Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

EDEL 305 > EDEL 305 - Midterm > Flashcards

EDEL 305 - Midterm Flashcards

1
Q

Literacy is:

A

Speaking, listening, writing, reading, responding, reading, representing and viewing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

(CLD) Culturally and linguistically diverse learners (CLD)

A

Learners who are learning in a language that is not their mother tongue. Include english as a second language (ESL), EAL and ELL. CLD recognizes the ties between language and culture, and acknowledges that these learners bring with them to their learning a language and culture.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Multiliteracies

A

Beyond the linear text0based reading and writing of western schooling.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Modes

A

A set of resources people in a given culture can use to communicate (ex 0 print, image, music, speech). Some modes are favoured by the cultural elite (poetry is, rap isn’t)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Critical literacy

A

Disrupting the commonplace, interrogating multiple viewpointss, focusing on soci-political issues, taking action and promoting social justice.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Funds of knowledge

A

The various “resources” that students bring with them to your class. Focusing on what a student can do, not what they can’t do.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Being a code breaker

A

Understanding the sound-symbol relationship and alphabetic principle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Being a text participant

A

Develping the resources to engage the meaning systems of discourse (comprehension, drawing inferences, connecting textual elements and background knowledge, etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Being a text user

A

Knowing how to use a variety of texts in real social contexts throughout daily life - ex - a letter vs a text message

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Being a text analyst

A

Mean reading critically or having conscious awareness of the language and idea systems that are brought into play when a text is used.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Who are the children?

A

CREATE A CLASSROOM THAT NURTURES ALL STUDENTS AS LITERACY LEARNERS
Avoid the deficit view, focus on the positives (funds of knowledge). Create the best possible climate and curriculum to foster positive growth and development.
1. Cultural and linguistic diversity
2. Socio-economic status
3. Cultural sensitivity (not wrong, different)
4. Gender

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Multiliteracies Pedagogy

A

4 of them. Can occur at the same times, different time and are repeatedly revisited at different times.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Situated Practice (Multiliteracy)

A

The various experiences and knowledge that students bring to school; immersion in learning, linking texts to real life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Overt Instruction (Multiliteracy)

A

Explicitly teaching knowledge or skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Critical Framing (Multilitracy)

A

Contextualizing learning and explaining purposes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Transformed Practice (Multiliteracy)

A

Applied learning, adding meaning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Multiliteracies and teacher support

A

Instructional components move from demonstration (high teacher support) to use (lower teacher support)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

4 Language Systems

A

Semantics, syntax, phonology, pragmatics.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Semantics

A

Meaning in language/code

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Syntax

A

The way that language is organized, the way words are strung together for meaning. Order or words, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Phonology

A

Smallest unit of language (phonemes). Symbols, graphophonic system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Pragmatics

A

Social aspects of language. Cuing system (figure out context)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

0-6 years

A

Learn 21 words/day = 5000

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

6-12 years (grades 1-6)

A

3000 words/yr

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Communicative competence

A

The ability to combine and use all aspects of language, including nonverbal communication and to use them as a native speaker does - the ability to make sense of the world through language and to use language in diverse ways and situations to accomplish specific purposes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

7 areas of communicative competence:

A
  1. Affective behaviours
  2. Language awareness
  3. Listening comprehension
  4. Speech communication
  5. Critical/evaluative behaviour
  6. Interpersonal strategies
  7. Oral language codes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Communicative competence cultural considerations:

A

Body language, use of silence within a conversation, neutral feedback zone, feedback sandwich, emotional difference.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Halliday’s Function of Language

A

Instrumental (manding, a means of getting things)
Regulatory (Controlling the behaviour, feelings or attitudes of others)
Interactional (getting along with others)
Personal (expressing individuality, awareness of self)
Heuristic (seeking and testing knowledge)
Imaginative (creating new worlds, making up stories, poems)
Representational (communicating information, descriptions)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Language Facts

A
  • children do not encounter richer language at school than at home
  • Children are talked with more at home and talked AT more at school
  • children enter school having mastered the complexities of the 4 language systems
  • before age 11, children learn better with concrete objects to understand a concept
  • learn language better when the learn language at school for the same purposes that they use language outside of the school
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

ORAL LANGUAGE IN THE CLASSROOM

A
  • Enable children to be legitimate talking partners in the classroom (don’t just talk AT them)
  • Classrooms shouldn’t be quiet places
  • Develop oracy (auditory and spoken languages)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

TALKING

A
  • an important part of communicating, thinking and learning
  • express themselves
  • negotiate relationships
  • give definition to thoughts
  • developed through modelling and though practice
  • avoid correcting children’s oral language (it can silence them rather than them practicing)
  • info is not built in isolation (peers and real life)
  • EXPLORATORY TALK - ask questions, problem-solve, hypothesize.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

LISTENING

A
  • the most prevalent and most important mode of language used in school.
  • teacher’s success in telling stories, etc depends on students’ ability to listen
  • modelling listening skills is the most important strategies we can show
  • provide opportunities to practice
  • best done in context
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

LEARNING IN CONTEXT

A

All learning is best done in context, NOT skill and drill. Provide as many relatable examples as possible.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

