Language and Literacy Development

Transitional Stage

Children begin the transition from phonetically spelling words according to their sounds to visually and structurally learning conventional word spellings.

Central Auditory Processing Disorder

Children with CAPD have problems attending to, listening to, and remembering spoken information, and often take longer to process auditory input.

What abilities can children demonstrate to show they have phonemic awareness?

Children would be able to manipulate individual phonemes in words. For example, they can separate the sounds that make-up the word "cat"

"Following the CAR"

Comment - the adult should comment on what a child is looking at, handling, or talking about, then wait 5 seconds. Ask - to continue the conversation the adult has begun and/or to start a new one, the adult should then ask the child questions about something the child is looking at, handling, or talking about. Adult should then wait 5 seconds again to give the child time to respond Respond - Once the child gives an oral response, the adult should respond to what the child says by repeating the child's response and then adding a bit more information to extend the child's knowledge.

Poetry Books

Contain poems rather than prose. Can use concrete verse, free verse, and rhymed and metered verse. Poetry emphasizes the sounds and meanings of words and appeals to both readers' emotions and thoughts.

What is a "real" conversation?

Conversations that interest the child and consist of three to four exchanges/turns between the child and the adult

Encoding

Blending/combining individual sounds/letters to form words

Picture Books

Both a genre and a format that encompasses various other genres. It includes wordless storybooks, which contains only pictures. Picture books integrate pictures and text to create a multimodal experience. The text is the most important feature. Illustrations are secondary but complementary to the text.

Traditional Literature

A form of oral storytelling. It includes fairy tales, fables, folklore, epics, and proverbs. "Once upon a time..." introductions and happy endings are common features. Modern fantasy is based on traditional literature, but it is original --- includes modern fairy tales.

Orthography

A set of conventions for writing a language. It includes norms of spelling, hyphenation, capitalization, word breaks, emphasis, and punctuation.

Diagnostic Assessment

Assess a student's strengths, weaknesses, and knowledge prior to instruction.

Screening Assessment

Assess to see if a student requires specialized assistance or services for developmental, physical, cognitive, or academic needs.

Phonemic Awareness

Awareness of the individual phonemes or speech sounds used in the child's native language

Structural Analysis

*AKA Morphemic Analysis* the ability to gain information about the meaning, pronunciation, and part of speech of new words from their prefixes, roots, and suffixes

Digraph

*Consonant Digraphs* - two letters that come together to make one sound then (th), shoe (sh), wheel (wh), phone (ph), math (th) *Vowel Digraphs* - letter combinations in which two vowels together make a single sound brain (ai), deep (ee), caught (au), soup (ou)

A first-grade teacher would like to provide scaffolding for students who are struggling to learn to read and write. An effective scaffolding technique would be

*Interactive Writing* Interactive writing is a cooperative event in which text is jointly composed and written. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.

Writing Skills Development

*Scribbling and Drawing* Young children grasp crayons/pencils with their fists, exploring form, space, and line. *Letter-Like Forms and Shapes* They comprehend that written symbols represent meanings. *Letters* Children can form letters, and start writing them randomly. They usually write consonants first. *Letters and Spaces* Children realize that printed/written words are separated by spaces, develop the concept of a word, use 1:1 word correspondence, and write correctly spaced words. *Conventional Writing and Spelling* Children write, spell, and punctuate correctly most of the time. They view various forms of purposeful writing as more important.

Fantasy Stories

Imaginary, and often focus on good vs. evil conflicts, magic, and/or quests.

Non-fiction Informational Books

Include narrative, how-to, question and answer, activity, life cycle, and concept texts.

