ELAR

Question 1

Learning approach

Answer 1

Theory of language development. Assumes that language is first learned by imitating the speech of adults. It is then solidified in school through drills about the rules of language structures.

Question 2

Linguistic approach

Answer 2

Theory of language development. Championed by Noam Chomsky in the 1950s, this theory proposes that the ability to use a language is innate. This is a biological approach rather than one based on cognition or social patterning.

Question 3

Cognitive approach

Answer 3

Theory of language development developed in the 1970s and based on the work of Piaget, this theory states that children must develop appropriate cognitive skills before they can acquire language.

Question 4

Sociocognitive approach

Answer 4

Theory of language development. In the 1970s, researchers proposed that language development is a complex interaction of linguistic, social, & cognitive influences.

Question 5

Oral & written language develops…

Answer 5

Simultaneously. The acquisition of skills in one area supports the acquisition of skills in the other.

Question 6

True or false: oral language is a prerequisite to written language

Answer 6

False. Oral language is not a prerequisite to written language.

Question 7

Babbling

Answer 7

Immature form of oral language development.

Question 8

Scribbling

Answer 8

Immature form of written language development

Question 9

True or false. Oral language development does not occur naturally.

Answer 9

True. Oral language development does not occur naturally, but does occur in a social context.

Question 10

Pre-listening activity

Answer 10

First step in listening lesson. Establishes purpose of the lesson & engages students’ background knowledge. This activity should ask students to think about and discuss something they already know about the topic. Or teacher can provide background info.

Question 11

The listening activity

Answer 11

Second step in listening lesson. Requires listener to obtain info & then immediately do something with that information.

Question 12

Post-listening activity

Answer 12

3rd step in listening lesson. An evaluation process that allows students to judge how well they did with the listening task.

Question 13

Neurological-impress method (NIM)

Answer 13

Described in 1969 by R.G. Heckleman as a method in which adults & children hold the book together, with the adult reading aloud while the child observes and reads aloud when he recognizes words or repeated phrases. Helps student recognize words, learn pronunciation, phrasing & intonation. Provides immediate feedback that builds confidence.

Question 14

Language experience approach (LEA)

Answer 14

Children learn from experience rather than from traditional printed classroom materials such as leveled readers. Ex) have the class write a report based on a group experience such as a field trip. Used to facilitate language acquisition and development & used when groups of students work together to record a specific experience.

Question 15

Invented spelling

Answer 15

Children use this when they begin to develop written language skills. Based on their limited understanding of what letters and combinations of letters make specific sounds, but don’t correspond to correct spelling.

Question 16

In order for children to develop literacy, they must have developed skills in…

Answer 16

1) Phonemic awareness
2) Phonics
3) Vocabulary
4) Comprehension
5) Fluency

Question 17

Stages of literacy

Answer 17

1) Emerging literacy
2) Developing literacy
3) Transitional reading

Question 18

Emerging literacy

Answer 18

Idea in literacy development posited in 1966 by Marie M. Clay. First stage. Sees children in transition between spoken and written language with the help of adults. When children formally learn how to read and write. Development phase when children begin to understand printed language. Birth to 5 years old. Transitions from nonreader to beginning reader.

Question 19

Developing literacy

Answer 19

Stage two in literacy development. Children begin to develop independent literacy skills, including deciding & handwriting. Typically occurs during the first & second grades.

Question 20

Transitional reading

Answer 20

3rd stage in literacy development. Children need little help with their reading and can read and write independently while gradually developing higher-level skills and comprehension. Typically refers to 2nd grade & higher.

Question 21

Phonics

Answer 21

Processing learning to read by learning how spoken language is represented by letters. Commonly used method to teach decoding & reading.

Question 22

Phonemes

Answer 22

The actual sounds created during speech.

Question 23

Graphemes

Answer 23

The symbols, such as single letters or combinations of letters that are used to represent these spoken sounds visually.

Question 24

Phonological awareness

Answer 24

The ability to perceive sound structures in a spoken word, such as syllables and the individual phonemes within syllables, not just the meaning it conveys. Reading prerequisite.

Question 25

Onset sounds

Answer 25

The sounds at the beginning of words

Question 26

Phonemic awareness

Answer 26

Being able to hear, identify, & manipulate individual speech sounds or phonemes. The manipulation of speech sounds includes such processes as breaking words down to individual components. Skill of recognizing & manipulating individual speech sounds or phonemes. Requirement for reading.

Question 27

Conditions required for a student to learn to read

Answer 27

1) Phonological awareness
2) phonemic awareness
3) Alphabetic principle
4) orthographic awareness
5) comprehensive monitoring strategies

Question 28

Alphabetic Principle

Answer 28

Concept that printed language consisted of alphabet letters that are deliberately and systematically related to the individual sounds of spoken language. Prerequisite for reading. Refers to use of letters & combinations of letters to represent speech sounds.

Question 29

Orthographic awareness

Answer 29

Recognition of printed language structures, such as orthographic rules, patterns in spelling, derivational morphology & inflectional morphology.

Question 30

LEAD21 model

Answer 30

Model of phonics instruction that lasts 5 days.

Question 31

Top-down processing

Answer 31

The listener refers to background & global knowledge to figure out meaning of message.

Question 32

Bottom-up processing

Answer 32

The listener figures out the meaning of the message by using data obtained from what is said.

