized as

context dependent. Children who begin to recognize environmental print (e.g., a Coke© can) require the visual context of the word to identify it.

The principal advised first grade teacher Jeff Kevin to use interactive writing to help his students write a text. While writing with his students, the teacher should use:

conventional spelling. During interactive writing, teachers should help children spell all words conventionally. Teachers should emphasize that conventional spelling is used as a courtesy for readers.

Morning Message

daily literacy routine that teachers use to teach literacy concepts, strategies and skills. Usually consists of a friendly letter to the class about what will happen during the day.

Concepts about print include all of the following except:

distinguishing between letters and punctuation marks.

When Alyssa goes over to the reading corner, she likes to pick out the books the teacher has recently read to the class. She retells the story as she flips through the pages. Alyssa is demonstrating reading behaviors characteristic of a student in the:

emergent stage. Students in the emergent stage develop early literacy skills (e.g., concepts of print, words, and the alphabet) and an interest in reading and writing so that they're capable of doing picture walks before developing the ability to decode the text.

Describe the three stages that children move through as they develop as readers and writers.

emergent, beginning, and fluent

A first grade teacher placed empty cereal boxes in a literacy play center and encouraged the children to read the logos. Cereal box logos are examples of:

environmental print. Signs, labels, and other print found in the community are referred to asenvironmental print.

Six-year-old Kira recognizes most high-frequency words automatically. When she encounters an unfamiliar word, she uses context clues or decoding techniques to identify it. As a reader, Kira is in the:

luent stage. Fluent readers recognize hundreds of words automatically and have the tools to identify unfamiliar words when reading.

The foundation for literacy learning is _________________________________________.

oral language Research indicates that the development of children's oral language is essential because it provides the foundation for literacy learning.

Literacy activities that help children develop oral language should include opportunities for children to ________________________________________________________________.

play with words Literacy activities that develop children's oral language should include opportunities for children to expand oral language expressiveness, play with words, and increase word knowledge.

Children in the beginning stage of reading and writing development usually:

spell phonetically. Children in the beginning stage of reading and writing development apply what they are learning about phonics when they write words.

List instructional practices that teachers use with young readers and writers.

such as reading aloud, doing guided reading with leveled books, teaching from basal readers, and providing opportunities for independent reading and writing through reading and writing workshop

An important predictor of children's beginning reading success is ________________________.

their vocabulary knowledge Researchers have found that vocabulary knowledge is an important predictor of beginning reading success.