Curriculum and Instruction Flashcards
What is the difference between phonics and phonological awareness?
-Phonics: visual and auditory; letter-sound relationships; letter or letter combinations that represent the 44 sounds
-Phonological awareness: recognize and manipulate the spoken parts of sentences and words (rhyming, alliteration, segmenting, syllables, blending).
In what ways do students’ cultural and linguistic backgrounds affect comprehension?
-ELLs usually lack the preconditioned -unfamiliar with academic language and vocabulary
-fluency may be choppy and/or slower
-phonological awareness dictates how much of the text a student understands
-Cultural background determines what students will be able to recall from the text, and how they interpret its meaning.
What is the difference between fluency and prosody?
-Fluency includes rate, accuracy, prosody, and comprehension
-recognize words automatically and group words quickly to gain meaning
-read aloud effortlessly and with expression
-Prosody means reading with expression – with the appropriate rhythm, tone, pitch, pauses, and stresses for the text
-depends on both accuracy and rate
-by reading with prosody, they are more likely to be processing information as they read it
What is the relationship between fluency and comprehension?
-fluent reading is a foundation for good reading comprehension
-fluent readers do not have to concentrate on decoding words, they can focus their attention on what the text means.
What is the relationship between learning to read and learning to write?
-Students engaged in reading-to-learn will also be prepared to write well
-students who are engaged in writing-to-learn will become more effective readers.
-Through both approaches, students will gain a better understanding of material and a greater ability to demonstrate that understanding.
What are the strands of the Reading Rope by Scarborough?
-Language Comprehension
-background knowledge
-vocabulary
-language structure
-verbal reasoning
-literacy knowledge
-Word Recognition
-phonological awareness
-decoding
-sight recognition
What are the four phases of Ehri’s word reading?
-Pre-alphabetic phase: students read words by memorizing their visual features or guessing words from their context.
-Partial-alphabetic phase: students recognize some letters of the alphabet and can use them together with context to remember words by sight.
-Full-alphabetic phase: readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory.
-Consolidated-alphabetic phase: students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words.
What strategies can students use to acquire and use effectively to learn academic and domain-specific words and phrases?
-Domain specific vocabulary refers to vocabulary terms that are specific to a topic of study.
-Approach and Expose It: use picture books and videos
-Read it in close read format using context clues and their meanings based on text features, context clues, pictures, etc.
-Perform it using content that has been generated for students: readers theatre, poetry presentation.
-Note it: interactive notebooks, specific graphic organizers, etc.
-Apply it: allow students to generate their own content using the words as a formative assessment
How can students apply their knowledge of morphology, by using root words, prefixes, and suffixes, to derive meaning from unknown words?
-teach students how words are made up of word parts, and how words can be related in word families.
-have students build word families by providing a main root and then prefixes and suffixes that can be combined with the root to generate words.
-make a connection between the root of a new word and a word previously covered in class may arise. Content teachers in particular are in a position to point out examples of words that contain roots, prefixes, and suffixes from content reading material.
-A school-wide approach to teaching academic vocabulary involves teachers from different grades and subjects agreeing to focus on a few root words and their associated word families each week or two.
-taught as a distinct component of a vocabulary improvement program
-taught as a cognitive strategy to be learned: recognize that they don’t know the word, Analyze the word for recognizable morphemes, both in the roots and suffixes, Think of a possible meaning based upon the parts of the word, Check the meaning of the word against the context.
What strategies can teachers use to teach multiple meanings of words?
-Pick meaningful words: words that students will hear and use often, or words that are commonly misunderstood
-Use context clues: looking to the surrounding sentence for context clues. You can read the sentence and ask them, “Does that make sense?” Teaching the student to question their assumptions by using context clues can help them identify the true meaning of the word.
-Use visuals: using pictures can help students build a mental image of the different multiple meaning words or homonyms.
-Use words from classwork: preview and review vocabulary relevant to the students’ actual classwork.
What is the purpose of using a semantic gradient during vocabulary instruction?
-A semantic gradient is a list of related words placed on a continuum, gradually shifting meaning from one word to its antonym
-Putting words in order to create a semantic gradient can help students understand antonyms and also the subtle differences between similar words – shades of meaning – and can help expand their spoken and written vocabulary.
