Literacy Development Flashcards
From Kindergarden to Fifth grade, what literacy concepts is each grade learning and in what grade level?
Kindergarden- Concepts about Print Phonemic Awareness and Listening Comprehension. Towards the end of the year, they begin Decoding Instruction, Vocabulary, Regular Sight Words.
First Grade- Focus is on Decoding Instruction, Vocabulary, Regular/Irregular Sight Words, and Listening Comprehension. Half way through the year, they begin to understand a text literally through comprehension instruction.
Second Grade- Decoding Instruction, Vocabulary, Irregular Sight Words (Just Beginning Syllabication), Reading Comprehension, Learning text literally and inferentially. (inferences)
Third Grade- Fluent Decoding, Vocabulary, Syllabication, (just beginning structural anaylysis), Reading Comprehension, Inferential learning of text.
Fourth- Vocabulary, Ending Structural Analysis, Beginning Etymology, Reading Comprehension, Evaluating text.
Fifth+= Vocabulary, Etymology, Reading Comprehension, and Evaluating text.
Overall look at Grade Level & Literacy Development
-kindergarden through 3rd grade -learning to read
-later kindergarden through 3rd grade- children start learning beg. int. and advanced phonics.
-4th & above- Reading to learn occurs (instead of learning to read)
learn how to gain knowledge from narrative, informational, and scientific texts. They receive “Comprehension Instruction” so that they can understand all text literally, inferentially, and critically.
What is CAP and why is it important? What are the four levels of learning?
CAP= Concepts About Print- Includes all of the functions of a book. Learning about all the principle parts of a book before it can be used as a tool for learning. CAP is a top-down process, where the largest (but easiest) concepts are taught first.
- Book Concepts: Title, Author’s Name, Picture, etc.
- Sentence Concepts: Where to start, Direction, Return Sweeps
- Word Concepts: Word Boundaries, First and Last Letters, Word Reading.
- Letter-Names: The name of upper- and lowercase letter out of sequence.
The highest level of CAP is letter naming, where children see an upper- or lowercase letter and say its name.
How is CAP instructed?
Concepts About Print (CAP) instruction involves big book readings, and all elements if CAP can be modeled this way. As the teacher reads to a group of students, she points to each word as it is read aloud (making associations between spoken and written language). Reading aloud to students is important, because it exposes them to book language and helps to provide them with a rich oral vocabulary. It also teaches them about story grammar or schema: the elements and organizational framework of a story.
Language experience activities can also be used for CAP instruction. These approaches have children write about something they experienced, like going to the zoo. Helped them develop oral language expression and develop foundations for reading.
Morning message activities are also a form of language experience. (the teacher writes a “message” on the board each morning and has the students “read” the sentence with the teacher: Today is Friday, March 11, 1012.
-how it works with CAP - learning capital letter aspects with the start of sentences (Today) and for proper nouns (Friday, March) and the correct placement of comma and periods. They also learn about directionality, word boundaries and letter names.
What are some “multisensory techniques”?
writing in the air, in sand, or tracing sandpaper letters while saying them aloud. Environmental print (familiar logos the child has seen in the real world) have them spell it out to help memorize the letter patterns.
How does metalinguistics play a role in teaching?
metalinguistics also teaches children how to form letters- telling the difference between making a “b” and making a “d”- might occur by having the child associate language with the formation: stick and circle for the letter “b” and circle and stick for “d”