3 major purposes for listening

A
  1. Efferent
  2. Critical
  3. Aesthetic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Improve student listening:

A
  • ensure students have a clear view of the teacher
  • consider the seating plan
  • develop a language in the classroom that signals students to listen
  • give instructions as simply and briefly as possible
  • display an agenda and directly encourage students to follow along with it
  • have materials and visuals in clear view of the students
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Cuing system

A

Semantic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Assessing Oracy

A
  • include both talking and listening (not either in isolation)
  • done best by keeping everyday anecdotal notes (observe students as they communicate in the classroom)
  • listen to both what they children say, but also how the create and communicate meaning.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Pre-literacy - experience with books leads to understanding:

A
  • how books work
  • print should make sense
  • print and speech are related in a certain way
  • book language differs from speech
  • books are enjoyable
  • patterns of interacting with book are characteristic of behaviours expected in a school setting
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Retelling stories

A

VERY important for beginning to learn to read. Accuracy is influenced by: characteristics of the child’s language, structure of the book, familiarity with the book, past experience with books in general.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Learning to create print (early writing)

A

Making letters and organizing print in 2-dimensional space.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Learning how writing and speech relate

A
  • discovering the basic units of representation

- learning to write words

42
Q

Supporting children’s writing

A

Need to consider supporting it in the same way as what we do for oral language and reading
- consider what CAMBOURNE suggests

43
Q

Organizing the environment

A
  • labels and signs
  • charts
  • lists
  • guiding play, play props, etc
  • alphabet materials, sound materials, word-making materials
44
Q

Phonological awareness

A

Awareness of basic units of sound, words are made up of different parts. Children learn this through literacy rich activities. (at the sound level)

45
Q

Phonics

A

Involves children connecting the sounds they hear with the print they see on the page in order to make meaning. Children learn that symbols represent the sounds. (at the print level)

46
Q

Experiences that facilitate literacy development:

A
  • create a rich literacy environment
  • read-aloud
  • shared reading
  • independent experience
  • phonological awareness, phonemic awareness
  • shared writing
47
Q

Resource-based units

A

Instruction and learning are organized around a featured selection or several related books or other print or non-print media texts, such as newspapers or videos, ex - novel studies

48
Q

Four components of a resource-based unit

A
  1. reading, listening, viewing text
  2. responding
  3. teaching mini-lessons
  4. creating projects
49
Q

The SIX Language Arts

A

Listening, viewing, speaking, representing, writing and reading.

50
Q

How to develop a resource-based unit

A
  1. select a literature
  2. develop a unit plan (preparing, reading, responding, exploring, extending)
  3. identify LA strategies and skills to teach
  4. locate multimedia and internet websites related to the unit
  5. incorporate activities employing all six LAs
  6. coordinate grouping patterns with activities
  7. create a time schedule
  8. plan for the assessment of the resource-based unit
51
Q

Theme study units

A

Interdisciplinary unit that integrates LA with one of more other curricular areas

52
Q

Inquiry-based units

A

Students and teachers learn together, topics develop from student’s interests. Share control and responsibility of learning. Cambouarne.

53
Q

Activity Plan Outline

A

What it is (activity name, brief description and curriculum area)
WHO it is for (child/children/group, # of Cs)
WHY this activity (rationale - what have you observed about the children that explains why you chose this, objectives KSA to acquire or expand, outcomes/standards from PoS)
HOW to prepare (things to consider and to have, materials)
HOW to teach (intro, steps, closure)
HOW to assess (what to look for to identify that outcomes have been met)

54
Q

Madeline hunter lesson plan

A
  • Objectives
  • Standards/outcomes
  • Anticipatory set (the “hook”)
  • Teaching - in put (gives info needed)
  • Teaching - modeling (shows what’s expected)
  • Teaching - checking for understanding (formative)
  • Guided practice (try, with supervision)
  • Independent practice (once mastered, try on own)
  • Closure (conclusion, summarize main points)
55
Q

Bottom-up perspective on reading

A

Focus on phonics
Letters/sounds - words - sentences - text - meaning
- 1960s - 70s

56
Q

Top-Down perspective on reading

A
  • Focus on whole language (readers seen as problem-solvers)
    Knowledge & expectations - print - meaning
  • trend of 80s
57
Q

Interactive perspectives

A
  • different ways in different circumstances
  • synthesizing information
    Knowledge & expectations -> meaning <- letters/sounds
58
Q

Social constructivist stance

A

All with context, meaning constructed by both context inside and outside of school

59
Q

Transactional theory

A

Trying to make meaning out of text in relation to your own experience

60
Q

EFFERENT stance to reading

A

The purpose for reading is to take away necessary information.

61
Q

AESTHETIC stance to reading

A

experience the narrative (story) material. These materials are more open to interpretation.

62
Q

Running Record

A

Give a child a passage to read and keep note of ADDTIONA, DELETIONS and SUBSTITUTIONS.