Phonics

Knowledge of letter-sound relationships

Factors that can disrupt fluency success

Limited phonics knowledge Weak decoding skills Lack of automaticity Limited vocabulary and/or academic knowledge

Summative Assessment

Measure a student's achievement at the end of instruction. High stakes, worth many points. End of chapter quiz/test

Jane Hill's "WORD-MES" Formula

Mnemonic device for the key steps in applying the stages of second language development to ESL instruction. *WORD (Preproduction Stage)* - Students need help with word selection, learning basic vocabulary words. *MODEL (Early Production Stage)* - Students benefit from modeling good English. Correct by recasting student's responses, such as "I goed to park," you can say "Oh, you went to the park." *EXPAND (Speech Emergence Stage)* - Add adjectives or adverbs, for example. If a student says or writes "He ran to the park," you can expand by saying (or writing) "He ran quickly to the park." You can also give synonyms or change the word order to show how to expand language *SOUND (Intermediate and Advanced Fluency Stage)* - "Sound like a book" Help students expand their vocabulary by exposing them to words above their current level. In early grades, students acquire a great deal of vocabulary by repeated chants or readings of books.

Formative Assessment

Monitor student learning during instruction and continues to occur throughout the lesson. Teachers use these to further inform their instruction. Think-pair-share, exit cards, response cards

The strategy of identifying words by examining root words and affixes of longer words is called

Morphemic Analysis/Structural Analysis

POWER Strategy

Plan Organize Write Edit Revise

Children are usually at the emergent stage of reading and writing in

Pre-K and Kindergarten

Children select a topic, consider purpose, audience, and form and gather and organize ideas for writing during what stage of the writing process?

Prewriting Stage

The ability to orally read sentences expressively, with appropriate phrasing and intonation is known as

Prosody

The technique in which students practice reading stories to develop fluency is

Reader's Theatre

What is the difference between receptive language and expressive language?

Receptive language is the ability to understand words and language. Receptive language also is responsible for understanding concepts such as size, shape, color, time, and sentence structure. Expressive language is the use of words, sentences, gestures, and writing to create a message or convey a meaning. This is critical for social communication and communication of needs.

Manner of Articulation

Refers to how the tongue and/or lips control airflow to vary phonemes

Phonological Awareness

Refers to the awareness of the sounds that make up a spoken language

Articulation

Refers to the pronunciation of specific speech sounds and phonemes

Interactive Book Reading

Should be used at least once per day with each child. Children participate either individually or in pairs. Done in addition to reading in large and small groups. Purpose: Stimulate responsive, recirprocal instructional conversations between each child and the teacher.

Diphthong

Sound that is made up of two separate vowel sounds within the same syllable. boy (oy), bout (ou), boil (oi), bow (ow)

What are the components involved in reading fluency?

Speed, prosody, automaticity, and accuracy

Long-term Memory

Stores an enormous amount of information for many years

The concept that stories have a beginning, middle, and end is referred to as

Story Structure

Phonetics

Study of the acoustical and articulatory characteristics of human speech sounds

Intermediate Fluency Stage

• Lasts about 3 to 5 years into learning • Excellent English listening comprehension • Do not make many grammatical errors

Early Production Stage

• Lasts from roughly 6 months to 1 year into learning • Limited English comprehension • Can utter 1 to 2 word answers, essential words, familiar phrases, and present tense verbs

Indicators of Dyslexia (children's speech skills)

• Mispronouncing unfamiliar, long, or complex words • Speech that is not fluent • Speech the uses vague or non-specific wording • Difficulty finding words while speaking

Advanced Fluency Stage

• Reach this stage between 5 to 7 years after they start learning English • English language proficiency is similar to that of a native English speaker

Preproduction Stage

• Takes place during roughly the first 6 months of learning • Listening comprehension is minimal •Does not speak English, but can nod/shake the head "yes/no", draw pictures, and point at things

Language Level

1. *Alphabetical* writes letters 2. *Word* writes any recognizable word 3. *Word Group* writes any two-word phrase 4. *Sentence* writes any simple sentence 5. *Punctuated Story* writes two or more related sentences 6. *Paragraphed Story* includes two themes

