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EDEL 305 > Final > Flashcards

Final Flashcards

1
Q

Children’s Literature

A
  • Reading to preschool children is one of the most important factors in literacy development
  • children who are read to from infancy onward have enormous advantages once they begin school
  • early reading experiences also influence early writing, listening, and comprehension skills
  • the more experience children can have with reading, the more successful they will be in school
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2
Q

Picture Storybooks

A
  • Invole a partnership between text and pictures, with the pictures and text together telling the story and presenting information
  • Can be wordless books, concept books, predictable books, easy-to-read books, and picture story books.
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3
Q

Storybooks

A

Allow children to underestand stories through multiples cues (visual), not only text.
- Early readers need both WRITERLY and READERLY texts

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4
Q

Writerly texts

A

Readers must use their imaginations to fill in the textual gaps

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5
Q

Readerly texts

A

The writer has provided most of the information for the reader and the write’s meanins tend to be clear and direct

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6
Q

Wordless books

A

Help children become engaged with books

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7
Q

Picture books for older readers

A

Teachers plans an imporatnt role, through dialogue and discussion groups, helping chidlren use inferences to understand these multi-layered stories. Often require multiple readings. Not just for easy reading, often deal with mature and complex themes.

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8
Q

Beginning Chapter Books

A

Grade 2-4
Readability does not depend on the complecity of language alone, however, but has much to do with the structure of the book and the background experiecne the reader is required to being to it.
- Will likely still contain illustrations
- these books require greater investment of time and effort than a picture book
- movement to these books depends largely on the encouragement of their teacher, peers and own interests
- teachers need to read these books in order to engage in disucssions with children

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9
Q

Novels in Upper Elementary

A
  • Contemporary realistic fiction
  • mystery
  • historical fiction
  • time-slip fantasy
  • fantasy
  • high fantasy (quest stories)
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10
Q

Graphic Novels

A
  • allow students to “read” visually and textually at the same time
  • ## multimodal activity (decoding and processing both text and images at the same time)
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11
Q

Collections of short stories

A

Brief fictional narrative that consists of more than just a mere account of an incident. Has a formal structure with unity of time, place and action.

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12
Q

Traditional literacture

A
  • Mostly short stories that reflect values and dreams of a society
  • important genre and one of the first that students usually come into contact with.
  • folk and fairy tales
  • myths and legends
  • fables
  • oral tradition of story telling
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13
Q

Informational books (non-fiction)

A
  • must be current, accurate and appealing
  • photo-documentaries, “how-to” books, question and answer formats, experiment and activity books, sequential explanation books, field guides, biographies, narrative non-fiction
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14
Q

Non-book resources

A

Newspaper, magazine, etc - need to have available for students

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15
Q

Guidelines for appropriate selection

A
  • books that meet the needs of the children and curriculum
  • understand child development
  • literacy quality of books
  • knowledge of provincial PoSs + cur standards
  • important to consider a broad range of literacture, helps children become critical thinkers and thoughtful human beings capable of making sound judgements both as individuals and as members of society
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16
Q

Teacher considerations of guidelines

A
  • be aware of your own biases and values
  • stay current with issues, themes, book publications and reviews
  • maintain files of: policy statements, useful resources, procedures for dealing with challenging materials
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17
Q

Critical literacy

A
  • help children learn to critically interrogate all texts, whether in books, in the media or on the Internet
  • purpose is to empower teachers and students to actively participate in a democracy and move literacy beyond text to social action
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18
Q

Canadian Literature

A

Canada is a mosaic, not a melting pot…and we need to show literature that represents this.

