Curriculum and Instruction Flashcards
Cloze Reading (instructional strategy)
passages - omitted words need to be determined by student
Benefits: use of context clues to determine missing words, builds fluency
Language Experience Approach to Reading Instruction
focus on student’s experiences; dictate experiences while teacher writes them down; written text is read aloud
Benefits: involves reading, writing, listening and speaking
Guided Reading Instruction
flexible student groups; leveled texts @ instructional reading level
procedure: Pre reading - picture walks, vocabulary, Students read independently (teacher observes), post-reading, teacher conducts targeted mini lessons
Shared Reading Experience
Teacher reads aloud (projected texts students can see) student follow along.
Interactive experience - stop to ask questions, discuss concepts of print, comprehension strategies
Students may read along
Read- Alouds
Students do not have access to texts teacher is reading.
May be done strictly for entertainment purposes.
Focus is to listen to text.
Vocabulary Development (Non-Contextual)
Vocabulary taught outside of a written context.
Ex: when students are learning content specific words such as noun, verb, adjective
Vocabulary Development (Contextual)
Meaning of unknown words determined when read in a text.
Important for fluency and comprehension
Strategies: look for synonyms/antonyms, highlight phrases with clues
Vocabulary Word Selection (Three Tiers)
Tier One - common words in everyday speech instruction not needed to understand
Tier Two - common in fiction and non-fiction; teacher selects words to focus on within specific texts in order to enhance comprehension
Tier Three - nonfiction text and are domain specific; meaning must be taught; not often encountered
Idioms
figurative langauge
“It’s raining cats and dogs.”
Use clues to determine meaning
Not appropriate for ELL in early stages
Shared Writing Experience
Collaborative (students and teacher).
Teacher Assists: topic selection, details, word selection, organization
Teacher writes assignment; models spelling, punctuation, thinking, revising, editing, reading the text
Phonetic Spelling
Students write words based upon sounds they hear.
Example: love as luv
*should not be worried about at early stages of writing as it slows down the writing process
Word Walls
collection of meaningful words for students such as,
high frequency words or academic vocabulary (units of study)
Approaches to Teaching Spelling
- Some words are learned naturally by frequent reading exposure.
- Some spelling patterns need to be taught
Strategies: word sorts, word hunts, tracing, letter tiles
Stages of Spelling Development
- Pre-phonetic - spell with random letter and number strings.
- semi-phonetic- some letter sound relationships evident (beginning and end of words)
- phonetic - correctly spelling simple CVC words and complex sounds such as digraphs/consonant blends
- Transitional (word extension) - use of syllable patterns to spell more complex words
- derivational constancy - use of root and affixes to spell; most words spelled correctly.
Orthography
deals with letters and spelling patterns