3N Strategy

1. Notice - teacher notices the level of an individual child's literacy skills 2. Nudge - teacher verbally nudges the child to do things that are a step above their current skill level 3. Narrate - teacher narrates what the child does, verbally describing and reflecting the child's activities

Gentry's Stages of Children's Spelling Development

1. Pre-communicative Stage 2. Semiphonetic Stage 3. Phonetic Stage 4. Transitional Stage 5. Corret Stage

Stages of English as a Second Language

1. Preproduction 2. Early Production 3. Speech Emergence 4. Intermediate Fluency 5. Advanced Fluency

3S Strategy

1. See - teacher asks the child to see/look at a specific feature in a book, such as the main character. 2. Show - teachers asks the child to locate an image or word on a page. 3. Say - teacher asks the child to say a word/answer a question. During this step, the teacher asks the child questions beginning with who, what, where, when, and why. If the child succeeds at one step, they then move onto the next step.

Directional Principles

1. Student does not demonstrate knowledge of directionality 2. Student exhibits partial directional knowledge (left to right, top to bottom) 3. Student reverses the direction 4. Student follows the correct directional pattern 5. Student uses correct directionality and spacing between words 6. The student writes extensively without problems related to arranging and spacing text

Message Quality

1. Student has concept of signs/symbols 2. Student has a concept that a message is communicated 3. Student copies a message 4. Student repeats sentence patterns like "This is a..." 5. Student tries to record their own ideas in writing 6. Student writes a successful composition

To have good reading comprehension, children must be able to...

1. decode the words they read. 2. connect what they read to things they already know. 3. think about what they have read in depth.

When children learn that print is written and read from left to right and from top to bottom of the page, they are acquiring:

Directionality Concepts

Benchmark Assessment

Evaluates student's performance at periodic intervals, frequently at the end of a grading period. DIBELS, PA's benchmark assessment

Children read words accurately, rapidly, and automatically and they read with expression at the

Fluent Stage

Prosody

Fluent readers use prosody (pitch, stress, and timing) to convey meaning when they read aloud. The defining feature of expressive reading, comprises all of the variables of timing, phrasing, emphasis, and intonation that speakers use to help convey aspects of meaning and to make their speech lively.

Strong phonological and phonemic awareness in children is often a predictor of what?

Future long-term success in spelling, reading, and literacy performance

Working Memory

Holds interim information in the mind for use during calculations Processing new information so that it can be stored for a long period of time, searching for stored information, and retrieving information as it is needed are also functions of the working memory.

Short-term Memory

Holds small pieces of information for short periods of time

How can teachers provide literacy instruction to address individual students' needs and their growing knowledge and skills?

Teachers address these various needs by: • providing differentiated instruction • using the results of diagnostic assessments to help them identify students' strengths and needs • forming small groups of students with similar needs and then planning instruction to target those needs.

Expanded Book Reading

Teachers can: • ask children to predict the possible subject matter of the book • discuss setting, characters, and events in a book with • help children relate the story in a book to their own lives • enhance the meaning of stories in a book by acting them out using puppets and other props *Refers to anything done outside of simply reading the book*

Phonological Awareness Instruction

Teaches children: • to recognize the speech sounds they hear • to identify and differentiate these sounds • to produce them accurately • and to manipulate them

Receptive Language

The ability to comprehend speech, such as listening and reading

Expressive Language

The ability to produce language, such as speaking and writing

Reading Fluency

The ability to read quickly, accurately, and smoothly both silently and aloud, and to read aloud with appropriate vocal intonations and expression

Phonological Processing

The ability to see or hear a word, break it down to discrete sounds, and then associate each sound with letter(s) to that make up the word

Decoding

The ability to use knowledge of letter-sound relationships to accurately read a word.

What does skilled reading require?

The coordination of orthographic processing, phonological processing, and the processing of meaning and context.

The goal of reading and writing instruction in the primary grades is to ensure that all children reach the fluent stage of reading by

The end of 1st grade

Blending

The process of saying the individual sounds in a word then running them together to make the word

How do children develop phonological awareness?

Through exposure to language and through direct training, both of which are provided by the adults around them and in their lives.

Why do teachers conduct correct words per minute assessments?

To assess whether a child may have a fluency issue. The main focus in on the rate the child reads.

Orthographic Processing

Using the visual system to form, store, and recall words

Input Hypothesis

When an ESL learner in one stage of acquisition is given instructional input that includes some structures characteristic of the next stage of acquisition and is also encouraged to use language reflective of that next, higher stage, the learner will advance to that next stage in listening and speaking. (Expressed at i + 1) i = speakers actual or current level/stage i + 1 = speaker's potential second language development level

Five basic reading components of phonological and phonemic awareness

Word Decoding Phonics Fluency Vocabulary Comprehension

CVC Words

Words that are made up of a consonant, vowel, and a consonant

Alliteration

Words that have the same sound beginning sound near one another

Reading Vocabulary

Words we must know to comprehend what we read

Listening Vocabulary

Words we must know to understand what we hear others say

Speaking Vocabulary

Words we use when we talk

Writing Vocabulary

Words we use when we write

In the word, cat, the rime is

at

Pragmatics

he area of language function that embraces the use of language in social contexts (knowing what to say, how to say it, and when to say it - and how to "be" with other people). -- how to speak at home vs. how to speak at school

When working with students who are English learners, researchers recommend

providing explicit instruction in phonemic awareness.

Preschool teachers can nurture young children's phonemic awareness with developmentally appropriate activities such as

singing songs and sharing word play books.

Phonemic awareness is the basic understanding that

speech is composed of a series of individual sounds.

What abilities can children demonstrate to show they have phonological awareness?

• Recognize rhymes they hear • Can rhyme words • Can "count" the number of syllables in a word by clapping • Can identify words with matching initial sounds

Semantics

the aspect of language function that relates to understanding the meanings of words, phrases and sentences, and using words appropriately when we speak

Morphology

the smallest unit of speech that has meaning. -- plural "s" ending -- past tense "ed" ending

Phonology

the study of speech sounds and how they change depending on certain situations or placements in syllables, words, and sentences.

Semi-phonetic Stage

• Children begin to comprehend letter-to-sound correspondences • Frequently use simple logic to symbolize words with single letters. For example, using "U" for "you"

Pre-Communicative Stage

• Children use alphabet letters, but may not know the whole alphabet • May not differentiate between upper case and lower case letters • May not know that English is written from left to right • They do not demonstrate knowledge of letter-to-sound correspondences

Instructional strategies to promote early literacy development and reading comprehension

• Interactive Book Reading (3S Strategy, Wh- Questions, Expanded Book Reading) • The 3N Strategy • Extended Teaching • Problem Solving • Curriculum-Embedded Assessments

Indicators of Dyslexia (children's reading skills)

• Lack systematic strategies for reading new words • Unable to read short function words (an; on; that) • Miss parts of words when reading • Mispronounce numerous words when reading aloud

3 areas to focus on when rating a child's writing efforts to assess emerging writing skills

• Language Level • Message Quality • Directional Principles

Speech Emergence Stage

• Lasts about 1 to 3 years into learning • Comprehend English well • Speak in simple sentences, but still make mistakes in pronunciation and grammar • Misunderstand jokes in English

Teaching strategies that support children's active participation in real conversations

• attentively listening to what the children say • inviting children to join extended conversations with adults and peers • demonstrating a genuine interest in and affection for the children • sending verbal and non-verbal messages that are consistent • avoiding making judgemental comments about children or anybody else to or in front of the children • availing oneself of spontaneously occurring opportunities for informal conversations with each child • basing conversations on children's specific interests

Correct Stage

•Children know fundamental orthographic (spelling) rules • They have learned many word spellings, and recognize misspellings.

Phonetic Stage

•Children use letters to represent all speech sounds they hear in words