  • books by aboriginal canadians (helps children understand themselves and their world)
  • read about canadian places and people
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19
Q

Language and Thinking

A
  • Language plays a central role in learning
  • students are actively engaged in meaning-making processes
  • teachers work as facilitators and guides
  • all six language arts are involved in active learning
  • students are encouraged to express and explore their understanding of concepts and the curriculum using their own language
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20
Q

Working with textbooks

A
  • scaffold students’ reading so they know how to use the text
  • talk with the students about what they have read in the book
  • teach the students how to pick out the main idea and the details in any paragraph
  • teach students ho to use the ToC, index and glossary
  • supplement the textbook with other literature
  • draw students’ attention to key words and phrases
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21
Q

Non-fiction and information texts

A
  • should have an ample supply of quality nonfiction books
  • can be used for: provide a context out of which inquiry might grow, stimulate discussion, provide informaiton, teach children about textual features of info books
  • sequence, cause-effect, compare-contrast
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22
Q

Multimodal text

A
  • integration of medial such as sound, text, graphics, animation and full-motion video into a single, computeriaze system ( digital storytelling)
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23
Q

Research Projects

A

Formulate reserach questions to guide the student - the most interesting and motivating questions are those developed the the students themselves

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24
Q

Voices of Writing

A

model of writing based on the voice of the writer (writer’s purpose, style, tone, commitment, energy, conviction and personality

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25
Q

Models of Writing

A

Expressive (personal email or letter to a friend)
Poetic (more literary, stories and poems)
Transactional (when writer wants to convey information to other - report, list, recipe, movie review, textbook

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26
Q

Narrative Writing

A

A story which links a series of events together. Purpose = entertainment. Can be fiction or non-fiction. Crafted in a certain way (beginning, middle and end)

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27
Q

Expressive writing

A

Personal, informal writing (blogs, diaries, journals). We rarely revise or craft expressive writing. It expresses who we are and what we think and feel.

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28
Q

Informal/expository (non-fiction)

A

Intended to explain, persuade, or instruct

  • Information, detailed explanations, judgments, and supporting examples.
  • Must be organized, clear and coherent. Persuasive writing, anecdotes, explanatory writing.
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29
Q

Process of Composing

A

“Workshop approach” - cyclical, not series of processes (write, revise, reread, revise, etc)

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30
Q

Process of composing (REHEARSAL)

A

REHEARSAL - first stage of composing (collecting, prewriting). Collect what’s to be included. Think about the form or media they will use for the composition.

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31
Q

Process of composing (DRAFTING)

A

DRAFTING - putting onto paper the intentions developed in the rehearsing stage. Many be many drafts. Ideas become clearer about what can be done and what needs to be changed. Editing and revision skills taught via mini-lessons. Many ideas don’t actually come until writing starts/flows.

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32
Q

Process of composing (FEEDBACK)

A

Good opportunity to learn about writing

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33
Q

Process of composing (PRESENTATION)

A

PRESENTATION - celebration, share with the audience. Last stage.
Writer needs to consider the role of the audience - the awerness that a real audeince is going to hear and see the work makes all the difference in the world.

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34
Q

Guidelines for conducting a writing conference

A

LOOK IN BOOK

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35
Q

Teaching writing

A

About students and teachers taking risks. Value real writing for authentic purposes in their classrooms.

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36
Q

Social interaction in the writing process

A
  • Need to assist children in learning to revise their inner speech = need to make it explicit.
  • importance of talk (as children talk together or with a teacher, continual scaffolding is evident. Students eventually become students and teachers interchangeably.
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37
Q

Peer group writing conferences

A

LOOK IN BOOK

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38
Q

Conventions of Language

A
  • English conventions are often based on conventions from other languages
  • Punctuation changes over time and place (long & short vowels - nuclear)
  • changes often occur because of aesthetic reasons (luv vs love)
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39
Q

Spelling as Etiquette

A
  • is a courtesy to the reader
  • important for clarity
  • essential to ensure that the writer’s voice is heard
  • is more than a matter of knowing the “correct” spelling
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40
Q

Skills for Conventional Spelling

A
  • developmental approximations
  • take risks
  • strategies
  • application
  • learning to detect own errors
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41
Q

PoS

A
  • outcomes are consistent with developmental stages

- must be prepared to articulate and share these with families

42
Q

Five Stages of Spelling Development

A
  1. Pre-reading/emergent
  2. Pre-phonetic or semi-phenetic
  3. Phonetic
  4. Transitional Spellers
  5. Standard spelling
43
Q

Pre-Reading/Emergent

A
  • Focus on shapes and forms

- May appear random

44
Q

Pre-phonetic/semi-phonetic

A
  • Children know that letters represent sounds
  • initially they use one or two letters
  • the ability to segment phonemes grows- - vowels start to appear
45
Q