63
Q

Good readers:

A
  • establish a purpose for reading
  • concentrate on constructing meaning
  • monitor comprehension
  • orchestrate cues
  • knows a variety of reading strategies
  • draws on text structure and genre to make meaning
  • can use oral language to help
  • and engaged and self-directed.
64
Q

Balanced assessment

A
  • be a part of the teaching and learning process
  • incorporate multiple and varies sources of data
  • be focused on its purpose
  • NOT rely solely on one assessment
  • encourage student and family participation
65
Q

Reading instruction

A

Need a variety of reading methods as there is no signle or combo of methods that can successfully teach all students to read

66
Q

Phonics and meaning

A

Isn’t an either/or situation. A balanced focus on both is needed.

67
Q

Explicit and implicit instruction

A

Children will move from shared reading to independent reading.

68
Q

Levels of Teacher Support

A

(H) Interactive read alouds, mini-lessons, shared reading, guided reading, paired reading, independent reading and reader response activities.

69
Q

Considerations of reading instruction

A
  • teach all 6 dimensions of LA, use incidental and systematic instruction, ZPD (levels of difficulty)
    …5 finger test or Goldilocks (too hard, too easy, just right?)
70
Q

Read-alouds

A

Talk about ideas before, during and after reading. Drawing attention to the cover, pictures, comment on ideas, rephrase, make predictions, retell. Can be beyond the current reading level of the children.

71
Q

Shared reading

A

Use big books, overheads, SMART Boards, large enough so all children can see the print. Use predictable books. Discovery! Pointing to the words as they are being read, etc.

72
Q

Guided reading

A

Intensive work with a small group of students using material with a moderate level of difficulty. Introduct text, read (and observed), discuss and revisit text, teach for processing strategies, extend understanding.

73
Q

Interactive/guided reading

A

Same as prior.

74
Q

Independent reading

A

Children select and read their own text. Practice what they have been learning in the other components of their balanced reading program. Teaches students that reading is a valuable activity and gives time to practice that they may not have at home. Make sure a good variety of books are made available.

75
Q

Paired reading

A

Take turns listening and reading. Chose books as a pair. Help children make connections between oral and print language. Help each other at points of difficulty.

76
Q

Pedagogies for word solving

A

Not sure…

77
Q

Strategies for integrating knowledge based and text based

A

Helping readers use what they know and what is on the page together as they read (KWL charts, questioning the author, reciprocal teaching, think alouds, semantic webs. DIRECTED READING-THINKING ACTIVITY: Predict - read - confirm or disconfirm - repeat cycle with a new segment. Meant to teach critical thinking.

78
Q

Phonics

A

Needs to tailor use of phonics to students and their needs, make sure the skills can be generalized.

79
Q

Synthetic phonics

A

taught letter sounds and then how to blend them to pronounce a word

80
Q

Analytic phonics

A

examine known words to discover patterns and regularity to use when identifying unknown words.

81
Q

Separate or integrated instruction?

A

integrated and part of balanced reading, not separate or just integrated.

82
Q

incidental or systematic?

A

some will need one or the other, be flexible and use judgement.

83
Q

Elkonin phonics technique

A

Develops phonetic awareness, segments words into syllables, teaches # of phonemes in words, use boxes to represent each phoneme, draw out sounding and have children record syllables in the boxes.

84
Q

Onsets and rimes

A

learning with word families

85
Q

Word walls

A

reinforcing immersion of readers in print

86
Q

Making words

A

Teachers give children letters on cards, which they use to make words

87
Q

Word sorting/parts

A

Structural analysis - identification of words using larger, more meaningful units than letters (compounds, roots, affixes and syllabication)

88
Q

Compound words

A

Help children who have trouble analyzing larger words

89
Q

Syllabication

A

Have children idetify syllables by hearing and seeing places in words where structural breaks occur.

90
Q

Affixes and inflectional endings

A

Start with familiar and work towards unfamiliar (nifty, thrifty-fifty list)

91
Q

Contextual cues

A

One of several strategies and sources of information children have available to identify unfamiliar words.

92
Q

Cloze procedure

A

words are deleted frmo a written passage and readers fill in the blanks using their knowledge of language and the world, along with clue available from the text. Work with the children to develop strategies to complete this activity.

93
Q

Masking

A

Paper hiding text and gradually exposing parts of words, etc.

94
Q

Minimal cue messages

A

like Cloze procudure, but only delete some letters, not whole words.

95
Q

Oral reading

A

To improve automaticity and fluency…don’t correct, but reinforce for self-corrections.

96
Q

Repeated reading

A

Having the student read a short, meaninful passage sevelral times until a satifactory level of fluency is attained.

97
Q

Support comprehending

A 
Directed reading-thinking activities
KWL techniques
Questioning the author
Question-answer relationship
Reciprocal teaching
Think alouds
Semantic Webs
98
Q

Reciprocal teaching

A

Dialogue between teacher and children to jointly construct meaning as they read.

99
Q

Think-alouds

A

Reading text aloud, making predictions, describe picture forming in head

100
Q

Paired reading

A

Read aloud together, child must read each word correctly, child indicates that they are ready to red alone and keeps going until an error is made, rejoins if needed, repeat process.

EDEL 305 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions