EDEL 305 - Midterm Flashcards
1
Q
Literacy is:
A
Speaking, listening, writing, reading, responding, reading, representing and viewing.
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.
3
Q
Multiliteracies
A
Beyond the linear text0based reading and writing of western schooling.
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)
5
Q
Critical literacy
A
Disrupting the commonplace, interrogating multiple viewpointss, focusing on soci-political issues, taking action and promoting social justice.
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.
7
Q
Being a code breaker
A
Understanding the sound-symbol relationship and alphabetic principle
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)
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
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.
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
12
Q
Multiliteracies Pedagogy
A
4 of them. Can occur at the same times, different time and are repeatedly revisited at different times.
13
Q
Situated Practice (Multiliteracy)
A
The various experiences and knowledge that students bring to school; immersion in learning, linking texts to real life.
14
Q
Overt Instruction (Multiliteracy)
A
Explicitly teaching knowledge or skills
15
Q
Critical Framing (Multilitracy)
A
Contextualizing learning and explaining purposes.
16
Q
Transformed Practice (Multiliteracy)
A
Applied learning, adding meaning.
17
Q
Multiliteracies and teacher support
A
Instructional components move from demonstration (high teacher support) to use (lower teacher support)
18
Q
4 Language Systems
A
Semantics, syntax, phonology, pragmatics.
19
Q
Semantics
A
Meaning in language/code
20
Q
Syntax
A
The way that language is organized, the way words are strung together for meaning. Order or words, etc.
21
Q
Phonology
A
Smallest unit of language (phonemes). Symbols, graphophonic system.
22
Q
Pragmatics
A
Social aspects of language. Cuing system (figure out context)
23
Q
0-6 years
A
Learn 21 words/day = 5000
24
Q
6-12 years (grades 1-6)
A
3000 words/yr
25
Communicative competence
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.
26
7 areas of communicative competence:
1. Affective behaviours
2. Language awareness
3. Listening comprehension
4. Speech communication
5. Critical/evaluative behaviour
6. Interpersonal strategies
7. Oral language codes
27
Communicative competence cultural considerations:
Body language, use of silence within a conversation, neutral feedback zone, feedback sandwich, emotional difference.
28
Halliday's Function of Language
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)
29
Language Facts
- 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
30
ORAL LANGUAGE IN THE CLASSROOM
- 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)
31
TALKING
- 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.
32
LISTENING
- 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
33
LEARNING IN CONTEXT
All learning is best done in context, NOT skill and drill. Provide as many relatable examples as possible.
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3 major purposes for listening
1. Efferent
2. Critical
3. Aesthetic
35
Improve student listening:
- 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
36
Cuing system
Semantic
37
Assessing Oracy
- 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.
38
Pre-literacy - experience with books leads to understanding:
- 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
39
Retelling stories
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.
40
Learning to create print (early writing)
Making letters and organizing print in 2-dimensional space.
41
Learning how writing and speech relate
- discovering the basic units of representation
| - learning to write words
42
Supporting children's writing
Need to consider supporting it in the same way as what we do for oral language and reading
- consider what CAMBOURNE suggests
43
Organizing the environment
- labels and signs
- charts
- lists
- guiding play, play props, etc
- alphabet materials, sound materials, word-making materials
44
Phonological awareness
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
Phonics
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
Experiences that facilitate literacy development:
- create a rich literacy environment
- read-aloud
- shared reading
- independent experience
- phonological awareness, phonemic awareness
- shared writing
47
Resource-based units
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
Four components of a resource-based unit
1. reading, listening, viewing text
2. responding
3. teaching mini-lessons
4. creating projects
49
The SIX Language Arts
Listening, viewing, speaking, representing, writing and reading.
50
How to develop a resource-based unit
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
Theme study units
Interdisciplinary unit that integrates LA with one of more other curricular areas
52
Inquiry-based units
Students and teachers learn together, topics develop from student's interests. Share control and responsibility of learning. Cambouarne.
53
Activity Plan Outline
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
Madeline hunter lesson plan
- 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
Bottom-up perspective on reading
Focus on phonics
Letters/sounds - words - sentences - text - meaning
- 1960s - 70s
56
Top-Down perspective on reading
- Focus on whole language (readers seen as problem-solvers)
Knowledge & expectations - print - meaning
- trend of 80s
57
Interactive perspectives
- different ways in different circumstances
- synthesizing information
Knowledge & expectations -> meaning <- letters/sounds
58
Social constructivist stance
All with context, meaning constructed by both context inside and outside of school
59
Transactional theory
Trying to make meaning out of text in relation to your own experience
60
EFFERENT stance to reading
The purpose for reading is to take away necessary information.
61
AESTHETIC stance to reading
experience the narrative (story) material. These materials are more open to interpretation.
62
Running Record
Give a child a passage to read and keep note of ADDTIONA, DELETIONS and SUBSTITUTIONS.
63
Good readers:
- 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
Balanced assessment
- 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
Reading instruction
Need a variety of reading methods as there is no signle or combo of methods that can successfully teach all students to read
66
Phonics and meaning
Isn't an either/or situation. A balanced focus on both is needed.
67
Explicit and implicit instruction
Children will move from shared reading to independent reading.
68
Levels of Teacher Support
(H) Interactive read alouds, mini-lessons, shared reading, guided reading, paired reading, independent reading and reader response activities.
69
Considerations of reading instruction
- 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
Read-alouds
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
Shared reading
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
Guided reading
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
Interactive/guided reading
Same as prior.
74
Independent reading
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
Paired reading
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
Pedagogies for word solving
Not sure...
77
Strategies for integrating knowledge based and text based
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
Phonics
Needs to tailor use of phonics to students and their needs, make sure the skills can be generalized.
79
Synthetic phonics
taught letter sounds and then how to blend them to pronounce a word
80
Analytic phonics
examine known words to discover patterns and regularity to use when identifying unknown words.
81
Separate or integrated instruction?
integrated and part of balanced reading, not separate or just integrated.
82
incidental or systematic?
some will need one or the other, be flexible and use judgement.
83
Elkonin phonics technique
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
Onsets and rimes
learning with word families
85
Word walls
reinforcing immersion of readers in print
86
Making words
Teachers give children letters on cards, which they use to make words
87
Word sorting/parts
Structural analysis - identification of words using larger, more meaningful units than letters (compounds, roots, affixes and syllabication)
88
Compound words
Help children who have trouble analyzing larger words
89
Syllabication
Have children idetify syllables by hearing and seeing places in words where structural breaks occur.
90
Affixes and inflectional endings
Start with familiar and work towards unfamiliar (nifty, thrifty-fifty list)
91
Contextual cues
One of several strategies and sources of information children have available to identify unfamiliar words.
92
Cloze procedure
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
Masking
Paper hiding text and gradually exposing parts of words, etc.
94
Minimal cue messages
like Cloze procudure, but only delete some letters, not whole words.
95
Oral reading
To improve automaticity and fluency...don't correct, but reinforce for self-corrections.
96
Repeated reading
Having the student read a short, meaninful passage sevelral times until a satifactory level of fluency is attained.
97
Support comprehending
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Directed reading-thinking activities
KWL techniques
Questioning the author
Question-answer relationship
Reciprocal teaching
Think alouds
Semantic Webs
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98
Reciprocal teaching
Dialogue between teacher and children to jointly construct meaning as they read.
99
Think-alouds
Reading text aloud, making predictions, describe picture forming in head
100
Paired reading
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.
