Fall Midterm 2024 Flashcards
Define language and literacy (as we have defined it in our class). Describe how language development is directly linked to literacy.
Language refers to the ability to communicate different ideas or feelings through the usage of sounds, and symbols. Meanwhile, literacy refers to the ability to identify, understand, and interpret these different forms of communication. Language development is directly linked to literacy because through language the sounds and structure of words can be heard and observed which helps with the understanding of sentences and print on books for reading.
We have discussed how five major theoretical approaches (behaviorism, cognitivism, socio-culturalism, socio-cognitivism, and the simple view of reading) have influenced instructional practices in language and literacy. Select two of these theoretical approaches and describe their framework, similarities and differences, and examples of practices that demonstrate these theories in action.
- Behaviorism focuses on looking at behaviors and how they are influenced by conditioned reinforcement and punishment. Bevarior is looked at based on their response to the condition of positive reinforcements or punishments.
- Reward system for doing something positive or showing improvement
- Cognitivism focuses on the internal mental processes and their influence on learning. This approach uses problem-solving and metacognition.
- Have the students think about various solutions to something or, generate distinct approaches to complete something
- Similar in the sense that both explain how students learn. Different in that cognitivism focuses on mental processes and behaviorism focuses on clear measurable objectives.
What is the science of reading? What is balanced literacy? Which approach should guide our instruction? Why?
The science of reading focuses on how children learn to read, emphasizing the importance of explicit and systematic instructions. Balanced literacy is a proposal that proposes that language and literacy should be taught together. With this approach, phonics will be taught a little more than phonological awareness. The science of reading should guide our instruction because it incorporates the usage of explicit and systematic instructions to help with the fundamental skills that the students need to develop.
What are the benefits of a dialogic & interactive read-aloud? What are some before, during, and after reading instructional activities, and what should you consider when selecting a book for a read-aloud?
*Dialogic Reading allows the student to be more actively involved in the story. The teacher becomes more of the listener while the student helps with the telling of the story. This is done through “CROWD” or completion prompts, recall questions, open-ended questions, wh-questions, and distancing questions. Interactive read-aloud allows the students to interact more with the story through more personal experiences or thoughts.
- Before: Discuss the title, identify the authors, and identify some vocab words that may be difficult for students to understand
- During: Monitor students (asking questions/thinking aloud), Note the rhyming patterns
- After: Summerize the text (ask them what the main idea was), and ask questions to assess their understanding of what was read
*Consider: Is there a main idea? Will the students enjoy the story? What type of knowledge must the students have before reading, such as vocabulary definitions or other information important to the story?
What does it mean when we refer to a child developing “concept of print”? How is that different than demonstrating “concept of word”. Share examples of each.
The concept of print refers to the understanding of different forms and purposes of print. Such as using labels, signs, and role-playing to communicate/share a story. “Concept of Word” on the other hand refers to the understanding that words on print are the same thing as words that are spoken.
matching words or letters to their sounds
What is emergent literacy? What are some ways teachers and parents can foster emergent literacy in their students/children? Why is it important to have this environment in the home as well instead of just at school?
Stages of reading and writing development. This is important because it helps with the development of phonological awareness early and they are able to recognize that the words they see on print actually contain a meaning. Songs and rhyming activities would help with phonological awareness. Some creative writing and drawing time would also be beneficial.
Why is it important to foster infant, toddler, and preschool language development? What are some milestones that parents can watch for that indicate healthy language development (preschoolers)? What activities can parents do to promote strong language development? Hint…look at the Early Learning Guidelines
It’s important because they help lay the foundation for their literacy skills and future academic success. Proper language development will lead to better reading and communication skills. Parents can watch their children’s vocabulary development, sentence structure, and simply their ability to make conversation. Vocabulary begins to develop early on so parents should be watching and making sure that their children are grasping new vocabulary words and being able to use them in conversations. Parents can have some read-aloud times, storytelling/creating, or singing songs to help with this development.
A Kindergarten student starts school in the Fall having had very minimal literacy experiences compared to his classmates. What are some of the early signs that the child is not making proper and typical progress? How can his teacher intervene in order to make sure he does not get further “behind”?
The child doesn’t understand that letters have a name and sound, can’t match the letters to their sound, and doesn’t recognize the letters in his name. The teacher can play word games with the student, point out the letters and identify the sounds they make. Allow the student to hear the sounds that letter makes and see how they come together to form words/ name.
Is it better to teach all major consonant correspondences before introducing vowels? Why or why not? Describe an appropriate sequence for phonics instruction?? What are CVC words?