Phonetic

A
  • Children represent most of the sounds with letters
  • Vowels consistently represeted, although sound is often confused with name
  • “n”s and “m”s before consonants are often omitted
46
Q

Transitional Spellers

A
  • represent all of the sounds in a word

- are ready to work with rules, memorization, word origins and history

47
Q

Standard Spelling

A
  • occurs about grade 5 or later
  • students understand the conventions of spelling
  • understand that good spelling is a courtesy to the reader
48
Q

Teaching spelling in isolation

A
  • Words lists
  • Advantage is that children have specific words or conventions they are accountable for
  • disadvantages: one set of words not appropriate for all spellers, lists given without teaching strategies, doesn’t teach to transition to real-world use
49
Q

Onsets and times

A

LOOK IN BOOK

50
Q

Making complex patterns

A
  • Flip-books, word sorts, making words
51
Q

Becoming more strategic

A
  • with or without word lists
  • chunk it
  • pronounce the word the way it sounds
  • come up with mnemoic
  • spell it on your palm, not in the air
  • read it in reverse for spelling
  • Page. 429 and 434
52
Q

Teaching grammar, punctuation and caps

A
  • syntax = grammar
53
Q

Traditional prescriptive grammar

A
  • Sentences (declarative, interrogative, imperative, exclamatory)
  • Parts of sentences (simple, compound, complex compound-complex)
  • Parts of speech (nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions and interjections)
54
Q

Structural grammar

A

Attempts to describe how language is used. Is descriptive and highlights the differences between writtent and spoken language patterns. 7 basic sentence patterns. …what are they_?

55
Q

Transformative grammar

A

Most recent approach. Attempts to describe both the way language workds and the cognitive processes used to produce the language. Looks at surface and deep structure.

56
Q

Grammar

A
  • dialect will change depending on the area you are in
  • most people speak standard english
  • by age 6, children have mastered most of the grammar of the language
  • When writing, grammar needs to be taught as part of the editing process of composition
  • If noticing particular errors, can do a mini lesson based on that error
57
Q

Punctuation and Caps

A
  • Can use own literature (novels) as references for this. Writing conferences ans short lessons are most effective
58
Q

Teaching Handwriting

A
  • need to have legible scirpt with a minimum of time, effort and concentration
  • Notes, journals, memos and greeting cards -> lots of writing done in the classroom is still by hand!
59
Q

Handwriting

A
  • begin with printing and move to cursive
  • cursive is part of the grade 3 cur
  • letter forms (need motor skills, muscle coordination, practice and knowledge of letter forms)
60
Q

Steps for teaching printing/cursive

A

P. 440

61
Q

Helping the left-handed writer

A
  • approx 10% of children
  • left handed students have see what they are writing as they are writing
  • requires more one on one time
  • make sure the child is holding the pencil correctly
  • position the paper so that it is tilted downward on the right side
  • try to prevent the development of the “hooked” wrist
  • seat the child so that the light comes over the right shoulder
  • provide a lower desk surface to write on
  • do not insist on the “right” slant in writing
62
Q

Keyboarding and Technology

A

Gaze principle (know where to look in the screen and where to focus)
Selection and pressure principles (keyboarding skills, where to apply pressure and for how long)
Word processing (children are more motivated, write more and have fewer spelling errors, important for students who have problems with word processing)
- Listed throughout the PoS
- Typing websites

63
Q

Planning for Critical Literacy

A

Interrogate texts (p.44)

64
Q

Classroom Organization

A

Space (how the room is organized)
Time (how long LA blocks should be)
Materials (Range of levels, who selects materials, are materials organized thematically)

65
Q

Long-range planning

A
  • should be long-term and moment by moment
  • individual and collective
  • need to know students, resources available and PoS
  • ## Need to look at outcomes
66
Q

Selecting Materials

A
  • Basal readers
  • Trade books
  • Non-book resources
67
Q

Whole-class teaching

A
  • Not to be used as main teaching method

- very effective for particular aspects

68
Q

Ability Grouping

A
  • sig impact of self-esteem

- research shows only good for gifted

69
Q

Other Groupings

A

Interest groups, research groups, next-step groups, pairs (peer tutoring)

70
Q

Cooperative learning

A

Students work on learning activities in small groups and receive rewards or recognition based on their group’s performance. Evaluation is completed on the group, not individually.

