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CliffNote CSET Literature > Review Of Domains (33-39) > Flashcards

Review Of Domains (33-39) Flashcards

1
Q

Developmental expectations for K-2nd/3rd

A
  • Letters are associated with sounds (phonics)
  • Reading CVC words (mat, sun, put)
  • Early spelling patterns such as spelling with the first and last consonant of a word (“st” for “sit”)
  • Phonemic awareness develops while phonograms (chunks of words) begin to prove identifiable
  • Can now blend and rhyme words (phonological awareness development)
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2
Q

Developmental expectations for 4th-8th

A
  • Students use analogy to decode words to develop reading fluency
  • Reading accuracy and speed continues to increase because advancements in decoding
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3
Q

Developmental expectations for remedial readers 3rd-8th

A

Students that are in remedial have the same expectations as the average expectations for lower grade levels and thus taught from the same systematic framework in the early grades of successful readers

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4
Q

Reading instructions for Pre-K

A
  • Help recognize print environment
  • Develop students abilities to make predictions during stories
  • Observe the practice of children pretending to read
  • Develop the students ability to recognize letters and shapes
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5
Q

Reading instructions for K-2nd/3rd

A

Begin systematic and explicit instructions to progress reading development including:

  • Developing phonemic awareness
  • Progressing the relationship between sounds and letters (phonics)
  • Increase vocabulary and spelling inventory
  • Develop word attack skills
  • Develop reading/text comprehension
  • Practice the basic skills of listening and writing
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6
Q

Reading instructions for 4th-8th

A
  • Develop word-attack skills to decode multisyllabic words
  • Further develop spelling and vocabulary
  • Develop fluency
  • Develop text comprehension using context skills
  • Utilizing metacognition
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7
Q

Reading instruction for remedial readers 3rd-8th

A
  • Identify reading weaknesses
  • Teaching explicit strategies to address trouble zones revealed during the assessment and diagnostic process
  • Linking instruction to prior knowledge learned
  • Further time allocated to intervention/instruction
  • Divide develop reading skills into smaller steps while providing steady reinforcement and positive feedback
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8
Q

Age of pre alphabetic development

A

Early childhood to Pre-K

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9
Q

Age of alphabetic development

A

K-2nd/3rd grade

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10
Q

Orthographic development

A

4th-8th Grade

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11
Q

Orthography Definition

A
  • The art of writing words with the proper letters according to standard usage
  • The representation of the sounds of a language by written or printed symbols
  • A part of language study that deals with letters and spelling.
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12
Q

It is crucial for children to develop reading skills in order to—–

A

Gain opportunity for future learning experiences

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13
Q

Do children have to be highly intelligent to read

A

Harsh question right… but the answer is no, sn overwhelming majority have the ability to become successful readers

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14
Q

Teaching children to read effectively just may be—–

A

The single most significant contribution to their educational development

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15
Q

Developmental expectations of Pre-K

A
  • Conceptual skills such as the identification that text moves left to right
  • Identifying visual cues in print such as the letters in their names
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16
Q

Phonemes

A

The smallest part of a spoken language (English has about 41). Could be as simple as (a) but sometimes phonemes are represented by more than one letter (th)

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17
Q

Phoneme Manipulation

A

Blending phonemes into words and segmenting words into individual phonemes. Also adding and taking away phonemes from a given word.

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18
Q

Graphemes

A

These are the smallest parts of written language that represent individual phonemes (igh) (sh) (ch). It can also be just one letter.

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19
Q

Phonics

A

The understanding that relationships between phonemes and graphemes are predictable. In other words, knowledge on how letters make sounds.

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20
Q

Effective way to teach phonics

A

Systematic instruction: carefully selecting specific letter sound relationships that are then organized in a logical sequence.

Explicit instruction: programs that provide teachers wig specific instructions to teach systematic instruction about these relationships

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21
Q

Phonemic awareness

A

Ability to hear, identify, and manipulate individual sounds (phonemes)

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22
Q

Phonological awareness

A

NOT the same as phonemic awareness (that is a subcategory of this). This also includes awareness of rimes, onsets, and rhyming .

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23
Q

Syllables

A

Words parts that contain nouns

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24
Q

Decoding

A

The analysis of spoken or written symbols in order to understand their meaning (this primarily refers to words identification).

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25
Q

Segmenting

A

Breaking words into individual phonemes. They are also doing this when they break words into syllables and syllables into onsets and rimes.