Consonant correspondence should be taught before teaching vowels because consonant corresponds is a form of phonics and teaching this first allows the student to blend sounds easier and helps with their reading skills.
Sequence:
- teach most common phoneme-grapheme correspondence first…high frequency consonants
- Teach correspondence that can be combined to make words
- Teach continuant sounds
- Vowels (Short vowel sounds then Long vowels)
Describe the differences between phonological awareness, phonemic awareness, and phonics? Why is phonemic awareness instruction an important part of learning to read? Describe two instructional activities that teach students these skills.
Phonological awareness is the big umbrella of skills that relates to the various things that make up speech. Phonological awareness focuses on listening skills, rhyming and alliteration, setntence segmentation, and syllable blending. Phonemic awareness is the ability to blend and manipulate phonems, it allows the student to hear the sounds in words. Phonics refers to the understanding that written print actually has a meaning and that it makes a sound. Phonemic awareness instruction is an important part of learning to read because it’s like a building block that allows the students to understand that the words they hear are the same ones they see in print and it helps predict how easily and will the students read.
Thinking about your evaluation of speech and oral language assignment and observation, discuss at least three things you watched for that helped you to make evaluations about the children’s language development. How were these related to the developmental indicators? How do you know if the children are “on track”?
utterances, expansion, and fluency
- they all go hand-in-hand. Utterance shows how much language the student can produce and this way maintains a conversation or gets a point across. This ties to expansion, because through this we can see the student’s ability to understand the comments the teacher makes and expand on them with their ideas. Finally, Fluency shows if the students are using appropriate phrases/words to keep conversations.
- students are on track by looking at their progress based on their age or grade level goals/standards.milestone. Through this, we can see where the student is supposed to be and compare it to where they currently are.
What do we mean when we say explicit and systematic instruction? Describe the components in an explicit lesson plan.
Explicit and systematic instructions are instructions that are clear, detailed, and easy to follow. They follow some form of structure that will help the students understand the instructions better since they will be clear and easy for them to understand and follow. An explicit lesson plan contains a clear objective, there is the modeling of the concepts or skills being taught, and there are many opportunities for the students to participate and practice the skills. The teacher should also provide affirmative feedback.
What are standards? What are the benefits of having educational standards?
Standards are long-term learning goals describing what students should know and be able to do by the end of the year. The benefits of having standards are that they allow deeper learning and also allow the teacher to easily measure the student’s progress.
Name & describe the components of oral language? What are some strategies we could use to promote oral language development?
- Phonology: sounds of language
- Morphology: the meaning of individual word parts and how they are combined to create words
- Semantics: understanding that words have multiple meanings and the meaning change based on the context
- Syntax: grammar →rules that determine the order in which words are placed to form sentences and phrases
- Pragmatics: knowing when to use a word or expression for particular purposes
Circle time or show-and-tell activities would be good and easy activities for the students to practice these oral components. The students are able to talk amongst each other and by doing this they are working on forming sentences and different phrases to communicate their points/ideas.
Describe the phonological awareness continuum. What is the most difficult skill that falls within phonological awareness?
The phonological continuum refers to the progression of phonological awareness. It progresses from the most basic to the most difficult skills. These skills are, listening, rhymes & alliteration, sentence segmentation, and syllable blending and segmentation skills. The most complex/difficult skills for students are phoneme blending, segmentation, and manipulation (phonemic awareness).
What phonics skills should be taught? How should we teach these skills. Include a discussion of scope & sequence.
Sounds and word recognition are skills that should be taught and they should be taught through systematic and explicit instructions. A discussion of the scope & sequence of this would be the Alphabetic Principle and blends.
What are the 6 syllable types and how do students benefit from knowing them? Give one example of each syllable type.
Closed Syllable: short vowel ending with a consotnat at the end of syllable
Sis-ster & Sep-tember
Open Syllable: long vowel, no consonant ending at end of syllable
Ro-bot & mu-sic
Vowel-Consonant-e (VCE): long vowel because of silent e
Like & compete
Vowel-r combinations (r-controlled): vowel before the r, dont make regular long or short sound
Hurdle & Turkey
Vowel Teams & Dipthongs: syllable that contains 2 vowels that make one sound
Float & team
dipthong: two vowels that pronounce one vowel sounds and ends with another
Out & brown
Consonant-le, final syllables: unaccented syllable containing a constant + le
Ea-gle & cir-cle
Knowing the types of syllables is beneficial for the students because it helps them break down words and helps them with their reading and writing.