71
Q

Individual Activities

A

Needs some of this time each day (ind reading)

72
Q

Short Time Blocks

A

Can help organize your lessons/teaching 0 but doesn’t give the time needed for integration of 6 strands of language arts

73
Q

6 strands of language arts

A
  • listening
  • reading
  • viewing
  • writing
  • speaking
  • representing
74
Q

Long time blocks

A

Better for LA where you will need time to explore the materials

75
Q

Time Guidelines

A

p. 63 daily, 2-3 weeks, weekly

76
Q

Planning for Culture and Aboriginal Children

A

p. 70s

77
Q

Organizing for families as partners

A
  • major component of your success - as school success begins at home
  • reading at home, providing materials to use at home, include materials from at home in your class, homework clubs
  • invite parents into class
  • send home letters, newsletters and students’ work
  • call or visit families (more receptive if you’ve called with a student compliment first)
78
Q

Poetry for Children

A
  • Poems are a part of our early learning through nursery rhymes, songs and jingles
  • part of curriculum and daily lives
  • needs to experience poetry and pleasurable and amusing before can appreciate it for beauty and philosophical aspects
79
Q

Poetry

A

Every word is carefully chosen by the poet for the nuances and emotive meaning it conveys

80
Q

Sharing Poetry with Children

A
  • when reading aloud, you need to set the mood and should include: tempo, volume, rhythm, pitch and juncture (location and length or pauses)
81
Q

Rhyme

A

used in poetry, but not necessary

82
Q

Comparison

A

Similes and metaphors

83
Q

Alliteration

A

Repeat of the same initial consonant

84
Q

Onomatopoeia

A

Sound words

85
Q

For effect

A
  • repeated words or phrases

- imaginary and figurative language

86
Q

Type of Poem (Narrative)

A

Tells a story

87
Q

Type of Poem (Lyric)

A

Describes and mood/feeling or elicits strong emotions about the subect of the poem

88
Q

Free verse

A

allows great freedom in creating own rules of rhythm. Emotional language and imagery are important elements of freeverse.

89
Q

Haiku

A

Three line poem. 5, 7, 5.

90
Q

Cinquain

A

2, 4, 6, 8, 2. Five lines. 22 syllables total.

91
Q

Limerick

A

Humourous/silly. 5 lines. 1+2+5 rhyme, 3+4 rhyme.

92
Q

Concrete poems

A
  • words arranged to create an image.
93
Q

Poetic Opportunities

A
  • picture books made out of poems

- poem collections

94
Q

Writing poetry

A
  • challenge to say the most with the fewest words
  • don’t force a poetic pattern on them
  • capture feelings, events, places and peoeple in an aesthetically pleasing way.
95
Q

Responding to literature

A
  • learning through response
  • response groups (book clubs)
  • literature response journals (provide opportunities for reflection)
  • reader’s workshop
  • literature circles (small, temp discussion groups)
  • novel studies
  • alternative modes of response
  • dependent authorship (invite to writer from within the worlds of literacy)
  • fan fiction (write your own based on the characters and plotlines of original popculture work)
96
Q

Exploring text through drama

A
  • Reenactment of stories (puppets or own acting)
97
Q

Soundscapes (storytelling)

A

students create background noise while teacher reads the story

98
Q

Guided tours

A

teacher retells or creates a story to provide students with background info

99
Q

Story theater

A

Students act out all actions and movements of the book

- evokes listening skills

100
Q

Reader’s theater

A
  • use prepared scripts or make your own
  • vocal interpretations
  • players must consider how they will bring characters to life using their voices and facial expressions
  • wear all black so that audience is not distracted from the oral interpretation of text
101
Q

Choral poetry work

A
  • poems are meant to be read, so students should use the voices and bodies to bring the words to life
  • choral reading, choral speech, choric drama

EDEL 305 (2 decks)

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