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26
Q

Phonogram

A

Smallest amount of written symbols (could be or it could be more) to make an individual sound (a phoneme)

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27
Q

Onset and Rime

A

Onset: (sw) of the word swim
Rime: (im) of the word swim
(We are dealing with phonograms here)

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28
Q

CDS

A

Child Directed Speech

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29
Q

Child directed speech

A

Modifying speech to make it easier for children to learn. Proper CDS (or motherese) would include techniques like echoing and labeling

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30
Q

Fast Mapping

A

Process of young children using context to quickly identify words (nouns are easier to do this for than, say, verbs

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31
Q

Habituation

A

Infants and children are able to repeat sounds that are reinforced and identify abstract rules of sentence structure. Discrimination of patterns and repetition has proven to be possible even for an infant.

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32
Q

Holophrase

A

A single words that expresses a complete thought. Includes symbolic gestures where a child know a symbol (word) and link it to an object or desire.

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33
Q

Representational Gestures

A

Gesturing that shows an infants desires

34
Q

Overregulization

A

In early childhood children begin to use past tenses and plural speech. Overregulization is when a child uses a classic word pattern for an irregular word (foots instead of feet)

35
Q

Private Speech

A

Talking out loud to the self with no intention to communicate to another. This helps children integrate language and thought.

36
Q

Telegraphic speech

A

Simplified speech or an early form of speech. Just enough words (2 for example) to get the point across “water on” for “turn the water on”

37
Q

Alphabetic Knowledge

A

Identify and form letters

38
Q

Concepts about print

A

Concepts about books like front to back, where to start reading, how reading goes from left to right, knowing the difference between letters words and sentences.

39
Q

Phonics

A

Relation between phonemes and graphemes

40
Q

High Frequency Word Recognition

A

Ability to identify words outside of context (not using any fast mapping techniques).

41
Q

Oral reading inventory

A

Graded passages that show the level of fluency while assessing accuracy, reading rate, reading level, and comprehension level

42
Q

Conducting a spelling inventory (what can you do with the results)

A

Examination of words spelled correctly and inccorectky in regards to a student’s multiple works. Skills then be classified into different developmental spelling stages. This has direct ties to reading.

43
Q

Phonemic awareness is strongly related to——

A

Reading achievement

44
Q

Teaching Phonemic Awareness

A
  1. Teachers help children identify words in a set that begin with the same sound
  2. Teachers help children say the first or last sound in a word
  3. Teachers help children combine or blend sounds
  4. Teachers help children break of segment words into individual sounds
45
Q

Classroom expectations for teaching phonemic awareness

A
  • notice, identify, and manipulate individual sounds
  • specifically blending and segmenting activities
  • instructions should also be explicit about the connection between phonemic awareness and reading
46
Q

Example of teaching phonemic blending and segmenting

A
  1. I’m going to say the word “can”
  2. Now you say the sounds in the word “can”
  3. Write sound the different sounds in the word can (write down the graphemes that represent the phonemes in the word “can”)
  4. Now we are going to read the word “can”
47
Q

Aspects of phonological awareness

A

Onsets, rimes, phonemes, rhyming, alterations, intonation

48
Q

Alliteration

A

Occurrence of the same letter or sound at the beginning of a word (the same letter sound can also be adjacent)

49
Q

Teaching phonological awareness

A
  1. Teachers help children make oral rhymes
  2. Teachers help children identify and work with syllables in spoken words
  3. Teachers work with children work with onsets and rimes in spoken syllables or one syllable words
50
Q

Phonics is (in technical terms)

A

Learning to relation between phonemes and graphemes

51
Q

Terms for the relation between phonemes and morphemes

A
  1. Graphophonemic relations
  2. Letter-sound association
  3. Letter-sound correspondence
  4. Sound-symbol correspondence
  5. Sound-spelling
52
Q

Regardless of the label, the goal of phonics instruction is to—

A

Help children learn and use the Alphabetic Principle

53
Q

Alphabetic Principle

A

The understanding that there are systematic and productive relationships between written letters and spoken sounds (predictable relations between phonemes and graphemes)

54
Q

Understanding the Alphabetic Principle contributes greatly to children’s ability to—-

A

Read words both in isolation and in connected text

55
Q

Criticism of phonics instruction

A

Critics of phonics instruction say the English spellings are to irregular for phonics instruction to really help children to learn and read words

56
Q

Rebuttal to phonics criticism

A

Phonics instruction teaches children a system for remembering how to read words. When a child learned this very term “phonics” isn’t instead spelled “fonics” their memory will be trained to better identify these words with different graphemes and the same phonemes because their pre-learned experience with the mechanisms of the word. Therefore they will be able to identify and decode these words more quickly in and out of context.

