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Emergent and Developmental Literacy > Final > Flashcards

Final Flashcards

1
Q

receptive literacy

A

listening and reading

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2
Q

expressive literacy

A

writing and speaking

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3
Q

fourth grade slump

A

students who fall behind in reading due to a “shift from learning to read in grades 1-3 and reading to learn in 4-8”

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4
Q

tier 1 vocabulary

A

basic words
common words used socially

ex. clock

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5
Q

tier 2 vocabulary

A

academic vocabulary
school words
used more frequently in written language

ex. obvious

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6
Q

tier 3 vocabulary

A

specialized terms
content-specific
often abstract

ex. biology

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7
Q

academic vocabulary

A

vocabulary that is found in textbooks and books

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8
Q

importance of academic vocabulary

A

it is part of their background knowledge and affects their comprehension

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9
Q

Marzano’s 6 steps to vocabulary instruction

A

explain

restate

show

engage

discuss

play

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10
Q

nonlinguistic representation

A

enhance students ability to use mental images to represent and elaborate knowledge

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11
Q

importance of nonlinguistic representation for ELL students

A

a picture is worth 1000 words- show, don’t tell

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12
Q

connotation

A

personal and cultural meanings in addition to their primary, literal meaning of a word

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13
Q

denotation

A

the primary, literal meaning or dictionary meaning of a word

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14
Q

vocabulary influence on comprehension

A

comprehension improves when you know what the words mean

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15
Q

what is a know statement?

A

facts

vocabulary

dates

procedural knowledge

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16
Q

what is an understand statement?

A

big ideas

generalizations

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17
Q

what is a do statement?

A

basic skills

thinking skills

social skills

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18
Q

backward design

A

planning with the end in mind

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19
Q

3 steps to backward design

A
  1. unpack your standards/frameworks
  2. design your assessments
  3. plan the lessons
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20
Q

gradual release of responsibilty

A

to provide appropriate instruction, moving students towards independence

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21
Q

basic steps to the gradual release of responsibility

A

i do, we do, you do

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22
Q

3 ways that students can vary

A

readiness

interest

learning profile

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23
Q

3 things that teachers can change in response to how students vary

A

content

purpose

process

24
Q

4 basic levels of comprehension

A

literal

inferential

critical

evaluative

25
Q

literal comprehension

A

basic

pick out main ideas

note similarities and differences

26
Q

inferential comprehension

A

use clues in the text

imply information

use personal background knowledge

27
Q

critical comprehension

A

analyze symbolic meaning

distinguish fact from opinion

draw conclusions

28
Q

evaluative comprehension

A

most sophisticated

judge the value of the text against criteria

29
Q

close reading

A

reading to uncover the layers of meaning that lead to deep comprehension

30
Q

purpose of close reading

A

before we can ask students to answer high order thinking questions, we have to teach them to make meaning

31
Q

when does comprehension begin?

A

before students can even begin to read

32
Q

comprehension includes

A

background knowledge

vocabulary

motivation

fluency

familiarity with genre

33
Q

features of literacy texts

A

a story about people, animals, or events that is made up by an author

34
Q

3 reasons why we read informational text

A

allows students to develop sophisticated comprehension skills

builds critical content knowledge and vocabulary

apply higher-order thinking skills

35
Q

D’Nealian manuscript

A

letters have tails

some use it because it more closely resembles cursive

36
Q

Zaner-Bloser manuscript

A

“stick and ball”

used by most school districts

easier to teach

37
Q

what grade should handwriting instruction continue into? why?

A

5th grade

38
Q

4 levels of support for writing

A

modeled

guided/shared

interactive

independent

39
Q

5 stages of the writing process

A

prewriting

drafting

revising

editing

publishing

40
Q

reading and writing are call reciprocal processes because…?

A

they affect each other

reading plays a major role in writing

and at the same time, writing helps children build their reading skills

41
Q

how many words are their in the english language?

A

more than 400,000

42
Q

how many words can a person learn per day?

A

8-10 words per day

43
Q

how many words per year are added to the English Language?

A

1,100 words per year

44
Q

What is the recommended amount of time that teachers should spend on cursive writing

A

15 minutes per day or 60 minutes per week

45
Q

what percent of students are able to write faster and neater in cursive?

A

50%

46
Q

vocabulary

A

the body of words used in a particular language

47
Q

comprehension

A

making meaning

the multifaceted thinking process

48
Q

informational texts

A

texts that help you learn something new

understanding something better

or explore a new perspective on a topic of interest

49
Q

literacy texts

A

texts that are fiction or nonfiction that cultivate their knowledge about a range of subjects

simulating their habits of inquiry

helping them make connections between ideas

inspiring in them a broad range of interests

50
Q

differentiation

A

a teaching approach that provides a variety of learning options to accommodate differences in how students learn

51
Q

basic steps on gradual release of responsibility (GRR)

A

demonstration

guided practice

independent practice

application

52
Q

teacher/learner roles in demonstration (GRR)

A 
Teacher
•	Initiates
•	Models
•	Explains
•	Thinks aloud
•	Shows “how to do it”

Student
• Listens
• Observes
• May participate on a limited basis

53
Q

teacher/learner roles in guided pratice (GRR)

A 
Teacher
•	Demonstrates
•	Leads
•	Suggests
•	Explains
•	Responds
•	Acknowledges
Learner
•	Listens
•	Interacts
•	Questions
•	Collaborates
•	Responds
•	Tries out
•	Approximates
•	Participates
54
Q

teacher/learner roles in independent practice (GRR)

A 
Teacher
•	Scaffolds
•	Teaches as needed
•	Evaluates
•	Observes
•	Encourages
•	Clarifies
•	Confirms
•	Coaches
Student
•	Applies learning
•	Takes charge
•	Practices
•	Problem solves
•	Approximates
•	Self-corrects
55
Q

teacher/learner roles in application (GRR)

A 
Teacher
•	Affirms
•	Assists as needed
•	Responds
•	Acknowledges
•	Evaluates
•	Sets goals	
Student
•	Initiates
•	Self-monitors
•	Self-directs
•	Applies learning
•	Problem solves
•	Confirms
•	Self-evaluates

Emergent and Developmental Literacy (2 decks)

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