Question 33

Skills which indicate a child is entering the emerge my literacy stage

Answer 33

1) identifying the parts if a book. Differentiate between title, beginning, end, & chapter breaks.
2) understanding print directionality (from left to right)
3) understanding connection between spoken & printed language.

Question 34

Theories of language development

Answer 34

1) Learning approach
2) Linguistic approach
3) Cognitive approach
4) Sociocognitive approach

Question 35

Scaffolding

Answer 35

The need for teachers to support readers of all levels. Typical elements include guiding, demonstrating, & teaching.

Question 36

Levels of comprehension

Answer 36

1) literal
2) interpretive
3) critical
4) creative

Question 37

Literal reading comprehension

Answer 37

The reader understands the literal, straightforward meaning of the text. Ask questions referring to facts & details in the text, sequence of events, comparing one detail of the text to another.

Question 38

Interpretive reading comprehension

Answer 38

The reader begins to interpret various types of language & make inferences based on the text. Questions could cover: point of view, definitions of terms, explanations of figurative language, the author’s basic message or purpose, requiring the reader to infer answers from the text.

Question 39

SQ3R

Answer 39

Reading comprehension method whose steps are:

1) survey- skim text & look @ major characteristics such as headings of chapters, diagrams, charts or pictures, & words that are emphasized by a different font.
2) question- produce a list of questions the text might answer.
3) read- read through text to find answers
4) recite- read through questions & attempt to answer without referring to text.
5) review-look over text to see if answers are correct.

Question 40

Graphic organizers

Answer 40

Help provide visual record of comprehension. 
Venn diagrams 
Fishbone organizers 
Double-entry journals 
Thinking maps or webs

Question 41

Venn diagram

Answer 41

Graphic organizer. Diagram made up of overlapping circles & demonstrate similarities & differences between specific ideas or objects

Question 42

Fish bone organizers

Answer 42

Graphic organizer charts that display connections between cause & effect.

Question 43

Double-entry journals

Answer 43

Graphic organizer. Students record quotes from relevant text in these journals, along with their comments or analysis in an adjacent column.

Question 44

Thinking maps or webs

Answer 44

Graphic organizer diagrams usually constructed with a main concept at center & related concepts branching off & surrounding main concept.

Question 45

Cloze test

Answer 45

Common way to determine students reading level. Words are left out of text & student must fill in the blanks.

Question 46

Readability graph

Answer 46

Developed by Edward Fry. Offers a mathematical equation to assess texts according to their grade level. Measures how many sentences are found in text & # of syllables for each one hundred words. These two values determine books grade level.

Question 47

Root word

Answer 47

The original words before it is added onto. Base of a word to which affixes can be added.
Ex) dislike
Root word=like

Question 48

Affix

Answer 48

Syllables attached to the beginning, middle or end of a word to make it derivative or inflectional form of a word.
Prefix, infix or suffix that is added into a root word. Prefix is added before a root word. An infix added to middle & suffix added to end.
Ex) dislike
Prefix=dis

Question 49

Tier 1 Vocab words

Answer 49

Those words used in everyday conversation, like house or car.

Question 50

Tier 2 words

Answer 50

Words used in nature language, less in everyday speech but more in writing.

Question 51

Tier 3 words

Answer 51

Words that are academic vocabulary, usually taught during content-area lessons.

Question 52

Vocabulary instruction focus levels

Answer 52

1) incidentally exposing students to new words by incorporating tier 2 words into discussions of read alouds.
2) embedding instruction in discussion. Teacher gives a synonym to define a word, & points @ the book’s illustration of it.
3) focusing instruction on vocabulary.

Question 53

Definitional approach

Answer 53

Giving students a definitional phrase or a synonym for a word, or eliciting these from students. Time efficient approach, permitting teachers to address many words during read alouds.

Question 54

Contextual word knowledge

Answer 54

When teachers have students refer to the text to ascertain a words meaning. They may reread a words sentence context to help students prove or disprove their ideas of its meaning.

Question 55

Conceptual word knowledge

Answer 55

Teachers develop via examples & questioning before reading; reinforcing definitions during reading; & giving students opportunities to use new words in various other contexts.

Question 56

Decoding

Answer 56

Method or strategy used to make sense of printed words & figure out how to correctly pronounce them.

Question 57

3 types of Language cues

Answer 57

1) Syntactic
2) Semantic
3) Phonemes & graphemes.

Question 58

Syntactic language cues

Answer 58

Refers to the order of words, how they are placed in a sentence & how they appear to function within that sentence. A reader can often deduce whether a word is a noun or a verb based in its placement & function in a sentence. This can also include prefixes & suffixes that affect the meaning of a word.

Question 59

Semantic language cues

Answer 59

Clues toward the meaning of a word derived from the full context of that word. Clues could come from the individual sentence where the word is placed or from a larger section of the text such as a paragraph or the entire text.

Question 60

Phonemes & graphemes language cues

Answer 60

Provide pronunciation clues. The phoneme is the spoken sound while the grapheme is the written symbol used to represent that sound.

Question 61

Prefix

Answer 61

Syllable that appears at the beginning of a word that, in combination with the root or base word, creates a specific meaning.

Question 62

Suffix

Answer 62

A syllable that appears at the end of a word that, in combination with the root or base word, creates a specific meaning.

Question 63

Types of suffixes

Answer 63

1) noun suffix: two types. One denotes the act of, state of, or quality of. The other denotes the doer.
2) verb suffix: denote “to make” or “to perform the act of.”
3) adjectival suffix: include suffixes such as “ful”, which means full of.