57
Q

6 steps of teaching phonics (just the single words)

A
  1. Assess
  2. Plan
  3. Explicit
  4. Select
  5. Fluency
  6. Ongoing
58
Q

“Assess” step in Phonics instruction

A

Assess phonics and other words identification strategies using both formal and informal tools then analyze results to plan and effective instruction

  1. Decoding test
  2. Fluency test
  3. Sight word checks
59
Q

“Plan” step in Phonics instruction

A

Plan instruction that is systematic, explicit, and sequenced according to the involving complexities of linguistics including phonemes, morphemes, onesets, rimes, letters, letter combinations and syllables

60
Q

“Explicitly” step in Phonics instruction

A

Explicitly teach and model phonics, decoding, and other word identification strategies. Positive reinforcement is key when errors are made in the learning process

61
Q

“Select” step in Phonics instruction

A

Select and design resource material and strategies for assessment and instructions. Strategies include decodind and other methods of word identification.

62
Q

“Fluency”

A

Provide fluency practice in a variety of ways

63
Q

Examples of providing different ways of fluency practice in teaching phonics

A
  1. Practice decoding and word-attack skills so they become automatic in reading text
  2. Provide application and practice decoding skills in a decodable (controlled vocabulary) text and word recognition skills taught out of context
  3. Persist in using decodable text and other text written at at the students instructional level
64
Q

“Ongoing” step in Phonics instruction

A

Provide ongoing assessment to demonstrate the student’s progress toward mastery of state standards

65
Q

Systematic Instruction

A

Systems (in phonics) that clearly identify and carefully select a useful of letter sounds relationships (graphophonemic relations) and organize these instructions in a logical sequence

66
Q

Systematic instruction is particularly beneficial for children who—-

A

Are having difficulties learning to read and who are at risk for developing future reading problems

67
Q

Effective programs offer phonics instruction that systematically and explicitly how to—–

A

Related letters and sounds, how to break spoken words into sounds, and how to blend sounds to form words

68
Q

Effective phonics instruction tells students why—-

A

They are leas ring the relationships between letters and sounds and why it’s useful

69
Q

Effective phonics instruction helps students apply—-

A

What they learn about sounds and letters not just to reading but also to their own writing

70
Q

Effective phonics programs can be—-

A

Adapted to the needs of individual students based on assessment

71
Q

Effective phonics program includes—-

A
  1. Alphabetic knowledge
  2. Phonemic awareness,
  3. Vocabulary development
  4. Reading of text
  5. Systematic instruction
72
Q

Non-systematic phonics instruction—- (pretty bias)

A
  1. Do not teach consonant and vowel letter-sound in a prescribed sequence
  2. Encourage informal instruction based on the teacher perceptions of what students need to learn and when they need to learn it
  3. Do not focus on vowels (even though vowel letter sounds relationships are quite important
  4. Do not provide practice materials that offer children the opportunity to apply what they are learning about letter sound relations
73
Q

Non-systematic phonics instruction often includes what 3 programs

A
  1. Literature-based programs that emphasize reading and writing activities (base techniques on teaching key letters that appear in student reading materials)
  2. Basal reading programs whole word or meaning-based activities (not focused on letter sounds relations or how to blend and segment)
  3. Sight word programs that teach children 50-100 words (do not learn any information about the alphabetic principle)
74
Q

Fluency

A

Fluency is the ability to read a text accurately and quickly. Their reading sounds natural like if they were talking and also read with expression. Furthermore, when reading silently they are able to identify/recognize worst automatically

75
Q

Fluency is important because it provides a bridge between—-

A

Word recognition and comprehension

76
Q

Why does fluency provide a bridge between word recognition and comprehension

A

Fluent readers do not have to concentrate on decoding words and therefore can focus solely on comprehension while reading text

77
Q

Break the code

A

Learn to attach sounds to letters and to blend letter sounds into recognizable words

78
Q

To be able to read with expression—-

A

Readers must be able to divide the text into meaningful chunks (these chunks include phrases and clauses)

79
Q

Implications of teaching fluency

A
  1. Teachers are good models (they should read aloud)
  2. Teachers should help students orally reading text that is reasonably easy for them
  3. Teachers should assess reading level and assess accuracy (which should be 95% thus missing about 1 out of 20 words)
  4. Teachers should use a variety of reading material to progress the development of achieving fluency (should include stories, non-fiction, poetry)
80
Q

Why is studying poetry an effective method to teach fluency

A

Poems for children are often short and also often contain rhythm, rhyming, and meaning

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